Melanie Young

Term 3
Math Lesson Plan

Lesson: Adding and Subtracting Integers Word Problems

Intended to teach on (latest) Monday, Dec. 7th (or Wednesday Dec. 2nd earliest)
CORE DECISIONS OF LESSON PLAN
What: Students will learn how to add and subtract integers using word problems. Related
vocabulary includes, absolute value (the distance a number is from zero on the number line),
integer (a positive or negative whole number), negative integers (a digit less than zero), and
positive integer (a digit greater than zero). They will also need to know that fractions and
decimals are not integers. Students will need to have had some previous knowledge of basics of
addition and subtraction.
Chapin and Johnson use both number lines and integer chips to teach addition and
subtraction of signed integers. For this lesson I chose to teach addition and subtraction of signed
integers with number lines. When using a number line, addition and subtraction of integers is
presented as movement of so many units either to the right or to the left. The first number is your
starting point. If you add a positive integer, you move that many units right. If you add a
negative integer, you move that many units left. The ultimate goal is that through the
representation of a number line, students understand the relationship between two numbers on a
number line and that students understand what movement different operations create on a
number line. Since this is the first time students will be working with word problems using both
positive and negative integers. I dont think think any major rules about adding and subtracting
integers will appear during this first time working with adding and subtracting integers.
However, students will gain more fluency in thinking about how everyday experiences and
number lines can help us think about integers, and operations.

How: I will teach the content by modeling two word problems with the students. The first
problem using integers to understand increase/decrease in temperature. The other will use
distance to understand increase/decrease in altitude. The model will include a word problem. I
will complete the solution using a number line. These will be the mathematical tools that
students will have available to them. I will also model drawing a picture to help me understand
the problem. I will then ask students to engage is a task of solving math problems that include
integers. I will ask students to apply the same methods of using integer chips and number lines
when completing different word problems.
Students will have the opportunity to engage in inquiry around the mathematical idea of
integers by using real life word problems to enhance their understanding of the usefulness of
integers in everyday life and make sense of the operations and negative numbers. They will be in
pairs so that students can begin to try and discuss their ideas of how they will solve the problem
with a partner. I will also walk around and listen in on the conversations that students are
having. I will provide support and probing questions where I see needed. At the end student will
have the opportunity to share out their strategies with the whole group.

Comment [1]: Initially I thought that I might use both

integers chips and number lines to assist students in
understanding word problems with integers. After
thinking about the objective of my lesson (for students
to understand directed numbers, "making greater" or
"making less", and explaining reasoning) I decided to
only use number lines. Furthermore, number lines
worked best with the word problems I chose for
students to work on.

Comment [2]: I wanted to emphasis that this lesson

plan will be aimed at students getting use to using word
problem and tools. This lesson will not emphasize
mastery and accuracy but building the thought
processes to achieve those things.

Comment [3]: I became more clear about which

contexts I would use to model word problems. These
are both contexts that I think students could easily
access.


Melanie Young
Term 3
Math Lesson Plan

I will intentionally refrain from giving students rules concerning adding and
subtracting integers because I want them to understand. For example, I will intentionally not say
things like, to subtract an integer, add its opposite, to add integers with the different signs
subtract the absolute value of the numbers and use the sign of the numbers and use the sign of
the number with the greater value, the sum of two positive integers is positive and the sum
of two negatives integers is negative. This is because I want students to use a mathematical tool,
like number lines, to really understand why those rules exist.
This is the order in which I will introduce integers:
1. Using a number line (develop the language used for working with integers)
2. The next step would be to allow rules to emerge from discussion as students compare
strategies that come from using integers and number line. It is unlikely that I will get to
this step in my lesson.

Why: My students just finished a lesson on integers. In this lesson the concept of integers was
introduced to them. They were really just given a dictionary definition of integers. After
completing a few problems with them, I realized that they had difficulty adding and subtracting
integers on a number line. Also my students had no idea how integers appeared in the real world.
By the end of the lesson students will understand that integers are important to calculate different
real world problems. Playing video game, reviewing deposits or withdraws in a checking
account or even looking at weight all requires integers. Integers give descriptive meaning to
numbers in everyday situations.

Comment [4]: This gives them the opportunity to

observe patterns and makes sense of why procedures
are the way that they are.


