Warm-up 4

Teacher Activity - TA 5

Student Activity - SA 14

Advanced Activities - AA 21
Advanced Activity - 1 21
Advanced Activity - 2 25
Advanced Activity - 3 29

Create Activity - CA 32

Wrap Up 42

Applet Links 43

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Topic Introduction to Integers

Class Description Narrative: Dr. Order has been researching a planet for a long time now. He made a huge leap recently
by finding a few plant samples on the planet. He intends to study the plants in detail to research and
learn about the plant life on that planet. Back at D.O.S.A, Dr. Order discovers that the plants needs its
own environment to sustain and survive. He decides to build a special lab to simulate the environment
that the plant needs. As an intern at D.O.S.A, help Dr. Order in his quest to explore this mysterious
plant!
Math: The lesson introduces negative integers as distances in the opposite direction on a coordinate
plane. This understanding of negative numbers on an axis is extended to visualize integers on a vertical
and horizontal number line. Through real-life context and examples, the number line tool is used to
introduce negative integers as numbers below/under a reference point that is zero. The concept of
integers is further enhanced by bringing the idea of them being the exact opposite/inverse of the
corresponding positive integers. This is finally used to calculate simple expressions with integers.

Class G5-M9-C55

Class time 60 mins

Goal 1. (-1) Recall: Understand numbers as distances from the origin on the x-axis or the y-axis on the
coordinate plane. (5.G.A.1)
2. (0) Core: Introduction to integers with real-life examples and representation on a number line.
(6.NS.C.5) (6.NS.C.7.A)
3. (+1) Advance: Describe situations in which opposite quantities combine to make 0.
(7.NS.A.1.A)
4. (+2) Accelerate: Solve linear equations with integer coefficients and integer solutions in one
variable using informal reasoning. (8.EE.C.7)

Resources ● Teacher Resources

Required ○ Earphone with mic
○ Tablet-Stylus
●
🌕
Student Resources

🌕 Earphone with mic (Optional)

🌕 Paper-Pen
Tablet-Stylus (Optional)

Class structure 1. Warm-up 1. 3 mins

2. TA 2. 25 mins
3. SA/AA 3. 15 mins
4. Create 4. 10-12 mins
5. Wrap Up 5. 3 mins
(Use discretion)

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 Warm-up
Warm-up (3 min)
● Connect with the student.
● Get the student to talk and express.

Applet Screenshot Whiteboard (if any) Learning Experience |

Probing Qs

Ask:
● Have you ever read or listened to
weather reports on the news?
1. Yes/No
● Have you noticed that sometimes
temperature appears with a negative
sign? For example in a
refrigerator/freezer.
1. Yes/No
● Why is there a negative sign along
with the number? What does it mean?
1. <Answer my vary>
Say:
● Today, we are going to learn about
such numbers, i.e., numbers which
have negative signs before them.
● While learning about these numbers,
we will also help Dr. Order in his
research.
● For the research, he decides to build a
special lab to simulate/re-create the
environment that the plant needs.
● So, let us help him with your math
skills!

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 Teacher Activity - TA
Core Concepts
● (-1) Recall: Understand numbers as distances from the origin on the x-axis or the y-axis on the coordinate plane.
● (0) Core: Introduction to integers with real-life examples and representation on a number line.

Teacher Activity (25 mins)

Mandatory
● Initiate Screen Share by the student.
● Allow the child to “do” the activities.
● Provide support where needed.

Narrative Outline (Entry): Dr. Order has been looking at plants from the planet Tobor 32. He's very excited to find out
new things about the plants with the help of special sapling specimens which he's always been
curious about.
But to study the plant samples properly, it needs to be kept in a lab with conditions that are
friendly to these plants. Help him build it!

TA Q1 - Represent the given coordinates using correct notations.

Question Screenshot - Say -

● D.O.S.A has a really huge campus!
Dr. Order wants your help in
identifying the plot where he could
establish the new lab for research
purposes of the mysterious plant.
● Represent the coordinates of A and B
using correct notation and choose the
best spot to establish the lab.

Probing Questions -
<WB 1> ● How do points A and B vary from
< Note: Whiteboard is for teacher reference, each other with respect to the origin?
replication of the images is not expected > 1. Point A is above the origin
whereas point B is below the
Answer Screenshot - origin.
Ask -
● What are the coordinates of point A?

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 1. Point A is 3 units above the
origin, so it’s coordinates are
(0,3).
● What are the coordinates of point B?
1. Point B is 3 units below the
origin, so it’s coordinates are
(0,-3).
Probing Questions -
● From the given question, can you
understand the need for negative
numbers?
<WB 2> 1. Yes, negative numbers help
us in denoting the numbers
which are less than 0.
TA-Q1
● What are the places where negative
numbers are used?
<Answer may vary as per the
student’s response>
1. Scores in tests, temperatures,
location of points in a
coordinate plane, money
transactions, like profit, loss,
discounts, loans/debts, and
even distances.
● How can distances be negative?
1. Negative distance just
represents the opposite
direction.
2. Let’s explore the next
question.

Knowledge Points/Evidence of Learning: Questions based on finding the correct notation for the given distance from x-axis
and y- axis.

TA Q2- To reach 6 floors below the ground level, which button should be pushed on the elevator panel?

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Question Screenshot - Say -
● Dr. Order wants an underground lab
that goes 6 levels below the ground.
● He has asked you to design the push
button panel of the lift that will be
installed at this lab facility.

Ask:
● Do we need to go above or below the
ground floor?
1. Below the ground floor.
<WB 1>
< Note: Whiteboard is for teacher reference, Probing Questions -
replication of the images is not expected > ● What button do we push in an
Answer Screenshot - elevator to reach the ground floor?
1. Zero (0).
2. The ground floor is a
reference point for all the
floors above and below it, so
the most appropriate number
for this floor is zero.
3. For example, in large
buildings like shopping
complexes/malls, hospitals,
and other places, there may
be parking lots, rooms,
structures below the
<WB 2> ground/in the basements. One
TA-Q2 may reach there through an
elevator, by pressing buttons
like -1, -2. Sometimes, these
buttons may also be B1 as
Basement 1, B2, and so on.
● Which are the most appropriate
numbers for representing the floors
above and below the ground floor?
1. Above the ground floor: 1, 2,
3, etc. These are positive
numbers above zero on a
number line.
● Below the ground floor: -1, -2, -3, and
so on. So, how do negative and
positive numbers differ from each
other?
1. Positive numbers are greater
than zero and negative

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 numbers are less than zero.
2. These are the numbers in the
opposite directions to each
other from 0.
Ask -
● So, to reach 6 floors below the ground
level, which button should be pushed
on the elevator panel?
1. -6, as the floor is 6 floors
below the ground floor.

Probing Questions -
● Is it the same as going 6 floors above
the ground floor?
1. No, in this case we have to
press 6 instead of -6.
● How will you represent this scenario
on the number line?
1. Let us make a number line
using the WB.
<WB 3>

Knowledge Points/Evidence of Learning: Questions based on the representation & meaning of integers in different
scenarios. (Need for negative numbers.)

TA Q3 - Every lab needs a freezer and it requires negative temperature.

Choose the appropriate temperature(s) on the number line.

Question Screenshot - Say -

● Based on observation of the
mysterious plant and the planet Tobor
32, Dr. Order notices that this plant
requires to be stored at a very low
temperature!
● Choose the appropriate
temperature(s) on the number line.

Probing Questions -
● In what orientations, can the number
<WB 1> line be drawn?
< Note: Whiteboard is for teacher reference, 1. 2 orientations, vertical and
replication of the images is not expected > horizontal. They can be
oriented to any angle.
Answer Screenshot - However, the two orientations

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 are the most common.
● Which of the number lines is used in
representing the temperature in the
given question?
1. Horizontal number line.
Ask -
● What is the condition for the
temperature of the freezer?
1. It should be negative or
below 00C.
● In the given number line, where
would the number below 00C lie?
TA-Q3 1. To the left of the 00C, i.e., the
negative numbers.
● So, which of the following
temperatures can be chosen for the
lab?
1. -10C and -50C.

Probing Questions -
● Which of the temperatures will you
choose if the requirement of the
freezer is to have a positive or above
zero degree temperature?
1. 20C and 40C.

Knowledge Points/Evidence of Learning: Question on what will be the position of an integer on a number line. (Real life
context)

TA Q4 - Devise a temperature measuring scale for the air conditioning system, such that it can measure:
Maximum temp: 30°C
Minimum temp: -30°C

Question Screenshot - Say -

● Planet Tobor 32 has a temperature
range of -30°C to 30°C, Dr. Order
wants to simulate the same
temperature range within the lab.
● He needs your help in programming
the temperature range of the air
conditioner on it’s remote.

Probing Questions -
● Is it necessary to have 1 and -1 to the
right and the left of the
zero, respectively?

