Lesson Plan Form - LBS 400

Revised 09/09/14 JC

Candidate: Quentella Hale Subject: Math Grade level(s): Date: 5-1-17

6
Standard: 5NS.6a. Understand positive and negative numbers are used together to describe quantities
have opposite direction or values (temperature above/ below zero) use positive and negative number
represent quantities in real-world context, explaining the meaning of 0 in each situation.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Positive and negative numbers on a number line. Concept

II. LEARNING OUTCOME (Objective):

Given a blank sheet of paper, students will understand negative and positive numbers on a number line by
creating a number with the appropriate points on the number line. With 90% accuracy.

DOK/Cognitive Rigor Level: Recall/Reproduction

Language Demand

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): A video of showing
how to create a number line and plot points. Discussion with a partner on their understanding of a
number line.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Story about Knotts Berry Farm and a bank negative bank
account.
Talia bought a ticket for Knotts Berry Farm and her bank account was -50.00. The ticket was $75.00 and
she originally had $25.00 in her account. Why does she have a negative 50.00 in her account?

Purpose: Real life context and students will not over draft bank account and see the effect of a
negative number.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Define what is a positive number.

a. T input : A positive number is a number that is bigger than zero.
b. Student response: Students will show example of a positive number on white boards.

Step #2: Define what is a negative number.

a. T input : Negative numbers is a real number that is less than zero.
b. Student response: Students will show examples of a negative number on white boards.
 Step #3: Define number line
a. T input: A number line a straight line on which there is indicated a one-to-one correspondence
between points on the line and the set of real numbers.
b. Student response: Students will give a choral response of what is a number line.

Step #4: Draw a number line

a. T input : Draw a number line and label sides negative and positive
b. Student response: Students will create a number line on a blank sheet of paper and place the
number zero in the middle of the number line.

Step #5: Label numbers on both sides of number line in increments of 5

a. T input: example how to label number line
b. Student response: Students will label numbers on number line and share with a partner.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Students will practice plotting (-6,-
10,5,20) on number line.

D. MATERIALS & RESOURCES: paper, pencil, white board, dry eraser, marker

V. ASSEESSMENT STRATEGIES (Methods for obtaining Evidence of Learning):

Formative: Students solve 5 addition problems using the number line.

Summative: exist slip solving 2 subtraction problems using the number line

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice): Provide small group or direct instruction for struggling students.

VII. HOMEWORK (if appropriate):