2. What thinking skill are you working on? Summarizing; 2 to 3 times daily 3. What question are you answering today. 4. How are you doing to use this in real life? 5. How would you rate your learning?
Standards Driven Instruction
Teacher: Nickole Perkins Date: August 11 to August 15 Lesson 1 of
Course: 7 th / Math Period(s): 1, 2, 5, 6_ Week of: Unit 1
Key Learning: Time to Teach, classroom rules and expectations
Standard(s): (I can)
Lesson Essential Question(s): 1. How do I add, subtract, multiply, and divide integers? 2. What models can be used to show addition and subtraction of positive and negative rational numbers? 3. What strategies are most useful in helping develop algorithms for adding, subtracting, multiplying, and dividing positive and negative rational numbers? 4. How can models be used to prove that opposites combine to 0? 5. What real life situations combine to make 0? 6. How can a number line model addition or subtraction of rational numbers? 7. What are the steps to converting a rational number to a decimal using long division? Activating Strategies:
_____ Multimedia 1. What is the Big Idea? Strategies used daily: 2. What thinking skill are you working on? Summarizing; 2 to 3 times daily 3. What question are you answering today. 4. How are you doing to use this in real life? 5. How would you rate your learning?
Standards Driven Instruction
C O N C E P T S Monday
Warm Up: Adding integer review
Work Session- Page 17, page 18 (showing new process for differentiation).
Closing- compare and contrast adding and subtracting integers.
PROGRESSIVE ASSESSMENT TOMORROW!!
HOMEWORK- teacher made
DIFFERENTIATION- PROCESS Friday
Warm Up: 3 minute partner study/ question time
Work Session- assessment
Independent Practice- assessment
DIFFERENTIATION- PROCESS 1. What is the Big Idea? Strategies used daily: 2. What thinking skill are you working on? Summarizing; 2 to 3 times daily 3. What question are you answering today. 4. How are you doing to use this in real life? 5. How would you rate your learning?
Standards Driven Instruction
Level of Learning:
__x__Acquisition
__x__HOTS
____Mastery Level of Learning:
__x__Acquisition
__x__HOTS
__x___Mastery Level of Learning:
__x__Acquisition
__x__HOTS
_____Mastery Level of Learning:
__x__Acquisition
__x__HOTS
__x___Mastery Level of Learning:
____Acquisition
____HOTS
_X___Mastery Launch Activity: FROM TEXT BOOK Materials: Paper, pencil, listening ears, textbook, counters, computer Differentiation: Lecture, writing on board, note taking, Q/A, process, product
Knowledge Assessments:
__x___ Multiple Choice
___x___ True/False
______ Matching
_____ Fill-in-the-blank
___x___ Short Answer
______ Interview
______Essay
______ Other
Understanding Assessments:
______ Constructed Response
_____ Essay
___x__ Performance Task
___x___ Product/Project
______ Simulation
______ Presentation
______ Journal Entries
______ Interview Skills (DO) Assessments:
__x___ Teacher Observations
______ Checklists
______ Portfolio
__x___ Student Work Samples
______ Role Play
____ Products/Projects
__x___ Performance
_____x_ Written/non-verbal descriptions of thinking skills and processes. 1. What is the Big Idea? Strategies used daily: 2. What thinking skill are you working on? Summarizing; 2 to 3 times daily 3. What question are you answering today. 4. How are you doing to use this in real life? 5. How would you rate your learning?
Students Will Know/ Understand: What models can be used to show addition and subtraction of positive and negative rational numbers? What strategies are most useful in helping develop algorithms for adding, subtracting, multiplying, and dividing positive and negative rational numbers? How can models be used to prove that opposites combine to 0? What real life situations combine to make 0? How can a number line model addition or subtraction of rational numbers? What are the steps to converting a rational number to a decimal using long division?
Students Will Do: Advanced Students can use algorithms to solve integer operation problems. Guide students to make connections between conceptual understanding and algorithms. Students will use algorithms to solve problems with integers. Ready Understands that the sum and difference of two rational numbers represents a distance and that the sum of any number and its opposite is zero.
Model the addition and subtraction of rational numbers and the property of additive inverses with:
Vertical and Horizontal Number Lines Two Color Counters
Computes the sums and differences of numerical expressions containing positive and negative rational numbers. Uses the properties to do so strategically & to interpret the sum or difference in the context of a given problem