GRADE: VI - INTEGERS

6.1.3.1- LESSON PLAN

LESSON PLAN (BLD format)

Class: VI Subject: Maths

Date: No. of periods: 10

Chapter: 6, INTEGERS

Learning objectives: Previous Knowledge:(Daily review questions)

Students will be able to Teacher will motivate the students by asking questions like,
 Recall some basics in number system, playing Q1. What is the smallest whole number?
with numbers and whole numbers. Q2. What is the smallest natural numbers?
 Explore the difference between whole numbers Q3. What is mean by predecessor?
and natural numbers.
 Properties of whole numbers.
 Understand properties of integers.

Dynamic student profile (DSP)

KNOWLEDGE VALUES LIFE SKILLS
 Self-expression  Integrity  Effective Habits Self-renewal
 Application to real-life  Open-mindedness  Proactive Skills
 EntrepreneurialIfinancial  Authenticity  Envision Media-literacy
 Spo  Humility  PrioritizeAesthetic sense
rts  Growth mindset  Optimistic Meta-cognition
 Art  Compassion  Empathetic Listening Risk-taking
 Questions based on  Synergies
children’s life-as they live Sustainable self
development
 Prerequisite teacher resources AV IWB
Procedure:
PPT(D.2 Usage of board)
LABRESOURCES Specify

Subtopics any, specify :TLR

Others If covered Phase- 1
Day Introducti Phase-2 Phase 3 –
Materials to be brought byonstudents : Writing materials
Central Theme / Thought Closure
Recap all the
TEACHING STRATEGIES ACTIVITIESUSED (D.13 STEM) 1. By asking oral
 Teacher-centerednumbers  Graphic-organizer  Creative writing questions
Teacher will discuss
 Student-centeredwhichever they  Drama/Role-play  Model making 2.Homework
 Whole numbers
1.  Project-based have learned.
INTEGERS  Quiz  Chart work 3. By solving
Understand how   Natural numbers
Conversation I Dialogue  Lab-activity questions on black
 Small group instruction
introduction
the negative  Negative numbers
Presentation  Symposium / Seminar board
 Inquiry-based 
integers are  
Debate Comparison of positive and negative numbers.
 Assignments 4. Class test
 Co-operative learning
formed and what  Art integrated
 Game-based
is the need of
Recollect the idea of the number line by discussing it with the
children.
Demonstrate the representation on black board
1. Home work
Integers (Questions from
Able to draw a
on number line exercises)
2. number line and 2. Oral test
represent integers on 3. Class test
4. Lab activity – Seive
it.
of Eratosthenes
method.

Add two integers on number line by moving as many steps to the

right side of first number on the number line, if +ve is added and
move in the opposite direction if -ve is added.
 To subtract +ve move to the left and -ve move to the right from
the first number.
Make the children understand how touse the rules of Addition of
integers.undrestand how to subtract by doing different problems
from the text book.
1. Home work
Able to subtract
5 Subtraction of (Questions from
integers on an integer from exercises)
number line another integer 2. Oral test
3. Class test
on a number line. 67

1. Home
work(Questions from
Able to subtract Define additive inverse as the number obtained by changing exercises)
Introduce additive 2. Oral test
an integer from the sign.
inverse and 3. Class test
6. another integer To subtract an integer from another integer add the additive
General Rule of
subtraction without using inverse of the second number by using the rules of addiotion.
number line. Give more examples from the text book.
Olympiad I Competitive exam content:IMO, IOM, VISTO

Homework:

Day – 1 Ex :6A ( 1, 2, 3(ii, iv), 4(ii, iv), 5(ii, iv))Day – 2 Ex – 6A ( 6(ii, iv, vi, viii) , 7(ii), 8(ii), 9(ii), 10(iii, iv)

Day – 3 Ex :6B ( 1(i,iii) 2(i,iii) 3(ii) 4(iii), 5(ii,iv) ) Day – 4 Ex : 6B (6(ii,iv), 7(ii , iv) , 8)

Day – 5 Ex : 6C (2(ii,iv,vi,viii) , 5(2), 6)Day – 6 Ex : 6C 7(ii) , 8, 9, 11

Worksheet / Materials provided to students:

 WorksheetLink Home Enrichment sheet Review paper MLM MSM ERP

Remediation Career Connect Next Lesson Connect

Clarifying doubts and re-teaching the Applicable to all jobs Decimals

concepts
Experiential learning-Activitysheet

Subject/Domain: Mathematics
Curriculargoal: MCG3 Competencies: MC1.3

 Understands positive and negative numbers and

comparing integer and ordering integers and addition Understand the rules necessary to solve problems
and subtraction of integers using number line and with integers using addition and subtraction,
without using number line. Properties of integers and
Applications of addition and subtraction of integers.
basic concepts to complete job tasks..

Learning outcomes (core goal): The learner knows the definition of integers, positive and negative numbers and signs, order of set of integers from least
to greatest and Recognize that Integers get smaller in values as move to the left, and larger as you move to the right on a thermometer.
The importance of knowing about integers help to facilitate certain calculation by including negative numbers. Application problems on reallife .

Activity: Tounderstand the concept of addition and subtraction of integers.

Needed materials: 10 white buttons and 10 black buttons.

Assume: 1 white button as +1

1 black button asas -1

1 pair of white and black button as zero (Fig (a) )

Step 1: to find the sum of (+5) + (-2), take 5 white buttons and 2 black buttons and arrange them in two rows as
shown in the (Fig (b) )

Step 2: Match one white button with one black buttons as shown in Fig (c).
Step 3: Every pair of one white and black button makes zero. Count the remaining buttons and note down their
colour. If remaining buttons makes zero. Count the remaining buttons and note down their colour. If
remaining button are white, answer is a positive integer. If remaining buttons are black, answer is a negative
integer.

step 4: To find the value of (+4) + (-6), take 4 white buttons and 6 black buttons ( Fig(d) )

Step 5: follow the steps 2 to 4 (Fig (e) ).

Step 6: To find the value of (+5) – (+2), take five white buttons and 2 black buttons, (since +2 is to be
subtracted) and place them in 2 rows as shown in (Fig, (f)

Step 7: To subtract +2 means adding -2 i.e, 2 button of black colour. Math the buttons of two colours
(Fig.(g))

Step 8: Count the remaining buttons and note down their colour.

Step 9: To find the value of (+4) – (+5) take four white buttons and 5 black buttons. Arrange them in rows as
shown in Fig. (i). Match the buttons of two colours

Step 10: To find the value of (+4) – (-5) take four white buttons and 5 White buttons and place them in 2 rows as shown. Count the buttons and their
colours.

Observations:
i. In step 3, the number of remaining buttons = _____________
.0Their colour is ___________
So (+5) + (-2) = ___________
ii. In step 5, the number of remaining buttons = _____________
Their colour is ___________
So (+4) + (-6) = ___________
iii. In step 7, the number of remaining buttons = _____________
Their colour is ___________
 So (+5) - (-2) = ___________
iv. (+4) – (+5) = __________
v. (+4) – (-5) = __________

Assessmentrubrics

Rubrics Stream/Beginner Mountain/Proficient Sky/Advanced

Awareness What are negative How do you write the integers on a Explain the positive
numbers? number line? andnegative numbers

Sensitivity What are rules for addition How do we add the integers What is additive
of integers? without using number line? inverse of 0?

Creativity Create a cereal box that How will you subtract the If m and n represent two
advertises how integers integer? integers other than zero, then|
work. Board Game- Create m|+ |n| _______.
a board game that uses
integer knowledge to play
the game. Song- Create
and record a song that
demonstrates the rules to
solve integer problems.
Demonstrate your
knowledge
Teacher observational note Self Observational note

Followed the instructions properly Understood the importance of large numbers and how to
Students have done the Prime factorization of a given find the HCF and the LCM of the given numbers and
number and HCF and LCM application problems on basic HCF and LCM,
Understand the Application problems with examples.
Peer observational note Parent observational note
Parents observed their good level of learning and
Children learn to understand the method of prime
motivated them to do the same activity at home.
factorization in Application sums.
6.1.1.1.1.

