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# Lesson Plan Title: Math Makes Sense 7 Lesson 2.

4
Date: November 1st, 2017
Topic: Subtracting Integers with Tiles Essential Question: How do you subtract positive and negative integers
using picture tiles?

Materials:
Math Makes Sense 7 Textbook
Whiteboard and markers
Looseleaf
Pencil (coloured – optional)
Calculator (if needed)

## Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will need to understand zero pairs using yellow and red tiles. Students will gain an understanding of
subtracting positive and negative integers using pictures. They need to understand that adding one or more
zero pairs to a set of tiles does not change the value of the integer represented.

Building a Disposition for Learning - students will be learning skills that include reasoning strategies and will
develop attitudes that allow them to successfully use these skills in daily life. They should develop an
understanding that will enable learning of new mathematical concepts and apply it to their future career and
personal interest choices.

Building a Sense of Self and Community - to learn mathematics for deep understanding, students need to not
only interact with the mathematical content but with each other as well. Mathematics needs to be taught in a
dynamic environment where students work together to share and evaluate strategies and understandings.
Students who are involved in a supportive mathematics environment that is rich in dialogue are exposed to a
wide variety of perspectives and strategies from which to construct a sense of the mathematical content.
Students who are provided with a variety of ways to seek, use, evaluate and create information are able to
approach learning with curiosity, flexibility, and perseverance.

Cross-Curricular Competencies:
Construction of Knowledge - In this lesson, students will construct knowledge through instruction, individual
work, and classroom discussion.
Developing Literacy - Through their mathematics learning experiences, students should be engaged in
developing their understandings of the language of mathematics and their ability to use mathematics as a
language. An important part of learning mathematical language is to communicate one’s own understandings
and to develop strategies to explore what and how others know about mathematics. The study of
mathematics should also encourage the appropriate use of technology. It is important to encourage students
to use a variety of forms of representation (concrete manipulatives, physical movement, visual, and symbolic)
when exploring mathematical ideas, solving problems, and communicating understandings.

Outcome(s):
N7.6 - Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially, and
symbolically.
Represent opposite integers concretely, pictorially, and symbolically and explain why they are called opposite
integers.
Explain, using concrete materials such as integer tiles and diagrams, that the sum of opposite integers is zero
(e.g., a move in one direction followed by an equivalent move in the opposite direction results in no net
change in position).
Illustrate, using a number line, the results of adding or subtracting negative and positive integers.
Subtract two integers using concrete materials or pictorial representations and record the process
symbolically.
Investigate patterns in adding and subtracting integers to generalize personal strategies for adding and
subtracting integers.

PGP Goals:
1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all learners.
2.2 proficiency in the Language of Instruction.
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social, intellectual, physical and spiritual
beings.
4. 1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan
lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of
Education.

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

Students will be informally assessed on their ability to use coloured “tiles” to subtract negative and positive
integers.
Students will be informally assessed given a complete or incomplete mark the next day for their assignment.
Students will give a thumbs up, thumbs sideways, or thumbs down at the end of the period to show how they
think their work went.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

Students will formally assess their own work by looking at the answers provided either in the answer booklet
or own the whiteboard the next day.
Students will be formally assessed on their knowledge of this section on the unit test on November 8th, 2017.

## Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (~1 minute):
How does everyone feel about the concepts you have learned so far after the mid-unit review?
So you have learned how to add tiles, now we are going to learn how to subtract them!

Main Procedures/Strategies:
This lesson will focus on the 20/80% teaching theory, where I will instruct for 20% of the class, teaching them
the procedures for subtracting integers using tiles, and the other 80% will be for working on the assignment.
Students will be instructed as a whole class, but for students who struggle with the concepts will be able to
receive extra help and instruction after the initial instruction.
Students will turn their attention to the whiteboard, where I will explain zero pairs to them again (Yellow = +1,
Red = -1). I will draw this on the board for their reference. I will then go through 9 examples on the board,
with the first 3 being done with me explaining them, and then we will work through the next 6 (12 minutes).
Ex.
1. (+7) – (+2) = (+5) --------- Y Y Y Y Y Y Y = Y Y Y Y Y
2. (-7) – (-2) = (-5) -------- R R R R R R R = R R R R R
3. (+7) – (-2) = (+9) -------- Y Y Y Y Y Y Y
 We have 7 yellow tiles but we want to take away 2 red tiles. What we need to do is to create
some zero pairs so we have red tiles to take away. To do this, we know we need 2 red tiles, so
we draw 2
o YYYYYYY
o RR
 But we are changing the value of the tiles, so if we add one colour to the equation, we have to
o YYYYYYYYY
o RR
 Then we can now take the 2 red tiles away
o Y Y Y Y Y Y Y Y Y = 9Y tiles
o RR

## 4. (+2) – (-2) = (+4) -------- Y Y + Y Y, + R R = Y Y Y Y

5. (+8) – (+5) = (+3) -------- Y Y Y Y Y Y Y Y = Y Y Y
6. (-4) – (-5) = (+1) ------ R R R R + R, +Y = Y
7. (-4) – (-1) = (-3) ------- R R R R = R R R
8. (-3) – (+4) = (-7) ----- R R R + R R R R, + Y Y Y Y = R R R R R R R
9. (+2) – (+4) = (-2) ----- Y Y + Y Y, R R = R R

Now I want you to practice this on your own by doing an assignment (45 minutes):
Pg. 68 - Q. 1, 2, 4, 5, Try 13, SHOW YOUR WORK WITH TILES FOR EACH QUESTION

Students will get more of an understanding by asking them to help me solve the last 6 equations. If students
are having trouble, extra attention and instruction will be provided to them. There are also red and yellow
tiles available to use if students need hands on instruction. Ryley and Carson can remove question #5 if they
are behind in work and can work in a separate room if needed.

## Closing of lesson (2 minutes):

In closing, students will hand in their assignment if they are done and can look over the answers in the master
textbook. If not, students can will get time in tomorrow’s class to work on it.

Students will give a thumbs up, thumbs sideways, or thumbs down at the end of the period to show how their
work went.

Students will be congratulated on working hard for the period, and will be informed about what they will be
learning tomorrow, subtracting integers using a number line.
Personal Reflection:
Overall, I think this lesson was successful. It did not go perfectly, but that is to be expected. It was difficult for
some of the students to understand that they had to use tiles because they knew how to subtract integers
without using tiles. Some of the students did not want to speak up when we were doing questions together on
the whiteboard, so I chose to call on students. After a couple of questions, they became more outgoing. One
thing I learned is that I assigned too much homework for this group of students and the amount of time I gave
them to work on it. My instruction took longer than expected also but I wanted to make sure that they
understood the concept as much as they could before working on it on their own. I did not reach every student
with my instruction, but there was enough time after my initial instruction to work one-on-one with some
students. I think that it went well for my first formal lesson and I learned a lot about what to do and what not to
do.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)