Course Guide - USAID Teacher Education Project

e. Even very young children can be introduced to negative numbers simply byadding an extension to the left of their classroom number line. (Somecommercial number lines for the primary grades actually have the negativenumbers from -1 to -10 written in red.)3. What is essential to know or do (in class)f. Introduce integers as a new type of number with a new type of notation.g. Introduce three integer models: number line, 2-colour counters (and zero-sumpairs), and mathematical patterns.h. Clarify vocabulary associated with integers, especially negative versus minus,and zero-sum pairs.i. Relate each of the above to children’s thinking.4. Class Activitiesj. Begin by asking students to share what they know and remember about integers.Chart their responses. New ideas can be added over the next two sessions whenthey deal with operations involving integers.Introduce integers as a new type of number. If possible show the PowerPointpresentation at http://tinyurl.com/Integers-Num-Line-PPT. Note that thispresentation introduces the model of the integer number line and notation fornegative numbers. If you cannot use this presentation in class, create a VennDiagram of our number system on the board.k. Distribute one copy of the integer number line to each student, asking how thisnumber line is different from the one they used before. Using the number lineas a tool, ask about number pairs such as 2 and -2. What do they notice aboutthem? As students respond, build their ideas into a discussion of opposites. Ifno one mentions it, ask about the sum of 2 and -2 in order to lead into adiscussion of zero-sum pairs.Briefly introduce the idea of “zero-sum pairs” and ask how they relate to the concept ofopposites. (To demonstrate zero-sum pairs on the white board use Post-it-Notes of two differentcolours.)• For the last activity, have students use graph paper to create a four quadrantcoordinate grid with both x and y parameters as -10 to 10. Have students thinkof the grid as the intersection of the x-axis (the horizontal integer number line)and the y-axis (the vertical integer number line). Have them plot the points: (5,4) (-5, 4), (-5, -4), and (5, -4). What do they notice?• Briefly show the model of pattern continuation as described above and ask for arationale for why it is a valid way to think of negative numbers.