Warm up activity
Day 1 & 2
Order of Integer:

Make the children to know about the Integers and opposite of integers, comparison of
integers,order of integers and representation of integers on the number line.
DAY-3 &4 :
Addition of integers:
Make the children to understand rules for additions of integers.
First show them how to add positive integers on the number line: Then model
the similar skill of adding negative integers: Finally, model how to add integers
with opposite signs on the number line: Again, have the students practice
multiple examples, each time modeling on the number line

DAY -5 &6 :
SUBTRACTION OF INTEGERS:

Make the children to understand thesubtraction of integers.

Have your class sit in a circle on the floor and invite a student to stand behind
one of their classmates. Then provide a subtraction equation for these two
students to solve (flash cards work great for this game). The first student to
 answer wins that round and then travels to the next student in the circle. The
object of the game is to make it all the way around.

6.1.3.1.2 Windup activity

DAY -1 &2 :
Students will be asked to recapitulate. Assessment will be done by oral
questioning.

DAY – 3 &4 :
Students will be asked to sum up. Assessment will be done with speed Maths( 6
problems ) involving comparing and ordering integers and representation of integers on
the number line..
Asking to summarize Hint words. will be done by oral questioning
DAY – 5 &6 :
Students will be asked to sum up. Assessment will be done with speed Maths
addition rules for integers . Asking to summarize Hint words. will be done by oral
questioning.
DAY – 7 &8 :
Students will be asked to sum up. Assessment will be done with speed Maths
subtraction of integers. Asking to summarize Hint words. will be done by oral
questioning.
6.1.1.4 3 Questions:
1. What is the greatest negative integer?
2. What is the additive inverse of -5?
3. What is the predecessor of -100?

Class activity:

INTEGERS:

If we construct a set of all natural numbers, whole numbers, and negative numbers
then such a set is called an Integer set, it can be represented as, (…… -3, -2, -1, 0,
1, 2, 3, ……)

Representing Integers on the Number Line

Addition of Negative Numbers

Case 1: "To add a negative number we move to the left on the number line"
 Case 2: "To add a positive number we move to the right on the number
line"

Subtraction of Negative Numbers

Rule of Subtraction: Change the operation from subtraction to addition, and

change the sign of the second number that follows.
Case 1: When we need to subtract a positive number from a positive number, we
follow the subtraction rule given above. For example, 5 - (+6) becomes 5 + (-6) = 5
- 6 = -1.
Case 2: When we need to subtract a positive number from a negative number, we
will follow the same rule of subtraction which says:

Rule of Subtraction: Change the operation from subtraction to addition, and

change the sign of the second number that follows.

Case 3: When we need to subtract a negative number from a negative number, we

will follow the rule of subtraction:
Rule of Subtraction: Change the operation from subtraction to addition, and
change the sign of the second number that follows.

For example, -9 - (-12) ⇒ -9 + 12 = 3.

6.1.3.2 Teaching Tools
6.1.3.2.1 Usage of Board

Use the board to explain the integers, and representation of integers ,comparison of integers and
order of Integers, Rules for addition of integers.

6.1.3.2.2 Smart Board

Open the video or click on the link.

INTEGERS

YOUTUBE LINK:
Exercise 6A : https://youtu.be/_EnQ5dbI5yA?si=0c8ubf13IX7Als97

Exercise 6B : https://youtu.be/xdFuYOXIIjA?si=dz3wMEFf1RBB4F4b

Exercise 6C :https://youtu.be/ddZdSViiEJE?si=MUTJYoXckpYX04eJ
6.1.3.3. Study material
.6.1.3.3.1. Mind map
CHECK POINT:
ENRICHMENT ACTIVITY: (Pg – 104)

1. Are all natural numbers integers?

2. Are all whole numbers integers?
3. Which integers are not whole numbers?
4. What is the corresponding negative integer for 999?
5. Which odd integer lies between -7 and -3?

