UBD (Understanding By Design)

Lesson Plan Framework and Rubric

Name: Vanessa Ramirez-Jasso

Date: November 16th, 2017
School: Alton Middle School

Part 1: Learning Plan

Subject: Mathematics

Topic: Understanding Addition of Integers

State/Common Core Standard: NYS Common Core Mathematics Curriculum. Grade 7, Module 2,
Topic A

Local curriculum expectation/objective:

Students will
Demonstrate how to properly add integers using a number line
Understand the commutative property when adding

Lesson Learning Targets:

Knowledge targets: Its critical for students to understand how integers are added using a number
line. It is also valuable to know that adding numbers is a commutative property.
Skill targets: Its critical for students to know how to draw arrows pointing in the direction and length
given by its integer.
Understanding targets: The main target for adding integers using a number line is to
understand that the process of addition depends on the starting point in which each integer is added as
an arrow starting at the end of the last arrow drawn. Also, the commutative property of addition says
that the order integers are added does not matter.

Assessment Plan:
Before the lesson begins, students will have a warm up on a notecard with questions that address the
learning objectives.
1. Give an example of adding more than 2 integers that equal -4.
2. Explain the commutative property for addition and give an example.
After this warm up, part of my formative assessment includes asking one person from each row to share
one of their answers. Students will explain their work up on the board, and the whole class will be asked
the other answers they had. After the lesson, my summative assessment will be an exit card asking them
to give examples of what they can now do after the lesson.
Exit card:
Give examples after checking off each sentence if it is true.
( ) I can demonstrate how to properly add integers:
( ) I understand the commutative property of adding integers
During the independent practice, students need to show at least 3 number lines to be able to play bingo.
This works great as formative assessment.
Part 2: Instructional Planning
(10 min) Introduction
o Students read the learning goals and outcomes
 o Learning will be done through note taking on their note packet and a game of bingo
o Activate background knowledge with the warm-up individually and collectively. Some
students share their answers on the board and we review them.

(20 min) Guided Practice: Packet note taking

o Students complete Lesson 2 with you. The notes review:
Adding integers
Absolute value
Commutative properties

(10 min) Modeling Integer BINGO instructions

o Have students process the information into their own words
o Go over one problem to give an example of what is expected

(10 min) Independent Practice: BINGO!

o Ensure they are practicing correctly by walking around the room and clarifying questions.

(10 min) Closure

o Restate critical learning goals
Review 2 fancy words:
Absolute value: it gives the length in units of the arrows. The positive or
negative sign tells us the direction the arrow is going to.
Commutative properties

Give out exit cards and collect at the door when students leave.

Also plan how you will do the following:

Materials/Learning resources needed
o Warm-up cards, exit cards, Bingo sheets, bingo numbers, lesson packet.
Differentiate instruction to meet different learning needs
o The warm up and the exit card is not restricted to specific numbers. Students choose
what numbers to work with. Theres more than one way to answer each question.
o Instructions were given verbally and visually
How you will engage all students to be thinking and processing all important ideas
o Asking students to answer questions and rephrase instructions in their own words.
Effective questioning and direction giving that activates thinking and engagement
o Repeating instructions more than once and asking questions about what I just said.
Transitions and management strategies
o While warm up slips are being picked up, students take out their packets.
o Validating students answers
Sources:
https://www.engageny.org/resource/grade-7-mathematics-module-2-topic-overview
http://myfreebingocards.com
Reflection:

For this lesson, I was hoping for my students to learn that using a number line to add integers is a
useful and easy tool to get the right answer when adding integers. Understanding that the sign in front
of a number is the direction in which the arrow points to, and the integers absolute value is the length
of the arrow. I also hoped that students would know that they are capable and joyful when doing math.
About half of the students learned how to show adding integers using a number line. They also
understood that the commutative property when adding integers means that the order in which integers
are added does not matter. The number line diagram will look different because the sequence in which
the integers are added are in a different order, but you still get the same answer. I gave very similar
problems at the beginning and at the end of the lesson to assess how much learning each student did. At
the end of the lesson I compared their answers from the beginning to end to look at their progress.
To meet the learning needs of my students, I gave very simple and more complicated numbers to
challenge those who needed the challenge, and to facilitate the problem solving for others. I also
differentiated my instruction to meet visual and verbal learners. For students who could not understand
how to sum using a number line, I could have taken more time to explain several problems, but because
I was running out of time, I had to keep going to complete my lesson. It makes me question if the
decision I took to finish up the lesson was not right and instead I should have spent more time diving
deeper in the explanation. Because I promised we would play bingo that day, I think I made the right
choice to move on so that the exit cards were completed to assess the students afterwards, and know
who needs the extra support.