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 1. No, the number in the right
Answer Screenshot - and left to the zero can be
different from 1 and -1.
2. We can take any number to
the exact right and the left of
zero but the difference
between two markings on the
scale must always be the
same throughout the number
line. This is called the size of
the scale.
<WB 1> 3. A scale may have various
< Note: Whiteboard is for teacher reference, markings of equal sizes..
replication of the images is not expected > Ask:
● What should be the minimum and
maximum temperature on the scale?
1. -300C and 300C, respectively.
TA-Q4 ● What should be the scale on the
number line if the values of extreme
temperatures are -300C and 300C?
1. We should have a scale of
100C, so that 300C can be at
the extreme position.
● So, what will be the values of
temperatures on the number line?
1. -300C, -200C, -100C, 00C,
<WB 2> 100C, 200C, and 300C
(from left to right)

Probing Questions -
● How do we find the size of the scale
easily and quickly?
1. Divide the maximum
marking towards the right of
zero by the number of
markings we wish to have to
the right of zero.
2. For example, here, 30 ÷ 3 =
10. The first number to the
<WB 3> right of zero can be 10, and
then, 20, 30. The same is true
for numbers to the left of zero
as well.
● Is there any other combination of
answers possible?
1. Yes, the answer will change if

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 we take the position of the
extreme temperatures.
● What are the other correct answers?
1. -300C, -150C, 00C, 150C, and
300C
2. -300C, 00C, and 300C

● Can we fill in the number line

temperature values as :-300C, -290C,
-280C, 00C, 280C, 290C, and 300C?
1. No.
<WB 4> ● Why?
1. The scale of the number line
is not maintained here.
2. The difference between two
markings on the scale must
always be the same
throughout the number line,
be it from zero to the next, or
any other two points on the
number line.

<WB 4>
Probing Questions -
● What is an integer?
1. Integer, whole-valued
positive or negative number
or 0.
Or
2. The numbers that have +ve
or -ve signs and have no
decimal or fractional part or
0.
● Why isn’t every decimal or fraction
an integer even when they have
negative signs?
1. A decimal or a fraction has a
decimal part. That’s why they
can’t be considered as an
integer.

Knowledge Points/Evidence of Learning: Questions based on the representation of a set of integers on a number line

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 Explain:
Family of numbers:
The numbers in the outermost circle are
fraction and decimal numbers.
The numbers in the next circle in the inward
direction are integers.
Integers: Whole-valued positive or negative
number or 0.
The numbers in the next circle in the inward
direction are whole numbers.
Whole numbers: The whole numbers are
numbers without fractions, decimals, or
negative integers.
The numbers in the next circle in the inward
direction are natural numbers.
Natural numbers: They are whole numbers
without 0.

From this diagram it is clear that a natural

number is the smallest number family and is
also a whole number family, integer family,
and fraction and decimals family but vice
versa is not true.
E.g. 1, 2, and 3 can be considered as natural
numbers, whole numbers, integers, and
fractions and decimals.
Whereas, ½ is a part of fractions and decimals
family but not a part of smaller families like
whole number family, integer family, and
natural number family.

So, the numbers which are in the families of

the inner circle can also be considered as the
numbers of families of the outer circle but
vice versa is not true.

Error Analysis:
TA Q5 - Identify the incorrect names in the given diagram to place the number families appropriately.

Say -
● Dr. Order has certain important
Question Screenshot - < Note: Whiteboard is for teacher reference, datasets which will come handy in the
replication of the images is not expected > planning of the lab.
● He asks you to select the correct
representation of the number and its

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 category.

Ask:-
● In the given diagram, which family is
not represented correctly?
1. Integers and whole numbers
are not represented correctly.
● Why all integers cannot be whole
numbers?
1. Integers include negative
numbers but whole numbers
Answer Screenshot - can’t have negative numbers.
● What should be the correct order of
the family of numbers?
1. Fraction and decimals ---->
integers -----> whole numbers
----> natural numbers.
Probing Questions -
● Why did the error occur in the given
representation?
1. All the whole numbers are
integers but according to the
<WB 2> given diagram all the integers
are whole numbers which is
not true.

● Why is every fraction not an integer

TA-Q5 but every integer is a fraction?
● Every fraction is not an integer as
numbers which have the fraction part
can not be considered as an integer.
1. Every integer is a fraction as
every integer can be
represented as a fraction by
writing the denominator as 1.
For example, -5 = -5/1
<WB 2> ● As every integer is a fraction so every
whole number and natural number
must be a fraction also.

● Is 12/3 an integer?
1. On simplifying 12/3, 12 ÷ 3 =
4. 4 is a natural, a whole, and
an integer number. Hence,
12/3 is also an integer.

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Knowledge Points/Evidence of Learning: Questions based on the definition of integers.

Narrative Outline (Exit): Great Job! Dr. Order is impressed with your inputs for the lab designs. He is super excited to
start working in the lab.

Segue to SA: Dr. Order has almost built the lab and wants to get all the environmental aspects
of the new lab right!

Segue to AA1: It is finally time to conduct the experiment and learn more about the
mysterious plant! Let us help Dr. Order note down the growth aspects of the mysterious plant.

Segue to CA: Dr. Order’s research effort has been fruitful! Dr. Order has discovered that this
plant from the alien planet has several unique properties which can purify air, control moisture,
temperature, and so on. He decides to use this plant to make an environment regulating
machine.

