Topicmc891bae0b972e311_1528449000663_0Topic

Negative numbers in everyday life

Levelmc891bae0b972e311_1528449084556_0Level

Second

Core curriculummc891bae0b972e311_1528449076687_0Core curriculum

III. The integersintegersintegers.
The student:

1. Gives the practical examples of using the negative numbers.

Timingmc891bae0b972e311_1528449068082_0Timing

45 minutes

General objectivemc891bae0b972e311_1528449523725_0General objective

Reading, interpreting and processing data presented in various forms.

Specific objectivesmc891bae0b972e311_1528449552113_0Specific objectives

1 Reading and determining the temperaturetemperaturetemperature.

2. Identifying the numbers of the set of integersintegersintegers.

3. Communicating in English; developing mathematical and basic scientific, technical and digital competences; developing learning skills.

Learning outcomesmc891bae0b972e311_1528450430307_0Learning outcomes

The Student:

1. reads the temperaturetemperaturetemperature,

2. gives the examples of using the negative numbers in practical situations.

Methodsmc891bae0b972e311_1528449534267_0Methods

1. Talk

2. Situational analysis.

Forms of workmc891bae0b972e311_1528449514617_0Forms of work

1. Individual work.

2. Class work.

Lesson stages

Introductionmc891bae0b972e311_1528450127855_0Introduction

Students are going to discover which numbers are positive and which ones are negatives.

We are familiar with the negative numbers by watching the weather forecast or reading information about a drop of foreign currency exchange.

We use the negative numbers to write down the air temperature, to describe the place below sea level (a depression) or to represent a debit on a bank account.mc891bae0b972e311_1527752263647_0We use the negative numbers to write down the air temperature, to describe the place below sea level (a depression) or to represent a debit on a bank account.

Proceduremc891bae0b972e311_1528446435040_0Procedure

[illustration 1]

The students analyse the temperature during the day and at night in some Polish cities. Using the information on the map they answer the following questions:

What city was the coldest at night?

What was the temperaturetemperaturetemperature during the day in Gdańsk?

What city had the day temperature of 5°?

How many degrees was the temperaturetemperaturetemperature during the day in Katowice higher than at night?

[Slideshow]

Students work individually using their computers. They are going to watch the position of the numbers on the number line.

They come up with the conclusion:
- The negative numbers are placed on the left from zero on the number line.mc891bae0b972e311_1527752256679_0The negative numbers are placed on the left from zero on the number line.

The teacher explains the numbers  -4, -3, -2, -1, 0, 1, 2, 3, 4, … are called the integersintegersintegers.

The students use their skills to complete the following tasks.

Task 1
In a hotel apart from 9 floors above the ground there are 6 floors under the ground. The underground floors are marked on the buttons in the lift with the numbers – 1, - 2, - 3 etc.

a. Which button should be pressed by the hotel guest who wants to get to the second floor under the ground?

b. Kasia got on the lift marked with number – 6. How many times had the lift stopped before she got off the seventh floor?

c. Maria came out of the room 47, which is situated on the fourth floor and went five floors down. What floor did she get off the lift?

Task 2
How many natural numbers larger than – 11 and smaller than 11 are there? How many integersintegersintegers fulfil the condition?

Task 3
Julia has checked her bank account balance which was  – 300 PLN. Not looking at her bank debit she spent 100 PLN on her shopping in the supermarket. How much is her account balance now? How much will it be after she  gets her salary of 2500 PLN?

An extra task:
Hania, Marysia, Kasia, Zosia, Bartek, Piotrek and Tomek went to the three floor shopping mall.  There are also three floors under the ground where the car parks are situated. Since everybody had different interests they went to the different parts of the mall. At one moment they all were on the different floors. Which floor was Zosia on if:

- Bartek was on the floor whose number is negative,

- Marysia was on a floor whose number is even,

- Hania was two floors lower than Bartek,

- Kasia was four floors lower than Marysia,

- Tomek was on the floor between the floors of Piotrek and Marysia.

Lesson summarymc891bae0b972e311_1528450119332_0Lesson summary

The students do the summarising tasks.

Then they sum up the class drawing the conclusions to memorise:

- The positive numbers are situated on the right from zero on the number line.

- The negative numbers are situated on the left from zero on the number line.

- The numbers: …, -4, -3, -2, -1, 0, 1, 2, 3, 4, … are called the integersintegersintegers.

Selected words and expressions used in the lesson plan

debtdebtdebt,

depressiondepressiondepression,

integersintegersintegers,

losslossloss,

negative numbersnegative numbersnegative numbers,

penalty pointspenalty pointspenalty points,

positive numberpositive numberpositive number,

temperaturetemperaturetemperature