REVISED 8/19/13 Mrs .Nosa’s lesson elements for Week of __August 26, 2013________________________________
Check all that apply:
❏ Language Arts
X Math
❏ Social Science
❏ Science
❏ Technology
❏ Elective:
1. Common Core Learning Standards Addressed:
6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or
values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric
charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in
each situation.
6.NS.6a- Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize
that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
6.NS.6c-Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and
position pairs of integers and other rational numbers on a coordinate plane.
7.NS.1a-Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge
because its two constituents are oppositely charged.
7.NS.1.b
Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative.
Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
7.NS.3-Solve real-world and mathematical problems involving the four operations with rational numbers.
6.NS.7c -Understand ordering and absolute value of rational numbers.
6.NS.7d-Distinguish comparisons of absolute value from statements about order. For example, recognize that an account
balance less than –30 dollars represents a debt greater than 30 dollars.
7.NS. 1a-Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers;
represent addition and subtraction on a horizontal or vertical number line diagram.
7.EE.3
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions,
and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as
appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary
of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about
9 inches from each edge; this estimate can be used as a check on the exact computation.
REVISED 8/19/13 2. Learning Targets: (What will
students know & be able to do as a
result of this lesson?)
• Locate rational numbers on
a number line
• Compare and order rational
numbers
• Understand the relationship
between a number and its
opposite
Essential Questions: (What will
2a. I can statements:
New Bloom’s
students know & be able to do as a
ATN Intro-I can categorize
result of this lesson?)
rational numbers and use
• Explore the use and
them to represent problems.
appropriate notation for
I can locate rational numbers and
positive and negative
their
numbers in applied settings
opposites on a number line.
• Interpret and write
1.1- I can write number
mathematical sentences
sentences to find
• Locate positive and negative unknown values
numbers on a number line
1-2-I can compare and order
and compare and order them rational numbers.
• Understand the relationship
I can understand the relationship
between a positive and
between
negative number and its
a number and its opposite.
opposite ( additive inverse)
1-3 I can represent and solve
• Write number sentences to
problems using
reflect the actions and results a number line and number
of changes in situations and
sentence
find missing values
1-4 I can represent and solve
• Develop and use both a
problems using
number line and a chip model chipboards
for representing addition and
subtraction
3. Formative Assessment Criteria for Success: (List examples in box below)
Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes?
What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)
Monday-Friday
Comments:
Monday-Friday
Comments:
REVISED 8/19/13 DIFFERENTIATION
Formative (Ideas:)
Summative (Suggestions:)
❏ Thumbs up/down
❏ End of Unit Test
❏ Exit ticket
❏ Extended Response
❏ Zero to five
❏ End of Unit Project
❏ Anecdotal notes
❏ Tech project
❏ Teacher observation
❏ Oral/visual presentation
❏ Checklist
❏ Other:
❏ Oral summary
❏ Extended Response
❏ Quiz
❏ Written summary (or quick write)
❏ Other: ACE ?’s
4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning experiences
or their student products as formative assessment opportunities? How and where will you differentiate?) Focus Lesson, Guided
Instruction, Collaborative Instruction, Independent Tasks
Components of
Day 1
Day 2
Day 3
Day 4
Day 5
Gradual Release:
Introduce and
Teacher will
Introduce the
Teacher will Model
Introduce chip
Focus Lesson
Model
introduce math
lesson by using a
Part B #1 for
boards by using the
(I do)
Vocabulary terms
fever/mania by
number line on
students, where
getting ready on page
on a number line
showing a clip of
page 10.
they will be finding
14-15
jeopardy
Model absolute
a new temperature.
value by pointing
Students should
out numbers that
work with a partner
are equal distance or group on Part C.
from 0.
Guided
Teacher will play a Provide students
Work whole group Model various
Instruction
Students will create round of math
with a list of
to complete the rest situations using chip
(We do)
a number line in
mania/jeopardy
temperatures to
of Part B having
board and or cup
their notebooks and with class to
order from least to students represent
method.
label the
explore the size of
greatest. Check
the problem with a
vocabulary terms
negative numbers
students knowledge number sentence
Students should
for understanding
and a number line.
REVISED 8/19/13 graph numbers on a
number line and
write numbers to
represent
situations.
Collaborative
(We do together)
Integers WS –TPS
( Think-Pair-Share)
Independent
(You do)
Skill 1 Practice WS
that numbers to the
left are less than
those to the right.
Students should
complete Parts A –
E. P using thinkpair-share. Number
sentences should be
written for all parts.
ACE ?’s # 1 – 8,
39, 48*
Pg. 11 A & B in
partners then
discuss as a class
C-F with partners
and then discuss as
a class.
ACE ?’s 9-19, &
49-51
Work with the
students whole
group in
completing Part A,
where students are
finding the change
in temperature.
Students should
again being
representing the
problems with both
a number line and
number sentence
(using a box or
variable for the
unknown).
Students will
work with a partner
or group on Part C
& D.
ACE ?’s # 20-31,
42-43
5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Day 1
Day 2
Day 3
Day 4
Integer WS
Jeopardy
Number lines
Numberlines
Video/Jeopardy Game
Therometers
Pg. 15 A-E except E #
4&6
ACE ? # 32-38 & 5254
Day 5
Chip Board
Chips
Cup Method WS
Family Connection (How will you communicate with and extend into the home?)
Ask a family member how integers are visible in their lives? Suggested Ideas/Responses- Banking/FootballGames/Temperatures/Golf
REVISED 8/19/13 Family Connection (How will you communicate with and extend into the home?)
Ask a family member how integers are visible in their lives? Suggested Ideas/Responses- Banking/FootballGames/Temperatures/Golf
Teacher Reflection: