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.

On the chalk/white board, write out three random positive addition examples. Ask the students what the answers should be. Now present an exercise with two negative numbers. If successful, present another exercise. If no responses, use temperatures again. • Ask the groups to write down a sample exercise to share with the class with reasoning. Once completed, ask who which group would like to put it on the board for the class to examine. Remember to tell them that you would like a copy of their exercise to check understanding. • After completing group 1's exercise, ask the class if two more groups would like to come up and show everyone their exercise. As for something fun, I have a negative number poem for everyone. We will read it aloud with each other. Transition: Now that I have seen you are all starting to understand how to add two negative integers, I have an interesting activity for everyone to try on their own for tomorrow. III. Closing: • Hand out their worksheet. After everyone receives a copy, read the directions aloud with the class and answer any possible questions concerning the homework. • Now who can tell me why we need to know how to add two negative numbers? Do you find it useful? Tomorrow we will use numbers smaller than -20. Ask, “How is -30 smaller than -20?” while writing it on the board. Tell the class you expect a reason as to why this is true for next class.

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.

Additional Section

Reflects Educational Unit Themes: KNOWLEDGE OF CONTENT ___X__ __X___ ___X__ Content in Context Learning Environments Technology

KNOWLEDGE OF PEDAGOGY __X___ __X___ __X___ Assessment Critical Thinking and Problem Solving Recursive Learning

PROFESSIONAL SKILLS __X___ _____ __X__ Collaboration Modeling Multiculturalism and Diversity

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