Title: Adding/Combining Integers with number-lines and chip models

Objectives:

Content Objective: Students will be able to use number-lines, chip models and story problems to
combine/add two integers.

Language Objective: Students will be able to explain and justify, using academic language, how they use
number-lines, chip models and story problems to combine/add two integers to their partners both orally and
in writing.

Standards:

CCSS.MATH.CONTENT.7.NS.A.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.

CCSS.MATH.CONTENT.7.NS.A.1.A

or example, a hydrogen atom has 0

Describe situations in which opposite quantities combine to make 0. F
charge because its two constituents are oppositely charged.

CCSS.MATH.CONTENT.7.NS.A.1.D

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

Intended Outcome:

Students will be able to answer 2 questions about adding/combining integers with number-lines, chip models
and a scenario. They will be expected to translate a number sentence, chip model and a scenario from the
number-lines given in the problems.

Essential Questions:

1. How can we apply number-lines and chip models to represent the combination of positive and
negative numbers?
2. How are positive and negative numbers utilized in the real-world?
3. How can we utilize problem solving skills to apply what we know about positive and negative
numbers in order to add or combine them?

Key Points and Vocabulary:

Key Points:
Negative numbers are below zero on the number-line, positive above zero
Positive and negative numbers exist in many places of the real-world, including sea-level, money,
yards in football, etc.
Positive and negative numbers are often combined or added together to create a sum
Positive and negative numbers can cancel out - creating zero pairs when combined
 You can represent combining or adding integers with the chip model, where positive and negative
pairs cancel out
When adding two negative numbers, the answer is growing more negative in value
You also can combine positive and negative integers on a number-line, plotting the first value as the
bottom line from zero, the second as the top line from the end of the first

Vocabulary: Integers, positive, negative, combine, add, cancel out, zero pair, chip model, number-line,
scenario, deposit, withdrawal, debt, sea-level

Prerequisite Knowledge:

Vocabulary: Plotting values on a number-line, using a chip-model, vocabulary that aligns to positive and
negative values, adding whole numbers, cancelling out values and creating zero pairs.

Processes: Students have already taken notes on calculating the addition of integers and modeling these
with chip-models, number-lines and real-world scenarios. Additionally, students have practiced this skill
in-class with a worksheet and their notes.

Timeline:

Day 1:
Bellwork Completion: 4 minutes
Bellwork Overview: 5 minutes
Overview of Directions: 3 minutes
Partner Work Time: 35 minutes
Wrap Up: 5 Minutes

Day 2:
Review of Directions: 5 minutes
Partner Work Time: 30 Minutes
Exit Slip: 10 minutes

Introduction - Bellwork

Students will complete the following problems during the first 4 minutes of class:
These questions align directly to the standards that this lesson is addressing - adding/combining integers
and utilizing number-lines. Students had already proven mastery on using chip-models, so I did not include it
in our introductions. To go over questions, I will utilize timed-pair-shares discussion techniques and
randomization to probe students to answer:
1. How can you translate the number line into a combination of integers?
2. How can you translate the number line and number sentences into a scenario that supports these
models?
DOK Level: Understand, Apply

Partner Work Time

For this lesson, students were grouped in pairs of similar ability. In their pairs, students were given a bag of
slips of paper. Within this bag, students found 4 number sentences, with many different number-lines, chip
models and story problems to match these number sentences. Their task was to sort the correct
number-line, chip model and story problem to the given number sentence. The numbers were very similar to
each other, changing sign in order for me gauge whether students truly understood the concept of
combining/adding integers with different signs. Each bag had extra number-lines and chip models that
students did not need, so they had to be able to identify the correct number-line for their number sentence
and differentiate between those that belong and those that do not. Additionally, students were given 4 blank
slips of paper so that they could create their own problem.

Based on their level, students received a bag in their groups that was appropriate for them. Those that were
informally rated "1, 2 or 3" had on grade-level problems and those informally rated as "4 or 5" had problems
that were above grade-level. There were many different versions, so no pair received the same bag as
anyone at their table. Students were to put their work on a poster to display their sorting
DOK Level: Synthesize, Create

Seating for students (based on informal assessment of student knowledge from the day prior):
During both days of this lesson, I focused on rotating from my table of 1s and 2s to ensure that they were
receiving small-group instruction and support on this task. These students need greater assurance on their
progress through the task and for me to continue outlining the process utilized to solve these problems.

Formative Assessment (Student Work Sample):