World of Integer

Stephanie Vickers


Part I: Identification of a Learning Problem
Target Audience
My target audience for this assessment is 7
th
grade math students. More so the students who are in 7
th

grade resource class who struggled with understanding and solving integers. These students have been observed
in the math resource classroom and data was collected from pre-tests. These students have been described as
having a lack of confidence and lack of motivation.

Problem Identification
The problem that has been identified is the lack of understanding students have with the steps and the
process of solving integers. This problem was identified through math vertical alignment meetings, which
consisted of 6
th
, 7
th
, and 8
th
grade math teachers. The 7
th
grade and 8
th
grade teachers saw the concerns of the
students struggling with vocabulary (additive inverse, rational numbers.) when getting students to
understand the purpose of integers.
The needs assessment that was given was felt needs assessment and an anticipated needs assessment.
The felt needs assessment resulted from the math vertical alignment meetings. After teaching and testing the
lesson the anticipated needs assessment was derived. If students do not understand the how and why of integers
they will not be successful in the building blocks of math.
Goals of Instruction
In this 7
th
grade math unit on operations with rational numbers is that students will illustrate their
knowledge to understanding the how and why of integers in the real world. Here some essential ways students
will illustrate their knowledge of integers:
They will apply and extend previous understanding of addition and subtraction to add and
subtract rational numbers.
They will describe situations in which opposite quantities combine to make 0.
They will solve real-world and mathematical problems involving the four operations with
rational numbers.
They will interpret products, quotients, sums, and differences of rational numbers.
Part II: Learner Analysis
Introduction:
The learners in my 7
th
grade math class are made up of 50% Black, 37% White, and 13% Hispanic. 13%
of my class is girls and 87% boys. The percentage of my class that is labeled as economically disadvantaged is
75%. 100% of my class is labeled as having disabilities. 13% of my students are ELL. This demographic
information for this analysis was collected by using the Statewide Longitudinal System (SLDS). It was through
the SLDS to help me retrieve data such as the students CRCT scores and Lexile scores. In order to obtain the
needed information for my 7
th
grade students, I collected their 6
th
grade CRCT scores and their Lexile scores.
Through vertical alignment meetings, teacher observations, and interviews information was gained for the
learner analysis.
Entry Skills and Prior Knowledge
After viewing the data from SLDS, I was able to determine that most of the students in the class could
display their skills on standardized tests. However the percentage of students in my class 25% took the regular
CRCT and 75% took the CRCT-M. On the CRCT 50% met the standard score of 800 and 50% did not meet the
standard score. For the CRCT-M 83% met the standard score of 200 and 17% did not meet the standard score.
Looking more at the number sense portion of the CRCT, three of the students scored 75% on the number sense
portion. Five of the students scored below 75%. Out of the total number of students two failed math for the
year.
Attitudes toward Content and Academic Motivation
The CRCT scores showed that the students had the prior knowledge to understanding integers. However,
after interviewing with 6
th
grade teachers and collecting data from the pretest it was proven that the students
struggled with motivation about learning about rational numbers and the kinds of quantities they can be used to
represent.
Educational Ability Levels
I used SLDS to obtain the Lexile scores of the students. The students Lexile scores showed that all of the
students are below grade level reading. This is not surprising due to 75% of the students are in a reading
resource class. However 25% of the students are not. Yet with the material being presented to the students they
should be successful in the 7
th
grade class. During the math alignment meetings the 6
th
and 8
th
grade math
teachers wanted the 7
th
grade teachers to please focus on vocabulary and understanding the rules of integers.
General Learning Preferences
All students do not learn the same. During the math alignment meeting I asked the 6
th
grade teachers
about the students learning styles. They gave me a print out of the students learning style. The results are as
follows: 10% of the students learned best through lecturing, 50% learned best through examples, 30% learned
best with using a graphic organizer, and 10% stated that it did not matter. The 6
th
grade teachers gave several
was that they incorporate the learning in every lesson.
Attitude toward Teachers and School
During the math alignment meetings when the teachers were asked about the students attitude toward
them and school they all agreed that the lack motivation and does not care about school. The teachers stated that
the students struggled with doing homework. This has been such an issue that some teachers had stopped giving
homework due to the homework grade causing the students to fail. The math committee came up with a rubric
to use to help increase homework. The rubric was that if the students get 3 strikes of staying in from break to
complete homework the students would go to ISS to complete the work.
Group Characteristics
Overall the students are average and typical aged 7
th
graders. They are into themselves and friends; they
are not into school work.

