Lesson Planning Template

Lesson Title: Exploring Positive and Negative Numbers Grade: 7

Learning Target:
90% of students will correctly fill out the jigsaw group worksheet, which shows that they communicate
mathematic ideas verbally and through writing. The worksheet will also demonstrate that students
understand the content and can apply it using correct notation.

Grade Level Guide: Content Standards

New Hampshire
Grade 7
Middle Childhood Mathematics and Science
Content Curriculum Common Core State Standards Interdisciplinary Connections
Focal Points: NCTM
Grade 7 Content Common core standards: Word problem which relates to
Curriculum Focal CCSS.MATH.CONTENT.7.NS.A.1 everyday life. Word problems
Point: Number and Apply and extend previous understandings of are important because it
Operations and addition and subtraction to add and subtract motivates students since they
Algebra: Developing rational numbers; represent addition and can apply math to their
an understanding of subtraction on a horizontal or vertical number everyday life.
operations on all line diagram.
rational numbers and CCSS.MATH.CONTENT.7.NS.A.1.A
solving linear Describe situations in which opposite
equations. quantities combine to make 0. For example, a
hydrogen atom has 0 charge because its two
constituents are oppositely charged.
CCSS.MATH.CONTENT.7.NS.A.1.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 real-world contexts.
CCSS.MATH.CONTENT.7.NS.A.1.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.
CCSS.MATH.CONTENT.7.NS.A.1.D
Apply properties of operations as strategies to
add and subtract rational numbers.

Academic Language:

Negative numbers
Absolute value
Commutative Property

I will use my big book to introduce these terms. These terms will be reviewed in the jigsaw group
activity.

Students’ Needs:
Students will benefit from previous exposure to number lines and/or a cartesian plane. Since we have
already used these tools in the classroom, students will be familiar with how to use number lines and
cartesian planes. If some students do not remember how to use these tools, this lesson may help them
gain understanding from another perspective.

Even though the text is fairly large, I will tell students that if they sometimes have trouble seeing things
from a distance, they can sit closer to the front of the classroom.

English Language Special Needs (can be a group such as “struggling readers” or individuals)
Learners

Important text is Important text is colored or bolded so that the dyslexic student can find
underlined so that important text and focus their attention on reading what is most necessary.
the ELL can find Highlight patterns, critical features, big ideas, and relationships (UDL
important text and Checkpoint 3.2)
focus their attention
on reading what is Lesson is outlined on the board so that transitions are easier for autistic
most necessary. students. Facilitate managing information and resources (UDL Checkpoint
Highlight patterns, 6.3). Heighten salience of goals and objectives UDL Checkpoint 8.1)
critical features, big
ideas, and A laptop is provided for a student with dysgraphia so he can write his
relationships (UDL thoughts with ease. Optimize access to tools and assistive technologies
Checkpoint 3.2) (UDL Checkpoint 4.2).

Materials:
Teacher needs:
Big Book with magnets already attached to the whiteboard
Positive and negative visual
A notebook for observations
Student needs:
Worksheets: entrance slips, in-class worksheet, jigsaw worksheet (printed before the school day)
Pen or pencil
A charged school laptop for the student with dysgraphia

Language Function:
In the introductory activity, students will be thinking like mathematicians by evaluating what
mathematic equations best represent the different mathematic properties. In the jigsaw activity, the
students will be interpreting what they just learned so that they can synthesize example problems and
explain to their peers how to complete the examples.
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize
 Lesson Plan

Before:
I will stand by the door handing out entrance slips. As students sit down at their seats they will work
on this assessment, which focuses on the commutative, associative, and distributive properties of
multiplication and addition, as well as cartesian planes and number lines (3 minutes). Once all of the
students have entered the classroom, I will walk around the room to make sure that students stay on
task (2 minutes). Next, we will go through the activity and I will ask students what they think the
answer is. By looking at the students’ answers, I will call on students who have a partial conceptual
understanding, and then students who have a complete understanding. By doing this, I can use
misunderstandings to help the class learn (5 minutes).

During:
With my book already attached to the whiteboard using magnets, I will easily be able to go through
my book in front of the classroom. I will choose a different student to try moving the number line for
each question I ask in the big book. Questions on the worksheet correlate with the big book and the
questions I will ask students. Even though only one student at a time will be using the manipulative on
the big book, there is a number line on each worksheet, so students can still be kinetically and more
visually engaged (15 minutes). I will also be using a plus/minus visual to reinforce the idea of
opposites.

After:
At the tables, students will be participating in jigsaw groups so that each student can practice teaching
the concepts from the big book. I will give each student a number from 1-4. With this assigned
number, students will create example problems, explain how to perform that specific kind of problem,
and help his group perform the activity. I will give the students time to decide upon example
problem(s) and to write notes on how they will teach the information (5 minutes). After this allotted
time, in turn, each student will share their example problem(s) and help their classmates. The listening
students will write down the example problems, their work, and their answers (15 minutes). I will
walk around the classroom at this time to make sure that students are working as instructed and at a
good pace.

