Rationale for Lesson Design

1. Routine information of the lesson:

 Grade: 7
 Date and duration of lesson: 10 minutes
 Lesson Topic: Calculation with integers

2. Purpose of this lesson: What should learners know and/or be able to do by the end of the lesson?

1. By the end of this lesson, learners should know that:

 A number line can be used to add positive and negative integers.
 Adding a positive integer means going right on the number line.
 Adding a negative integer means going left on the number line.
 Adding opposite pairs of integers sum to zero.

2. By the end of this lesson, learners should be able to:

 Add 2 integers with the use of a number line. (Numerical representation)
 Interpret an algebraic sum of integers and correctly represent the sum shown on a
number line in algebraic form. (Algebraic representation)
 Identify that opposite pairs of integers sum to zero.

3. Explain the most important knowledge to be taught during this lesson. Include the key concept/s, the
things that the learners learn about them and the ways ideas are connected.

We can add and subtract numbers (integers) together which can lead to us getting a number which
is less than zero. These numbers are negative integers and fall on the left-hand side of zero on a
regular number line. Adding a positive integer means an increase and you will move rightwards on a
number line. Adding a negative integer (i.e. subtraction) means a decrease and you will move
leftwards on a number line.
Learners will also make the connection that adding a pair of opposite integers will result in a net sum
of zero.
For this lesson, we lesson, we will only focus on sums where the negative integer is located first in
the sum due to time constraints. Therefore, examples such as 5 + (-3) will not be included and
instead be taught in a following lesson dealing with opposite signs positioned next to each other.

4. Which aspects of learner diversity and learner needs do you need to consider for teaching this topic
to the learners in this class?

Learners in this class may come from different language backgrounds where their home language is
not English. As such, there needs to be careful consideration of word choice to ensure that the
language used does not hinder knowledge acquisition. For example, instead of using terms such as
“quantities” or “values”, the word “numbers” can be used as it is still appropriate for the grade 7 level.
Another factor that needs to be considered is learners’ various socio-economic backgrounds. When
teaching this lesson and providing activities for the learners to work with, it is important to consider
that not all learners will necessarily have access to digital technologies to complete these activities.
Therefore, printed worksheets should be provided to ensure equal access to knowledge and content.
Additionally, loadshedding exacerbates this issue. Furthermore, this class is likely to contain learners
of varying ability and proficiency in Mathematics. Consequently, activities need to be varied in level
to allow learners of lower ability to engage with the concept to form an initial understanding before
moving towards higher level questions, while still incorporating higher level questions to challenge
stronger learners and promote their participation as well.
 5. Which teaching and learning strategies will you use, and why are they appropriate to use for this
topic and this class of learners?

The lesson will involve whole class discussion, as well as individual working. Whole class discussion
will be used to explain concepts and introduce procedures to learners. During this time, with some
support provided by the teacher, learners will be prompted to provide some answers to questions
which are written on the board to aid in clarifying concepts. This promotes learner participation and
keeps learners active in the classroom. Individual working will be used to allow learners to attempt
procedures on their own. This will develop their representational skills since the activity will require
them to make use of both algebraic and numerical representations. Moreover, the activity will include
an element of discovery learning whereby learners will be able to construct the idea that adding
opposite integers result in a net sum of zero. This is appropriate as it moves focus away from a
teacher-centered approach while also developing learners’ investigative skills.
Group discussion will not be used in this lesson due to time constraints.
 6. Write the sequence of lesson steps that build a process of learning.
Lesson step Describe what happens in each lesson step Resources to be
and purpose used
What will the teacher explain / ask / do? What do you want the learners to discuss,
answer or do? By themselves, in partners
or in groups?
1. Remind learners that there are numbers Learners listen.
INTRODUCTIO that exist which are lower than 0. These
N are referred to as “negative integers”.
Recap important
concepts from 2. Ask learners to give you 3 examples of
previous lesson negative integers Expected answers:
to be used in this “-2” , “-5” , “-3” etc.
lesson.

