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# Lesson Plan Subtracting Integers Yr 8

## Day: M T W T F Date: 10th Feb 16 Time: 9.55-10.50am Year: 8

Learning Area: Maths Topic: Subtracting Integers
Curriculum content description: (from ACARA) Mathematics / Year 8 / Number and Algebra
ACMNA183. C
arry out the four operations with rational numbers and integers, using efficient mental and
written strategies and appropriate digital technologies.

topic)
"

Students have previously investigated addition of negative integers, for example 2+(-4) = -2

Learning purpose: (May refer to the Elaborations of the curriculum content description here)

Using the number line to develop strategies for adding and subtracting rational numbers.

Learning objectives:

Evaluation:

be able to:

## (Explain how you will know that lesson objective have

been achieved / monitor student learning)

" Formative Evaluation: Students will
demonstrate an understanding of why
subtracting a negative is the same as
addition by explaining how we arrived
at an answer for a question on the
board.

" Students will further demonstrate
understanding and fluency in
subtracting integers by working in class
on a set of exercise questions from the
class text. (Page 9, Exercise 1-04,
questions 1-4).

## (What will students know and be able to do at the

completion of the lesson specific, concise and
attainable objectives)

Will be able to subtract positive and
negative integers such as
-4 - (3) = -7 and 6 - (-3) = 9.

## Will understand why subtracting a

negative is the same as addition.

## Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

! Paper / Pens / Pencils / Textbook
Blue Tak / Money / Credit Card

!

## Have an awareness of students who may need more assistance or encouragement.

Have an extension activity ready - create a number sentence involving addition and
subtraction of integers from a word problem and try to solve the number sentence. (From
the class text Page 9, Questions 5-7).
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Timing Learning Experiences:

10mins

1.
"

## Introduction: (How will I engage the learners?)

Ms. Schmidt will introduce and start this lesson with a mental maths activity.

" Introduce my lesson by writing Subtracting Integers on the board and engage students by
5 mins
blue tacking some money (notes) and a credit card onto the board. Discuss that this lesson

is important if students want to have knowledge about their own money, credit cards and

debt. There are lots of other types of questions that involve subtracting numbers too, such
as temperature fluctuations, scoring in some sports etc. Ask students if they can think of a

sport where they might need to subtract numbers?

2. Sequence of learning experiences: (What will you do to help the students achieve the

learning objectives? What tasks and activities will the students be involved in to help achieve
the learning objectives?)

STEP 1
10
" Draw a number line on the board from -6 to +6. Ask students which direction do we move in
mins
for adding numbers, and which direction for subtracting numbers. Label with positive and

negative. Keep students involved using the following board examples and focus questions.

" Lets start at number 2: 2 - 4 = (show on the number line)

" What about bigger numbers 20 - 40?
" What about 16 - 20?

" What are we actually calculating in our heads here? Were taking away more than we start

with so we will end up with a negative. How are we actually calculating this in our heads?

" What if we start at -2 ?: -2 - 4 = (Show on the number line)

" What does it mean when we see adding a negative?: -2 + (-4) =

" Think of -2 as \$2 of debt. Then we add -4 (we add another \$4 of debt). Now have \$6 debt.

" So -2 + (-4) = -6 is just the same as the previous example -2 - 4 = -6. Just adding more debt.

" Establish understanding before moving on to the next step.

10
STEP 2
" Explain that we are going to move on from adding more debt (adding negatives) to
mins
taking away that debt (taking away / subtracting negatives).

" Engage students again now by drawing 2 faces on the board. Label one ME and one YOU.
YOU have \$3 of debt (means -3) and I am going to take away / subtract that debt from you.

Note: We cant see negative money but it is very real!
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" So you can see intuitively that subtracting a negative is the same as adding.

" Every time you see subtract a negative ( - - ) the two negatives come together to form a

positive. Use my arms to give a visual representation of this concept. Get the students to
use their own arms too.

" Focus questions on the board.

" What about \$20 debt take away that \$20 debt: -20 - (-20) =

" What about if I dont take away all your debt: -20 - (-18) =

STEP 3
15
" Explain to students that we are going to practice what we have learned and I will assist
them individually if they want help.
mins
" Direct them to Page 9 of their text Exercise 1-04. Explain that we will do Qu1 and Qu2

together on the board and students will do Qu3 and Qu4 in their notebooks.
" Mention spreading out their working so they can clearly see the signs, brackets etc.

" Ask students if anybody would like to answer Qu 1 on the board and explain their answer.

Same for Qu 2.

" Direct students to start Qu3 and Qu4 in workbooks. Canvas the room helping students.

3. Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

5 mins
" Explain to students that it is far more powerful to understand how these rules work than to

"

just memorise them. That way, when they need to remember whether to add, or subtract,
they can work out what to do by thinking about a simple problem first. -\$3 - (-\$3) = \$0
Students to practice organisational skills by filing their work and packing away files and
texts on the shelves before leaving.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

I felt really well prepared for my first lesson. This helped immensely to ease my
nerves. Having this organised lesson plan also meant that the students and I
knew the steps the lesson would follow as well as the expectations.
This lesson gave me my first glimpse of the diverse characteristics of students.
Many of these year 8 boys were loud and demanding of attention, but one
student in particular was quiet and resisted my attempts to participate in the
activities. Although this quiet student was on task, I tried to encourage his
further involvement. After reflecting on this lesson and my mentors feedback, I
realised I could have handled this differently. This was the first lesson I had
taught him and he almost certainly needed time to establish a relationship and
some level of trust with me. I will need to be patient. Here I am after my very
first lesson, hit with a concrete example of what we have discussed at length in
lectures - the importance of developing positive relationships with students. I am
going to spend some time patiently getting to know this boy!

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