NAME:_______________________________
ADDING INTEGERS TEST
POINTS EARNED: ____
TOTAL POINTS: 61
ESTIMATED
POINTS
EARNED____________
This test will show me that you understand positive and negative integers and that you know how to solve addition equations that include positive and negative integers. Take your time and do your best. Use the back of the paper or another sheet of paper if necessary to compete the test.
PART 1
1. Compare using <, =, or >
2. Each question is worth 1 point.
1) -9 ▒ 8 2) 13 ▒ -13 3) 0 ▒ -4 4) -9 ▒ -7 5) -3 ▒ 5
PART 2
1. Build the equation with the chips provided. Yellow chips are for the positive numbers, red chips are for the negative numbers.
2. Draw what you built on the paper using yellow and red colored pencils.
3. Use standard configuration quick draw when drawing the equation.
4. Explain, in sentence form, how you built the equation using the chips.
5. Explain, in sentence form, how you found the solution.
6. Each question is worth 9 points.
5

1) -5 + (-2) =
2) 5 + (-2) =
18

3) 6 + (-4) =
4) -8 + 2 =
18

PART 3 Real World Equation Solving
1. Draw each equation dealing with the real word equation with a yellow and red colored pencil.
2. Use standard configuration quick draw when drawing equation.
3. Explain, in sentence form, how you drew the real world equation.
4. Explain, in sentence form, how you found the solution to the real world equation.
5. This question is worth 20 points.
Suppose you are the mail clerk in the Empire State Building. It is your job to deliver the mail in the building. You begin your day in the mail center, which is on the 15 th floor. You have to deliver two pieces of mail. The first piece of mail goes 5 floors up. After you deliver that piece of mail, you then have to deliver a piece of mail that goes 10 floors down. After you delivered both pieces of mail, what floor do you end up on?
20

MODIFIED TEST SUMMARY
My test will involve adding integers. Integers are positive and negative numbers. This test was constructed for 6 th grade math. The Michigan Grade
Level Content Expectation addressed on this test is:

N.FL.06.09 Add and multiply integers between -10 and 10; subtract and divide integers using the related facts. Use the number line and chip models for addition and subtraction.
I began my modified test at 8:40 sharp. My modified test is a little longer than my draft test, and it showed in the time it took me to take it. I finished the test at 8:58, this time it took me 18 minutes to take the test. This is eight minutes longer than when I took my draft test, it only took me 10 minutes to take that test.
In the modified test, students are required to draw more; they are also expected to do a real world equation. I feel that giving the students 40 minutes would be sufficient time for them to complete the test successfully.
LITERATURE CONNECTION
New Two
I always thought two plus two equaled four.
That does not apply anymore.
A two can be a two, but now there can be a new two.
A new two, whew, that makes the old two blue.
I can add an old two, to a new two, and get zero.
If I do it correctly, I can be a super hero.
The new twos are like old twos, but on the other side of the line.
A new two, is a negative two, which makes it all fine.
Two plus two, and you would shimmy to the right.
Two plus negative two, can you show your math might?

Which way would you move, what is your guess?
Instead of moving to the right, you would move to the left.
This is a poem that I wrote myself. I love all of the math literature that the lab assistants brought in. I did not know that there were so many children’s books dedicated to math. Combined with reading books like these, I am going to have my students express themselves through writing, by having them write their own math poems. This will lead to a genuine partnership between mathematics and literature.
LESSON IDEAS
The first lesson I would conduct would include playing with a number line.
Playing with the number line will help students to understand which sides of the number line positive and negative numbers are on. I will have the students draw a number line. The line will go up to positive 10, and down to -10. I will give out numbers and ask them to locate the number. After they are excelling at this activity, we will play with adding so the students can see that adding integers involves moving either right or left on the number line.
The next lesson will include using manipulatives and drawing, so the students will be able to build, draw, and explain how to solve the addition of integers. I will let the students explore the positive and negative number chips. I will ask them how they think these chips will help them solve adding integers.
Then I will show them how to use the manipulative to solve addition integer equations. After the students understand how to build addition integer equations, the students will then draw the equations. During each step, in both using the manipulative and drawing, we will practice explaining each step in sentence form.