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Teacher Candidate:
Ashley Snyder
Date:
9/17/2015- 9/18/2015
Cooperating Teacher:
Mr. Strobl
Coop. Initials:
Group Size: Periods 1, 2, and 8- 25 each Allotted Time: 2-40 min classes Grade Level: 7th
Subject AND Topic: Adding Integers with different signs
Section: 392
Writing utensil
Math Folders
III. Content
A. Prerequisite Skills:
Students should know what an integer, whole number, and rational number is. They
should be able to identify them and be able to add, subtract, multiply, and divide whole
numbers. They also know how to note take.
Students did a review assessment the week before to refresh 6th grade math before we
start. They will be given a Multiplication worksheet in the beginning of every class to
refresh there prerequisite skills of multiplication. Also the before starting the new lesson
as a class we will go over the Are you Ready page to refresh the skills.
B. Key Vocabulary
Integer- a member of the set of whole numbers and their opposites.
Addition- the action or process of adding something to something else.
Additive inverse- The opposite of any number.
Variable- letter representing an unknown number.
C. Big Idea
Students will be able to see how adding integers can be used to solve real-world and
mathematical problems such as going to a football game.
D. Additional Content
Students will add integers and solve multi-step problems involving addition of integers
fluently.
IV. Implementation
A. Introduction
We will do Warm-up. (Warm up is work sheet with Multiplication facts)- 10 minutes.
Students who have mastered this whole sheet in less than 4 minutes will be
going onto a laptop and use the website firstinmath.com. On this website it
gives students manipulative and fun games to practice their multiplication.
They will be instructed to get out their homework and find a partner in the
room. They are to check there answers with their partner. If they got anything
wrong I want them to see if they can fix it in groups before we go over.
As a group we will then go over the homework.
As we go over it I will make sure that they understand what is going on, if I
dont think they do we will do a little review if not we are moving on to
Section 1.2.
Engage**
B. Development
1. Explore**
The students will now with partners try the your turn on the top of page 15
using the red and yellow counters to answer the problems.
o This gives the students visuals and lets them do a hands on activity to
understand how the problem works.
I will walk around and make sure everyone is working diligently and getting
the correct answers.
As they are doing these 4 problems I will be explaining to them another way
of thinking about these problems.
o Every student likes video games. I explained to them that the negative
numbers are the bad guys and the positive numbers are the good guys.
So when you add a negative and a positive number they actually have
a battle, and when you battle people always get eliminated.
o I will now go through the four problems explaining it in that way.
After going through all the problems they will instructed to now try page 16 in
their Go Math books with their partners using the counters.
2. Explain**
I will walk around and make sure they are on task, answering any questions
on the way.
C. Closure
Elaborate**
We will go over the 15 problems that they had to do with partners and make
sure everyone is on the same page.
o Stopping along the way if anyone has any questions.
I will collect all the counters.
We will end with a word problem. I will explain we are going to a football
game.
o Problem: A football team gained 9 yards on one play and then lost 22
yards on the next. Write a sum of integers to find the overall change in
field position. Explain your answer.
o We will do this problem as a group.
o I want them to see how we use this math in real life.
I will assign their homework for the night. I will have them tear out the
Independent Practice worksheet that they can take home since they are not
allowed to take their books home. They are to do problems 16-25.
Before they leave the room I will hand out their exit slip they have to fill out.
o On the exit slip is a problem: -12 + 4
o They have to answer it before they leave.
This will tell me who understands and who does not.
D. Accommodations/Differentiation Plan
For struggling learners Period 1o Lower Level Students who are struggling I will work one-on-one with them
individually to help them during independent practice.
If the whole class is struggling we will take an extra day on the
subject to make sure everyone is ok before moving on. In doing
so, we may use activities applying the concept and us the Are
you ready pages in the Go Math book.
o Higher Level Students who have mastered their Multiplication tables are
allowed to use the laptops and go on Website: firstinmath.com
Period 2o Lower Level Students who are struggling I will work one-on-one with them
individually to help them during independent practice.
If the whole class is struggling we will take an extra day on the
subject to make sure everyone is ok before moving on. In doing
so, we may use activities applying the concept and us the Are
you ready pages in the Go Math book.
o Higher Level Students who have mastered their Multiplication tables are
allowed to use the laptops and go on Website: firstinmath.com
When working individually on problems students may get done
faster than others, they made work ahead on more challenging
problems.
Period 8- All the kids are lower level. I will be co-teaching with a learning
support teacher. I will be differentiating the material for this class by using
scaffolding and one-on-one time with students. Also I will give students less
problems. If periods 1 and 2 have 8 problems to do for homework they will be
given 4. A lot of the students get stumped and then shut down. I was told to
give less information at a slower rate because if I got to fast they will give up.
We also moved the 5 lowest kids to the row of seats next to the window so the
learning support teacher can work one-on-one with them.
o TR, RS, AS, JT, JZ, EM, MO, GO, AR, JR, KD, AF, GG, CJ, DM, AA,
LA, NC, JC, RC- Learning Support. I will work at a slower pace and
give more one-on-one attention if needed. This student may have a
modified homework sheet with fewer problems.
V. Assessment of Students
Evaluate
Formative Assessment:
The teacher will walk around and make sure students are on tasks during their
partner work. Their homework will be checked the beginning of every class to
make sure its done.
The students will be given a pre-test to show me what they know and dont
know for the unit.
Students will have to hand in exit slip before leaving.
Homework:
Period 1- Page 17, Independent Practice #16-25
Period 2- Page 17, Independent Practice #16-25
Period 8- Page 17, Independent Practice #16-25
Summative Assessment:
Exit Slip
Name:
Solve: -12 + 4
Exit Slip
Name:
Solve: -12 + 4
Exit Slip
Name:
Solve: -12 + 4