Title: Integers 45 minute lesson Date: March 28

Kaylee Learning Outcome: Materials/

Minette Demonstrate an understanding of addition and Resources
Sonja subtraction of integers, concretely, pictorially and Number Lines
symbolically. Questions
Grade: 7 Tiles
Add/Subt. using
Subject: Math chips
Unit: Intro to Integers
Time Learning Activity Assessment
Intro
8 minutes Anticipatory Set: Formative
Number Talks
Albert’s Insomnia Listening to students
Have the class pick four numbers between -10 and +10, conversations and
once they have picked the numbers have them work in their answers during
groups of three. Have them try to create numbers using number talk.
any operations, they can create equations for the Checking for student
numbers -10 to +10. For those learners who are struggling understanding.
have them work with higher students and make sure they
have the marker so they can write the equations down, or
have them only work with positive numbers (1-10). Ask students thumbs
up/down about how
Students will communicate their answers of what they’re feeling about
student to one another and share their answers with the
class. feeling and if they
5 minutes Students will use problem solving skills to answer this are understanding
question and figure out what student had the right the concept.
calculation on how much the temperature dropped.
Also asking them
Bridging: ​Video​ After number talk how they ended up
The concept of adding and subtracting integers will be on the number.
connecting to what they learned yesterday. “How did get their?
The students will be making ​connections​ to concepts that Walk me through
they learned yesterday and thinking about where they see
the process? Why
positive and negative numbers.
does that work?”

Time Body Assessment

15 minutes Activity Formative
- To start the day students will start working with
adding integer circles (squares) that have different Ask students thumbs
colors on each side, representing positive and up/down about how
negatives numbers. they’re feeling about
- I will start by giving them the question pick a
positive and a negative number , add them feeling and if they
together, how would you do this using your tiles? are understanding
- I would let them explore how to use this tool and the concept.
let them show me how they used them to get the
answer. Also asking them
- I would proceed then to ask to try different
how they ended up
numbers, two numbers that are both positive or
both negative. on the number.
- After going through these questions I would ask if I “How did get their?
made a equation and my answer was -4 what Walk me through
numbers could you use to get this answer? the process? Why
- Think pair share on this question and see how they
does that work?”
all got their answers.

For some students who are struggling with the concept of

using the tiles we can show them these various ways of
using manipulatives and they can pick a version that they
like. extra math
- Online Alternative Tool​ we can also model worksheet for early
negative and positive number cancel out and finishers
create a zero using this tool.
 - As well as remind students how the number lines
work. We will continue to work on some
questions.

Post-It Activity: -Introduction to activity Video Link

- Once we go over the rules, model how to use the

manipulatives we will have an activity where there
are several post-it notes with questions on the
board.
- There will be different colored post-it notes with
questions varying in the level of difficulty. These
will be randomly on the board to make it a low-risk
activity.
- Students will go up and choose which question
they would like to work on first.
- Students will solve the question on the back the
back of the post it notes and sign their name.
- They will then put the question back up on the
board and take another one.
 - Students will then have the opportunity to see if
their answers match the previous one. Students
will work together to solve these questions.
- Have manipulatives (chips etc), number line,
number tile readily available to students when
they solve the questions
- Have students write their answers and show their
work either by drawing, writing down the numbers
and indicating which numbers cancel out
- This is a low risk activity that allows students to
explore more difficult questions without being put
on the spot, they have the opportunity to use
various tools such a number lines and counter
chips.

Mathematical Processes: [C, CN, PS, R, V] be detailed!

Students demonstrate ​communication ​as they walk on
the number line and solve the equation
(addition/subtraction) to show their and justify their to
the class. They are making ​connections ​with their
previous knowledge on adding and subtracting and also
by thinking of where they see integers in the real world.
Students demonstrate ​problem solving ​by realizing that
there is more than 1 way to go about adding/subtracting
integers (manipulatives, number lines, drawing) or by
asking students “How would you answer this by using
manipulatives/number line/drawing).Students
demonstrate​ reasoning​ as when they explain to others
how they answered the equation (i.e. I got this number
because I faced and walked the right way when I added
and I made sure that I started on zero.) Teachers will have
to ask why their answers are right (they may relate it to
Alberta weather/temperature/hockey scores etc). ​Spatial
visualization ​is also used during the activity using the
number lines and tiles to aide with their understanding.

Ask the students what rule would you use that works
when adding integers? How would you explain it to
someone else? (We would go around the room to hear
everyone’s ideas and “rules” that help them remember
how to add integers) We can write the rule that everyone
votes on, on a piece of poster paper and put it up in the
classroom.
Time Conclusion Assessment
10 minutes Debrief today’s lesson. Use this ​Exit Slip​ as
a formative tool and
see if the class is
Next class, we will continue to learn more about integers ready to move on
5 minutes and start subtracting integers. tomorrow.

Notes/Reflection
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 References

Alberta Education. (2016). ​The 7 mathematical process​. Retrieved from

https://open.alberta.ca/dataset/abb1d30f-ab9e-43d5-8bb3-049585a23b41/reso

urce/575c4e5d-c097-4e0c-87d7-7b64a945c6fe/download/2012-09-communication.pdf

Alberta Education. (2016). ​Mathematics kindergarten to grade 9. ​Retrieved from

https://education.alberta.ca/media/3115252/2016_k_to_9_math_pos.pdf

Alberta Education. (2016). ​Alberta k-9 MATHEMATICS achievement indicators 2016. ​Retrieved

from​ ​https://education.alberta.ca/media/3115247/2016_k_to_9_math_ach_ind.pdf​?

Alberta Education. (2016). ​Alberta mathematics kindergarten to grade 12 scope and sequence

​ etrieved from​ ​https://education.alberta.ca/media/3653317/00-alberta_math

2017. R

_k-12_scope_s equence-2017.pdf

Integers Song: Adding and Subtracting with Absolute Value. (2017, June 05). Retrieved April 10,

2018, from ​https://youtu.be/u69pYSdwugo