DISHA INDIA COMMUNITY SCHOOL PADHA

DATE: to No. of periods:

SUBJECT: Mathematics CHAPTER 6: Integers

CLASS: VI

NAME OF THE TEACHER:

NAME OF THE OBSERVER:

LEARNING OBJECTIVES:

1. Know the necessity and importance of Integers beyond Whole numbers. 12

2. Understand the need for negative numbers in real life situations.

3. Represent the integers on the number line.

4. Compare and arrange integers in ascending and descending order.

5. Understand the concept and operations in addition and subtraction of integers.

6. Verify the properties of integers under addition and subtraction.

RESOURCES USED:

Mathematics textbook (MTB), Math notebook – 1, marker, white board, Threads and cards

NOTES FOR THE TEACHER:

 PERIOD - 1
Introduction:-(Generating interest, informing students about the outcomes and expectations for the lesson) *Can
you find the following:

Experience and Reflection: (Task/question that helps students explore the concept and connect with their life)

Look at the picture carefully and answer the following.

(i) At what distance above sea level bird is flying?

Ans: 8 meters
(ii) At what distance below sea level fish is swimming?
Ans: 8 meters
(iii) Are they at same point?
Ans: No
But we gave answers as 8 meters to above 2 questions.
Can’t we differentiate the above two 8 meters?
In this chapter you will find how to differentiate those two.

STARTING WITH THE ACTIVITY

Students will get the idea of integer number lines with this activity.

Creating a number line having some positive and negative numbers using threads and cards with some negative
numbers, some positive numbers and zero

Asking a student to stand up and stand in front of zero with eyes closed.

And the teacher will give him two cards with ‘- ‘and ‘+’ signs on them.

“- “sign in right hand and “+” sign in left hand.

The student just must raise a hand according to the question teacher asks now.

Teacher asks, “which side you will go on if I say -3”.

Then the student will show one of the cards in his hand.

Teacher asks, “which side you will go on if I say 3”.

Then the student will show one of the cards in his hand.
The teacher will ask intentionally a number which is not on that number line to check whether the concept is clear or
not.

Teacher asks, “Which side you will go on if I say -43”.

Then the student will show one of the cards in his hand.

Teacher asks, “which side you will go on if I say 43”.

Then the student will show one of the cards in his hand.

Then some random questions for the number line to be done within groups so that students use appropriate signs
according to equations given to them.

Q: III. Express the given situation as positive or negative integers:

(i) Going to the 15th floor above the ground.

(ii) Moving 30 m below sea level.

(iii) Withdrawing $6500 from a bank.

(iv) Going 2 floors above the ground.

(v) Flying 3500 km above sea level.

HW: DO THIS ON PAGE 114

PERIOD-2
CLASS WORK

Continuing last day’s work

T: Students Open page number 116 and start doing “try these” on your notebooks.

Now is the best time to teach students about the number line theoretically.

Introduction to representation on number line

The teacher will draw a number line on the board.

The teacher will ask one of the students to come on board.

T: can you represent 4 on this number line and draw a circle on 4.

Students will surely do this within seconds.

After asking the same type of questions to students on board.

Now is the time to give students some questions on representation on number line to do in their rough notebooks.

Q: Represent on number line.

a. 4
b. -3
c. 0
d. -2
e. 6
 f. Numbers greater than 2 less than 5
g. Numbers greater than -5 less than -1
Q: Draw the number line from -5 to +5 and represent the following numbers.
a. All positive even numbers
b. All negative odd numbers
Q: In a class test containing 20 questions, 5 marks are awarded for each correct answer and 2 marks is deducted for
each wrong answer. If Riya gets 15 correct answers out of all the questions attempted. What is her total score?
Q: An elevator descends at the rate of 4 m/min. If the elevator starts descending 25 m above the ground level, how
long will it take to cover –450 m?
Q: During summer, the temperature within a room is 37o C. If an air conditioner cools the room by 5o C/min. What
will be the temperature of the room after 5 minutes of switching on the air conditioner?
Q: A dishonest shopkeeper uses a weighing machine which weighs 900g as 1kg. If cost of per kg sugar is ₹ 40. How
much money did the shopkeeper earn by selling 3 kg sugar to the customer.

