Integer

Stephanie VickersKey Assessment 7/20/2013World of Integer

This UDL Key Assessment was design for FRIT 7231 Summer 2013

Stephanie Vickers7/21/2013

Part I: Identification of a Learning Problem Target AudienceMy target audience for this assessment is 7th grade math students. More so the students who are in 7th grade resource class who struggled with understanding and solving integers. These students have been observed in the math resource classroom and data was collected from pre-tests. These students have been described as having a lack of confidence and lack of motivation.

Problem IdentificationThe problem that has been identified is the lack of understanding students have with the steps and the process of solving integers. This problem was identified through math vertical alignment meetings, which consisted of 6th, 7th, and 8th grade math teachers. The 7th grade and 8th grade teachers saw the concerns of the students struggling with vocabulary (additive inverse, rational numbers.) when getting students to understand the purpose of integers.The needs assessment that was given was felt needs assessment and an anticipated needs assessment. The felt needs assessment resulted from the math vertical alignment meetings. After teaching and testing the lesson the anticipated needs assessment was derived. If students do not understand the how and why of integers they will not be successful in the building blocks of math.Goals of InstructionIn this 7th grade math unit on operations with rational numbers is that students will illustrate their knowledge to understanding the how and why of integers in the real world. Here some essential ways students will illustrate their knowledge of integers: They will apply and extend previous understanding of addition and subtraction to add and subtract rational numbers. They will describe situations in which opposite quantities combine to make 0. They will solve real-world and mathematical problems involving the four operations with rational numbers. They will interpret products, quotients, sums, and differences of rational numbers. Part II: Learner AnalysisIntroduction:The learners in my 7th grade math class are made up of 50% Black, 37% White, and 13% Hispanic. 13% of my class is girls and 87% boys. The percentage of my class that is labeled as economically disadvantaged is 75%. 100% of my class is labeled as having disabilities. 13% of my students are ELL. This demographic information for this analysis was collected by using the Statewide Longitudinal System (SLDS). It was through the SLDS to help me retrieve data such as the students CRCT scores and Lexile scores. In order to obtain the needed information for my 7th grade students, I collected their 6th grade CRCT scores and their Lexile scores. Through vertical alignment meetings, teacher observations, and interviews information was gained for the learner analysis. Entry Skills and Prior KnowledgeAfter viewing the data from SLDS, I was able to determine that most of the students in the class could display their skills on standardized tests. However the percentage of students in my class 25% took the regular CRCT and 75% took the CRCT-M. On the CRCT 50% met the standard score of 800 and 50% did not meet the standard score. For the CRCT-M 83% met the standard score of 200 and 17% did not meet the standard score. Looking more at the number sense portion of the CRCT, three of the students scored 75% on the number sense portion. Five of the students scored below 75%. Out of the total number of students two failed math for the year. Attitudes toward Content and Academic MotivationThe CRCT scores showed that the students had the prior knowledge to understanding integers. However, after interviewing with 6th grade teachers and collecting data from the pretest it was proven that the students struggled with motivation about learning about rational numbers and the kinds of quantities they can be used to represent. Educational Ability LevelsI used SLDS to obtain the Lexile scores of the students. The students Lexile scores showed that all of the students are below grade level reading. This is not surprising due to 75% of the students are in a reading resource class. However 25% of the students are not. Yet with the material being presented to the students they should be successful in the 7th grade class. During the math alignment meetings the 6th and 8th grade math teachers wanted the 7th grade teachers to please focus on vocabulary and understanding the rules of integers. General Learning PreferencesAll students do not learn the same. During the math alignment meeting I asked the 6th grade teachers about the students learning styles. They gave me a print out of the students learning style. The results are as follows: 10% of the students learned best through lecturing, 50% learned best through examples, 30% learned best with using a graphic organizer, and 10% stated that it did not matter. The 6th grade teachers gave several was that they incorporate the learning in every lesson. Attitude toward Teachers and School During the math alignment meetings when the teachers were asked about the students attitude toward them and school they all agreed that the lack motivation and does not care about school. The teachers stated that the students struggled with doing homework. This has been such an issue that some teachers had stopped giving homework due to the homework grade causing the students to fail. The math committee came up with a rubric to use to help increase homework. The rubric was that if the students get 3 strikes of staying in from break to complete homework the students would go to ISS to complete the work. Group CharacteristicsOverall the students are average and typical aged 7th graders. They are into themselves and friends; they are not into school work.

