KU Lesson Plan Format Template

Teacher Candidate:

Ashley Snyder

Date:

9/21/2015

Cooperating Teacher:

Mr. Strobl

Coop. Initials:

Group Size: Periods 1, 2, and 8- 25 each Allotted Time: 2-40 min classes Grade Level: 7th
Subject AND Topic:

Subtracting Integers

Section: 392

We are going hiking!

I. Objectives and Standards
A. Standard(s): PA Common Core/PDE SAS
Common Core:
7. NS. 1c Understand subtraction of rational numbers as adding the additive inverse, p
q = p + q. Show that the distance between two rational numbers on the number line
is the absolute value of their difference, and apply this principle in real-world
contexts.
1.6.6.A: Listen critically and respond to others in small and large group situations.
B. Performance Objectives (Learning Outcomes)
As a result of this lesson the students will be able to:
1) Subtract two integers to find the difference using the rule: change the
subtraction to addition and change the next numbers sign.
2) Work well in small groups or partners by listening and responding to
each other.
II. Instructional Materials
A. Teacher Preparation:
Warm- up Multiplication Sheets (25 per class)
Go Pro Math teacher edition
Subtracting Integers Worksheet
Smart Board
Worksheets for homework
B. Student
Go Math books
Writing utensil
Math Folders

III. Content
A. Prerequisite Skills:
Students should know what an integer, whole number, and rational number is. They
should be able to identify them and be able to add, subtract, multiply, and divide whole
numbers. They also know how to note take.
Students did a review assessment the week before to refresh 6th grade math before we
start. They will be given a Multiplication worksheet in the beginning of every class to
refresh there prerequisite skills of multiplication. Also the before starting the new lesson
as a class we will go over the Are you Ready page to refresh the skills.
B. Key Vocabulary
Integer- a member of the set of whole numbers and their opposites.
Additive inverse- The opposite of any number.
Subtraction- the process or skill of taking one number or amount away from
another.
Variable- letter representing an unknown number.
C. Big Idea
Students will be able to see how subtracting integers can be used to solve real-world and
mathematical problems such as going hiking.
D. Additional Content
Students will subtract integers and solve multi-step problems involving addition of
integers fluently.
IV. Implementation
A. Introduction
We will do Warm-up. (Warm up is work sheet with Multiplication facts)- 10 minutes.
Students who have mastered this whole sheet in less than 4 minutes will be
going onto a laptop and use the website firstinmath.com. On this website it
gives students manipulative and fun games to practice their multiplication.
They will be instructed to get out their homework and find a partner in the
room. They are to check there answers with their partner. If they got anything
wrong I want them to see if they can fix it in groups before we go over.
As a group we will then go over the homework.
As we go over it I will make sure that they understand what is going on, if I
dont think they do we will do a little review if not we are moving on to
Section 1.3.
Engage**
I will hand out their Go Math books.
I will motivate the lesson by asking them to consider the following situation:
You have $10 but you want to buy something that costs $15, so you borrow $5

and have a $5 debt. You could write this as 10-15=-5. How would you subtract
a greater number from a lesser number?
o We will have a discussion.
I will be using modeling as my strategy.
o This is when you show the students the exact thing you want them to
do. Today I will be showing them a single rule for subtract.
Rule: Change it to addition and change the sign of the next
number.
I will hand out blank sheets to everyone.
I will make them copy down this problem -4 3=
o I will have it really big on the smart board.
o I will then show them the rule. First you change it to an addition
problem and since 3 is positive it become negative. So now it should
be written like -4 + -3 =.
I will make them copy a second problem down 3 (-6)=
o I will repeat the rule. First you change it to an addition problem and
since 6 is negative it comes positive. So now it should be written like 3
+ 6=.
1. Explore**
I will hand them a worksheet with a bunch of subtraction problems on it. They
are to JUST change the problem to addition. I dont want anyone to actually
answer the equation.
o There are 4 rows in the room. Each row is going to be given a number
of problems they are expected to do. So if there are 20 problems, row 1
with have numbers 1-5. Row 2- numbers 6-10, Row 3- 11-15, and
Row 4- 16-20.
o After they have all finished their problems, I will count each row off
by 4s. Then each group will meet up with each other to show each
other the problems they did.
o This is called jigsaw.
Students will have done this before and know what to do.
This will allow the students to teach each other how to do the problems.
B. Development
2. Explain**
I will walk around and make sure the groups are on task, answering any
questions on the way.
I will be checking the students problems to make sure they are correct.
C. Closure
Elaborate**
We will come back as a class and go over the problems real quick to make
sure they got the correct answers.
We will end with a real-World Problem.

o Problem: Suzi starts her hike at an elevation of -225 feet below sea
level. When she reaches the end of the hike, she is still below sea level
at -127 feet. What was the change in elevation from the beginning of
Suzis hike to the end of the hike?
o We will do it as a group. I will explain to them that even though we are
in class we can go for hike up a mountain and find the elevation.
I will then assign their homework for the night. I will have them tear out the
Guided Practice worksheet that they can take home since they are not allowed
to take their books home. They are to do problems 5-14.
They will be given a note card this closing activity is called Gots and needs.
o Students will write on the first side what did I get today?
o Students will write on the backside What do I still need to know?
o This will let me know if students understand the content or what they
dont understand.
They have to hand it to me before leaving the classroom.

