# LESSON PLAN FORMAT

Title (or focus) of the Lesson: Adding two Negative Numbers Grade Level(s): 7th Time Required for Lesson Delivery: 20-23 Minutes

Purpose(s) for teaching the lesson:
• To add negative numbers (Integers) (NCTM, 2005, pg. 75).

Objective(s):
• • The student will add negative numbers. The student will describe negative temperatures.

Materials:

A. Materials for Teacher Use: Chalk/White Board, chalk/markers B. Materials for Student Use: Pencil, scrap paper.

Instructional Strategies:
I. Opening: Anticipatory Set: Previous knowledge on how to add and subtract positive whole numbers. Motivational Questions: • Ask the question, “Has anyone been cold? If so, did you become colder as it got later at night?” We will learn about negative numbers for when weather gets colder or how people become farther into debt (owing money to someone or a company). Transition: We will first be working with temperatures to see how to add negative numbers. II. Body: • Can anyone describe to me what the difference is between Whole numbers and Integers? ◦ Draw two number lines, one for natural numbers and one for whole numbers. If natural numbers are part of whole numbers, what can we say about whole numbers and integers? • Students will sit with their assigned groups, if no groups have been assigned, groups of 5 will be created by random. Knowing where the students' families came from, ask what is the average temperatures of known countries during November, i.e. Montreal, Canada (30-41), Rio de Janeiro, Brazil (72-81), Antarctica (94 - -40), etc. If it becomes colder, what happens to the needle or marker on a thermometer? • Ask if any students have any trouble on how we moved colder and colder. If so, explain how that if it is say 60° and at night it becomes cooler (50°), the needle moves down.

Assessment
I. Assessment Methods and Evaluation A. B. II. Assessment: Sample exercise from each student. Observations on how the students reacted to the modified thermometer. Evaluation: N/A

Self-assessment/reflection:

A. Teacher self-assessment: The purpose for this lesson is to help students see the real life applications of mathematics, especially with temperatures. After the lesson is over, I can look over their sample exercises that they gave me and see if they understood the concepts. B. Student self-assessment & Student Assessment of Instruction: The student self-assessment I felt was their sample exercises. Not only does it show me if they understand, but for them to think of an example and show that they can do it. If this works for my students, I can have them create extra sample exercises with an explanation along with it to show me their reasoning.