Part III: Task AnalysisMethodI observed and analyzed the lesson that will be the main focus for the students in this unit. I decided to use the procedural method to conduct my task analysis. Learning the rules of solving integers is procedural because it focuses on an observable task. The process of learning the rules of integers can be broken into the steps needed to solve the problem. The learner must first learn the terminology of integers. Secondly the learner must use everyday applications to develop the concept of negative numbers, for example, thermometers, and distance above and below sea level, and elevators where 0 represents the ground level. Thirdly the learner must learn the rules of integers. Lastly the students will solve real world problems using the rules of integers. Interaction with Subject Matter Expert I am the SME for this unit. I have been teaching math for 4 years in the middle school setting. I have worked with regular education students, inclusion students, and math resource classrooms. There are many strategies for helping students understand the why and how of integers. It is imperative for students to learn the rules of integers, how they are used realistically in the world. Task Diagram1.0 Define opposites, integers, compare, and absolute value. 1.1 The opposite of a number is the same distance from zero.1.2 Integers are the set of whole numbers and their opposites.1.3 Absolute value is the distance from zero on a number line.1.4 Compare integers by graphing them on a number line. , and =2.0 Add positive and negative integers using a number line.2.1 Add two positive integers.2.2 Add two negative integers.2.3 Add with a positive and a negative integer.3.0 Add positive and negative integers using rules.3.1 Add by using the rules two positive integers.3.2 Add by using the rules two negative integers.3.3 Add using the rules with a positive and a negative integer.4.0 Add positive and negative integers using rules.4.1 To add two integers with the same sign, find the sum of their absolute values. Use the sign of the two integers.4.2 To add two integers with different signs, find the difference of their absolute values. Use the sign of the integer with the greater absolute value.5.0 Subtract positive and negative integers using rules.5.1 Addition and subtraction are inverse operations. 5.2 Instead of subtracting a number, you can add its opposite.5.3 To add two integers with the same sign, find the sum of their absolute values. Use the sign of the two integers.5.4 To add two integers with different signs, find the difference of their absolute values. Use the sign of the integers with the greater absolute value.6.0 Multiplying and dividing integers.6.1 If the signs are the same the answer is positive.6.2 If the signs are different the answer is negative.

Part IV: Instructional ObjectivesThe cognitive domain includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. Due to this information the cognitive domain will be used for this unit. Blooms Taxonomy was used to create the goals and objectives.Learning Objective: Students will be able to demonstrate their knowledge of solving integers in the real world.Terminal Objective 1: To understand the value of an integerEnabling Objectives:1A. To define and identify an integer1B. To find opposites1C. To identify absolute values1D. To compare integers Terminal Objective 2: To add by applying the number line Enabling Objectives:2A. Use a number line to add integersTerminal Objective 3: To add integers by applying the rulesEnabling Objectives:3A. To add positive and negative integers using rules Terminal Objective 4: To Subtract integers by applying the rulesEnabling Objectives:4A. To subtract positive and negative numbers using rulesTerminal Objective 5: To divide and multiply integers by applying the rulesEnabling Objectives:5A. To divide and multiply positive and negative integers using rulesTerminal Objective 6: To compare, add, subtract, multiply, and divide integers.Enabling Objectives:6A. The students will review objectives 1A-5A

ContentPerformance

RecallApplication

Fact1A,

Concepts1B, 1C, 1D1

Principles3A, 4A, 5A

Procedural2A, 6A2,3,4,5,6,

Interpersonal

Attitude

Classification of Instructional Objectives:

Relationship between Instructional Objectives and Standards:Instructional ObjectivesGeorgia Common Core Standards

1MCC7.NS.1b Understand as the number located a distance from, in the positive or negative direction depending on whether is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.

