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Name: Properties of Operations of Integers

Content Area: Mathematics Grade Level: Seventh

I. Content to be taught: The teacher will teach the student about the

properties of operations of integers and what they are used for.


II. Instructional Objectives: Students will be able distinguish what the

properties of operations of integers from one another and when they are used.

Students will also be able to incorporate the properties in solving basic

operations of integers problem


GLE 0706.2.1 Extend understandings of addition, subtraction,
multiplication, and division to integers.
GLE 0706.2.4 Understand that a and (-a) are additive inverses and are
located the same distance from zero on the number line; relate distance
from zero to absolute value.
0706.2.5 Understand that-(-a) =a for any number a.

III. Classroom teaching strategies and procedures:


A. Anticipatory Set: As the students come into the class room there will be

starter questions on the board. What are the operations of integers used

for? The students answers to this question will be used later in the

class period.
B. Student Learning Activities: Teacher will lecture on what the

properties of operations of integers are. Students will listen, take notes,

and ask questions. After lecture the teacher will initiate discussion on

what operations of integers are used for. Along with what they came up

with from the starter question, the student s will come up with their own

answer to what they are used for. Then students will do a practice

worksheet on the properties of operations of integers.


C. Conclusion: Teacher will review any concepts from the lesson that

students do not understand and will go over them as a class.


D. Differentiation Strategy: If any student/s is having trouble with the

concept the teacher will break down the content and re-explain it in a

different way.

IV. Assessment:

A. Informal: Teacher will informally assess the students by the participation

and discussion on what the operations and integers are used for. Also the

teacher will assess the students by what they ask questions on and need

to be review with the whole class.


B. Formal: Teacher will formally assess the students by them turning in

their worksheet after completion.


Name: Addition and Subtraction of Integers and Number Lines

Content Area: Mathematics Grade Level: Seventh

I. Content to be taught: The teacher will teach the student how to solve

problem using the methods of addition and subtraction. Teacher will also

demonstrate how to use a number line and how numbers relate to the number

line.
II. Instructional Objectives: Students will be able to evaluate problem using

addition and subtraction. Students will also be able to diagram integers on a

number line.
GLE 0706.2.1 Extend understandings of addition, subtraction,
multiplication, and division to integers.
GLE 0706.2.4 Understand that a and-a are additive inverses and are
located the same distance from zero on the number line; relate distance
from zero to absolute value.
0706.2.5 Understand that-(-a) =a for any number a
0706.2.6Use number line to demonstrate addition and subtraction with
integers.
0706.2.15 Report results of calculation appropriately in a given context
(i.e. using rules of rounding, degree of accuracy, and/or significant
digits).
SPI 0706.2.5 Solve contextual problems that involve operations with

integers.
III. Classroom teaching strategies and procedures:
A. Anticipatory Set: As the students come in there will be m&ms on

their desk and addition and subtraction problems and the board for

them to do. The students will use m&ms to do problems. After they

have completed the activity they can eat the m&ms.


B. Student Learning Activities: First, the teacher will lecture on

addition and subtraction of integers explaining the rules and the rules

of number lines (using manipulatives for the number line explanation).

The teacher will then do example problems on the board. The student

should listen, take notes, and ask questions. Next, the student will be

given individual white boards and dry erase markers in order to do


individual problems. The teacher will write problem on the board and

the students will work it out on their board, and then all together they

will show their answer to the teacher.


C. Conclusion: For practice, the teacher will give the students a

worksheet that incorporates addition and subtraction, and number

lines. If not completed in class it needs to be completed for homework.


D. Differentiation Strategy: If any student/s is having trouble with the

concept the teacher will break down the content and re-explain it in a

different way. If needed teacher will use manipulatives to show concept

being taught.

IV. Assessment:

A. Informal: Teacher will informally assess students by their answers from

the individual white board activity. Also the teacher will assess the

students by what they ask questions on and need to be review with the

whole class.
B. Formal: Teacher will formally assess the students by them turning in

their worksheet after completion.


Name: Multiplication and Division of Integers

Content Area: Mathematics Grade Level: Seventh

I. Content to be taught: The teacher will teach the student how to solve

problem using the methods of multiplication and division.


II. Instructional Objectives: Students will be able to evaluate problem using

multiplication and division.


GLE 0706.2.1 Extend understandings of addition, subtraction,
multiplication, and division to integers.
GLE 0706.2.4 Understand that a and-a are additive inverses and are
located the same distance from zero on the number line; relate distance
from zero to absolute value.
0706.2.5 Understand that-(-a) =a for any number a
0706.2.15 Report results of calculation appropriately in a given context
(i.e. using rules of rounding, degree of accuracy, and/or significant
digits).
SPI 0706.2.5 Solve contextual problems that involve operations with

integers.
III. Classroom teaching strategies and procedures:
A. Anticipatory Set: As the students come into the classroom there will

be practice problems on the board. The students should be working on

these problems.
B. Student Learning Activities: First, the teacher will lecture on

multiplication and division of integers explaining the rules. The teacher

will then do example problems on the board. The student should listen,

take notes, and ask questions. Next, the student will be given

individual white boards and dry erase markers in order to do individual

problems. The teacher will write problem on the board and the

students will work it out on their board, and then all together they will

show their answer to the teacher.


C. Conclusion: For practice, the teacher will give the students a

worksheet that incorporates multiplication and division. If not

completed in class it needs to be completed for homework


D. Differentiation Strategy: If any student/s is having trouble with the

concept the teacher will break down the content and re-explain it in a

different way. If needed teacher will use manipulatives to show concept

being taught.

IV. Assessment:

A. Informal: Teacher will informally assess students by their answers from

the individual white board activity. Also the teacher will assess the

students by what they ask questions on and need to be review with the

whole class
B. Formal: Teacher will formally assess the students by them turning in

their worksheet after completion.

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