Edwards&Dwyer

=MAE6337LessonPlan_Edwards=

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CONTENT AREA:Mathematics NAMES: Debbie Edwards

GRADE LEVEL: 7 TITLE or TOPIC: Adding and Subtracting Signed Numbers (Integers)

NEXT GENERATION SUNSHINE STATE STANDARDS: MA.7.A.3.2 Add, subtract, multiply, and divide integers, fractions, and terminating decimals, and perform exponential operations with rational bases and whole number exponents including solving problems in everyday contexts.

UNIT:

GOAL: The students will understand how to add and subtract signed numbers.

OBJECTIVE: The students will be able to calculate an numerical expression of signed numbers.

MATERIALS: Measuring tape, sidewalk chalk, notecards with numbers written on them, whiteboard and markers

PROCEDURES: I will have problems precreated on the notecards such as “-1 + 3” or “7 – 5”. There will be about 30 different numerical statements on these cards. Each student will pick a card. I will draw a number line on the floor spacing each number about a foot apart. I will write the instructions on the board. “Take a card and stand on zero facing to the positive values. If your number says to add, then you move forward. If your number tells you to subtract, then you turn around. If there is a negative number, then you walk backwards on the number line. Each student will take a turn so please be patient. While you are waiting for your turn, write the problem presented on a piece of paper and attempt the answer.” We will discuss the answers as a class each time the student attempts the problem on the drawn number line.

EVALUATION: Each student will create a new problem on the back of their notecard similar to the one he or she had to attempt. These problems will be redistributed the next day for the students to attempt in groups of two. The answers will be checked after everyone turns them in. If there are any errors, then the person who wrote the problem will be given the chance to explain the answer. || =MAE6337LessonPlan_Edwards=

0 row selected - rows selected - [|clear] || LESSON PLAN
 * ~ 1 - 1 of 1
 * [[image:http://www.wikispaces.com/user/pic/1296853816/DebbieEdwards3-lg.jpg width="48" height="48" caption="DebbieEdwards3" link="http://www.wikispaces.com/user/view/DebbieEdwards3"]] || [|DebbieEdwards3]

CONTENT AREA:Mathematics NAMES: Debbie Edwards

GRADE LEVEL: 7 TITLE or TOPIC: Adding and Subtracting Signed Numbers (Integers)

NEXT GENERATION SUNSHINE STATE STANDARDS: MA.7.A.3.2 Add, subtract, multiply, and divide integers, fractions, and terminating decimals, and perform exponential operations with rational bases and whole number exponents including solving problems in everyday contexts.

UNIT:

GOAL: The students will understand how to add and subtract signed numbers.

OBJECTIVE: The students will be able to calculate an numerical expression of signed numbers.

MATERIALS: Measuring tape, sidewalk chalk, notecards with numbers written on them, whiteboard and markers

PROCEDURES: I will have problems precreated on the notecards such as “-1 + 3” or “7 – 5”. There will be about 30 different numerical statements on these cards. Each student will pick a card. I will draw a number line on the floor spacing each number about a foot apart. I will write the instructions on the board. “Take a card and stand on zero facing to the positive values. If your number says to add, then you move forward. If your number tells you to subtract, then you turn around. If there is a negative number, then you walk backwards on the number line. Each student will take a turn so please be patient. While you are waiting for your turn, write the problem presented on a piece of paper and attempt the answer.” We will discuss the answers as a class each time the student attempts the problem on the drawn number line.

EVALUATION: Each student will create a new problem on the back of their notecard similar to the one he or she had to attempt. These problems will be redistributed the next day for the students to attempt in groups of two. The answers will be checked after everyone turns them in. If there are any errors, then the person who wrote the problem will be given the chance to explain the answer. ||