Student Activity - SA 14

Advanced Activities - AA 22

Create Activity - CA 32

Student Activity - SA
Student Activity (10 mins)
● Optional, if the student has confidently solved all the problems in Teacher Activity.
● Compulsory, if the student struggled in the previous activity.
● Lead the student to solve the problems in these activities.

Narrative Outline (Entry): The lab seems to be ready, but needs some tweaking here and there! Help Dr. Order by
tweaking the properties of the room to make the environment adaptable to the mysterious
plant.

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SA Q1 - Help Dr. Order by representing the given coordinates using correct notations.

Question Screenshot - Say -

● Dr. Order wants to place the
mysterious plant under study at the
distance equal from two opposite
light panels at the lab.
● Help Dr. Order by representing the
given coordinates using correct
notation.
Ask -
● What are the coordinates of point Q?
1. Point Q is 4 units to the right
<WB 1> of the origin. So it’s
< Note: Whiteboard is for teacher reference, coordinates are (4,0).
Answer Screenshot - ● What are the coordinates of point P?
replication of the images is not expected >
1. Point P is 4 units to the left of
the origin. So, it’s coordinates
are (-4,0).

SA-Q1 <WB 2>

Knowledge Points/Evidence of Learning: Questions based on finding the correct notation for the given distance from x-axis
& y- axis.

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SA Q2- You need to move the generator 2 levels below the ground floor. Which button of the elevator panel would you have
to press to get there?

Question Screenshot - Say -

● You are in the elevator and need to
move the generator two levels below
the ground floor.

Ask:
● Do we need to go above or below the
ground floor?
1. Below the ground floor.
● So, to reach 2 floors below the ground
level, which button should be hit on
<WB 1> the elevator panel?
< Note: Whiteboard is for teacher reference, 1. -2
Answer Screenshot -
replication of the images is not expected >

SA-Q2 <WB 2>

Knowledge Points/Evidence of Learning: Questions based on the representation & meaning of integers in different
scenarios. (Need for negative numbers)

SA Q3 - Dr. Order placed the disposal bin in the basement.

Which of the following number line(s) represent(s) the depth at which the trash can is placed?

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Question Screenshot - Say -
● Labs produce medical waste which
needs appropriate and safe disposal.
Dr. Order places the trash can in the
basement below the ground floor.
● Which of the following number lines
can represent the depth at which the
disposal bin is placed?

Ask-
● Which numbers are more appropriate
<WB 1> to represent the depth if we are
< Note: Whiteboard is for teacher reference, considering the ground as the zero
replication of the images is not expected > level?
Answer Screenshot - 1. Negative numbers.
● What is the position of negative
numbers in the number line?
1. Below the zero.
● So, which of the number lines
represent the depth?
1. Number line of option A and
D.
Probing Questions -
● Why is the number line of option C
not a correct answer even though it
represents a negative number?
<WB 2>
1. Position of negative numbers
is not correct in option C as it
SA-Q3 should be below to the zero
not above.

<WB 3>

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 <WB 4>

Knowledge Points/Evidence of Learning: Question on what will be the position of an integer on a number line. (Real life
context)

SA Q4 - Divise a moisture rating scale, such that it can rate the air moisture upto:
Minimum: -12 rating
Maximum: 12 rating

Question Screenshot - Say -

● To experiment the effect of moisture
on the mysterious plant, Dr. Order
wants you to fix a range for moisture
in the room.
● A negative moisture rating means the
plant will lose water to the room, and
positive moisture means the plant will
get water from the room.

Ask:
● What should be the minimum and
maximum moisture rating on the
Answer Screenshot - scale?
<WB 1> 1. -12 and 12 respectively.
< Note: Whiteboard is for teacher reference, ● What should be the scale on the
replication of the images is not expected > number line if the values of extreme
moisture ratings are -12 and 12?
1. We should have a scale of 4
rating points so that 12 can
be at the extreme ends.
● So, what will be the moisture ratings
on the number line?
1. -12, -8, -4, 0, 4, 8, and 12
(from left to right)
Probing Questions -

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 ● Is there any other combination of
answers possible?
1. Yes, the answer will change if
we take the position of the
extreme moisture ratings.
● What are the other correct answers?
1. -12, -6, 0, 6, and 12
3. -12, 0, and 12

Explain: To quickly find out the appropriate

scale, divide the extreme values by the
<WB 2> number of markings you wish to have on the
number line on either side of zero.

SA-Q4

<WB 3>

Knowledge Points/Evidence of Learning: Questions based on the representation of a set of integers on a number line

Error Analysis:
SA Q5 - Which of the following is/are incorrect?

Question Screenshot - Say -

● Dr. Order is impressed with your
math skills so far. He wants to test
your knowledge about integers by
identifying which of the following
statements is incorrect.

Ask -
● Which is the smallest number family
and which is the biggest?
1. The family of natural
numbers is the smallest
family as it is represented by
the innermost circle which is
Answer Screenshot - smallest in size.

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 2. The family of fractions and
decimals is the biggest family
as it is represented by the
outermost circle which is
biggest in size.

● What is the statement in option A?

1. Every whole number is an
integer.
● Is it true?
1. Yes, as the family of the
<WB 1> whole numbers lies inside the
< Note: Whiteboard is for teacher reference, family of integers so every
replication of the images is not expected > whole number must be an
SA-Q5 integer.
E.g. 5 is a whole number as
well as an integer.
● What is the statement in option B?
1. Every integer is a whole
number.
● Is it true?
1. No, as the family of integer
numbers lies outside the
family of whole numbers so it
is not necessary for a whole
number to be an integer.
E.g. -5 is an integer but not a
whole number.
● What is the statement in option C?
1. Every natural number is an
integer.
● Is it true?
1. Yes, as the family of the
natural numbers lies inside
the family of integers, every
natural number must be an
integer.
E.g. 5 is a natural number as
well as an integer.

● What is the statement in option D?

1. Every integer is a negative
number.
● Is it true?
1. No, as the integer can also be
a positive number.

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 E.g. 5 is an integer but not a negative
number.
Probing Questions -
● Which number is a whole number but
not a natural number?
1. Only 0 is a number which is a
whole number but not a
natural number.
● Why is every fraction not an integer
but every integer is a fraction?
2. Every fraction is not an
integer as numbers that have
the fraction part can’t be
considered an integer.
3. Every integer is a fraction as
every integer can be
represented as a fraction by
writing the denominator as 1.
E.g. = -5 = -5/1
● As every integer is a fraction so every
whole number and natural number
also must be a fraction.

Knowledge Points/Evidence of Learning: Questions based on the definition of integers

Narrative Outline (Exit): Wonderful! Dr. Order is now glad that he can research the mysterious plant without any hassle,
all thanks to your math skills!

Segue to AA1: It’s finally time to conduct the experiment and learn more about the mysterious
plant! Let’s help Dr. Order note down the growth aspects of the mysterious plant.

Segue to CA: Dr. Orders research effort has been fruitful! Dr. Order has discovered that this
plant from the alien planet has several unique properties which can purify air, control moisture,
temperature and so on! He decides to use this plant to make an environment regulating
machine.

ADVANCED ACTIVITIES - AA 22

CREATE ACTIVITY - CA 32

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 Advanced Activities - AA
Advanced Activity - 1

Advanced Activity - Concepts

● (0) Core: Introduction to integers with real-life examples and representation on a number line.
● (+1) Advance: Describe situations in which opposite quantities combine to make 0.
● (+2) Accelerate: Solve linear equations with integer coefficients and integer solutions in one variable using informal
reasoning.

Advance Activity 1
● This is Optional as it is 0 HOTS.
● Start, only when more than 15 minutes on the clock
● Skip to Create Activity if only 10 minutes left

Narrative Outline (Entry): With the lab all set, Dr. Order wants to conduct an important experiment and learn more about
the plants. Assist Dr. Order in planning the experiment!

AA1 Q1 - Match the following.

Question Screenshot - Say -

● Dr. Order is all set to conduct a very
important experiment to learn more
about the plant. He has tabulated the
data, but an unfortunate coding error
in the computer jumbles it up.

Ask -
● How will you complete the following
table?
1. By selecting the appropriate
unit and measure (negative or
positive) for the quantities in
column A.

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 Answer Screenshot - Ask -
● Which of the following values can
represent the temperature of a room
(A)?
1. -120C
● Which of the following values can
represent the loss of money in the
previous failed experiment (B)?
1. -$50
● What does money in negative
signify?
<WB 1> 1. Money in negative indicates
< Note: Whiteboard is for teacher reference, that there is a removal of
replication of the images is not expected > money or it is getting
deducted. Hence, a lost
number is denoted with the
help of a negative number.
● Which of the following values
represents the resource material kept
on the floor that is 4 levels below the
ground (C)?
1. - 4 levels
● Which of the following values
represents a discount on the cost of
each resource of this project (D)?
AA1-Q1 1. -$100
● Which of the following values
represents the depth of the pit in
which lab waste will be disposed off
(E)?
1. -10 m
● Which of the following values
represents the money saved, if this
attempt is successful (F)?
1. $500

Knowledge Points/Evidence of Learning: Question based on number sense, movement of a point on the number line.

AA1 Q2- Use the given scale to provide appropriate ratings to the given samples.

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Question Screenshot - Say -
● Dr. Order wants to check the effect of
5 samples of water on the growth of
the plant.
● Help him rate the samples using the
given scale and mark it on the
samples.

