Math Analysis

Standard: 7-2 The student will demonstrate through the mathematical processes an understanding of the representation of rational numbers, percentages, and square roots of perfect squares; the application of ratios, rates, and proportions to solve problems; accurate, efficient, and generalizable methods for operations with integers; the multiplication and division of fractions and decimals; and the inverse relationship between squaring and finding the square roots of perfect squares.
7-2.8 Generate strategies to multiply and divide integers

Objective: Students will know how to multiply integers.
Students will know how to divide integers.

Lesson Plan Components Steps Time
Hook:
How will you activate your students’ prior learning and engage them in the lesson?

If I tell you that 6 x 7 = 42, how can you write that in the form of division.(42÷ 7 = 6; 42 ÷6 = 7)
5 min
Instructional Design:

What instructional strategies will you use? How will you address learning styles and multiple intelligences?

Transitions: How are you going to flow from one portion of your lesson to the next? How will everything be connected?

How will you pace the lessons and determine time needed for each activity?

Transition: 

Have students copy down the following rules for multiplying & dividing integers and I will go over the rules and explain (Auditory L.S.) the steps.
Rules for Multiplying Integers:
a) When multiplying two integers with the same sign, the product is positive.
b) When multiplying two integers with different signs, the product is negative.

Rules for Dividing Integers:
a) When dividing two integers with the same sign, the quotient is positive.
b) When dividing two integers with different signs, the quotient is negative.

Transition:
I will do 2 examples, one of each, multiplication and division using the above rules.

(Verbal/Linguistic M.I. and Auditory L.S.)
Have Students write down the song to help them remember how to multiply and divide integers. We practice the song. (song is attached, song is sung to the tune of “Brother John, Are You Sleeping?”)

Transition:
(Visual L.S.):
I will also walk through and explain(Auditory L.S.) the rules of multiplying and dividing integers by using a visual diagram (diagram attached).

Transition:
I will do 2 examples one of each multiplication and division using the above rules.

Transition:
I will give the students 3 problems of each, multiplication and division to solve on their own (Intrapersonal M.I.) and they can use which ever resource they like to help themselves solve the problems. (examples of problems are attached)

5 min

5 min

5 min

7 min

7 min





   5 min 



 15 min

Instructional Design:

What instructional strategies will you use? How will you address learning styles and multiple intelligences?

Transitions: How are you going to flow from one portion of your lesson to the next? How will everything be connected?

How will you pace the lessons and determine time needed for each activity?

MATERIALS:

Transition:

Kinesthetic Learning:
I will use tiles

1) Self-made handouts
2) Textbook resource “Middle Grades Math Tools for Success” Chapter 3 “Integers and
Equations”
3) Songs to teach Math from SCCTM Conference
2006

15 min


















 10 min

Closure:

How will you close the lesson and extend the student’s learning of the concept? How will you make this ”real” for the student?

 6 minutes

Evaluation/Assessment:

How will you check for understanding of what you taught them today? What product will students create, and what rubric will you use to assess it?

Assessment:

(Verbal/Linguistic M.I.)
Have students write down the similarities to the rules of multiplying and dividing integers?

5 min

Frere Jacques Multiplying & Dividing Integers Song

Sung to the tune of “Brother John, Are you Sleeping?”

Multiplying and Dividing,
Use same sign, use same sign.
You will get a positive,
You will get a positive,
And you’ll be fine, you’ll be fine

Multiplying and Dividing,
Different sign, different sign
You will get a negative,
You will get a negative,
And you’ll be fine, you’ll be fine

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