SWBAT apply properties of adding and subtracting integers to solve fluency and real world integer problems by traveling to stations.

Students work through 4 stations which will assess their integer add/sub skills and their problem solving skills

10 minutes

Students enter silently. They see papers turned upside down with the familiar message. “Please take a seat quickly and silently. The game will begin in 1 minute. I will have a visible timer counting down the minute at the beginning of class. Students will be given 30 seconds to read the directions. Then a timer for 4 minutes will be displayed. During the 4 minutes, students work to complete the problems on their sheet of paper under a limited amount of time. When time has expired we review the answers and I collect students’ work if it is finished correctly in the given amount of time. These students will get their picture taken (possibly dressed up as the Flash) and placed on our class bulletin board. Hopefully, this will serve as motivation work quickly at the beginning of class to get your name on the board. It’s also another great way to celebrate success and focused work in our class.

Before we transition to “Intro to Lesson” I ask students to submit their “Thinking Skills” paper. Thinking Skills is the first class of their school day. It is a sort of advisory class meant to get students ready for the day. During this 35 minute block of time in the morning, students’ homework is checked by teachers and they also complete a task given by different subject area teachers each day. Monday’s is assigned to math. Their Thinking Skills this morning asked them to check their answers to the homework and also fill out a report that shows which questions they got right and which were wrong. This will help me figure out what we need to review or reteach to smaller groups.

10 minutes

Students will count off by 8s to create 8 teams of 3. Each group will move to a table to complete station 1. Students will be given 6-7 minutes for each station and then will be asked to move to the other side of the room for stations 2 - 4. All materials will be in zip lock bags at student desks at the beginning of class. The materials include:

Counter chips (red and blue)

Station 2 Cards

Station 3 Cards

Dice

Coins

15 minutes

**Station 1**

Students will model the sum of two integers using integer chips. They will work as a group to ensure that the sum is modeled correctly **(MP5)**. Students must raise their hands for Ms. Chavira to take a picture of one of their models. Students must use the model to find the sum of their integers and write it on their paper.

**Station 2**

Students will use cards labeled with integers and a penny to create 4 integer add/sub problems. They will raise their hand to get their work checked and then move on to the next station.

**Station 3**

Students will use integer cards to fill in blanks to solve word problems about descent and ascent of scuba divers. Students will also need to draw number line representation of the problems and expressions to illustrate each situation.

**Station 4**

Students will be given dice to help fill in blanks in word problems. They will create their own word problems, expressions and solve. All work will be recorded in their packet.

If any student finishes early, they will be able to help me check and help students at other stations.

10 minutes

Students will fill out an “exit ticket – survey” that will let me know what types of problems they still need to practice. This will help me build a homework assignment for the next night that will highlight problems that students are still not solving correctly based on exit ticket data.