MAGDALENE CATHOLIC COLLEGE
Mathematics 7 - 10
(NESA SYLLABUS - Click here) NESA Teaching Advice Click here
TOPIC NAME STRAND: CALENDAR YEAR
Number and Algebra
Computation with Integers
STAGE: 4 2025
SUB -STRAND: Computation With Integers
Link to Unit Planning
TEACHER NAME : DURATION
Weeks
YEAR GROUP/ CLASS Date Commenced: Date Concluded:
7 Hours
SYLLABUS OUTCOME: LIFE SKILLS OUTCOME: LINK TO CATHOLIC PERSPECTIVES CP
A student: A student:
● develops understanding and fluency in mathematics ● recognises language that represents number
CP Denotes Catholic Perspectives in this program
through exploring and connecting mathematical MALS-LAN-01
concepts, choosing and applying mathematical ● responds to and uses language that represents ● Significant numbers that appear in the Bible, such as 3, 7, 12,
techniques to solve problems, and communicating their number MALS-LAN-02, 40, 365; representing quantities, periods of time, amounts,
thinking and reasoning coherently and clearly MAO- ● counts in everyday contexts MALS-COU-01, distances.
WM-01 ● represents number in everyday contexts MALS- ● Chronological events of the Bible.
● compares, orders and calculates with integers to solve REP-01, ● Years BC and AD. Counting above and below BC on the ‘time’
problems MA4-INT-C-01 ● compares and orders numbers MALS-COM-01, number line.
● uses strategies for addition and subtraction MALS- ● The ability to make judgements strengthens students’
ADS-01, knowledge of their call to action, to live in the image and
● uses strategies for multiplication and division likeness of God.
MALS-MDI-01 ● Bible story telling opportunities: Jesus feeds the 5000 (problem
solving opportunities).
● Biblical currency - denarius
LINK to GENERAL LINK to CROSS CURRICULAR Aboriginal and Torres Strait Islander
CAPABILITIES PERSPECTIVES Histories and Cultures
The General Capabilities - highlight in yellow and bold In this unit links are evident to: ● Using customary or contemporary Aboriginal stories to create a
(Main capabilities highlight below are evident within this number sentence to model the mathematical story such as
program) Science HSIE TAS ‘How many fish were caught in the fish traps and of these fish,
how many fish were taken to eat?’
Literacy Numeracy ICT English PDHPE Technologies
Critical and Creative Thinking Personal & social capability Religion Creative Arts Languages
Intercultural Understanding Ethical Understanding
Information and communication technology
LEARNING INTENTION UNIT DESCRIPTION PRIOR
CONSIDERATIONS
To be able to : The unit ‘Computation with Integers’ is all about developing in students an ability to recognise, compare, Explicit teaching and
● Recognise the order and magnitude of various order and calculate with integers. The Latin word ‘Integer’ means whole or intact. Integers are the set of consolidation of skills
integers. whole numbers, comprising zero, positive numbers and their negative opposites. Without knowing it, our related to:
● Apply the four operations with integers using mental, students have already come across integers in their everyday lives, by spending money, reading the
1. Whole numbers
written strategies and appropriate digital technologies temperature, going up and down floors in an elevator, etc. Integers will continue to appear in their lives
2. The number line
● Understand and apply the order of operations and schooling, thus, making this unit all the more important. Specifically, understanding the order and
magnitude of numbers and their position on a number line in relation to zero is crucial for students’ 3. The four operations
● Compare the relative value of integers using the
appropriate symbols. future study of Algebraic Techniques, Financial Mathematics, Measurement, Geometry and Linear with positive integers
● Describe real world applications of integers. Relationships.
KEY IDEAS TERMINOLOGY/ VOCABULARY/KEY TERMS - How is this to be explicitly taught and
reinforced. Click here for Syllabus Glossary
1. Locate positive and negative integers on a number line integers magnitude origin directed numbers
2. Order integers
3. Compare integers using inequality symbols compare direction temperature grouping symbols
4. Add and subtract positive and negative integers order number sentence thermometer number plane
5. Multiply and divide positive and negative integers
6. Apply the 4 operations to integers calculate operation number line positive / negative
7. Solve problems by calculating with integers and order of relative value less / greater than + symbols for these associative and distributive laws order of operations
operations
evaluate expression whole number describe
construct solve ascend / descend represent
recognise identify relative value application
They may find some terminology encountered in word problems:
Teachers should provide students with a variety of word problems and explain such terms
explicitly.
