##
* *Reflection: Perseverance
Adding and Subtracting Rational Numbers - Practice Makes Perfect! - Section 2: Explore

For this activity, having the answers posted was key. Students know that when I am working with small groups that they should do their best to figure problems out without interrupting my group. I heard several groups of students have discussions about answers that I had posted, and they actually sat back down and stuck with problems until they could get the same answers as me. I was really impressed that students persevered with the problems instead of interrupting me for a quick answer.

*Relay Race Reflection*

*Perseverance: Relay Race Reflection*

# Adding and Subtracting Rational Numbers - Practice Makes Perfect!

Lesson 17 of 23

## Objective: Students will be able to add and subtract rational numbers.

## Big Idea: I think I can…I think I can…don’t think…DO! This lesson will turn thinking into doing by giving students practice on their fluency with adding and subtracting rational numbers.

*62 minutes*

#### Launch

*10 min*

**Learning Target**: After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can add and subtract rational numbers.” 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). This may also be the first time some students have heard the term “rational numbers” so we will have a discussion on what that phrase means at this time as well.

*expand content*

#### Explore

*50 min*

**Relay Race: **The purpose of today’s lesson is for students to hone their skills with adding and subtracting rational numbers. For this practice activity, I have chosen to do what I refer to as a relay race (Instructional Strategy - Relay Race). Students are now seated in homogeneous groups based on the data I just gathered from the opener. Groups of students getting 3 or 4 questions correct will be instructed to begin their work with problems 13-22 of the activity – as those problems are more challenging, and take learning to the next step. These students will be expected to persevere with the problems until they can get them right – they have shown that they have the skills, and now they will be asked to apply those skills to real world scenarios and harder mathematical problems (**mathematical practice 1**, **mathematical practice 4**, **mathematical practice 2**). The rest of the students will be instructed to begin their work with problems 1-12, and then move to 13-22 once they have successfully completed 1-12. I will be working with the lower groups of students, helping with needs that I notice as I am correcting the opener – rules for adding and subtracting, common denominator, lining up decimal points, etc. With this group, attention to precision, (**mathematical practice 6**), will be more important than ever – as that is what is most likely tripping them up – sign issues, lining up decimals, etc. As with all relay races, students will be able to check their answers against mine as they go (they are posted around the room), so they will get immediate feedback as to whether they are right or wrong, and will know if they need my help.

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#### Summarize

*2 min*

Instructional Strategy - Table Discussion As a way to summarize this lesson, and get students thinking forward, I am going to ask students to have a discussion with their table regarding how they think we multiply and divide signed fractions, as that will be our next lesson. After students discuss at their tables, I will have them share out, but will leave them hanging on the exact procedure!

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*This is a great lesson that allows a teacher to easily differentiate. I wish the answer keys were provided, though! | one year ago | Reply*

My students loved this lesson. I liked the idea of challenging students with the harder questions!

| 3 years ago | Reply*expand comments*

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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