D. Accommodations/Differentiation Plan
For struggling learners Period 1o Lower Level Students who are struggling I will work one-on-one with them
individually to help them during independent practice.
If the whole class is struggling we will take an extra day on the
subject to make sure everyone is ok before moving on. In doing
so, we may use activities applying the concept and us the Are
you ready pages in the Go Math book.
o Higher Level Students who have mastered their Multiplication tables are
allowed to use the laptops and go on Website: firstinmath.com
On this website students will be using manipulative and
fun games to practice their multiplication.
When working individually on problems students may get done
faster than others, they made work ahead on more challenging
problems.
Period 2o Lower Level Students who are struggling I will work one-on-one with them
individually to help them during independent practice.
If the whole class is struggling we will take an extra day on the
subject to make sure everyone is ok before moving on. In doing
so, we may use activities applying the concept and us the Are
you ready pages in the Go Math book.
o Higher Level-

Students who have mastered their Multiplication tables are

allowed to use the laptops and go on Website: firstinmath.com
On this website students will be using manipulative and
fun games to practice their multiplication.
When working individually on problems students may get done
faster than others, they made work ahead on more challenging
problems.
Period 8- All the kids are lower level. I will be co-teaching with a learning
support teacher. I will be differentiating the material for this class by using
scaffolding and one-on-one time with students. Also I will give students less
problems. If periods 1 and 2 have 8 problems to do for homework they will be
given 4. A lot of the students get stumped and then shut down. I was told to
give less information at a slower rate because if I got to fast they will give up.
We also moved the 5 lowest kids to the row of seats next to the window so the
learning support teacher can work one-on-one with them.
o TR, RS, AS, JT, JZ, EM, MO, GO, AR, JR, KD, AF, GG, CJ, DM, AA,
LA, NC, JC, RC- Learning Support. I will work at a slower pace and
give more one-on-one attention if needed. This student may have a
modified homework sheet with fewer problems.

V. Assessment of Students
Evaluate
Formative Assessment:
The teacher will walk around and make sure students are on tasks during their
partner work.
Their homework will be checked the begging of every class to make sure its
done.
The students will be given a pre-test to show me what they know and dont
know for the unit.
Homework:
Period 1- Page 22, Guided Practice #5-14
Period 2- Page 22, Guided Practice #5-14
Period 8- Page 22, Guided Practice #5-14
Summative Assessment:
At the end of the unit they will be given a Post test.
VI. Reflective Response
A. Report of Students Performance in Terms of Stated Objectives
Based on my observations today, and the criteria I set in the assessment section of the
plan, how did my students do?
Based on my observations all three periods were able to accomplish the objective.
Giving them a worksheet with problems on it and just make them change it to

addition help tremendously. Students usually worry about actually solving the
problem. When they realized that all they were doing is changing it to a problem that
looked like what we did yesterday they were getting it right away.
Everyone stayed on task today and finished the entire worksheet. We even had time to
go back and then actually solve the problems.
B. Personal Reflection
1) Since the district makes the teacher use the Go Math books with a lot of
worksheets, what would I have done if I could do it another way?
The Allentown School District makes the teachers use a math curriculum called Go
Math. If you have ever seen Go Math, its a book that is given to the students filled
with a bunch of worksheets. It consists of 7 units, and in each unit are 3 sections with
mini lessons in them. In each mini lesson there are examples to teach the students and
then worksheets for them to fill out to practice the material. I was told that this is
what we have to use to teach. I was told not to stray too much away from the
worksheets. So as my lesson shows we used a lot of worksheets.
If I were able to do it my own way I would make it more constructivists. I wouldnt
have had the students just sit there and fill out a worksheet the entire time. My co-op
felt like that is what we needed to do to get this concept across to the children. I
would have done a strategy such as cooperative learning groups. I felt like some of
the students werent ready to move on. So I would have had split the students up
where I could have worked with the students who are struggling and let the other
students move on to harder information.
2) How could I have made my introduction more interesting?
This section of my unit was the hardest lesson. Subtracting is something that is
straight forward with one rule. I was told to jump right in because the students need
more practice on this concept. So I used the books introduction to it. The students
didnt seem to care about this one. If I could have had another introduction I think I
would have found a video on subtracting such as brain pop or something like that to
get them a little interested.
3) How could I make my closure more interesting?
The students loved the fact that I gave them something to fill out and then hand to me.
Some of the kids were confused as to what I was asking them to do. So the closing
activity took a little long than expected. When I received the note card back some of
the students did write much on it. I even told them to write a picture if they dont
know what to write. I think that my closure was pretty good. The students didnt seem
to find this lesson fun, which in my opinion it isnt fun. To make it a little more

interesting I think I would have had them do a little puzzle about subtracting with
groups.

VII. Resources (in APA Format)

Burger, Edward B., Juli K. Dixon, Timothy D. Kanold, Matthew R. Larson, Steve Leinwand, and
Martha E. Sandoval-Martinez. Go Math: Middle School. N.p.: n.p., n.d. Print.

Gots and needs

What did I get today?

What do I still need to know?

Gots and needs

What did I get today?

What do I still need to know?

Gots and needs

What did I get today?

What do I still need to know?