Integer's Key Assessment

8/11/2019 Integer's Key Assessment

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World of Integer

Stephanie Vickers


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Part I: Identification of a Learning Problem

Target Audience

My target audience for this assessment is 7 th grade math students. More so the students who are in 7 th

grade resource class who struggled with understanding and solving integers. These students have been observed

in the math resource classroom and data was collected from pre-tests. These students have been described as

having a lack of confidence and lack of motivation.

Problem Identification

The problem that has been identified is the lack of understanding students have with the steps and the

process of solving integers. This problem was identified through math vertical alignment meetings, which

consisted of 6 th, 7 th, and 8 th grade math teachers. The 7 th grade and 8 th grade teachers saw the concerns of the

students struggling with vocabulary (additive inverse, rational numbers.) when getting students to

understand the purpose of integers.

The needs assessment that was given was felt needs assessment and an anticipated needs assessment.

The felt needs assessment resulted from the math vertical alignment meetings. After teaching and testing the

lesson the anticipated needs assessment was derived. If students do not understand the how and why of integers

they will not be successful in the building blocks of math.

Goals of Instruction

In this 7 th grade math unit on operations with rational numbers is that students will illustrate their

knowledge to understanding the how and why of integers in the real world. Here some essential ways students

will illustrate their knowledge of integers: They will apply and extend previous understanding of addition and subtraction to add and

subtract rational numbers.

They will describe situations in which opposite quantities combine to make 0.

They will solve real-world and mathematical problems involving the four operations with

rational numbers.

They will interpret products, quotients, sums, and differences of rational numbers.

Part II: Learner AnalysisIntroduction:

The learners in my 7 th grade math class are made up of 50% Black, 37% White, and 13% Hispanic. 13%

of my class is girls and 87% boys. The percentage of my class that is labeled as economically disadvantaged is

75%. 100% of my class is labeled as having disabilities. 13% of my students are ELL. This demographic

information for this analysis was collected by using the Statewide Longitudinal System (SLDS). It was through

the SLDS to help me retrieve data such as the students CRCT scores and Lexile scores. In order to obtain the


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needed information for my 7 th grade students, I collected their 6 th grade CRCT scores and their Lexile scores.

Through vertical alignment meetings, teacher observations, and interviews information was gained for the

learner analysis.

Entry Skills and Prior Knowledge

After viewing the data from SLDS, I was able to determine that most of the students in the class could

display their skills on standardized tests. However the percentage of students in my class 25% took the regularCRCT and 75% took the CRCT-M. On the CRCT 50% met the standard score of 800 and 50% did not meet the

standard score. For the CRCT-M 83% met the standard score of 200 and 17% did not meet the standard score.

Looking more at the number sense portion of the CRCT, three of the students scored 75% on the number sense

portion. Five of the students scored below 75%. Out of the total number of students two failed math for the

year.

Attitudes toward Content and Academic Motivation

The CRCT scores showed that the students had the prior knowledge to understanding integers. However,

after interviewing with 6 th grade teachers and collecting data from the pretest it was proven that the students

struggled with motivation about learning about rational numbers and the kinds of quantities they can be used to

represent.

Educational Ability Levels

I used SLDS to obtain the Lexile scores of the students. The students Lexile scores showed that all of the

students are below grade level reading. This is not surprising due to 75% of the students are in a reading

resource class. However 25% of the students are not. Yet with the material being presented to the students they

should be successful in the 7th

grade class. During the math alignment meetings the 6th

and 8th

grade mathteachers wanted the 7 th grade teachers to please focus on vocabulary and understanding the rules of integers.

General Learning Preferences

All students do not learn the same. During the math alignment meeting I asked the 6 th grade teachers

about the students learning styles. They gave me a print out of the students learning style. The results are as

follows: 10% of the students learned best through lecturing, 50% learned best through examples, 30% learned

best with using a graphic organizer, and 10% stated that it did not matter. The 6 th grade teachers gave several

was that they incorporate the learning in every lesson.

Attitude toward Teachers and School

During the math alignment meetings when the teachers were asked about the students attitude toward

them and school they all agreed that the lack motivation and does not care about school. The teachers stated that

the students struggled with doing homework. This has been such an issue that some teachers had stopped giving

homework due to the homework grade causing the students to fail. The math committee came up with a rubric

to use to help increase homework. The rubric was that if the students get 3 strikes of staying in from break to

complete homework the students would go to ISS to complete the work.


