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Intriguing Integers
Why do they do what they do?
And, what do they do?
Deb Bradley
UNCC –MAED 5040
Fall 2009
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Table of Contents
General
Information………………………………………………………………
…
Unit
Goals………………………………………………………………………
……….
Desired
Results……………………………………………………………………
…
Acceptable
Evidence………………………………………………………………
Scope and
Sequencing…………………………………………………………..
Instructional
Resources………………………………………………………….
Lesson
Plans………………………………………………………………………
…
Reflection…………………………………………………………………
…………..
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General Information
Intriguing Integers
Why do they do what they do?
And, what do they do?
The class periods are 80 minutes long. This unit will cover 7
days.
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Unit designer: Deb Bradley
Unit Goals
Competency Goal 1:
1.02 Develop fluency in addition, subtraction, multiplication, and
division of rational numbers.
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http://www.ncpublicschools.org/curriculum/mathematics/scos/2003/k-
8/35grade7
Prior Knowledge:
• Students must know how to add, subtract, multiply, and
divide whole numbers.
• Students need to know vocabulary words: whole
number, expression, graph, solve, equation, order
• Students should understand the Order of Operations
• Students should be able to evaluate expressions with
variables
• Students should be able to use inverse operations to
solve equations
• Students should know the words for operations such as
sum, difference, and product
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Desired Understandings
Essential Question:
What numbers are less than zero and how do we compute
with them?
Enduring Understandings:
1. How does one work with negative integers?
2. How are positive and negative integers alike?
Different?
3. Do the Commutative and Associative Properties
work the same with integers as they did with
whole numbers?
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4. Where do we see negative integers in the world
and how are they used?
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Formative: Students will be evaluated in the classroom as
they work independently and in small groups. They will play
games to demonstrate concepts, keep journals, solve
puzzles, and work on a banking project. Homework
assignments will be used to determine where additional time
on instruction needs to be spent.
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Day 1: Introduce integers and absolute value. Be able to
put integers on a number line. Be able to evaluate integers
and determine what numbers are larger than others.
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Instructional Resources:
<http://www.ncpublicschools.org/curriculum/mathematics/scos/2
003/k-8/35grade7>.
Holt Middle School Math Course 2. Austin: Holt, Rinehart and Winston,
2004. Print.
<http://www.nctm.org/standards/content.aspx?id=7564>.
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Day 3 Lesson Plan
Adding Positive and Negative Integers
ACTIVATE: One day lesson: The lesson will begin with the teacher
verbally throwing out simple addition problems for the students to
answer. (Examples are 4+5=, 2+8=, 3+6=) She will ask the class
to define the words: Whole numbers, Integers, Associative and
Commutative Properties. If a student does not know the definitions of
these terms or can not give an example the student will be asked to
record the term in their “Personal Mathematics Vocabulary
Journal” (An outline of this journal is attached) This allows each
individual learner to determine their needs as the students who are
already comfortable with this information do not need to record the
definitions. However, as the teacher I would encourage most students
to record these definitions to study later.
The teacher will then throw out a problem with a negative number and
ask if such a problem could exist and how one could solve it. She will
write this problem on the smart board. (Example 4 + (-3) =)
ACQUIRE: Using a Think, Pair, Share activity the teacher will ask the
students to think quietly to themselves about how such a problem
could be solved. She will then ask groups of three to share their ideas
quietly together. These groups will be selected randomly as they will
simply be the three students sitting closest together. There will be 6
groups total. The teacher will then ask each group what their answer
was and how they arrived at that answer. Each answer will be written
on the smart board. Without giving the correct answer she will ask
each group to share how they arrived at the answer and record that
using a mathematical representation on the board. She will ask the
class as a whole which answer they think is correct. She will then
review how the groups with the correct answer arrived at their answer.
There will be a class discussion on ways to solve addition problems
with negative integers.
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show what his means using a number line. She will demonstrate
adding positive and negative integers using a number line to show
what is happening as we perform this operation. Additive Inverse will
be defined at this time.
Once most of the groups are done with the worksheet the class will go
over the problems on the smart board with each group getting an
opportunity to work at the smart board to explain their method of
working a problem. The teacher will ask for questions or observations.