Q: Find the integer, using the number line, which is:

(i) 5 more than 3

(ii) 9 less than 4

(iii) 12 more than -4

(iv) 8 less than 3

(v) 7 less than 0

(vi) 4 less than -6

(i) Which number will we reach if we start from -4 and move 7 steps to the right?

(ii) Which number will we reach if we start from -1 and move 9 steps to the left?

Q: Write the opposite of 50 km towards north?

HW: Try these on page 118.

Period – 3
Successor and predecessor

ACTIVITY

AGAIN, the teacher will use the number line in this activity using threads and cards against the wall.

The teacher asks one of the students to stand up and come on board.

Now the teacher will inform students about the rules.

RULES:

The teacher will ask only two types of questions.

1. What comes before?
2. What comes after?

If the teacher asks “what comes before” then students’ needs to move left side.

If the teacher asks “what comes after” then students’ needs to move right side.

Teacher demonstrating using an Example:

Q: what comes after 2.

Then students need to move to the right side i.e., 3.

Q: what come before 2

Then students need to move to the left side i.e., 1.

Now the activity begins.

The teacher will ask everyone to come and do this at least 2 to 3 times.

After completing the activity, the teacher will tell the students the number that comes after is called the successor
and the number that comes before is called predecessor.

Q: Write the following integers in their increasing order.

– 3, 0, – 6, 5, – 4, 6, 3, – 8
Q: Ramesh thinks of an integer. He subtracts 12 from it and gets the result as – 6. What was the integer he thought of?
Q: If * is an operation such that for two integers p and q, p * q = p + q – 2, then find:
(a) 6 * 2
(b) (- 2) * (- 3)
(c) (- 2) * (4)
(d) (+ 3) * (- 1)

HW: DO THIS ON PAGE 115 And 10 Questions by teacher

Period-4, 5
Comparing numbers

T- will put up following numbers on board 12,17

T- which one is greater and why?

T- will put up following numbers on board 12,11

T- which one is greater and why?

T- will put up following numbers on board 12, -2

T- which one is greater and why?

T- will put up the following numbers on board -12,7.

T- which one is greater and why?

T- will put up following numbers on board -5, -7

T- which one is greater and why?

Try these: -

S- will solve the try these on page 119. (Individual work)

Q: Comparing the following pairs of number use > or <.

HW: Exercise 6.1 complete

ADDITION OF INTEGERS

Process- Reading

S will read section 6.3

Class work DO THIS on page number 122.

ACTIVITY

S will read A-GAME first

And the game begins with rules written in the book.

Every student will do this activity individually.

After doing this activity students will have some idea about addition.
Simple easy questions to be answered by the students on addition(orally).

ACTIVITY-

Again, the teacher uses the same number line used in the previous two activities.

But this time for concept of addition

T- will write a question on board like 2+3

Now T will stand in front of 2 and move in the right direction up to 3 steps.

T- will ask students where he is.

Students will answer “5.”

Now students will do this activity individually.

ADDITIVE INVERSE

PROCESS- READING

S will read 6.3.1

T- students what have you understood?

Now students have the idea of additive inverse after reading.

T- will Ask students what they understood after reading this individually to few students.

Now the teacher will explain what additive inverse is on the board.

Now the teacher will give some questions for practice during the class.

Q- What is the additive inverse of the following numbers.

a. 12
b. 3
c. -5
d. -42
e. 10040
f. 3245
g. -564
h. 234422
i. -52452
j. 1234

TRY THESE ON page 127 and example 3, 4, 5, 6

HW: EXERCISE 6.2

PERIOD-6

SUBTRACTION OF INTEGERS

ACTIVITY-

Again, the teacher uses the same number line used in the previous three activities.

But this time for concept of subtraction

T- will write a question on board like 2-3

Now T will stand in front of 2 and move in the left direction up to 3 steps.

T- will ask students where he is.

Students will answer “-1.”

Now students will do this activity individually.

Q: Complete the table:

PROCESS- READING
S Will read section 6.4

The teacher will explain the concept of subtraction of integers after this.

EXAMPLE 7,8,9

Q: Draw the number line in classroom and mark integers and find the following by moving students left or right on
the number line.

5+ (-3)

(-5)-3

(-5) -(-3)

HW: EXERCISE 6.3

PERIOD- 7

DOUBTS AND DISCUSSIONS FOR THE WHOLE CHAPTER.