Melanie Young

Term 3
Math Lesson Plan

Lesson: Adding and Subtracting Integers Word Problems

Intended to teach on (latest) Monday, Dec. 7th (or Wednesday Dec. 2nd earliest)
CORE DECISIONS OF LESSON PLAN
What: Students will learn how to add and subtract integers using word problems. Related
vocabulary includes, absolute value (the distance a number is from zero on the number line),
integer (a positive or negative whole number), negative integers (a digit less than zero), and
positive integer (a digit greater than zero). They will also need to know that fractions and
decimals are not integers. Students will need to have had some previous knowledge of basics of
addition and subtraction.
Chapin and Johnson use both number lines and integer chips to teach addition and
subtraction of signed integers. When using a number line, addition and subtraction of integers is
presented as movement of so many units either to the right or to the left. The first number is your
starting point. If you add a positive integer, you move that many units right. If you add
negative integer, you move that many units left. When using counters, I will used little circles
with + or - signs drawn inside them. When adding and subtracting integers each plus-minus pair
cancels and leaves you with the answer.
See below (in anticipated students responses) for aspects of the content that may be
confusing or challenging for students.
How: I will teach the content by modeling one or two word problems with the students. The
model will include a word problem. I will complete the solution using a number line and/or
integer chips. These will be the mathematical tools that students will have available to them. I
will also model drawing a picture to help me understand the problem. I will then ask students to
engage is a task of solving math problems that include integers. I will ask students to apply the
same methods of using integer chips and number lines when completing different word
problems.
Students will have the opportunity to engage in inquiry around the mathematical idea of
integers by using real life word problems to enhance their understanding of the usefulness of
integers in everyday life. They will be in pairs so that students can begin to try and discuss their
ideas of how they will solve the problem with a partner. I will also walk around and listen in
on the conversations that students are having. I will provide support and probing questions where
I see needed. At the end student will have the opportunity to share out their strategies with the
whole group.
I will intentionally refrain from giving students rules concerning adding and
subtracting integers because I want them to understand. For example, I will intentionally not say
things like, to subtract an integer, add its opposite, to add integers with the different signs
subtract the absolute value of the numbers and use the sign of the numbers and use the sign of
the number with the greater value, the sum of two positive integers is positive and the sum

Comment [CE1]: So this is about the representations that

can be used what is the concept that you want students to
understand? How will you build on their understanding of the
operations of addition and subtraction? What might be difficult
for them?. For example, students may be thinking of numbers
as something that can be counted, but negative numbers
cannot be counted. Or they may not believe you can take
away more than you can start with. Or that addition doesnt
always make a bigger result. How will the representations you
choose help address these difficulties? (thats about tools)
Comment [CE2]: This is important because you will be
situating the mathematics in context. What context will you
choose and why?
Comment [CE3]: Which one? Or both?

Comment [CE4]: And context also helps them make sense

of the operations and (hopefully) negative numbers

Melanie Young
Term 3
Math Lesson Plan

of two negatives integers is negative. This is because I want students to use mathematical tools,
like integer chips and number lines, to really understand why those rules exist.
This is the order in which I will introduce integers:
1. Using a number line (develop the language used for working with integers)
2. Integer Chips (more concrete)
3. The next step would be to introduce rules that come from using integers and number
line. It is unlikely that I will get to this step in my lesson.
Why: My students just finished a lesson on integers. In this lesson the concept of integers was
introduced to them. They were really just given a dictionary definition of integers. After
completing a few problems with them, I realized that they had difficulty adding and subtracting
integers on a number line. Also my students had no idea how integers appeared in the real world.
By the end of the lesson students will understand that integers are important to calculate different
real world problems. Playing video game, reviewing deposits or withdraws in a checking
account or even looking at weight all requires integers. Integers give descriptive meaning to
numbers in everyday situations.
LESSON PLAN
Mathematical Goals/Objectives:
Students will be able to:
Add and subtract directed numbers (positive, negative and zero) with
understanding.
Address common misconceptions about the addition and subtraction of directed
numbers.
Explain their reasoning using picture diagrams, number lines and integer chips.
Common Core Standard:
CCSS.MATH.CONTENT.6.NS.C.5
Understand that positive and negative numbers are used together to describe
quantities having opposite directions or values (e.g., temperature above/below
zero, elevation above/below sea level, credits/debits, positive/negative electric
charge); use positive and negative numbers to represent quantities in real-world
contexts, explaining the meaning of 0 in each situation.
PA Core Standards:
PA Core Standards - CC.2: PA Core: Mathematics Standard Area - CC.2.1: Numbers and
Operations
Grade Level - CC.2.1.6: GRADE 6
Standard - CC.2.1.6.E.4: Apply and extend previous understandings of numbers
to the system of rational numbers.
Assessment Anchor - M06.A-N.3: Apply and extend previous understandings of
numbers to the system of rational numbers.

