LESSON PLAN (Linda Bolin) - Granite School District

LESSON PLAN (Linda Bolin)
Lesson Title: Adding and Subtracting Integers
Course: Pre-Algebra Date: October Lesson 1
Utah State Core Content and Process Standards:
1.1a Review operations among integers and explain why the algorithms work.
1.3c Solve a variety of problems involving integers
a) 3.3e Model real-world problems using manipulatives and pictures, and identifying
extraneous information
b) 1.2b Predict the effect of operating with integers as an increase or decrease of
original value
c) 1.1c Check the reasonableness of results using estimation
Lesson Objective(s): Add and subtract integers. Use integers to model real world
situations.
Enduring Understanding Essential Questions:
(Big Ideas):
• How can algorithms, manipulatives, pictures, and other tools be
Operations with Integers used to model integer operations and check for reasonableness?
• How can I predict the outcome of operating with integers?
Skill Focus: adding and
subtracting integers
Vocabulary Focus:
Integer, opposite
Materials:
• Anticipation Guide For Integers Transparency (attached)
• Numberline on the wall or the floor
• Gummi Bear for each student
• Number line handout for each student (attached)
• Algeblocks and Basic Mats for students
• Overhead Algeblocks
• Paper for foldable, scissors
• Worksheets: “Walking The Numberline To Add or Subtract” , “Adding and Subtracting
Integers: Algeblocks, Integer Addition and Subtraction Practice
• TI-73s
Assessment (Traditional/Authentic): observation, performance tasks, quiz
Ways to Gain/Maintain Attention (Primacy): predicting, movement, music, technology,
graphic organizer
Written Assignment:
• Worksheets: “Walking The Numberline To Add or Subtract” , “Adding and Subtracting
Integers: Algeblocks, Integer Addition and Subtraction Practice
• Sketches from graphing calculator application.
• Foldable for Journal.
• Additional text practice as needed:
(McDougall Littell p. 32 # 40, 41, 46, p. 36 # 32, 22, 47
Content Chunks
Starter-Review:
1. Which is greater 4.6 or 4¾?
2. Find the decimal and percent form of 2/5
3. Use each number once and any needed operations to get a value less than 1:
4½, ⅜, ¼

Lesson Segment 1: Launch-Anticipation guide
Ask students to complete the anticipation guide to assess what they know about
integers. They should put Yes or No in the “I Think” column to indicate their guess. Go
over the questions giving the correct answer. They should complete the guide putting
yes or no in “The Truth” column
Lesson Segment 2: How can algorithms, manipulatives, pictures, and other
tools be used to model integer operations and check for reasonableness?
Using a numberline can help us visualize addition and subtraction of integers.
Model walking the numberline as you sing the Walking The Numberline directions and
song (attached). Use the following: 3 + 4, 3 + -4, 3 – 4, 3 – (-4).
Give each student a numberline from the template (attached) and a Gummi Bear. Do
some more examples in the same order as those given above. Have students move
their Gummi Bears to determine where they will end up on each.
Help students complete the “Walking The Numberline to Add or Subtract” investigation
(attached). Connect the movement on the numberline to the rules for addition and
subtraction. Emphasize that a related addition sentence can be written for every
subtraction problem in order to avoid confusion in “turning around”.
Using Algeblocks can help us visualize addition and subtraction of integers.
Use the unit pieces and the basic mat to model addition and subtraction of
integers. The Algeblocks manual gives excellent instructions for doing this. Use the
attached worksheet, “Adding and Subtracting Integers: Algeblocks
Using the graphing calculator Numline activity. Use the Numline App on the TI-73
to show several other addition and subtraction problems asking the students to sketch
a numberline and draw arrows to show moving on the line for each example or problem
you work together. You may use problems from a text, or make up a few.
Lesson Segment 3: Practice Adding and Subtracting Integers
Mix-Freeze-Pair: Have students mix around the room until you say, “Freeze”. They
find a partner closest to them. Anyone without a partner raises their hands high and
looks for someone else whose hand is raised. Have them introduce themselves with
each other and decide which of them will be partner #1 and partner #2. Put 5 – 3 = 2
on the board. Ask them to THINK about how they would rewrite that as a related
addition problem. You choose which partner will explain how and which will listen.
partner. The listening partner then agrees, or disagrees and explains why. You show
the correct way to rewrite the problem and have them either congratulate each other
or say, “Nice try”. Then have them mix again and repeat this for problems such as:
-5 -3 = -8, 5 – (-3) = 8, -5 – (-3) = -2 etc.
Assign students to work the problems on the Walking The Numberline Practice
(attached), then have them revisit the anticipation guide filling in the “Text or Lesson”
column with true or false. Assign extra practice from text as needed.

