Daily/Weekly Instructional Guides
Content Area/Subject: 7 plus
Grade: 7
SCoS Objective(s):
7.NS.1 Apply and extend previous understandings of addition
and subtraction to add and subtract rational numbers; represent
addition and subtraction on a horizontal or vertical number
line diagram.
7.NS.1 a Describe situations in which opposite quantities
combine to make zero. For example, a hydrogen atom has
zero charge because it’s two constituents are oppositely
charged.
7.NS.1 d Apply properties of operations as strategies to add
and subtract rational numbers.
MP.4 Model with mathematics
MP.8 Look for and express regularity in repeated
reasoning.
National Objective(s):
Day(s) of Instruction: 4
Date:
Allocated Time for Instruction:
45 to 90 minutes, depending upon
the school
Connections to
EOG/EOC/Assessment:
During a football game, the
Tigers team gained 2 yards,
lost 5 yards, lost 3 yards, and
gained 4 yards in four
consecutive plays. How many
yards did the team gain or lose
altogether?
A gained 14 yards
B lost 14 yards
C lost 2 yards
D gained 2 yards
Learner Objective(s): As a result in learning, students should Adapted from former WCPSS
be able to… modeling adding integers.
common assessment 2
Language Objective(s):
Answer: C
Topic(s): Modeling adding integers
Prerequisite skills/knowledge:
 How to model integers
 Additive inverse
 Zero Pairs
Real World importance of objective(s) – Essential Questions
Why do students need to know or be able to do this?


Overall value (debt vs. income)
Where do you see the need to add integers in the real world?
Absolute Value
Definitions of Critical Vocabulary and Underlying Concepts
The distance a value is from zero
C&I/MS Math/Fall 2011
Additive inverse
Integer
Zero pair
Two numbers whose sum s 0 are additive inverses of one another.
Example 3 and -3 are additive inverses of one another because
3 + (-3) = 0.
A number expressible in the form a or –a for some whole number
a.
A positive algebra tile paired with a negative algebra resulting in a
sum of zero.
Introduction/Focus/Anticipatory Activities/Guiding questions/Connections to what students
already know through learning, culture, or experience:
 Have the students model owing their friend two dollars and another friend giving them four
dollars. Ask the students how much money they have total.
Initial Instructional Strategies (research-based teaching strategies):
A. Direct Instruction – What the Teacher does:
 Be careful, today is all about modeling and allowing students to create a conjecture
about an algorithm for adding integers.
 Resource for showing five different ways to model adding integers.
http://www.vdoe.whro.org/math-strategies2/DOE_MATH_5/DOE_MATH_5.swf
You should use at least three of these ways with your students. It is best if you model
them (rather than having students watch the video) One of them must be the number line
since it is specifically referenced in Common Core (7.NS.1).
You could use this activity to reinforce the idea of using the number line: Human
Number Line Addition (Teacher Key)
 Facilitate Adding Integers Notes Students can use any of the five models from above to
complete the notes sheet. (Do not give the students the algorithm. Your task today is to
help students develop it.)
 Facilitate Guided Practice activity
 At the end of class, have a discussion about any patterns students noticed when adding
integers. This discussion will lead into tomorrow’s lesson on adding integers without the
models.
B. Questions to Promote Higher Level and Critical Thinking (i.e., Socratic):
 You add two integers and the answer is negative. What could the two integers be?
(from More Good Questions Marian Small and Amy Lin)


Instructional Resources (specific to each objective):
 Primary
o Adding Integers Notes
o Integers: Adding and Subtracting Activity from
www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-3ab_2.doc (only use
adding section!)
o Provide the students with more single digit addition. (Prentice Hall textbook page 27
and Prentice Hall workbook 1-5 pages 9 &10)
C&I/MS Math/Fall 2011

Supplemental
o Human Number Line Addition (Teacher Key)
o Adding Integers Exploration
o TI-73 Number Line APP
Guided Practice Strategies or Activities:
 Allow to students to work in pairs to complete the Integer Addition page from the “Integers:
Adding and Subtracting Activity” found here:
www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-3ab_2.doc
Formative Assessment (Include context and accuracy percentage)
Informal - Skill/Knowledge Acquisition (Ex. Teacher monitor, analyze student questions)
 In two minutes, students recall and list in rank order the most important ideas from
previous day's class (Modeling Integers); in two more minutes, they summarize those
points in a single sentence, then write one major question they want answered.
Formal - Skill/Knowledge Mastery (ex. Open-ended quiz, prompted written response)
 Describe/write to a friend how to model adding integers. Provide examples with same signs
and different signs.
 Create a practical problem involving addition with integers.

Differentiated Instructional Strategies/Modifications:
 Some students may need additional problems such as those used in Guided Practice in order
to see the pattern.
 Relate the problems to practical situations such as money, temperatures, altitude, elevator
and floors of a building, etc.
 Continue to work with single digit addition for struggling students
 For students that are mastering single digit ask them double digit.
 For students that have mastered double digit ask them how they could tell whether the
solution would be positive or negative with any integer addition problem.
Re-teaching Strategies or Activities:
o Integer Addition Using Heaps and Holes (2003 7th grade Strategies DPI Pages 9-10)
o Alternative Ways to Teach Integer Operations
Enrichment:
 Place students in small groups, and have them use decks of cards and play War. Black cards
are positive; red cards are negative. Each student flips two cards and finds the sum. The
student with the higher sum wins the round.
 Use the newspaper or an Internet search to find examples of addition and subtraction of
integers.
C&I/MS Math/Fall 2011

Integer Addition Race (taken from 2003 7th grade DPI Strategies): Pawns for the players, 2
dice of different colors, playing mat. Before starting the game, decide which color die will
represent positives and which will represent negatives. On a turn, each player rolls the two
dice and determines the sum of the roll. The player with the largest distance from 0 (i.e.
larger absolute value) moves forward one. If a winning player rolls a sum of 5 or –5, he/she
will move ahead two instead of one. If the players tie, they each roll again. The first player
to reach the finish is the winner.
Independent Practice: (ex. WebQuest, textbook problem, interview, etc…)
 integer addition practice interactive
(http://mathstar.lacoe.edu/newmedia/integers/add/activities/activities.html)
 Prentice Hall textbook practice problems pp.27-28
 Prentice Hall workbook 1-5 pages 9 &10
Comments /Notes:
 Teacher resource for ways to model adding integers: http://www.vdoe.whro.org/mathstrategies2/DOE_MATH_6/DOE_MATH_6.swf Particularly if you are new to teaching
adding integers, this is a must see! Not a riveting video but information is good : )
 Optional technology activity from TI: Integer Addition Exploration (Number Smash)
C&I/MS Math/Fall 2011