Comment [CE5]: And how the operations work with negative

numbers

Comment [CE6]: Instead of you introducing, hopefully these

ideas can begin to emerge from the discussion as students
compare strategies.

Comment [CE7]: This isnt really a goal for students is it? Do

you mean the generalization that addition makes bigger and
subtraction always makes smaller?

Comment [CE8]: Note these are other useful contexts to

use

Melanie Young
Term 3
Math Lesson Plan

Anchor Descriptor - M06.A-N.3.1: Understand that positive and negative

numbers are used together to describe quantities having opposite
directions or values and locations on the number line and coordinate
plane.
Eligible Content:
M06.A-N.3.1.1: Represent quantities in real-world contexts
using positive and negative numbers, explaining the
meaning of 0 in each situation (e.g., temperature
above/below zero, elevation above/below sea level,
credits/debits, positive/negative electric charge).
M06.A-N.3.1.2: Determine the opposite of a number and
recognize that the opposite of the opposite of a number is
the number itself (e.g., (3) = 3; 0 is its own opposite).
M06.A-N.3.1.3: Locate and plot integers and other rational
numbers on a horizontal or vertical number line; locate and
plot pairs of integers and other rational numbers on a
coordinate plane.

Comment [CE9]: This seems the most appropriate. You

dont have to list all this info. But you should connect this to
one or more of the mathematical practices from the CCSSM

Melanie Young
Term 3
Math Lesson Plan

Materials and preparation:

8 Markers (two sets of 4 colors - one to represent positive integer (blue), one to represent
negative numbers (red), one to represent zero (purple), and one to draw the number line
(black)
Chart paper
Printed question sheets
Pencils
Paper
Dry erase markers
Classroom arrangement and management issues:
I plan to only complete this lesson with 4 students, two boys and two girls. These
students are generally well behaved. When completing the work and explore section of the
lesson, students will work in pairs with one another. I decided that I would create the pairs based
off gender because that is what I typically see done in my class and it seems to work well.
Depend on which room is open I will either use the library or the science lab next door. Each
room has a dry erase board that I can use to write on. The students will sit at desks facing the
board.
Plan:
Before (Launch) 15 mins
Today we will talk about integers. Can someone tell me what integers are?
(students respond)
Once we have a working definition of what integers are I will write in on
the board.
Begin a small math talk. We canuse a number line to locate integers . (Will then
draw a number line on the board.) Something like:
-10-------------*------------- 6 Then ask the following questions:
Imagine that * represented the number in the middle of the number line.
What number would * be? [-2]
-10, -9, -8, -7, -6, -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, 6
Ask students how that came about the solution.
Other questions surrounding number lines to check for understanding.
Where are the bigger numbers on the number line? [right, right of
zero]
The smaller numbers? [left, left of zero]
Where are the positive numbers on the number line? [to the right
of zero]
The negative numbers? [to the left of zero]

Deleted: life

Comment [CE10]: A follow up question might be, can you

give some examples of integers? Can you give me an
example of a number that is not an integer?