Lesson Segment 4: Rules and Summary
Journal: Have student make a four flap foldable like this:
Addition Subtraction Multiplication Division
Rules and Examples for Operations With Integers
Help students write the rules for addition and subtraction under the appropriate flaps
and give three examples for each.
Addition Rules:
Positive + positive = positive (just add them)
Negative + negative = negative (just add them)
Positive + negative = (subtract digits, sign will be that of the greater distance from 0)
Subtraction Rules:
Rewrite the subtraction as a related addition problem, then use addition rules.
Assessment: Give the attached Quiz –no calculators

Anticipation Guide For Integers
Now, Tell The Truth!
I The Statement
Think Truth
_____ ______ 1. A loss of five yards in a football
game could be represented by -5.
_____ ______ 2. The opposite of -8 is 8.
_____ ______ 3. -3 + -4 = -7
_____
______4. Zero is neither a positive nor a
negative integer.
_____ ______ 5. -6 = 6
_____ ______ 6. A number plus its opposite is
always a negative sum.

-16 -12 -8 -4 0
4 8
12 16
x
-16 -12 -8 -4 0
4 8
12
16
x
-16 -12 -8 -4 0
4 8
12
16
x
-16 -12 -8 -4 0
4 8
12
16
x

Walking The Number Line
(tune: A’ Louetta. Lyrics by Linda Bolin)
On a number line, stand on the first number in the expression. Face the positive direction.
Sing the song and move as directed by the operation and the second number in the expression.
A subtract sign tells you to turn around before beginning to walk.
To add a POSITIVE, we will just walk FORWARD
To add a POSITIVE, walk FORWARD just like this.
(Start at a number and walk forward the distance of the second
number)
To add a NEGATIVE, we will just walk BACKWARD
To add a NEGATIVE, walk BACKWARD just like this.
(Start at a number and walk backward the distance of the second
number)
Subtract a POSITIVE, turn around and then walk
FORWARD
Subtract a POSITIVE, turn around and walk like this.
(Start at a number, turn around, and walk forward the distance of
the second number)
Subtract a NEGATIVE, turn around and then walk
BACKWARD
Subtract a NEGATIVE, turn around and walk like this.
(Start at a number, turn around, and walk backward the distance
of the second number)

Walking The Number Line
To Add and Subtract
Name____________________
Sketch the moves on the number line for each problem.
Addition
1. 1 + 4
-8 -6 -4 -2 0 2 4 6
8
x
Write an addition rule for walking the number line when both integers are
positive.
2. -2 + - 5
-8 -6 -4 -2 0 2 4 6
8
x
3. -1 + -4
-8 -6 -4 -2 0 2 4 6
8
x
Write an addition rule for walking the number line when both integers are
negative.
4. -2 + 4
-8 -6 -4 -2 0 2 4 6
8
x
5. -5 + 3
-8 -6 -4 -2 0 2 4 6
8
x
6. 3 + (- 7)
-8 -6 -4 -2 0 2 4 6
8
x
7. 8 + (- 5)
-8 -6 -4 -2 0 2 4 6
8
x
Write an addition rule for walking the number line when the one integer is
negative and the other is positive. Include how you can know whether the
sum will be a positive or a negative number.

Subtraction
1. 7 – 3
-8 -6 -4 -2 0 2 4 6
8
x
2. -2 – 5
-8 -6 -4 -2 0 2 4 6
8
x
3. -1 – 4
-8 -6 -4 -2 0 2 4 6
8
x
Write a subtraction rule for walking the number line when a positive number
is being subtracted:
4. -2 – (-4)
-8 -6 -4 -2 0 2 4 6
8
x
5. -5 – (-3)
-8 -6 -4 -2 0 2 4 6
8
x
6. 1 – (-4)
-8 -6 -4 -2 0 2 4 6
8
x
Write a subtraction rule for walking the number line when a negative number
is being subtracted:
7. Look at problem # 1 on the addition page and problem # 6 on the
subtraction page. How are these problems different? How are they the same?
8. Now, compare these other pairs of problems. Describe how each pair
problem is different and how each pair is the same.
(#2 and #2)
(#3 and #3)
(#4 and #4)
(#5 and #5)

Adding and Subtracting Integers: Algeblocks
Name_________________
Date _______
1. 2. 3.
-
-
-
+
+
3 + 1 5 + 2 -3 + -1
+
4. 5. 6.
-
- + -
+
-5 + -2 -3 + 1 3 + -1
+
7. 8. 9.
- + - +
- +
5 + -2 -5 + 2 - ___ + ___

10. 11. 12.
3 – 1 5 – 2 -3 – (-1)
- + - + - +
3 + -1 5 + -2 -3 + 1
13. 14. 15.
-5 – (-2) 3 – (-1) 5 – (-2)
- + - + - +
-5 + 2 3 + 1 5 + 2
16. 17. 18.
-3 – 1 -5 – 2 ___ - (-__)
- + - + - +
-3 + -1 -5 + -2 ___ + -____

Integer Addition and Subtraction Practice
Name_______________________
Date ______
Directions for walking the number line: Always begin facing toward the positive numbers.
-Begin at the first number given in the problem.
-If the second number is positive, walk forward that many spaces.
-If the second number is negative, walk backward that many spaces.
-For a subtraction problem, start at the first number given and simply turn around before walking forward or
backward, or rewrite the subtraction expression as a related addition expression.
For each of the following problems, answer the following.
a) Is it and addition or a subtraction problem? ( + or – )
b) Is the second number positive or negative?
c) If the problem is a subtraction problem, write the related addition problem.
d) Sketch the number line and show how to move
e) Give the answer
1. - 5 + - 3 2. - 6 – 5 3. 9 + (- 2)
a) a) a)
b) b) b)
c) c) c)
d) d) d)
e) e) e)
4. - 7 – (- 3) 5. 3 – 7 6. - 8 – 3
a) a) a)
b) b) b)
c) c) c)
d) d) d)
e) e) e)
7. - 4 + 5 8. 5 + (- 2) 9. 9 – 7
a) a) a)
b) b) b)
c) c) c)
d) d) d)
e) e) e)
10. 1 + 3 11. - 5 – (- 5) 12. - 8 – (- 8)
a) a) a)
b) b) b)
c) c) c)
d) d) d)
e) e) e)

Adding and Subtracting Integers Quiz
Name____________
Add:
1) 9 + -4 = _____ 2) -8 + 4 = _____ 3) -3 + -5 = _____
4) 1 + -3 = _____ 5) -6 + 5 = _____ 6) 6 + -2 = _____
7) -6 + 8 = _____ 8) -2 + 9 = ______ 9) 8 + -6 = _____
10) -7 + 7 + 8 + -8 ______
Subtract (Rewrite as a related addition problem first.)
11) -5 – (-1) = _____ 12) -2 – 1 = _____ 13) 8 – (-7) = _____
14) 2 – (-6) = _____ 15) -1 – 7 = _____ 16) -5 – (-7) = _____
17) -8 – 8 = _____ 18) 4 – 6 = _____ 19) 2 – (-1) = _____
20) 5 – 5 – 5 – (-5) _____
Adding and Subtracting Integers Quiz
Name____________
Add:
1) 9 + -4 = _____ 2) -8 + 4 = _____ 3) -3 + -5 = _____
4) 1 + -3 = _____ 5) -6 + 5 = _____ 6) 6 + -2 = _____
7) -6 + 8 = _____ 8) -2 + 9 = ______ 9) 8 + -6 = _____
10) -7 + 7 + 8 + -8 ______
Subtract (Rewrite as a related addition problem first.)
11) -5 – (-1) = _____ 12) -2 – 1 = _____ 13) 8 – (-7) = _____
14) 2 – (-6) = _____ 15) -1 – 7 = _____ 16) -5 – (-7) = _____
17) -8 – 8 = _____ 18) 4 – 6 = _____ 19) 2 – (-1) = _____
20) 5 – 5 – 5 – (-5) _____