Part III: Task Analysis
Method
I observed and analyzed the lesson that will be the main focus for the students in this unit. I decided to use the
procedural method to conduct my task analysis. Learning the rules of solving integers is procedural because it
focuses on an observable task. The process of learning the rules of integers can be broken into the steps needed
to solve the problem. The learner must first learn the terminology of integers. Secondly the learner must use
everyday applications to develop the concept of negative numbers, for example, thermometers, and distance
above and below sea level, and elevators where 0 represents the ground level. Thirdly the learner must learn the
rules of integers. Lastly the students will solve real world problems using the rules of integers.
Interaction with Subject Matter Expert
I am the SME for this unit. I have been teaching math for 4 years in the middle school setting. I have
worked with regular education students, inclusion students, and math resource classrooms. There are many
strategies for helping students understand the why and how of integers. It is imperative for students to learn the
rules of integers, how they are used realistically in the world.
Task Diagram
1.0 Define opposites, integers, compare, and absolute value.
1.1 The opposite of a number is the same distance from zero.
1.2 Integers are the set of whole numbers and their opposites.
1.3 Absolute value is the distance from zero on a number line.
1.4 Compare integers by graphing them on a number line. <, >, and =
2.0 Add positive and negative integers using a number line.
2.1 Add two positive integers.
2.2 Add two negative integers.
2.3 Add with a positive and a negative integer.
3.0 Add positive and negative integers using rules.
3.1 Add by using the rules two positive integers.
3.2 Add by using the rules two negative integers.
3.3 Add using the rules with a positive and a negative integer.
4.0 Add positive and negative integers using rules.
4.1 To add two integers with the same sign, find the sum of their absolute values. Use the sign of the
two integers.
4.2 To add two integers with different signs, find the difference of their absolute values. Use the sign
of the integer with the greater absolute value.
5.0 Subtract positive and negative integers using rules.
5.1 Addition and subtraction are inverse operations.
5.2 Instead of subtracting a number, you can add its opposite.
5.3 To add two integers with the same sign, find the sum of their absolute values. Use the sign of the
two integers.
5.4 To add two integers with different signs, find the difference of their absolute values. Use the sign
of the integers with the greater absolute value.
6.0 Multiplying and dividing integers.
6.1 If the signs are the same the answer is positive.
6.2 If the signs are different the answer is negative.









X OR OF
INTEGERS
Is the problem
multipulcation or
division?
Multipulcation
Are the signs the
same?
The sign is
always
postive.
Are the signs
different?
The sign is
always
negative.
Division
Are the signs the
same?
The answer is
always
postive.
Are the signs
different?
The answer is
always
negative.
+ OR - OF
INTEGERS
Is the problem addition or
subtraction?
Addition
Are the signs
the same or
opposites?
Same
Add the numbers
and keep the same
sign.
Opposites
Subrtract the numbers
and take the sign of
the larger number.
Subtraction
Change the
subtraction sign
to an addition
sign?
Change the sign
of the second
number.
Go to Addition
steps at top and
repeat.

Part IV:
Instructional Objectives
The cognitive domain includes the recall or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual abilities and skills. Due to this information the cognitive
domain will be used for this unit. Blooms Taxonomy was used to create the goals and objectives.
Learning Objective: Students will be able to demonstrate their knowledge of solving integers in the real world.
Terminal Objective 1: To understand the value of an integer
Enabling Objectives:
1A. To define and identify an integer
1B. To find opposites
1C. To identify absolute values
1D. To compare integers
Terminal Objective 2: To add by applying the number line
Enabling Objectives:
2A. Use a number line to add integers
Terminal Objective 3: To add integers by applying the rules
Enabling Objectives:
3A. To add positive and negative integers using rules
Terminal Objective 4: To Subtract integers by applying the rules
Enabling Objectives:
4A. To subtract positive and negative numbers using rules
Terminal Objective 5: To divide and multiply integers by applying the rules
Enabling Objectives:
5A. To divide and multiply positive and negative integers using rules
Terminal Objective 6: To compare, add, subtract, multiply, and divide integers.
Enabling Objectives:
6A. The students will review objectives 1A-5A

Classification of Instructional Objectives:

