##
* *Reflection: Quizzes
Bingopposites - Section 1: Do Now - Vocab Quiz #1

At the beginning of the year I do not penalize students' grades if they don't finish an assessment. I give them as much time as they need. After January I begin to wean them off my taking half of the points off for each question that is not completed within the given amount of time. By the end of February/beginning of March, students are not allowed to have any extra time to finish. The only exceptions to this process are students' whose IEPs mandate extra time.

*Respecting and promoting efficient thinking time*

*Quizzes: Respecting and promoting efficient thinking time*

# Bingopposites

Lesson 5 of 20

## Objective: SWBAT show what they know about numerical expressions and multi-step expressions with whole numbers on Vocab Quiz #1. SWBAT identify integers and their opposites through a game.

*42 minutes*

#### Do Now - Vocab Quiz #1

*10 min*

As they wait in line outside of the classroom, I let my students know that when they sit at their desk they should only have a pencil out so that they can start their quiz. They are told that they will have 10 minutes to complete the quiz, and, that a timer will be projected on the board.

I start the timer once the last student has entered the classroom. I have pencils ready for students that are not prepared so that they can begin right away. I speak to these students at the end off class to let them know that I expect their preparation for class to improve.

At the end of 10 minutes I collect any remaining quizzes. (Students who need more time are asked to write the letters NF at the top right hand corner of their paper.) These students meet with me during lunch or remediation time to finish (see my * Respecting and Promoting... *reflection for more about this topic).

#### Resources

*expand content*

After the quiz students are handed a copy of the Day 5 - C Notes - Integers Intro for this lesson. Today, notes will be taken by filling in the blanks to save time after the Quiz.

The power point Day 5 - PPT - BingOpposites will show students the words that need to be filled into the class notes because they will be written in red and underlined. We will review the definition of "integers" making sure that I emphasize the fact that 0 is neither positive nor negative. It is a marker of the origin, describing its position on the number line. Then we talk about the word opposite as a representation of the negative sign. I write "-a" on the board and ask a student to tell me what it says ( I expect to hear "negative a") and then I explain that it also means "the opposite of a".

I continue the conversation by cold calling students and asking for the opposite of some integers. (i.e. what's the opposite of 3, of -3, of 9, of -13). We then move on to the Real World Applications which are also included in their Class Notes. I ask students to write an integer to represent each situation (i.e. You deposit $50 in your savings account. A week later you withdraw $20. Write an integer for each situation).

*expand content*

#### Whole class practice - Game

*20 min*

To play the Bingo game students first choose their game card. There are 6 different Bingopposites Cards to choose from. (If time is lacking, students will receive their game card instead.) Instead of drawing a ball from a cage, a random phrase generator selects one question out of a bank of 15 Bingopposites Questions. This can be accomplished via low tech and high tech means.

Students are given red chips to place on a free space and for the rest of the game. Students must answer each question as a class before anyone is allowed to call out "Bingopposites!" The prize per round is a homework pass. I write the numbers for the round on the back of the card to keep up with the answers given for each round.

When there are 10 minutes left in class I stop the game after announcing "Last Round" of the game. Students are instructed to pack everything except for a writing utensil for their journal.

*expand content*

For today's closing Journal Entry students are asked to identify:

- 3 things they learned today (or 3 facts we discussed if they were not new to them)
- 2 questions they still have (one can be a "get to know you" question)
- 1 real life example of negative numbers.

As students finish writing they are asked to place their journal on a table and line up at the door.

*expand content*

##### Similar Lessons

Environment: Urban

###### Adding and Subtracting Integers with Counters

*Favorites(30)*

*Resources(26)*

Environment: Urban

###### Identifying Integers

*Favorites(4)*

*Resources(14)*

Environment: Urban

- UNIT 1: Integers
- UNIT 2: Operations with Rational Numbers
- UNIT 3: Expressions and Equations - The Basics
- UNIT 4: Multi-step Equations, Inequalities, and Factoring
- UNIT 5: Ratios and Proportional Relationships
- UNIT 6: Percent Applications
- UNIT 7: Statistics and Probability
- UNIT 8: Test Prep
- UNIT 9: Geometry

- LESSON 1: The Numbers Game: Playing by the Rules
- LESSON 2: The Numbers Game: Playing by the Rules
- LESSON 3: Exponents: It's Gotta Be the Power of 3
- LESSON 4: Rolling with the Order of Operations
- LESSON 5: Bingopposites
- LESSON 6: Øriginal Distance: Absolute Value and Additive Inverse
- LESSON 7: Order Up! Ordering and Comparing Integers
- LESSON 8: All That and a Bag of Chips! Using Counters to Combine Integers
- LESSON 9: Lines Around the World: Combining and Graphing Integers on a Number Line
- LESSON 10: MAP it Out
- LESSON 11: What's up with that? The Connection Between Addition and Subtraction of Integers
- LESSON 12: Note the Arrows: Modeling Addition and Subtraction of Integers on Number Lines
- LESSON 13: Man Your Station! Adding and Subtracting Integers in Real World Situations
- LESSON 14: Lines and Patterns: Difference, Change, and Multiplication
- LESSON 15: We Are a Family!
- LESSON 16: Trashketball!
- LESSON 17: Quiz Day
- LESSON 18: Rewind! Reviewing Integer Operations and Critical Thinking
- LESSON 19: Unit 1 Test
- LESSON 20: Error Analysis: Unit 1 Test