Caitlin Wheeler Professor Moroney

EDU 521 June 12, 2014

7
th
Grade: Subtracting Integers Mathematics/Special Education
Instructional Objective
After direct instruction and guided practice of subtraction of integers, students will complete
eleven integer subtraction problems with 80% accuracy.
Standards and Indicators: Common Core
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.a
Describe situations in which opposite quantities combine to make 0.
Indicator:
This will be evident when students can determine the additive inverse of positive and negative
integers.
CCSS.Math.Content.7.NS.A.1.b
Understand p + q as the number located a distance |q| from p, in the positive or negative
direction depending on whether q is positive or negative. Show that a number and its
opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by
describing real-world contexts.
Indicator:
This will be evident when students completely explain the relationship between addition and
subtraction of integers and that both the quantities in the equations, as well as the solution, has
the same distance from zero as its specific additive inverse.
CCSS.Math.Content.7.NS.A.1.c
Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-
q). Show that the distance between two rational numbers on the number line is the
absolute value of their difference, and apply this principle in real-world contexts.

Indicator:
This will be evident when students appropriately use and explain the strategy Keep-Change-
Change.
CCSS.Math.Content.7.NS.A.1.d
Apply properties of operations as strategies to add and subtract rational number
Indicator:
This will be evident when student can properly add and subtract integers in an equations
containing three or more integers.
Standards and Indicators: ISTE NETS for Students
4. Critical Thinking, Problem Solving, and Decision Making Students use critical
thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources.
Indicator:
This will be evident when students accurately solve problems using digital counters on the
SmartBoard or with iPad application.
5. Digital Citizenship - Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
Indicator:
This will be evident when students can effectively and responsibly use the SmartBoard
simultaneously with one another.
Motivation:
While completing the Do Now, a BrainPop video will be loaded onto the screen to watch once
the Do Now is complete and correct.
Materials:
SmartBoard
Homework problem set
Index Cards: One for each student (Luck of the draw)
iPads
Weebly
BrainPop
Strategies
Do Now
Luck of the Draw
Direct Instruction
Guided Practice
Think Pair Share
Exit Slip
Adaptations:
Prewritten notes and iPads will be used by students who have a disability in writing.
The teacher will use and amplified sound machine for students with a hearing deficiency.
Differentiation of Instruction
Kinesthetic learners will be able to use integer counters using either iPad application or
physical colored chips to help subtract integers.
Visual and auditory learners will be able to see and hear but the teacher and fellow
students teach and explain their answers.
Developmental Procedures
1. Do Now (1-10)
a. Students copy down the homework while completing their review Do Now
problems. (Addition of Integers)
b. Teacher will load BrainPop video.
c. Luck of the Draw will be used to have students explain their answers.
d. How do we think we subtract integers? Where else we see double negatives?
2. BrainPop Video (10-15)
3. Direct Instruction with Guided Practice (15-35)
a. Using SmartBoard and Smart Notebook, the teacher will alternate between direct
instruction and guided practice.
i. What is Keep-Change-Change?
ii. Think Pair Share will be used for student to compare answers.
b. Luck of the Draw will be used to have students explain their answers.
4. Exit Slip
a. With five minutes remaining, students will be asked answer the exit slip question.
i. Describe in three full sentences how we subtract integers.
b. Students will also be encouraged to refer to Integer Weebly Website in order to
complete their homework.
Assessment:
Questioning will occur throughout the lesson, direct instruction, and in guided practice.
Homework problem set containing eleven problems will be corrected and collected to be
assessed using the attached rubric.
Independent Practice:
Homework problem set will be completed alone and will be evaluated the next day.
Follow-Up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention:
Struggling student will be paired with students who display mastery during the lesson. When
homework is collected, if a student has not achieved 80% accuracy, small group will be
constructed and the teacher will reteach the information learned in todays lesson and then
reassess for accuracy. Students will also review this topic on the Integer Weebly Website via the
teacher made Glogsters.
Academic Enrichment:
Students who have mastery will be paired with struggling students throughout this lesson.
During the next class, while struggling learners are being retaught and reassessed, students who
have attained mastery will practice more complex and multi-step integer subtraction problems.
If multistep problems are complete, students will be able use their skills under the Resources for
Further Review tab of the Weebly Website.


Teacher Resources
Common Core State Standards Initiative (2012). Preparing Americas students for college and
career. Retrieved from: http://www.corestandards.org/math/content/7/g

Wheeler, C. (2014, June 12). Rubistar. Retrieved June 12, 2014, From:
http://rubistar.4teachers.org/

Wheeler, C & Gerner, E. (2014) Integers. Retrieved from: http://7thgradeintegers.weebly.com


Ms. Wheeler
Integer Assesment Rubiric
Students Name _________________________

CATEGORY 4 3 2 1
Mathematical
Concepts
Explanation
shows complete
understanding of
the mathematical
concepts used to
solve the
problem(s).
Explanation
shows substantial
understanding of
the mathematical
concepts used to
solve the
problem(s).
Explanation
shows some
understanding of
the mathematical
concepts needed
to solve the
problem(s).
Explanation
shows very
limited
understanding of
the underlying
concepts needed
to solve the
problem(s) OR is
not written.
Mathematical
Errors
90-100% of the
steps and
solutions have no
mathematical
errors.
Almost all (85-
89%) of the steps
and solutions
have no
mathematical
errors.
Most (75-84%)
of the steps and
solutions have no
mathematical
errors.
More than 75%
of the steps and
solutions have
mathematical
errors.
Explanation Explanation is
detailed and
clear.
Explanation is
clear.
Explanation is a
little difficult to
understand, but
includes critical
components.
Explanation is
difficult to
understand and is
missing several
components OR
was not included.
Neatness and
Organization
The work is
presented in a
neat, clear,
organized
fashion that is
easy to read.
The work is
presented in a
neat and
organized
fashion that is
usually easy to
read.
The work is
presented in an
organized
fashion but may
be hard to read at
times.
The work
appears sloppy
and unorganized.
It is hard to know
what information
goes together.
Mathematical
Terminology and
Notation
Correct
terminology and
notation are
always used,
making it easy to
understand what
was done.
Correct
terminology and
notation are
usually used,
making it fairly
easy to
understand what
was done.
Correct
terminology and
notation are used,
but it is
sometimes not
easy to
understand what
was done.
There is little
use, or a lot of
inappropriate
use, of
terminology and
notation.