Relationship between Instructional Objectives and Standards:
Instructional Objectives Georgia Common Core Standards
1 MCC7.NS.1b Understand as the number
located a distance from, in the positive or
negative direction depending on whether 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.
1A
1B
1C
1D
2 MCC7.NS.1 Apply and extend previous
understandings of addition and subtraction to
add and subtract rational numbers; represent
addition and subtraction on a horizontal or
vertical number line diagram.
2A
3 MCC7.NS.1d Apply properties of operations
as strategies to add and subtract rational
numbers.
3A
4 MCC7.NS.1d Apply properties of operations
as strategies to add and subtract rational
numbers.
4A
5 MCC7.NS.2c Apply properties of operations as
strategies to multiply and divide rational
numbers
5A
6 MCC7.NS.2c Apply properties of operations as
strategies to multiply and divide rational
numbers

Part 5
Content Performance
Recall Application
Fact 1A,
Concepts 1B, 1C, 1D 1
Principles 3A, 4A, 5A
Procedural 2A, 6A 2,3,4,5,6,
Interpersonal
Attitude






Lesson 1: The value of an integer
Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1: The students
will answer the follow
up questions using a
math web 2.0 tool of
their choice.
To understand the
value of an integer.
The student will be
able to:
1A. To define and
identify an integer
1B. To find opposites
1C. To identify
absolute values
1D. To compare
integers

Learners are being
given a choice in
technology tools to
respond with which
optimizes individual
choice and autonomy.
Objective
Aim
Lesson 2: The students
will answer the Exit
Ticket questions using a
math web 2.0 tool of
their choice.
To demonstrate an
understanding of
adding integers by
using a number line.
Objective 2A: The
student will use a
number line to add
integers.
Learners are being
given a choice in
technology tools to
respond with which
optimizes individual
choice and autonomy.
Objective
Aim
Lesson 3: The students
will answer the Exit
Ticket questions using a
math web 2.0 tool of
their choice.
To add positive and
negative integers by
using rules.
Objective 3A: To
add positive and
negative integers by
applying rules.

Learners are being
given a choice in
technology tools to
respond with which
optimizes individual
choice and autonomy
Quiz 1
Lesson 4: The students
will answer the Exit
Ticket questions using a
math web 2.0 tool of
their choice.
To subtract positive
and negative integers
by using the rules
Objective 4A: To
subtract positive and
negative integers by
applying the rules.
Learners are being
given a choice in
technology tools to
respond with which
optimizes individual
choice and autonomy
Objective
Aim
Lesson 5: The students
will answer the Exit
Ticket questions using a
math web 2.0 tool of
their choice.
To divide and
multiply positive and
negative integers by
using the rules.
Objective 5A: To
divide and multiply
positive and negative
integers by applying
the rules.
Learners are being
given a choice in
technology tools to
respond with which
optimizes individual
choice and autonomy
Quiz 2
Lesson 6: The students
will pass the test with a
70 or above.
To compare, add,
subtract, multiply, and
divide positive and
negative integers.

Objective 6A: The
students will compare,
add, subtract, multiply,
and divide positive and
negative integers.
Learners are being
given a choice in
technology tools to
respond with which
optimizes individual
choice and autonomy
Test
Objective 1 To understand the value of an integer
1A. To define, identify, and compare integers
1B. To find opposites
1C. To identify absolute values
Assessment: Learners will take a quiz about Integers using http://quizstar.4teachers.org.
UDL Principles: The quiz will be differentiated to provide multiple means of expression. Some learners will
receive a more objective quiz with matching and multiple choice, while others will complete the open-ended
short answer quiz with some matching.
Lesson 2: Adding Integers
Objective 2: To add by applying the number line.
2A. To use a number line to add positive and negative integers
Assessment: Learners will take a quiz about using a number line to add integershttp://www.ixl.com/math.
UDL: The quiz will be differentiated to provide multiple means of expression. Some learners will receive a
more objective quiz with matching and multiple choice, while others will complete the open-ended short answer
quiz with some matching.
Lesson 3: Adding Integers with Rules
Objective 3: To add positive and negative integers by applying the rules
3A. To add positive and negative numbers using rules
Assessment: Learners will take a quiz about adding integers, using a number line, absolute value, and
comparing integers by using http://quizstar.4teachers.org.
UDL: The quiz will be differentiated to provide multiple means of expression. Some learners will receive a
more objective quiz with matching and multiple choice, while others will complete the open-ended short answer
quiz with some matching.
Lesson 4: Subtracting Integers
Objective 4: To Subtract positive and negative integers by applying the rules
4A. To subtract positive and negative numbers using rules
Assessment: Learners will take a quiz about subtracting integers using http://quizstar.4teachers.org.
UDL: The quiz will be differentiated to provide multiple means of expression. Some learners will receive a
more objective quiz with matching and multiple choice, while others will complete the open-ended short answer
quiz with some matching.
Lesson 5: Dividing and multiplying integers
Objective 5: To divide and multiply positive and negative integers by applying the rules
5A. To divide and multiply positive and negative integers using rules
Assessment: Learners will take a quiz about dividing integers using http://quizstar.4teachers.org.
UDL: The quiz will be differentiated to provide multiple means of expression. Some learners will receive a
more objective quiz with matching and multiple choice, while others will complete the open-ended short answer
quiz with some matching.
Lesson 6: Putting it together
Objective 6: To compare, add, subtract, multiply, and divide positive and negative integers.
6A. The students will review objectives 1A-5A
Assessment: Learners will take a summative assessment over the following compare, add, subtract, multiply,
and divide positive and negative integers using http://quizstar.4teachers.org.
UDL: The quiz will be differentiated to provide multiple means of expression. Some learners will receive a
more objective quiz with matching and multiple choice, while others will complete the open-ended short answer
quiz with some matching.
Lesson 1 Quiz
1.
1 pt(s).
Order from least to greatest: 3, -2, -1, -5, 4 Least Greatest: ____, _____, _____, _____,
_____



