Adding Positive / Negative Integers (tile Method)

FIVE-STEP LESSON PLAN TEMPLATE Corps Member:

Amy Li

CMA:

Chris Suarez

Lesson Plan Date:

July 31

Rough? Final?

Final

VISION-SETTING: KNOW, SO, SHOW

FIVE-STEP LESSON PLAN OBJECTIVE.

KEY POINTS.

What is your objective?

What knowledge and skills are embedded in the objective?

SWBAT add positive and negative integers using tiles.

1. One set of tiles represents positive integers. 2. A second set of tiles that are a different color from the first represent negative integers. 3. Adding positive integers together produces a more positive integer. 4. Adding negative integers together produces a more negative integer. 5. Adding positive and negative integers together results in cancellations.

ASSESSMENT. Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. Indicate whether you will administer the assessment as the independent practice or during the lesson closing.

Assessment: 1. 4 + 5 = 2. 2 + (-2) = 3. 6 + (-3) = 4. -7 + (-8) = 5. 1 + (-9) = Answers: 1. 4 + 5 = 9 2. 2 + (-2) = 0 3. 6 + (-3) = 3 4. -7 + (-8) = -15 5. 1 + (-9) = -8 CONNECTION TO THE SUMMER ACHIEVEMENT GOAL. How does the objective connect to the summer achievement goal?

Since the students have already taken the summative assessment by this time, instead of working towards mastery of 6th grade objectives, this lesson will prepare the students for the 7th grade since it is one of the first 7th grade topics. CONNECTION TO LITERACY AND DEVELOPMENT OF CONCEPTUAL UNDERSTANDING. How will you address any prerequisite literacy skills impacting students’ ability to demonstrate mastery of the objective? How will you develop conceptual understanding so that students internalize the concept and not just a set of algorithms without their meaning?

To help boost literacy, the lesson will be reading new symbols (adding a negative number) and using a different representation (tiles) for the expressions that they read.

DETERMINING METHODS: GO

FIVE-STEP LESSON PLAN TEMPLATE 4. OPENING (8 min.)

MATERIALS.

How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance? How will you communicate connections to previous lessons? How will you engage students and capture their interest?

First of all, I want to congratulate you on completing yesterday’s summative assessment. While many of your classmates have been goofing off and playing around this summer, you all have been working very hard and learning so much material. I am really proud of you. By studying this summer, you all are going to be ready for the 7th grade. In fact, I want each of you to be more than ready. I want you guys to be ahead! I want you know how to do things normal new 7th graders don’t know. You’re going to masters and geniuses on topics that they probably have never even thought about. You’ve seen positive and negative decimals on fractions, but they’ve all been separate. Either we’re working on positives or we’re working on negatives. Today, we’re going to mix it up: positive AND negative integers. And I have two fun activities for you guys in order to learn the material. Are you ready?

3. INTRODUCTION OF NEW MATERIAL (7 min.) How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points? Which potential misunderstandings do you anticipate? How will you proactively mitigate them? How/when will you check for understanding? How will you address misunderstandings? How will you clearly state and model behavioral expectations? Why will students be engaged?

1.

Since yesterday’s test was so tough, let’s start with something easy to warm up our brains. Write 4 + 4 on the board. Now, I know you all know how to do this in your head, so what is the answer? 8. Great, now I want to introduce a new method of representing this. 2. Imagine that these yellow tiles represent positive integers. So if I wanted to represent positive 4, I would use four of these tiles. And if I wanted to add 4 more (as in the problem), I would simply draw our 4 more yellow tiles. (Add 4 more yellow tiles) Now to solve the problem, I would count how many yellow tiles I have in the end. Let’s count how many we have and see if the answer matches. I want you to count with me out loud how many tiles we have. Say the number as I point to it. (1, 2, 3, 4, 5, 6, 7, 8). And that matches what we guessed earlier! 3. Since that was so easy, let’s move on. Negative integers. Write –5 + (-3). Does anyone have a guess as to the answer? Write down guesses. 4. Now imagine that these blue tiles represent negative integers. So to represent –5, I would use 5 blue tiles. Next I want to represent –3. Let’s grab 3 more blue tiles. And we add them to the 5 blue tiles from before. Let’s count again. I am going to point to the tiles and I want you to count out loud. The first blue tile is –1 (negative one), so the next one is –2 (negative two). And the next one is ..? (continue pointing as they count –3, -4, -5, -6, -7, -8). 5. So our final answer is –8. Does that match our guess? 6. So these practice problems were still segregated between positive and negative integers. I wonder what happens when we mix them up! 7. Write on the board 6 + (-6). 8. I’m not sure what’s going to happen, so let’s walk through this together. The first integer I want to represent is positive 6. [index card], which color tile will I use to represent positive integers? (yellow) [next index card], how many yellow tiles will I draw? (6). Place these on the board. 9. Now, the second integer I want to represent is negative 6. [index card], which color tile will I use to represent negative integers? (blue). [index card], how many blue tiles will I draw? (6). 10. Place the tiles next to each other. When I add a negative integer to a positive integer, they cancel each other out. Cancel out each of the integers. 11. Now, I want you to look at this representation. We’re going to count again and if the two integers cancel each other out, I want you to say zero. Please count with me as I point. (0, 0, 0, 0, 0, 0). So 6 plus –6 equals zero. Interesting. 12. What if instead of 6 + (-6) we decided to add 2 + (-6)? I’m going to give each pair of students a set of positive and negative tiles. I want you to follow along Let’s draw out 2 positive tiles. (wait a few seconds). Everyone should have 2 yellow tiles out. Now, let’s add 6 negative tiles. (wait a moment). Everyone should have 6 blue tiles out. If there are any cancellations, please note them. Now I want everyone to count their tiles. When you have a final answer, I want one person from the pair to show me a thumbs up if their answer is positive and thumbs down if the answer is negative. And I want the other person in the pair to show me with their fingers what number their answer is. On the count of three. 1 2 3, show me! Looks like some groups got different answers. Could you show us your tiles? (Choose one wrong answer and review with the group their tile choice and re-teach if necessary). The correct answer is –4.

2. GUIDED PRACTICE (15 min.) How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points? How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? How/when will you monitor performance to check for understanding? How will you address misunderstandings? How will you clearly state and model behavioral expectations? Why will students be engaged?

1. 2.

For our practice session, you have two options to choose from. The first option is to continue to use the tiles. Each pair has one set.

Worksheet

TNEM ECROFNIER

FIVE-STEP LESSON PLAN TEMPLATE HOMEWORK (if appropriate).

How will students practice what they learned?