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Math lesson plan · 7th grade (Year 8 in England) · 60 minutes

Add integers with number-line jumps

Number sense

CCSS 7.NS.A.1.ACCSS 7.NS.A.1.BEngland: KS3 Number

Objective and success criteria

Students will: Add integers with number-line jumps.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Negative numbers and absolute value; Read and place integers on a number line

Leads to: Add integers using sign rules

Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).

Warm-up · 6 min

  • Quick retrieval from earlier learning (Negative numbers and absolute value; Read and place integers on a number line). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. The temperature is −4 °C at noon and −13 °C at night. By how many degrees did it fall? → 9Prompt: Find the distance between the two numbers on the number line.
  2. The temperature is −12 °C at noon and −15 °C at night. By how many degrees did it fall? → 3Prompt: Find the distance between the two numbers on the number line.
  3. The temperature is 9 °C at noon and −3 °C at night. By how many degrees did it fall? → 12Prompt: Find the distance between the two numbers on the number line.

Hook · 6 min

  • Show a number in the news or a price tag and ask what each digit is worth.
  • Share the objective: Add integers with number-line jumps. Read the success criteria together.

I do: model it · 12 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Model one question from the student sheet, thinking aloud.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 12 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.

You do: independent practice · 17 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

Watch out for

  • Reading 1,045 as one thousand four hundred five: point to each place and say its value.
  • Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).

Support and stretch

Support

  • Review first: Negative numbers and absolute value.
  • Use concrete materials: place value chart.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Add integers using sign rules.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-7.

Free lesson plan from eurekami.com/lesson-plan-builder

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Add integers with number-line jumps

Name

Date

Score/ 8

  1. Question 1

    The arrow starts at 0 and ends at −2. Which addition does it show?

    −2−16−12−8−40481216
    • A. −2 + (−2)
    • B. 0 + (−2)
    • C. 0 + 2

  2. Question 2

    Use the number line: 5 + 8 = ?

    −18−15−12−9−6−303691215185

    Answer

  3. Question 3

    7 + (−7) = ?

    +7−7−13−8−32712

    Answer

  4. Question 4

    The arrow starts at 1 and ends at 4. Which addition does it show?

    +3−16−12−8−40481216
    • A. 1 + 3
    • B. 1 + 4
    • C. 4 + 3
    • D. 1 + (−3)

  5. Question 5

    Use the number line: −1 + 8 = ?

    −18−15−12−9−6−30369121518−1

    Answer

  6. Question 6

    1 + 0 = ?

    +10−13−8−32712

    Answer

  7. Question 7

    The arrow starts at −4 and ends at −12. Which addition does it show?

    −8−16−12−8−40481216
    • A. −4 + (−8)
    • B. −4 + (−12)
    • C. −4 + 8
    • D. −12 + (−8)

  8. Question 8

    Use the number line: 9 + 6 = ?

    −18−15−12−9−6−30361215189

    Answer

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Answer key: Add integers with number-line jumps

  1. 1. B. 0 + (−2)

  2. 2. 13

  3. 3. 0

  4. 4. A. 1 + 3

  5. 5. 7

  6. 6. 1

  7. 7. A. −4 + (−8)

  8. 8. 15