White County Middle School

Standards Based Lesson Plan

2014-15
Grade/Subject: 7th
Math

Teacher:
Unit: Operations with
Rational Numbers
GPS Standard(s) and
Elements:

01/08/14

Week of: 8/18/14

to 8/22/14

Day 6 Adding
and Subtracting
Integers using
Chips
MCC7.NS.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.

Day 7 Adding
and Subtracting
Integers using a
number line
MCC7.NS.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.

Day 8 Modeling
integer addition
and subtraction

MCC7.NS.1a Describe
situations in which
opposite quantities
combine to make 0.

MCC7.NS.1a Describe
situations in which
opposite quantities
combine to make 0.

MCC7.NS.1a Describe
situations in which
opposite quantities
combine to make 0.

MCC7.NS.1b
Understand p + q as
the number located a
distanceqfrom 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

MCC7.NS.1b
Understand p + q as
the number located a
distanceqfrom 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

MCC7.NS.1b
Understand p + q as
the number located a
distanceqfrom 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

MCC7.NS.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.

Day 9 Adding
and Subtracting
Integers using
rules
MCC7.NS.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.
MCC7.NS.1b
Understand p + q as
the number located a
distanceqfrom 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
MCC7.NS.1c
Understand subtraction
of rational numbers as
adding the additive

Day 10 Adding
and Subtracting
Integers Quiz
MCC7.NS.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.
MCC7.NS.1b
Understand p + q as
the number located a
distanceqfrom 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
MCC7.NS.1c
Understand subtraction

White County Middle School

Standards Based Lesson Plan
2014-15
rational numbers by

rational numbers by
describing real-world
contexts.

rational numbers by

inverse, =+().
Show that the distance
between two rational
numbers on the number
line is the absolute
value of their
difference, and apply
this principle in realworld contexts.

of rational numbers as
adding the additive
inverse, =+().
Show that the distance
between two rational
numbers on the
number line is the
absolute value of their
difference, and apply
this principle in realworld contexts.

Performance
Objective(s):
What do you want
students to know and
be able to do?
Know = Noun
Do = Verb

The student will be

able toadd and
subtract integers using
concrete models

The student will be

able toadd and
subtract integers using
concrete models

The student will be

able toadd and
subtract integers using
concrete models

The student will be

able toinfer the rules
for addition and
subtraction of integers

The student will be

able tobegin to make
inferences about the
rules of integer addition
and subtraction as
he/she observes
patterns

The student will be

able tobegin to make
inferences about the
rules of integer addition
and subtraction as
he/she observes
patterns

The student will be

able tobegin to make
inferences about the
rules of integer addition
and subtraction as
he/she observes
patterns

The student will be

able toapply the
rules of addition and
subtraction of integers
to answer basic integer
quiz questions

Evidence of
Learning/Assessment:
What type of
assessment will you
use to measure
mastery of
objectives? Evidence
of proficiency:
Approaching, Meets,
Exceeds (How will you
know the student

Select one:
Formative X
or
Summative

Select one:
Formative X
or
Summative

Select one:
Formative X
or
Summative

Select one:
Formative X
or
Summative

Select one:
Formative X
Summative X

Describe:
Teacher Observation,
analysis of student
work

Describe:
Teacher Observation,
analysis of student
work

Describe:
Teacher Observation,
analysis of student
work

Describe:
Teacher Observation,
Marker Board Answers,
Thinking map

01/08/14

Describe:
F - Teacher
Observation
S Quiz

White County Middle School

Standards Based Lesson Plan
2014-15
learned the
objectives?)
Materials: What
materials will the
student need for this
lesson? What
materials will the
teacher need for this
lesson?

Student: agenda, pencil,

paper, notebook

Technology to be
used: How will you
and students use
technology?
Anticipatory
Set/Hook/Warm-Up:
How will you open the
lesson and engage
students?

