FIVE-STEP LESSON PLAN TEMPLATE

Corps Amy Li CMA: Chris Suarez Lesson Plan Aug 1 Rough? Final
Member: Date: Final?

FIVE-STEP LESSON PLAN

VISION-SETTING: KNOW, SO, SHOW

OBJECTIVE. KEY POINTS.

What is your objective? What knowledge and skills are embedded in the objective?
SWBAT subtract positive 1. One set of tiles represents positive integers.
and negative integers 2. A second set of tiles that are a different color from the first represent negative
using tiles. integers.
3. Subtracting a positive integer is the same as adding a negative integer.
4. Subtracting a negative integer is the same as adding a positive integer.
5. Positive and negative integers cancel each other out.
ASSESSMENT.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective.
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor.
Indicate whether you will administer the assessment as the independent practice or during the lesson closing.
Assessment:
1. 5 - 4 =
2. 2 - (-2) =
3. 6 - (-3) =
4. -7 - (-8) =
5. -1 - 9 =
Answers:
6. 5 - 4 = 1
7. 2 - (-2) = 4
8. 6 - (-3) = 9
9. -7 - (-8) = 1
10. -1 - 9 = -10
CONNECTION TO THE SUMMER ACHIEVEMENT GOAL.
How does the objective connect to the summer achievement goal?
Since the students have already taken the summative assessment by this time, instead of working towards
mastery of 6th grade objectives, this lesson will prepare the students for the 7th grade since it is one of the first 7th
grade topics.
CONNECTION TO LITERACY AND DEVELOPMENT OF CONCEPTUAL UNDERSTANDING.
How will you address any prerequisite literacy skills impacting students’ ability to demonstrate mastery of the objective? How will you
develop conceptual understanding so that students internalize the concept and not just a set of algorithms without their meaning?
To help boost literacy, the lesson will be reading new symbols (subtracting a negative number) and using a different
representation (tiles) for the expressions that they read. The opening also includes a reading exercise where double
negatives are used.
 FIVE-STEP LESSON PLAN TEMPLATE

DETERMINING METHODS: GO
4. OPENING (8 min.) MATERIALS.
How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
First of all, I want to highlight x, y, and z students for achieving mastery on yesterday’s 7th grade objective.
Congratulations! I also want to extend a special congratulations to x, y , and z for becoming geniuses on
yesterday’s objective of adding positive and negative integers.
In your Do Now exercise you were analyzing a sentence with double negatives. After reading the
statements about whether or not Jasmine likes Alberto, what do you think? Does she like him? The
sentence says that she doesn’t not like him. That’s a double negative, right? It means that the two
negatives cancel each other out, so it becomes positive. Therefore, Jasmine does like Alberto! The
example you saw in the sentence about how double negatives cancel is very similar to what happens in
math when we subtract negative integers. Today, we’re going to learn about subtracting integers and take
special notes on what happens when we subtract a negative integer!
3. INTRODUCTION OF NEW MATERIAL (7 min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively
internalize key points?
Which potential misunderstandings do you anticipate? How will you proactively mitigate them?
How/when will you check for understanding? How will you address misunderstandings?
How will you clearly state and model behavioral expectations? Why will students be engaged?
1. We’re going to use the same tiles that we did yesterday. [index card], which color represents
positive numbers? (yellow)
2. And [index card], what color represents negative numbers? (blue).
3. Again, let’s start with an easy example. 8 – 4.
4. First we want to represent positive 8. I’ll draw out 8 yellow tiles. Now since this is subtraction,
we want to take away tiles. Since it is minus 4, we are subtracting 4, removing 4, so let’s
take away 4 of the yellow tiles. Easy enough, right? Remember, for subtraction problems, we
have to do exactly what the problem says.
5. Because it is asking us to subtract positive 4, we can only take away 4 positive tiles. If there
were negative tiles on the board, we wouldn’t be allowed to take away (or subtract) any of the
negative tiles. We are going to subtract negative tiles next. (This is anticipating a
misunderstanding that you can take away whatever tiles you want)
6. Let’s now say that we want to do this problem: -9 – (-5). This time instead of subtracting positive
tiles, we’re taking away negative tiles!
7. First we want to draw out 9 negative tiles. And again since it is subtraction, let’s take away those
5 negative tiles. Now, how many tiles do we have left? I want you to count with me out loud as I
point to each tile. The first one is negative 1, then negative 2, ….
8. Looks like we have negative 4 left.
9. Is there another way to represent this?
10. If we had –9 and added positive 5, what answer would we get?
11. Let’s draw 9 negative tiles and 5 positive ones. Now let’s count. Negative 1, negative 2, …
Looks like we got negative 4 again! Hmm, I wonder why this is.
12. Do you remember from the Do Now, how the double negative canceled out? Looks like that is
what is happening here! So if we ever see a double negative, where we’re subtracting a
negative integer, we know that we can add a positive integer instead!
13. Let’s try another scenario: -3 – 7.
14. The first step is always to set up the first number. Let’s draw 3 negative tiles.
15. Now we know that when we subtract a positive number, we’re supposed to remove the positive
tiles. Does anybody see any positive tiles that we can remove? No, okay. Are we allowed to
remove the negative tiles then? No? What should we do?
16. What if I changed this subtraction problem to an addition one?
17. –3 + (-7)
18. To subtract a positive integer is the same as adding a negative integer. Now what would you
do? Let’s add 7 negative tiles!
19. Next we have to count our total. Negative 1, negative 2, …, negative 10.
2. GUIDED PRACTICE (15 min.)
How will students practice all knowledge/skills required of the objective, with your support, such that they continue to
internalize the key points?
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard?

How/when will you monitor performance to check for understanding? How will you address misunderstandings?
How will you clearly state and model behavioral expectations? Why will students be engaged?
1. For our practice session, you have two options to choose from. Worksheet
2. The first option is to continue to use the tiles. Each pair has one set.
3. The second option is another kind of notation.
4. I want everyone to look at the first practice problem. Just above it is a key for symbolizing
positive, negative, and cancelled integers. So instead of using a yellow tile for a positive integer,
 FIVE-STEP LESSON PLAN TEMPLATE

ECROFNIER
HOMEWORK (if appropriate). How will students practice what they learned?
TNEM