APPLY AND ADJUST: The teacher will now select groups based on
her observations of the understanding of each student of the concept
being taught.
Group 1 (lower learners) will work with the teacher with the red
and black counters on more addition problems using the Beat Me to
the Top exercise.
Group 2 (middle learners) will work with a friend in their group or
alone to solve the Beat Me to the Top exercise
Group 3 (High level learners) will work in pairs or individually to
solve the Sum Fun puzzles. When they are done with those puzzles or
if they feel they need more of a challenge, they can work on the
Addition Integer Logic Puzzle.
The final activity will be for the students to use their math journal to
solve a checkbook problem and write about how they solved the
problem. Each student will be given a copy of a check book page and
a list of five transactions to record. They will be asked to find the final
balance in the checkbook and explain how they arrived at the balance
in their journal. Students who are still struggling with this concept will
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be given whole dollar amounts on their assignment so that they can
concentrate on the concept and worry less about the math. The rest of
the students will be given more realistic numbers. This will be
homework if not completed in class.
The final checkbook activity will allow the teacher to see how each
student is working on these problems while showing the students a
real world application. By commenting in the journals the teacher can
continue to direct the learning of each student.
Teacher will then ask students how to subtract a greater number from
a lesser number. Is it possible? We will relate this to borrowing
money. If you want to buy something for $8.00 but only have $5.00
you would have to borrow $3.00. The mathematical representation
would be written on the board. 5-8=-3. Now if we were to pay back
$2.00 we are actually subtracting a -2. So now our debt is -1.
(-3-(-2) =-1)
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At this point the teacher will pass out two different colored pieces of
paper (for simplicity I will use red and blue). She will ask five people
with blue paper to come to the front of the room and stand to the right
of a line. She will ask 8 students with the red paper to come to the
front of the room and stand to the left of the line. The students are to
stand facing the class in a line. We are going to pretend that this is a
tug of war game. Because there are more reds they will be able to pull
the blues over the line one at a time. As the blue is pulled over the
line they will pair up with a red and the pair will return to their seats.
At the end there will be only 3 reds left. We will talk about how this
represents a number line and the center line is zero.
In groups of 5 the teacher will have the students think about how to
apply the same tug of war example above to the next example
problem above (-3-(-2) =-1) Teacher will circulate around the room
and observe and help where needed. After a few minutes the teacher
will ask one group to demonstrate how they worked this problem and
then ask the rest of the class if this is how they acted out the problem.
Through class discussion we will come up with the idea that
subtracting an integer is the same as adding the opposite. We will talk
about how to represent this mathematically.
APPLY AND ADJUST: The teacher will not select groups based on her
observations of the understanding of each student of the concept
being taught.
Group 1 (lower learners) will work with teacher using red and
black counters to practice more subtraction problems. This group will
also use the Dominos Subtracting Integers activity to reinforce
understanding.
Group 2 (middle learners) In pairs, students will be directed to
play the Dominos Subtracting Integers game
Group 3 (High level learners) Student will play the Dominos
Subtracting Integers Game with a partner or do the Number Tiles
worksheet individually.
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As a wrap up we will discuss how this is applicable to our lives. The
teacher will ask for ideas about where we see this type of math being
used. We will list these applications on the board.
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Adding Positive and Negative Integers Worksheet
8+3=
8 + (-3) =
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5 + (-9) =
-4 + -6 =
2 + (-12) =
-5 + 3 =
-7 + (-2) =
-7 + 2 =
6 + (-4) =
9 + (- 12) =
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/middlegrades/
grade07/goal01/objective1.02/1.02-tasks/1.02-sumfun.pdf
Reflection
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positive and negative integers can be a very difficult topic to
understand. In my lesson plans I worked to reach all learners. I did
this by using different strategies to present the material. I tried to let
the students get an understanding of the concepts by allowing them to
work out and share ideas about what we were learning. I gave them
activities tailored to their understanding levels that were fun so that
the students could see that learning math is fun. Using the “Personal
Mathematics Vocabulary Journal” gives the students the ability to look
back on the lesson and review the notes and applications that we
discussed.
I hope the students enjoy this unit like I have enjoyed designing it.
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