Bingopposites

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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.

Big Idea

Students play a math bingo game to identify opposite integers

Do Now - Vocab Quiz #1

10 minutes

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).

Intro to Lesson - Integers

5 minutes

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).

 

Whole class practice - Game

20 minutes

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. 

Closing - Journal Entry - 3, 2, 1

7 minutes

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.