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* *Reflection: Connection to Prior Knowledge
Adding Integers - What's the Rule? - Section 2: Explore

As I walked around the room, I heard one table struggling to determine if they were supposed to "really add or subtract the numbers." I stopped and asked them the question, "if you were going to draw a picture of this problem, would you be able to cross any of the circles out?" The students all responded yes, and when I asked why, they said "because there are some positive and some negatives." So I said, okay, what operation reminds you of crossing things out, or getting rid of things? They all said subtraction. It seemed to then click for them and help them realize that crossing off circles is like subtracting, and you can only cross off circles if you have some of each (positive and negative). Hopefully that will help them remember the rule!

*Instruction Reflection*

*Connection to Prior Knowledge: Instruction Reflection*

# Adding Integers - What's the Rule?

Lesson 4 of 23

## Objective: Students will be able to develop a mathematical rule for adding integers, and apply the rule to solve problems.

#### Launch

*5 min*

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (Instructional Strategy - Process for openers). This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended targets are, “I can develop and use a mathematical rule for adding integers.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

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#### Explore

*55 min*

**Link to Prior Knowledge**: Students will begin the lesson solving a few problems using modeling – either integer chips or a number line (**mathematical practice 5** – using tools strategically). The problems are split into two groups – those with like signs and those with different signs. After the students use modeling to solve the problems, they will look over the questions and answers and brainstorm with their table group to come up with ideas for a rule. At this point I do not need anything concrete, I am just looking for them to offer ideas – when I added two negatives my answer is negative, or when I add a positive and a negative the signs of my answers varied, etc. I will monitor this brainstorming activity, and wrap it up as I begin to notice groups straying…This activity bring in **mathematical practice 8**, looking for and expressing regularity and repeated reasoning. With this topic, it is very important that students are precise when paying attention to the signs of the numbers, **mathematical practice 6**.

**Table Practice**: Students will work individually for 5 minutes on the 24 integer addition problems, and then have 3 additional minutes to go over answers with their tables. I will call on students to share out answers for the problems, almost every student should get to answer one!

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#### Summarize

*5 min*

**Around the World: **To summarize this lesson, I am going to play the ever fun game of Around the World. Using integer addition problems I have written on notecards, I will place one student next to another and show them the problem. The first one to correctly answer moves to the next student – twist alert – if a student shouts out the wrong answer I make them wait until the other student has had at least 15 seconds to figure out and take a guess before allowing them a second try. First student to correctly answer moves on.

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- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: Integers and Absolute Value - Are two steps forward and two steps back the same thing?
- LESSON 2: Modeling Addition - Opposites Attract, You Know?!
- LESSON 3: Integer Addition Word Problems - Can You Picture It? (Two Day Lesson)
- LESSON 4: Adding Integers - What's the Rule?
- LESSON 5: Multiple Addends - More than 2 numbers to add?
- LESSON 6: Adding Integers Review
- LESSON 7: Adding Integers Test
- LESSON 8: Subtracting Integers - How does subtraction relate to addition?
- LESSON 9: Subtracting Integers Practice - Can you subtract more than two integers?
- LESSON 10: Addition and Subtraction of Integers - DOMINOES!
- LESSON 11: Adding and Subtracting Integers - Real World Applications
- LESSON 12: Adding and Subtracting Integers - REVIEW!
- LESSON 13: Adding and Subtracting Integers Test
- LESSON 14: Adding and Subtracting Signed Fractions - Remember Those Integer Rules!
- LESSON 15: Adding and Subtracting Signed Fractions Fluency Practice
- LESSON 16: Adding and Subtracting Signed Decimals - Line Up Those Points!
- LESSON 17: Adding and Subtracting Rational Numbers - Practice Makes Perfect!
- LESSON 18: Adding and Subtracting Rational Numbers - Test
- LESSON 19: Multiplying and Dividing Integers
- LESSON 20: Multiplying and Dividing Rational Numbers
- LESSON 21: Problem Solving with Rational Numbers
- LESSON 22: Fractions to Decimals - Terminate or Repeat?
- LESSON 23: Rational Number Unit Test