Probing Questions-
● What is the defined rating for the
sweetest water according to the given
<WB 1> scale?
1. 2 is the highest rating
available so that will be the
Answer Screenshot - best-suited rating for the
sweetest water.
● What is the defined rating for the
saltiest water according to the given
scale?
1. -2 is the lowest rating
available so that will be the
best-suited rating for the
saltiest water.
<WB 2>
< Note: Whiteboard is for teacher reference, <Instruction: The strips inside the samples
indicate their salty and sweet nature>
replication of the images is not expected >
Ask:
● Which of the given samples is
AA1-Q2 suitable for a -2 rating?
1. First sample, as it has the
saltiest water.
● Which of the given samples is
suitable for a -1 rating?
1. Third sample, as it has the
second saltiest water.
● Which of the given samples is
suitable for a 0 rating?
1. Second sample, as it has
<WB 3> neutral water i.e. neither
sweet nor salty.
● Which of the given samples is
suitable for a 1 rating?
1. Fifth sample, as it has the
second sweetest water.
● Which of the given samples is
suitable for a 2 rating?

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 1. Fourth sample, as it has the
sweetest water.
Probing Questions-
● Can we have a scale where -2 is
sweetest water and 2 is the sweetest
water?
1. Yes, the rating totally
depends on how we are
defining the scale. So, if we
define -2 as the sweetest and
2 as the saltiest then it will
also be a correct scale.

Knowledge Points/Evidence of Learning: Question based on number sense, movement of a point on the number line.

Narrative Outline (Exit): Kudos! You’ve helped Dr. Order with an important part of his research!

Segue to AA2: Uh-oh! Looks like there is an unexpected power failure in the building level in
which the lab is at. Help Dr. Order by arranging for a back-up generator.

Segue to CA: Dr. Orders research effort has been fruitful! Dr. Order has discovered that this
plant from the alien planet has properties which can purify air! He decides to use this plant to
make an air purifying machine.

CREATE ACTIVITY - CA 32

Advanced Activity - 2
Advance Activity 2
● This is Optional as it is +1 above the grade level
● Start, only when more than 15 minutes on the clock
● Skip to Create Activity if only 10 minutes left

Narrative Outline (Entry): Just when the research has caught a good pace, there is a sudden power shutdown at the lab.
Find a power generator for the lab before it’s too late for the plant's survival.

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AA2 Q1 - Which of the following scenarios will take you to the ground level?
a. You are on the 5th floor and move 3 floors below.
b. You are on the 5th floor and move 5 floors below.
c. You are on the 5th floor and move 5 floors above.
d. You are on the 5th floor and move 6 floors below.

Question Screenshot - Say -

● As the generator in the basement fails,
Dr. Order recalls that there is a
generator on the fifth floor of a
neighboring building.
● You go there and get the generator,
but while returning the building loses
power and the elevator stops working.
● In which of the given scenarios will
you land on the ground floor?

<WB 1>
Let’s solve this using the number line!
< Note: Whiteboard is for teacher reference, Ask -
replication of the images is not expected > ● Which floor would you be reaching as
per option 1?
1. 2nd floor
● Which floor would you be reaching as
per option 2?
1. Ground floor (zero floor)
● Which floor would you be reaching as
per option 3?
1. 10th floor
● Which floor would you be reaching as
per option 4?
Answer Screenshot - 1. -1 floor (1 floor below the
ground floor)

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 <WB 2>
Say:
● So, you will reach the ground floor
only in the second scenario.
Probing Questions -
● Is it possible to reach the ground floor
by moving in an upward direction
from a floor above the ground floor?
1. No, going upwards from a
floor that is already above the
ground floor, you will always
reach a floor represented by a
AA2-Q1 <WB 3> larger and positive number on
the number line. (floor above
the ground floor).

● So, how much should you move to

reach the ground floor from the 5th
floor?
1. -5 floors (-ve indicates that
we are moving the same
number of floors below but in
<WB 4> opposite directions).

So, 5 and -5 are opposite numbers.

● What are opposite numbers?
1. Opposite of a number is the
same number with the -ve
sign.
2. So, a positive number will
have a negative opposite
while a negative number will
have a positive opposite.

● What are the opposite numbers of

4,-5, and 6?
1. -4, 5, -6

Knowledge Points/Evidence of Learning: Problems based on situations in which opposite quantities combine to become 0.

AA2 Q2- Which of the following scenarios will take you to the ground level?
a. You are on the 4th floor and move 4 floors below.
b. You are on the 4th floor and move 5 floors below.
c. You are on the 3rd floor and move 3 floors above.

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d. You are on the 4th floor and move 6 floors below.

Question Screenshot - Say -

● You get a message from Dr. Order
saying the generator will need its own
cord since the one in the lab won’t
suit it. The power cord is on the fourth
floor.
● In which of the scenarios the result
will be ground floor.

● Let’s solve this using the number line!