Melanie Young
Term 3
Math Lesson Plan

LESSON PLAN
Mathematical Goals/Objectives:
Students will be able to:
Add and subtract directed numbers (positive, negative and zero) with
understanding.
To generally understand that addition means to make bigger and subtraction
means to make smaller, even when adding and subtracting signed numbers.
Explain their reasoning using picture diagrams, and number lines.
Common Core Standard:
CCSS.MATH.CONTENT.6.NS.C.5
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.
PA Core Standards:
PA Core Standards - CC.2: PA Core: Mathematics Standard Area - CC.2.1: Numbers and
Operations
Grade Level - CC.2.1.6: GRADE 6
Standard - M06.A-N.3.1.1: Represent quantities in real-world contexts using
positive and negative numbers, explaining the meaning of 0 in each situation
(e.g., temperature above/below zero, elevation above/below sea level,
credits/debits, positive/negative electric charge).


Melanie Young
Term 3
Math Lesson Plan

Materials and preparation:

8 Markers (two sets of 4 colors - one to represent positive integer (blue), one to represent
negative numbers (red), one to represent zero (purple), and one to draw the number line
(black)
Chart paper
Printed question sheets
Pencils
Paper
Dry erase markers
Classroom arrangement and management issues:
I plan to only complete this lesson with 4 students, two boys and two girls. These
students are generally well behaved. When completing the work and explore section of the
lesson, students will work in pairs with one another. I decided that I would create the pairs based
off gender because that is what I typically see done in my class and it seems to work well.
Depend on which room is open I will either use the library or the science lab next door. Each
room has a dry erase board that I can use to write on. The students will sit at desks facing the
board.


Melanie Young
Term 3
Math Lesson Plan

Plan:

Before (Launch) 15 mins

Today we will talk about integers. Can someone tell me what integers are?
(students respond) Follow up questions:
Can you give me some examples of integers?
Can you give me an example of a number that is not an integer?
Once we have a working definition of what integers are, I will write in on the board.
Begin a small math talk. We can use a number line to locate integers.
(Will then draw a number line on the board.) Something like:
-10-------------*------------- 6 Then ask the following questions:
Imagine that * represented the number in the middle of the number line.
What number would * be? [-2]
-10, -9, -8, -7, -6, -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, 6
Ask students how that came about the solution. Follow up
questions could be:
Where would 0 be?
How do you know?
Other questions surrounding number lines to check for understanding.
Where are the bigger numbers on the number line? [right, right of
zero]
The smaller numbers? [left, left of zero]
Where are the positive numbers on the number line? [to the right
of zero]
The negative numbers? [to the left of zero]
Do positive numbers have a greater value than negative numbers?
[yes]
Which number is greater: 3 or -2? [3]
How do you know? [3 is to the right of -2, id rather have 3 dollars
that -2 dollars]
Which number is greater: -7 or -2? [-2]
How do you know? [-2 is to the right of -7, I would rather be 2 dollars in
debt that 7 dollars in debt]
** Students should be able to articulate and justify their response:[the numbers that is the
furthest to the right on a number line has a greater value, if both numbers are negative, the
negative, the number closest to zero has the greatest value**
Can you think of places in the real world that we see negative integers?
Some examples could be: weather/temperature, altitude/ sea level, money
(debits/credit) (deposits/withdraw), floor levels/escalators, electric

Comment [5]: Reflections after teaching: This took a lot

longer than 15 mins. I would possible cut out the
number talk the next time and jump right into the the
word problems because they also use number lines
and alone enhance student understanding of the tool.


Melanie Young
Term 3
Math Lesson Plan

charge, football yards gained/lost, stock market gains/loss, weight

gains/loss)
Today we will solve some problems involving both positive and negative
integers. We will work on the first problem together. Then you will work with a
partner to complete the rest.
Read this problem a loud: On December 19th 2014 at 7am, in Philadelphia,
Pennsylvania, the temperature was -14 degrees fahrenheit. By 1pm the
temperature had dropped 7 degrees. What was the temperature at 1pm? Ask the
students to think about how they would begin to solve this problem. Ask them
how they might represent their answer and equation.
With this problem draw both a vertical number line.
Probing questions: If I were to add two integers, -14 and 7, using a
number line, what would be a good strategy for me to do this?
[start at -14 and move 7 to the right, end up at -7]
Probing question: Is it -14 + -7 or -14 7? They might come up
with both, which is fine. Then you can move to showing it on the
number line.
Another probing question: So, if I am adding positive integers, I
move to the right. What if I am adding negative integers? Which
direction would I move? [to the left]
Write an equations (-14+7= -7)
Read second problem aloud: A submarine was situated 800 feet below sea level.
If it ascends 250 feet, what is its new position?
Draw a sketch of a submarine and sea level.
Use the same probing question as above
Draw a vertical number line.
Write an equation (-800+250= -550)
Now you will work with your partner to complete the rest of the problems. Be
sure to use a picture diagram, vertical and horizontal number line to explain your
answer. I am just as interested in HOW you solved the problem as I am in
whether or not you got the right answer. When you work in your groups both
people should be working on the problem. Make sure to explain your thinking to
your partner. Please do not speak too loudly. Do you have any questions?
During (Work and Explore) 15 mins
After I hand out the worksheet with the word problems on it students will have an
opportunity to solve the word problems in pairs. While students are working I will
circulate between the groups checking in see how students are solving the
problem. I will also be gathering formative assessment data.