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Group Characteristics

Overall the students are average and typical aged 7 th graders. They are into themselves and friends; they

are not into school work.

Part III: Task Analysis

MethodI observed and analyzed the lesson that will be the main focus for the students in this unit. I decided to use the

procedural method to conduct my task analysis. Learning the rules of solving integers is procedural because it

focuses on an observable task. The process of learning the rules of integers can be broken into the steps needed

to solve the problem. The learner must first learn the terminology of integers. Secondly the learner must use

everyday applications to develop the concept of negative numbers, for example, thermometers, and distance

above and below sea level, and elevators where 0 represents the ground level. Thirdly the learner must learn the

rules of integers. Lastly the students will solve real world problems using the rules of integers.

Interaction with Subject Matter Expert

I am the SME for this unit. I have been teaching math for 4 years in the middle school setting. I have

worked with regular education students, inclusion students, and math resource classrooms. There are many

strategies for helping students understand the why and how of integers. It is imperative for students to learn the

rules of integers, how they are used realistically in the world.

Task Diagram

1.0 Define opposites, integers, compare, and absolute value.

1.1 The opposite of a number is the same distance from zero.1.2 Integers are the set of whole numbers and their opposites.

1.3 Absolute value is the distance from zero on a number line.

1.4 Compare integers by graphing them on a number line. , and =

2.0 Add positive and negative integers using a number line.

2.1 Add two positive integers.

2.2 Add two negative integers.

2.3 Add with a positive and a negative integer.

3.0 Add positive and negative integers using rules.

3.1 Add by using the rules two positive integers.

3.2 Add by using the rules two negative integers.

3.3 Add using the rules with a positive and a negative integer.

4.0 Add positive and negative integers using rules.

4.1 To add two integers with the same sign, find the sum of their absolute values. Use the sign of the

two integers.


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4.2 To add two integers with different signs, find the difference of their absolute values. Use the sign

of the integer with the greater absolute value.

5.0 Subtract positive and negative integers using rules.

5.1 Addition and subtraction are inverse operations.

5.2 Instead of subtracting a number, you can add its opposite.

5.3 To add two integers with the same sign, find the sum of their absolute values. Use the sign of thetwo integers.

5.4 To add two integers with different signs, find the difference of their absolute values. Use the sign

of the integers with the greater absolute value.

6.0 Multiplying and dividing integers.

6.1 If the signs are the same the answer is positive.

6.2 If the signs are different the answer is negative.


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X OR OFINTEGERS

Is the problemmultipulcation or

division?

Multipulcation

Are the signs thesame?

The sign isalways

postive.

Are the signsdifferent?

The sign isalways

negative.

Division

Are the signs thesame?

The answer isalwayspostive.

Are the signsdifferent?

The answer isalways

negative.

+ OR - OFINTEGERS

Is the problem addition orsubtraction?

Addition

Are the signsthe same oropposites?

Same

Add the numbersand keep the same

sign.

Opposites

Subrtract the numbersand take the sign ofthe larger number.

Subtraction

Change thesubtraction signto an addition

sign?

Change the signof the second

number.

Go to Additionsteps at top and

repeat.


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Part IV:

Instructional Objectives

The cognitive domain includes the recall or recognition of specific facts, procedural patterns, and

concepts that serve in the development of intellectual abilities and skills. Due to this information the cognitive

domain will be used for this unit. Blooms Taxonomy was used to create the goals and objectives. Learning Objective: Students will be able to demonstrate their knowledge of solving integers in the real world.

Terminal Objective 1: To understand the value of an integer

Enabling Objectives:

1A. To define and identify an integer

1B. To find opposites

1C. To identify absolute values

1D. To compare integers

Terminal Objective 2: To add by applying the number line

Enabling Objectives :

2A. Use a number line to add integers

Terminal Objective 3: To add integers by applying the rules


3A. To add positive and negative integers using rules

Terminal Objective 4: To Subtract integers by applying the rules

Enabling Objectives:4A . To subtract positive and negative numbers using rules

Terminal Objective 5: To divide and multiply integers by applying the rules


5A . To divide and multiply positive and negative integers using rules

Terminal Objective 6: To compare, add, subtract, multiply, and divide integers.


