Objectives (5 - 7 minutes)

1. To understand the basic concept and properties of whole numbers and integers.
2. To learn how to represent whole numbers and integers on a number line.
3. To practice adding and subtracting whole numbers and integers using both the number line and the rules of addition and subtraction.

Secondary Objectives:

1. To develop problem-solving skills by applying the learned concepts in various problem situations.
2. To enhance collaboration and communication skills through group work and classroom discussions.
3. To foster an appreciation for the real-world applications of whole numbers and integers.

Introduction (10 - 12 minutes)

1. The teacher begins by reminding students of the basic number system they have learned so far, focusing on the concepts of natural numbers, zero, and the number line. The teacher prompts the students to recall examples of natural numbers and zero, and to demonstrate their understanding of the position of these numbers on the number line.

2. The teacher then presents two problem situations to the students as starters. The first problem could be: "If you have 5 apples and you eat 3, how many do you have left?" The second problem might be: "If you owe a friend $10 and you receive a gift of $5, how much do you still owe?" These problems are meant to stimulate the students' curiosity and serve as a segue into the introduction of whole numbers and integers.

3. The teacher contextualizes the importance of the subject by explaining how whole numbers and integers are used in everyday life. For instance, the teacher may mention that whole numbers are used for counting objects and integers are used for representing positive and negative quantities, such as temperature or money.

4. To grab the students' attention, the teacher shares two interesting facts or stories related to the topic. The first could be the story of how ancient civilizations struggled with the concept of zero, which is a fundamental part of the whole number system. The second could be a fun fact about the world's largest and smallest whole numbers, such as the googol and the negative infinity.

5. The teacher formally introduces the topic of the lesson, which is "Whole Numbers and Integers." The teacher explains that these numbers extend the basic number system they have learned, providing a way to count and represent both positive and negative quantities. The teacher notes that they will be learning how to add and subtract these numbers, and how to represent them on a number line.

6. The teacher concludes the introduction by stating the learning objectives for the lesson, and providing an overview of the activities the students will be engaging in to achieve these objectives.

Development (20 - 25 minutes)

Activity 1: "Number Line Race" (8 - 10 minutes)

1. The teacher divides the class into groups of 4-5 students each and gives each group a large piece of paper, markers, and a set of whole number and integer cards.

2. Each group is tasked with creating a number line on their piece of paper. The teacher instructs the students to first draw a horizontal line across the paper, then mark 0 in the middle, and continue the line in both directions.

3. The teacher then explains the rules of the "Number Line Race" game. Each team member is given a turn to draw a card from the pile and correctly place it on their team's number line. The team's task is to ensure that the cards are placed in the correct order and position on the number line, with the smallest numbers on the left and the largest on the right.

4. The teacher demonstrates the first round of the game, showing how a card indicating -3 should be placed to the left of 0, and a card indicating 7 should be placed to the right of 0.

5. The teacher then lets the students play. After each round, the teacher checks each team's number line, giving corrective feedback if necessary. The game continues until all the cards have been placed correctly on each team's number line.

Activity 2: "Addition and Subtraction Relay" (8 - 10 minutes)

1. The teacher keeps the students in their already formed groups and gives each group a set of addition, subtraction, and equals sign cards, and a series of whole number and integer expression cards.

2. The teacher then explains the rules for the "Addition and Subtraction Relay". Each group member is given a turn to draw an expression card, for example, "5 - 2", "3 + 4", etc. and they have to correctly perform the addition or subtraction operation indicated on the card using their team's number line.

3. The first student in the group picks an expression card, performs the operation, and places the card in the "Done" pile if the answer is correctly placed on the number line.

4. The next student in line then takes a turn, and the process repeats until all the cards have been correctly solved and placed on the number line.

5. The teacher monitors each group's progress, providing assistance and clarifications as needed. After each round, the teacher checks each group's final number line, giving corrective feedback if necessary.

6. The first group to correctly complete all the addition and subtraction problems and place them on their number line wins the relay.