Answer:
1. yes, All the natural numbers integers.
2. yes, All the natural numbers integers.
3. Negative integers are not whole numbers.
4. the corresponding negative integer for 999 is -999.
5. the odd integer -5 lies between -7 and -3.

MENTAL MATHS
ENRICHMENT ACTIVITY: (Pg – 107)

Write the integers which comes before and after 67the given integers.

1. ____ -8 _____
2. ____ -21 _____
3. ____ 0 _____
4. ____ 5 _____
5. ____ 100 _____
6. ____ -1000 _____
7. ____ -40 _____
8. ____ -900 _____
9.____ 665 _____
10. ____ -2000 _____

Answer:

1. -9, -7
2. -22, -20
3. -1, 1
4. 4, 6
5. 99, 101
6. -1001, -999
7. -41, -39
8. -901, -899
9. 664, 666
10.-2001, -1999

CHECK POINT:
ENRICHMENT ACTIVITY: (Pg – 113)

Fill in the blanks:

1.1. (-2)+(-5) ______(-2)-(-5)

2. -39-(-20) _______(-39)+(-20)

3. 33-(-11) _______47+(-3)

4. -35-(-42) _______(-42)-(-35)

5. 4+(-4)+4+(-4) _______0

Answer:

1. (-2)+(-5)<(-2)-(-5)

2. -39-(-20)>(-39)+(-20)

3. 33-(-11)= 47+(-3)

4. -35-(-42)>(-42)-(-35)

5. 4+(-4)+4+(-4) = 0
6.1.3.3.2 Notes of Lesson:

EXERCISE 6A

1. Write the opposite of the following?

i. A gain of ₹ 5000 ii. 5 km below sea level

iii. Losing a weight of 5 kg iv. Going 20 m to the north
v. 7 ° C above0 °C vi. A withdrawal of ₹ 5000

Answer:
i. A lossof ₹ 5000 ii. 5 km above sea level
iii. Gaining a weight of 5 kg iv. Going 20 m to the south
v. 7 ° C below 0 ° C vi. A deposit of ₹ 5000

2.Represent the following numbers on a number line.

i. -3 ii. 10 iii. 0 iv. -7

3.Write all the integers between the given pairs in increasing order.

i. 0 and -8 ii. -3 and 4 iii. -7 and -14 iv. -35 and -28

Answer:

i.-7, -6, -5, -4, -3, -2, -1

ii. -2, -1, 0, 1, 2, 3
iii. -13, -12, -11, -10, -9, -8
iv. -34, -33, -32, -31, -30, -29
4.In each of the following pairs, which number is to the right of the other on the number line.

i. 0, -5 ii. -3, -5 iii. 1, -37 iv. -7, 5

Answer:
i. 0 ii. -3 iii. 1 iv. 5

5.In each of the following pairs, which number is to the left of the other on the number line.

i. -2, -9 ii. 3, 0 iii. -8, 5 iv. 7, 5

Answer:
i.-9 ii. 0 iii. -8 iv. 5

6. Fill in the blanks with appropriate symbols > or <.

i. 3 _____ -1 ii. -6 ____ -8 iii. -2 ____ 5 iv. 0 ____ 5

v. 0 ____ -7 vi. -1 ____ 0 vii. -30 ____ -29 viii. -465 ____ -475

Answer:
i. 3 >-1 ii. -6 >-8 iii. -2 <5 iv. 0 < 5

v. 0 > -7 vi. -1 <0 vii. -30 < -29 viii. -465 >-475

7. Arrange the following integers in increasing order.

i.4, -9, -3, 0, -7, -5, 5 ii. 655, -564, 457, 646, -465, -546

Answer:

Increasing order: i. -9, -7, -5, -3, 0, 4, 5

ii. -564, -546, -465, 457, 646, 655

8. Arrange the following integers in decreasing order.

i.-10, 0, 8, 5, 10, -4, 7, -8 ii. -701, 117, -170, 171, -107, -711

Answer:

Decreasing order: i. 10, 8, 7, 5, 0, -4, -8, -10

ii. 171, 117, -107, -170, -701, -711

9. write the next four integers in each of the following sequences.

i. -20, -15, -10, -5, …… ii. 11, 7, 3, ……

Answer:

i. 0, 5, 10, 15 ii. -1, -5, -9, -13

10. Write the opposite of each of the following.

i. -37 ii. 0 iii. 42 iv. -87

Answer:

i.37 ii. 0 iii. -42 iv. 87

11. Draw a number line and answer the following questions.

i. Which number is reached if we start from -1 and move 4 steps to its right?

ii. Which number is reached if we start from 3 and move 6 steps to its left?

ⅰ) The number is 3

ii) The number is (-3)

12.i) If we are at -2 on the number line, in which direction and how many steps should we take to
reach -9?

ii. If we are at 1 on the number line, in which direction and how many steps should we take
to reach -11?

Answer:
i) Seven steps to the left of -2.

ii) Twelve steps to the left of 1.

13. Make True (T) or false (F) for each of the following statements.

i.The smallest integer is zero.

ii.The smallest positive integer is 1.
iii. -6 is an integer between -5 and 5.
iv. -17 is to right of -19 on the number line.

Answer:
i. False ii. True iii. False iv. True

EXERCISE-6B

1. Using the number line write the integer which is

i. 5 more than 3 ii. 4 more than -3

iii. 6 less than 2 iv. 2 less than -8

Answer:
2. using the number line add the following.

i. 3 + 4 ii. (-4) + (-7) iii. (-9) + 5 iv. (-3) + 2 + (-4)

Answer:
3. Add the following without using the number line.

i. (-17) + 24 ii. 26 + (-45) iii. (128) + (-57)

Answer:

i.(-17) + 24 =7 ii.26 + (-45) = -19

iii.(128) + (-57) = -185

4.Find the sum of the following.

i. -4761 and 10000 ii. -289, -445 and -187

iii. (-23) + 48 + (-35) iv. (-44) + 911 + (-56) + 89

Answer:
i. -4761 + 10000 = 5239 ii. (-289) + (-445) + (-187) = (-921)

iii. (-23) + 48 + (-35) = (-58) + 48 iv. (-44) + 911 + (-56) + 89 = (-100) + 1000
= (-10) = 900

5.Find the additive inverse of each of the following integers.

i.72 ii. 0 iii. -129 iv. 1

Answer:

i. -72 ii. 0 iii. 129 iv. -1

6.Find the successor of the each of the following integer.

i. -999 ii. 0 iii. -32 iv. -1

Answer:

i. -999 + 1 = -998 ii. 0 \+ 1 = 1 iii. -32 +1 = -31 iv. -1 + 1 = 0

7.Find the predecessor of the each of the following integer.

i. 0 ii. -10 iii. -1000 iv. -127

Answer:
i. 0 -1 = - 1 ii. -10 – 1 = -11 iii. -1000 - 1 = -1001 iv. -127 – 1 = -128

8. A bus travelled 56 km to the north of Delhi and then further travelled 110 km to the south
from there. How far was the bus finally from Delhi?

Answer:

Distance travelled in north = 56 km = + 56 km

Distance travelled in south = 110 km = (-110) km
Total distance travelled = (+56) + (-110) km
= (- 54) km

9. Rohan opened his bank account on 1st june 2019 by deposing ₹ 6985. A week later he
withdrew ₹ 4730 and finally on the last day of June 2019 he deposited ₹ 2395. What would be
his bank balance on the first day of July 2019?

Deposited amount = ₹ 6985 = (+6985)

Withdrawn amount = ₹ 4730 = (-4730)
Deposited amount = ₹ 2395 = ( +2395)
Bank balance = 6985 + (-4730) + 2395
= 9380 + ( 4730)
= 4650
His bank balance on the first day of Jul;y was ₹ 4650

EXERCISE 6C
1. Using a number line find the value of-3-(-5).

