Lesson Plan # 1

Teacher Candidates:

Erika Keys

Date:

September 14, 2015

PLAN

Activity Title & Source, &

description of activity

Number Line Placement and Adding Integers of Same Sign. Selfcreated.

Description of Activity:
Students learn about the negative side of the number line and use
that as a concrete manipulative for adding integers with like signs.

Class description &

Differentiation

Six 7th grade students- Resource Room

o All have math goals
Their math goals consist of: Determining the
correct operation, performing the correct
computation, solving multi-step equations, and
following the correct process
o Accommodations: All students benefit from having the
directions read aloud and clarified to them.
To accommodate all of my students I will read the directions aloud to
them and have them recite it back to me for clarification. For Kris, I
am providing a lot of praise and corrective feedback verbally and on
his assignments. I am also engaging in a multisensory approach that
includes modeling. (Accommodations on his IEP).
Differentiation:
Being in a resource room, instruction is already being modified
based on the learning environment. I am providing a multisensory
lesson with a strong emphasis on visual aid (number line). My
lessons also include modeling for visual aid and guided practice for
extra practice.

Common Core Standards

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.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

Student Learning Objective

(central focus): ABCD

The students will apply and extend previous understandings of

addition to add rational numbers by using a horizontal line diagram
with no more than one error out of the five questions they answer
independently.

Instructional Materials,
Equipment, Technology &
Resources

Teacher

Dry Erase Board

Dry Erase Marker

Yarn
Clothes Pins
One sided cards labeled with rational numbers between -13
and 13 (with some decimals for a challenge)
Pen
Handout of vocabulary (6 copies)
Handout of number line & worksheet (6 copies each)
Record Sheet (For assessment)
Students

Academic Language

Notebooks

Pencils

Addition/ add

Subtraction/ subtract

Horizontal

Line Diagram

Numbers

* I will provide all students with a handout of these definitions. This is

a support I am providing for aiding in their communication skills.

Key Vocabulary

Rational Number
Integers
Positive Number

 Negative Number
Opposites
*Students will take notes of these new vocabulary words. Then I will
use them throughout the learning segment to build onto their
academic language/ communication skills.
ENGAGE & INSTRUCT

Opening

1. [Draw a number line on the board, beginning at 0 ending at a

random positive integer.]
2. Ask the students what it is. After they respond ask them if they
have ever wondered about what is on the opposite side of the
number line.
3. [Ask for volunteers two volunteers to come to the board and
draw the opposite side of the number line.]
4. Examine the number lines for accuracy. If one is incorrect
address the entire class. Ask what the differences are between
the two and discuss why the one is incorrect.
5. [Provide feedback for both number lines.] If both are incorrect
discuss why and show a correct number line.
Next, handout the academic language sheet. Briefly review the
words on there. Then show the students the new vocabulary at the
bottom half. Fill that in as a class, and have them put it in their math
folders when finished.

Learning Activities: Modeling, Guided Practice and Independent Practice

Teacher Modeling

Teacher: Do you see the number line I have displayed over on our
math board? Today, we will be working with that number line. See
how there are some numbers missing? Well, I have a stack of cards
here that we are going to place on the number line. For example,
This card is the integer negative 6. Therefore, I will clip it here on the
number line. (Clip it on the line). Once, we all have clipped all the
numbers on the number line, we will then start learning to add
integers of the same sign! [Have learners come to the line and clip
their numbers on it.]
Adding Integers of the Same Sign Activity:

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

Teacher: Provide feedback on how the number line placement went.

Now we are going to use the number line handout to learn how to
do addition of same sign integers! I will write the equation -9 + -8 on
the white board. Watch how I solve this problem. I will move
through the steps listed below.
1. -9 + -8 Watch how I solve this problem. I find -9 on the
number line and circle it.[I have a number line on the board]
2. I know then that the equation is asking me to add eight more
negatives. So I show how I count down the number line eight
times.
3. I then will circle this answer and write it next to the problem.
4. I want each of you to follow these three steps from start to
finish, for each question.

Guided Practice

Hand out the number line pad, a marker, and the worksheet. Ask
students to draw a number line -15 to positive 15.
1. Ask for Lucy, who becomes easily distracted, to solve question
one. Provide feedback to her answer.
2. Ask for a volunteer to solve question two. Provide feedback for
the volunteer.
3. Ask Kris, who is the focus learner, if he notices any patterns.
Scaffold him into realizing that if youre adding two negatives the
sum is negative and if youre adding two positives the sum is
positive.

