SUSME Study Lesson
Title: Opposites Attract
Authors: Melissa O’Neal, Lolete Wilson, Karita Sullen, Carla Jackson, Moriel Purnell, Tina
Pettway, Pamela Fisher, Cassandra Chandler
Grade/Subject: 8th/ Pre-Algebra
Date: July 24, 2009
I. Need for this Lesson
Students will acquire an understanding of combining values that are greater than or less than zero.
Real life situations such as temperature, sports including golf and football, and distance in
elevation require knowledge of integers.
II. Unit Information
A. Name of the unit: Real Numbers
B. Goal(s) of the unit:
Students will solve problems involving adding, subtracting, multiplying and dividing integers.
C. Relationship of the Unit to the Curriculum
Prerequisite Knowledge Previously Learned Concepts

Adding, Subtracting,
Multiplying and
Dividing Whole
Numbers

Finding Patterns

Evaluating Algebraic
Expressions
Concepts for this Unit

Comparing and
ordering integers

Finding the absolute
value of an
expression

Finding the average
of a set of data

Applying the rules
for adding,
subtracting,
multiplying and
dividing integers

Graphing on a
coordinate plane
Related Concepts to be
Learned in Future Units
and Courses
Real Numbers/Algebra 1:
Apply the rules for adding,
subtracting, multiplying, and
dividing integers to solve
equations.
Graphing/Algebra 1:
Concepts will be used to graph
linear equations, systems of
linear equations and linear
inequalities on a coordinate
plane.
D. Possible Student Misconceptions
Gaps with adding integers: What sign should my answer have? If adding means to combine, why
should I subtract or take away when adding integers?
E. Instructional Plan for the Unit:
Concept/Topic
Integers and Absolute Value
Adding Integers
Multiplying and Dividing Integers
Subtracting Integers
* Indicates the lesson developed in this lesson plan
# of Lessons
(1)
(2)*
(1)
(1)
III. Instructional Plan for this Study Lesson
A. Title of the study lesson: Opposites Attract
B. Standards Addressed (national, state): NCTM Principles and Standards
Numbers and Operations
 Understand numbers, ways of representing numbers, relationships among numbers,
and number systems
 Understand the meaning of operations and how they relate to each other
 Compute fluently and make reasonable estimates
Alabama Course of Study
 Demonstrate computational fluency with addition, subtraction, and multiplication of
integers.
C. Lesson Overview: The lesson will focus on one method adding integers and creating zero
pairs.
D. Performance Objective(s): Students will use color counters to explore the laws of
integers.
E. Assessment Timeline
Diagnostic - Before student
work begins
Formative - During lesson
Summative - After lesson is
completed
 Pre-Test
 Observation
 Test
 Whole-class
discussion
 Questioning
 Project
 Journal Entry
 Portfolio
F. Materials/Resources
Integer Flash Cards
Handout
Two Color Counters
Pencil
Color Pencil
Overhead Counters
Group Instructional
Overhead Projector or Elmo
Paper
Plastic Bags or Cup
Basic Tile Mat
Magnets
Poster Paper/Board
G. Teaching/Learning Process of the Study Lesson
Step
and time
allocation
(min)
Engage
(10 min)
Explain
(10 min)
Teaching/Learning Activities
Students will create a number line using
flash cards that are assigned various
colors on the back. Colors are called out
randomly and students will place their
numbers in order from least to greatest.
Teacher will give examples of opposite
situations: up & down; black & white; in
& out; Predict the opposite of positive
values are ______ Values.
Handouts,
equipment,
supplies. Points
to remember.
Integer Flash
Cards
(Use Magnets and
Bold, Bright
Colors on
Flashcards)
Evaluate:
Objective(s)
addressed &
how assessed.
Compare and
order integers.
Students will be
assessed through
observation and
whole class
discussion.
Students with
exceptionalities
will be given first
opportunity to use
cards on
whiteboard.
 Overhead
Add integers.

Overhead
Counters

Basic Mat
Teacher will demonstrate how to use color
counters along with illustrations using +
and - signs to model and explain zero
Model 3 problems
pairs;
that combine
integers with the
Students will write the mathematical
same signs.
equivalent of the teachers' model atop the
Basic Tile Mat.
Model 3 problems
that combine
integers with
Teacher will display the Key Question:
different signs.
each group is expected to discover:
How can we predict the solution
without using drawings or other handson materials?
Students will be
assessed through
observation and
group
discussion.
Desk 1 - Materials Handler/Manager
Picks up and Returns Materials for the
group
Desk 2 - Illustrator/Materials Manipulator
Draws diagrams, pictures, and
manipulates materials for the group
Desk 3 - Group Writer/Author
Writes answers and responses to
questions for the group
Explore
(20 min)
Desk 4 - Time Keeper
Allows no more than 2 to 4 minutes per
questions and keeps members on task
for the group
Group 1: Students will model given
problems using positive and
negative illustrations. Students
will create zero pairs and tell how
many zero pairs exist within each
problem.



Group 2: Students will model given
problems using yellow and
red counters that represent positive
and negative values, respectfully.
Students will solve each problem
by creating and removing zero
pairs. The remaining values are
the solution to the problem.
Group 3: Students will toss coloredcounters to create problems and
solve the problems by creating
zero pairs. Students will provide
and explanation in writing for each
toss.
All students will be given an anchor
activity to complete after their group
assignment.

Two Color Students will be
Counters
assessed through
observation and
group
Plastic
discussion.
Bag
Students' group
activity sheet
Group
Instruction will be scored
al Handout based upon
student
participation,
Anchor
fulfillment of
Activity
duties
Handout
(individual and
group), and
supplying the
correct solutions
to each
exercises.
Evaluation Student representative from each group
(15 min)
will read and model their groups specific
activity.
Closest to Zero Game

Two
counter
colors
Each pair of
students will
compare
scores to
determine the
overall winner.
Students will be paired to toss 10
counters five times. Students will find the
sum of the counters each round. At the
end of five rounds, the person with a sum
closest to zero wins.
General Rule: Students will recite rules
for adding integers with like signs: If the
signs are the same add the numbers and
keep the sign. Students will recite rules for
adding integers with different signs: If the
signs are NOT the same subtract the
numbers and take the sign of the integers
farthest from zero.
IV. Attachments (worksheets, labs, project guides, tests, rubrics, etc.)
Adding integers Group3.doc ; Adding integers Group2.doc; Adding integers Group1.doc
Anchor Activity Handout