Comment [6]: Reflections after teaching: I wish I had

spent more time on this question. I think I went too
quickly through example problems. I could have done a
better job at patient problem solving.


Melanie Young
Term 3
Math Lesson Plan

#1 -A roller coaster begins 90 feet above ground level. Then it descends 105 feet
underground. Find the height of the coaster after the first descent.
90 feet - 105 feet/ 90 + (-105 feet ) = -15 yards
#2 - On the first play, the football team lost 6 yards. On the second play, the team
lost 5 yards. What was their total change in yards?
-6 yards + (- 5 yard) / -6 yards - 5 yards = -11 yards
#3- Ross and Jabril were digging in the sand at the beach. Ross dug a hole that
was 15 inches below the surface and Jabril dug a hole that was 9 inches below the
surface. Find the difference in the depth of their holes.
-15 - (-9) = -15+9 = -6 There is a six inch difference
#4- Mt. Everest, the highest elevation in Asia, is 29,028 feet above sea level. The
Dead Sea, the lowest elevation, is 1,312 feet below sea level. What is the
difference between these two elevations?
29,028 - (-1,312) = 30,340
#5- An elevator went up 15 floors, down 9 floors, up 11 floors, and down 19
floors. Find the net change.
15 floors + - 9 floors + 11 floors + -19 floors = -2 floors
After (Debried and wrap up) 15 mins
Students will have the opportunity to share their thinking about how they got to
answer for one of the word problems. After each pair shares a solution students
will complete an exit ticket.
Exit ticket will be to come up with word problems of their own using both
positive and negative integers. The student must also solve the word problem that
they came up with.
**We might have to spend a little extra time talking about the Ross and Jabril
problem and Mr. Everest questions. I will probe them to see how they can
represent this equation with both a number line. **

Comment [7]: Added this clarification so that students

would not get confused.

Comment [8]: Before teaching I reduced the questions

by one. After teaching I wish I would have reduce the
questions to only 4 questions.


Melanie Young
Term 3
Math Lesson Plan

Anticipating students responses and your possible responses:

Subtracting a negative integer using number line movement can be tricky for students to
conceptualize. Take, for example, 5- (-3) would mean that you start at 5, students will be ready
to move 3 units to the left because of the minus sign. However the second minus sign reverse
your direction, and you go 3 units to the right instead, ending at 8 and not 2.
Counters are trickier to use with subtraction, but we can do it. The basic idea is to
interpret subtraction as "taking away". For example, with (4) (2), you start out with 4
negative counters and you take away two negative counters. You are left with 2 negative
counters.
In other situations, you may not initially have the counters that you are supposed to take
away. For example, in 5 (3), you start out with 5 positive counters, but you are supposed to
take away 3 negative counters when you don't have any. How do you do that? The trick is to first
add enough negative-positive pairs to the situation, which amounts to adding zero, so it is
allowed. Then you can take away what you need.

Assessment of the goals/objectives listed above:

My assessment of student learning will be through whole group discussion, listening in on pair
conversations about the word problem, collected worksheets and exit tickets. In discussions
students will articulate their thinking and strategies and encourage all group members to
contribute to the conversation about how they solve the problem.

Comment [9]: Reflections after teaching we really didn't

get to any of this. Students were still making sense of
constructing number lines and decoding word problems
to compare different equations.

Integer Word Problems Self-Assessment

Question #

Did you
illustrate that
you understand
the word
problem by
using a picture
or diagram?

Do you establish
the positive
and/or negative
quantities in the
word problem?

Did you write an

equation to
represent the
situation?

Also talk note on common errors mistakes that students make.

Did you model

the problem on a
number line?

Comment [10]: I made this a self assessment and tried

to imbed more subconcepts.