Integers Numberline

Overview

Students compare, order, and solve addition and subtraction problems involving integers using magnitude language and number-line strategies. The lesson begins with quick integer misconceptions checks, then moves to guided practice and independent problem solving, ending with an exit ticket.

Learning intentions

• WALT compare integers using greater-than/less-than and appropriate sign language.
• WALT order a set of integers using a logical number-line strategy.
• WALT solve integer addition and subtraction problems using a number line and explain my reasoning.
• WALT check solutions by interpreting direction and magnitude of movement on the number line.

Success criteria

• I can say which integer is greater/less and justify using sign and magnitude.
• I can place integers in the correct order from least to greatest (or greatest to least).
• I can solve integer addition/subtraction using a number line and write a clear explanation.
• I can check my answer by describing the overall change (how far and which direction).

Curriculum links

• Mathematics — Number — compare, order and solve problems involving addition and subtraction of integers (Year 7).
• Use less-than and greater-than notation to compare integers and justify reasoning.
• Order, add and subtract integers using a number line.
• Language focus: “addition”, “subtraction”, “magnitude”, “difference”, “sign” and synonyms.

Lesson structure (60 minutes)

1. 0–7 min · Hook: integer quick check

• Teacher shows 4 statements on the board; students vote True/False on mini-whiteboards and justify with one sentence starter.
• Students respond, e.g., “−5 is less than +2 because it is further left / has a smaller value.”

2. 7–15 min · Mini direct teach: magnitude and sign

• Teacher models one comparison and one ordering on a number line, explicitly naming sign and magnitude (direction and distance).
• Students copy a model then do a “same task, different integers” pair: compare −8 and +1, and order (−3, +2, −1).

3. 15–30 min · Guided practice: number-line solves

• Teacher works through 3 examples: a) −4 + 6 b) 7 − 10 c) −9 + (−3) Emphasise “start here → move right/left → land here” and connect to subtraction as “finding the difference” (direction depends on signs).
• Students work in pairs: each pair completes one additional example chosen from a small set and prepares one explanation for the class (no more than 2 minutes preparing).

4. 30–45 min · Collaborative practice: order + solve task

• Teacher distributes a worksheet: Section A: order 6 integers using a provided blank number line. Section B: solve 3 mixed-sign problems (at least one addition and one subtraction) using number lines.
• Students work in groups of 3: assign roles (Reader, Solver, Checker). Checker must confirm by describing movement (left/right) and magnitude.

5. 45–55 min · Assessment focus: teacher conferencing

• Teacher circulates with a short checklist: comparison justification, correct direction on number line, and accurate subtraction interpretation.
• Students complete a “Show it and say it” correction if their group is unsure: redo one problem and rewrite the explanation using at least one target word (magnitude, difference, sign).

6. 55–60 min · Exit ticket

• Teacher gives 2 questions: Q1 compare −12 and −5 using < or > and one justification sentence. Q2 solve −3 + 8 or 5 − 9 using a number line and final sentence: “I moved ___ because…”
• Students submit individually.

Resources

• Mini-whiteboards, pens, erasers
• Large class number line (on board) labelled with key integers
• Printed worksheet (ordering + solve)
• Exit ticket slips
• Sentence starters strip (e.g., “Because… it is less than…”, “I moved left/right ___ units…”, “The sign tells me…”)
• Multisensory supports: coloured integer tiles or arrows (optional for visual scaffolds)
• Teacher checklist for conferencing

Assessment

• Formative assessment: True/False quick checks with justifications (misconception tracking).
• Formative assessment: teacher conferencing during collaborative practice (direction on number line, correct sign handling).
• Summative-at-class: exit ticket to determine who meets comparison, ordering, and solving expectations.

Differentiation

• Support (dyslexia-friendly reading and access):
• Provide short, uncluttered problem cards; read instructions aloud; allow audio recording using classroom devices if available.
• Use larger font worksheets with increased spacing; provide a model number-line example in a margin.
• Provide sentence starters and word bank (addition, subtraction, magnitude, difference, sign, less than, greater than).
• Offer a “guided number line” template with pre-drawn ticks.
• Support (strategy scaffolds):
• For students who struggle: begin with fewer integers (4 instead of 6), and allow grouping by sign first (negatives then positives).
• Encourage “direction first” before calculation: decide left/right, then count units.
• Extension (advanced learners):
• Add a challenge: without fully plotting, predict whether −a + b is positive/negative (given signs), then verify using a number line.
• Include an extra problem: order integers that result from a given set of mini-sums (e.g., compute −6 + 3, −2 + 0, 5 − 9, then order results).
• Inclusion and safety:
• Use cooperative roles to reduce anxiety and keep all students engaged.
• Allow processing time after questions; avoid calling on students immediately—use random selection after think time.
• Establish respectful discussion norms: “challenge the idea, not the person.”