Activity 3: "Real-World Scenarios" (4 - 5 minutes)

1. The teacher concludes the hands-on session by providing each group with a set of real-world problems involving whole numbers and integers. These could be problems related to money, temperature, or distance.

2. The students are tasked with solving the problems, discussing within their groups, and presenting their solutions to the class. This activity serves to reinforce the students' understanding of the real-world applications of whole numbers and integers.

The teacher wraps up the development phase by facilitating a class discussion, where the students share their experiences, challenges, and insights gained from the activities. The teacher also takes this opportunity to address any misconceptions and reinforce important concepts related to whole numbers and integers.

Feedback (8 - 10 minutes)

1. The teacher begins this stage by facilitating a group discussion where each group is given a chance to share their solutions or conclusions from the activities. The teacher encourages the students to articulate their thoughts and reasoning behind their solutions, fostering a collaborative learning environment.

2. The teacher then assesses what was learned from the group activities. The teacher asks the students to make connections between the hands-on activities and the theoretical concepts of whole numbers and integers they have learned. The teacher points out how the number line is a visual representation of whole numbers and integers, and how the addition and subtraction problems they solved in the activities are examples of the rules they have learned.

3. The teacher then prompts the students to reflect on their learning by asking questions such as:

   • What was the most important concept you learned today?
   • Which questions do you still have about whole numbers and integers?
   • How can you apply what you've learned today to real-life situations?
   • What strategies did you use to solve the problems in the activities?

4. The teacher listens to the students' reflections, provides feedback, and addresses any remaining questions or misconceptions. The teacher also encourages the students to think about how they can further explore and practice the concepts of whole numbers and integers outside of the classroom.

5. To conclude the feedback stage, the teacher asks the students to take a moment to self-assess their understanding of the day's lesson. The teacher can provide a simple self-assessment tool, such as a thumbs up, thumbs down, or thumbs sideways, where up means they fully understand, down means they are still confused, and sideways means they are partly understanding.

6. The teacher collects the self-assessment data and uses it to identify any areas of the lesson that may need further clarification or reinforcement in future lessons. This self-assessment also helps the students to become more aware of their own learning progress and to take ownership of their learning.

7. The teacher ends the feedback stage by summarizing the key points of the lesson and previewing the next topic in the curriculum. The teacher thanks the students for their active participation and encourages them to continue exploring and practicing the concepts of whole numbers and integers in their daily lives.

Conclusion (5 - 7 minutes)

1. The teacher begins the conclusion by summarizing the main points of the lesson. The teacher recaps that whole numbers are the numbers 0, 1, 2, 3, and so on, and that integers are whole numbers and their opposites. The teacher also reminds the students that they learned how to represent these numbers on a number line, and how to add and subtract them using the number line and the rules of addition and subtraction.

2. The teacher then explains how the lesson connected theory with practice, and real-world applications. The teacher highlights how the hands-on activities, such as the "Number Line Race" and the "Addition and Subtraction Relay," helped the students to visualize and understand the concepts of whole numbers and integers in a practical and engaging manner. The teacher also emphasizes how the real-world scenarios helped the students to see the relevance and application of these concepts in their everyday life.

3. The teacher suggests additional materials for the students to explore at home to further their understanding of the topic. These could include educational videos on whole numbers and integers, interactive online games, and practice worksheets. The teacher encourages the students to use these resources to reinforce what they have learned and to practice more problems involving whole numbers and integers.

4. The teacher then discusses the importance of the topic for everyday life. The teacher explains that whole numbers and integers are not just abstract concepts, but are used in many practical situations. The teacher gives examples such as counting money, measuring temperature, understanding scores in games, and even in understanding the concept of time (e.g., before Christ and after Christ in history). The teacher emphasizes that understanding these numbers and how to work with them is a crucial skill that can be applied in various contexts throughout their lives.

5. The teacher concludes the lesson by reminding the students that learning is a continuous process and that they should always be curious and ready to explore new concepts and ideas. The teacher encourages the students to ask questions, seek help when needed, and to practice regularly to strengthen their understanding and skills in mathematics.

6. The teacher thanks the students for their active participation and wishes them a good day.