Ask -
● Which floor would you be reaching as
<WB 1>
per option 1?
< Note: Whiteboard is for teacher reference, 1. Ground floor (zero floor)
replication of the images is not expected > ● Which floor would you be reaching as
per option 2?
1. -1 floor (1 floor below the
ground floor)
● Which floor would you be reaching as
per option 3?
1. 6th floor
● Which floor would you be reaching as
per option 4?
1. -2 floor (2 floor below the
ground floor)
Answer Screenshot -
Say:
<WB 2>
● So, you will reach the ground floor
only in the first scenario.

AA2-Q2
<WB 3>

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 <WB 4>

Knowledge Points/Evidence of Learning: Problems based on situations in which opposite quantities combine to become 0.

Narrative Outline (Exit): Pheww! You retrieve the generator and the power cord. The lab gets powered just in time. Dr,
Order thanks you for saving the day!

Segue to AA3: Dr. Order is happy with the progress of his research! He now plans to expand
the lab to facilitate more detailed research!

Segue to CA: Dr. Orders research effort has been fruitful! Dr. Order has discovered that this
plant from the alien planet has several unique properties which can purify air, control moisture,
temperature and so on! He decides to use this plant to make an environment regulating
machine.

CREATE ACTIVITY - CA 32

Advanced Activity - 3
Advance Activity 3
● This is Optional as it is +2 above the grade level
● Start, only when more than 15 minutes on the clock
● Skip to Create Activity if only 10 minutes left

Narrative Outline (Entry): The research is successful but isn’t completely over yet! Dr. Order plans on expanding the lab
since there is scope for major research on other plants from planet Tobor 32. Join Dr. Order as
he plans to build a new modified lab for further research purposes!

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AA3 Q1 - Dr. Order plans to increase the size of the lab to 5 floors and 1 basement, each floor being 4 m high. If the total
height of the lab, including the basement is 24 m, then what is the depth of the basement below the ground?

Question Screenshot - Say -

● Dr. Order plans to increase the size of
the lab to 5 floors and 1 basement,
with each floor being 4 meters high.
If the total height of the lab, including
the basement is 24 meters.
● What is the depth of the basement
below the ground?

Ask -
<WB 1> ● What is the length of each floor?
< Note: Whiteboard is for teacher reference, 1. 4 m
replication of the images is not expected > ● What is the length of the floors above
Answer Screenshot - the ground?
1. 5 × 4 = 20 m

● What will be the statement for the

depth of the basement below the
ground floor?
1. Depth of the basement below
the ground floor = Total
length - Length above the
ground level
● What will be the depth of the
basement below the ground floor ?
1. Depth of the basement below
(-4 is also a correct answer) the ground floor = 24 m - 20
AA3-Q1 m=4m

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 Say -
● So, the depth of the basement below
the ground floor is 4 m which can
also be represented as -4 m as it is
below the ground level.

Knowledge Points/Evidence of Learning : Problem based on solving linear equations with integer coefficients.

AA3 Q2- The total length (l) of the pillar used for the lab is 36 m. If the length of the pillar above the ground (a) is 30 m,
then:
a. Represent the length of the pillar below the ground level (b) using a statement.
Length below the ground floor (b) = Total length (l) - Length above the ground level (a)
Length below the ground floor (b) = Total length (l) + Length above the ground level (a)

b. Determine the value of length below the ground level (b) = [ ] m

Question Screenshot - Say -

● Dr. Order needs some help with the
foundation planning for the new lab.
● The total length (l) of the pillar used
for the lab is 36 m. The length of the
pillar above the ground (a) is 30 m.
Ask -

● What will the statement for the length

of the pillar below the ground floor
be?
<WB 1> 1. Length below the ground
< Note: Whiteboard is for teacher reference, floor (b) = Total length (l) -
Answer Screenshot - replication of the images is not expected > Length above the ground
level (a)
● What will the length of the pillar
below the ground level be?
1. Length below the ground
level (b) = 36 m - 30 m = 6 m
Say -
● So, the length of the pillar below the
ground level is 6 m which can also be
represented as -6 m as it is below the
ground level.

(-6 is also a correct answer)

AA3-Q2

Knowledge Points/Evidence of Learning: Problem based on solving linear equations with integer coefficients.

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31
Narrative Outline (Exit): Great job! The new modified and expanded lab will help Dr. Order and his entire team
research various plants from planet Tobor 32. Dr. Order thanks you for assisting him with all
the work so far!

Segue to CA: Dr. Orders research effort has been fruitful! Dr. Order has discovered that this
plant from the alien planet has properties which can purify air! He decides to use this plant to
make an air purifying machine.

Create Activity - CA
Create Activity (12 mins)
● This is a compulsory activity.
● Allow the children to carry out the activity on their own.