RESOURCES / EQUIPMENT VOCABULARY STRATEGIES for this UNIT - list below
● Ruler Plan ahead for VOCAB: What activities/ approaches will be used?
● Calculator, - Two strategies are listed below however there are many things to authentically link vocabulary/
terminology in context and or support by explicit instruction throughout units as students
● Laminated number line bookmark
● Laminated wall-sized number line (for classroom display) ● DUO FLASH CARDS (link to prepared cards) used to enhance VOCAB within a topic included
● Blank printed number lines accordingly below
MAPPING OF OUTCOME ACROSS STAGES – DETERMINING STUDENT READINESS AND POTENTIAL DIFFERENTIATION
● PRE-TESTING of FOUNDATIONAL SKILLS and use of Version Three National Numeracy Learning Progression (March 2020)
MAKING CONNECTIONS
Stage 3 Stage 4 Stage 5 Stage6
A student: A student: A student: A student:
Operations involving positive and negative integers Integers are used in measuring the Operations involving positive and negative integers are used in finance,
Represents whole number integers are used in algebraic expressions, formulae and temperature of substances and time, temperature and motion.
on a number line, Represents equations. Algebraic Techniques balancing chemical equations. Num CEC 1.1 Num CEC 3.3.3 Num CEC 3.4.3
Numbers B Science
Integers are used to identify and plot points on the Addition and subtraction of positive and negative integers can be
Cartesian plane. Linear Relationships Integers are used to compare applied to UTC and time differences.
positions above and below sea level, Num CEC 1.4 Num CEC 3.4.2
Integers are used in measuring the temperature of temperatures in different climates Mathematics Standard 2
substances and balancing chemical equations. and life expectancy. 4/5 Geography
Science Integers are used to represent size and direction of physical quantities
(vectors) such as displacement, velocity and acceleration.
Operations involving positive and negative integers
Mathematics Advanced
are used in comparing and ordering negative
Mathematics Extension 1
fractions. Fractions, Decimals and Percentages
Representation of integers on a number line is used to determine their
absolute value. Mathematics Advanced
Background knowledge
It is assumed that students bring with them from primary school, knowledge of or experience with:
- Repeated addition
- Order of operations
- Number Lines
- Number patterns
Real World Applications
● Integers are used to record time in years, changes in weights, results compared to records or personal bests, and in golf when comparing scores to par.
STUDENT ADJUSTMENTS - Link to PPSD Students with disability (NESA Advise)
Personalised Planning Students with disabilities as per CSNSW. Personalised Plan/NCCD students classroom ongoing and permanent adjustment.
Personalised Planning Students with disabilities as per CSNSW
Personalised Plan/NCCD students classroom ongoing and permanent adjustment. Add details below as per students in your class
NSW Education Standards Authority: Life Skills Outcomes and Content 7 - 10 (including access, collaborative curriculum planning, deciding and Adjustments examples)
Student Adjustments for this student Link to PPSD for each student requiring
adjustments in your class
Insert a hyperlink here for this students adjustments
Computation with Integers: Teaching and Learning Unit
Program Coding: CP Catholic Perspectives ATSI Aboriginal and Torres Strait Islander and Indigenous Communities T: Teacher focus S: Student centred A: Assessment
ASSESSMENT
FUTURE
OPPORTUNITIES
Reg. TEACHING and LEARNING FOCUS RECOMMENDATIONS
Colour code to show progression of learning challenge AND
Date Records of
Content Progress
ACTIVITIES
Initial
LINK to folder
LINK to folder
Structured Core Extension
Recognise and place Number line - plotting points Assessment
integers on a number line S:Plot a series of integers on a number line opportunity
● Pretest
● Pre Test
Syllabus content: Plot the following integers on a number line Solutions
● Identify and represent
integers on a number
line
2 -12 0 8 -5
● Order integers
● Allocate students in your class a directed number within a given range - maybe use a
random calculator generator for numbers between certain parameters (depending on
the number of students in your class). Students then write their number on a 5cm x
5cm card. They then need to arrange themselves in order of their number. Peg these
results to a number line for display in your classroom - discuss differences between
numbers, which is large, which is small, how many below how many above - do word
problems along this number line - students can then make their own word problems
and try them on their peers.
● Random number generator where you can enter your parameters and determine how
many are required - Click here Don’t forget to press the calculate key
Resource with an example
● Have them write this number on a student whiteboard All students in the group of 4
have a different card
● Pair share to check accuracy of their partner
● How do they plot numbers? (coloured/ enclosed circle on the line)
● Is the number line constructed correctly with even intervals? (Did they use a ruler?)