1A

1B

1C

1D

2MCC7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

2A

3MCC7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers.

3A

4MCC7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers.

4A

5MCC7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers

5A

6MCC7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers

Part 5Instructional StrategiesGoalsObjectivesUDLAssessments

Lesson 1: The students will answer the follow up questions using a math web 2.0 tool of their choice. To understand the value of an integer.The student will be able to:1A. To define and identify an integer1B. To find opposites1C. To identify absolute values1D. To compare integers

Learners are being given a choice in technology tools to respond with which optimizes individual choice and autonomy.Objective Aim

Lesson 2: The students will answer the Exit Ticket questions using a math web 2.0 tool of their choice.To demonstrate an understanding of adding integers by using a number line.Objective 2A: The student will use a number line to add integers. Learners are being given a choice in technology tools to respond with which optimizes individual choice and autonomy.Objective Aim

Lesson 3: The students will answer the Exit Ticket questions using a math web 2.0 tool of their choice.To add positive and negative integers by using rules.Objective 3A: To add positive and negative integers by applying rules.

Learners are being given a choice in technology tools to respond with which optimizes individual choice and autonomyQuiz 1

Lesson 4: The students will answer the Exit Ticket questions using a math web 2.0 tool of their choice.To subtract positive and negative integers by using the rulesObjective 4A: To subtract positive and negative integers by applying the rules.Learners are being given a choice in technology tools to respond with which optimizes individual choice and autonomyObjective Aim

Lesson 5: The students will answer the Exit Ticket questions using a math web 2.0 tool of their choice.To divide and multiply positive and negative integers by using the rules.Objective 5A: To divide and multiply positive and negative integers by applying the rules.Learners are being given a choice in technology tools to respond with which optimizes individual choice and autonomyQuiz 2

Lesson 6: The students will pass the test with a 70 or above.To compare, add, subtract, multiply, and divide positive and negative integers.

Objective 6A: The students will compare, add, subtract, multiply, and divide positive and negative integers.Learners are being given a choice in technology tools to respond with which optimizes individual choice and autonomyTest

Lesson 1: The value of an integerObjective 1 To understand the value of an integer1A. To define, identify, and compare integers1B. To find opposites1C. To identify absolute values Assessment: Learners will take a quiz about Integers using http://quizstar.4teachers.org.UDL Principles: The quiz will be differentiated to provide multiple means of expression. Some learners will receive a more objective quiz with matching and multiple choice, while others will complete the open-ended short answer quiz with some matching.Lesson 2: Adding IntegersObjective 2: To add by applying the number line.2A. To use a number line to add positive and negative integers Assessment: Learners will take a quiz about using a number line to add integershttp://www.ixl.com/math.UDL: The quiz will be differentiated to provide multiple means of expression. Some learners will receive a more objective quiz with matching and multiple choice, while others will complete the open-ended short answer quiz with some matching.Lesson 3: Adding Integers with RulesObjective 3: To add positive and negative integers by applying the rules3A. To add positive and negative numbers using rulesAssessment: Learners will take a quiz about adding integers, using a number line, absolute value, and comparing integers by using http://quizstar.4teachers.org.UDL: The quiz will be differentiated to provide multiple means of expression. Some learners will receive a more objective quiz with matching and multiple choice, while others will complete the open-ended short answer quiz with some matching.Lesson 4: Subtracting IntegersObjective 4: To Subtract positive and negative integers by applying the rules4A. To subtract positive and negative numbers using rulesAssessment: Learners will take a quiz about subtracting integers using http://quizstar.4teachers.org.UDL: The quiz will be differentiated to provide multiple means of expression. Some learners will receive a more objective quiz with matching and multiple choice, while others will complete the open-ended short answer quiz with some matching.Lesson 5: Dividing and multiplying integersObjective 5: To divide and multiply positive and negative integers by applying the rules5A. To divide and multiply positive and negative integers using rulesAssessment: Learners will take a quiz about dividing integers using http://quizstar.4teachers.org.UDL: The quiz will be differentiated to provide multiple means of expression. Some learners will receive a more objective quiz with matching and multiple choice, while others will complete the open-ended short answer quiz with some matching.Lesson 6: Putting it togetherObjective 6: To compare, add, subtract, multiply, and divide positive and negative integers.6A. The students will review objectives 1A-5AAssessment: Learners will take a summative assessment over the following compare, add, subtract, multiply, and divide positive and negative integers using http://quizstar.4teachers.org. UDL: The quiz will be differentiated to provide multiple means of expression. Some learners will receive a more objective quiz with matching and multiple choice, while others will complete the open-ended short answer quiz with some matching.Lesson 1 Quiz1.1 pt(s).Order from least to greatest: 3, -2, -1, -5, 4 Least Greatest: ____, _____, _____, _____, _____

