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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 (Geometer’s 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.

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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.

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.

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.

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.

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.

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.

(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.

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

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

operations.

a.

b.

c.

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.

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.

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

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.

Flipped Classroom/BA Pearl

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.

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

Categories

Listening

Demonstrates active

Demonstrates active

listening (fidgets,

complete workshop

distracted, etc.)

participates (raises

raised, etc.)

hand, extends

activities

Skills

conversation,

behavior)

asks/answers questions)

Attempts to apply

Independently applies

or current mini-lesson

previous or current

independently

math workshop

without teacher

teacher time)

support

Use of

T ime

during each

incomplete work)

task behavior

rotation, following

procedures

workshop routines

and procedures

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,

interpret phenomenon.

solutions.

No connections are

to realize that

made or connections

subtracting an

are mathematically or

contextually

irrelevant.

or its additive

inverse;

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

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.

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.

absolute value of a

number is its distance

from zero and that

Flipped Classroom/BA Pearl

Evidence of solidifying

prior knowledge and

applying it to the

problem-solving

situation is present.

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:

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

action.

0

the number line show the answer for this addition

10

15

problem?

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?

sum?

drag

drag

Record each problem and its result.

+ 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?

14. Go to page Subtraction. If necessary, drag

the circles to model the subtraction problem 8

- 5.

drag

drag

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

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.

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.)

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