● Discuss the importance of Zero as a place setter- neutral
● Magnitude -5 has the same magnitude as 5 - WHY?
Describe the ‘direction’ and Open Task Number Line Assessment as
‘magnitude’ of integers T: Monitor students ability to partition intervals and understand movement along a number line. learning
opportunity
S:: Engage in rich discussion about values either side of the number shown.
Syllabus content:
● Recognise and Introducing Magnitude - watch this Video
describe the direction
and magnitude of T: Split class into pairs
integers
● Examine different S: Watch the Video individually
meanings (position - Partner A: is to “teach / explain” the concepts of magnitude to partner B
or operation) for the - Partner B: is to add additional information that may have been missed
+ and − signs, Together the pairs need to create a definition with a diagram to display understanding of the
depending on term magnitude. . They can do this in any form. Examples include;
context - In exercise books
- As a poster
- Infographic
- Comic
Construct a directed number
sentence to represent a real- Integers in the real world.
life situation
(Communicating) - Recognising that the temperature on a warm, sunny day is 23 °C while the
temperature in the snow is −10 °C.
- Understand real
world applications - Using real-life
situations to
represent positive
Syllabus content: and negative
● Construct a directed integers, such as
a building with
number sentence to
underground
model a situation parking, sea level
or a thermometer
T: Issue groups of four students 8 cards with different numbers
- Four students will have a negative sign and 4 will have positive sign
E.g. -30 -5 -200 000 -1 1 500 13.2 7 ¼
Create a scenario where these numbers would exist in real life ( literacy) .
Include units of measurement to bring the scenario to life.
Arranging a set of numbers in descending order and justifying the order using a number line.
S: John Cashier was a renowned financial adviser. However, in one poor investment choice he
lost $200000. But is he still ahead if he started with $5000, invested in shares and made
$185000, he then made an additional $92000 before losing the $200 000.
Can you show me his financial journey?
T: Questions
- How did you show the journey
- What did you discover?
Examples of ‘real world’ scenarios :
● up and down a lift
● aeroplane - turbulence - ascend/descend
● carpark - underground above ground
● bank - deposit / withdrawal
● investments
● weight / height - gain and loss
● temperature - thermometer
● up and down mountain - ascending / descending
● cardinal points NSEW - up, down. left right- journey
● above/ below sea level- divers
ATSI
● River levels
● Dam levels
● Droughts and flooding (rise / fall)
● Customary Aboriginal stories (i.e. How many fish were caught in the fish traps and of
these fish, how many fish were taken to eat?)
Introduce concept of an integer as being a whole number
- An integer is a whole number (not a fractional number) that can be positive,
negative, or zero.
Activity: which ones is not an integer 3, 8.5, 12 ½, -7
Elevator Challenge illustrates the direction of positive and negative numbers (up / down).
Solar Temperatures.
S: Read values from the thermometer.
Create a horizontal bar graph with the temperatures.
Is there a better way to represent this data ? Would a line graph be better? Discuss
T: Number line printed / digital placed on classroom front wall for this unit
The number line should have zero in the middle with positive and negative numbers in each
direction. +20 , -20
Use colours red and blue to show positive (BLUE) and negative.(RED)
**Free printables make a student book mark - -20 to +20
Challenging Task cards:
Which number has the greatest magnitude (differentiation opportunity).
There are various levels to support a differentiated approach.
Compare the relative value Introduce >, < symbols - e.g. Demonstrating that 5>−4∧−5<−1
of integers, including
recording the comparison
by using the symbols < and
>
T: Explicitly teach the new symbols. Have students draw them in their workbook and label
Syllabus content: each one “greater than or equal to” etc.
● Compare the relative
value of integers using Explaining the symbols <, > using illustrations.
the less than (<) and Examples;
greater than (>)
symbols
The yellow symbol looks like a CAPITAL L
so, Less than
That means the other directions is
greater than
S: Students select an illustration that makes sense to them or design their own and place it into
their book with a diagram and written description.
Examples;
- Dinosaurs,
- Sharks,
- Crocodiles
- Sniffy dog
Is it >,< or =
S:: Complete worksheet. Is it >,< or =
Worksheet opportunity to focus on quick mental computation skills and the use of symbols
T: Ensure that negative and positive numbers are being compared.
