Objective

By the end of the 45-minute session, students will be able to:

• Understand and represent positive and negative integers on a number line.
• Compare and order integers.
• Apply addition and subtraction of integers in hands-on activities.

Common Core Standards

CCSS.MATH.CONTENT.6.NS.C.5
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero). Recognize and locate integers and other rational numbers on a number line.

CCSS.MATH.CONTENT.6.NS.C.6
Understand a rational number as a point on the number line. Understand ordering and absolute value of rational numbers.

CCSS.MATH.CONTENT.6.NS.C.7
Understand addition and subtraction of rational numbers as joining and separating parts referring to the number line.

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Materials Needed

• Paper number lines (one per student, about 3 feet long, marked with integers from -10 to +10)
• Colorful integer chips (red for negatives, blue for positives) – about 20 chips per student
• Whiteboards and dry erase markers
• Integer cards (with positive and negative numbers from -10 to +10)
• Small cups or envelopes for chips management
• Student journals for reflections
• Timer or stopwatch

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Lesson Breakdown

1. Warm-Up: Number Line Walk (7 minutes)

• Activity: Place a large number line on the classroom floor (use tape or a printed mat).
• Call out integers and have each student physically step to the corresponding point on the line.
• Encourage students to "jump" forward for positive and "jump" backward for negative numbers.
• Ask quick guiding questions: "What integer is 3 steps to the left of 0?" or “Which is larger: -4 or 3?”

Purpose: Concrete physical engagement activates kinesthetic learning and builds a sense of directionality on the number line.

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2. Direct Instruction & Demonstration (8 minutes)

• Review the concept of integers as positive and negative numbers including zero.
• Display a paper number line and demonstrate placing integer chips at different points.
• Demonstrate comparing integers by asking: “Which is greater: -2 or -5? Why?” using chips and the number line.
• Show addition of integers using chips and number line jumps (e.g., -3 + 5). Model subtraction similarly (e.g., 4 - 6).

Teacher’s Tips: Use clear verbal explanations, emphasize the importance of direction on the number line.

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3. Hands-On Activity: Integer Chip Challenges (15 minutes)

• Setup: Each student gets a number line, a set of integer chips, and integer cards.
• Task: Students draw a card, place the chip on the number line, then draw a second card and use chip movements to add or subtract.
• Students record their problems, solutions, and a short explanation in their journals.
• Encourage pairing students for peer checking and discussion to enhance understanding.

Example Challenge:

• Draw card: -4. Place red chip at -4.
• Draw card: +7. Move chip 7 places forward.
• Result: +3.

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4. Group Exploration & Discussion (8 minutes)

• Regroup as a class and discuss:
  • Were some problems trickier? Why?
  • How did the number line help your understanding of adding/subtracting negative numbers?
  • Discuss real-world examples (temperature changes, elevations above/below sea level).
• Optional: Use a whiteboard to show tricky examples and student-generated problems.

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5. Quick Quiz and Reflection (7 minutes)

• Quiz: On whiteboards, students answer three quick problems:
  • Compare -7 and -3 (which is greater?).
  • Calculate 5 + (-8).
  • Calculate -6 - 4.
• Collect answers and offer immediate feedback.
• Reflection: Students write one thing they learned and one question they still have in their journals.

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Differentiation & Extensions

• For struggling students: Use number line with larger increments, practice with only positive or only negative examples first.
• For advanced students: Introduce absolute value comparisons and word problems involving integers (e.g., “If the temperature is -3 degrees and it rises by 7 degrees, what is the new temperature?”).

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Assessment Criteria

• Correct placement and movement of integer chips on number lines.
• Accurate calculations in the hands-on addition and subtraction tasks.
• Participation and articulation during group discussion.
• Responses in quick quiz and journal reflections evidencing conceptual understanding.

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Teacher Notes

• Prioritize physical movement and multisensory experiences—it’s critical for 6th graders’ grasp on abstract integer concepts.
• Maintain enthusiasm and encourage questions to deepen engagement.
• Use positive reinforcement for collaborative communication.

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This lesson will engage all learners through movement, visual aids, and tactile experience while aligning perfectly with the Common Core State Standards. It transforms integer learning from abstract symbols into a concrete, meaningful experience.