Narrative Outline: Dr. Order has figured out a great feature about the mysterious plant: It can purify the air,
regulate temperature and control moisture! Create a machine that amplifies all of its
features!

NOTE for teacher:

The create activity has two branches.
● If only TA+ SA are covered, then use badge
number = 07
● If AA 2 is also covered, then use badge
number = 10.

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32
 Say:
● Click on Next.

Say:
● Click on a design that you want to use.

Say:
● Click on Next.

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 Say:
● Click on the dropdown arrow.

Say:
● Select a parameter from the drop-down.

Say:
● Input the values of temperature in the input
box by +/-.
● Click on CHECK.

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34
 Say:
● Click on dropdown arrow.

Note: If other boxes are not needed, do not need to

put any values in them or can use Zero for extreme
boxes.

Say:
● Select a parameter from the drop-down.

Say:
● Input the values of moisture in the input box
by +/-.
● Click on CHECK.

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35
 Say:
● Click on dropdown arrow.

Note: If other boxes are not needed, do not need to

put any values in them or can use Zero for extreme
boxes.

Say:
● Select a parameter from the drop-down.

Say:
● Input the values of height in the input box by
+/-.
● Click on CHECK.

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36
 Say:
● Click on the dropdown arrow.

Note: If other boxes are not needed, do not need to

put any values in them or can use Zero for extreme
boxes.

Say:
● Select a parameter from the drop-down.

Say:
● Input the values of air quality in the input
box by +/-.
● Click on CHECK.

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37
 Say:
● Click on dropdown arrow.

Note: If other boxes are not needed, do not need to

put any values in them or can use Zero for extreme
boxes.

Say:
● Select an alien plant for your device.

Say:
● Click on Next.

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 Say:
● Click on Place.

Say:
● Click on Next.

Say:
● Input the values using +/-.
● Click on CHECK.

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 Say:
● Click on Next.

Say:
● Click on Download.

Say:
● Click on Next.

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40
 Say:
● Click on the pair of nutt and bolt.

Say:
● Click on the pair of nutt and bolt.

Say:
● Click on the pair of nutt and bolt.

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41
 Say:
● Click on Next.

Say:
● Click on Download.

Narrative Outline: The device looks awesome! Dr. Order is super impressed with the device you’ve created!
He has asked you to join him in his next expedition to the planet Tobor 32! Great Job!

Wrap Up
Wrap Up (5 min)
Compulsory
● Reflection
● Summary
● Hats off

Great job today. Let’s revisit the key learnings of the

class.
●
●
●

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 ●

(Give at least 2 hats off)

Press the Hats Off Icon for
Creatively Solving Activities

Press the Hats Off Icon for Great Question

Press the Hats Off Icon for “Strong Concentration”

Applet Links
GGB Links for the activities
Activity Activity Name Links

Teacher Activity Plan To Build https://whitehatjrcontent.s3.ap-south-1.amazonaws.c

om/Teacher-Resources/COCOS_Applets/G5/C55/V2
/G5M9C55TA-QA/web-mobile/index.html
Student Activity The Lab Setup https://whitehatjrcontent.s3.ap-south-1.amazonaws.c
om/Teacher-Resources/COCOS_Applets/G5/C55/V2
/G5M9C55SA-QA/web-mobile/index.html

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Advanced Activity 1 Time For Results https://whitehatjrcontent.s3.ap-south-1.amazonaws.c
om/Teacher-Resources/COCOS_Applets/G5/C55/V2
/G5C55AA1V2BUILT/web-mobile/index.html
Advanced Activity 2 Need For Power https://whitehatjrcontent.s3.ap-south-1.amazonaws.c
om/Teacher-Resources/COCOS_Applets/G5/C55/V2
/G5C55AA1/web-mobile/index.html
Advanced Activity 3 Future Planning https://whitehatjrcontent.s3.ap-south-1.amazonaws.c
om/Teacher-Resources/COCOS_Applets/G5/C55/V2
/G5C55AA3BUILD/web-mobile/index.html
Create Activity The Air Purifier https://whitehatjrcontent.s3.ap-south-1.amazonaws.c
om/Teacher-Resources/COCOS_Applets/G5/C55/V2
/M9G5C55CA_1.0.0/web-mobile/index.html
Quiz Activity https://whitehatjrcontent.s3.ap-south-1.amazonaws.c
om/Teacher-Resources/COCOS_Applets/G5/C55/V2
/G5M9C55QA-+V2+build/web-mobile/index.html
Wrap Up https://whitehatjrcontent.s3.ap-south-1.amazonaws.
com/Teacher-Resources/COCOS_Applets/G5/C55/
G5M9C55WU/web-mobile/index.html

GLOSSARY

WORD MEANING

Air Purifier An air purifier or air cleaner is a device which removes

contaminants from the air in a room to improve indoor air
quality.

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