Lesson Plan : Addition with Negative Numbers
Teacher Name: | Ms. Elton |
Grade: | Grade 9-10 |
Subject: | Math |
Topic: | The topic of this lesson is to learn to add positive and negative numbers together. |
Content: | This is a mathematics/pre-algebra lesson. Students must know the vocabulary words: negative, positive, addition, number line |
Goals: | To be able to add positive and negative numbers together. |
Objectives: | SWBAT add positive and negative numbers together. SWBAT add two negative numbers together. Students will work cooperatively when in groups/pairs and quietly when working individually. |
Materials: | Two-sided/colored chips or Algebra Tiles |
Introduction: | Do Now: Jessica owes Dyneesha $4 for the movie they went to last week. Jessica's mother gives her $2 on Monday morning. How much does Jessica still owe Dyneesha? Solve this as an ADDITION problem! Students will work to solve this as an addition problem, but will not be able to, and will be curious as to how this can possibly BE an addition problem. |
Development: | Teacher will then introduce the idea that the class will be adding with positive and negative numbers, as well as with two negative numbers. Show students the algebra tiles, and talk about how the blue side is positive and the yellow side represents negative. Then, model answering a question (i.e. 5 + -3) by putting up 5 blue tiles and 3 yellow tiles. Make pairs of the tiles-- each pair is 0 and can go away, because a positive 1 and a negative 1 cancel and make 0. Count what you have leftover-- 2 blue tiles. So the answer is +2. Then, model the answer to the problem on the board, with students helping in places. Finally, model a problem that is two negative numbers (i.e. -4 + -1). Put our 4 yellow tiles and 1 yellow tile. Ask, "can I make any pairs?" Show students that no pairs can be made because there are no blue tiles, and therefore you just count your leftovers. We have 5 tiles leftover, and they are all yellow, so the answer is -5. |
Practice: | Put problems in groups of threes on board. Give each student several tiles. Students will solve the three problems and write the answers down on a sheet of paper. Then, in their groups, they will compare answers. After all three group members agree on all three answers, the group can call the teacher over to check. Once all groups have finished the 3 problems, the teacher will put up another set of problems. While groups are working, the teacher will circulate to help out and check in on each group. When called by a finished group, the teacher will check the answers of that individual group. |
Accommodations: | Instruction will not be differentiated until independent practice. At this time, worksheets handed out will be on different levels of difficulty. Students who struggle with addition in general will be given very simple problems to model with their tiles and students who are better with their operations will be given more difficult problems. There will be three levels of difficulty in the worksheets. For students who are the most advanced, they will be encouraged to try to solve the problems without the use of the tiles, whether this be by drawing the tiles out instead of actually manipulating them, or by using their head. |
Checking For Understanding: | Throughout the guided practice, teacher will check with students by having them solve individual problems with teacher before sharing answers with the rest of the group. During independent practice, the teacher can walk around and look at the worksheets to check for understanding. At the end of guided practice, the teacher will ask for a fist to five. If the majority of the class is at 4 or 5, the class will move on. If not, guided practice will last a little longer. This will also allow teacher to know exactly which students feel they are confident and which feel they are struggling. At the end of class, students will complete a 5 question exit slip to give teacher a quick snapshot of how well each student understands the concepts taught. |
Closure: | In the last 5 minutes, after students have completed an exit slip, the class will play a quick ball game. The teacher will ask a positive/negative addition question and whoever raises their hand to answer it gets the ball. If they are correct, they can make up a question and throw the ball to another student to answer. Students generally want to answer questions because the ball is fun to catch, hold, and throw. |
Evaluation: | Teacher can evaluate the lesson through the exit slips given at the end of class. If students get 4 out of 5 correct, they have mastered the lesson for the day. If not, they need some more work. These quick exit slips tell the teacher everything she needs to know. |
Teacher Reflections: |
Create New Lesson Plan | Lesson Plan Center |