Lesson Information

Subject: Mathematics Strand/ Domain: Numbers Teacher: Maya Abou Ali

Grade: 6 Section: N. of Sts: Date: Week: Duration:

1 week
2/9/2019

Lesson Title: Decimal Numbers Competency:

Value of the Month:

☐Initiative/Self-direction
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Care
☐Communication
☐Collaboration
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Big Question (Essential Questions) Key Words:
In what ways can we use numbers and how Positive numbers - Negative numbers-Number line- absolute value -opposite
numbers- abscissa – axis- distance - situated before- situated after - greater
to compare them ?
than- greater than or equal – less than - less than or equal.
Haweyatie: (Relevance to Culture/Every Day Life) Using Negative Numbers
Positive and negative numbers show up everywhere in the  The temperature is 12 degrees colder than yesterday
world around us and are used in everyday life.
We use numbers to show how many or how much there is
of something:

 People have 2 eyes

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 I owe my sister 6 dollars
  My friend wants to lose 10 pounds

 There are 5 toes on a foot

 There are 7 days in a week
 There are 12 inches in a yard
 You have 15 dollars in your pocket ... and so on
 We use positive numbers to show these things. Up until
now we probably haven't said "positive numbers" ;
we've just said "numbers".
 We show positive numbers with a + sign
 +5 means positive five

Learning Objective(s):

 Identify positive and negative numbers.

 Know two opposite numbers.
 Place the decimal numbers on the numerical line.
 Compare decimal numbers.

3. Materials/ Resources:

☐Smartboard ☐ E-Materials ☐PPT ☐Text Books ☐Hands On Material ☐Workbook ☐Copybook ☐Entrance / Exit Cards

Power point presentation

SC sheet
videos

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Teacher’s Role Student’s Role
o Teacher gives number to students for example 6 and -6 and asks students:
What is the difference between the two numbers?  Students will discuss with the teacher and tell that 6 is
positive number and -6 is a negative number because
of the minus sign before it.

 Students will give examples such as:

o Teacher asks students to provide examples of positive and negative numbers. The Positive numbers (numbers greater than zero): 1, 3, 6,
teacher provides the real life examples listed above. 99, 2000,…
o Teacher discuss with the students the examples and let them play this game Negative numbers (numbers less than zero): -1, -67,-
https://www.ixl.com/math/grade-6/understanding-integers 478,- 5000,…

o Numbers preceded by + or – signs are called decimal numbers.  Students notice the difference between them and these
numbers with zero are called Integers a part of decimal
numbers and they play the game and the winner will
get an extra point.

o Teacher displays the following video about number line:

https://www.youtube.com/watch?v=OAoLCXpao6s till 1:54  Students will watch the video and will learn what is
the number line or axis and how to draw it and identify
the numbers on it.
o Teacher explains the number line ( an axis) is a line where we choose:
1. an origin (the zero)
2. a unit (the centimeter for example)  Students play this game :
3. a sense, the one going from left to right. https://www.ixl.com/math/grade-6/graph-integers-on-
o Positive numbers are placed to the right of zero (→) horizontal-and-vertical-number-lines
o Negative numbers are placed to the left of zero (←)  Students solve the related exercises in the workbook.

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 o This number line can be horizontal or vertical (if we flip the horizontal we get the
vertical line )

Technically speaking, we have the following:

o A positive number is a number that is greater than zero. It falls above zero on a vertical
number line
o A negative number is /a number that's less than zero. It falls below zero on a vertical number
line.

 Students do the following activity.

o The decimal numbers on an axis are the abscissas of points on that axis.
o + 4 is the abscissa of point A. we write A(+4).
o 0 is the abscissa of the origin point.
o We write O(0)

Teachers guide the students while solving the activity.

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 o Positive and negative numbers show up everywhere in the world around us.
 Students will watch the video and link it to the
Using the video https://study.com/academy/lesson/positive-negative-numbers-in-the-real- lesson they go over the definitions of these two types
world.html The video talking about: of numbers and discuss a few examples of how they
are used in everyday life.Then discuss it with the
(Isn't it interesting how much the temperature can vary across the world on any given day? teacher
For example, it could be 82 degrees above zero in Hawaii and at the same time be 5 degrees
below zero in Alaska! Considering how much the temperature can vary depending on where
you are in the world, it's good that we have different types of numbers available to represent
them. For example, the temperature of 82 degrees above zero is a positive number, and we
write it as 82 or -82, whereas the temperature of 5 degrees below zero is a negative number,  Students notice that there is thermometer indicating
and we write it as -5. hot weather and other cold we know it when it is
above the 0 or below it. So the teacher will
Notice that if we think of our thermometers as vertical number lines, 82 falls above zero and - introduce the lesson and tell them that there are
5 falls below zero, as we would expect from the definitions of positive and negative numbers. positive and negative numbers.
 Students get the worksheet and answer the question:
Let's explore some other instances of positive and negative numbers in the real world! tell which thermometer goes with each item of
clothing 1 or 2?
Another interesting area in which positive and negative numbers show up is elevation. The
elevation of a location is its distance above or below sea level.

