## Now it's time to practice! - Section 4: Performance Assessment

*Student practice worksheet walk it out.docx*

*Now it's time to practice!*

# Adding Integers by Walking it Out

Lesson 3 of 9

## Objective: SWBAT add and subtract integers on a number line.

## Big Idea: Develop students' number sense by physically modeling the process of adding and subtracting integers on a number line..

*66 minutes*

#### Bell Ringer

*10 min*

This will be an individual student assignment. Have the students identify the correct answer for each problem and then write a story problem that could be modeled by each response. For example, for question number one a student could write: I owe my best friend $10.00, however I only have $4.00 to give to her. Once I pay her what I owe her, I will still owe her $6.00. I tell my students that positive numbers represent the money that you have, and negative numbers represent the money that you owe. Having your students create real world situations from each equation will lend itself to** MP1**. Students will need to critically think about what makes sense. Students will also practice** MP 4**, modeling mathematics, and **MP 6, **attend to precision**.**

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#### Closing

*5 min*

Stop the lesson about 5 minutes before the period is to end. Reflect with your students about the process. Why does this work? How could you use this with directional words like east, and west? What do you think will happen with subtraction? This does not have to be formal. You can log their responses in your head and use their responses for the next day as an opener.

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#### Homework

*20 min*

For the homework assignment, have students complete the above problems, along with their blank number lines. What students do not complete in the class period can be assigned for their homework. When I introduce a new lesson, I like to use their homework as their bell ringer. The next day, your bell ringer can be to go over each equation and the process they showed on their number line sheets. If you have a document camera or elmo you can have the students share their work that way, or choose a few students to “walk out” their answers using the large number line. You may want to go over each equation, or just a few to gauge understanding.

#### Resources

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##### Similar Lessons

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

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- UNIT 1: Introduction to Mathematical Investigations
- UNIT 2: Integers
- UNIT 3: Proportional Reasoning with Percents
- UNIT 4: Proportional Relationships
- UNIT 5: Proportional Reasoning
- UNIT 6: Rational Numbers
- UNIT 7: Number Sense Vocabulary 5 day mini unit
- UNIT 8: Expressions and Equations
- UNIT 9: Expressions and Equations 5 Day Application of Vocabulary Mini Unit

- LESSON 1: Pre or Post Assessment for Absolute Value: Its Use for Finding Sums In Reference to Distance
- LESSON 2: Absolute Value, Taking a Deeper Look!
- LESSON 3: Adding Integers by Walking it Out
- LESSON 4: Subtracting Integers by "Walking It Out!'
- LESSON 5: A look into Adding Integers with the Help of Zero Pairs!
- LESSON 6: Subtracting Integers Using Zero Pairs
- LESSON 7: Multiplying Integers Using Algebra Tiles
- LESSON 8: Dividing Integers, Getting Away From the Rules!
- LESSON 9: Unit Assessment