Unit 4 – Operations with Integers – 6th grade

5E Lesson Plan Math

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Grade Level: 6th grade Subject Area: Math
Lesson Title: Unit 4 – Operations with Lesson Length: 10 days
Integers Unit 4 – Operations with Integers – 6th grade
THE TEACHING PROCESS
Lesson Overview This unit bundles student expectations that address identifying
a number, its opposite, and its absolute value, and representing and modeling
integer operations fluently, including standardized algorithms. According to the
Texas Education Agency, mathematical process standards including application, a
problem-solving model, tools and techniques, communication, representations,
relationships, and justifications should be integrated (when applicable) with content
knowledge and skills so that students are prepared to use mathematics in
everyday life, society, and the workplace.

During this unit, students examine number relationships involving identifying a

number, its opposite, and absolute value. Previous work with number lines
transitions to the understanding that absolute value can be represented on a
number line as the distance a number is from zero. This builds to the relationship
that since distance is always a positive value or zero, then absolute value is
always a positive value or zero. Although students have been introduced to the
concept of integers, this is the first time students are exposed to operations with
negative whole numbers, which is a subset of integers. The development of
integer operations with concrete and pictorial models is foundational to student
understanding of operations with integers. Forgoing the use of concrete and
pictorial models as a development of integer operations could be detrimental to
future success with computations involving negative quantities, such as negative
fractions and decimals. The use of concrete and pictorial models for integer
operations is intended to be a bridge between the abstract concept of operations
with integers and their standardized algorithms. It is expected that once the
concept of integer operations has been sufficiently developed and connected to
the standardized algorithms, students should add, subtract, multiply, and divide
integers fluently.

Unit Objectives:
Students will…
 examine number relationships involving identifying a number, its opposite,
and absolute value
 represent absolute value on a number line as the distance a number is from
zero.
 develop integer operations with concrete and pictorial models
 develop and connect integer operations to standardized algorithms
 add, subtract, multiply, and divide integers fluently
Standards addressed:

TEKS:
6.1A- Apply mathematics to problems arising in everyday life, society, and the
workplace.
6.1B- Use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution.
6.1C- Select tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation, and
number sense as appropriate, to solve problems.
6.1D- Communicate mathematical ideas, Page 2 of 2
reasoning, and their implications using
multiple representations, including symbols, diagrams ,graphs, and language as
appropriate.
6.1E- Create and use representations to organize, record, and communicate