If we consider the fact that sea level has an elevation of zero, you can probably guess which
type of number corresponds to above sea level and which type of number corresponds to
below sea level. Since positive numbers lie above zero, they must correspond to elevations
that are above sea level, and since negative numbers lie below zero, they must correspond to
elevations that are below sea level.

Consider the city of New Orleans, Louisiana. New Orleans often experiences flooding,
because some areas of New Orleans actually lie below sea level! For instance, one of the
lowest elevations in New Orleans is at 6.5 feet below sea level, so we say the elevation is -6.5
feet, a negative number. On the other hand, one of the highest elevations in New Orleans is at
23 feet above sea level, so we say the elevation is 23 feet, a positive number.

Distance from zero- Opposite numbers:

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  Students observe that the number line shows
that the distance from 0 to -6 is 6 units.
And the distance from 0 to 6 is 6 units.
o Teacher uses the tiles in the classroom to explain distance from zero- opposite  Students notice that -6 and +6 have the same
numbers: distance from zero and they have opposite
A boy is standing on the origin (the zero) then he moves left till -6. What is the signs.
distance from 0 to -6 ?  Students Complete the exercise:
And if the boy was standing on the zero then he moves right till 6. What is the
distance from 0 to 6 ? opp(+2)= ________
Or Use the following video to explain opposite numbers:
https://www.youtube.com/watch?v=2Zk6u7Uk5ow opp(-1.3)=__________
o Teacher explains that -6 and +6 have the same distance from zero and they have
opp(-9.2)=_____________
opposite signs. They are called opposite numbers and we write: opp(+6) = -6 or
opp(-6) = +6 opp(0)=_____________

o Two decimal numbers are opposite if they have: opp(opp(+3))=_____________

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑔𝑛𝑠
{
𝑠𝑎𝑚𝑒 distance from zero opp(opp(-2.5))=____________
o The opposite of the opposite of a decimal number is the decimal number itself.
 Students solve the related exercises in the workbook.

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  Students draw a number line and compare
numbers then they deduce that :

A number on the left is less than a number on the right. For

Comparison of decimal numbers example: 5 is less than 8, −1 is less than 1 ,−8 is less than
−5
Teacher explains how to compare decimal numbers using the video:
https://www.youtube.com/watch?v=OAoLCXpao6s Starting from 1:52 A number on the right is greater than a number on the left.
For example: 8 is greater than 5 , 1 is greater than −1, 5 is
o Encourage the students to provide their own examples and compare them. greater than −8.

Or https://www.youtube.com/watch?v=9OzENFeK8GI (Example: Lunch  Students solve : Think and answer!

1. Among the temperatures 23°, -30°,0°,-5°,15°, what is

o John borrowed $3 to pay for his lunch
the lowest?________ The highest? __________
Virginia borrowed $5 to pay for her lunch
2. Write the temperatures from lowest to greatest.
Alex had enough money for lunch and has $3 left over

Place these people on the number line to find who is poorest and who is richest.  Students will learn the following:

Owing money is negative  If two decimal numbers are:

Having money is positive
. Positive: the smaller is the one that has the smallest
distance from 0.
So John has "−3", Virginia has "−5" and Alex has "+3"
. Of opposite signs: the smaller is the negative number.
Now it is easy to see that:

Virginia is poorer than John (−5 is less than −3) .negative: the smaller is the one that has the biggest
and John is poorer than Alex (−3 is less than 3) distance from 0.
and Alex is, of course, the richest!)
 A negative number is smaller than or equal to 0 :if

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 a is negative then a≤ 0
 A positive number is greater than or equal to 0 :if
o Teacher asks students to play the game about comparing numbers. a is positive then a≥ 0
 The number 0 is both positive and negative.
Or Teacher distributes the flash cards and solve it.
 Students play the game in pairs:

https://www.ixl.com/math/grade-6/compare-integers

Or distribute the flash cards and ask student to do it as an

o Teacher distribute the guiding steps/Success criteria among students and ask them to assessment:
fill-in with a tick under  if you get the idea or  if you still have questions :

Name: _______________
Date:________________ Decimal Numbers

Success criteria: Fill-in with a tick () under  if you get the idea or  if you still have
questions

Steps to success  
1. I can define the positive and negative
numbers?
2. I can locate the abscissas of points on the
number line (or Axis)?
3. I can identify the opposite of the numbers?
4. I can compare numbers?

Provide the needed support

Clarify any misconception  Students provide suggested “steps to success” for the
given objectives.

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