Introduce Explain that it is possible for us to add and Learners listen. Chalkboard/whiteboard
learners to idea subtract positive and negative numbers
of calculation together. Explain that we can easily do this if
with integers. we use a number line.

Construct rough number line from -10 to +10

at the top of the writing board. Split space
underneath the board into 2 columns, one for
addition and one subtraction. Label the
columns.

Write the sum: -4 + 5 = on the board.

(Addition column)
Explaining Say to learners that the sum is asking us to Learners listen. Chalkboard/whiteboard
procedure of add 5 to -4
using number
line in calculation Point out to learners that we have a starting Learners listen and follow prompts.
value of -4. Ask them to point where they see
on the number line and circle it.

Explain to learners that if we add a number to

another number, it means that we are jumping
that number of spaces rightwards on the Learners take notes.
number line. Write this point in the addition
column. Ask learners to note that in their
writing books.

Demonstrate that adding 5 will mean 5 jumps

to the right on the number line. Mark the end
point and show that the final answer will be +1. Learners observe.

Write -6 + 4 on the board and ask learners

what our starting point is. Mark it on the
number line. Learners follow prompts.

Ask learners what should happen after

marking our starting point.
Expected answers:
“We must add 4.”, “We must jump 4 spaces
Follow jump procedure to get final answer of - to the right.”
2.

Explain to learners that we can subtract

integers using the same approach, but we will
instead move in a leftwards direction. Write
this point in the subtraction column and ask
learners to note it down in their workbooks. Learners take notes.
 Write the sum: -1 – 5 (subtraction column)

Ask learners to identify the starting pointing.

Mark it on the number line.

Show that the sum requires us to jump 5
spaces to left to get the answer of -6
Write the sum: 4 – 8 on the board (subtraction
column) and repeat the process.
Expected answers: “-1” , “-5”. In the case of “-
5” explain that we are reading from left to
right.
Learners observe.

Learners follow prompts.

Provide learners with a printout of a number Learners begin work on activities. Number line printout.
Individual activity line (-20 to +20). (This prevents time wastage
to allow learners of learners drawing their own.) Integers worksheet.
to engage with
the concept Provide learners with a worksheet printout. Learners ask for clarity on activity where
(See annexure). needed.
- Worksheet requires learners to follow
the same process as demonstrated in
the previous steps. This forms part of
their instrumental understanding.
- Worksheet has a section dealing with
opposite pairs of integers. Learners are
asked to add or subtract a few on these
pairs and make a note of what the net
sum is every single time and form a
 general rule on their own. This
contributes to relational understanding.
- There is another section which allows
for varied answers and learners may
use any combination of integers to
obtain the correct sum and differences.
This contributes to relational
understanding as well. These problems
are represented in word format for
learners to interpret.

Ask learners to complete the worksheet using

the method we have just learnt. Explain that
they can refer back to the examples on the
board if needed. (Leave workings on the board
until the end of the period.)
Explain that any work not completed in class
should be finished off as homework.
 Integer Addition and Subtraction
Use a number line to calculate the following:
 7–5=?
 (-4) + 10 = ?
 (-9) + 10 = ?
 8–5=?
 (-11) + 3 = ?
 (-1) + 5 = ?
 0–6=?
 (-4) – 4 = ?
 6+?=8
 (-3) - ? = -5
 ? + 7 = -2
 0-?=0
Use the number lines to write an equation for what is shown:

Work out the following problems: (You are not allowed to use 0)
Write an equation where the sum of two integers is 1.
Write an equation where the difference of two integers is -4.

Use a number line to calculate the following:

 (-6) + 6 = ?
 (-2) + 2 = ?
 (-5) + 5 = ?
 (-9) + 9 = ?
What do you notice about adding two of the same number, but the signs
are different?

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