##
* *Reflection: Discourse and Questioning
Integer Addition Lab - Section 2: Explore

I was able to put students together using their exit tickets. Students who had a rule they could articulate were grouped together. The students who struggled with the explanation were grouped so I could work with them through the lab. I liked that strategy for grouping because it gave me the opportunity to work with students who needed my support while the students who didn't necessarily need me were able to work at their own pace.

*Show me you can add*

*Discourse and Questioning: Show me you can add*

# Integer Addition Lab

Lesson 4 of 13

## Objective: Students will model addition of integers using color counters.

*35 minutes*

#### Launch

*5 min*

**POD**

As student enter the room, they will have a seat, take out their **Problem of the Day** (POD) sheet and begin to work on the question on the SMARTboard. The POD also allows students to use **MP 3** continually based on the discussions we have about the problem each day.

What number added to -15 gives the sum 15?

This problem is a good problem for us to discuss because students tend to see the problem and assume that adding the integers together somehow gives the sum of zero. As we talk about the problem and possible solutions as a whole group, they understand HOW to actually solve the problem. It also serves as a review for the absolute value concept.

**Learning Target**

The target for the day is also on the SMARTboard each day when students enter the room. The target for today’s lesson is for students to transition from using the concrete models to apply rules for addition and subtraction of integers.

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#### Explore

*25 min*

The grouping for this lab will be based on the student responses to the exit ticket from the previous lesson. I want to group students who have developed a rule together and have students who have not quite developed a rule or set of rules to work together. This way students who may need more support can receive that from me and each other and students who may be ready to extend have that opportunity as well.

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#### Summary

*5 min*

Is this answer right? How do you know?

(-7) + 4 = -11

I chose this problem to close the lesson as an opportunity for students to explain how they know what they now. I want to move away from guessing and have them support their thinking based on reasoning. After completing the lab, I want them to use reasoning to support their answers. Students who can't will need additional support from me.

#### Resources

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##### Similar Lessons

###### Adding and Subtracting Integers on a Number Line

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- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Integers Intro
- LESSON 2: Absolute Value
- LESSON 3: Integer Addition
- LESSON 4: Integer Addition Lab
- LESSON 5: Integer Subtraction
- LESSON 6: Integer Subtraction Lab
- LESSON 7: Multiplying Integers
- LESSON 8: Multiplying Integers Lab
- LESSON 9: Write It Wednesday-Multiplying Integers
- LESSON 10: Dividing Integers
- LESSON 11: Dividing Integers Lab
- LESSON 12: Write It Wednesday-Dividing Integers
- LESSON 13: Integers PostAssessment