Direct Instruction Lesson Plan

Name: Maria Bedolla

Date:

04/17/15

Subject: Mathematics

Grade Level: 9th 12th

School: Abraham Lincoln Middle School

Supervisor: Jose Mejia

Supervising Teacher: Mrs. Salazar

Materials:
White Board, White Board Markers, Deck of Cards, Number Line Poster, Paper, Pencil, Dock Cam, Adding and
Subtracting Integers Rules Worksheet
K-12 Academic California Content Standard/ Common Core State Standard:
Solve real-life and mathematical problems using numerical and algebraic expressions and
equations.
CCSS.MATH.CONTENT.7.EE.B.3

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form
(whole numbers, fractions, and decimals), using tools strategically.

Objective: Using manipulatives/visuals such as a number line and a deck of cards, SWBAT to write and solve
the rules for adding and subtracting integer problems correctly with a a 75% accuracy (9 out of 12).

Anticipatory Set:
I was going to have movie night with my family and they sent me out to buy some food. So I went out to Dona
Rosas tamales stand to buy some tamales. I thought I had $20 dollars in my pocket, but I only had $10. The
dozen of tamales cost $18. How much did I owe Dona Rosa?
As the tutor is telling her story, she will proceed to write down the problem on the board to show her students
the set up of the problems they will be working on today and transition them into adding and subtracting
negative and positive numbers.

Input/Procedure
1. The teacher will begin the lesson by telling the students the objective of the day. Using visuals such as
a number line and a deck of cards, SWBAT to write and solve Math problems in which you add and
subtract integers.
2. The teacher will then tell the students a story that they can relate to and catch their attention.
3. I was going to have movie night with my family. We all wanted to pitch in for some snacks. So after
talking and deciding what we wanted to eat, my parents sent me out to buy some tamales. So I went to
Dona Rosas food stand to buy some tamales. I bought a dozen tamales. I thought I had $20, but when I
went up to pay, I realized I only had $10. The dozen of tamales cost $18. How much did I end up owing
Dona Rosa?

4. As the tutor is telling the story, she will write down the known information on the board in order to start
setting up a problem that will transition the students into adding and subtracting integers.
5. The Tutor will ask the students, Can you solve 10-18? Is that possible?
6. Once students have given their response, the tutor will then randomly choose a student to solve the
problem using a calculator to see if it is possible to subtract 10 and 18.
7. The tutor will then proceed to describe what an integer is, An integer is any whole number that is not a
fraction, and can be positive or negative.
8. The tutor will proceed to present a number line to the students which will be used to visually show the
students how 10-18 is possible and why its answer is a -8 as well as reinforce the idea that integers are
whole numbers that can be positive and negative.
9. The tutor will give one or two more problems to show the students how to add and subtract integers.
This is the portion of the I DO in which the tutor will focus on showing her students how to solve
adding and subtracting integers.
10. The tutor will then present the rules for adding and subtracting integers. This is the WE DO in which
the students and the tutor will go over the rules of adding and subtracting integers, as well as work on
some sample problems together.
11. ***Before tutor starts going over the rules for adding and subtracting integers, she will hand a
worksheet in which students must fill in the rules for adding and subtracting integers while going over
the rules; as well as model the problems using the number line on the board.
12. When you are adding two positive numbers, your sum will increase, and your answer will be positive.
13. When you are adding a positive and negative number, you start with your first number on the number
line, and depending on your second number, you will move up on the number line or down. You keep
the sign of the number that is bigger.
14. When subtracting two positive numbers, you change your minus to an addition sign, and change your
second number to its opposite.
15. When subtracting two negative numbers, you change the minus to an addition sign and change the
second number to its opposite.
16. Once the tutor and the students are done going over the rules, some problems will be presented in a
worksheet for the students to work on with the tutor.
17. Once the students and tutor go over solving some problems together, they will go into the YOU DO
portion of the lesson.
18. In this part of the lesson, students will be partnered off with a peer and must work together to solve some
problems. They will receive a worksheet with problems set up for them. A deck of cards and a number
line up on the board will be available for the students to solve the problems.
19. The deck of cards and the number lines are visual manipulatives that the students will use to help them
visualize and see how adding and subtracting integers works.
20. Once students have solved the problems written on the worksheet, with their partners and a deck of
cards, the students will have the opportunity to write problems for one another.
21. Once the students are done solving their problems, the tutor will ask for volunteers and have two
different sets of partners show the class how they solved their problem.
22. The tutor will then end the lesson plan by asking for a couple of volunteers to say something they
learned from the lesson. Then she will restate the objective of the day and end the lesson for the day.

Checking for Understanding

I will check for understanding through the entire lesson by asking questions, seeing what kind of answers
students come up with and with the end results from their worksheet that they will take home with them and
finish. My questions for checking for understanding consist of, Why is this answer a negative and not a
positive? What is the rule for subtracting integers? What is an integer?. These are just some of the
questions used to help understand and see how well students are grasping the material of the lesson and what I
need to work on in helping them fully understand the lesson and its material.

Guided Practice:
This is the WE DO portion of the lesson in which the tutor will work together with the students. She will
work some problems out with the students on the board. This is an important part in the lesson because this is a
crucial part in assessing how well the students understand the lesson and if there are any modifications needed
to be made for the future.
Closure:
Once students are done solving the problems from the worksheet and making their own problems, the tutor will
ask for one or two of the problems created by the students and have them come up in the board and show
everyone their answer. After the students are done presenting their problem, the tutor will ask the students to
take a minute or two to look over their notes, and the work they did during the lesson and randomly have one or
two students share one thing they learned during the lesson. She will then reinstate the objective of the day and
end the lesson. Today we used manipulative such as a number line and a deck of cards, to write and solve the
rules for adding and subtracting integer problems.

Assessment/Independent Practice:
Tutor will do informal assessments throughout the lesson. Tutor will do this by viewing students work and
listening to the students response as they work as a class and with their partners. The tutor will also, place an
emphasis on listening to the students response when they are working on the YOU DO portion of the lesson
as this gives her a deeper insight on how much students truly understand the material.

Adaptations/Modifications for ELD Students:

Students will be encouraged to collaborate to try and translate what they might not understand, but if more help
is needed tutor will translate for the students once directions are given.

Reflection
If I had to do my lesson plan again I would definitely do it completely different. The approach I took with my
lesson in trying to teach my students the rules for adding and subtracting integers is the same approach being
used in the classroom. I think that the approach I took is effective with those students who are more advanced in
their English and it is very frustrating for those who are struggling with English. I would have used more visuals
and manipulative to help them better understand why such rules are set and most importantly why they are true.
I would also cut down the number of problems I give my students on the worksheet and focus on the quality of
the information being given to them rather than the quantity.