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# Visualizing Integers in our World

Lesson 2 of 10

## Objective: SWBAT create a visual image of above and below sea level or ground level.

#### DO NOW

*15 min*

I’m going to use this time to explain the project to the students. For this activity, students will be working independently on creating a visual representation of above and below sea level or ground level. Students need to know that they will be responsible for placing 20 objects in their picture each with an appropriate integer label. For each integer, they will need to explain the meaning of the integer on a separate sheet of paper. (This is explained on the direction sheet). Their final project needs to be neat and in color.

#### Resources

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#### Project

*60 min*

**(SMP1,2,4,6)**

Students will be working independently on this project, however, they can solicit ideas and help from tablemates.

As students are beginning to start this project, some students may need help deciding on what to draw. I ask them to think about things that are above and below sea level or above and below ground level. Some students have been so creative to draw their house with a basement or New York and the subways.

Other issues come about when students are placing integers in the picture. They forget about the order. Remind students that the integers need to be representative of their placement. For the low-learner, I look to see if the integers are in the correct order. If not, I point out the objects that are out of order and ask them if it’s possible. For some students, I have them create a vertical number line on the side to help them decide on the integer.

#### Resources

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#### Closure + Homework

*10 min*

Since the students have been working on a project, the closure for this day will be to make sure they have most of the criteria for their project completed. We will re-read the directions and students will check their work, making note of anything that is missing. I will allow students to take the project home to complete since they have had most of the class period to work on it and the expectations are clear.

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I like the idea of students drawing a vertical number line to help them track integer placement.

| one year ago | Reply

Hi Ginger,

This is a great question and I hope I have a great answer for you. Since kids don't really know how high a bird flies or how high the sun or moon is in the sky, I explain to them that it has to be relative to their picture. Since the picture is 2-D then it just has to "represent" what it would be like in real life. Additionally, the integers are assigned so that I can tell if they understand the order of them on a number line. There are no units of measurement so the precision piece only comes from the order. I like to call this a micro-model. It is not a true representation, but a mini version of what it might look like in real life.

| 3 years ago | Reply

I love this idea! Thank you! I do have a question about perspective in the drawing. How did you deal with the flying birds, for example, who looked low in elevation but would actually be high in elevation compared with the tree? Same with the sun and the clouds.

| 3 years ago | Reply

Hi Kareem,

The direction sheet is in the resource section titled "project". I will have also included some examples of student work. Is there something else you are looking for?

Michelle

| 3 years ago | Reply

Also feel free to e-mail it at kkalil@phillyscholars.org! Thanks

| 3 years ago | Reply

Hi Michelle,

Could you include the direction sheet you reference? It would be very helpful!

Thanks!

Kareem

*expand comments*

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###### Pre Test

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- LESSON 1: Understanding Integers
- LESSON 2: Visualizing Integers in our World
- LESSON 3: Comparing and Ordering Integers
- LESSON 4: Rational Numbers on the Number Line
- LESSON 5: Rational Numbers on the Number line - Stations
- LESSON 6: The Meaning of Absolute Value
- LESSON 7: Coordinate Grid and Geometry
- LESSON 8: Visiting the Magic Kingdom!
- LESSON 9: Review of Rational Numbers on the Number Line
- LESSON 10: Assessment Day