UBD (Understanding By Design)

Lesson Plan Framework and Rubric

Name: Vanessa Ramirez-Jasso

Date: November 13th, 2017
School: Alton Middle School

Part 1: Learning Plan

Subject: Mathematics

Topic: Positive and negative integers

State/Common Core Standard: NYS Common Core Mathematics Curriculum. Grade 7, Module 2,
Topic A, 1a and 1b.

Local curriculum expectation/objective:

Students will
Recall and extend previous knowledge about positive and negative integers using a number line
Understand the absolute value of integers
Demonstrate a knowledge of additive inverses

Lesson Learning Targets:

Knowledge targets: Its critical for students to know the functions of positive and negative
integers, as well as the definitions of absolute value and additive integers.
Skill targets: Its critical for students to apply their understanding of integers to visually and
verbally communicate the movement of integers value.
Understanding targets: Integers are positive and negative numbers whose absolute value
equals the same units. Also, additive inverses are opposite quantities when combined they equal
zero.

Assessment Plan:
Football example will be used for scaffolding and as formative assessment
Venn diagram statements review
Closing feedback to instructor will allow students to honestly say what they learned
During worksheet time, formative assessment will take place

Part 2: Instructional Planning

(10 min) Introduction

Good morning! Today, were going to learn about integers because they will be very helpful in Algebra.
Activities have been prepared where collaboration will be needed.
Introduce tone setter to come back as a class after working with others. Key: awareness of personal
voice level is considerate of others. The class will come back together by raising a hand and silencing
voices. Practice once! (Guided Practice)
Learning outcomes:
Students read students outcomes from the board.
 Tell how they will show learning:
Creating number lines will help understand how integers work, and how opposite quantities
combined make zero.
Activity: got it, need it
Note taking
You try problems

Activate background knowledge:

Share example of football & shopping for candy. Yards are gained and lost.
Theres a starting point. From that point, yards are added, or subtracted.

(10 min) Making a number line (Guided Practice)

This number line is a tool for students to visualize positive and negative numbers.
o Using a long piece of paper, students will follow instructions as follow to make a number
line:
1. Fold the paper twice, hot dog style and half way. Once youve got 4 rectangles, open
it up and fold once hamburger style.
2. With a pencil, mark the middle line going through all of the rectangles.
3. In the middle, mark 0. On the right side, mark 20, and on the left -20.

(10 min) Collective Practice

Students are paired to work together and write on their integer packet as many facts they know about
positive and negative numbers. Using their number line, students will write on their Ben diagram in the
front page of their lesson packet. After a few minutes, several students will be asked to share a fact.
Those classmates listening will say got it or need it. If students need it, they must write the fact
down. Meanwhile, instructor will be writing down the true answers down for all to see.
Afterwards, a series of false and true statements will be mentioned and students will respond whether
the statement is true or false. For example,
1. Negative numbers are found below zero.
2. Positive numbers are to the right of zero on the number line.
3. Negative numbers can mean increase, deposit, gain, above.
4. Positive numbers are to the right of zero.

(10 min) Examples with note taking (Modeling)

Example using the number line and the packet. As you write, show on the projector for students to see.
Going up and down.
Absolute value: is the value, which is absolute. The amount is changeless regardless the sign in
front of the number.
Additive inverses: are those whose opposite numbers have the value, but when added together,
they equal zero.

(10 min) Independent Practice

o Give out problem set worksheet
o Remind students to read all of the directions

Closure
Students are given a slip of paper with questions to give feedback .
Extended previous knowledge about positive and negative integers using a number line
Understand the absolute value of integers
Demonstrate a knowledge of additive inverses
(Rest of the time) Students can continue working on their worksheet.

Also plan how you will do the following:

Materials/Learning resources needed
o Pencils, construction paper already cut for number lines.
o Lesson 1 packets
o Worksheets for review
o Summative assessment slip
Differentiate instruction to meet different learning needs regular, special ed, cultural
o Visual and verbal instructions
o Different examples that can be relatable for different people
How you will engage all students to be thinking and processing all important ideas
o Repeating the most important ideas verbally and asking students to reiterate what was
said about important ideas.
Effective questioning and direction giving that activates thinking and engagement
o Scaffolding and relatable questions. A summative assessment with false and true
statements is a form of questioning for a yes or no answer. Students will have the
opportunity to engage.
Transitions and management strategies
o Raising a hand as a signal to conclude ones thoughts, become silent, and come back as a
class will serve as a way of transitioning from partner collaborations, to group
collaboration.

Source:
https://www.engageny.org/resource/grade-7-mathematics-module-2-topic-overview

Reflection:

I was hoping my students would learn integers, their absolute value, additive inverses, and how to be
considerate of others.

My students learned what a number line is and how it works. They learned that the middle of a number
line is 0, the numbers to the right are positive, and the numbers to the left are negative. I know this
because I asked them to try adding integers I put up on the board using their number line, and by their
vocal communication, everyone that shared out loud got the right answer which testifies that they
understood. During the lesson, I also walked around the room to check if they did their number lines
correctly.
During my lesson planning, I had a hard time addressing the needs of the students because I wasnt sure
what the students learning needs were. After having taught them once though, I now have a better
understanding of some needs that can be addressed for specific students. During the lesson I noticed a
need that arose, however, I wasnt sure how to help since Mrs. Hughes co-teacher Ms. Zappia tried to
help and I didnt feel like I should have a one-on-one conversation with the student while I was
instructing a whole class.

I think I could have taken more time to consider the learning needs of my students so I could have met
them. Ive been having a hard time figuring out how to meet different learning needs with all the
different learners the class has. When I know the date I will be teaching my next lesson, I will pay more
attention to students needs prior to teaching them.