Lesson Plan Title: Integers Concept/Topic to Teach: Adding and Subtracting Integers Standards Addressed: 7.

1 Demonstrate computational fluency with addition, subtraction, multiplication, and division of integers. Specific Objectives: The students will be able to add and subtract integers. Required Materials: Graph paper, pencil, colored pencils, 2 sticks of different colored base ten blocks for each group, Teacher Tube Video to introduce Integer Rules at:
http://www.teachertube.com/viewVideo.php? title=Integers&video_id=121930

Anticipatory Set (Lead-In): Introductory video on teachertube that introduces Integers and goes over the rules for adding, subtracting, multiplying, and dividing integers. Step-By-Step Procedures for Teaching the Lesson: Ok so do those rules seem like they will be hard to remember? Yes, I agree they do so to help us better understand the rules which will make them easier to remember we are going to be playing with blocks today. (Give every group 2 sticks of base ten blocks.) Alright, look at the blocks you have. Does any group have all of the same color? Right, each group should have two different colors. Before we can play with the blocks we have to understand one concept. A negative and a positive are called opposites and opposites make zero. So if you have a positive 5 and a negative 5 and you combine them you get zero because you have the same amount (5) and one of the 5s is positive and one of the 5s is negative. So lets see if you guys understand what I am talking about. (Proceed to ask several simple opposites questions such as: -1+1, -2+2, 1-1, 1+-1, 2-2, 2+-2 All the answers should be zero.)

Ok good now lets illustrate this concept with your blocks. Break one block of each color off of your stick of blocks. One color represents positive and the other color represents negative. So if I have 1 orange block and 1 blue block what integer problem does that represent? Yes -1+1. And what is the answer to that problem we just made out of blocks? Yes 0. Ok so now lets try something a little harder. Break off 3 positive blocks and 5 negative blocks. First what problem does this represent? Yes 3+ (5). Using what we learned earlier about opposites what can we do to figure out the answer to this problem? Yes, pair the blocks up using 1 of each color. Ok so pair up your blocks, one of each color. How many pairs do you have? Yes, 3. How many blocks do you have left over that are not in a pair? Yes, 2. Are there two positive blocks or two negative blocks? Yes, two negative blocks. So the answer to our problem 3+ (-5) is negative 2. Now, in your groups I want you to build, write down, answer, and make a drawing on your graph paper of 10 integer problems. First, build a math problem out of your blocks. Next, make a drawing on your graph paper of the blocks that you have. Then, pair your blocks up. Circle on your drawing which blocks are left over. Finally, write down what problem the blocks represent and the answer to the problem. After the students have had 25 minutes to finish the assignment, each member of the group will come up and draw one problem on the Promethean Board that their group wrote and write down the problem that it illustrates. After everyone in the classroom has had time to come put one problem up on the Promethean Board we will go over all of the problems and discuss them as a class. Guided Practice/Monitoring: As the students are working on their problems I will be walking around the room making sure that the students are 1) modeling their problems with

the blocks, 2)drawing a picture of their blocks, 3)write down the representative problem and the answer to the problem, 4)circled the remaining blocks after being paired up. While walking around I will also make sure that the students are getting the correct answers to the problems they are making and if they are not I will use questioning techniques to guide them to the correct answer. Closure (Reflect Anticipatory Set): After the problems have been reviewed whole group, we will discuss the integer rules again and discuss how the blocks make the rules easier. Assessment Based on Objectives: At the end of class, students will be able to add and subtract integers with the usage of base ten blocks with 85% accuracy. Adaptations (For Students With Special Needs): An SLD student with a disability in math can use a calculator to subtract or add. Extensions (For Advanced Students): Advanced students can solve the integer problems without the blocks or make problems consisting of 3 and 4 numbers. Possible Connections to Other Subjects: After covering temperatures in Science class this lesson can reinforce temperatures dropping and rising. Reflection: This lesson reinforced my belief that math is learned best through hands on activities. When students can learn through real life situations and apply what they have learned they retain the knowledge with a higher success rate.

Sample Technology Product Illustrating Integer Problems using Promethean Software 1. Open the Promethean software. 2. Use the drawing tool to draw your blocks. 3. Color each block according to your base ten blocks using the fill tool. 4. Pair the blocks up by using the select tool. 5. Circle the ones that are left over by using the pen tool. 6. Using the pen tool write the math problem associated with the illustration.

Checklist for Integer Representation

Are Are Are blocks models problems used to drawn and written for model colored on the block problems? graph model? paper? Are problems answered correctly? Grade

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