Co-Teaching Lesson Plan (Direct Instruction)

Teachers:
Subject:
Mrs. Sullivan
Math- Adding Integers
Standard:
7.NS.A.1: Apply and extend previous understandings of addition and subtraction to add and subtract
rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
b. Understand p + q as the number located a distance |q| from p, in the positive or negative
direction depending on whether q is positive or negative. Show that a number and its opposite
have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing realworld contexts.
c. Understand subtraction of rational numbers as adding the additive inverse, p q = p + (q).
Show that the distance between two rational numbers on the number line is the absolute value
of their difference, and apply this principle in real-world contexts.
d. Apply properties of operations as strategies to add and subtract rational numbers.
Objective (Explicit):
SWBAT calculate addition problems involving integers by using manipulatives with 80%
accuracy.
Language objective: SWBAT take notes to reference for understanding when applying
knowledge.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT identify which manipulative represents a positive number
SWBAT identify which manipulative represents a negative number
SWBAT identify when manipulatives become neutral or cancel out
SWBAT use the algorithm or rule to support solving addition problems involving integers with
manipulatives.
Evidence of Mastery (Measurable):
Students will solve an addition problem involving integers by using manipulatives (drawn) on
their notes at the bottom as an exit ticket. They will hand me their notes as they walk out the
door.
Key vocabulary:
Materials:
Rational Numbers: Numbers including whole numbers, Negative and positive manipulatives (enough
fractions, decimals, natural numbers and integers.
for 30 students)
Integers: Negative and Positive Numbers
Power Point (if have access to technology)
Positive Numbers: Numbers that live on the right side
Mac with clicker (if have access to
of the number line.
technology)
Negative Numbers: Numbers that live on the left side
Whiteboard markers
of the number line
Eraser
Neutral: when one positive and one negative number
Red and Yellow whiteboard manipulatives
come together and cancel each other out.
A pack of lined paper for notes
Pencils (30)
Name sticks or Roster (ask for from teacher)
Opening (state objectives, connect to previous learning, and make relevant to real life)
Classroom management:

Hello, my name is Mrs. Sullivan. Thank you so much for letting me come in and teach you a lesson
today, it is an honor for me to be here. Before we begin, I would like to share with you my expectations.
As I go through the lesson, it is my expectation that you take notes. If you were my class I would say a
math notebook, but since you do not have a math notebook, I would like you to take notes on the lined
paper I have passed out. Also, as you may have noticed we will be working with manipulatives. I do
not want to see you touching them or playing with them. When we are using the manipulatives, I
expect that you use them respectfully. That means I should not hear them clinking against the desk or
stacked up high making towers out of them. Also, when we return the manipulatives, I should have
twelve in every bag as these are my manipulatives and Im lending these to you so I would really like
them all back. Also, it is my expectations that you ask questions with a quiet raised hand. I love
questions; it lets me know you are engaged and listening. Also, it is my expectation that we do not talk
with our neighbors and we stay quiet and respectful so we can have a productive learning environment
that everyone can learn in. Show me you agree with a thumbs up.

Instructional Input

Lesson opening:
Now, lets begin our lesson. What are integers? When I say go I want you to think pair share with
your partner and discuss this question, what are integers. Then after that, I want you to come up with
one way you think they are used in real life. (ask someone to repeat the directions back to me.
Thumbs up if you agree!)
Share as a class and write three up on the board. Say we will address it again later.
Now lets start taking notes, I want you to write the what the what is the topic we are learning today.
Todays what is Adding Integers. Our objective, which is kind of like your job for these next 30 min,
is.see above.
Teacher Will:
Go over vocabulary words by drawing visuals
along with the definitions. Also introduce the
manipulatives and how they relate to the
vocabulary
Next go over steps.
1. Set Up Problem
2. Represent the first number with
manipulatives
3. Below it, represent your second number
with manipulatives.
4. Do any of the manipulatives cancel out?
5. Count how many Red or Yellow dots you
have left
6. This is your answer. If they are yellow
dots, the answer is positive. If they are
red dots, it is negative.

Student Will:
Write down vocabulary words and draw
examples.
Write down the steps.
Students will watch as teacher goes over the
first three examples.

Example 1 would be shown like this.

Step 1. -5 + 8
Step 2 and 3:

Step 4: Yes 5 sets do

Step 5: 3 yellow dots
Step 6: +3
Example 2 would be shown like this.
Step1. 6 + -9
Step 2 and 3:

Step 4: Yes 6 sets do

Step 5: 3 red dots
Step 6: -3
Example 3 would be shown like this.
Step 1: -5 + -2
Step 2 and 3:

Guided Practice

Step 4: No they are all the same color

Step 5: 7 red dots
Step 6: -7
Co-Teaching Strategy/Differentiation
The visuals are a great aid for ELLs and students with learning disabilities. Differentiation such
as this often works well for all students.
Teacher Will:
Now lets try some together. I want you pick a
partner to follow along with me with your own
manipulatives.
Together lets try 6 + (-4)
Step 1: 6 + (-4)
Step 2 and 3:

Step 4: Yes four sets

cancel out

Student Will:
Get out their manipulatives from the bag and
follow along with the example with their
partner. They will use the manipulatives
respectfully.
Students will work with their partner to solve
the problems and follow along with me as I do
it on the board.
Students will try problems with their partners
with out me doing it on the board.

Step 5: 2 yellow ones.

Step 6: 2
Next, lets try -3 + 8
Step 1: -3 + 8
Step 2 and 3:

Step
4: Yes three sets cancel out
Step 5: 5 yellow ones
Step 6: 5

Independent Practice

Try 6 + (-7) by yourself with your partner. Raise

your hand when you have got your answer and
I will come check.
More problems for them to try if necessary
-5 + (-4)
-9 + 4
11 + (-7)
3+5
6 + (-2)
Co-Teaching Strategy/Differentiation
Working with a partner and modeling student thinking will help those that need extra support. It
is also helpful to have ELL and LD students work with someone for support.
Teacher Will:
OK on this one, I want you to practice one all by
yourself.
-8 + 3
Close (see below)
Exit ticket/Assessment:
Before we are done, I want you to take the next
few minutes to solve the problem
7 + (-4) at the bottom of your notes. Since we
dont normally carry manipulatives with us, I
want you to draw the manipulatives and follow
the steps that way. Draw a circle with a
negative in it for the red circles and a circle with
a positive in it for the yellow circles. Whats so
cool about drawing the manipulatives is you can
cross them out when they become a neutral. It

Student Will:
Use the manipulatives and follow the steps to
solve the problem -8 + 3.
Then they will use the strategies to solve a
problem on bottom of their notes and hand in
as an exit ticket.

always feels good to cross things out.

Co-Teaching Strategy/Differentiation
If the lesson is going really well, and the kids are board, I will begin to teach them the algorithm.
Model drawing the manipulatives so expectations are clearer.
Closing/Student Reflection/Real-life connections:
Remember what we did at the beginning of the lesson. Lets revisit these. Do you still agree with
these? Thumbs up if you agree. Can we add two more to our list?
Now, remember, our objective was, (see above). Thumbs up if you feel you were successful it meeting
this objective. (survey hands). Now I want to see some of your work. (see Exit Ticket in Independent
Practice)