6A. The students will review objectives 1A-5A


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Classification of Instructional Objectives:

Relationship between Instructional Objectives and Standards:Instructional Objectives Georgia Common Core Standards

1 MCC7.NS.1b Understand as the numberlocated a distance from, in the positive ornegative direction depending on whether is

positive or negative. Show that a number andits opposite have a sum of 0 (are additiveinverses). Interpret sums of rational numbers

by describing real-world contexts.

1A1B1C1D

2 MCC7.NS.1 Apply and extend previousunderstandings of addition and subtraction toadd and subtract rational numbers; representaddition and subtraction on a horizontal orvertical number line diagram.

2A

3 MCC7.NS.1d Apply properties of operationsas strategies to add and subtract rationalnumbers.

3A

4 MCC7.NS.1d Apply properties of operationsas strategies to add and subtract rationalnumbers.

4A

5 MCC7.NS.2c Apply properties of operations asstrategies to multiply and divide rationalnumbers

5A

6 MCC7.NS.2c Apply properties of operations asstrategies to multiply and divide rationalnumbers

Part 5

Content Performance

Recall Application

Fact 1A,Concepts 1B, 1C, 1D 1

Principles 3A, 4A, 5A

Procedural 2A, 6A 2,3,4,5,6,

Interpersonal

Attitude


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Lesson 1: The value of an integer

InstructionalStrategies

Goals Objectives UDL Assessments

Lesson 1: The studentswill answer the follow

up questions using amath web 2.0 tool oftheir choice.

To understand thevalue of an integer.

The student will beable to:

1A. To define andidentify an integer1B. To find opposites1C. To identifyabsolute values1D. To compareintegers

Learners are beinggiven a choice in

technology tools torespond with whichoptimizes individualchoice and autonomy.

ObjectiveAim

Lesson 2: The studentswill answer the ExitTicket questions using a

math web 2.0 tool oftheir choice.

To demonstrate anunderstanding ofadding integers by

using a number line.

Objective 2A: Thestudent will use anumber line to add

integers.

Learners are beinggiven a choice intechnology tools torespond with whichoptimizes individualchoice and autonomy.

ObjectiveAim

Lesson 3: The studentswill answer the ExitTicket questions using amath web 2.0 tool oftheir choice.

To add positive andnegative integers byusing rules.

Objective 3A: Toadd positive andnegative integers byapplying rules.

Learners are beinggiven a choice intechnology tools torespond with whichoptimizes individualchoice and autonomy

Quiz 1

Lesson 4: The studentswill answer the ExitTicket questions using a

math web 2.0 tool oftheir choice.

To subtract positiveand negative integers

by using the rules

Objective 4A: Tosubtract positive andnegative integers byapplying the rules.


ObjectiveAim

Lesson 5: The studentswill answer the ExitTicket questions using amath web 2.0 tool oftheir choice.

To divide andmultiply positive andnegative integers byusing the rules.

Objective 5A: Todivide and multiply

positive and negativeintegers by applyingthe rules.


Quiz 2

Lesson 6: The studentswill pass the test with a70 or above.

To compare, add,subtract, multiply, anddivide positive andnegative integers.

Objective 6A: Thestudents will compare,add, subtract, multiply,and divide positive andnegative integers.


Test


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Objective 1 To understand the value of an integer

1A. To define, identify, and compare integers

1B. To find opposites

1C. To identify absolute values

Assessment: Learners will take a quiz about Integers using http://quizstar.4teachers.org .

UDL Principles: The quiz will be differentiated to provide multiple means of expression. Some learners willreceive a more objective quiz with matching and multiple choice, while others will complete the open-ended

short answer quiz with some matching.

Lesson 2: Adding Integers

Objective 2: To add by applying the number line.

2A. To use a number line to add positive and negative integers

Assessment: Learners will take a quiz about using a number line to add integer shttp://www.ixl.com/math .

UDL: The quiz will be differentiated to provide multiple means of expression. Some learners will receive a

more objective quiz with matching and multiple choice, while others will complete the open-ended short answer

quiz with some matching.

Lesson 3: Adding Integers with Rules

Objective 3: To add positive and negative integers by applying the rules

3A . To add positive and negative numbers using rules

Assessment: Learners will take a quiz about adding integers, using a number line, absolute value, and

comparing integers by using http://quizstar.4teachers.org .

UDL: The quiz will be differentiated to provide multiple means of expression. Some learners will receive amore objective quiz with matching and multiple choice, while others will complete the open-ended short answer


Lesson 4: Subtracting Integers

Objective 4: To Subtract positive and negative integers by applying the rules

4A . To subtract positive and negative numbers using rules

Assessment: Learners will take a quiz about subtracting integers using http://quizstar.4teachers.org .




Lesson 5: Dividing and multiplying integers

Objective 5: To divide and multiply positive and negative integers by applying the rules

5A . To divide and multiply positive and negative integers using rules

Assessment: Learners will take a quiz about dividing integers using http://quizstar.4teachers.org .
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Lesson 6: Putting it together

Objective 6: To compare, add, subtract, multiply, and divide positive and negative integers.

6A. The students will review objectives 1A-5AAssessment: Learners will take a summative assessment over the following compare, add, subtract, multiply,

and divide positive and negative integers using http://quizstar.4teachers.org .




Lesson 1 Quiz

1. 1 pt(s).

Order from least to greatest: 3, -2, -1, -5, 4 Least Greatest: ____, _____, _____, _____,

_____

2. 1 pt(s).

Write a positive or negative number to represent each quantity: a) A gain of 12 feet: ________b) A debt of $300: ________

3. 1 pt(s).

Simplify each expression: |14| |-534| -|-12|

4. 1 pt(s).

Simplify each expression a) Opposite of -19: _________ b) Opposite of 56.8: _________

Lesson 1 quiz Key

1. 1 pt(s).

Order from least to greatest: 3, -2, -1, -5, 4 Least Greatest: ____, _____, _____, _____, _____

-5,-2,-1,3,4
http://quizstar.4teachers.org/http://quizstar.4teachers.org/http://quizstar.4teachers.org/http://quizstar.4teachers.org/


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2. 1 pt(s).

Write a positive or negative number to represent each quantity: a) A gain of 12 feet: ________b) A debt of $300: ________

12 -300

3. 1 pt(s).

Simplify each expression: |14| |-534| -|-12|

14 534 -12

4. 1 pt(s).

Simplify each expression a) Opposite of -19: _________ b) Opposite of 56.8: _________

19 -56.8

Lesson 4 Quiz

1. 1 pt(s).

Rewrite the following subtraction problems as addition problems. Do not solve. 4 (-12) = ______________

-5 7 = ______________

2. 1 pt(s).

Rewrite the following subtraction problems as addition problems. Then solve.-3 (-9) = ________________= _______

-8 (5) = _______________ = _____

3. 1 pt(s).

Use >,


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2. 1 pt(s).

Rewrite the following subtraction problems as addition problems. Then solve. -3 (-9) = ________________= _______ -8 (5) = _______________ = _____

3 + +9 = 12 -8 + -5 = -13

3. 1 pt(s). Use >,


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5. 1 pt(s).

-18 (-3) = _______

6

6. 1 pt(s).

The quotient of an integer and zero is:

A. Positive

B. Negative

C. Zero

7. 1 pt(s).

The quotient of two integers with the same sign is:

A. Positive

B. Negative

C. Zero

8. 1 pt(s).

The quotient of two integers with the opposite sign is:

A. Positive

B. Negative

C. Zero


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Lesson 5 Quiz Key

1. 1 pt(s).

The product of two integers with the same sign is:

A. Positive B. Negative

C. Zero

2. 1 pt(s).

The product of two integers with the opposite sign is:

A. Postive B. Negative C. Zero

3. 1 pt(s).

The product of zero and an integer is:


4. 1 pt(s).

-7(-8) = ____

56

5. 1 pt(s). -18 (-3) = _______

6

6. 1 pt(s).

The quotient of an integer and zero is:

A. Postive


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B. Negative C. Z

7. 1 pt(s).

The quotient of two integers with the same sign is:


8. 1 pt(s).

The quotient of two integers with the opposite sign is:


Unit 1 Quiz 1

____ / 6 points: SWBAT find opposites and absolute values

1) Plot the following numbers on the number line. Order from least to greatest: -1, 0 ,4, -3, -5

Least to Greatest: ____, _____, _____, _____, _____

2) Write a positive or negative number to represent each quantity:


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a) 12 feet above sea level: ________ b) A withdrawal of $200: ________

3) Simplify each expression:

a) | |

b) | | c)

| |=

d) | | | | =

4) Simplify each expression

a) Opposite of -6: _________

b) Opposite of 3.4: _________


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Name: Advisory:

Motto: Date:

____ / 3 points: SWBAT add integers using a number line

Show your work for the following problems on the number lines provided.

5) -4 + 7 = _____

6) -2 + (-3) = _____

7) 9 + (-6) = _____

____ / 6 points: SWBAT add positive and negative numbers with rules

8) 4 + (-5) = _____

9) -3 + (-4) = _____

10) -5 + 8 = _____


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11) -21 + (-17) = _____

Complete the following with >,


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a) Opposite of -6: ____ 6 _____ b) Opposite of 3.4: ____ -3.4 _____

____ / 3 points: SWBAT add integers using a number line

Show your work for the following problems on the number lines provided.

5) -4 + 7 = __ 3 ___

6) -2 + (-3) = __ -5 ___

7) 9 + (-6) = __ 3 ___

____ / 6 points: SWBAT add positive and negative numbers with rules


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Name: Advisory:

Motto: Date:8) 4 + (-5) = __ -1 ___

9) -3 + (-4) = ___ -7 __

10) -5 + 8 = ___ 3 __

11) -21 + (-17) = __ -38 ___

Complete the following with >,

Unit 1 Quiz 2

____ / 3 pts: SWBAT add integers

1) -8 + 13 = 2) -6 + (-7) = 3) 4 + (-5) + 3 =

____ / 4 pts: SWBAT subtract integers


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4) -3 8 = __________________ =

5) 7 12 = __________________ =

6) -2 (-7) = __________________ =

7) 4 (-13) = __________________ =

____ / 4 pts: SWBAT multiply and divide integers


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8) -8 7 =

9) (-4)(-6)(-2) =

10) 45 (-9) =

11) -36/-12 =

Unit 1 Quiz 2 Key

____ / 3 pts: SWBAT add integers

1) -8 + 13 = 5 2) -6 + (-7) = -13 3) 4 + (-5) + 3 = 2

___ / 4 pts: SWBAT subtract integers

4) -3 8 = _ -3 + (-8) _= -11

5) 7 12 = __ 7 + -12 __ = -5

6) -2 (-7) = _ -2 + 7 _ = 5

7) 4 (-13) = ____ 4 + 13 ___ = 17


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____ / 4 pts: SWBAT multiply and divide integers

8) -8 7 = -56 9) (-4)(-6)(-2) = -48

10) 45 (-9) = -5

11) -36/-12 = -3


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Unit 1 Integers TestName:

Unit 1: Integers

Points Skill Tested

_____ / 5 points Find opposites and absolute values; Order integers

_____ / 4 points Use number line to add integers; define integers

_____ / 3 points Use rules to add integers _____ / 3 points Use rules to subtract integers

_____ / 5 points Multiply integers using rules

_____ / 5 points Divide integers using rules

Parent Signature Date Student Signature Date

If you have any questions about this Unit Test, or would like your student to receive extra help before, during,

or after school, please call or email Mrs. Vickers at (478) 934 7270 / [email protected]

%


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Name: Date:

Motto: Advisory:

Fill in the blanks below:

1) The opposite of 8 is ______

2) | |

3) | |

4) | |

5) Order the following numbers from least to greatest : 4, -2, -5, 6, -7

You may use the number line provided to help find your answer

_______, _______, ________, ________, _______

Add the integers below using the number lines provided. Show your work on the number lines:

6) 4 + (-6) = ____

7) -3 + (-2) = ____


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Use rules to add the integers below:

8) -8 + 15 = ____ 9) -12 + (-10) = ____ 10) 450 + (-200) = ____

Rewrite each subtraction problem and then find the solution. Show your work:

11) -6 (-8) = __________________ = ____

12) -65 15 = __________________ = ____

13) 120 (-50) = _________________ = ____

14) A positive multiplied by a negative gives you a ___________________

15) A negative multiplied by another negative gives you a ________________

16) A positive divided by a negative gives you a ____________________

17) A negative divided by a negative gives you a _____________________

Multiply the following numbers using the rules for multiplying positive and negative numbers:

18) -8(-5) = _____ 19) -1210 = _____ 20) 8(-2)(-2) = _____

Divide the following numbers using the rules for dividing positive and negative numbers:

21) -32 2 = ___ 22) -88 (-11) = ___ 23) 56 (-8) = ___


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Key

Name: Date:

Motto: Advisory:

Fill in the blanks below:

1) The opposite of 8 is __ -8 ____

2) | |

3) | |

4) | |

5) Order the following numbers from least to greatest : 4, -2, -5, 6, -7

You may use the number line provided to help find your answer

____ -7 ___, __-5 _____, ___ -2 _____, ___ 4 _____, ___ 6 ____

Add the integers below using the number lines provided. Show your work on the number lines:

6) 4 + (-6) = _-2 ___

7) -3 + (-2) = __-5 __


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Use rules to add the integers below:

8) -8 + 15 = __ 7 __ 9) -12 + (-10) = _-22 ___ 10) 450 + (-200) = _ 250 ___

Rewrite each subtraction problem and then find the solution. Show your work:

11) -6 (-8) = ___ -6 + 8 _ = _ 2 ___

12) -65 15 = __ -65 + (-15) _ = _ -80 ___

13) 120 (-50) = _ 120 + 50 _ = __ 170 __14) A positive multiplied by a negative gives you a _____ negative ______________

15) A negative multiplied by another negative gives you a ___ positive _____________

16) A positive divided by a negative gives you a ______ negative ______________

17) A negative divided by a negative gives you a ______ positive _______________

Multiply the following numbers using the rules for multiplying positive and negative numbers:

18) -8(-5) = _ 45 ____ 19) -1210 = _ -120 ____ 20) 8(-2)(-2) = _ 32 ____

Divide the following numbers using the rules for

dividing positive and negative numbers:

21) -32 2 = _ -16 __

22) -88 (-11) = _ 8_

23) 56 (-8) = _ -7 __


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Stephanie Vickers Key Assessment 7/20/2013

Part 6

Instructional Sequence

Sequence Description Objective

1 Understand the value of an integer 1

2 Add by applying the number line 2

3 Add integers by applying the rules 3

4 Subtract integers by applying the rules 4

5 Divide and multiply integers by applying the rules 5

6 Compare, add, subtract, multiply, and divide integers. 6

This sequence builds on concepts in a learning-related order. The learner will proceed

through the instruction just as a teacher would proceed through planning a lesson. This sequence

builds from the identifiable prerequisite skills so that learner will be successful in mastering this

skill. Finally, this sequence allows the learner to daily build on to the skills being taught. By

going through these sequencing the learner will develop the understanding of integers.

Lesson 1: The value of an integer

Terminal Objective 1: To understand the value of an integer


1A. To define, identify, and compare integers

1B. To find opposites1C. To identify absolute values

Initial Presentation: Ask students to give examples of opposites (Example: up- down, big-

small, high-low, and open-close). Give examples of real- world uses of integers. Allow students

to use their inputs to create a definition of the opposite of a number. Point out that with

opposites, the direction is different, but the distance between each point and zero is always the

same. Use the lessons power-point to teach and model the lesson. Have the students to take notes

during the lesson. (Morrison, Ross, Kalman & Kemp, 2012)

Generative Strategy: After the students have completed the lessons they will create their own

problems that must be defining, comparing, and identifying integers. The students must also

show examples of opposites and absolute value of integers. (Morrison, Ross, Kalman & Kemp,

2012)

Lesson 2: Adding Integers


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Terminal Objective 2: To add by applying the number line

Enabling Objectives :

2A. To use a number line to add positive and negative integers

Initial Presentation: To introduce students to adding integers, discuss examples of saving and

spending. Be sure to use only whole dollar amounts. Have students to explain how they would

know whether a particular combination of saving and spending results in a total saving or in a

total spending results in a total saving or in a total spending. Encourage students to explain their

methods for finding the total. Use the lessons power-point to teach and model the lesson. Have

the students to take notes. (Morrison, Ross, Kalman & Kemp, 2012)

Generative Strategy: After the students have completed the lessons they will create their own

problems that must include adding integers using a number line, defining, comparing, and

identifying integers. The students must also show examples of opposites and absolute value ofintegers. (Morrison, Ross, Kalman & Kemp, 2012)

Lesson 3: Add integers using Rules

Terminal Objective 3: To add positive and negative integers by applying the rules


3A . To add positive and negative numbers using rules

Initial Presentation: To introduce students to adding integers using rules, Talk about how you

will always get the correct answer if you use the number line. However, the number line is not

always useful for example -1,400 + 58. Not helpful here. We need a set of rules so that we can

get the answers without having to sketch a number line. The way that I think about the rules:

Team positive and negative. Use the lessons power-point to teach and model the lesson. Have

the students to take notes. (Morrison, Ross, Kalman & Kemp, 2012)

Generative Strategy: After teaching the lesson have students complete the independent

problems using their notes. Have the students to record themselves saying the rules to adding

integers. After the students have completed the lessons they will create their own problems that

must include adding integers using a number line and the rules, defining, comparing, and

identifying integers. The students must also show examples of opposites and absolute value of

integers. (Morrison, Ross, Kalman & Kemp, 2012)

Lesson 4: Subtract Integers

Terminal Objective 4: To Subtract positive and negative integers by applying the rules


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4A . To subtract positive and negative numbers using rules

Initial Presentation: To introduce students to subtracting integers using rules, talk about

opposite day. Today is Opposite Day. Ask the students how they would subtract a greater

number from a lesser number. Relate negative integers to borrowing money to buy something

you do not have enough money for. For example, if you have $3 but you want to buy something

that costs $5, you would borrow $2 and have a $2 debt. 3 5 = - 2. In other words we are adding

the opposite! Use the lessons power-point to teach and model the lesson. Have the students to

take notes. (Morrison, Ross, Kalman & Kemp, 2012)


problems using their notes. Have the students to record themselves reciting the subtraction rule.

After the students have completed the lessons they will create their own problems that mustinclude adding and subtracting integers using a number line, defining, comparing, and

identifying integers. The students must also show examples of opposites and absolute value of

integers. . (Morrison, Ross, Kalman & Kemp, 2012)

Lesson 5: Dividing and multiplying integers

Terminal Objective 5: To divide and multiply positive and negative integers by applying the

rules

Enabling Objectives:5A . To divide and multiply positive and negative integers using rules

Initial Presentation: To introduce students to multiplying integers, ask them to complete

repeated addition problems with integers. Discuss multiplication as a shortcut for repeated

addition. Demonstrate taking $2 from a savings account 3 days in a row, for example: 3* (-2) =

-2 + (-2) + (-2) = -6. Then ask students to consider the expression -3 * (-2) and offer suggestions

for the product. Use the lessons power-point to teach and model the lesson. Have the students to

take notes. (Morrison, Ross, Kalman & Kemp, 2012)


problems using their notes. Allow the students to record themselves recording the rules for

adding, subtracting, multiplying, and dividing integers. After the students have completed the

lessons they will create their own problems that must include adding integers using a number


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line, defining, comparing, and identifying integers. The students must also show examples of

opposites and absolute value of integers. (Morrison, Ross, Kalman & Kemp, 2012)

Lesson 6: Putting it together B.I.N.G.O

Terminal Objective 6: To compare, add, subtract, multiply, and divide positive and negative

integers.


6A. The students will review objectives 1A-5A

Initial Presentation: Review all the lessons that were taught. Have the students to review their

notes. Let the students know that they are going to play Integer BINGO. (Morrison, Ross,

Kalman & Kemp, 2012)

Generative Strategy: Pass out the BINGO cards. State the rules and prize of the games.

Example: The winner who says BINGO at the appropriate time will get a homework pass!

You will be playing black out, so every square must be marked to win!!!

Anyone acting poorly will be disqualified.

Pick some of the numbers to place in any empty box. These numbers represent possible

answers to problems.