2.1 pt(s).Write a positive or negative number to represent each quantity: a) A gain of 12 feet: ________ b) A debt of $300: ________

3.1 pt(s).Simplify each expression: |14| |-534| -|-12|

4.1 pt(s).Simplify each expression a) Opposite of -19: _________ b) Opposite of 56.8: _________

Lesson 1 quiz Key1.1 pt(s).Order from least to greatest: 3, -2, -1, -5, 4 Least Greatest: ____, _____, _____, _____, _____

-5,-2,-1,3,4

2.1 pt(s).Write a positive or negative number to represent each quantity: a) A gain of 12 feet: ________ b) A debt of $300: ________

12 -300

3.1 pt(s).Simplify each expression: |14| |-534| -|-12|

14 534 -12

4.1 pt(s).Simplify each expression a) Opposite of -19: _________ b) Opposite of 56.8: _________

19 -56.8

Lesson 4 Quiz1.1 pt(s).Rewrite the following subtraction problems as addition problems. Do not solve. 4 (-12) = ______________ -5 7 = ______________

2.1 pt(s).Rewrite the following subtraction problems as addition problems. Then solve. -3 (-9) = ________________= _______ -8 (5) = _______________ = _____

3.1 pt(s).Use >, , , ,

Unit 1 Quiz 2

____ / 3 pts: SWBAT add integers

Name:Advisory:

Motto:Date:1) 2) -8 + 13 =3) -6 + (-7) = 4) 4 + (-5) + 3 =

____ / 4 pts: SWBAT subtract integers

5) 6) -3 8 = __________________ =

7) 7 12 = __________________ = 8) -2 (-7) = __________________ =

9) 4 (-13) = __________________ =

____ / 4 pts: SWBAT multiply and divide integers10) 11) -8 7 = 12) (-4)(-6)(-2) = 13) 45 (-9) =14) -36/-12 =Unit 1 Quiz 2 Key

____ / 3 pts: SWBAT add integers

1) -8 + 13 = 52) -6 + (-7) = -133) 4 + (-5) + 3 = 2

___ / 4 pts: SWBAT subtract integers

4) 5) -3 8 = _-3 + (-8)_= -116) 7 12 = __7 + -12 __ = -57) -2 (-7) = _-2 + 7_ = 58) 4 (-13) = ____4 + 13___ = 17

____ / 4 pts: SWBAT multiply and divide integers

9) -8 7 = -5610) (-4)(-6)(-2) = -48 11) 45 (-9) = -512) -36/-12 = -3

Unit 1 Integers Test

%Name:

Unit 1: Integers PointsSkill Tested

_____ / 5 pointsFind opposites and absolute values; Order integers

_____ / 4 pointsUse number line to add integers; define integers

_____ / 3 pointsUse rules to add integers

_____ / 3 pointsUse rules to subtract integers

_____ / 5 pointsMultiply integers using rules

_____ / 5 pointsDivide integers using rules

Parent Signature Date Student Signature Date

If you have any questions about this Unit Test, or would like your student to receive extra help before, during, or after school, please call Mrs. Vickers at (478) 934 7270.

