
Summary: Main Curriculum Tie: Materials:
Background For Teachers: Enduring Understanding (Big
Ideas): Essential Questions:
Skill Focus: Vocabulary Focus: Ways to Gain/Maintain Attention (Primacy): Instructional Procedures:
Lesson Segment 1: What models or situations can be represented by the
addition of integers Tell the students a story such as the following: A water ski dare devil want wants to reach a record parasail height. Her parasail lifts her up and up until she is 60 feet above the water. Suddenly, her parasail rips, and she plummet down to the lake. The sail begins to drag her under until she reaches a depth of 12 feet below the surface before she is able to release her chute and swim upwards. A large yacht is floating above her. The crew of the yacht ask if she needs help and throws her a rope. She ties the rope around her, and is dragged up 15 feet to the safety of the deck. As you tell the story, draw stick figures to illustrate and label appropriate integers such as 60, 12, 0 and 15. Ask students how they could decide how many total feet she had traveled. Discuss the need for performing operations such as addition with integers. Tell students part of their assignment today will be to write their own integer story and an addition problem to represent the story line. Counters:
Algeblocks: Use the Basic Mat and Algeblocks to model the problems shown on the worksheet. All zero pairs are taken away from the mat. When there are no blocks to take away, zero pairs must be put on the mat as instructed in the Algeblocks lessons binder. Number line: Have a student stand along a posted number line. Ask the student to walk forward 1 step, then backward 1 step. Remind students that 1 and 1 are additive inverses, so their sum is 0. They could be called a “zero pair”. Repeat this with 2 and 2, 5 and 5. Help students see that walking forward can be undone by walking backward and vice versa. Sometimes you will need to move beyond the zero pairbeyond zero. Q. Where would the student end up if the student moves forward three steps then backward four steps? Moves backward 5 and forward 7? If there are more steps in one direction than another, the student will pass by zero. A number line can be used to model integer addition. Select a student to be the walker for a model problem. The teacher writes an integer addition problem on the overhead and has the “Walker” stand at first number in the problem. Ask students how many steps from zero that first number is. Teacher draws an arrow from zero to the first number and records that number of steps above the arrow on a number line. Then, the class sings the Walking The Number Line song (below) as the walker moves the steps suggested by the second number. Teacher draws an arrow from the first number along the number line as indicated by the second number and records the steps on that arrow. The teacher then asks the class where the “Walker” has ended up and records that number. After a couple of problems have been demonstrated, each team will work together to complete the “Adding Integers On The Number Line Record” worksheet (attached) by selecting one person to be a Walker. The Walker stands by the team facing the positive side of the number line. The Team directs the walker to walk through the problem. The students sketch each problem on their paper just as modeled. Have the teams select a new Walker for each problem. Walking The Number Line (to A’ Louetta) To add a POSITIVE, we will just walk FORWARD To add a NEGATIVE, we will just walk BACKWARD After the record is complete, discuss these questions with students. Q. How can we know how far to the left or right of zero we will end up? (Discuss that the difference between the number of steps in one direction and the number of steps in the other direction is how far we end up on the other side of zero.
Lesson Segment 2 (Summarize/Apply):
Help students write the rules for addition under the appropriate flap and give three examples. The foldable can be put in their journal. Addition Rules: Game: Using red playing cards as negative integers, black playing cards as positive integers, Ace as 1, Jack as 11, Queen as 12, King as 0, play Integer Addition War or Integer Addition Snap. Two players compete. Half the deck of cards are dealt to each player. Integer Addition War Integer Addition Snap Select application problems from a text to apply addition of integers in real world settings. Assign students to write a story that can be represented using integer addition.
Assessment Plan: Bibliography: Author: Created Date :

