IntegerIntervention

Title:
Teacher:
Content Focus:
Project Idea:

Understanding Integers
Hemphill
Math

Est. Start Date: Fall 2015

Grade Level: 8th

Duration: 1 week

Summary of the
issue, challenge,
investigation,
scenario, or problem

Adding and Subtracting positive and negative integers.

Essential
Question:

How can you add or subtract integers using a number line?

Content and
Skills Standards
to be addressed:

Math
6.NS. 5: Understand that positive and negative numbers are used together to describe quantities
having opposite directions or values...;use positive and negative numbers to represent quantities
in real-world contexts, explaining the meaning of 0 in each situation.

Intervention is for students whose understanding is 6th grade level.

7.NS. 1.b: Understand p + q as the number located a distance q from p, in the positive or
negative direction depending on whether q is positive of 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.
7.NS. 1.c: Understand subtraction of rational numbers as adding the additive inverse,
p - q = p + (-q). Show that the distance between two rational numbers on the number line is the
absolute value of their difference, and apply this principle in real-world contexts.
Presentation Audience
Individual:

Culminating
Products and
Performances
Pairs:

Essential understanding that addition and

subtraction of integers can be modeled as
moves on the number line. Patterns show
why rules for adding and subtracting
integers make sense.
Give a presentation using a model of their
choice to demonstrate an understanding of
adding and subtracting negative and positive
integers.

Class

School
Community
Experts
Web
Other:

Project Overview
Entry event
to launch inquiry,
engage students:

Outline or
Conceptual
Flow
Include assessment
points:

Introduce Dino the dinosaur and explain how he is going to help students better understand
which direction to go on a number line when adding and subtraction negative and positive
integers.
I.

Adding integers with like signs

A. Prepare individual number lines
B. Develop the concept for directionality of negative and positive integers
C. Explain the process of Dino the dinosaur
D. Engage whole class using individual number lines
E. Explore with partner
F. Write in journals
G. Informal visual assessment

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II. Adding integers with unlike signs

A. Develop the concept of directionality changes
B. Explain the process of Dino the dinosaur
C. Engage whole class using individual number lines
D. Explore with partner
E. Write in journals
F. Informal visual assessment
III. Subtracting integers with unlike signs
A. Unlike integers cause a change in direction on a number line
B. Model using appropriate tools
C. Explain the process of subtracting integers
1. Indicate subtraction (Dino turns around)
D. Engage whole class using individual number lines
E. Journal writing
F. Extend: students generate problems
IV. Reinforcing addition and subtraction of integers
A. Use appropriate tools to add and subtract integers
B. Engage in individual problem solving
C. Write in math journals
D. Formal assessment - student demonstrations (they choose) to show understanding
Adding and Subtracting Integers Using a Number Line
Lesson 1 (day 1)
Introduce the activity
Develop the concept: adding integers with like signs
Students will understand the concept that negative integers are to the left of 0 and positive
integers are to the right of 0. And know that 0 is neither negative nor positive, it is
considered a neutral integer.
Using a 2" strip of construction paper and a ruler, students will create individual
number lines from -12 to +12, spacing each number an inch apart.
Teacher and students will work together to develop the concept of directionality
(negative integers to the left of 0 and positive integers to the right of 0)
Teacher explains the process.
o Dino starts at zero, and begins facing the positive direction.
o If the first integer is positive, Dino walks forward and if the second integer
is positive, Dino continues walking forward.
o If the first integer is negative, Dino walks backward and if the second
integer is negative, Dino continues walking backwards.
Using their own dinosaur and number line (individual, yet whole class) teacher
will pose problems such as: 3+2, 5+1, 7+4, 9+3, -2 + (-3), -4 + (-1), -6 + (-3), -10
+ (-2), students will write the numeric representations in their math journals and
explain their thought process.
Students will continue working in pairs on various problems provided by the
teacher and write the numeric representations in their journals.
Informal visual assessment: teacher verbally calls out various addition problems and
students move Dino in the correct direction.

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Lesson 2 (day 2)
Quickly review when adding integers with the same sign, Dino continues walking in the same
direction.
Develop the concept: adding integers with unlike signs.
Students will understand the concept that when adding integers with unlike signs that
directionality changes.
Students will use their number lines and Dino to model addition of unlike integers
Teacher explains the process.
o Dino starts at zero, and begins facing the positive direction.
o If the first integer is positive, Dino walks forward and if the second integer
is negative, Dino walks backwards.
o If the first integer is negative, Dino walks backwards and if the second
integer is positive, Dino walks forward.
Using their own dinosaur and number line (individual, yet whole class) teacher
will pose problems such as: 3+ (-2), (-5)+1, (-7)+4, 9+ (-3), -2 + (-3), (-4) + 1,
6 + (-3), 10 + (-2), students will write the numeric representations in their math
journals and explain their thought process.
Students will continue working in pairs, on problems provided by the teacher and
write the numeric representations in their math journals.
Informal visual assessment: teacher verbally calls out various addition problems
using both negative and positive integers, students move Dino in the correct direction.
Lesson 3 (day 3 and 4)
Quickly review when adding integers with the unlike signs, Dino will either walk forward or
backwards depending on the sign of the integer.
Develop the concept: subtracting integers with unlike signs.
Students will understand the concept that when subtracting integers with unlike signs that
directionality changes.
Students will use their number lines and Dino to model subtraction of unlike
integers.
Teacher explains the process.
o Dino starts at zero, and begins facing the positive direction.
o If the first integer is positive, Dino walks forward.
o If the first integer is negative, Dino walks backwards.
o To indicate subtraction (take away), Dino turns around to face the
opposite direction.
o If the second integer is positive, Dino will walk forward.
o If the second integer is negative, Dino will walk backwards.
Using their own dinosaur and number line (individual, yet whole class) teacher
will pose problems such as: 3 - (+2), 5 - (+1), 7 - (+4), 9 - (+3), -2 - (-3), -4 - (-1),
-6 - (-3), -10 - (-2), students will write the numeric representations in their math
journals and explain their thought process.
Students will continue working in pairs, creating their own problems as they go
and writing the numeric representations in their math journals.
Informal assessment: teacher verbally calls out two subtraction problems, students
move Dino in the correct direction, and write down their thought process in their

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journals.

Lesson 4 (day 5)
Quickly review when subtracting integers, Dino reverses direction (or turns around) and will
continue either walking forward or backwards depending on the sign of the integer.
Reinforcing the pervious concepts of adding and subtracting integers with like and unlike signs.
Students will understand the concepts of adding and subtracting integers and directionality
changes.
Students will use their number lines and Dino to model addition and subtraction of
like and unlike integers.
Teacher will hand out five problems to each student.
Using their own dinosaur and number line (individual, yet whole class) students
will work on problems that consist of three integers. (+3) + (-5) - (-4), (+1) + (+7)
- (-7), (-2) + (+8) - (-5) students will write the numeric representations in their
math journals and explain their thought process.
Students will continue working in pairs, creating their own problems using three
or more like and unlike integers and as they work in pairs, they will check each
other's work and write the numeric representations in their math journals.
Formal assessment: Presentation in pairs
Students will present a demonstration of their understanding using a model of their choice.
Assessments

Resources
Needed

Reflection
Methods

Formative
Assessments
(During Intervention)

Informal visual CFU

x Jou

Math journals

Summative
Assessments
(End of Intervention)

Oral demonstration

Student generated demonstration

On-site people, facilities

Mrs. Hemphill

Equipment

Whiteboard (for teacher examples)

Materials

2" construction strips, rulers, markers, writing utensil

(Individual, Group,
and/or Whole Class)

Journal/Learning Log

Focus Group

Whole-class Discussion

Fishbowl Discussion

Project Teaching and Learning Guide

Knowledge and Skills Needed by Students
(to successfully complete culminating projects and to do well on summative assessments)

Student needs to be able to identify which direction

negative and positive integers are on a number line.

Student needs to be able to think critically when

subtracting unlike integers.

Student needs to be able to recognize when they add or

subtract integers with like signs, they will be moving in
the same direction as the first integer.

Student needs to be able to reason quantitatively. For

example, 4 + ? = -2, students should see that if they
begin with 4 and are adding an unknown to arrive at -2
on the number line, then the unknown must be a
negative.

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Student needs to be able to explain their thought

process of adding and subtracting integers with like
and unlike signs.

Student needs to be able to model the math using

appropriate tools.

Questions to be Provided by the Project Teacher

(to successfully complete culminating products and to do well on summative assessments)
Teacher asks questions to recall facts, make observations, or
demonstrate understanding:

Repeat and complete this sentence; negative seven plus

positive four equals ________________

Using a number line:

How can you add integers with the same sign?

How can you add integers with unlike signs?

How can you subtract integers?

Teacher asks questions to apply or relate:

Can you think of any other tools you could use to help
you understand the concept of adding and subtracting
integers?
Explain why 4 - (-3) = 4 + 3.

Teacher asks questions to summarize, analyze, organize, or

evaluate:

When is the sum of a positive integer and a negative

integer positive?
Suppose you were finding 2 + (-3) on a number line.
Explain the steps.
How is subtracting integers like turning around and
going in the opposite direction?
How is subtracting integers different from adding
integers on a number line?

Teacher asks questions to predict, design, or create:

Generate and challenge a table partner with your own

addition or subtraction problems.
What do you predict the outcome to be, when you
subtract a larger integer from a small integer?

Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time?
What did the students learn? What evidence do you have to support students learning?

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