Independent Practice

Teacher: Now I would like each of you to independently complete

your worksheet. Following the three steps I modeled for you. When
you are finished flip your paper over. When your table is all finished
raise your hands and I will come to check, and we will discuss it as a
group.
Directions:
1. Find the first number in the operation and circle it.
2. Show your counting up or down the number line.
3. Circle the sum and then write it next to the operation.
I want each of you to follow these three steps from start to finish, for
each question.

Closure

Once the whole class is finished, have a group discussion about

each question. See what each student got as a sum, and if someone
is incorrect ask how he or she came to find that sum. Discuss how
they can fix that error for the next time.
Teacher: If you missed a question please correct your answer and
tell how you missed it. This will help you remember not to make the
error again. I will be collecting your worksheets. It is not for a grade,
but rather for successful completion.
The students will demonstrate that they have met the objective by
missing no more than one problem out of the five they completed. If
they did miss one they will correct their error, in the group discussion,
and write a brief sentence about why they missed that problem.

ASSESS

Assessment Strategies

Target-Assessment Alignment Table

Objective

What must the

student know &
be able to
demonstrate?

Degree

In this space, describe how you will assess

(F&S) whether students have met this
objective.

The students will

extend previous
understandings of
addition to add
rational numbers
by using a
horizontal line
diagram.

Formative: In class handout. Students

meet the objective if they do miss more
than one problem. If they did, they
should correct their answer and explain
what they did wrong. Understanding
why/how the mistake was made
minimizes the potential for it occurring
again.

Lesson Plan # 2
Teacher Candidates:

Erika Keys

Date:

September 15, 2015

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

PLAN

Activity Title & Source, &

description of activity

Adding Integers of Opposite SignsSelf-created

Students review key vocabulary to build onto their academic
language in mathematics. Then they will use two colored chips for
concrete representation of positive and negative numbers. With
these manipulatives they will learn to add integers of opposite signs.

Class description &

Differentiation

Six 7th grade students- Resource Room

o All have math goals
Their math goals consist of: Determining the
correct operation, performing the correct
computation, solving multi-step equations,
and following the correct process
o Accommodations: All students benefit from having
the directions read aloud and clarified to them.
To accommodate all of my students I will read the directions aloud to
them and have them recite it back to me, for clarification. They will
also be written at the top of their worksheets for reference. All of my
students benefit from this accommodation. Kris, my focus learner,
will also be provided with praise and corrective feedback.
Differentiation:
According to my focus learners learning style inventory (I gave him
prior to learning segment) he is a visual learner. Therefore, I am
providing him, and the entire class, with manipulatives for visual and
tactile reference.
*A multisensory approach is being implemented in this lesson plan.
It is an accommodation of my focus learner, and the manipulatives
we use aid both visual and tactile learners.

Common Core Standards

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.

Student Learning Objective

(central focus): ABCD

The students will apply and extend previous understandings of

addition to add rational numbers by using colored chips to represent
adding integers with opposite signs with no more than one error out
of the five questions they answer independently.

Instructional Materials,
Equipment & Technology

Teacher
Dry erase board
Marker
Pen
Vocab Matching Sheet (6 copies)
Worksheet (6 copies)
Doc Cam
Students
Pencils
Colored chips
Notebooks

Academic Language

Addition/ add

Subtraction/ subtract

Horizontal

Line Diagram

Numbers

* Students have these definitions in their math notebooks.

Key Vocabulary

Rational Number
Integers
Positive Number
Negative Number
Opposites
Absolute Value

*Students will add new key vocabulary to their notebooks. We will

review all key vocabulary before beginning lesson.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

ENGAGE & INSTRUCT

Opening

1. [Write key vocabulary on the board, with definitions scrambled

on the other side.]
2. Pass out Vocabulary worksheet (same as what is on board). Ask
students to think about these words and their meanings. Ask
students to write what letter goes with which number.
3. [Ask for volunteers to tell what definition goes with which word]
4. If someone told something that was incorrect, then ask why he
or she selected that, and provide him or her with feedback on
the correct answer.
5. Add the new key vocabulary word, absolute value, to their notes.