● Apply the four Number busting Assessment
operations with T: Choose a number to lead the number bust. You may choose to first select a positive opportunity
integers using FOR learning
number, then it’s negative opposite.
mental, written
strategies and CP To incorporate Catholic Perspectives, select a number that holds significance in the Bible,
appropriate digital i.e. 3, 7, 12, 40, 365, and discuss its significance before the number bust begins.
technologies
S: Given a number they need to ‘number bust’. Students think of two numbers they can use to
make the number.
Syllabus content:
● Add and subtract
integers with and
without the use of
digital tools
● Apply the 4 operations
to integers
Addition and subtraction of integers
T: SHOW me using a diagram:
-12 + 8 15 - 20
T: : explicitly teach that all parts of the algorithm plays a role.
Starting point on the number line
Direction
number of spaces in which I am to move
T: Focus is on the language or communication of the problem -
all parts having a job.
Walking the number line (Journeys)
- IMAGINING the movement and then doing the movement.
S: Come to the front of the room and walk the journey articulated by the teacher.
Some example journeys (increasing in difficulty):
JOURNEY 1 : -6 + 3
(I.e. start at -6 , look in a positive direction and I walk forwards 3 ‘hops’)
JOURNEY 2: 8 - 13
JOURNEY 3: -7 + 9
JOURNEY 4: 6 - 8
JOURNEY 5: -15 + 26:
JOURNEY 6: -3 + 7 - 8
:
:
JOURNEY 10 : -7 - - 3 … class discussion
- Start at -7, face in a negative direction and I walk backwards 3 spaces - where do I
land?
- Is there another way to write this algorithm? ( -7 + 3)
You may even incorporate journeys that involve repeated addition leading into multiplication
and division.
S: Construct journey using numbers lines in class.
Use this link to obtain a variety of number lines that can be used to show and create journeys.
Recognising time zones and calculating the time difference between 2 locations using a number
line.
Constructing a directed number sentence for the situation where a student has $10 in their bank
account and $12 worth of fees are charged resulting in a balance of negative $2.
DESMOS Hot Air Balloon Investigation: ICT
S: Work individually through the hot air balloon activity. Puffs of air move the balloon up,
sandbags move the balloon down.
Always, Sometimes, Never
Open ended / investigation - perform the four operations with integers. Including
multiplying/dividing with negative integers.
T: Place students in pairs and provide each pair with the worksheet linked.
S:: In groups of two students are given two statements regarding the addition, subtraction,
multiplication or division of integers. They have to determine whether the statement is
always true, sometimes or never, providing an example or counterexample. Students may
use a calculator.
T: : Select three groups.
One group will share whether the first statement is true always, sometimes or never and share
their example/counterexample. The second and third chosen groups will do the same for the
remaining statements.
T: : Ask whether other groups had different answers or used different examples. Discuss.
All four operations
Challenge Activity
S: Use the numbers 1,2,3,4 and all four operations to make the numbers 1 - 20.
Adding & Multiplying Integers; Scenarios
S: Given three tasks (differentiation opportunity).
1. Find 2 integers that add to X and multiply to get a positive/negative integer. Give at
least 2 solutions.
2. Find two integers that add to X and multiply to X.
3. Create your own - share with a partner and discuss possible solutions.
Harry and Susan’s Problem
T: Place students in pairs.
S: Think-Pair-Share. Students read through Harry and Susan’s problem.
1. Students think individually about the problem and think of solutions.
2. They then share, compare and build upon their solutions with their partner.
3. Each pair shares their solutions with the class.
How many different solutions did the class come up with?
“Does Bob have money?”.
S:: Go through Bob’s transactions and figure out if he has any money left. Write down the
number sentence for each problem.
T: Introduce the idea that addition is commutative. Even though students feel they are
subtracting, they are actually adding negative numbers. I.e. (-2 )+3 = 3+(-2).
Spider Math
S:: Matching directed numbers to solve problems.
I.e. Make -4. Numbers appear on the spider web and students have to use integers
(add/subtract) to make -4 (-13 & 9, -4 & 0, -8 & 4) etc.
CP Jesus feeds the 5000
T: Read through the story PowerPoint “Jesus feeds the 5000”, stopping at slide #3 and #4
S: On slide three, students solve the following problems, with context:
Typically, one denarius (or one drachma) was considered a fair wage for a day of manual labour
(as reflected in Matthew 20:2). So a worker might expect to earn a little over 300 denarii in a
year.
Q1: If a typical worker in Jesus’ day was expected to receive 300 denarii in a year. How much
would the worker earn in half a year?
