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Teacher Candidate:

Ashley Snyder

Date:

9/17/2015- 9/18/2015

Cooperating Teacher:

Mr. Strobl

Coop. Initials:

Group Size: Periods 1, 2, and 8- 25 each Allotted Time: 2-40 min classes Grade Level: 7th

Subject AND Topic: Adding Integers with different signs

Section: 392

I. Objectives and Standards

A. Standard(s): PA Common Core/PDE SAS

Common Core:

7. NS. 1 Apply and extend previous understanding of addition and subtraction to add

and subtract rational numbers; represent addition and subtraction on a horizontal or

vertical number line diagram.

7. NS. 1b 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 the

number and its opposite have a sum of 0 (are additive inverses). Interpret sums of

rational numbers by describing real-world contexts.

1.6.6.A: Listen critically and respond to others in small and large group situations.

B. Performance Objectives (Learning Outcomes)

As a result of this lesson the students will be able to:

1) Use a number line and counters to find the sum of integers with

different signs.

2) Solve real-world word problems using positive and negative integers.

3) Work well in small groups or partners by listening and responding to

each other.

II. Instructional Materials

A. Teacher Preparation:

Warm- up Multiplication Sheets (25 per class)

Red and Yellow counters

Go Pro Math teacher edition

Smart Board

Worksheets for homework

B. Student

Go Math books

Writing utensil

Math Folders

III. Content

A. Prerequisite Skills:

Students should know what an integer, whole number, and rational number is. They

should be able to identify them and be able to add, subtract, multiply, and divide whole

numbers. They also know how to note take.

Students did a review assessment the week before to refresh 6th grade math before we

start. They will be given a Multiplication worksheet in the beginning of every class to

refresh there prerequisite skills of multiplication. Also the before starting the new lesson

as a class we will go over the Are you Ready page to refresh the skills.

B. Key Vocabulary

Integer- a member of the set of whole numbers and their opposites.

Addition- the action or process of adding something to something else.

Additive inverse- The opposite of any number.

Variable- letter representing an unknown number.

C. Big Idea

Students will be able to see how adding integers can be used to solve real-world and

mathematical problems such as going to a football game.

D. Additional Content

Students will add integers and solve multi-step problems involving addition of integers

fluently.

IV. Implementation

A. Introduction

We will do Warm-up. (Warm up is work sheet with Multiplication facts)- 10 minutes.

Students who have mastered this whole sheet in less than 4 minutes will be

going onto a laptop and use the website firstinmath.com. On this website it

gives students manipulative and fun games to practice their multiplication.

They will be instructed to get out their homework and find a partner in the

room. They are to check there answers with their partner. If they got anything

wrong I want them to see if they can fix it in groups before we go over.

As a group we will then go over the homework.

As we go over it I will make sure that they understand what is going on, if I

dont think they do we will do a little review if not we are moving on to

Section 1.2.

Engage**

I will motivate the students by asking the students if the school had a

fundraiser for the band, and your class raised $300, but you spend $28 on

supplies to raise the money. How can you express the actual amount you

earned as the sum of two integers with different signs?

o We will have a discussion.

I will be using the strategies I do, we do, and you do.

They will still be in partners from review homework. I will hand each student

red and yellow counters.

We will start on page 13 and I will explain them how there are two ways to

add integers with different signs. I will show them the first way by Model A,

B, and C. I will do A. We will do B together and then they will do C in

partners. These models show how to add integers with different signs using a

number line.

In these models the students will learn how to add integers of different signs

using a number line.

o Example: 4 + -3. They will start at 4 on the number line and move 3

units to the left, or in the negative direction. They will end up at 1.

We will then move on to the second way to add integers of different signs. I

will use page 14 as a reference. I will walk around and hand out to each kid a

couple red and yellow counters.

As we do Model A on page 14 they will use the counters as visuals to the

problems.

I will do one Model A show them, we will do Model B together.

o In Model A is give an example of 3 + -2. I will tell the students to start

with 3 positive counters to represent 3. They will then add 2 negative

counters to represent adding -2. They will for zero pairs and they will

be left with 1 positive counter.

o Negative counters- RED

o Positive counters- YELLOW

B. Development

1. Explore**

The students will now with partners try the your turn on the top of page 15

using the red and yellow counters to answer the problems.

o This gives the students visuals and lets them do a hands on activity to

understand how the problem works.

I will walk around and make sure everyone is working diligently and getting

the correct answers.

As they are doing these 4 problems I will be explaining to them another way

of thinking about these problems.

o Every student likes video games. I explained to them that the negative

numbers are the bad guys and the positive numbers are the good guys.

So when you add a negative and a positive number they actually have

a battle, and when you battle people always get eliminated.

o I will now go through the four problems explaining it in that way.

After going through all the problems they will instructed to now try page 16 in

their Go Math books with their partners using the counters.

2. Explain**

I will walk around and make sure they are on task, answering any questions

on the way.

C. Closure

Elaborate**

We will go over the 15 problems that they had to do with partners and make

sure everyone is on the same page.

o Stopping along the way if anyone has any questions.

I will collect all the counters.

We will end with a word problem. I will explain we are going to a football

game.

o Problem: A football team gained 9 yards on one play and then lost 22

yards on the next. Write a sum of integers to find the overall change in

field position. Explain your answer.

o We will do this problem as a group.

o I want them to see how we use this math in real life.

I will assign their homework for the night. I will have them tear out the

Independent Practice worksheet that they can take home since they are not

allowed to take their books home. They are to do problems 16-25.

Before they leave the room I will hand out their exit slip they have to fill out.

o On the exit slip is a problem: -12 + 4

o They have to answer it before they leave.

This will tell me who understands and who does not.

D. Accommodations/Differentiation Plan

For struggling learners Period 1o Lower Level Students who are struggling I will work one-on-one with them

individually to help them during independent practice.

If the whole class is struggling we will take an extra day on the

subject to make sure everyone is ok before moving on. In doing

so, we may use activities applying the concept and us the Are

you ready pages in the Go Math book.

o Higher Level Students who have mastered their Multiplication tables are

allowed to use the laptops and go on Website: firstinmath.com

faster than others, they made work ahead on more challenging

problems.

Period 2o Lower Level Students who are struggling I will work one-on-one with them

individually to help them during independent practice.

If the whole class is struggling we will take an extra day on the

subject to make sure everyone is ok before moving on. In doing

so, we may use activities applying the concept and us the Are

you ready pages in the Go Math book.

o Higher Level Students who have mastered their Multiplication tables are

allowed to use the laptops and go on Website: firstinmath.com

When working individually on problems students may get done

faster than others, they made work ahead on more challenging

problems.

Period 8- All the kids are lower level. I will be co-teaching with a learning

support teacher. I will be differentiating the material for this class by using

scaffolding and one-on-one time with students. Also I will give students less

problems. If periods 1 and 2 have 8 problems to do for homework they will be

given 4. A lot of the students get stumped and then shut down. I was told to

give less information at a slower rate because if I got to fast they will give up.

We also moved the 5 lowest kids to the row of seats next to the window so the

learning support teacher can work one-on-one with them.

o TR, RS, AS, JT, JZ, EM, MO, GO, AR, JR, KD, AF, GG, CJ, DM, AA,

LA, NC, JC, RC- Learning Support. I will work at a slower pace and

give more one-on-one attention if needed. This student may have a

modified homework sheet with fewer problems.

V. Assessment of Students

Evaluate

Formative Assessment:

The teacher will walk around and make sure students are on tasks during their

partner work. Their homework will be checked the beginning of every class to

make sure its done.

The students will be given a pre-test to show me what they know and dont

know for the unit.

Students will have to hand in exit slip before leaving.

Homework:

Period 1- Page 17, Independent Practice #16-25

Period 2- Page 17, Independent Practice #16-25

Period 8- Page 17, Independent Practice #16-25

Summative Assessment:

A. Report of Students Performance in Terms of Stated Objectives

Based on my observations today, and the criteria I set in the assessment section of the

plan, how did my students do?

The students had all their homework done and were ready to move on to todays

section. Overall the students did really well. They absolutely loved using the counters.

The only problem I faced was students fooling around with the counters instead of

using them to solve their math problems. Using the counters gave the students a better

understand of why you subtract even though its an addition problem. While I was

walking around I had to yell at a few for fooling around, but most people were on

task.

As we went over the information I made sure to call on everyone so that I could see if

there was a general understand form everyone. After they left I graded the exit slip

and about 2 or 3 people added instead of subtracting. Those students I will work with

individually the next day.

B. Personal Reflection

1) Since the district makes the teacher use the Go Math books with a lot of

worksheets, what would I have done if I could do it another way?

The Allentown School District makes the teachers use a math curriculum called Go

Math. If you have ever seen Go Math, its a book that is given to the students filled

with a bunch of worksheets. It consists of 7 units, and in each unit are 3 sections with

mini lessons in them. In each mini lesson there are examples to teach the students and

then worksheets for them to fill out to practice the material. I was told that this is

what we have to use to teach. I was told not to stray too much away from the

worksheets. So as my lesson shows we used a lot of worksheets.

If I were able to do it my own way I would make it more constructivists. I wouldnt

have used so many worksheets I would have given them a couple of problems that

were harder and see if they can figure them out with their partner.

Tomorrow I will check the homework to see if they tried and for completion.

2) How could I have made my introduction more interesting?

I used a real life example to start out the lesson because thats how the book wants us

too. The kids seem to like it but I feel like there is a better way to get them excited

about the new information. In this class they have a routine. So usually my

introduction to the period is them doing their times tables.

This lesson I ended with an exit slip. I chose this because I needed to know if students

were struggling or getting the information. This is the hardest section of the unit. I

spread it out into two days because I didnt want to rush into it. My exit slip helped

me know which kids were struggling and which ones who were fine. The students

loved the exit slip. I think it made them feel important.

VII. Resources (in APA Format)

Burger, Edward B., Juli K. Dixon, Timothy D. Kanold, Matthew R. Larson, Steve Leinwand, and

Martha E. Sandoval-Martinez. Go Math: Middle School. N.p.: n.p., n.d. Print.

Exit Slip

Name:

Solve: -12 + 4

Exit Slip

Name:

Solve: -12 + 4

Exit Slip

Name:

Solve: -12 + 4

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