2.
1 pt(s).
Write a positive or negative number to represent each quantity: a) A gain of 12 feet: ________
b) A debt of $300: ________



3.
1 pt(s).
Simplify each expression: |14| |-534| -|-12|



4.
1 pt(s).
Simplify each expression a) Opposite of -19: _________ b) Opposite of 56.8: _________


Lesson 1 quiz Key
1.
1 pt(s).
Order from least to greatest: 3, -2, -1, -5, 4 Least Greatest: ____, _____, _____, _____,
_____

-5,-2,-1,3,4




2.
1 pt(s).
Write a positive or negative number to represent each quantity: a) A gain of 12 feet: ________
b) A debt of $300: ________

12 -300



3.
1 pt(s).
Simplify each expression: |14| |-534| -|-12|

14 534 -12



4.
1 pt(s).
Simplify each expression a) Opposite of -19: _________ b) Opposite of 56.8: _________

19 -56.8

Lesson 4 Quiz
1.
1 pt(s).
Rewrite the following subtraction problems as addition problems. Do not solve.
4 (-12) = ______________
-5 7 = ______________



2.
1 pt(s).
Rewrite the following subtraction problems as addition problems. Then solve.
-3 (-9) = ________________= _______
-8 (5) = _______________ = _____



3.
1 pt(s).
Use >, <, or = to complete the statement: |-3|-(2) ___ 1-(-2)


Lesson 4 Quiz Key
1.
1 pt(s).
Rewrite the following subtraction problems as addition problems. Do not solve. 4 (-12) =
______________ -5 7 = ______________

4 + 12 -5 + 7



2.
1 pt(s).
Rewrite the following subtraction problems as addition problems. Then solve. -3 (-9) =
________________= _______ -8 (5) = _______________ = _____

3 + +9 = 12 -8 + -5 = -13



3.
1 pt(s).
Use >, <, or = to complete the statement: |-3|-(2) ___ 1-(-2)

3 + -2 = 1 1 + 2 = 3 1 < 3


Lesson 5 quiz
1.
1 pt(s).
The product of two integers with the same sign is:
A. Positive
B. Negative
C. Zero



2.
1 pt(s).
The product of two integers with the opposite sign is:
A. Positive
B. Negative
C. Zero



3.
1 pt(s).
The product of zero and an integer is:
A. Positive
B. Negative
C. Zero



4.
1 pt(s).
-7(-8) = ____

56



5.
1 pt(s).
-18 (-3) = _______

6



6.
1 pt(s).
The quotient of an integer and zero is:
A. Positive
B. Negative
C. Zero



7.
1 pt(s).
The quotient of two integers with the same sign is:
A. Positive
B. Negative
C. Zero



8.
1 pt(s).
The quotient of two integers with the opposite sign is:
A. Positive
B. Negative
C. Zero









Lesson 5 Quiz Key


1.
1 pt(s).
The product of two integers with the same sign is:
A. Positive
B. Negative
C. Zero



2.
1 pt(s).
The product of two integers with the opposite sign is:
A. Postive
B. Negative
C. Zero



3.
1 pt(s).
The product of zero and an integer is:
A. Postive
B. Negative
C. Zero



4.
1 pt(s).
-7(-8) = ____

56



5.
1 pt(s).
-18 (-3) = _______

6



6.
1 pt(s).
The quotient of an integer and zero is:
A. Postive
B. Negative
C. Z



7.
1 pt(s).
The quotient of two integers with the same sign is:
A. Postive
B. Negative
C. Zero



8.
1 pt(s).
The quotient of two integers with the opposite sign is:
A. Postive
B. Negative
C. Zero

Unit 1 Quiz 1

____ / 6 points: SWBAT find opposites and absolute values

1) Plot the following numbers on the number line. Order from least to greatest: -1, 0 ,4, -3, -5



Least to Greatest: ____, _____, _____, _____, _____

2) Write a positive or negative number to represent each quantity:

a) 12 feet above sea level: ________

b) A withdrawal of $200: ________
3) Simplify each expression:

a) ||

b) ||


c) ||=

d) || ||=
4) Simplify each expression

a) Opposite of -6: _________

b) Opposite of 3.4: _________


Name: Advisory:

Motto: Date:


____ / 3 points: SWBAT add integers using a number line

Show your work for the following problems on the number lines provided.


5) -4 + 7 = _____



6) -2 + (-3) = _____




7) 9 + (-6) = _____



____ / 6 points: SWBAT add positive and negative numbers with rules


8) 4 + (-5) = _____




9) -3 + (-4) = _____



10) -5 + 8 = _____




11) -21 + (-17) = _____


Complete the following with >, <, or =:

12) -2 + 7 -6 + 1




Unit 1 Quiz 1 Key

____ / 6 points: SWBAT find opposites and absolute values

1) Plot the following numbers on the number line. Order from least to greatest: -1, 0 ,4, -3, -5



Least Greatest: __-5__, __-3___, __-1___, __0___, __4___

2) Write a positive or negative number to represent each quantity:

a) 12 feet above sea level: __positive______

b) A withdrawal of $200: __negative______
3) Simplify each expression:

a) || 8

b) || 15


c) ||= -9

d) || ||= 14
4) Simplify each expression

a) Opposite of -6: ____6_____

b) Opposite of 3.4: ____-3.4_____

____ / 3 points: SWBAT add integers using a number line

Show your work for the following problems on the number lines provided.


5) -4 + 7 = __3___



6) -2 + (-3) = __-5___




7) 9 + (-6) = __3___



____ / 6 points: SWBAT add positive and negative numbers with rules
Name: Advisory:

Motto: Date:
8) 4 + (-5) = __-1___




9) -3 + (-4) = ___-7__



10) -5 + 8 = ___3__




11) -21 + (-17) = __-38___

Complete the following with >, <, or =:

12) -2 + 7 -6 + 1
>

Unit 1 Quiz 2

____ / 3 pts: SWBAT add integers



1) -8 + 13 = 2) -6 + (-7) = 3) 4 + (-5) + 3 =




____ / 4 pts: SWBAT subtract integers


4) -3 8 = __________________ =



5) 7 12 = __________________ =
6) -2 (-7) = __________________ =



7) 4 (-13) = __________________ =



____ / 4 pts: SWBAT multiply and divide integers

8) -8 7 =
9) (-4)(-6)(-2) =
10) 45 (-9) =
11) -36/-12 =
Unit 1 Quiz 2 Key

____ / 3 pts: SWBAT add integers

1) -8 + 13 = 5 2) -6 + (-7) = -13 3) 4 + (-5) + 3 = 2


___ / 4 pts: SWBAT subtract integers


4) -3 8 = _-3 + (-8)_= -11
5) 7 12 = __7 + -12 __ = -5
6) -2 (-7) = _-2 + 7_ = 5
7) 4 (-13) = ____4 + 13___ = 17



____ / 4 pts: SWBAT multiply and divide integers

8) -8 7 = -56
9) (-4)(-6)(-2) = -48
10) 45 (-9) = -5
11) -36/-12 = -3































Unit 1 Integers Test
Name:

Unit 1: Integers
Points Skill Tested
_____ / 5 points Find opposites and absolute values; Order integers
_____ / 4 points Use number line to add integers; define integers
_____ / 3 points Use rules to add integers
_____ / 3 points Use rules to subtract integers
_____ / 5 points Multiply integers using rules
_____ / 5 points Divide integers using rules





Parent Signature Date Student Signature Date

If you have any questions about this Unit Test, or would like your student to receive extra help before, during,
or after school, please call or email Mrs. Vickers at (478) 934 7270 / svickers@bleckley.k12.ga.us

%


Name: Date:

Motto: Advisory:

Fill in the blanks below:

1) The opposite of 8 is ______

2) ||



3) ||

4) ||


5) Order the following numbers from least to greatest: 4, -2, -5, 6, -7
You may use the number line provided to help find your answer






_______, _______, ________, ________, _______



Add the integers below using the number lines provided. Show your work on the number lines:


6) 4 + (-6) = ____





7) -3 + (-2) = ____





Use rules to add the integers below:


8) -8 + 15 = ____

9) -12 + (-10) = ____

10) 450 + (-200) = ____
Rewrite each subtraction problem and then find the solution. Show your work:

11) -6 (-8) = __________________ = ____

12) -65 15 = __________________ = ____


13) 120 (-50) = _________________ = ____




14) A positive multiplied by a negative gives you a ___________________

15) A negative multiplied by another negative gives you a ________________

16) A positive divided by a negative gives you a ____________________

17) A negative divided by a negative gives you a _____________________


Multiply the following numbers using the rules for multiplying positive and negative numbers:


18) -8(-5) = _____ 19) -12 10 = _____ 20) 8 (-2) (-2) = _____



Divide the following numbers using the rules for dividing positive and negative numbers:


21) -32 2 = ___ 22) -88 (-11) = ___ 23) 56 (-8) = ___


Key


Name: Date:

Motto: Advisory:

Fill in the blanks below:

1) The opposite of 8 is __-8____

2) ||



3) ||

4) ||


5) Order the following numbers from least to greatest: 4, -2, -5, 6, -7
You may use the number line provided to help find your answer




____-7___, __-5_____, ___-2_____, ___4_____, ___6____

Add the integers below using the number lines provided. Show your work on the number lines:


6) 4 + (-6) = _-2___




7) -3 + (-2) = __-5__





Use rules to add the integers below:


8) -8 + 15 = __7__

9) -12 + (-10) = _-22___

10) 450 + (-200) = _250___

Rewrite each subtraction problem and then find the solution. Show your work:

11) -6 (-8) = ___-6 + 8_ = _2___

12) -65 15 = __-65 + (-15)_ = _-80___

13) 120 (-50) = _120 + 50_ = __170__




14) A positive multiplied by a negative gives you a _____negative______________

15) A negative multiplied by another negative gives you a ___positive_____________

16) A positive divided by a negative gives you a ______ negative ______________

17) A negative divided by a negative gives you a ______ positive _______________


Multiply the following numbers using the rules for multiplying positive and negative numbers:


18) -8(-5) = _45____ 19) -12 10 = _-120____ 20) 8 (-2) (-2) = _32____


Divide the following numbers using the rules for
dividing positive and negative numbers:
21) -32 2 = _-16__
22) -88 (-11) = _8_
23) 56 (-8) = _-7__
Stephanie Vickers Key Assessment 7/20/2013

Part 6
Instructional Sequence
Sequence Description Objective
1 Understand the value of an integer 1
2 Add by applying the number line 2
3 Add integers by applying the rules 3
4 Subtract integers by applying the rules 4
5 Divide and multiply integers by applying the rules 5
6 Compare, add, subtract, multiply, and divide integers. 6
This sequence builds on concepts in a learning-related order. The learner will proceed
through the instruction just as a teacher would proceed through planning a lesson. This sequence
builds from the identifiable prerequisite skills so that learner will be successful in mastering this
skill. Finally, this sequence allows the learner to daily build on to the skills being taught. By
going through these sequencing the learner will develop the understanding of integers.
Lesson 1: The value of an integer
Terminal Objective 1: To understand the value of an integer
Enabling Objectives:
1A. To define, identify, and compare integers
1B. To find opposites
1C. To identify absolute values
Initial Presentation: Ask students to give examples of opposites (Example: up- down, big-
small, high-low, and open-close). Give examples of real-world uses of integers. Allow students
to use their inputs to create a definition of the opposite of a number. Point out that with
opposites, the direction is different, but the distance between each point and zero is always the
same. Use the lessons power-point to teach and model the lesson. Have the students to take notes
during the lesson. (Morrison, Ross, Kalman & Kemp, 2012)
Generative Strategy: After the students have completed the lessons they will create their own
problems that must be defining, comparing, and identifying integers. The students must also
show examples of opposites and absolute value of integers. (Morrison, Ross, Kalman & Kemp,
2012)
Lesson 2: Adding Integers
Stephanie Vickers Key Assessment 7/20/2013

Terminal Objective 2: To add by applying the number line
Enabling Objectives:
2A. To use a number line to add positive and negative integers
Initial Presentation: To introduce students to adding integers, discuss examples of saving and
spending. Be sure to use only whole dollar amounts. Have students to explain how they would
know whether a particular combination of saving and spending results in a total saving or in a
total spending results in a total saving or in a total spending. Encourage students to explain their
methods for finding the total. Use the lessons power-point to teach and model the lesson. Have
the students to take notes. (Morrison, Ross, Kalman & Kemp, 2012)
Generative Strategy: After the students have completed the lessons they will create their own
problems that must include adding integers using a number line, defining, comparing, and
identifying integers. The students must also show examples of opposites and absolute value of
integers. (Morrison, Ross, Kalman & Kemp, 2012)
Lesson 3: Add integers using Rules
Terminal Objective 3: To add positive and negative integers by applying the rules
Enabling Objectives:
3A. To add positive and negative numbers using rules
Initial Presentation: To introduce students to adding integers using rules, Talk about how you
will always get the correct answer if you use the number line. However, the number line is not
always useful for example -1,400 + 58. Not helpful here. We need a set of rules so that we can
get the answers without having to sketch a number line. The way that I think about the rules:
Team positive and negative. Use the lessons power-point to teach and model the lesson. Have
the students to take notes. (Morrison, Ross, Kalman & Kemp, 2012)
Generative Strategy: After teaching the lesson have students complete the independent
problems using their notes. Have the students to record themselves saying the rules to adding
integers. After the students have completed the lessons they will create their own problems that
must include adding integers using a number line and the rules, defining, comparing, and
identifying integers. The students must also show examples of opposites and absolute value of
integers. (Morrison, Ross, Kalman & Kemp, 2012)
Lesson 4: Subtract Integers
Terminal Objective 4: To Subtract positive and negative integers by applying the rules
Stephanie Vickers Key Assessment 7/20/2013

Enabling Objectives:
4A. To subtract positive and negative numbers using rules
Initial Presentation: To introduce students to subtracting integers using rules, talk about
opposite day. Today is Opposite Day. Ask the students how they would subtract a greater
number from a lesser number. Relate negative integers to borrowing money to buy something
you do not have enough money for. For example, if you have $3 but you want to buy something
that costs $5, you would borrow $2 and have a $2 debt. 3 5 = - 2. In other words we are adding
the opposite! Use the lessons power-point to teach and model the lesson. Have the students to
take notes. (Morrison, Ross, Kalman & Kemp, 2012)
Generative Strategy: After teaching the lesson have students complete the independent
problems using their notes. Have the students to record themselves reciting the subtraction rule.
After the students have completed the lessons they will create their own problems that must
include adding and subtracting integers using a number line, defining, comparing, and
identifying integers. The students must also show examples of opposites and absolute value of
integers. . (Morrison, Ross, Kalman & Kemp, 2012)
Lesson 5: Dividing and multiplying integers
Terminal Objective 5: To divide and multiply positive and negative integers by applying the
rules
Enabling Objectives:
5A. To divide and multiply positive and negative integers using rules
Initial Presentation: To introduce students to multiplying integers, ask them to complete
repeated addition problems with integers. Discuss multiplication as a shortcut for repeated
addition. Demonstrate taking $2 from a savings account 3 days in a row, for example: 3* (-2) =
-2 + (-2) + (-2) = -6. Then ask students to consider the expression -3 * (-2) and offer suggestions
for the product. Use the lessons power-point to teach and model the lesson. Have the students to
take notes. (Morrison, Ross, Kalman & Kemp, 2012)
Generative Strategy: After teaching the lesson have students complete the independent
problems using their notes. Allow the students to record themselves recording the rules for
adding, subtracting, multiplying, and dividing integers. After the students have completed the
lessons they will create their own problems that must include adding integers using a number
Stephanie Vickers Key Assessment 7/20/2013

line, defining, comparing, and identifying integers. The students must also show examples of
opposites and absolute value of integers. (Morrison, Ross, Kalman & Kemp, 2012)
Lesson 6: Putting it together B.I.N.G.O
Terminal Objective 6: To compare, add, subtract, multiply, and divide positive and negative
integers.
Enabling Objectives:
6A. The students will review objectives 1A-5A
Initial Presentation: Review all the lessons that were taught. Have the students to review their
notes. Let the students know that they are going to play Integer BINGO. (Morrison, Ross,
Kalman & Kemp, 2012)
Generative Strategy: Pass out the BINGO cards. State the rules and prize of the games.
Example:
The winner who says BINGO at the appropriate time will get a homework pass!
You will be playing black out, so every square must be marked to win!!!
Anyone acting poorly will be disqualified.
Pick some of the numbers to place in any empty box. These numbers represent possible
answers to problems.
-41, -39, -36, -16, -14, -12, -11, -9, -7, -6 -5, -3, -2, 0, 0, 1, 1, 1, 4, 5, 6, 7, 11, 12, 16, 36, 42,
48, 60, 80
The students who have struggled with the rules will be allowed to us their notes and their rules
cheat sheet. (Morrison, Ross, Kalman & Kemp, 2012)
Part 7
Stephanie Vickers Key Assessment 7/20/2013

Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1: The
students will answer
the follow up
questions using a
math web 2.0 tool of
their choice.
To understand the
value of an integer.
The student will
be able to:
1A. To define
and identify an
integer
1B. To find
opposites
1C. To identify
absolute values
1D. To compare
integers
Learners are being
given a choice in
technology tools to
respond with
which optimizes
individual choice
and autonomy.
Lesson Quiz
Lesson 2: The
students will answer
the Exit Ticket
questions using a
math web 2.0 tool of
their choice.
To demonstrate an
understanding of
adding integers by
using a number
line.
Objective 2A:
The student will
use a number line
to add integers.
Learners are being
given a choice in
technology tools to
respond with
which optimizes
individual choice
and autonomy.
Lesson Quiz
Lesson 3: The
students will answer
the Exit Ticket
questions using a
math web 2.0 tool of
their choice.
To add positive
and negative
integers by using
rules.
Objective 3A:
To add positive
and negative
integers by
applying rules.

Learners are being
given a choice in
technology tools to
respond with
which optimizes
individual choice
and autonomy
Quiz 1
Lesson 4: The
students will answer
the Exit Ticket
questions using a
math web 2.0 tool of
their choice.
To subtract
positive and
negative integers
by using the rules
Objective 4A: To
subtract positive
and negative
integers by
applying the rules.
Learners are being
given a choice in
technology tools to
respond with
which optimizes
individual choice
and autonomy
Lesson Quiz
Lesson 5: The
students will answer
the Exit Ticket
questions using a
math web 2.0 tool of
their choice.
To divide and
multiply positive
and negative
integers by using
the rules.
Objective 5A: To
divide and
multiply positive
and negative
integers by
applying the rules.
Learners are being
given a choice in
technology tools to
respond with
which optimizes
individual choice
and autonomy
Quiz 2
Stephanie Vickers Key Assessment 7/20/2013











Part 8
A monkey survey account was completed for the students and the peer SME could
evaluate the design. After completion of the Unit Test the students will be able to access link for
the survey. After the peer SME completes the walk through of the design she will complete a
survey.
My peer SME has been teaching math for 7 years. She is currently teaching 7
th
grade
Math at Bleckley County Middle School. Using her expertise she will complete an overview of
the design.
The following link will lead the students to the survey.
http://www.surveymonkey.com/s/GLVMR87 here is a list of questions that my survey contains:
1. Were you given too many assignments, too few assignments, or about the right amount?
Much too many
Somewhat too many
Slightly too many
About the right amount
Slightly too few
Somewhat too few
Much too few
2. How worthwhile was the course material?
Extremely worthwhile
Very worthwhile
Lesson 6: The
students will pass
the test with a 70 or
above.
To compare, add,
subtract, multiply,
and divide positive
and negative
integers.

Objective 6A: The
students will
compare, add,
subtract, multiply,
and divide positive
and negative
integers.
Learners are being
given a choice in
technology tools to
respond with
which optimizes
individual choice
and autonomy
Test
Stephanie Vickers Key Assessment 7/20/2013

Moderately worthwhile
Slightly worthwhile
Not at all worthwhile

3. How useful were the assignments in helping you understand the material?
Extremely useful
Very useful
Moderately useful
Slightly useful
Not at all useful
4. How organized was the course content?
Extremely organized
Very organized
Moderately organized
Slightly organized
Not at all organized

The following link will lead the SME to the survey:
http://www.surveymonkey.com/s/8SPLGBV. Here is a list of questions that the survey contains:

1. Was the Unit accurately Design?
Was the Unit accurately Design? Extremely accurate
Very accurate
Moderately accurate
Slightly accurate
Not at all accurate
Other (please specify)
Stephanie Vickers Key Assessment 7/20/2013

2. Did design follow the correct sequence?
Did design follow the correct sequence? Extremely
Very
Moderately
Slightly
Not at all

3. What improvements could be made to the design?

I will use survey monkey to collect the data. The data will be used to improve the unit
design for the following year.