Assessment: How will you determine who knows which objectives? Describe the tools and techniques
you will use. How will you conclude the lesson? What skills or examples are you looking for the
students to be able to restate or demonstrate to you? Think about the answers to these questions as you
fill in the chart.

Type of Description of assessment Modifications to Evaluation Criteria- How good is

assessment What will students do to show the assessment so good enough to meet standards?
what they have learned? that all students (related to the learning objectives)
may demonstrate Include scoring guide, rubric or other
learning criteria
Informal Students will correctly write Student with 90% of students will correctly answer
Summative answers to questions in dysgraphia will two of three math property questions
relation to mathematical be provided a and all students will be able to draw a
properties and cartesian planes laptop to edit a cartesian plane or a number line.
 and number lines. The Microsoft word
entrance slips will be used for document version
this assessment. of the assessment.
Informal Students will show how they Student with All students will fill out the entire
Formative would teach a concept and also dysgraphia will worksheet and 90% of students will fill
demonstrate that they can be provided a out each set of example problems by
apply the information from the laptop to edit a following directions and correctly
big book. The jigsaw Microsoft word demonstrate mathematic knowledge.
worksheets will be used for document version
this assessment as well as of the assessment. The teacher will observe 90% of
observation. students adequately explaining their
assigned content.

Resources:
Resource for jigsaw grouping strategy
Vacca, R. T., Vacca, J. A. L., & Mraz, M. (2014). Content area reading: literacy and learning across the
curriculum (11th ed.). Boston: Pearson Education.

Online number line generator if the instructor deems such a resource more effective than a printed
version
https://www.helpingwithmath.com/printables/others/NumberLineGenerator01.htm

Khan academy videos and practice problems for negative numbers, number opposites, and absolute
value
https://www.khanacademy.org/math/arithmetic-home/negative-numbers

Basic guide to helping students with dysgraphia

http://www.ldonline.org/article/12770/

Analyzing Teaching:

What worked? The students found the text easy to read and most of the
What didn’t? For whom? concepts easy to understand.

There was some confusion with thinking of the opposites

when using negative numbers.
Adjustments The number line was a successful visual but I could tell
What instructional changes do you need to make as that each student would benefit having their own number
you prepare for your next lesson? line, which is why i put it on the worksheet.

Although opposites are a great way to help students learn

Proposed Changes
If you could teach this lesson again to this group of
students what changes would you make to your
instruction?
about negative numbers, I could tell that students were
confused without a visual, which is why I included an
additional visual in this lesson plan.
Whole class: I need an additional visual to show
opposites.
 Groups of students:N/A I did not use the group activities
in my first trial run.

Individual students: I would give each student a visual

which individual students could use.

Justification Visuals allow students another avenue for students to

Why will these changes improve student learning? learn concepts, rather than only providing auditory
What research/theory supports these changes? learning.
https://ortongillinghamonlinetutor.com/three-reasons-
why-multisensory-learning-is-food-for-the-brain/
Label each mathematical equation as a
demonstration of the commutative,
associative, or distributive property

6 + 10 = 10 + 6
5(10 + 4) = 50 + 20
(4 + 5) + 6= 4 + (5 + 6)

Draw a rough sketch of a cartesian plane or a

number line
Feel free to use the number line!

When we add, which direction do we go on

the number-line?
__________________
When we subtract, which direction do we go
on the number-line?
___________________
Explain what happens when you take
the absolute value of a negative or positive
number?
________________________________

0 + 5 + 2 - 10 =___

2 + -3 - -5=___
Absolute value is the __________ from zero

l3l=
l -5 l =
l -5 l < > l 3 l (circle the correct symbol)

What would you add to -5 to get 0?___

What would you add to 8 to get 0?____

Create two equations which have a negative

number and are equal because of the
Commutative Property.

Let's say you have $2 on you.

While you are walking by the snack shop you
see an ice cream that costs $4.
If you borrow money from one of your
friends you now have _______.
You found a $10 bill and you pay back your friend,
how much money will you have?_______

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
`
Each group member creates example problem(s) and
explains how to solve these kinds of problems. Group leaders
are expected to teach using a number line and, if needed, the
space provided (both are on the back). Group members will
write the problems, their work, and answers under each
prompt.

Person 1 explains how to add and subtract negative and

positive numbers.
3 example problems:

Person 2 explains how to use absolute value.

3 example problems comparing less than or greater than
with negative and positive numbers:

Person 3 shows how to know what sum of numbers will = 0.

 3 example problems:

Person 4 creates a word problem which involves money and

negative numbers and shows the group how to solve the
word problem
1 example problem:

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8