Â Anticipatory Set
Ask students to create the numbers you write on the board using the fake money on their tables. Write positive integers. Remind them the difference between a positive number ("having") and a negative number ("owing/spending").Â
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Tell students that when you owe money, it's like a hungry, hungry box. It will chase you and eat you to death if you do not feed it as much as it wants. Some boxes are nice, they only want a dollar or two. Some boxes are horrible and they might want hundreds or millions of dollars. You can only pay them as much money as you have, which is the money in your awesome money bags. Apply this to problems: -10 + 5 (How much does the box want? (box roars at them, they laugh) $10! How much is in your bag? $5! Can you pay the box? NO! How much more does the box want? It wants $5 more! So you still owe $5/You are still negative 5/the answer is negative 5.) Students move the money from the bag to the box. Sometimes there is money left in the bag, sometimes money left wanted by the box.Â
Guided Practice or CoachingÂ + Checking for understanding
Â Project problems.Â Students move the money from the bag to the box. Sometimes there is money left in the bag, sometimes money left wanted by the box. Use numbered heads to Â report out the problem and its solution in sentences each time. After students show understanding, demonstrate how to draw these situations without manipulatives. (Draw a simple bag, write bill denominations inside, draw simple box with bills, cross out as applicable, count to total.)
Independent Practice or Assignment
Students solve integer problems by drawing bags and boxes. Students who finish early can go around to tables and check answers by acting out problems with bags, boxes and bills.
Assessment/EvaluationÂ +Â Closure
Exit ticket is an integer problem the students translate then solve.
Reflection: Students write about a time when they owed or spent money, how much they had, and whether they were able to figure out what to do and how.