Lesson Plan: Integers – Making Thinking Visible with Technology

Unit Goals and Objective

1. Understanding Integer multiplication and division rules

2. Multiply and divide integers

3. Being able to use in a real life situation

Background and Rationale

The students will learn about how to multiply and divide integers as they review absolute value, adding integers, and subtracting integers. From there they will go on to learn about one step equations. The student will have access to lessons that have been taught online, and there will be extra problems provided for students that need more practice; the steps for the process will be given to them in their notes, and anchor charts, collaboration, conferring and reflection will allow them to take their learning to a deeper level.

At the end of the unit along with a test the students will be creating a connect extend challenge about multiplying and dividing integers. This will allow me to see if they truly understand what they are doing and why.

Lesson Objectives

Objective	Bloom’s Verb
Define the term “idiom” in written form with 100% accuracy.	Remembering
Compare Literal and Figurative language by completing a T-Chart in written form with 90% accuracy.	Analyzing
Discuss as a class common idioms create a list of ten idioms that may already be known and understood.	Creating
Recognize and identify the meaning of idioms by completing a matching activity given examples of idioms and their meanings with 80% accuracy.	Understanding
Create an idiom story by incorporating at least five idioms and illustrations using Story Jumper.	Creating
Orally present digital stories created in Story Jumper to the class with 80% accuracy.	Remembering

Bloom’s Taxonomy

Creating (highest level)

Common Core / State and District Standards

Clear, understandable, and consistent
Based on rigorous content and the application of knowledge through higher-order thinking skills
Built upon the strengths and lessons of current state standards

Learning and Innovation Skills (P21.org)

Creativity and innovation

Think Creatively:

Use a wide range of idea creation techniques (such as brainstorming)
Create new and worthwhile ideas (both incremental and radical concepts)
Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts

Work Creatively with Others:

Develop, implement and communicate new ideas to others effectively
Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work

Reason Effectively:

Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems

Make Judgments and Decisions

Effectively analyze and evaluate evidence, arguments, claims and beliefs
Analyze and evaluate major alternative points of view
Reflect critically on learning experiences and processes

Communicate Clearly

Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts

Collaborate with Others

Demonstrate ability to work effectively and respectfully with diverse teams

Life and Career Skills (P21.org)

Flexibility and Adaptability: Be Flexible

Incorporate feedback effectively
Deal positively with praise, setbacks and criticism

Initiative and Self Direction: Work Independently

Monitor, define, prioritize and complete tasks without direct oversight

Productivity and Accountability: Produce Results

Multi-task
Participate actively, as well as be reliable and punctual
Present oneself professionally and with proper etiquette
Collaborate and cooperate effectively with teams
Respect and appreciate team diversity
Be accountable for results

Information, Media, and Technology Skills (P21.org)

Create Media Products

Understand and utilize the most appropriate media creation tools, characteristics and conventions

Apply Technology Effectively

Use technology as a tool to research, organize, evaluate and communicate information
Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy

Materials

1. Learning Management System: I use Haiku, but Google has Google Sites where you can set up a free learning management system.

2. Recorded Lessons: This can be used for students and parents to go back and review the lesson, more practice problems, and for a flipped classroom.

3. Steps and procedures that the student has written down. — he/she can use them as they practice problems.

4. Daily Assessments: —- Questions (5-10) that cover the topic. The students discuss answers with teacher and their peers. They reflect on how to solve the problem and what they need to continue to work on before the test. These daily assignments

5. Practice Problems: — Problems that I have created or worksheets. These are problems that are customized to the student and what they need to continue to work on and practice.

6. Visuals/Drawings: Have students that are having trouble with the concept to draw pictures of what they think the concept looks like. You can check for understanding with this activity. As a teacher you can also have drawings on hand to help those that learn better with visuals.

7. Question of The Day: — http://socrative.com/ — This is the website where I post the question on the day. I use this for the students to evaluate themselves each day after they have had practice and meet with me and worked with their peers. I want my students to have an understanding of where they are with their learning and be able to see their own progress. This also allows them to take ownership of their own learning process.

8. Google Docs: This is where the student will put their work for the Connect Extend Challenge.

9. http://issuu.com/captcurk/docs/mtv_routines — Information on thinking routines.

10. https://prezi.com/ — Here is were students will post their work — They will print off a copy and display in the classroom.

Lesson Activities and Procedures

The Activities and Procedures	Time
The student will watch a pre-made lesson made by their teacher on Multiplying integers. The student will take notes and work some practice problems while watching the lesson. They will do all of this before coming to class the next day. The students will also be give the Steps for Multiplying Integers. Here are my steps. I try to put everything to a song and use three simple steps. Multiplying integers: Multiply to get your answer. The product of an even number of negative integers is positive. The product of an odd number of negative integers is negative. Positive x Positive = Positive Negative x Negative = Positive Positive x Negative = Negative Negative x Positive = Negative An even amount of negatives will give you a positive answer. An odd amount of negatives will give you a negative answer. Examples: Example: Teacher made Tutorial on Multiplying integers. Examples: AAA Math and IXL are great websites for review and practice.	Max: 30min Some students will not take the whole 30min.
The student will come in the next day and take a “checking in” so the teacher and student can see where they are on their understanding of the concept. The student will then reflect on the problems they got wrong by doing the following. They will go over the steps making sure they followed each step. Collaborate with a peer to talk about how to work the problems. They will meet with the teacher in small groups. After making corrections and reflecting the student will work another problem on the concept. Example: Checking In Example: Practice Problems — I just give a few to see where they are. Answers Good website: http://www.math-drills.com/integers.shtml	One Class period about 60 mins long. The student will also be required to work the few new practice problems that are customized to what the student was having trouble with. Some students that got a 100 on their checking in will not be required to work extra problems. All students will need to watch lessons and take notes on dividing integers for homework. Extra: Here are the steps on dividing integers. Dividing integers Divide to get your answer. The quotient of an even number of negative integers is positive. The quotient of an odd number of negative integers is negative. Positive / Positive = Positive Negative / Negative = Positive Positive / Negative = Negative Negative / Positive = Negative An even amount of negatives will give you a positive answer. An odd amount of negatives will give you a negative answer.
The student will come in the next day and take a “checking in” so the teacher and student can see where they are on their understanding of the concept. The student will then reflect on the problems they got wrong by doing the following. They will go over the steps making sure they followed each step. Collaborate with a peer to talk about how to work the problems. They will meet with the teacher in small groups. After making corrections and reflecting the student will work another problem on the concept. Example: Checking In Example: Practice Problems — I just give a few to see where they are. Answers	One Class period about 60 mins long. The student will also be required to work the few new practice problems that you customised to what the student was having trouble with. Some students that got a 100 on their checking in will not be required to have homework that night.
The student will work on their Connect Excend Challenge with a partner and collaborate on what they are going to write. They will present their final Connect Excend Challenge to the class in a Przi. Students and the teacher will give feedback to the students.	60min Class

Lesson Closure

Students will share their work with the class on a Prezi, some will present to the class, and others will display their work in the classroom. The students will also take a test on the concept.

Assessment

Students will share their work with the class on a Prezi; some will present to the class, and others will display their work in the classroom. The students will also take a test on the concept.

Student Sample

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Teacher Reflection

Connect Extend Challenge

Author Profile:

Windy May

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References:

Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass.