Connie S.

Costa
Math Concept: Integers
Grade 8
8
th
grade CCSS: Work with radicals and integer exponents.
1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. For
example, 3
2
3
5
= 3
3
= 1/3
3
= 1/27.
8
th
grade Analyze and solve linear equations and pairs of simultaneous linear equations.
7. Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or
no solutions. Show which of these possibilities is the case by successively transforming the given
equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results
(where a and b are different numbers).
6
th
grade CCSS Prerequisite for 8
th
grade CCSS
Apply and extend previous understandings of numbers to the system of rational numbers.
5. Understand that positive and negative numbers are used together to describe quantities having opposite
directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits,
positive/negative electric charge); use positive and negative numbers to represent quantities in real-world
contexts, explaining the meaning of 0 in each situation.

Big Ideas: Integers are used to express and evaluate real life situations

Lesson Goal #1: To activate student knowledge about credit and debits

Open Question: I have $150.00 in my bank account. How can I change the amount of money in my bank
account?
Expected Student Responses
I can add money to the bank account.
I can take money out of the bank account.
My account can earn interest.
The bank can charge me fees.
Management
Students work in groups of 4
Teacher walks around to groups, asking questions and making informal assessments

Direct Vocabulary Instruction:
Credit/s, Debit, Deposit/s, Withdraw/al:
1. Write the word
2. Rate your understanding of the word (1-4)
3. Talk with a tablemates and make a prediction
4. As a whole class come up with a working definition
5. Students write a sentence using the word and draw a picture.

Parallel Task: Students choose which task they prefer after a lesson such as credits/debits in which students
learn that by doing chores they earn money, which will increase the amount of money in their account.
(Continuation of lesson follows for the second lesson goal.)
1. Design a chore board, showing what you could possibly earn in one week, one month, one year.
2. Create another model that demonstrates change (positive and negative). Hints: temperature,
elevators, weight, etc.


Debrief: Have students share group ideas to the whole class as I chart. Remind students to use their new
academic language. Provide following sentence frames:
I can increase the amount of money in my savings account by __________________.
I can decrease the amount of money in my savings account by __________________.
An example of a ___________________ is when put money into my account.
An example of a ___________________ is when I take money from my account.


Summarize what we have learned: Provide students with the following paragraph frame on the whiteboard.
Each student completes the frame and tapes it in their math journal. Each student must do one, but they may
continue to discuss with their group. Remind them to use the academic language. When done, students read
their responses to their partner.

There are many ways to increase or decrease the amount of money in my savings account. One way is to
______________________________. Another way is to _________________________________.

Formative Assessment (Exit Ticket): Tell me one thing you know about credits and/or deposits and one
question you may have.


Lesson Goal #2: Students will draw conclusions that removing debt will increase credits.

Open Question: I earn money for the chores I perform around my home. However, when I dont do a chore,
my parents charge me! How does this change the amount of money in my account?
Expected Responses:
It can make the amount of money in my account go up.
It can make the amount of money in my account go down.
Management:
Students are working in groups of 4
Teacher moves about room and questions students

Direct Language Instruction:
Credit/s, Debit, Deposit/s, Withdraw/al:
1. Write the word
2. Rate your understanding of the word (1-4)
3. Talk with a tablemates and make a prediction
4. As a whole class come up with a working definition
5. Students write a sentence using the word and draw a picture.

Parallel Task: Students choose which task they prefer after a lesson such as credits/debits in which students
learn that by doing chores they earn money, which will increase the amount of money in their account and that
by not doing a chore, their account will be charged, causing a debit and how removing a debt will increase
credits. (This is a continuation of lesson from lesson goal one.)

1. Perform the first activity below.
2. Perform the second activity below.



Summarize what we have learned: Complete the paragraph frame and read to a partner.
We have learned about credits and debits. We can _________ the credits by adding ______ or removing
____________. And, we can ___________ debits by adding __________ or removing ___________.


Formative Assessment: Ask students to respond to a question in their journals. In thinking about credits and
debits, what is the relationship between adding credits or removing debt?