Q2: Using your answer from the question above, how much would a loaf of bread cost on Jesus'
day?
S: On slide four, using the information provided, solve the following problems:
Q1: If the boy had five small barley loaves, how much were they multiplied by to make 5000
loaves?
Q2: If one fish fed four people, how many fish were needed to feed the 5000?
Use a calculator to perform Testing the calculator
the four operations This may be the first instance that students will be exposed to the use of the calculator with
negative numbers. This activity explores the use of calculator keys, including brackets, +/-, and
Decide whether it is more exponents.
appropriate to use mental T: Write a combined operation with integers (positive and negative) on the board.
strategies or a calculator when
performing certain operations S:: Using their calculator, attempt and display their response on a whiteboard - turn and show
with integers (Communicating) style.
Use grouping symbols as an Hierarchy of operations
operator with integers T: Three equations are shown. The first equation works when solving left to right. The second
and third do not. The teacher can lead a discussion about order and hierarchy of operations.
Understand and apply the
order of operations.
Beginning discussion - order of operations
Syllabus content: T: Discuss with students what they know about the order of operations from primary school.
● Solve problems Ask students what acronym they have previously used (PEDMAS, BIDMAS, BODMAS, etc).
involving grouping S:: Share acronyms and strategies they have used to follow the order of operations.
symbols with integers
● Apply the order of
operations to evaluate High-Stakes Heist
expressions involving
integers, with and
S: Use order of operations to break open the safe.
without the use of This game reinforces the order of operations.
digital tools
Make your own video: Grouping symbols
S: Use Screen-Cast-O-Matic and Google Slides
(or similar software) to create their own flipped learning video explaining and demonstrating
grouping symbols.
BIDMAS investigation
S: Use Google to investigate the order of operations
Drill worksheets
S: Attempt various drill-style questions, practising the order of operations with integers.
Use understanding of ‘Where in the real world?’ Brainstorm: Assessment
integers to solve real world T: Organise students into small groups. opportunity
problems.
S:: Brainstorm where integers are seen / used in the real world. Students compile their
brainstorm into a list of real world applications.
S: Choose one application from their list and create a graphic illustrating how integers are used
to solve problems relating to their chosen application.
Example (sea level):
Non-routine problem solving ACTIVITY 1 Assessment
T: Can you find the largest possible number which can be made from 4 integers using: Opportunity
OF learning
- the 4 operations?
This will allow students to - THE HSC
- the 4 operations and grouping symbols?
explore and further deepen questions are a
their understanding of quick opportunity
Computation with Integers and S:: Students to come up with their solution via Think-Pair-Share to apply skills to
ability to transfer learning to worded problems
other contexts. and diagrams
ACTIVITY 2
T: : Can you give an example of an equation where the parentheses change the result of the
computation?
By extension: Are there some operations where the inclusion of parentheses does not affect the
computation?
S:: Students to collaborate on possible solutions.
ACTIVITY 3-
T: If the product of 4 integers is 100, what are the possible sums of these 4 integers if they
are:
all positive?
all negative?
either positive or negative?
S: Students to create a Google Slide presentation or Screen-Cast-O-Matic video to present
their solution
ACTIVITY 4-
From Mathematical Beginnings “Just Add”
T: Show this image and ask the following questions:
What is silly about this total?
When does it make sense to add things up and when doesn’t it? Why?
Try to find more examples of this sort of thing.
S:Participate in class discussion and discovery of other examples
ACTIVITY 5
From DoE Activities Click here
T: Explains the task: The example in the link shows a clock face, with each number
represented by a very simple mathematical question. Each question has only one
operation. Your task is to design a clock so that each number from 1 to 12 is
represented by a question involving integers, using two or more operations. For
example, 13 – 6 x 2 could be used for the number 1.
S: Design the clock face, showing their working out, complete the self evaluation assessment
and produce a final design
NAPLAN questions A selection of NAPLAN questions
UNIT EVALUATIONS and FOLLOW-UP ACTIONS
TEACHER EVALUATIONS STUDENT EVALUATIONS EVALUATIONS ACTIONED
● link to google form ● link to google form
YES DATE …………… NO DATE ……………
- After teaching/delivering the - Are there any reasons why “no
learning outcomes what adaptions adaptions” have been made to this
have been made to this unit? unit?
- Please list below. - Explain below
When adopting and adapting consider NSW Government - Education units that have been created using a thematic approach.
There will be resources here that can be used to supplement units.
Mathematics 7–10 units and assessments to access unit and resources
Stage 4 -
