Lesson Objectiv e (#3)

SWBAT model addition and subtraction problems on number lines in order to solv e those ty pes of Commented [TP1]: My objectives are always created to be
problems aligned with the Common Core State Standards. The main
goal of this lesson is to make sure that students are
successful calculating answers to addition and subtraction
problems while using a number line.
Content Standard(s) Practice Standard(s)
7.NS.1.C: Understand subtraction of rational CCSS.Math.Pr actice.MP2
numbers as adding the additiv e inv erse, p q = Reason abstractly and quantitatively.
p + (q). Show that the distance between two
rational numbers on the number line is the
absolute v alue of their dif f erence, and apply this CCSS.Math.Pr actice.MP3
principle in real-world contexts. Construct viable arguments and critique the reasoning of
others.

CCSS.Math.Pr actice.MP6
Attend to precision.

Assessment Item f rom Unit Plan

1e. Use a number line to illustrate the solution to these two problems: Commented [TP2]: Assessment problems are created for
each lesson in order to measure student proficiency, and it
7 4 and 7 + ( 4) allows me to track student progress towards mastering the
standard. For these particular problems, I am assessing if
students are able to perform p + (-q) and p- q calculations,
Do these giv e y ou the same answer, why or why not? where p and q are any two numbers.

Corresponding Exemplar Student Response

Solution: -3

Explanation: For the f irst problem, starting at 7 on the number line, and subtracting 4 would end up on Commented [TP3]: I create exemplar answers which would
Daily Lesson the 3 of the number line. For the second, starting at 7 and going toward the negativ e 4 times would demonstrate full mastery of the daily objective.
Vision also end up on the 3. Theref ore, adding the inv erse is the same as subtracting.

Teacher Created Aligned Assessment Item

Do the two problems below giv e y ou the same answer? Explain why or why not using complete Commented [TP4]: To track long-term proficiency and
sentences AND a number line. retention of the material, I create additional questions that will
go on the unit test
3 + (-1) and 3 1

Corresponding Exemplar Student Response

Solution: 2

Explanation: For the f irst problem, I started at 3 on the number line and went to one space to the lef t Commented [TP5]: I include essential questions and
enduring understandings that I can address while in class. A
f or negativ e one. For the second problem, I started at 3 on the number line and subtracted one, so I major theme in math is that there are multiple ways to solve
also went lef t one space. Both end up at 2, so the answers are the same. Adding a negativ e 1 is the problems, and students need to understand that if they are to
same as subtracting 1. be successful in class and in the future.
Commented [TP6]: For each lesson, I write down the skills
Enduring Understandings: and knowledge that are required in order to be successful.
What will students understand about this concept at the end of the lesson? There are many benefits to doing this. By creating a list of
skills and knowledge that lead to success, I can start thinking
How does this big idea connect to the big idea of the summer?
about misconceptions and can proactively address them in
Are there multiple way s to represent express the same number sentence? class. It also allows me to create a list of vocabular y terms to
(Y es! Adding the inv erse is the same as subtraction.) present to students, and it allows me to think about ways to
scaffold the material.
For example, in the beginning, if my main concern is getting
How is adding a negativ e number related to subtraction? students to correctly use a number line, Im going to start with
(Adding the inv erse is the same thing as subtracting.) adding positive numbers to some starting number, so students
can see the utility in using a number line. From there, I will
move to tougher problems, like adding and subtracting
negatives. Scaffolding the content that way will allow students
Key Points to build confidence first, learn the concept of number lines,
Knowledge Required to Master the Objectiv e Skill Required to Master the Objectiv e and/or and then move on to mastering the toughest problems relating
to number lines.
 Problem Solv ing Strategies You are Prioritizing
Adding a negative number indicates moving Ability to add and subtract fluently, including
left on a number line (towards zero for with negatives
positive numbers and away from zero for Representing addition and subtraction on the
negative numbers) number line
Adding a positive number indicates moving
right on the number line and subtracting a
positive number indicates moving left on
the number line
The inverse is the opposite of a number (3
vs. -3)
There are many ways to represent the same
number
Real world situations can be represented
using