Answer
-3 – (-5) = -3 + 5

-3 + 5 = 2

2. Subtract.

i) 11 from 8 ii) -9 from 4 iii) 4 from-9 iv) -15 from -7 v) 31 from-260 vi) 750 from-8

vii) -789 from-1253 viii) 3512 from-180

Answer:

i) 8-11 = 8+(-11) = (-3)

ii) 4-(-9) = 4+9 = 13

iii)-9-4 = (-9)+(-4) = (-13)

iv) +7-(-15)= -7 +15 = 8

V) -260-31 = -260+(-31) = -291

vi) -8-750 = -8+(-750) =-758

vii) -1253 – (789) = -1253+789 = (-464)

viii) -180-(-3512)=-180+3512 = 3332

3. Subtract the sum of-250 and 138 from the sum of 136 and-272.

Answer:
= [136+(-272)]-[-250+138]
=(-136)-(-112)
= (-136) +112 = (-24)

4. Add-35 to the difference of -17 and -77.

Answer:
= -17-(-77)+(-35)
=-17+77+(-35)
= (-52)+77 = 25

5. Find the value of the following.

i)(-9)-6+(-5)-7 ii) -13-[(-3)+(-15)+(-2)]

Answer:
i)(-9)-6+(-5)-7
= (-9)+(-6)+(-5)+(-7)=(-27)
ii) -13-[(-3)+(-15)+(-2)]
=-13-[-20]
= -13+20 =7

6. Find 27-(-72) and (-72)-27. Are they equal?

Answer:
= 27-(-72) = 27+72 = 99
(-72)-27=-72+(-27) = -99
They are not equal

7. Simplify the following.

i) (-92)+352+(-84)+95+(-13) ii) -22+(-8)+73+(-29)+(-221)+127

Answer:
(i)(-92)+352+(-84)+95+ (-13)
= (-92)+(-84)+(-13)+352+95
= (-189) +447
= 258

(ii) (-22)+(-8)+73+(-29)+(-221)+127
=(-22)+(-8)+(-29)+(-221)+73+127
= (-280) + 200
= -80

8. If * is an operation such that for any two integers a and b, a * b=a-(-b)-(-2) then find the value
of the following.

i) (-3) * (-5) ii) (-5) * (-3)

Is (-3) * (-5)= (-5) * (-3)?

Answer:

8. a * b=a-(-b)-(-2)
=a+b+2

i) (-3) *(-5)=(-3)+(-5)+2
= (8)+2
=(-6)

ii) (-5) * (-3) =(-5)+(-3)+2

=(-8)+2
= (-6)
(-3) * (-5)=(-5) * (-3)

9. The difference between an integer p and (-7) is -1. Find the value of p.

Answer:

P-(-7) =- 1
P+ 7=-1
P = -1 -7
P= -1+(-7)
P=-8

10. On a particular day in January, the minimum temperature in Srinagar was -5 °C, whereas the
minimum temperature in Chennai was 21 °C. What was the difference between the minimum
temperatures of the two cities?

Answer:

Minimum Temperature in Srinagar = -5°C

Minimum Temperature in chennai =21°C
Difference =21 °C -(-5°C)
= 21 °C +5 °C
=26°C
11. Risham gained 512 in one transaction and lost 835 in another transaction, What was her final
gain or loss?

Answer:
Gained Amount = 512 = + 512
Lost Amount = 835=-835
Total Amount = 512+(-835)
= (323)
Her final Loss was 323
6.1.3.3.5. WORKSHEET
6.1.3.3.5.1. Olympiad Worksheet
1. Which of the following lists gives 5 negative integers ?
(A) -6,-8,-2,-5,-4 (B) -6-7,-8, 1, 2
(C) 1,2,3,4,5 (D) 8,7,6,5,4

2. Which is the largest of the integers -3,-10,-236,-15?

(A) -15 (B) -10 (C) -3 (D) -236

3. What is the result when-271-6240 is evaluated?

(A) 5999 (B) 6511 (C) -6511 (D) -5999

4. The temperature of city A is -34 °C. It falls by 18 0C What is the temperature after the fall?
(A) -34 0 C+18 0C (B) -34 0C-18 0C
(C) 18 0 C-340C (D) 34 0 C-18 0C

5. What is the predecessor of -289?

(A) -291 (B) -298
(C)-288 (D) -290
6. The numbers 63, 0, 81, -1, -72, 111 and -125 are arranged in descending order. What is the
number in the 5th place of the arrangement ?

