Lesson Plan on Operations with Whole Numbers

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1 Lesson Plan on Operations with Whole Numbers Concept / Topic to Teach: Adding and Subtracting Integers Standards Addressed: CCSS.MATH.CONTENT.7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. CCSS.MATH.CONTENT.7.NS.A.1.D Apply properties of operations as strategies to add and subtract rational numbers. 1. Student Learning Goals/ Outcomes Students will be able to: - Identify properties of a number line. - Define the term integer. - Develop the rules or characteristics of adding and subtracting integers. - Solve problems requiring addition and subtraction of integers. 2. Materials - Street Chalk - The Number Line Rap - Worksheets - Highlighters - Binders - Pens/Pencil -SMARTboard PROCEDURES: 3. Prior Academic Knowledge and Conceptions/Anticipatory Set:

2 1. Prior to this lesson, the students learned about the number line and it s characteristics. At the beginning of class, the students will listen to The Number Line Rap as a review of their prior knowledge. After the rap, the class will determine the important pieces of information, and will highlight the information in the rap to keep in their binders. 4. Instructional Plan 1. First, the class will have a discussion on what the lesson will entail. We will discuss operations, the definition of an integer, etc. 2. Integer Hopscotch a) The students will be split into three groups of three. The groups will be given out prior to the assignment so when we go to the hopscotch boards, they know immediately who to go with. b) Before heading outside, the students will be given two worksheets and will be asked to bring a writing utensil. c) Before I allow the students to play integer hopscotch, I will provide explicit directions on how to play. While giving directions, the students will be asked to reiterate what was stated. For this activity, each student will have a role. The roles will rotate throughout the activity. The three roles will be recorder, drawer, and hopper. d) The students will be given an allotted amount of time to play Integer Hopscotch. Each student will have a turn to be each role. e) After the activity is completed, the students will return to the classroom. During this time, the students will sit with their groups and discuss anything they noticed during the activity and on the worksheet. 5. Closure

3 - The class will end with a class discussion. We will discuss what the students noticed during and after they played integer hopscotch. I will write the students responses on a poster board so they can be reviewed the next day. 6. Homework/Independent Work - The students will create their own rap, poem, song, rules, etc., to remember how to add and subtract integers. They will also be asked to create one word problem that will require their classmates to add or subtract integers. The word problems will be collected and used in a future assignment. 8. Assessment Observations: The largest observation will be during the discussion after integer hopscotch. The goal of this discussion is to see what kind of understanding the students gained during the game on adding and subtracting integers. Observations will also be made during the game to see what the students are thinking. Homework: The homework will demonstrate their understanding on adding and subtracting integers. I can see if the students picked up any patterns or rules when adding and subtracting integers. Furthermore, students gain deeper meaning of the content when creating their own word problem. Adaptations: ELL: For the ELL students, The Number Line Rap will have a version of lyrics written in Spanish. Furthermore, in the activity I will demonstrate how to play integer hopscotch; therefore, they will be able to watch me rather than rely on my words. ADHD: This activity involves the students to move, jump, and switch roles. This will keep the students busy and moving so they don t get bored or anxious. Extension for Advanced Students: Rather than choosing a card, the students will roll a rock on the board like the original game of hopscotch. The students will then have to figure out what operation and what number they need to reach the number the rock landed on as a solution.

4 The number Line I m an integer, yeah you found me, Sitting on the number line, all my friends around me. Like a roller coaster I go up and down, But I always have value, I never clown. Maybe you re measuring a mountain s height, If you add to me, then I slide to the right. If you subtract from me, then I slide to the left, Yeah, I was more, but look at me, now I m less. I could go to 0, that s a number too, Maybe I m at sea level, see, that s nothing new. If we dive like the best who ever lived, I m less than 0, so you know I m negative. So -8 is less than -6, And -6 is less than 6, you get the pics? Chorus I m on the number line, find me on the number line. To the right when it s hot in the summertime, To the left when it s cold in the winter, My value s absolute, I m a winner. (x2) la línea del número

5 Soy un entero, si me encontraste, Sentado en la línea del número, todos mis amigos que me rodea. Como una montaña rusa ir arriba y abajo, Pero siempre tengo valor, yo nunca payaso. Tal vez usted está midiendo la altura de una montaña, Si añades a mí, voy a la derecha. Si restas de mí, luego deslice hacia la izquierda, Sí, yo era más, pero Mírame, ahora soy menos. Podría ir a 0, que también es un número, Tal vez estoy en el nivel del mar, eso no es nada nuevo. Si nos sumergimos el mejor que jamás haya vivido, Soy menos que 0, así que ya sabes que soy negativo. -8 es inferior a -6, Y -6 es menos de 6, tienes las fotos? Coro Estoy en la recta numérica, encontrarme en la línea del número. A la derecha cuando está caliente en el verano, A la izquierda cuando es frío en el invierno, Mi valor absoluto, yo soy un ganador. (x 2)

6 Hello class! Today we will be playing integer hopscotch to learn about adding and subtracting integers! Here are some things we need to remember before we play: 1) Each team will be in groups of 3 students! 2) Black Cards = POSITIVE numbers Red Cards = NEGATIVE numbers 3) For subtraction, we hop BACKWARDS. For addition, we hop FORWARDS. 4) Before you begin to hop, make sure you are facing the direction of the SIGN of the SECOND number in your equation. PAY ATTENTION to Ms. Gamboli when she demonstrates how to play! Don t be afraid to ask questions and remember, most importantly, Have Fun!!

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