Part of Lesson / Planning Checklist

Suggested Time
Do Now Spiraled Practice based on previously taught objectives
Time: 8 minutes Foundational Skills needed for lesson
Investment and Tie In to Vision

(pass out mad minute sheet) lets make it a competition Commented [TP7]: Students will have 60 seconds to
Use a mad minute sheet to push student f luency of addition and subtraction of complete as many addition and subtraction problems that they
positiv e/negativ e numbers bef ore mov ing in to multiple representations of number can .
sentences f or today . Commented [TP8]: I make my entry activities related to the
days objective.
Circulate around and collect data about which students are perf orming more problems Commented [TP9]: By seeing how students do on the mad
correctly . minute, I can assess student strengths and weaknesses.
Furthermore, I can see if there are general trends in
misconceptions, and I can address those during whole class.
Launch: Opening problems that either activate prior knowledge or are low-barrier entry questions that align
Time: 5 minutes to the concept and skills being taught today.
Potential student responses to the Launch Problem and notes for which potential responses
should be revoiced because they connect to key points of todays objective.
We discussed y esterday how adding and subtracting is basically counting, and that the f irst
number in the expression is our starting number and the second number is how much we
need to count. I need y ou guy s to remind me which direction we count in!

Lets say that I start at 2 on a number line: Commented [TP10]: Opportunities to cold call and gain
1) Which direction do I count in if I add a positive number? information about student understanding
2) Which direction do I count in if I am subtracting a positive number?

Explore An anchor activity / problems that allow students to be building their own understandings of the
Time: 15 minutes concept.
A specific structure that students will use to engage in this exploration (e.g., individually, in pairs,
in small groups)
Strategies or key points that you will look for as you circulate to monitor progress.
Questions you will ask to surface the strategies and key points that you will look for.
If necessary, specific moments when you will stop, regroup students, and address understandings
or present a new problem.

Ah, but what happens if we add a negativ e sign to the second number?
(allow students to discuss with their partners and hav e students ready to share their Commented [TP11]: Giving students chances to discuss
responses) promotes better learning. I try to do as little talking up at the
board as possible, so I can leverage students prior knowledge
and logic skills. Also, while students are discussing, I can
Lets think about this in terms of the number line. Do y ou guy s notice a pattern in how we assess misunderstandings.
 mov e across the number line when we change the sign of the second number?

Giv e 5 minutes. Get class response then transition to questions below.

Giv e students examples of the f ollowing student work and ask them to determine if they
agree or disagree with these students and why .

Two options: Can giv e as a packet, asking students to go through and write a written
response to each OR giv e them as separate pages of paper and ask them to sort into agree
and disagree piles.

Begin with 3 minutes of indiv idual think time, then 5 minutes of partner talk, then 5 minutes
of whole class discussion (search f or class consensus and general trends of observ ations),
then 2 minutes of journaling about What key idea made y ou decide if y ou agree or disagree
with student work?

STUDENT WORK:
Question: Are 4 + -2 and 4 2 the same thing?

Student A: I do not think they are the same because one is addition and one is subtraction. Commented [TP12]: Questions I use allow me to
Student B: I think they are the same because both start with 4 and hav e a minus sign in understand misconcepti ons that students have prior to doing
f ront of the 2. independent practice
Student C: I dont think they are the same because one has a negativ e sign and one has a
minus sign.
Student D: I think they are the same because both equal 2 in my calculator.
Student E: I think they are the same because adding the opposite (-2) is the same as
subtracting a number (2).
Student F: I think they are dif f erent because they hav e dif f erent signs.

Things to look f or/ask:

-Why do y ou think they are correct/incorrect?
-Is a negativ e sign the same thing as a subtraction sign? Commented [TP13]: These are probing questions that I
-What would this look like on a number line? use if I see students struggling or finishing early. Based on
-What is similar about the two problems? What is dif f erent? their answers, I can provide them direct instruction to fix any
misconceptions.