Deleted:
Deleted: see integers when using a number line

Comment [CE11]: You might need some more questions

here if they dont get it right away, like where would 0 be?
How do you know?

Melanie Young
Term 3
Math Lesson Plan

Do positive numbers have a greater value than negative numbers?

[yes]
Which number is greater: 3 or -2? [3]
How do you know? [3 is to the right of -2, id rather have 3 dollars
that -2 dollars]
Which number is greater: -7 or -2? [-2]
How do you know? [-2 is to the right of -7, I would rather be 2 dollars in
debt that 7 dollars in debt]
** Students should be able to articulate and justify their response:[the numbers that is the
furthest to the right on a number line has a greater value, if both numbers are negative, the
negative, the number closest to zero has the greatest value**
Can you think of places in the real world that we see negative integers?
Some examples could be: weather/temperature, altitude/ sea level, money
(debits/credit) (deposits/withdraw), floor levels/escalators, electric
charge, football yards gained/lost, stock market gains/loss, weight
gains/loss)
Today we will solve some problems involving both positive and negative
integers. We will work on the first problem together. Then you will work with a
partner to complete the rest.
Read this problem a loud: On December 19th 2014 at 7am, in Philadelphia,
Pennsylvania, the temperature was -14 degrees fahrenheit. By 1pm the
temperature had dropped 7 degrees. What was the temperature at 1pm? Ask the
students to think about how they would begin to solve this problem. Ask them
how they might represent their answer and equation.
With this problem draw both a vertical and horizontal number line.
Probing questions: If I were to add two integers, -14 and 7, using a
number line, what would be a good strategy for me to do this?
[start at -14 and move 7 to the right, end up at -7]
Another probing question: So, if I am adding positive integers, I
move to the right. What if I am adding negative integers? Which
direction would I move? [to the left]
Show with integer chips
How if I use integer chips? one +/- equals one unit movement on
the number line.
Maybe introduce that one -/+ is a zero pair.
Write an equations (-14+7= -7)
Read second problem aloud: A submarine was situated 800 feet below sea level.
If it ascends 250 feet, what is its new position?
Draw a sketch of a submarine and sea level.

Comment [CE12]: You do a nice job of writing out your

questions and anticipated responses here

Deleted: is

Comment [CE13]: Yes, it seems like this context lends itself

to drawing a thermometer which would be vertical

Comment [CE14]: I think first you should ask them what the
answer is and how they know. Then you can ask how this
could be represented with an equation. Is it -14 + -7 or -14
7? They might come up with both, which is fine. Then you can
move to showing it on the number line.

Comment [CE15]: I think the temperature context doesnt fit

well with the chips. The chips might be better for a problem
about positive/negative charge or a decontextualized problem.
Id suggest sticking with the number line in this lesson.

Melanie Young
Term 3
Math Lesson Plan

Use the same probing question as above

Draw a horizontal and vertical number line.
Write an equation (-800+250= -550)
Now you will work with your partner to complete the rest of the problems. Be
sure to use a picture diagram, vertical/horizontal number line and/or integer chips
to explain your answer. I am just as interested in HOW you solved the problem as
I am in whether or not you got the right answer. When you work in your groups
both people should be working on the problem. Make sure to explain your
thinking to your partner. Please do not speak too loudly. Do you have any
questions?
During (Work and Explore) 15 mins
After I hand out the worksheet with the word problems on it students will have an
opportunity to solve the word problems in pairs. While students are working I will
circulate between the groups checking in see how students are solving the
problem. I will also be gathering formative assessment data.
#1 -A roller coaster begins 90 feet above ground level. Then it descends 105 feet.
Find the height of the coaster after the first descent.
90 feet - 105 feet/ 90 + (-105 feet ) = -15 yards
#2 - On the first play, the football team lost 6 yards. On the second play, the team
lost 5 yards. What was their total change in yards?
-6 yards + (- 5 yard) / -6 yards - 5 yards = -11 yards
#3- Ross and Jabril were digging in the sand at the beach. Ross dug a hole that
was 15 inches below the surface and Jabril dug a hole that was 9 inches below the
surface. Find the difference in the depth of their holes.
-15 - (-9) = -15+9 = -6 There is a six inch difference
#4- Mt. Everest, the highest elevation in Asia, is 29,028 feet above sea level. The
Dead Sea, the lowest elevation, is 1,312 feet below sea level. What is the
difference between these two elevations?
29,028 - 1,312 = 27,716
#5- An elevator went up 15 floors, down 9 floors, up 11 floors, and down 19
floors. Find the net change.
15 floors + - 9 floors + 11 floors + -19 floors = -2 floors
#6 *Bonus Question* - Represent the number expression, 5 - (-3), with integer
chips and a number line. Find the solution to the problem 5 - (-3)
After (Debried and wrap up) 15 mins
Students will have the opportunity to share their thinking about how they got to
answer for one of the word problems. After each pair shares a solution students
will complete an exit ticket. There exit ticket will be to come up with word

