Theme: Solving for the unknown?
Unit Title: Introduction to Integers
Essential Question: Why is location important?
Pre-Assessment Date:
Summative Assessment Dates: 9/2/08- 9/19/08
Mon/Tues, 9/2
Section 4.1 page 167
NS 1.1
Wed, 9/3
Section 4.2 page 171
NS 2.3 AND AF 1.4
Thurs/Fri, 9/4-9/5
Section 4.3 page 177
NS2.3
Content:
Content:
Content:
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integers and the number line
Integers in real life
Integer activities
Focus Question:
How do we place numbers?
Objective: Students will order integers, graph
them on the number line, and construct class
number lines.
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Positive and negative numbers
Focus Question:
What does the location of a
number mean?
Objective: Students will graph positive and
negative numbers, discuss the difference
between them, and analyze the relationship
between number classifications.
Ideas:
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Hook- Bird movie on Monsters Inc.
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Number line on the floor that students
create.
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Students given numbers and order
themselves (creating a number line)
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Hook: Shopping Spree
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Thermometer/ weather around the world.
Ideas:
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Sorting Hat
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Integer Race- have students go around
room and collect as many positive and or
negative integers and see who has the
greatest number.
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Number line string (students place
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Venn Diagram
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Digging for meaning.
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Unauthorized use or duplication is an infringement of copyright regulations
MAST Module 1, 2, 3
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Integer addition
Absolute value
Focus Question:
How does the location of a number
change when you add two
unrelated numbers?
Objective:
Students will identify opposites, use them to
discover the additive inverse property, and
simplify addition problems involving 2 or more
integers.
Ideas:
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(song to the tune of row row your boat):
Same sign add and keep/ different sign
subtract/take the sign of the higher
number/then it will be exact.
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Blue/red manipulative
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Hook: mix-match-freeze: opposites
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Number line
EXTRA SUPPORT :
CHAPTER 5 VARIABLE EXPRESSIONS.
SECTION 5.1 PAGE 217
AF 1.2 AND NS 2.0
EXTRA SUPPORT

EXTRA SUPPORT
CHPATER 5 VARIABE EXPRESSIONS.
SECTION 5.3 PAGE 228
AF 1.1
SECTION 5.2 PAGE 221
AF 1.1 AND NS 2.0
Mon/Tues, 9/8-9/9
Section 4.4 page 181
NS2.3
Wed, 9/10
Section 4.5 page 188
Section 4.6 page 193
NS 2.3, AF 1.2, SDP 1.1
Content:
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Integer subtraction
Relationship between addition and
subtraction.
Focus Question:
How does subtraction become
addition?
Objective:
Students will determine the difference between
addition and subtraction, simplify problems using
subtraction of integers, and manipulate numbers
to prove that subtraction problems can become
the addition of a negative number.
Thurs/Fri, 9/11-9/12
Section 4.8 page 202
NS 1.1
Content:
Content:
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Integer Multiplication
Integer Division
Focus Question:
How is addition, multiplication,
division related and how do they
help each other?
Objective:
Students will view multiplication as the process
of serial addition, discover the rules of integer
multiplication, and use them to simplify problems.
Students hypothesize the rules for integer
division, compare and contrast their thoughts
with the actual rules, and then use those rules to
simplify problems.
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Unauthorized use or duplication is an infringement of copyright regulations
MAST Module 1, 2, 3
•
Graphing and comparing positive and
negative numbers.
Focus Question:
How do we place other types of
numbers?
Objective:
Students will graph and compare other numbers
such as positive and negative fractions, decimals
and mixed numbers.
Ideas:
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Tic Toc
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Money (debt)
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What is positive and negative. Create
your own picture of a positive and
negative integer. (example, dive, climb
mount Everest) allow students to come
up with their own problems.
Ideas:
Hook-> serial addition – multiplication
(positive integers)
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ABC: same including all integers
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Establish connection between
subtraction and division
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Showing graph, analyze and predict.
EXTRA SUPPORT :
CHAPTER 5 VARIABLE EXPRESSIONS.
SECTION 5.4 PAGE 233
AF 1.1
EXTRA SUPPORT
CHPATER 5 VARIABE EXPRESSIONS.
SECTION 5.3 PAGE 228
AF 1.1SECTION 5.5 AND 5.6 PAGE 239
AF 1.1
©Copyrighted by Center for Math and Science Teaching (CMAST)
Unauthorized use or duplication is an infringement of copyright regulations
MAST Module 1, 2, 3
•
Have students display different ways of
writing a number.
EXTRA SUPPORT
CHAPTER 1—DECIMALS
SECTION 1.5 PAGE 21
NS 1.1
CHAPTER 3—FRACTIONS PAGE 110
Mon/Tues, 9/15-9/16
Section 10.1 page 453
SDP 1.1
Wed, 9/17
ALL
Content:
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Thurs/Fri, 9/18-9/19
FORMATIVE ASSESSMENT
Project
Content:
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Find the mean
Focus Question:
Can one number represent a
group of numbers?
Objective:
Students will be able to find the mean of a group
of numbers.
Ideas:
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Sort things from largest to
smallest.
Shrek Video clip on sizes.
Focus Question:
Why is your location important?
Objective:
Students will gather information about their lives
and create a timeline. Their birth date will be
zero on a timeline and they will plot down special
events. Timeline will include positive and
negative numbers.
Ideas:
Create a timeline of places you
will go: high school, college,
countries, etc.
©Copyrighted by Center for Math and Science Teaching (CMAST)
Unauthorized use or duplication is an infringement of copyright regulations
MAST Module 1, 2, 3
Ideas: