Ecaroh Jackson

5E Instructional Model: Classifying Numbers

Grade Level: 6th
Number of Students: 24 students
Time Needed: 50 minutes

Instructional Objective (Measureable)

 The student will be able to identify and define whole numbers, integers, and
rational numbers.
 The student will be able to classify whole numbers, integers and rational
numbers using a visual representation to show what relationships there are
between sets of numbers.

TEKS (Include only those that are directly evaluated in lesson)

§111.26. Grade 6, Adopted 2012.
(2) Number and operations. The student applies mathematical process standards to
represent and use rational numbers in a variety of forms. The student is expected to:
(A) classify whole numbers, integers, and rational numbers using a visual
representation such as a Venn diagram to describe relationships between
sets of numbers;

Rationale
Students must understand the differences between the three types of numbers and
how they relate to each other. Fractions are very useful since not everything in the
world comes in perfect wholes (i.e. recipes). Additionally, understanding that
integers are just the opposites of whole numbers is a very important concept when
dealing with money and debt.

Materials
Be specific as to number and type of items needed.
 A class set of worksheets including a few extra (30)
 6 sets of the 20 cards with numbers on them
 2 Expo Markers
 A SmartBoard
 A Computer with the PowerPoint on it.

Resources
 Classifying Numbers - Lakewood City Schools
 Classifying Numbers - Renton School District

Getting Ready for the Lesson

 Make sure that the sets of cards are on the tables when the students walk in.
Each table should have 1 set of 20 cards. There should be 6 tables with 4
students at each table.
 Ecaroh Jackson

 The worksheets and cards can be found in the cubby marked “Monday”. Pass
these out after you teach the lesson.
 The definitions that you will need can be found in the explain portion of this
lesson plan. The PowerPoint you will use to teach the lesson plan can be
found in the SmartBoard folder on the desktop.

Prior Background Knowledge Needed (Prerequisite Skills)

 Students must know that decimal numbers (the ones they have been dealing
with) can be turned into fractions.
 Students must be exposed to all three types of numbers (whole, rational,
integers). I.e. they must recognize different types numbers, but not
necessarily realize that they go into groups.
 They need experience with organization tools such as Venn Diagrams.

Teaching Procedure:
Engage – 8 minutes
The engage portion will be a pre-assessment of what the students already know. I
will ask for volunteers in the classroom to come up to the board and write down a
number. I will need about 6-8 numbers for the activity. If the students are only
offering up one type of number, for example, whole numbers, probe them for
different types. For example, you could ask “can someone give me an example of a
number that is less than 1 but more than 0”. This will force them to provide a
fraction. Or, for a negative number, you could ask “can someone give me a number
less than 0”. Once you’ve gotten on the board at least one fraction, one decimal
number, one whole number, and one negative number, you can begin the next part
of the activity.

Ask the students if they think that if we were to categorize the numbers into groups,
which numbers would go together. You will receive varying answers to this. After
you’ve let a decent number of students guess, say to the students, “What if I told you
that all of these numbers go into the same category (fractions and decimals), but
these do not (whole numbers and integers)”. They will likely be in awe, but some
students may realize the connection. Regardless, don’t give them the complete
explanation just yet. They will have the opportunity to explore this more on their
own in the next activity. Before you start the explore section, restate the objective
(as shown below).

Objective Restated:
By the end of class, you will be able to identify and define whole numbers, integers,
and rational numbers as well as classify whole numbers, integers and rational
numbers using a visual representation to show what relationships there are
between sets of numbers.
 Ecaroh Jackson

Explore – 15 minutes
The students at each table will be given a set of 20 cards, each with a number on it. I
will task them with organizing the cards into groups. I will not give them any
further instructions. After they finish, I will first ask the students to explain to me
their rational for the way they grouped the numbers. I will make sure to ask what
similarities their groups of cards had and what differences their groups had? I will
also ask them if they think that it’s possible for a number to belong in multiple
groups. Lastly, I will ask them if they have any ideas for what each group should be
named. After this, we will transition into the explain section where I will go into
more detail and provide the students with definitions that they can use for sorting
the numbers later.