Name:Date:

Motto:Advisory:

Fill in the blanks below:

1) The opposite of 8 is ______

2)

3)

4)

5) Order the following numbers from least to greatest: 4, -2, -5, 6, -7You may use the number line provided to help find your answer

_______, _______, ________, ________, _______

Add the integers below using the number lines provided. Show your work on the number lines:

6) 4 + (-6) = ____

7) -3 + (-2) = ____

Use rules to add the integers below:

8) -8 + 15 = ____

9) -12 + (-10) = ____

10) 450 + (-200) = ____

Rewrite each subtraction problem and then find the solution. Show your work:

11) 12) -6 (-8) = __________________ = ____

13) -65 15 = __________________ = ____

14) 120 (-50) = _________________ = ____

15) A positive multiplied by a negative gives you a ___________________

16) A negative multiplied by another negative gives you a ________________

17) A positive divided by a negative gives you a ____________________

18) A negative divided by a negative gives you a _____________________

Multiply the following numbers using the rules for multiplying positive and negative numbers:

19) -8(-5) = _____20) -1210 = _____21) 8(-2)(-2) = _____

Divide the following numbers using the rules for dividing positive and negative numbers:

22) 23) -32 2 = ___24) -88 (-11) = ___ 25) 56 (-8) = ___

Key

Name:Date:

Motto:Advisory:

Fill in the blanks below:

1) The opposite of 8 is __-8____

2)

3)

4)

5) Order the following numbers from least to greatest: 4, -2, -5, 6, -7You may use the number line provided to help find your answer

____-7___, __-5_____, ___-2_____, ___4_____, ___6____

Add the integers below using the number lines provided. Show your work on the number lines:

6) 4 + (-6) = _-2___

7) -3 + (-2) = __-5__

Use rules to add the integers below:

8) -8 + 15 = __7__

9) -12 + (-10) = _-22___

10) 450 + (-200) = _250___

Rewrite each subtraction problem and then find the solution. Show your work:

11) 12) -6 (-8) = ___-6 + 8_ = _2___

13) -65 15 = __-65 + (-15)_ = _-80___

14) 120 (-50) = _120 + 50_ = __170__

15) A positive multiplied by a negative gives you a _____negative______________

16) A negative multiplied by another negative gives you a ___positive_____________

17) A positive divided by a negative gives you a ______ negative ______________

18) A negative divided by a negative gives you a ______ positive _______________

Multiply the following numbers using the rules for multiplying positive and negative numbers:

19) -8(-5) = _45____20) -1210 = _-120____21) 8(-2)(-2) = _32____

Divide the following numbers using the rules for dividing positive and negative numbers:22) -32 2 = _-16__23) -88 (-11) = _8_24) 56 (-8) = _-7__Part 6Instructional SequenceSequenceDescriptionObjective

1Understand the value of an integer1

2Add by applying the number line2

3Add integers by applying the rules3

4Subtract integers by applying the rules4

5Divide and multiply integers by applying the rules5

6Compare, add, subtract, multiply, and divide integers.6

This sequence builds on concepts in a learning-related order. The learner will proceed through the instruction just as a teacher would proceed through planning a lesson. This sequence builds from the identifiable prerequisite skills so that learner will be successful in mastering this skill. Finally, this sequence allows the learner to daily build on to the skills being taught. By going through these sequencing the learner will develop the understanding of integers.Lesson 1: The value of an integerTerminal Objective 1: To understand the value of an integerEnabling Objectives:1A. To define, identify, and compare integers1B. To find opposites1C. To identify absolute values Initial Presentation: Ask students to give examples of opposites (Example: up- down, big- small, high-low, and open-close). Give examples of real-world uses of integers. Allow students to use their inputs to create a definition of the opposite of a number. Point out that with opposites, the direction is different, but the distance between each point and zero is always the same. Use the lessons power-point to teach and model the lesson. Have the students to take notes during the lesson. (Morrison, Ross, Kalman & Kemp, 2012)Generative Strategy: After the students have completed the lessons they will create their own problems that must be defining, comparing, and identifying integers. The students must also show examples of opposites and absolute value of integers. (Morrison, Ross, Kalman & Kemp, 2012)Lesson 2: Adding IntegersTerminal Objective 2: To add by applying the number line Enabling Objectives:2A. To use a number line to add positive and negative integers Initial Presentation: To introduce students to adding integers, discuss examples of saving and spending. Be sure to use only whole dollar amounts. Have students to explain how they would know whether a particular combination of saving and spending results in a total saving or in a total spending results in a total saving or in a total spending. Encourage students to explain their methods for finding the total. Use the lessons power-point to teach and model the lesson. Have the students to take notes. (Morrison, Ross, Kalman & Kemp, 2012)Generative Strategy: After the students have completed the lessons they will create their own problems that must include adding integers using a number line, defining, comparing, and identifying integers. The students must also show examples of opposites and absolute value of integers. (Morrison, Ross, Kalman & Kemp, 2012)Lesson 3: Add integers using RulesTerminal Objective 3: To add positive and negative integers by applying the rulesEnabling Objectives:3A. To add positive and negative numbers using rulesInitial Presentation: To introduce students to adding integers using rules, Talk about how you will always get the correct answer if you use the number line. However, the number line is not always useful for example -1,400 + 58. Not helpful here. We need a set of rules so that we can get the answers without having to sketch a number line. The way that I think about the rules: Team positive and negative. Use the lessons power-point to teach and model the lesson. Have the students to take notes. (Morrison, Ross, Kalman & Kemp, 2012)Generative Strategy: After teaching the lesson have students complete the independent problems using their notes. Have the students to record themselves saying the rules to adding integers. After the students have completed the lessons they will create their own problems that must include adding integers using a number line and the rules, defining, comparing, and identifying integers. The students must also show examples of opposites and absolute value of integers. (Morrison, Ross, Kalman & Kemp, 2012)Lesson 4: Subtract Integers Terminal Objective 4: To Subtract positive and negative integers by applying the rulesEnabling Objectives:4A. To subtract positive and negative numbers using rulesInitial Presentation: To introduce students to subtracting integers using rules, talk about opposite day. Today is Opposite Day. Ask the students how they would subtract a greater number from a lesser number. Relate negative integers to borrowing money to buy something you do not have enough money for. For example, if you have $3 but you want to buy something that costs $5, you would borrow $2 and have a $2 debt. 3 5 = - 2. In other words we are adding the opposite! Use the lessons power-point to teach and model the lesson. Have the students to take notes. (Morrison, Ross, Kalman & Kemp, 2012)Generative Strategy: After teaching the lesson have students complete the independent problems using their notes. Have the students to record themselves reciting the subtraction rule. After the students have completed the lessons they will create their own problems that must include adding and subtracting integers using a number line, defining, comparing, and identifying integers. The students must also show examples of opposites and absolute value of integers. . (Morrison, Ross, Kalman & Kemp, 2012)Lesson 5: Dividing and multiplying integersTerminal Objective 5: To divide and multiply positive and negative integers by applying the rulesEnabling Objectives:5A. To divide and multiply positive and negative integers using rulesInitial Presentation: To introduce students to multiplying integers, ask them to complete repeated addition problems with integers. Discuss multiplication as a shortcut for repeated addition. Demonstrate taking $2 from a savings account 3 days in a row, for example: 3* (-2) = -2 + (-2) + (-2) = -6. Then ask students to consider the expression -3 * (-2) and offer suggestions for the product. Use the lessons power-point to teach and model the lesson. Have the students to take notes. (Morrison, Ross, Kalman & Kemp, 2012)Generative Strategy: After teaching the lesson have students complete the independent problems using their notes. Allow the students to record themselves recording the rules for adding, subtracting, multiplying, and dividing integers. After the students have completed the lessons they will create their own problems that must include adding integers using a number line, defining, comparing, and identifying integers. The students must also show examples of opposites and absolute value of integers. (Morrison, Ross, Kalman & Kemp, 2012)Lesson 6: Putting it together B.I.N.G.OTerminal Objective 6: To compare, add, subtract, multiply, and divide positive and negative integers.Enabling Objectives:6A. The students will review objectives 1A-5AInitial Presentation: Review all the lessons that were taught. Have the students to review their notes. Let the students know that they are going to play Integer BINGO. (Morrison, Ross, Kalman & Kemp, 2012)Generative Strategy: Pass out the BINGO cards. State the rules and prize of the games. Example: The winner who says BINGO at the appropriate time will get a homework pass! You will be playing black out, so every square must be marked to win!!! Anyone acting poorly will be disqualified. Pick some of the numbers to place in any empty box. These numbers represent possible answers to problems.-41, -39, -36, -16, -14, -12, -11, -9, -7, -6 -5, -3, -2, 0, 0, 1, 1, 1, 4, 5, 6, 7, 11, 12, 16, 36, 42, 48, 60, 80 The students who have struggled with the rules will be allowed to us their notes and their rules cheat sheet. (Morrison, Ross, Kalman & Kemp, 2012)Part 7Instructional StrategiesGoalsObjectivesUDLAssessments