-41, -39, -36, -16, -14, -12, -11, -9, -7, -6 -5, -3, -2, 0, 0, 1, 1, 1, 4, 5, 6, 7, 11, 12, 16, 36, 42,

48, 60, 80The students who have struggled with the rules will be allowed to us their notes and their rules

cheat sheet. (Morrison, Ross, Kalman & Kemp, 2012)

Part 7


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InstructionalStrategies

Goals Objectives UDL Assessments

Lesson 1: Thestudents will answer

the follow upquestions using amath web 2.0 tool oftheir choice.

To understand thevalue of an integer.

The student willbe able to:

1A. To defineand identify aninteger1B. To findopposites1C. To identifyabsolute values1D. To compareintegers

Learners are beinggiven a choice in

technology tools torespond withwhich optimizesindividual choiceand autonomy.

Lesson Quiz

Lesson 2: Thestudents will answer

the Exit Ticketquestions using amath web 2.0 tool oftheir choice.

To demonstrate anunderstanding of

adding integers byusing a numberline.

Objective 2A: The student will

use a number lineto add integers.

Learners are beinggiven a choice intechnology tools torespond withwhich optimizesindividual choiceand autonomy.

Lesson Quiz

Lesson 3: Thestudents will answerthe Exit Ticketquestions using amath web 2.0 tool oftheir choice.

To add positiveand negativeintegers by usingrules.

Objective 3A:To add positiveand negativeintegers byapplying rules.

Learners are beinggiven a choice intechnology tools torespond withwhich optimizesindividual choiceand autonomy

Quiz 1

Lesson 4: Thestudents will answerthe Exit Ticketquestions using amath web 2.0 tool oftheir choice.

To subtract positive andnegative integers

by using the rules

Objective 4A: Tosubtract positiveand negativeintegers byapplying the rules.


Lesson Quiz

Lesson 5: Thestudents will answerthe Exit Ticketquestions using amath web 2.0 tool of

their choice.

To divide andmultiply positiveand negativeintegers by usingthe rules.

Objective 5A: Todivide andmultiply positiveand negativeintegers byapplying the rules.


Quiz 2


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Part 8

A monkey survey account was completed for the students and the peer SME could

evaluate the design. After completion of the Unit Test the students will be able to access link for

the survey. After the peer SME completes the walk through of the design she will complete a

survey.

My peer SME has been teaching math for 7 years. She is currently teaching 7 th grade

Math at Bleckley County Middle School. Using her expertise she will complete an overview of

the design.

The following link will lead the students to the survey.

http://www.surveymonkey.com/s/GLVMR87 here is a list of questions that my survey contains:

1. Were you given too many assignments, too few assignments, or about the right amount?

Much too many

Somewhat too many

Slightly too many

About the right amount

Slightly too few

Somewhat too few

Much too few

2. How worthwhile was the course material?

Extremely worthwhile

Very worthwhile

Lesson 6: Thestudents will passthe test with a 70 orabove.

To compare, add,subtract, multiply,and divide positiveand negativeintegers.

Objective 6A: Thestudents willcompare, add,subtract, multiply,and divide positiveand negativeintegers.


Test
http://www.surveymonkey.com/s/GLVMR87http://www.surveymonkey.com/s/GLVMR87http://www.surveymonkey.com/s/GLVMR87


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Moderately worthwhile

Slightly worthwhile

Not at all worthwhile

3. How useful were the assignments in helping you understand the material?

Extremely useful

Very useful

Moderately useful

Slightly useful

Not at all useful

4. How organized was the course content?

Extremely organized

Very organized

Moderately organized

Slightly organized

Not at all organized

The following link will lead the SME to the survey:

http://www.surveymonkey.com/s/8SPLGBV . Here is a list of questions that the survey contains:

1. Was the Unit accurately Design?

Was the Unit accurately Design? Extremely accurate

Very accurate

Moderately accurate

Slightly accurate

Not at all accurate

Other (please specify)
http://www.surveymonkey.com/s/8SPLGBVhttp://www.surveymonkey.com/s/8SPLGBVhttp://www.surveymonkey.com/s/8SPLGBV


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2. Did design follow the correct sequence?

Did design follow the correct sequence? Extremely

Very

ModeratelySlightly

Not at all

3. What improvements could be made to the design?

I will use survey monkey to collect the data. The data will be used to improve the unit

design for the following year.

Integer's Key Assessment

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