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# 1. What is the Big Idea?

## Strategies used daily:

2. What thinking skill are you working on? Summarizing; 2 to 3 times daily
3. What question are you answering today.
4. How are you doing to use this in real life?
5. How would you rate your learning?

Standards Driven Instruction

Teacher: Nickole Perkins Date: August 11 to August 15 Lesson 1 of

Course: 7
th
/ Math Period(s): 1, 2, 5, 6_ Week of: Unit 1

Key Learning: Time to Teach, classroom rules and expectations

Standard(s): (I can)

Lesson Essential Question(s):
1. How do I add, subtract, multiply, and divide integers?
2. What models can be used to show addition and subtraction of positive and negative rational numbers?
3. What strategies are most useful in helping develop algorithms for adding, subtracting, multiplying, and dividing positive and negative rational numbers?
4. How can models be used to prove that opposites combine to 0?
5. What real life situations combine to make 0?
6. How can a number line model addition or subtraction of rational numbers?
7. What are the steps to converting a rational number to a decimal using long division?
Activating Strategies:

____K-W-L _____Word
Splash

____Frayer Model _____Student
Learning Map

____Anticipation Guide _____Dear
Teacher

____Brainstorm/Categorize _____Visual
Prediction

____Acrostic ____ Who Can
Tell Me?

____Thought Bubble ____What?
Why? When?
Extending Thinking Strategies:

_____ Abstracting __x___Compare/Contrast

____ Classify/Categorize ______Constructing Support

_____ Analyzing Perspectives ______ Inductive Reasoning

_____ Deductive Reasoning _____ Error Analysis

__x__ Summarizing ______ Absent Student Letter

Technology Integration:

____ActivInspire

_____ActivExpressions

_____Interactive Lab

_____e-Learn Site

_____Technology Lab

_____ Multimedia
1. What is the Big Idea? Strategies used daily:
2. What thinking skill are you working on? Summarizing; 2 to 3 times daily
3. What question are you answering today.
4. How are you doing to use this in real life?
5. How would you rate your learning?

Standards Driven Instruction

C
O
N
C
E
P
T
S
Monday

integer review

Work Session- Page
17, page 18 (showing
new process for
differentiation).

Independent Practice-
Page 18 (ALL), page
22 #s 1-5, Page 23 #s
1-9

Closing- page 23 # 10

HOMEWORK- page
15-17 plus extras

DIFFERENTIATION-
PROCESS
Tuesday

Warm Up: Page 24 #s 13-
14 and 18

Work Session/Independent
Practice- Page 25 (ALL)
Page 26 #s 31-33

Work Session- Page 29
(subtracting integers using
t-chart)

Closing- page 29 #s 7 and
8

HOMEWORK- teacher

DIFFERENTIATION-
PROCESS
Wednesday

Warm Up: page 34 #s 1-4

Work Session- page 34 #s 5-6 and
page 35 #s 1-6

Independent Practice- Page 35 #s 7-13
and page 36 #s 14-16

Closing- page 36 #18

DIFFERENTIATION-
PROCESS
Thursday

Warm Up: page 36#s 19 and 21

Work Session- page 37#s 22-24

Independent Practice- Page 37 #s 25-34,
page 38 #s 36-37, and 38-44

and subtracting integers.

PROGRESSIVE ASSESSMENT
TOMORROW!!

DIFFERENTIATION-
PROCESS
Friday

Warm Up: 3 minute partner study/
question time

Work Session- assessment

Independent Practice- assessment

DIFFERENTIATION-
PROCESS
1. What is the Big Idea? Strategies used daily:
2. What thinking skill are you working on? Summarizing; 2 to 3 times daily
3. What question are you answering today.
4. How are you doing to use this in real life?
5. How would you rate your learning?

Standards Driven Instruction

Level of Learning:

__x__Acquisition

__x__HOTS

____Mastery
Level of Learning:

__x__Acquisition

__x__HOTS

__x___Mastery
Level of Learning:

__x__Acquisition

__x__HOTS

_____Mastery
Level of Learning:

__x__Acquisition

__x__HOTS

__x___Mastery
Level of Learning:

____Acquisition

____HOTS

_X___Mastery
Launch Activity: FROM TEXT BOOK Materials: Paper, pencil, listening ears, textbook, counters, computer
Differentiation: Lecture, writing on board, note taking, Q/A, process, product

Knowledge Assessments:

__x___ Multiple Choice

___x___ True/False

______ Matching

_____ Fill-in-the-blank

______ Interview

______Essay

______ Other

Understanding Assessments:

______ Constructed Response

_____ Essay

___x___ Product/Project

______ Simulation

______ Presentation

______ Journal Entries

______ Interview
Skills (DO) Assessments:

__x___ Teacher Observations

______ Checklists

______ Portfolio

__x___ Student Work Samples

______ Role Play

____ Products/Projects

__x___ Performance

_____x_ Written/non-verbal
descriptions of thinking skills and
processes.
1. What is the Big Idea? Strategies used daily:
2. What thinking skill are you working on? Summarizing; 2 to 3 times daily
3. What question are you answering today.
4. How are you doing to use this in real life?
5. How would you rate your learning?

Standards Driven Instruction

Vocabulary:
Model
Explain
Convert
commutative property, associative
property

Students Will Know/ Understand:
What models can be used to show addition and subtraction of positive and negative rational numbers?
What strategies are most useful in helping develop algorithms for adding, subtracting, multiplying, and
dividing positive and negative rational numbers?
How can models be used to prove that opposites combine to 0?
What real life situations combine to make 0?
How can a number line model addition or subtraction of rational numbers?
What are the steps to converting a rational number to a decimal using long division?

Students Will Do:
to solve integer operation
problems.
Guide students to make
connections between
conceptual understanding and
algorithms.
Students will use algorithms to solve
problems with integers.
and difference of two rational
numbers represents a
distance and that the sum of
any number and its opposite
is zero.

subtraction of rational numbers
inverses with:

Vertical and Horizontal
Number Lines
Two Color Counters

Computes the sums and differences of
numerical expressions containing
positive and negative rational
numbers. Uses the properties to do so
strategically & to interpret the sum or
difference in the context of a given
problem

Graphic Organizer(s):