Pre-Assessment: Warm-up Activity During Instruction Assessment: Formative Assessment-Assigning and Ordering Integers Post-Assessment: Formative Assessment-Quiz Analysis:

Before creating the formative and summative assessments for this unit, I aligned the Common Core and State standards with each lesson objective and then developed a variety of assessments. This lesson's objective was to assign a positive or negative integer to a real life situation and to be able to place integers in order from least to greatest. I determined the objective using the Common Core Standard 7-2.8 NS and the SC State Standard 72.8. I selected appropriate activities to assess their learning to these standards and objectives. These students have diverse learning styles, behaviors, and cultural backgrounds. Each of the students are diagnosed with either a specific learning disability and/or Other Health Impairment (ADD or ADHD). They struggle with a short attention span, which requires me to "chunk" the lessons into fifteen minute increments and to assess the students creatively and using assessments with no more than ten problems to calculate or solve. All of the students are below grade level in math. Because our district implemented the Common Core requirements, the students are using a 7th grade math book. However, I am being creative with teaching and assessing these skills with their individual accommodations. Description: The formative assessments included guided activities using a Fahrenheit weather thermometer for understanding BELOW and ABOVE 0 temperatures, a T-Chart for sorting and assigning real world situations to integers, and a color-coded room size number line to visually and kinesthetically understand directional language when solving word problems and number sentences. These activities assessed the learning objectives for the standards based lesson. The activities provided differentiated instruction for the various learning styles and behaviors. After direct instruction of the objective, I assessed the students' understanding using an informal assessment. Before modeling the activity, I communicated the grading scale with the students. To earn 100%, the student completed the activity following our classroom rules: You may talk after asking for permission; you may get up from your seat only when given permission; all students and the teacher will respect each other and will create a safe learning environment. If the student completed the activity, but required a one warning for not following our classroom rules, then the student earned 90%. If the student required more than one warning and did not complete the activity, then the student received a 70%. This provided the student's participation grade for the day. Independent Assessment Activity: I provided each student with five sentence strips. On each sentence strip, I wrote a real world situation. For example, one of the sentence strips read "300 feet below sea level". Then the student determined if this integer was a negative or a positive 300. The student determined this by using clues that were in the sentence or word problem. After completing this activity, the

student sorted the positive and negative integers. At this time, I assessed each student individually. If additional instruction was necessary, I provided it at this time. Afterwards, each student walked to the front of the room and placed the sentence strip under the appropriate column on a class T-Chart. The left column on the T-Chart read "Move to the Left" and the right column read "Move to the Right". Prior to the weekly quiz, we reviewed the lessons. I emphasized the clues that can be found in a word problem or number sentence. These words provide important information when solving the problems. The class ordered these integers from least to greatest. \ The quiz included the following assessments: assigning integers and ordering integers from least to greatest. The quiz contained ten problems with fifteen possible answers. I created three different quizzes to deter cheating. Reflection: Each day, I analyzed the students' learning and the success of my instruction. I continually realize the necessity of chunking the lessons and creating diverse forms of formative assessments. The T-Chart assessment worked well. Activities like this take away the frustrations and the nervousness that follow when the students hear the word "quiz". That word can sometimes shut them down. The assessments provided evidence of learning. It was a great feeling to know that most of the class understood this concept. . Instructional Strategies: I used various scaffolds to provide support for the students' learning. Each student had their own manila folder that contained a hand drawn number line and a T-Chart. When creating this folder, I kept the colors consistent. I felt the color consistency would provide visual learning. On both number lines (the one in the folder and the one on the floor) the line below 0 was blue and the line above 0 was green. The T-Chart was color-coded the same way. I used a blue marker to draw the column on the left and a green marker to draw the column on the right. I also created a room-sized number line for the students to use when solving number sentences or for other class activities. This number line also created an avenue for student movement as needed. I used blue painters tape for the line showing integers below 0 and green painters tape for the line showing integers above 0. Learning Activities: The formative assessments included guided activities using a Fahrenheit weather thermometer for understanding BELOW and ABOVE 0 temperatures, a T-Chart for sorting and assigning real world situations to integers, and a color-coded room size number line to visually and kinesthetically understand directional language when solving word problems and number sentences. These activities assessed the learning objectives for the standards based lesson. The activities provided differentiated instruction for the various learning styles and behaviors. I also used a video titled the Number Line Dance. The song was a rap song which provided lyrics for understanding the direction of positive and negative integers on a number line. This was an excellent choice because the students in the video were from middle school and the type and rhythm of the music appealed to this age group and culture.

To provide some small group instruction and also to manage the student behavior, I grouped the students for some of the activities. One day, I had the students completing a small group activity and then they rotated to the computers for a Brain-Pop video and activity. I grouped the students by personality and behavior. It worked. Otherwise those students would have talked loudly across the room to each other or would have gotten up from their seats and walked around the room without permission. Materials, Resources, and Technology: Sentence strips and magnets Manila folders containing a number line and a T-Chart Two colors of painters tape to create a room size number line Fahrenheit weather thermometer