(A)0 (B) -1 (C) 81 (D) 63

7. Which of the following options lists integers greater than -2 and less than 10?
(A) 9,7,5,3,1,0,-1,-2 (B) -1,-2,0,1,2
(C) -3,-4, and 11, 12, 13 (D) -1, 0, 1, 2, 3, 4, 5, 6, 7,8,9

8.Which symbol should be placed in the box to make -56 -64 true?
(A) < (B) =
(C) > (D) Either (A) or (B)

9. Pick the smallest of the integers -8,-800, 8, 800 and-808.

(A) -8 (B)-800
C) 800 (D)-808

10. Which of the following lies between the integers-603 and-317?

(A) -450 (B)-680 (C)-315 (D)-630

11. Which among the following is the immediate successor of -398?

(A)-399 (8)-397 (C)-389 (D) -379

12. Find the difference between -12 and -28.

(A) -16 (B) +16 (C)+40 (D) -40

13. Find the difference of the sum of 998 and-486 and the sum of 290 and 732.
(A) -510 (B) +510 (C) -1022 (D) +512

14. The loss of a shopkeeper on selling rice is 48 and the loss on selling sugar is 57. How is
the total loss represented in integer form?
(A) Rs. 105 (B) Rs. 9
(C) -Rs 9 (D) -Rs 105

15. Identify the true statement.

(A) 0<-3 (B) -5>-2 (C) 0<7 (D) -6 = 6
 6.1.3.3.5.2. Topic sheet
I. Choose the correct answer
1. Which number is neither positive nor negative?
(A) 1 (B) 5 (C) 0 (D) 10

2. What is the additive inverse of (-48) ?

(A) -48 (B) 0 (C) 1 (D) +48

3. On a vertical number line, where are the positive numbers placed ?

(A) To the right of 0. (B) To the left of 0. (C) Above 0. (D) Below zero.II.

4. How is the opposite of rise in temperature by 5 °C denoted?

(A) +5°C (B) -15 °C (C)-5°C (D) +10 °C

5. What is the number of positive integers between-5 and 0?

(A) 0 (B) 10 (C) 5 (D) 7

Fill in the blanks:

1. The successor of -1 is ________________
2. The opposite of a profit of Rs. 250 is ________________
3. Between which two integers does -6 lie ? _________
4. The number of integers between 0 and 7 is ________
5. The sum of -37 and 18 is __________

II. Do the following sums:

1. Which integer represents the opposite of "A profit of 35"?

2. Which odd integer lies between -7 and -3?

3. Which is the least non-negative integer?

4. Which integer is 5 less than 0?

5. What is the sum, 4 + (-4) + 4+ (-4) equal to

6.1.3.3.7. MLM
 Flash card
 Math lab
  Videos
 Chart
 PPT

6.1.3.3.8. STEAM Activity

Tile Toss Up :

In this fun game, students toss algebra tiles or two color counters to create an integer
value. Students use a special recording sheet to write the value as a variety of adding and
subtracting expressions and determine a total value.
This game includes a student recording sheet to help you keep your students accountable for
their work in centers!

