LESSON PLAN (Linda Bolin) - Granite School District

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.