IPG

Name: Andre Fields

Date(s): 11 July 2015

Subject: Mathematics

Grade Level: 6th Grade

1. Opening Hook/Warm Up:

What makes us the same? What makes us different? We
are all humans, but we are different because some of us
are boys and some of us are girls! Numbers act the same
way! Numbers are classified differently depending on
how they are used. Understanding the similarities and
differences will make it easier for us to learn math and
complete certain mathematical processes successfully.

2. TEK: Classify whole numbers, integers, and

rational numbers using a visual representation
such as a Venn diagram to describe relationships
between sets of numbers.
3. Objective: Student Friendly:
Students will be able to identify and understand the
similarities and differences between whole numbers,
integers, and rational numbers

4. Big Understanding:
Understand that numbers are not just random numbers. They have similarities and differences, and
they must be classified in order to know when it is appropriate to use them.
5. Summative Assessment Evidence:
Teacher lead question and answer throughout and at the end
Socrative.com short quiz
6.

Instructional Strategies / Student Activities/ Grouping Patterns:

Teacher Input/Modeling:
1. Opening Hook about the basic similarities and differences in people.
2. Start with Power Point presentation. Initial slide will be a math joke that I will explain in order to show
the big understanding.
3. See what students already know by asking if they know the difference between whole and natural
numbers.
4. Go through power point presentation to show which numbers are considered natural, whole, rational
and irrational to show the differences by what each number is and what it isnt and why.
5. Each slide while also appear as a Veng diagram to show how each type of number relates to one
another. Veng diagram will show first, I will then ask the class to tell me which numbers they believe
fit/add into the new classification and why. Power point slide will then show some examples. After
each, I will explain how they all relate.
6. End of slideshow will show a more complex numbering classification which I will use as the hook for
future learning. I will briefly explain irrationals and mention imaginary, but they arent as important
yet.
Guided Practice: WE DO:
1. Together we will come up with numbers to place on the board and determine their classifications.
Some will have multiple classifications, some will not.
2. Numbers that students give me, I will then manipulate a little bit to change their classification slightly
to gain understanding.
CFU (Checking for understanding):
1. I will check for understanding throughout the lesson by constantly asking questions.
Independent Practice: YOU DO (Individual students):
1. Independent practice will be accomplished with the socrative.com quiz

7.

Higher Level Questions to Incorporate:

Give me an example of a rational number that is not a whole number.
Give me an example of an integer that is not a whole number.

7/15/2015, page 1 of 2, Sequential IPG Template(number groups)

8. Grouping Patterns:
This lesson will be done as a group. Depending on how the lesson progresses and any prior
knowledge, I may break class in to pairs.
9. Ending, Summary / Reflection:
What did we learn today? Why is it important to classify numbers?
Tomorrow we will go more in depth with irrational numbers
I will then show the last slide which will show a complex number expression and briefly explain it

10. Materials / Resources:

Power point presentation, student iPads (notional), socrative.com quiz (class # ZFM3K7WW)
11. Technology:
Computer with overhead projector for power point slides
Socrative.com website

7/15/2015, page 2 of 2, Sequential IPG Template(number groups)