TE 802 Lesson Study

Fall Semester 2016

Tim Stark, Mackenzie Holsten, &

Lauren Kahkonen
 Essential Question

Does using a number line method enhance student

understanding and their conceptions about how to add and
subtract negative integers?
 Lesson Study Goals
SWBAT add and subtract
negative and positive integers
SWBAT understand that
addition means increasing
(more positive direction) and
subtraction means decreasing
(more negative direction) on a
number line
SWBAT solve various
pos/neg number expressions
using a number line
SWBAT understand that
when you are subtracting a
negative number you are
moving in a positive direction
on the number line
 Description of Task / Implementation
Write these directions on the whiteboard:
Step 1: Always start at the origin (zero)
Step 2: Walk in the (positive/negative) direction (number) tick marks. This is your starting number.
Step 3: Face the (positive/negative) direction.
Step 4: Walk (number) tick marks (forward/backward).

Example:
-3+ (-7)= -3 - 7= -10
Always start at the origin. (zero)
Walk in the negative direction 3 tick marks. This is your starting number.
Face the positive direction.

Refer to Bell Ringer, Class Activity, and Exit Ticket worksheets.

 Revisions

Refer to Revised Lesson Study Plan.

Differentiation of Methods
Bell Ringer and Exit Ticket Data
 Potential Data Bias
We discussed factors that could have skewed our results:

1. Grade Level Differences:

a. In the first and second lesson study implementation, both of the classes were made up of
11th graders.
i. Hence, this was not a factor in creating bias in our data.
2. Class Size:
a. In the first and second lesson study implementation, both of the classes had a relatively
similar number of students; 15 and 17.
i. Hence, this was not a factor in creating bias in our data.
3. Individual vs. Partner Work:
a. In the first lesson study implementation, students completed the exit ticket individually. In the
second lesson study implementation, we noticed a couple of students who worked with a
partner to complete the exit ticket.
i. Hence, this was a potential factor that created bias in our data.
 Conclusions

Based on the data the two classes started at the same level and then after
the lesson, Tims class (2nd implementation) increased their median and
mean scores twice as much as Mackenzies class (1st implementation) on
their exit slip.

Our data provides evidence that using the number line method does enhance
student understanding and their conceptions about how to add and subtract
negative integers.