Name of Student: 7th Period Resource Class (10 students) Initiator: Jami Shlensky Context for Instruction: Instruction

will take place at Central High School in a resource classroom. It will occur between the hours of 1:35 and 2:25 when within the daily resource activity and worksheet, I instruct the class on positive and negative integers. The classroom teacher as well as a teachers aide is in the room. The class works on the daily resource assignments in a variation of whole group instruction and independent work, depending on the task at hand. The materials that are used include a SMART board and worksheets. Students are seated at desks in pairs that all face the SMART board at the front of the room. Program Objective: When presented with the seven types of adding and subtracting positive and negative integers (positive + positive, negative + positive & positive + negative, negative + negative, positive positive, positive negative, negative positive, negative positive) students will provide the correct answer to the respective equation, by writing the sum or difference on their paper, on 8 out of 10 consecutive opportunities. Generalization: In order to make sure that students are generalizing the skill of using a number line when adding and subtracting positive and negative integers, after they have a grasped the concept of a number line with rational numbers, I will insert addition and subtraction problems that include variables such as x and y. This will ensure that they are not memorizing facts but actually under the concept of moving more negative or more positive. Rationale: Learning how to properly add and subtract is essential to the students successes in math. The students lack knowledge on basic properties of integers and therefore are not

able to correctly complete higher level thinking problems. The students are stuck on the basic addiction and subtraction of positive and negative numbers and as a result they cannot properly grasp further concepts that they have the potential to understand. If I can give the students a tool to mitigate their difficulty with mentally moving further positive or further negative when adding and subtracting then they will be able to apply this knowledge towards further learning. Assessment Procedures: In order to assess the students on adding and subtracting positive and negative integers, this procedure should be followed: 1. Hand out assessment to students. Assessments will contain problems using the seven types of adding and subtracting positive and negative integers. 2. Give verbal directions to complete the problems on the worksheet. No calculators are to be used. 3. When students indicate they are finished, collect assessment. 4. Grade assessment, out of seven. 5. Chart and Graph results o Record how many correct student received out of seven **Do not prompt or positively reinforce during assessment Assessment Schedule:

Assess all 7 types of problems on Thursdays. I will teach on Monday, Tuesday, and Wednesday and assess Thursday of every week.

Instructional Procedures: Forward chaining will be used to teach how to add and subtract positive and negative integers. One step will be introduced at a time to reduce the amount of time required for an instruction session, and increase probability of correct student responses. For the steps not yet instructed upon, the instructor should assist the student in complementing these steps by doing them for the students on the SMART board, explaining each step verbally as it is completed. Each step should be instructed upon for three consecutive sessions. After the three instructional days and the assessment, the next step in the process should be instructed upon.

The process follows these steps: 1. Draw a number line, label it from -10 to 10 2. Put your finger or pencil on the first integer in the equation 3. Determine if the operation and the sign of the second integer make your movement positive or negative 4. If the movement is positive, think to move right, if the movement is negative, think to move left 5. Figure out the number of units you need to move based upon the second integer 6. Move your finger or pencil to the right or left the necessary amount of units 7. Note where your finger or pencil is, that is the solution

Stimulus Prompts o No stimulus prompts are introduced at the beginning of instructing upon a target procedure but if error patterns are noted, highlighting the error, as followed, may be used to prevent errors. Provide student with a note card with the target step on it written in black and the error highlighted. For example if student is struggling with which way to move on the number like for positive I would provide them with a note card that has a number line in black and color coated for which direction is positive and negative.

Response Prompts o With chaining, the previous step becomes the response prompt. No additional response prompts are provided

Reinforcement: Within group instruction, if a student offers the correct response they will receive specific, direct verbal praise such as Nice T, thats the right step. First we need to draw a number line. After three days of instruction on a specific chain, it will no longer be positively reinforced. If at any time performance falls, reinforcement of previous steps can be returned to and faded again until performance is stabilized.

Maintenance: Once criterion for mastery has been met and the material has been generalized, a maintenance probe will be taken every two weeks. The presence of proper addition and subtraction of positive and negative integers should also be monitored within other math strategies and students general education classroom math assignments.

Research Rationale The Altiparmak and zdoan article covered the concept of teaching negative numbers and effectiveness of a number line as a strategy. The experiment had a control group that taught the concept of negative numbers without the number line strategy while the experimental group was instructed to use a number line to grasp negative numbers. The experimental group outperformed the control group. The results of this study demonstrates that the strategy of teaching students to use a number line increases their understanding of positive and negative integers, which will help with their accuracy in adding and subtracting positive and negative integers. The Gunderson, Ramirez, Beilock, and Levine article covered the relationship between spatial skill and success in mathematics and science. Childrens spatial skill is a predictor for their ability to understand numbers. The article stated that the success of a students number line knowledge can be representative of their numerical understanding. This confirms the positive relationship between number lines and mathematical understanding. References Altiparmak, K., & zdoan, E. (2010). A study on the teaching of the concept of negative numbers. International Journal Of Mathematical Education In Science And Technology, 41(1), 31-47.

Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The Relation Between Spatial Skill and Early Number Knowledge: The Role of the Linear Number Line. Developmental Psychology, 48(5), 1229-1241. doi:10.1037/a0027433

Blank Data Sheet

Positive + Negative & Negative + Positive

plus if correct, minus if incorrect, x if not assessed Date TR JS CH JJ JE JL XM MW MC EE

Positive + Positive

Negative + Negative

Positive Positive

Positive Negative

Negative Positive

Negative Negative

Blank Graph
1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 Baseline 1 Baseline 2 EE MC MW XM JL JE JJ CH JS TR

Data and Aimline

7 6 5 4 3 2 1 0 Baseline 1 Baseline 2 TR JS CH JJ JE JL XM MW MC EE

Number Sense

Knowledge of numbers and meaning 1-10

Understanding of basic operations, addition and subtraction

Knowledge of positive and negative numbers

Understanding of Number line

Application to all types of mathematics

Adding and subtracting positive and negative integers