Northeast College Preparatory School Co-Teaching Lesson Plan
Teacher(s): Mike Launhardt and Carol Raymond
Subject(s): 7th grade math
Grade: 7th
Date of delivery: Tuesday 9/25/12
1. Common Core Learning Standards Addressed:
7.NS.2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational
numbers.
7.NS.2a: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy
the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying
signed numbers. Interpret products of rational numbers by describing real world context.
7.NS.2b: Understand that integers can be divided, provided that the divisor is not zero, and every quotient if integers (with non – zero
divisor) is a rational number. If p and q are integers, then –(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing
real world contexts.
7.NS.2c: Apply properties of operations as strategies to multiply and divide rational numbers.
2. Learning Target(s): (What will the students know and be able to do as a result of this lesson?)
The (SLO) is that they will identify the rules and strategies to be able to multiply and divide integers.
3. Essential Question(s)/Guiding Question(s):
How do the signs of two integers affect their products and quotients?
4. Higher Level Thinking Questions to be used during the lesson:
In the work time and homework they will be using the rules that they developed in the work period to a HLTQ.
5. Bridge/Connections/Hook:
Simplify each expression
1) 5 ∙ 4=
2) 5 ∙ 5=
3) 3 ∙ 8=
4) 5 + (-2)=
5) 7 – (-1)=
6) 5 + 5 + 5 + 5 + 5=
7) (-12) + (-12) + (-12)
8) (-1) + (-1) + (-1) + (-1)
9) (-27) + (-27)=
General Education Teacher
I will be checking for homework and
doing attendance while students work
on problems. Also answering individual
Questions
Special Education Teacher
Monitoring the class and guiding
the students using thought
provoking questions to discover
the answer for themselves
6. Materials/Resources/Technology Integration:
Handouts Mini lesson and game card
7. Mini Lesson/Process/Procedure: (day 1 of 2)
Example #1
Students
They will be working in their
notebook on the Bridge and have
their homework out to check for
completion.
What patterns do you notice in both tables?
What patterns do you notice in both tables?
General Education Teacher
Reviewing the concepts in an
engaging manner. Adjusting the
lesson as needed based student’s
needs.
Special Education Teacher
Help students stay focused during
the mini Lesson. Circulating around
the room and attending to needs of
the students.
Students
Students will review their notes from
the previous day and include any
questions/clarifications in their
notebook.
8. Work Time/Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences
or their student products as formative assessment opportunities?)
Integer Product game
Rules for the game.
1) Each student gets a factor list and a product game card.
2)
3)
4)
5)
Using the factor list identify 2 of the factors that multiply to give you each product on the game card.
Enter the equation you made in the proper box on the game card ex( 7*6 = 42)
Your goal is to come up with an equation for each box on the game card that equals the product.
For an extra challenge try to come up with more than 1 equation for as many boxes on the card.
Integer Product Sheet
-36
-30
-25
-24
-20
-18
-16
-15
-12
-10
-9
-8
-6
-5
-4
-3
-2
-1
1
2
3
4
5
6
8
9
10
12
15
16
18
20
24
25
30
36
Product Factor sheet
-6
-5
-4
-3
-2
-1
1
2
3
FOLLOW-UP QUESTIONS
1. Write down every pair of factors that could give each of the products below.
a. 5
b. -12
c. 12
4
5
6
d. -25
2. If you start the game by picking -4 on the factor card, then what are all the products you could create on your turn?
3. If you finishes a turn by choosing -5 and -2. What move should you make to get a product of -15? Why?
4. Why is the number -35 not on the board? (Hint: Think of what factors you are allowed to use.)
General Education Teacher
Will instruct the students on how the
game will work with the rules of the
game and expectations for behavior.
When work time is finished the will
share any findings or questions. Also
go around the room and give
Special Education Teacher
Will also help students stay focused
during the game to help make sure
the game runs smoothly. Circulating
around the room and attending to
Students
Will start to group in teams and
listen for instruction on expectations
for pair work. Then they will work on
questions attached using
expectations for pair work and share
guiding questions to help them
summarize how to multiply integers.
needs of the students.
their findings on the smart board.
9. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson?
Consider all aspects of student diversity.)
The students will work in teams to discuss work. This will enable students to collaborate and work together to
understand the topic. They will be asked to share their findings with the class and explain their thought process of
why they answered the way they did.
10. What specific Special Education Accommodations/Modifications were made for made? (specify students)
Students as needed will get guided help from both teachers based on need during the work period.
11. Management/Social Considerations:
During the game we will review the expectations of how to play and cooperate without losing control. During the
work time we will review how to be accountable and allow them to work cooperatively to achieve the same goal of
completing the worksheet. We will also use PRIDE Bucks to reinforce school pride.
12. Homework/Extensions/Enrichment: See worksheet attached.
13. Formative Assessment Criteria for Success: (How will you and your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look
like?)
Choose select questions and have students show their work on the smart board and discuss if the answer was
achieved correctly and how do we know this to be true. Also during the work time walk around the class and
monitor students work and guide them in the way they are working. Also by answering the closure.
14. What adjustments will be made for students that do not meet the Criteria for Success?
They will be directed to AIS services or after school help to work on problems from the 3 days that they may have
had difficulty with or missed due to absences. .
Reflections:
15. How does this lesson reflect academic rigor?
We will discuss with 7th grade vertical team.
16. How does this lesson cognitively engage students?
We will discuss with 7th grade vertical team
17. How does this lesson engage students in collaborative learning and enhance their collaborative learning
skills?
We will discuss with 7th grade vertical team