6.1.3.4. QUESTION PAPER

6.1.3.4. - DRT questions

Mathematics Max marks : 20

I. Choose the Correct answer (5x1=5)

1. The successor of 498+ (-1015) is

(a)-517 (b)-516 (c) 516 (d) 517

2. Which of the following is greatest?

(a)-986 (b)-347 (c) -425 (d) -1058

3. The sum of two integers is 345. If one of them is -239, then the other is

(a) 584 (b) 522 (c) -584 (d) -522

4. Which sum is not negative?

(a) -38 + (-24) (b) -61+43 (c) -53+72 (d) -25+0

5. Find an integer 'P' such that P + (-9) = 0.

(a) 8 (b) 0 (c) 9 (d) -9

II. Answer the following questions (3x2=6)
6. Find 15 – (-25).
7. Find the value of 23 – (- 12) + 8
8. Fill in the blanks a) - 8 + ______ = 0
b) - 4 + _______ = -11
III. Answer the following questions (3x3=9)
9. Use the number line and add 9 + ( -6 )
10. Fill in the blanks by < , > or = to make each sentence true
a) (-23) – ( -23) _________ (-23) + ( -23)
b) 45 – (- 11) ___________ 57 + (-4)
11. Find the value of (-916) + 852 + ( -513) + 326

Mathematics UNIT TEST

Marks: 20

I. Fill ups
( 5x1=5)
1. The Greatest negative integer is _________
2. The predecessor of -234 is _____________
3. The commutative property of addition of integer is _________
4. The additive identity of integer is ________
5. The value of ‘p’ such that 3+p=0 is ____________

II. Short sums

(5x2=10)

1. Using the number line, write the following integers.

(i) - 9 less than -5 (ii) -4 more than 3

2. What is the value of {(-289)+290}-(315) - (-314)?

3. What is the sum of 720 and its additive inverse?

4. How much is -35 less than -16?

5. What is the successor of 12 + (-11)?

III. Long Sum (1x5=5)

1. If * is an operation on integers such that for integers a and b, a* b=a –b - (-

3), then what is 2*(-5) equal to?

2. During manoeuvers on a space walk, an astronauts' pulse rate first rose 48

beats per minute, then fell 15 beats per minute, rose 32 beats per minute and
after the astronauts’ return to the capsule fell 50 beats per minute. What is the
net change in his pulse rate?
 6.1.3.4.3 ASSESSMENT QUESTION PAPER (2024 -25)

Subject: Mathematics Marks :25

Grade: VI
SECTION–A

I.CHOOSE THE CORRECT ANSWER (5 x 1 = 5)

1.Piyush travelled 298 km north and Amit travelled 890 km south from the same point. Find
the distance between the final destination of the two
(a) 1190 km b) 600 km (c) 1188 km (d) 592 km

2. For any two integers p and q, p + q = q + p. This property is known as

(a) Associative (b) Commutative (d) Additive identity (c) Closure

3. On the number line, -50 lies to the

(a) Left of-60 (b) Right of 50 (c) Right of-60 (d) Right of 0

4. Add (-345) and 428 and then subtract 960 from the result. The answer will be
(a) -877 (b) 877 (c) -536 (d) 536

5. When we add a positive integer and a negative integer, then the resultant sign will be
(a) Always negative (b) Always positive
(c) Sign of greater integer (d) Sign of smaller integer

II. FILL IN THE BLANKS (5 x 1 = 5)

6. The additive inverse of 6 - (-4) is _________________

7. The value of 40 + (-12) + 16- (-9) + 5 is ______________
8. The value of |25| - |-14| + |-8| is ____________
9. Subtract 8 from the sum of -17 and 13 _______________
10. The predecessor of (-56) + 14 - (-8) is _______________

SECTION–B (3 x 2 = 6)
1. Which is smaller : -215 + (-318) or – 4 –

2. If a = -215, b = -816 and c = 312, t associative law of addition.

3. On subtracting -895 from the sum (-15), which number will we get?

SECTION–C (3 x 3 = 9)

1. Arrange the integers in ascending descending order.

-106 , -601 , 116 , -160 , 161 , -611

2. A hotel in Greenland is made entirely of ice. The outside temperature is -35°C and
the inside temperature of a room is -10°C. What is the difference between the inside
and outside temperature?

3. The day time temperature on Moon can reach 130°C. At night the temperature can
drop to -110°C. How high is the maximum temperature than the minimum
temperature?

Thank you