5. Learning Activities: Give detailed, step-by-step instructions on how you will implement the
instructional plan in the procedures below. Describe exactly what you & the students will do during
the lesson & how you will scaffold their learning. Please use a numbered or bulleted list.

Teacher Modeling

1. [Distribute Adding Integers with Opposite Signs Worksheet].

2. Description of activity: Will use chips to add integers with
opposite signs.
3. For example: -7 + 8 = ? [Example question, not on worksheet]
Steps:
1. Separate chips into two groups Red = Positive, Blue=
Negative
2. On the Doc cam, pull down 7 blue chips and 8 red chips.
3. Now watch closely to how I use chips to work through the
problem. [Model by pairing one blue chip with one red,
explain that you are putting them together because the
equation is adding and because since theyre opposites they
cancel one another out.]

4. Show the one remaining red chip. [Explain that the

remainder is your answer. Therefore, the sum is one, and
because the chip is red the sum is positive.]

Guided Practice

Teacher: I would like everyone to set the problem up for number

one. Do not solve it. Once you have it set up, raise your hand.
[Circulate the room checking that each learner is setting the problem
up correctly. If they are not, then show them where their error is and
how to fix it. Once everything is set up correctly, direct the class to
go ahead and solve the first three equations with their neighbor.]
Teacher: I like how diligently everyone is working. [If there are extra
things, provide feedback about positive things you observed or how
to improve for independent practive.] Gabe, what did you get for the
answer? [If he is correct have him explain how he did it. If he didnt,
ask him to explain what he did. Call on JaZahnna for question two
and Kris for question three.]

Independent Practice

Now, please finish your worksheet independently. When you are

finished raise your hand. I will come around and check your paper.
Once everyone is finished take two minutes to compare your
answers with your neighbor.
Steps:
1. Separate chips into two groups Red = Positive, Blue=
Negative
2. The value of the positive integer in the equation is how many
red chips you pull down and the value of the negative
integers is how many chips you pull down.
3. Pair the blue and red chips together canceling them out.
4. The remaining chip is the solution to the equation. If the chip
is blue your solution is negative, if it is red the solution is
positive. The quantity of the chips is the number to your
answer.
*Steps are placed on student worksheet. If students finish early we
will have a game on the board. They will divide in teams and I will
make up equations of a variety of integers and two students will
come up to the board and solve.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

Closure

As a class, we will go over the correct answers. Inform students if

they missed a question to correct it and write a sentence on how
they made that error and how they corrected it. Tell students they
have an exit ticket question on the board they must answer at the
bottom of their worksheet. [Question: What is an integer and provide
me with two examples.] Students will be assed on:
1. Successful completion of their worksheet. [No more than one
error; however, if there is if they corrected it and have an
explanation it counts as corrected.]
2. Completing the exit ticket. Graded based on completion, must
have a definition and two examples.
*We will go over the correct answer to the exit ticket at the beginning
of class tomorrow. Those who answered it correctly will get a mini
candy snack.

ASSESS

Assessment Strategies

Target-Assessment Alignment Table

Objective

What must the

student know &
be able to
demonstrate?

Degree

In this space, describe how you will assess

(F&S) whether students have met this
objective.

The students will

apply and extend
previous
understandings of
addition to add
rational numbers
by using colored
chips to represent
adding integers
with opposite signs.

Lesson Plan # 3

Formative: In class handout and exit

ticket. Students meet the objective if
they do miss more than one problem.
If they did, they should correct their
answer and explain what they did
wrong and show how they corrected it,
to demonstrate the objective mastery.
The exit ticket is to show they are
building their communication skills, in
mathematics, and it is a progressmonitoring tool for the overall
understanding of the unit, it is not
directly related to this objective.

Teacher Candidates:

Erika Keys

Date:

September 16, 2015

PLAN

Activity Title & Source, &

description of activity

BINGO Review and Quiz over Adding IntegersSelf-created

Students review key vocabulary, rules for adding integers and
practice questions in a Bingo format. After the review there will be a
15-question quiz about adding integers and key vocabulary.

Class description &

Differentiation

Six 7th grade students- Resource Room

o All have math goals
Their math goals consist of: Determining the
correct operation, performing the correct
computation, solving multi-step equations, and
following the correct process
o Accommodations: All students benefit from having the
directions read aloud and clarified to them.
To accommodate all of my students I will read the directions aloud to
them and have them recite it back to me. They will also be written at
the top of their quiz for reference. All of my students benefit from this
accommodation.
Differentiation: For this learning task there is no specific
differentiation between Kris and his classmates. All students have
the access to the same accommodations because of their IEP
accommodations and modifications.

Common Core Standards

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.

Student Learning Objective

(central focus): ABCD

CCSS.MATH.CONTENT.7.NS.A.1.D
Apply properties of operations as strategies to add and
subtract rational numbers.

The student will apply properties of operations as strategies to add

rational numbers by taking a quiz and receiving a 80 percent or
higher.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

Instructional Materials,
Equipment & Technology

Teacher

Bingo Board (6 copies)

Copy of question cards for game

Chips for markers on Bingo board

Doc Cam

Quizzes (6 copies)

White Board

Marker for White Board

Students

Pencils

*Bingo board was adapted from Its All Relative by Anne Collins and
Linda Darcey. I used the board outline from the text, but adapted it to
fit this learning segment.

Academic Language

Addition/ add

Subtraction/ subtract

Horizontal

Line Diagram

Numbers

Rational Number
Integers
Positive Number
Negative Number
Opposites
Absolute Value

Key Vocabulary

There is no key vocabulary for this lesson because it is a review and

quiz day. All vocabulary should now be a part of their academic
language and over all communication skill.

ENGAGE & INSTRUCT

Opening

Teacher: We had an exit card yesterday, as promised those who

could define an integer and provided two examples, will get a piece
of candy. [Call on someone who got the exit card correct to share
with the class the correct answer and two examples.]
Great job explaining an integer. Call on every student to provide
one additional example of an integer. Once everyone has shared
pass out the bingo board.

Learning Activities: Give detailed, step-by-step instructions on how you will implement the
instructional plan in the procedures below. Describe exactly what you & the students will do during
the lesson & how you will scaffold their learning. Please use a numbered or bulleted list.

Teacher Modeling

Teacher: I will call out a question, word, definition, or rule. You will
take your chip and place it on the space that goes with the card I
read. Once you have a line, call out BINGO! Watch and I will
demonstrate the first card on the projector.
Steps:
1. I will read the card, I am both positive and negative, what am
I?
2. I will then look at my choices on the Bingo board and place
my chip over the answer I think best fits. In this case I will
place it on zero.
3. Repeat steps one through two, until all cards are gone, or
there is only 20 minutes left in class. Which ever comes first.
*Notice there are a couple answers twice on your board. Just select
one. The other will be filled with a different card.

Guided Practice

Teacher: Now that you have seen how this game is played lets try
Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

one together. -8+17= _____ [Call on Kris to answer. If he misses call

on another student, until someone answers correctly. Have them
explain how they found the answer.] Now find 9 on your Bingo board
and place a chip on it. Great job everyone!

Independent Practice

Teacher: I am going to read each card now and answer each

question on your own. If you get a Bingo call it out and we will check
your answers. If know one has a Bingo by 10:55 we will stop and go
over the answers together, then we will start our quiz.
Steps:
1. I will read the card.
2. Then look at your choices on the Bingo board and place a
chip over the answer you think best fits.
3. Repeat steps one through two, until all cards are read,
someone has a Bingo, or there is only 20 minutes left in
class. Which ever happens first.
4. Start quiz. (Inform students if they struggle they can use
manipulatives, but to see to the directions at the top of their
quiz for rules).
Teacher: When you are finished with the quiz flip it over and I will
collect it.

Closure

The students will take their quiz. When finished they will flip their
paper over and I will collect it and score it. They will demonstrate
their ability to meet the objective by scoring a 80 percent or higher on
the quiz. If they score below 80 percent they are allowed one makeup to take place during their noon study.

ASSESS

Assessment Strategies

Target-Assessment Alignment Table

Objective

What must the

student know &
be able to
demonstrate?
The student will
apply properties of
operations as
strategies to add
rational numbers.

Degree

In this space, describe how you will assess

(F&S) whether students have met this
objective.

Summative: The students will take a

quiz to assess whether they have met
the objective. To successfully meet the
objective they need to score an 80
percent or higher.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT