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