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March 31 Math

This document provides details for a Grade 8 mathematics lesson on integers. The 90-minute lesson is divided into two parts. Students will illustrate multiplication and division of integers symbolically, pictorially, and symbolically. They will also practice order of operations through a relay race activity and homework questions. The second part of the lesson involves a RAFT writing activity where students write as a parent to family about teaching children the order of operations using integers. Formative assessments include problem of the day questions, observing the relay race, and one-on-one interviews with students about their understanding of integers.

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60 views3 pages

March 31 Math

This document provides details for a Grade 8 mathematics lesson on integers. The 90-minute lesson is divided into two parts. Students will illustrate multiplication and division of integers symbolically, pictorially, and symbolically. They will also practice order of operations through a relay race activity and homework questions. The second part of the lesson involves a RAFT writing activity where students write as a parent to family about teaching children the order of operations using integers. Formative assessments include problem of the day questions, observing the relay race, and one-on-one interviews with students about their understanding of integers.

Uploaded by

api-271887253
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson

#14

Date

Tuesday March 31, 2015

Subject/Gra
de Level

Grade 8 Mathematics A/B

Time
Duratio
n

90 minutes x 2

Unit

Integers

Teacher

Michelle Osborne

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learning
Outcomes:
Specific
Learning
Outcomes:

Number: Develop number sense


7. Demonstrate an understanding of multiplication and division of integers, concretely, pictorially,
and symbolically. [C, CN, PS, R, V]
LEARNING OBJECTIVES

Students will:
1. Illustrate the multiplication of integers symbolically
2. Illustrate the division of integers pictorially
3. Illustrate the division of integers symbolically
4. Explain the order of operations

ASSESSMENTS
Observations/Key
Questions/Products

Problem of the Day: How are students doing with the order of
operations (1,3,4)
Relay Race for BEDMAS: Can students notice each others
mistakes, and the correct order of operations in
equations/expressions (4)
Practice Homework book: I will have a chance to monitor student
progress on these pages, and then help any that need assistance.
(1,2,3,4)
Self- Assessment Interview: This will give me an opportunity to
assess how students think they are doing with their learning in
the Integers unit (1,2,3,4)

LEARNING RESOURCES CONSULTED


Mathematics Alberta Program of Studies
Math Makes Sense Teacher Resource
Math Makes Sense textbook

MATERIALS AND EQUIPMENT

Problem of the day on the whiteboard


Whiteboard/marker per row
Paper towel per person
Homework books
RAFT handout and extra paper for
students

PROCEDURE
Prior to lesson
Consider:
Attention Grabber
Assessment of Prior

Knowledge
Expectations for
Learning and Behaviour
Advance
Organizer/Agenda
Transition to Body

Write agenda on the board: Problem of the Day; Relay Race; Review
Questions; RAFT writing/Conference; Closure
Introduction
Time
Problem of the Day: Solve this expression while keeping in
mind BEDMAS
9 + (-3) x 7 + (2 6) 2
8:35am
So students would first subtract 2-6.
10:10am
Then add their 9 + (-3) and 7 + (-4).
10
Then multiply 6 x 3.
minutes
Then divide 18 by -2.
Their answer would then be equaled to 9.
Remind students: MUST SHOW WORK when doing BEDMAS.

Consider:
Variety of Learning

Styles
Questioning throughout
Differentiation for
students
Focused formative
assessment

Body
Working in groups of 4, I want them to choose 5 different
integers between -10 and 10. Write an example on the
board, such as +3, -5, -7, +1, +10.
Use any operations or brackets and find the expression that
has the highest integer value and then the expression that
has the lowest integer value. Students will have about 5
minutes to work on this, and then
We will come back as a class and then present answers that
they have found and take about 5 minutes to collaborate as
a class.
Relay Race for BEDMAS: Since students are in rows this will
be easy to arrange. Each row will have one whiteboard and
marker. Each student will have a piece of paper towel to
erase any mistakes. I will put up an equation on
SMARTboard, and the first student in the row will do the first
appropriate order of operation, and then pass their
whiteboard and pen back to the next person. That person
will either need to do the next step in the order of
operations, or they will need to fix the previous step if it is
incorrect. The whiteboard keeps moving backwards and
when it gets to the end of the row, then the person brings it
up to the front person and they continue on. Once the row
thinks they have the correct answer they all stand up in that
row. I will keep track of who stands up first and then go
through their answers, if they get it right they get two
points. If the answer is wrong and they stood up however,
they will get 0 points.
We will go through up to 10 questions.

Homework book page 42-46. Students will work on this


individually to start off with, and depending how animated
the class gets for the relay races, we will either stay
individually working, or students will be allowed to work
with one other person.

Introduce the RAFT writing. Ask for a student helper to hand


out the RAFT handout and paper for students to write on.
EXPLANATIONS FOR RAFT: Go through each of the four
letters below and what each means in terms of their writing.

RAFT: We will be working on some writing for Math.


Role: A parent
Audience: Extended family- Aunt and Uncle
Format: A letter
Topic: BEDMAS
So you could do a BEDMAS parent writing to their family
about the children from oldest to youngest for example.
As students are working through their RAFT writing, I will be
calling students over to my desk area, to talk about their
Integer unit learning, and where I can help them next and
what they might be looking for from me in their future
learning and in my teaching.
I will make notes on their individual assessments of how I
can better help them in their learning.
Students will have to keep writing and adding to their letter
until I give instructions. As students finish their RAFT

Time
8:45am
10:20am
10
minutes

8:55am
10:30am
20
minutes

9:15am
10:50am
20
minutes

9:35am
11:10am
20
minutes

Consider:
Consolidation of

Learning
Feedback from
Students
Feedback to Students
Transition to Next
Lesson

Sponge
Activity/Activities

writings, they will be instructed to share their information


with another person.
Closure
For conclusion, we have done a lot of good practice with
multiplication/division/BEDMAS order of operations, and the
checkup will be the next day. It will be the second half of
class, and then if they do need extra time, they can request
some for Thursday. It must be done before the break
though so we can do review for the Strand Exam that
follows Easter Break.
I will go through one last BEDMAS example if there is extra
time.

Time

9:55am
11:30am
10
minutes

If there is extra time: we may go through more questions from the relay
race, or do questions from the textbook.

Reflections from the


lesson

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