Explain – 15 minutes
During this portion of the lesson, I will go over a PowerPoint that provides students
with the vocabulary they need to understand the concept and with an example of a
visual representation for classifying numbers. As I go through the lesson I want the
students to interact with me. Therefore, I will prompt them to give me a readiness
signal at certain parts during the lesson. A thumbs up means “I got it”, a sideways
thumb means “I’m okay, but am not mastering it”, and a thumbs down means “slow
down” or “please go over that again”.

The PowerPoint is attached at the end of the lesson plan.

Definitions:
Whole Numbers - The Natural (Counting) Numbers including 0.
Integers – 0 plus positive whole numbers, and their opposites.
Rational Numbers - Numbers that can be written as a fraction a/b, have terminating
decimals and have repeating decimals.

Extend – 12 minutes
During this time, the students will be working individually to create their own visual
representation for classifying numbers. I will give each student a sheet of paper
with the instructions on it (shown below). This assignment will be evaluated for a
grade.

Instructions:
You are to create a visual representation, such as a Venn Diagram, to organize and
display the relationships between the numbers listed below. You must label each
set of numbers (whole numbers, integers, and rational numbers) and come up with
at least 4 additional numbers per each set. Additionally, for each set heading,
provide a definition somewhere on the page.

Evaluate
The diagrams the students create in the extend section of the lesson plan will be
used for evaluation. They will be graded on the accuracy of their visual
representation (must include whole numbers, integers, and rational numbers; must
 Ecaroh Jackson

accurately show the relationships between the three sets of numbers), the accuracy
of their number placements, and the correctness of their definitions. The rubric I
will use to assess them is included at the end of the lesson plan.

Closure
To close I will state the following things:
So today we learned how to identify and define whole numbers, integers, and
rational numbers as well as classify whole numbers, integers and rational numbers
using a visual representation to show what relationships there are between sets of
numbers. Who can remind me of the difference between whole numbers and
integers? Who can tell me the definition of rational numbers? Can a number be a
whole number and not a rational number? What about the opposite? Can a number
be a rational number and not be a whole number? (prompt for examples of numbers
that would fit the scenarios) We will use this knowledge in the future to talk about
things such as absolute value, numbers on the number line, word problems that
involve these types of numbers. Good job today and I’ll see you tomorrow!

Specific Key Questions

 How could you verify that a fraction is indeed a rational number and not a
whole number or integer? (Divide the fraction to see if the answer is a whole
number or integer.)
 What is the most important step when making a visual representation of
number classification?
 Can anyone give me a real-world example including a whole number, integer,
or rational number?

Modifications
ELL students that have the appropriate paperwork will have the directions read to
them if needed. This allows them the opportunity to be successful on the worksheet
without missing points from a lack of understanding.

For my students needing greater assistance, such as some students in special

education programs, I will assign a buddy to each of them. The buddy will work in
their group all day and be the first person they ask for help. This way, the student
needing assistance will see familiarity with their buddy and be more prone to trust
them and work with them.

Reflection on Lesson Development

 This lesson plan is fairly simple to design, but you have to be very careful
when making it. The 6th grade TEKS do not include irrational or imaginary
numbers so they are not included in the lesson. This is tricky because you
don’t want the students to get the misconception that the numbers we talked
about in the lesson are the only types of numbers out there.
 Additionally, I made sure to scaffold the first parts of the lesson to enhance
previous knowledge and to assess for student understanding before the
 Ecaroh Jackson

lesson. This is so I make the lesson more compatible with the students’
Zones of Proximal Developments and I do not focus on aspects that they
already know and understand.
 This 5E was different from others I’ve done because it is a math 5E. Normally
when I do 5E lesson plans they are centered around science concepts. I think
that it is super neat that I can also integrate some aspects of inquiry in a math
classroom. This lesson includes multiple ways for the students to discover
ideas on their own such as when they get to play around with the cards or
when they are working as a class to find the classification system.
 Ecaroh Jackson

Name__________________________ Class Period__________ Date________________

Instructions:
You are to create a visual representation, such as a Venn Diagram, to organize and
display the relationships between the numbers listed below. You must label each
set of numbers (whole numbers, integers, and rational numbers) and come up with
at least 4 additional numbers per each set. Additionally, for each set heading,
provide a definition somewhere on the page.

 1.5  -1  -22
 17  -1⁄2  -5/1
 -999  1000  23
 0.7  -1000  -77
 0  1000/2  2/3
 3⁄4  0.9 repeating  5.24
Ecaroh Jackson