Teaching pack · Year 6 Numberseegongsik /au
Integers on the Line and the Plane: a week of ready-to-teach maths
Five days of lessons for Year 6 Number. Print this pack and the week is prepared.
AC9M6N01
recognise situations, including financial contexts, that use integers; locate and represent integers on a number line and as coordinates on the Cartesian plane
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “The mercury line”, “The number line through zero”, “Every integer has an opposite”, “When the balance falls below zero”, “Ordering runs left to right”.
seegongsik.com/au/y6/number/AC9M6N01
Aligned to Australian Curriculum V9 (AC9M6N01). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | The mercury line | Practise the idea with talk, board and worksheet | Board: The mercury line |
| 2 | The number line through zero | Practise the idea with talk, board and worksheet | Board: The number line through zero |
| 3 | Every integer has an opposite | Practise the idea with talk, board and worksheet | Board: Every integer has an opposite |
| 4 | When the balance falls below zero | Practise the idea with talk, board and worksheet | Board: When the balance falls below zero |
| 5 | Ordering runs left to right | Practise the idea with talk, board and worksheet | Board: Ordering runs left to right |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on integers on the line and the plane. Ask: What did you practise today?
seegongsik.com/au/y6/number/AC9M6N01/pack
Day 1 · Teacher planDay 1 of 5
The mercury line
Children practise “The mercury line” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the mercury line in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The mercury line”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “The mercury line”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The mercury line” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the mercury line.
Day 1 · Worksheet
The mercury line
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
The number line through zero
Children practise “The number line through zero” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the number line through zero in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The number line through zero”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “The number line through zero”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The number line through zero” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the number line through zero.
Day 2 · Worksheet
The number line through zero
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Every integer has an opposite
Children practise “Every integer has an opposite” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain every integer has an opposite in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Every integer has an opposite”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Every integer has an opposite”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Every integer has an opposite” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about every integer has an opposite.
Day 3 · Worksheet
Every integer has an opposite
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
When the balance falls below zero
Children practise “When the balance falls below zero” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain when the balance falls below zero in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “When the balance falls below zero”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “When the balance falls below zero”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “When the balance falls below zero” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about when the balance falls below zero.
Day 4 · Worksheet
When the balance falls below zero
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Ordering runs left to right
Children practise “Ordering runs left to right” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain ordering runs left to right in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Ordering runs left to right”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Ordering runs left to right”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Ordering runs left to right” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about ordering runs left to right.
Day 5 · Worksheet
Ordering runs left to right
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Integers on the Line and the Plane
Cut out. Hold up a card and give an example.
The mercury line
Give an example.
The number line through zero
Give an example.
Every integer has an opposite
Give an example.
When the balance falls below zero
Give an example.
Ordering runs left to right
Give an example.
Store in an envelope labelled AC9M6N01.
Mini-check · End of week
Show what you know: Integers on the Line and the Plane
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (integers on the line and the plane) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.