Strand/Topic: the set of Integers, and performing +, -, *, / with elements in the set Grade: 8 Date: Monday February 12th,

Grade: 8 Date: Monday February 12th, 2018

Expectations Is there a Connection for Students? Connections to other Curricular Areas?
Overall expectation: solve problems involving whole numbers, decimal numbers, What do I know about my students’ lives and how can I connect their lives
fractions, and integers, using a variety of computational strategies to this topic? How does this connect to other curricular areas?
Specific expectations: Students will need to understand negative numbers when dealing with money. They will
-solve problems involving operations with integers, using a variety of tools one day have a bank account and need to be able to understand what is happening
during each transaction. Negative numbers are also see in sea levels and temperature.
-evaluate expressions that involve integers, including expressions that contain
brackets and exponents, using order of operations;

Equity/ Diversity and Social Justice (Teacher Actions)

What actions do I take to ensure the lesson is attainable to all students? Identify some disadvantages students may have and suggestions on how to address
this in class.
I am not sure if all students have phones, and/or access to the internet. So I am using Plickers instead of Kahoot!
Students will all be given their Plicker (printed out piece of paper) that they will use to Questions to Ask Accommodations/ Materials
convey their answer to the problem posed on the projector. Modifications
(content/process/product)
Dividing IntegersPart 2: Action PlickerPart 1: Minds On

What prior knowledge do my students need in order to relate to and be What key questions will How will you alter the Tools
successful with the content of the lesson? you ask during the content, delivery or
lesson? product of the lesson for - Plickers worksheets
Students should be able to: those who are not getting
- add positive and negative integers Do you have your - computer connected to
- subtract positive and negative integers multiplication table
the concept.
projector
- multiply positive and negative integers memorized (up to 20) Same sign = +
- chalk and chalkboard
What strategies can I use to activate students’ prior knowledge? Would you like to see Different sign = –
- adding and subtracting natural numbers tricks on multiplying
certain numbers?
This section of the lesson describes how students will explore and investigate a
new concept (constructivist approach). This is a time when students can What are some tricks we I will divide via long division - chalk and chalkboard
communicate, discuss, support each other, construct new knowledge, develop know when it comes to and synthetic division so that
concepts, and use higher order thinking skills. This is a time when teachers can dividing? the student can see methods
interact with students, differentiate instruction to meet all student needs, that will come in handy for
identify and challenge student misconceptions and assess for learning. them in the future
Why do we divide?
- students will learn how to divide integers, by means of the same way as dividing the
set of natural numbers
Why do we raise numbers
- students will also see how integers behave when there is an exponent other than 1 to the power?
on it
 Questions to Ask Accommodations / Materials
Differentiation
(content/process/product)
Intro to adding rational numbersPart 3: Consolidate Debrief This section of the lesson is a time to highlight the big idea(s), identify common
errors, assess FOR learning for next steps, assess AS learning, and have the What is something new After the lesson is done, I will - chalk and chalkboard
students reflect on learning (meta-cognition). that you learned today? engage with the students who
did not say an answer out
­ show students techniques for adding and subtracting integers, dropping the  What is something you loud in front of the class
brackets whenever they can and leaving their answer in the simplified form think you need more
practice on? Encouraging the shy students
to participate in class is vital
­ quick tricks on divisibility rules for numbers 2­10 What do you think are for their learning process.
common mistakes students One can remember what they
­ introduction to the set of rational numbers, how to add, subtract, multiply and  make when sketching? did wrong a lot easier if they
did wrong in front of a group
divide elements in the set, how the exponent gets distributed
How can they be avoided? of people

Assessment Tools (diagnostic/formative/summative)

Based on Assessment FOR Learning and Assessment AS Learning. This could include rubrics, scoring guides, checklists, observation notes etc.
Diagnostic - To ensure students have computed the problems accurately and have attempted the problem by starting with the correct approach
Formative – The teacher is able to see the students’ scores from Plicker and can determine if I should proceed or not. It also stores their scores so I can see progress.
Next Steps
Based on Assessment FOR Learning and Assessment AS Learning, record next steps which may include thoughts about the next lesson, groupings, instructional strategies, home
connections etc.
If students are comfortable with performing operations with integers, then it might be a good time to introduce the set of rational numbers and its common operations

Self Reflection
What went well? What didn’t go so well? What do I need to change?