Lesson Topic: Integers

Level: 7
No. Students: 24
Duration: 1 hr 24 mins
AusVELS:
Learning
Intention
Time
0
Introductio
n

10

Activity 1

30

Break

Be able to organize positive and negative numbers and zero.

Following entry protocol, introduce self and give spiel.

Provide students with questions and instruct that they will
be give 10 minutes to complete as much as they can.
They do not need to complete the entire sheet if they are
unable to.
Collect sheets.
Introduce topic of integers.
Who knows what a negative number is?
o Numbers less than zero
Where are they used?
o Money, temperature, elevator, time? (bus
running late)
Integers. What are they?
o Whole numbers, including zero, positive and
negative.
Number line. What is it? How does it work? Good
number line is a ruler.
Begin working on 9A. Question grid.
Break Enquire using fist of five.

Reflection
- Students that finish early, ask them to
write time finished on page.
- Emphasize that they don't need to
finish all. Do what they can and return
the difficult ones later.
- Swap sheets with other student after 5
mins and correct. Collect sheets as
evidence.
- Content of explanation was good.
- Slow down speaking. Questioning was
good, but make sure to reinforce
answers that are given so other
students don't miss any content that
was covered.
- Good movement, perhaps over
engaging some students and allow
them to disengage.

Presentation of content could have

1

Go over language greater than, less than.

Activity 2

Resume exercises.

Conclusion

Make a circle around the outside of the classroom.

Choose student and assign them zero. Start counting in a
direction away from this student ascending. At some
point, reverse the direction and start counting down.
When you return to zero, continue the count without
prompt, allow students to work out how to proceed.
Negative numbers should start.

used some fine tuning. Good use of

students suggestion of how they used
have previously approached the topic,
< alligator that eats the largest
portion.
Good use of names to recapture
attention when it strayed.
Possible improvement with judgment
when class is getting too rowdy.
Good suggestion by Dan. Instead of
just counting, move around the circle
and between each student say greater
or less than, make them think about
not only the count but also
terminology. More fun as well.

Lesson Topic: Integers

Level: 7
No. Students: 24
Duration: 45 mins
AusVELS:
Learning
Intention
Time
0
Introductio
n

10

Activity 1

Be able to multiply positive and negative numbers.

Work through entry routine to take control of the class.

Before entry:
Make students line up, don't go in until they are in
line and quiet.
Check students for uniforms. Check for books,
ensure they have them and if they don't make them
go get them.
Tell students that tables are not to be moved.
Redo the addition/subtraction question sheet. Encourage
students to match/improve on their previous score.
Upon entry, hand out quiz sheets and ask to complete.
Correct and collect.
Recap addition and subtraction of positive and negative
integers. Go over balloon example (ensure diagram
cannot be misinterpreted dirtily).
Prompt regarding multiplication of positive numbers,
whats the process? (4 x 3 = 4 + 4 + 4 = 12)
12 / 4 = 3
4 x (-3) = (-3) + (-3) + (-3) + (-3) = -12
-12 / 4 = (-3)

Reflection
Entry routine was a success, students
entered and did not move tables or create
a fuss.
Forgot to do quiz, will need to tomorrow
as to allow for comparison between
previous score and follow up.

Students picked up ideas after some

prompting, some still unwilling to suggest
ideas out of fear of failure.
Writing rules on the board was good as it
allowed for students to revisit these ideas
easily.
Students working throughout the lesson
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-12 / (-3) = 4
State you want to know the 2 rules of multiplication and
division of negative and positive numbers. Prompt the
students for the rules
- Multiplying and dividing numbers of the same sign
results in a positive answer.
- Multiplying and dividing numbers of different signs
results in a negative answer.
Fill out multiplication grid of -3 to 3 on board. Look for
patterns.
Move onto 7D.

well, but future doubles will require a

break activity.
Some difficulties with students being
unwilling to work, Lily and Dakota
specifically. Lily has the ability but is
unwilling to apply herself, and Dakota is
lacking confidence and resolve to tackle
unfamiliar and difficult problems and also
did not wish to be helped.
With Dakota, I noticed she was checking
the back of the book and using her
calculator. I frequently returned to her
and asked her to manually complete a
question in front me before I would move
on. With a lot of resistance, this technique
did end up having some amount of
success with her eventually completing
questions manually and without looking
at the answers.
With Lily, to stop her turning around I
used the instruction of knees forward (she
was turning around and talking, if her
knees were forward it made it more
difficult to do this). This worked, though I
will need to consider alternatives as I had
to say this again and again. I kept her
behind for a few moments and had a
quiet chat with her asking why she was
being disruptive. She acknowledged that
she was being stupid but I feel as
though this was just a cover and way of
getting out as fast as possible. This also
needs to be reconsidered.
4

30

Break
Activity 2
Conclusion

Finish 10 minutes before the bell.

Ask students to pack up books on the desk and stand
behind their tables.
Demonstrate mountain pose and slow breathing to calm
and balance.

This final exercise went better than I

expected.
Consider doing this halfway through
double to break up time.

Lesson Topic: Integers

Level: 7
No. Students: 24
Duration: 1 hr 25 mins
AusVELS: ACMNA280 Compare, order, add and subtract integers.
ACMNA178 Given coordinates, plot points on a Cartesian plane, and find coordinates for a given point.
Learning
Intention
Success Criteria
Time
0
Introductio
n

Can correctly plot and identify points on the number plane.

Complete 7G.
Reflection
Entry Routine
- Check they have books, paper and pens.
Sit everyone down.
Intro activity of mixed question sheet. Correct and collect.

10

Activity 1

Introduce number plane.

Go into exercises.
They need to finish this 7G this lesson.

30

Activity 2

Once they finish 7G they can work on their posters or

finishing their colouring numbers.
Ask class to reflect upon my teaching. Give each student
paper divided into four section:
1. What have you liked about my teaching?
2. What have you not liked?
3. What is something you would like me to start
doing?
4. What is something you would like me to stop
doing?

Conclusion

Lesson Topic: Integers

Level: 7
No. Students: 24
Duration: 1 hr 25 mins
AusVELS:
Learning
Intention
Time
0
Introductio
n

Be able to calculate the mean, median, mode and range.

Entry Routine.
Books, pens, paper, uniform.
5 key word worksheet. Definitions.
Angle

10

Activity 1

Mean, median and mode Activity.

Start power point.
First slide. Cover terms from last lesson.

Reflection
Task was difficult for students.
My explanation needed to be clearer as
there was some confusion and frustration
when students were unable to convey
what they know and write it down.
Worked really well. Engagement was
fantastic.
Understanding was good and was able to
then be transferred into bookwork.

Choose 2 boys and 2 girls (choose one sex that will be

both taller than the other sex) to stand up and stand in
order of height.
Prompt: what kind of survey is this? Census or sample?
Why?
So this means all boys/girls are taller than girls/boys?
Is this a good representation? What could we do better?
Prompt census.
What are we surveying here? What is our variable? Is this
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a quantitative or categorical variable? Is it discrete or

continuous?
Now separate the room into 3 points according to last
names, A-I, J-R, S-Z
What is our variable? Is it quantitative or categorical?
What are range, mean, median and mode? (video, slide 2)
For the next activity, propose that it must be done in
absolute silence or it wont be done at all, and the
can continue bookwork.
Make a line against the back wall representing (use
fingers) and record on the board: ask the median to,
without speaking put up their hand. Hands on head for
discrete numerical, hand on stomach for continuous
numerical, and hands on bum for categorical.
Number of family members
Number of pets
Male or female
Sit kids back down.

Activity 2
Conclusion

Work out the range, mean, median and mode of each data
set.
Can you get these from categorical variables?
State you expect students should reach question 7 by the
end of the class.
Direct them to bookwork.
Finish with what is range, mean, median and mode.
Go over 2 examples of range, mean, median and mode.

Students worked well throughout

bookwork.
Rushed. Needed to slow down and prompt
responses rather than rushing over
answers because I am running out of
9

time.

10

Lesson Topic: Integers

Level: 7
No. Students: 24
Duration: 1 hr 25 mins
AusVELS:
Construct and compare a range of stat displays including stem-and-leaf plots and dot plots (VCMSP269)
Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data (VCMSP270)
Describe an interpret data displays using median, mean and range (VCMSP271)
Learning
Intention
Success Criteria
Time
0
Introductio
n
10
Activity 1

Create and interpret dot plots and column graphs.

Create the posters and reach Q7 8C
Reflection
Word test. Emphasis on angle and parallel
Correct and glue into book.
Review of mean, median, mode and range.
A2 paper with 2 pairs of axis drawn on and stuck on the
wall.
Explain you would like to create a graph that represents
the favourite colour between blue, green, orange and pink
of the students in the class.
Row by row, ask the students to come forward and place a
sticker of their favourite colour onto the axis.
What can we discern from this graph? What is the most
popular colour in the class? How many people like it?
Say that you want to make this graph a bit neater. How
could we do this now that we have the information?
Prompt them to create a column graph by using the post
it notes, but don't say what it is yet.
11

Have students sit back down. Ask them what is missing

from the graphs? What would the header be? What would
I label the axis?
What would we name these kinds of graphs? Prompt them
towards naming them dot plots and column graphs.
On another set of axis labelled age and number of people.
Ask students to put a dot to represent their age. Reflect
on the dot plot. Now add own age. Reflect on what it looks
like now.
Prompt students towards identifying this dot as an
outlier.
Now turn these graphs on the side.
Does this change the data that has been
represented?
What terms have we encountered?
Dot plot
Column graph
Outlier
Activity 2
Conclusion

Move onto 8C.

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