Comment [CE16]: All of these problems lend themselves to

a number line model. I would definitely skip using the chips
its too confusing for one lesson. The chips can be useful for
finding the rules e.g., for subtracting negatives. But for this,
the number line will help them use the context to make sense.
Comment [CE17]: Does it go underground? This is
potentially confusing

Comment [CE18]: Shouldnt it be 29,028 (-1312)?

Comment [CE19]: Here you should decide which question

you will have them share and why. Think about the different
solutions they may have and what you will want them to
notice. For example, a question like #4 might bring up the idea
that subtracting a negative number is the same as adding the
numbers. Since you only have 2 pairs you might want to have
them share more than 1 problem.

Melanie Young
Term 3
Math Lesson Plan

problems of their own using both positive and negative integers. The student must
also solve the word problem that they came up with.
**We might have to spend a little extra time talking about the Ross and Jabril
problem and the bonus question. I will probe them to see if they can represent this
equation with both a number line and integer chips. **
Anticipating students responses and your possible responses:
Subtracting a negative integer using number line movement can be tricky for students to
conceptualize. Take, for example, 5- (-3) would mean that you start at 5, students will be ready
to move 3 units to the left because of the minus sign. However the second minus sign reverse
your direction, and you go 3 units to the right instead, ending at 8 and not 2.
Counters are trickier to use with subtraction, but we can do it. The basic idea is to
interpret subtraction as "taking away". For example, with (4) (2), you start out with 4
negative counters and you take away two negative counters. You are left with 2 negative
counters.
In other situations, you may not initially have the counters that you are supposed to take
away. For example, in 5 (3), you start out with 5 positive counters, but you are supposed to
take away 3 negative counters when you don't have any. How do you do that? The trick is to first
add enough negative-positive pairs to the situation, which amounts to adding zero, so it is
allowed. Then you can take away what you need.

Comment [CE20]: Nice

Comment [CE21]: OK. Just think about what you want to try
to highlight through the discussion.

Comment [CE22]: Yes. I often have kids walk this out on a

large number line on the floor. So if you subtract you move
left, but if its a negative number you have to turn around first.
However, since you are working from word problems rather
than equations, I dont think this is really going to be an issue.
The context will help them make sense of it, but they might
have trouble connecting it to an equation.

Assessment of the goals/objectives listed above:

My assessment of student learning will be through whole group discussion, listening in on pair
conversations about the word problem, collected worksheets and exit tickets. In discussions
students will articulate their thinking and strategies and encourage all group members to
contribute to the conversation about how they solve the problem.
Student Name

Can decipher
Integer Word
Problems?

Can use number

lines?

Can use integer

chips?

Also talk note on common errors mistakes that students make.

Accommodations:
Accommodations are embedded in instruction design.

Other notes on
student.
(strengths/errors)

Comment [CE23]: I think there are several subconcepts to

pay attention to here. For example: (1) Understands negative
quantities, (2) can model problem on number line (3) can
write an equation to represent the problem situation