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Flipped Classroom Lesson Plan

Lesson Plan Template


Name: Barbra Ann Pearl
Type of lesson: Flipped Classroom
Lesson Plan Title: Right or Left: Adding and Subtracting Integers
Discipline/Topic: Students add and subtract integers using animations on a number line and
understand that subtracting an integer is the same as adding its opposite. This dynamic model
(Geometers Sketchpad software) helps students visualize integer addition and subtraction. The
animation of integer subtraction gives students a way of understanding how the signs of the
operands come into play. Students should have the understanding that integers are the set of
whole numbers and their opposites as a prerequisite for this particular lesson. This lesson is
using a flip classroom model.

Target Population: This lesson will be presented to heterogeneous Grade 6 or 7 students.


Curriculum Links: Common Core State Standards for Mathematics
6.NS Apply and extend previous understandings of numbers to the system of rational
numbers.
1.
Understand that positive and negative numbers are used together to describe
quantities having opposite directions or values (e.g., temperature above/below zero, elevation
above/below sea level, credits/debits, positive/negative electric charge); use positive and
negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in
each situation.
2.
Understand a rational number as a point on the number line. Extend number line
diagrams and coordinate axes familiar from previous grades to represent points on the line and
in the plane with negative number coordinates.
a.

Recognize opposite signs of numbers as indicating locations on opposite sides of

0 on the number line; recognize that the opposite of the opposite of a number is the
number itself, e.g., (3) = 3, and that 0 is its own opposite.
b.
Understand signs of numbers in ordered pairs as indicating locations in
quadrants of the coordinate plane; recognize that when two ordered pairs differ
Flipped Classroom/BA Pearl

only by signs, the locations of the points are related by reflections across one or
both axes.
c.

Find and position integers and other rational numbers on a horizontal or vertical

number line diagram; find and position pairs of integers and other rational numbers
on a coordinate plane.
3.

Understand ordering and absolute value of rational numbers.


a.
Interpret statements of inequality as statements about the relative position of
two numbers on a number line diagram. For example, interpret 3 > 7 as a statement
that 3 is located to the right of 7 on a number line oriented from left to right.
b. Write, interpret, and explain statements of order for rational
numbers in
o
o
real-world contexts. For example, write 3 C > 7 C to express the fact that 3 oC
is warmer than 7 oC.
c.
Understand the absolute value of a rational number as its distance from 0 on
the number line; interpret absolute value as magnitude for a positive or negative
quantity in a real-world situation. For
example, for an account balance of 30
dollars, write |30| = 30 to describe the size of the debt in dollars.

4.

Distinguish comparisons of absolute value from statements about order. For

example, recognize that an account balance less than 30 dollars represents a debt greater than
30 dollars
7.NS Apply and extend previous understandings of operations with fractions to add,
subtract, multiply, and divide rational numbers.
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.
a.
Describe situations in which opposite quantities combine
to make 0. For
example, a hydrogen atom has 0 charge because its two constituents are oppositely
charged.
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 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.
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.
d.

Apply properties of operations as strategies to add and subtract rational numbers.

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Objectives: Students will be able to add and subtract integers on a number line; realize that
subtracting an integer is the same as adding its opposite, or its additive inverse; recognize that
the absolute value of a number is its distance from zero and that the absolute value is always a
positive value
ISTE Student Standards/Profiles Objectives:
5. Digital citizenship
Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior.
a.
b.
c.

Advocate and practice safe, legal, and responsible use of information and technology
Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
Demonstrate personal responsibility for lifelong learning

6. Technology operations and concepts


Students demonstrate a sound understanding of technology concepts, systems, and
operations.
a.

Understand and use technology systems

b.

Select and use applications effectively and productively

c.

Troubleshoot systems and applications

Materials and Timing:


Students will be using Padlet app and Geometers Sketchpad app on an iPad. Students will spend on
an average 10 minutes video clip at home which is available on the class website. For those who do
not have internet access at home, send them a copy of the video clip on a CD. Students will spend
60 minutes exploration activity in regular classroom.
Scope and Sequence:
1. Students are expected to watch the video clip before coming to class.
2. With the use of Padlet app, the students are to this question: How do you represent real world
situations using integers?" Have a whole classroom discussion on this topic.
3. Ask students to consider the relationship between addition and subtraction of integers as they
work. As you are adding and subtracting integers using the Sketchpad model, think about
Flipped Classroom/BA Pearl

how adding and subtracting integers are related. How are they similar? How are they
different?
4. Assign students to computers and tell them where to locate Right or
Left.gsp. Distribute the worksheet. Tell students to work through step 25 and do
the Explore More if they have time. Encourage students to ask their neighbors for
help if they are having difficulty with Sketchpad.
5. Let pairs work at their own pace. As you circulate, here are some things to
notice.

In worksheet step 3 and for all activity questions, encourage students to write
clear and detailed explanations using complete sentences. By clearly describing
what they observe, students acquire a strong mental image of operations with
integers. If time is limited, you might have students write their explanations for
homework.

In worksheet step 8, have students predict what will happen in the Sketchpad
model before pressing any buttons. What will the model of-6 + (-3) look like?
Why? Try to get students to concentrate on the behavior of the model rather
than on the numeric answer.

In worksheet steps 10 and 11, encourage students to explore these questions


by dragging to change the values of the integers without pressing Reset.
Students can quickly view several problems before making a conjecture.
In worksheet step 12, students must interpret different parts of the Sketchpad
model. As you walk around, observe students to be sure they understand each
part and can model any problem they are given. When students successfully
model all the problems, ask them to look for patterns. Students may notice that
the sign of the answer is the same as the sign of the longer arrow. They may not
recognize this as the integer with the greater absolute value; thats okay.
Students are focusing on the visual model at this time. Discuss absolute value
later.

In worksheet step 14, students start subtracting integers. The concept of


additive inverse is not explicitly named, but it plays a prominent role in the
model. Ask students to think about why the second integer is flipped in a
subtraction problem.

As students are creating new subtraction problems, ask them to predict what the
model will do each time before pressing the action buttons. Can you predict what the
model of this subtraction problem will look like? Why do you think it will act that
way? Students can test their conjectures using the step-by-step buttons.

In worksheet step 24, ask students what patterns they see and how
they could predict the answer from the two numbers being subtracted.

In worksheet step 25, students are asked to write an addition problem using

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the same first number and the same answer. Students can test their addition
problems by going to page Addition. Switching back and forth between the two
pages will reinforce the idea of using addition to rewrite a subtraction problem:
To find the answer to a subtraction problem, you add the additive inverse
(opposite) of the second number.

If students have time for the Explore More, they will investigate the behavior
of addition and subtraction independent of specific values, and they will use
special cases to identify the position of zero on the number line.

6. Gather the class. Students should have their worksheets with them. Begin the
discussion by opening Right or Left.gsp and going to page Addition. Work through the
different types of addition problems with the class.

Have volunteers model the problems they recorded for worksheet step 9. What
happens in the model when you add two negative integers? Students may make
this sample response: When adding two negative integers, the arrows both point left,
so the answer is always negative. How does this compare to adding two positive
integers? Students may reply that in both cases the arrows point in the same
direction. With positive integers, the arrows point right. With negative integers,
the arrows point l e f t .
Next have volunteers model the problems in worksheet step 12. What happens in

the model when you add a positive and a negative integer? Students may make the
following response: If the negative integer is greater, the arrow pointing left will be

longer, so the answer will be negative. If the positive integer is greater, the arrow
pointing right will be longer, so the answer will be positive.

At this point, you may wish to introduce the term absolute value and the absolute
value symbol. Absolute value is the distance a number is from zero. What
represents the absolute value of a number in this model? Help students see that the
length of an arrow is the distance from zero. What is the absolute value of -2? [2]
What is the absolute value of 2? [2] Work through several problems with the
class, each time focusing on the length of the arrow. Students should
understand that opposites, or additive inverses, have the same absolute value.
Can the absolute value of a number ever be negative? Students should realize that
because distance is a positive value, the absolute value can never be negative.

When adding a positive and a negative integer, how can you look at the numbers and
tell whether the answer will be positive or negative? Students may make the following
responses.

The sign of the number with the longer arrow will be the sign of the answer.

The sign of the number with the greater absolute value will be the sign of the sum.

7. Go to page Subtraction.
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Have volunteers model subtracting two positive

integers, a Negative and a positive integer, a positive and a negative integer, and two
negative integers. How are adding and subtracting integers related? How are they similar?
How are they different? Students may respond with the following answers.

When you subtract two integers, you flip the second number, so its arrow points the
other way. You dont do that with addition.
In subtraction, after you flip the second number, the model is similar to addition. The
answer is where the second arrow ends.
Subtraction is just adding the second number flipped.
In subtraction you are adding the opposite of the second number.
8. If time permits, discuss the Explore More. Have students explain how they
determined the position of zero.
9. Explain the different ways you can get a negative answer when you subtract two
integers. You may wish to have students respond individually in writing to this prompt. Here are
the possible ways: If both integers are positive, the second integer must be greater than
the first one. If the first integer is negative and the second integer is positive, the
difference will be negative. If both integers are negative, the second integers absolute
value must be smaller than that of the first integer.

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Evaluation of Students: (using a rubric)


Math Work sh o p P a r ti ci p a t i on Ru b ric

Categories
Listening

Does not listen during

Does not show active

Demonstrates active

Demonstrates active

instruction and does not

listening (fidgets,

listening but does not

listening and actively

complete workshop

distracted, etc.)

participate (hand not

participates (raises

raised, etc.)

hand, extends

activities

Skills

(demonstrating off task

conversation,

behavior)

asks/answers questions)

Does not apply mini

Begins to apply previous

Attempts to apply

Independently applies

lesson skills throughout

or current mini-lesson

previous or current

previous and current

skills with intensive

mini lesson skills

mini lesson skills in

support (only during

independently

their independent work

math workshop

without teacher

teacher time)

support

Use of
T ime

Does not use time wisely

Works part of the time

Works part of the time

Completes all work

(off task behavior,

but demonstrates off

during rotations or does

during each

incomplete work)

task behavior

not follow workshop

rotation, following

procedures

workshop routines
and procedures

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Objectives

Needs

Good/Satisfactory

Excellent

Improvement
Students will be able to
add

and

subtract

integers on a number
line;

No attempt is made

An appropriate and

An appropriate mathematical

accurate mathematical

representation is constructed

mathematical

representation

to

representation.

constructed

to

construct

is
and

refined

to

solve

problems

or

portray

analyze

relationships,

extend thinking and clarify or


interpret phenomenon.

solutions.

Students will be able

No connections are

to realize that

made or connections

subtracting an

are mathematically or

integer is the same as

contextually

adding its opposite,

irrelevant.

or its additive
inverse;

Students will be able

A
mathematical
connection is made.
Proper contexts are
identified that link
both the mathematics
and the situation in
the task.
Some examples may
include one or more of
the following:
clarification of the
mathematical or
situational context
of the task
exploration of
mathematical
phenomenon in the
context of the
broader topic in
which the task is
situated noting
patterns, structures
and regularities

Mathematical connections are


used to extend the solution to
other mathematics or to a
deeper understanding of the
mathematics in the task.
Some examples may include
one or more of the following:
testing and accepting or
rejecting of a hypothesis
or conjecture
explanation of phenomenon
generalizing and extending the
solution to other cases

No strategy is
chosen,
or
a
strategy is chosen
that will not lead to
a solution.

A correct strategy is
chosen based on the
mathematical
situation in the task.

An efficient strategy is
chosen and progress
towards a solution is
evaluated.

the absolute value is

Little or no evidence

always a positive

of engagement in the

Planning or monitoring
of strategy is evident.

value

task is present.

Adjustments in strategy, if
necessary, are made along the
way, and/or alternative
strategies are considered.

to recognize that the


absolute value of a
number is its distance
from zero and that

Evaluation of the lesson:


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Evidence of solidifying
prior knowledge and
applying it to the
problem-solving
situation is present.

Evidence of analyzing the


situation
in
mathematical
terms and extending prior
knowledge is present.

The whole activity is based on the objectives. The dynamic model (Geometers Sketchpad
software) helps students visualize integer addition and subtraction. The animation helps the
abstract concept easy to understand and remember. As long as the teacher circulate and make
sure the student grasp the concepts, I believe this lesson will be successful along with routine
and procedures already established in the classroom. The use of Padlet app makes use of the time
more efficiently than the regular post it notes.

Worksheet:
Flipped Classroom/BA Pearl

Right or Left?

Name:

In this activity youll add and subtract integers on a number


line.

EXPLORE
1. Open Right or Left.gsp and go to
page Addition. If necessary,
drag the circles to model the
addition problem 8 + 5.

8
+

drag

drag

2. Press Add. Observe the model in


action.
0

3. How does the final position of the arrows on


the number line show the answer for this addition

10

15

problem?

4. Press Reset. Drag the circles to model 2 + 6.


5. This time, press Show Steps. Then press each numbered button
in order to see the model step by step.
6. Drag the circles to model another addition problem using
only positive integers. Record your problem and its result.

7. How do the two top arrows in the sketch relate to the two
bottom arrows?

8. Model -6 + (-3). What is the


sum?

drag
drag

9. Model two more addition problems using negative integers.


Record each problem and its result.

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+ 3

Right or
Left?
10.
How is adding two negative integers similar to adding
two positive integers? How is it different?

11.
Can you add two negative integers and get a positive
sum? Explain.

12.
Model the following eight addition problems.
Record each problem and its answer.
4

7
+

2 + (-5)

-2 + 5

13.
When you add a positive and a negative integer,
how can you look at the numbers and tell whether the
answer will be positive or negative?

Now youll explore a subtraction model.


14. Go to page Subtraction. If necessary, drag
the circles to model the subtraction problem 8
- 5.

drag

drag

15. Press Subtract. Observe the model in action.

10

16.
During the animation, what happens to the arrow for the
integer 5? What does this show?

17.
Press the Reset button. Then drag the circles to
model 2 - 6.
18.
This time, show the animation step by step. Describe in
your own words what the step 3. Make Inverse does.

19.
Drag the circles to model two more subtraction
problems that use positive integers but have a negative
result. Record each problem and its result.

20.
If both integers in a subtraction problem are positive, how
can you tell whether the answer will be positive or negative?

21. Model 4 - (-3). Whats different about the step 3. Make Inverse
this time?

drag
3

22.
Model two more problems in which the first integer
is positive and the second integer is negative. Record
each problem. What do these models have in common?

drag

23.
Model three problems in which the first integer is
negative and the second integer is positive. Record each
problem. What do these models have in common?

24.
Model the following eight subtraction problems.
Record each problem and its answer.
7

10

2 - (-7)

-2 - 7

-6 - (-5)

-5 - (-6)

25.
For each subtraction problem in step 24, write an
addition problem that has the same first integer and the
same answer. What do you notice?

EXPLORE MORE
26.
Go to page Explore More. You will see two
number lines, one that shows the sum a + b and another
that shows the difference a - b. With the numbers
hidden, drag a and b and observe the behavior. How do
addition and subtraction behave similarly? How do they
behave differently?

27.
On each number line, use your number sense to
figure out where zero must be located. Drag a gold arrow
to mark this location, and then press Show Numbers to

check your answer.

Lesson Plan Template Definitions/Instructions


TYPE OF LESSON -- Flipped Classroom
LESSON PLAN TITLE -DISCIPLINE / TOPIC -- i.e. Art, English, Health, Language Arts, Mathematics, Music,
Physical Education, Science, History, Education, etc. / give the specific topics to be
covered by the lesson (shouldn't be more than a few lines
TARGET POPULATION
o Grade Level: -- Post-Secondary, graduate/undergraduate
o Population Characteristics: -- describe the characteristics of the learners
o Lesson Groupings: -- choose Individual, Pairs, Small Groups, or Whole Class
CURRICULUM LINKS -- tell how this lesson fits with the rest of the unit and/or
curriculum, what goes before it (and how will you link to this prior knowledge), what comes
after it (and how will you link it to what follows)
OBJECTIVES -- what are the main concepts, skill, behaviors, values, attitudes, etc. you
want students to get from the lesson; objectives should be stated in terms of what
students will be able to do AFTER completing the lesson, DO NOT tell what students will
do DURING it (that's scope & sequence). State your objectives in measurable terms.
State your objectives in the form of: Students will be able to....
ISTE Student Standards/Profiles Objectives-- what are the media literacy competencies
that you want students to gain from this lesson.When you get to the site, scroll down your
grade level. Copy and paste the appropriate performance indicators, which is the list of
"experiences with technology and digital resources," not the categories, into your lesson
plan, from the link below. The "experiences with technology and digital resources" are
located below each grade level (grade range). Post secondary educators, I suggest you
follow the standards for high school.

Profiles for grades PK-12


MATERIALS / TIME -- what stuff will you need to teach this lesson / the amount of time
it will take to complete the lesson
SCOPE & SEQUENCE -- outline of lesson itself; what you will teach and in what order;
include the major points you want to make, all the activities students will undertake, and
the products they will deliver at the lesson's end. Important - Use a flip classroom
model, using the video lecture capture you created. In the flip classroom model,
indicate what is to be done in each respective learning environment--live classroom
and online. The two environments should support each other for achieving learning
objectives. Provide a link to your flipped classroom lecture capture. Your flipped
classroom lesson should include students using an iPad app of your choice or some
other application used in this course to create something, where they demonstrate
meeting the lesson's objective. Check out the bulletin board to see if one of your
classmates has posted an app for iPad that may be useful to you.)
o Day one...
o Day two...
EVALUATION OF STUDENTS -- how you will grade or otherwise evaluate students'
participation in this lesson; please specify requirements for differential "grading"
(remember it is very important to value computer-based learning in the economy of your
classroom for it to be valued by the students and integrated into the culture of the
classroom). A maximum point value for the lesson plan will be given only if the evaluation
of students is described by a rubric. Create a rubric--see downloaded lesson plan
template for an example.

Objectives

Needs
Improvement

Good/Satisfactory

Excellent

EVALUATION OF THE LESSON - how you will judge whether or not the lesson was
successful; this should relate back to its objectives. This section is not a check list or a
place to ask questions.

(Lesson plan template based on work done by Karen Swan, modified by Sabrina
Johnson-Taylor.)