Student Teacher Candidate: Kathleen Kent
Lesson Subject(s)/Title: Multiplying Integers
Lesson Date(s): 11/27/13
Course & Grade(s): 7th Grade Math
INSTRUCTIONAL MATERIALS:
chalkboard and chalk
ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS:
What is the sign when two positive integers are multiplied?
What is the sign when a positive and a negative integer are multiplied?
What is the result of an integer multiplied by zero?
PURPOSE:
The purpose of this lesson is to learn to multiply integers so that students can apply this skill in later math and science classes.
SPECIFIC LEARNING OBJECTIVES: (clear, observable)
After providing students with notes and examples on integer multiplication, students will be able to multiply integers correctly and
predict whether the sign of two multiplied integers will result in a positive or negative integer.
STANDARDS:
2.2.7.B – Add, subtract, multiply, and divide whole numbers, decimals, fractions, mixed numbers, or integers.
DIFFERENTIATION STRATEGIES:
Think-Pair-Share – this strategy will allow me to see the range of their prior knowledge so I can evaluate where to go next.
5-3-0 Hands – using this strategy will allow me to receive individual and group feedback from the class at key points in the
lesson. I can use this feedback to make adjustments and spend more time with those who may be struggling.
ANTICIPATORY SET:
Think-Pair-Share - Class, can you remind me, what is an integer? What do I get when I do something like this: 5 – (-7)? How did
you get that answer?
Today, we will look at how to multiply integers.
INPUT/ ACQUIRE NEW KNOWLEDGE:
Model:
We learned in elementary school how to multiply. What’s 2 x 2? How about 4 x 5? You didn’t realize it, but you were multiplying
integers. This is easy, right? Already, you know how to do one, really two, of the three types of integer multiplication.
So, here are the three cases we will have with integer multiplication:
1. same signs – a positive times a positive or a negative times a negative is a positive
2. different signs – a positive times a negative is a negative
3. zero – a positive or a negative times zero is zero
Shape:
Let’s do some examples:
1. 7 x 5 =
2. -3(-4) =
3. 4 x (-2) =
4. 100 x 0 =
5-3-0 hands
APPLY/ DEEPEN NEW KNOWLEDGE:
Practice:
This isn’t too bad is it? Let’s try something a little more difficult. Don’t forget your order of operations!
1. x=2, y=-4 what is xy^2?
Ed. Department - Revised August 2012
2.
3.
x=0, y=5000, z=-4500 what is x^3*5y*z?
x=5, y=10, z=2, a=-4 what is xy – az?
5-3-0 hands
CLOSURE/ASSESSMENT:
Ok let’s review:
What happens when I multiply tow integers with the same sign? What happens when I multiply integers with different signs?
What happens when I multiply an integer by zero?
HOMEWORK: (Purpose- Preparation, Practice, Expansion)
Multiplying Integers Worksheet
Reg Ed students will do numbers 1, 2, and 3. Learning Support and struggling students will do numbers 1 and 2. Gifted students
will do numbers 1, 3, and 4.
EVALUATION/ASSESSMENT OF STUDENTS:
“5-3-0 Hands” Strategy – let me see your hands: how confident are we feeling about multiplying these integers?
I will use this strategy after shaping and after practicing so that I can clarify any confusion then.
INSTRUCTIONAL PROCEDURES:
Time:
The teacher will:
1. Ask students review questions to get
students to access prior knowledge
on positive and negative integers
2. Ask students multiplication questions
3. Provide students with examples
Ed. Department - Revised August 2012
The students will:
1. Respond to teacher’s questions and
explain their reasoning
2. Respond to questions
3. Work out the examples and respond
Homework
1.
2.
3.
4.
Will the product of these numbers be positive or negative? No Calculators. Explain.
a. 5 x 4
b. -5 x 4
c. -5 x (-4)
Find the product. Use a Calculator, if needed.
a. 4 x 3 x (-1)
b. -1 x (-1) x (-1)
c. 5 x 2 x (-3) x (-1)
Find the product if A = 2, B = -3, and C = 4
a. (A+B) x C
b. A x B x C
c. (A – C) x B
Find the product if A = 1, B = -1, C = 2, D = -2, E = 5
a. (A+B) x (C – D)
b. A x B x C x D x E
c. E^2 x B / E
Ed. Department - Revised August 2012