Absolute Value & Zero Pairs Lesson Plan
Course: Math 7 CCSS Standard Number(s): 7.NS.1b 7.NS.1a Day: Tuesday, September 4, 2012
Unit # and Title: Unit 1-Rational Numbers and Operations Block(s)/Period(s): 1 2 3 4 5 6
Unit Essential Question(s):Our Essential Question(s): / · Where do we see fractions, decimals, and percentages being used in our world?
· How do we represent fractions, decimals, and percents using models, words and symbols?
· How do you stay out of debt?
v Why is the absolute value of an integer always positive?
v How can I create a zero pair using integers?
Learning Target(s)
“I can statements” / · I can make zero pairs to find zero.
· I can use a number line or positive/negative chips to show that an integer and its opposite always have a sum of zero.
· I can describe real-world situations where opposite quantities have a sum of zero.
· I can show that the distance between two integers on a number line is the absolute value of their difference.
Essential Vocabulary / Zero pair, Positive, Negative, Opposite, Integer, Additive inverse, Absolute value
Resources and Materials / Teacher / Student
Math’scool 3.1DVD
Integer labeled index card
(black = positive, red = negative) / GP: Maths’cool 3.1 Lesson Notes/ GP,
IP: Maths’cool Independent Practice/AP
HW: Holt p. 2-6
Extending: Integer Journal Questions,
Holt p. 2-10
Refining: Destination Math: Exploring the Numberline and Absolute Value
Or
Ready to go on? Holt p. 12
8 Mathematical Practices:
ü 1. Make sense of problems and persevere in solving them.
ü 2. Reason abstractly and quantitatively.
ü 3. Construct viable arguments and critique the reasoning of others.
ü 4. Model with mathematics. / ü 5. Use appropriate tools strategically.
ü 6. Attend to precision.
ü 7. Look for and make use of structure.
ü 8. Look for and express regularity in repeated reasoning.
Activating Strategy
(Opening Activity) / Introduce Field trip scenario using the think pair share strategy.
Prior the beginning the lesson the teacher will have the following values listed on the board:
2, -3, 1, -1. The teacher will begin a discussion informing students that each of these values share something in common. The teacher will ask: “Do any of you know what that something is?” If students do not know the term “Integer”, the teacher will define that integers are the set of all counting numbers and their opposites. Each of these values are integers J
Once that concept appears clear, the teacher will then prompt students to define the word opposite and ask for a few examples: (happy/sad, day/night, tall/short). The teacher will explain that integers work like many other opposites out there. In math opposites form something called a zero pair because they are an equal distance from zero on a number line and opposite signs so they cancel each other out. They are also referred to as additive inverses because when you add them together they equal zero. The teacher will ask the students which of the values above are opposites and why? Students will then be instructed to find their classmate who has their opposite number so they can form a zero pair. This person will be their partner for the class period who they can work with for the Guided Practice Problems in the lesson.
The teacher will explain that integers are everywhere. Teacher will let the student choose a card which will represent a monetary value. Some cards will be black (positive) and others will be red (negative). There will then be a teacher led discussion on their card values in relation to integers, zero pairs, and real-world applications. Teacher will ask students “If the red cards represent negative values or money that you owe me and the black cards represent positive values or money that you have in the bank to spend, which card would you prefer…Katie’s black $400 or Nick’s red $450 card? Teacher will explain how integers are found everyday in the money that we earn and spend. Negative integers are considered our debt, while positive integers are our profit or wealth. The goal is to always have our profit exceed out debt.
Cognitive Teaching Strategies
Me/We/Few/You
(TIP-Teacher input
SAP-Student actively participates
GP – Guided Practice
IP-Independent Practice) / Me: The teacher will repeat the goal for the day stating that today we will be learning about integers. We will discover how to create a zero pair and determine the absolute value of an integer.
We: Concepts and examples will be shown visually by displaying Math’scool 3.1DVD.
Students will fill in their Lesson Notes and the teacher will review the concepts addressed (TIP/SAP) using the Guided Practice Problems (GP: Math’scool 3.1 Guided Practice p. 3-4) to clarify any misunderstandings.
Few: Students will practice the first few problems and compare their answers with their partners for understanding using the Independent Practice Problems (IP: Math’scool 3.1 Independent Practice p. 6.)
You: Then, if the students appear to understand they will continue the independent practice on their own. If there is time students will complete Big Ideas 1.1 p. 6
Summarizing Strategy
(Closing Activity) / Explain in your own words what you believe zero pairs are. Use examples and describe one real life situation where zero pairs are used. Then explain why the absolute value of a number is always positive.
Assessment/Homework / HW: Integers and Rational Numbers Section 2-1 Practice B (Holt p. 2-6)
Teacher will add to classroom website: Internet Resource-Homework Help (HOLT online)
Extending/Refining / Extending: As an ongoing extension to the unit on integers, students will be introduced to a series of higher order thinking word problems related to the unit. Depending on the level of the class, students will chose a predetermined number of questions and follow a series of 3 steps for each problem. First they are to cut and glue each problem they chose. Then they are to underline the important information and circle the question. Finally they are to solve the problem showing all their work and explain in complete sentences how they determined their answer and what exactly that number means in relation to the question being asked. Each unit will have its own set of journal questions. Students are to work on these when they finish all their work in class. Journals are always due 2 weeks from the date they are given.
Specifically for this lesson students will complete the 2.1 Problem Solving (Holt p. 2-10) activity. For each question, they will need to explain using what they know about integers why the answer they chose is correct.
Refining: Students who do not appear to fully grasp the concept will review the material covered through the interactive lesson by Destination Math: Exploring the Number Line and Absolute Value
OR
Students who appear to have the basic concepts down but need more review will utilize Ready to Go On? Integers and Rational Numbers (Holt p.12)