Reinf orce Key Ideas H ow will students share their thinking and answers from the explore time?
through explicit What strategies and key concepts do you want to highlight? What additional example do you want
modeling and student to show students to reinforce the concept?
input. What vocabulary do you want students to be using during this time? (You may have to introduce
10 minutes this vocabulary!)
H ow will y ou ensure that you confirm students ideas and thinking so that students are clear on
what is correct, why its correct, and what they need to take away?

Teacher will begin guided notes f or 5 minutes to introduce key v ocabulary and concepts.

Guided Notes:

There are many way s to represent the same number sentence. Today we will be looking at
dif f erent way s to represent the same numbers!

The inv erse of a number is its opposite sign. Examples: 2 and -2, -3 and 3, -1/2 and Commented [TP14]: From skills and knowledge section of
the lesson plan, I make sure I include those elements in the
Adding and subtracting represent mov ing in dif f erent directions along the number line. instruction. Here, I make sure to define inverse.

Howev er, negativ e numbers make things a little more complicated.

I will then pause to model on a number line taped to the f loor. Key points: If the operation Commented [TP15]: Getting students physically involved
say s ADDITION, f ace towards the positiv e numbers. If y ou are adding a positiv e number, helps with engagement and retention of information for
walk f orward. If y ou are adding a negativ e number, walk backwards. If the operations say s kinesthetic learners.
SUBTRACTION, f ace towards the negativ e numbers. If y ou are subtracting a positiv e
 number, walk f orward. If y ou are subtracting a negativ e number, walk backwards.

Teacher models these examples with: 2 + 2, 2 + -2, 3 1, 3 (-1) etc. etc. until students are
ready to try on their own.

Teacher choice can ask students to write down these general rules on guided notes (ie.
ADD: f ace positiv es, SUBTRACT: f ace negativ es, POSITIVE #: walk f orwards, NEGATIVE
3: walk backwards)

Scaf f olded Guided Students work in pairs, in small groups, or independently on specific problems that continue to
Practice with Teacher dev elop their understanding of the concept and build fluency in using the skills.
Feedback and Direction Teachers may use a try it, pair, share, reinforce cycle for every practice problem.
time: 20 minutes Problems should build in rigor, eventually having students apply their knowledge and skills to new
situations and problems.

5 mins - Write out practice problems on f lashcards, and let students pull cards. They should
perf orm the operation by walking on the number line, and other students should be watching
to decide if they agree or disagree with the students mov ements. Snap if y ou agree, shake
y our f ist if you disagree.

5 mins - Af ter students get some practice, start hav ing two v olunteers come up. Giv e them
each a f lashcard with exact opposite problems. (i.e. 2 2 and 2 + (-2)). Show them v isually
how they end up in the same place. Repeat this as needed.

10 mins On Elmo or whiteboard, go through Guided practice section of worksheet how to

draw these problems on a number line. Ask student v olunteers to come up and solv e
problems on the board, with whole class using agree and disagree sy mbols.

Independent Practice Students practice on their own as the teacher circulates and provides feedback.
with Teacher Feedback Which students will you prioritize during this time?
time: 15 minutes H ow will y ou use this data to inform your AIT and subsequent lessons?

Release into independent practice time. Commented [TP16]: Have students work on worksheets.
This gives students a chance to work through a large volume
Explicit directions: Y ou should be working on this silently and drawing all y our answers on of problems.
the number line as well as writing the f inal answer.

Teacher actions: Circulate with a marker and copy of the answer key . Quickly check correct
answers on student paper. If y ou f ind a student with only one or two minutes, mark and ask
them to check again. If y ou f ind a student with many mistakes, pause and whisper ask
them to explain thinking and ask probing questions (Which operation are we doing? Which
direction is that? Is the number positiv e or negativ e?)

Lesson Closing R einforce the concepts and understandings that students should have at the end of this lesson.
time: 10 minutes Support students in connecting todays lesson to the broader understandings of the summer unit.
5 mins share out big ideas (student input) and show an example with v ariables: Commented [TP17]: I make time to summarize the
p + (-q) and p q. Ask class input on if these are the same. objective at the end and do one final exit ticket. The exit ticket
is aligned to the unit test. It provides me with one last look at
what students learned from class, and if there are any major
5 mins exit ticket misconceptions, I can address them in the following class.