Student: agenda, pencil,

paper, notebook

Student: agenda, pencil,

paper, notebook

Student: agenda, pencil,

paper, notebook

Student: agenda,
pencil, paper, notebook

Teacher: Number lines,

integer chips,
worksheets with
problems to model

Teacher: Number lines,

integer chips,
worksheets with
problems to model,
thinking map example

Teacher: Quiz

Teacher: Large Number

lines for students, toy
cars, worksheets with
problems to model

I-Pad, apple TV,

projector, and other
available apps if needed

I-Pad, apple TV,

projector, and other
available apps if needed

I-Pad, apple TV,

projector, and other
available apps if needed

I-Pad, apple TV,

projector, and other
available apps if needed

I-Pad, apple TV,

projector, and other
available apps if
needed

Warm Up Questions
and/or
Integer chips video

Warm Up Questions
And/or
Number line video

Warm Up Questions

Warm Up Questions
And/or have students
write their own versions
of what they think the
rules may be

Warm Up Questions

Teacher:
Integer chips,
worksheet with
problems to model

Teacher:

Grade/Subject:

Week of:

Unit:
Instructional
Strategies: What best
practice strategy will
you use to teach this
lesson? (See key
below)

Day 1
Note Taking
Non-Linguistic
Hands-on
manipulatives
Cooperative learning

Day 2
Note Taking
Non-Linguistic
Hands-on
manipulatives
Cooperative learning

Day 3
Non-Linguistic
Hands-on
manipulatives
Cooperative learning
Hypothesis

Day 4
Cooperative Learning
Cues
Similarities and
Differences
Note Taking

Day 5
Homework and
practice

Instructional
Sequence: [direct

The teacher will

Show a video that

The teacher will

Show a video that

The teacher will

Direct instruction and

The teacher will

Direct instruction,

The teacher will

Review the integer

01/08/14

White County Middle School

Standards Based Lesson Plan
2014-15
instruction/inquiry
instruction, guided
practice, independent
practice]

explains how to use

integer chips
Discuss the concept of
a zero pair

explains how to use a

number line. Students
will watch the video at
home.

Demonstrate integer
chips to students who
need additional support

Demonstrate number
lines to students who
need additional support

The student will

Use integer chips to
model addition and
subtraction of integers

The student will

Use number lines to
model addition and
subtraction of integers
Use large number lines
and toy cars to solve
number line problems

inquiry instruction to
guide students as they
make connections and
begin to infer rules
from working with the
models
The student will
Continue using their
preferred models to add
and subtract integers
Write explanations of
what they think the
rules may be
Test their hypothesis to
see if their rules are true
in every situation

inquiry instruction,
guided practice

rules before giving the

quiz

Allow students to
explain their versions of
the rules

The student will

Practice with the rules
during the review time

Once the rules have

been correctly inferred,
have students write
them down in their
notes along with
drawings of the
concrete models.

Demonstrate
understanding by their
performance on the
quiz

The student will

Understand the rules
Write the rules in their
notes
Practice using the rules

Closure: Summarize
key points, student
reflection of lesson,
connecting lesson to
next lesson, etc
How will you wrap
up?

Ticket out the door with

5 integer problems.
Students should draw
chips in their answers

Ticket out the door with

5 integer problems.
Students should draw
number lines in their
answers

Journal entry
explaining how to add
and subtract integers
with integer chips and
number lines

Ticket out the door with

5 integer problems that
should be solved
without the use of a
model

Students turn in
quizzes

Differentiation: How
do you plan to meet
the needs of all
learners?

Scaffolding and flexible

grouping

Scaffolding and flexible

grouping

Tiered assignments

Tiered assignments

The quiz will be the

same for all students

01/08/14

White County Middle School

Standards Based Lesson Plan
2014-15
Homework: What is
the purpose?
(Practice, Enrichment,
Exploration, Preview
of standards)

Practice/exploration

Practice/exploration

Practice/exploration

Practice/exploration

Practice/exploration

Tutorial Plans:
Enrichment
Remediation
What
standards/elements
will you focus on?

As needed for
understanding

As needed for
understanding

As needed for
understanding

As needed for
understanding

As needed for
understanding

Teacher reflection:
How did the lesson
go? Successes? What
would you change?
KEY-Marzanos Classroom Instructional Strategies that Work: 1. Identifying similarities and differences 2. Summarizing
and note taking
3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic
representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9.
Cues, questions, and advance organizers

01/08/14