Lesson 1: The students will answer the follow up questions using a math web 2.0 tool of their choice. To understand the value of an integer.The student will be able to:1A. To define and identify an integer1B. To find opposites1C. To identify absolute values1D. To compare integersLearners are being given a choice in technology tools to respond with which optimizes individual choice and autonomy.Lesson Quiz

Lesson 2: The students will answer the Exit Ticket questions using a math web 2.0 tool of their choice.To demonstrate an understanding of adding integers by using a number line.Objective 2A: The student will use a number line to add integers. Learners are being given a choice in technology tools to respond with which optimizes individual choice and autonomy.Lesson Quiz

Lesson 3: The students will answer the Exit Ticket questions using a math web 2.0 tool of their choice.To add positive and negative integers by using rules.Objective 3A: To add positive and negative integers by applying rules.

Learners are being given a choice in technology tools to respond with which optimizes individual choice and autonomyQuiz 1

Lesson 4: The students will answer the Exit Ticket questions using a math web 2.0 tool of their choice.To subtract positive and negative integers by using the rulesObjective 4A: To subtract positive and negative integers by applying the rules.Learners are being given a choice in technology tools to respond with which optimizes individual choice and autonomyLesson Quiz

Lesson 5: The students will answer the Exit Ticket questions using a math web 2.0 tool of their choice.To divide and multiply positive and negative integers by using the rules.Objective 5A: To divide and multiply positive and negative integers by applying the rules.Learners are being given a choice in technology tools to respond with which optimizes individual choice and autonomyQuiz 2

Lesson 6: The students will pass the test with a 70 or above.To compare, add, subtract, multiply, and divide positive and negative integers.

Objective 6A: The students will compare, add, subtract, multiply, and divide positive and negative integers.Learners are being given a choice in technology tools to respond with which optimizes individual choice and autonomyTest

Part 8A monkey survey account was completed for the students and the peer SME could evaluate the design. After completion of the Unit Test the students will be able to access link for the survey. After the peer SME completes the walk through of the design she will complete a survey. My peer SME has been teaching math for 7 years. She is currently teaching 7th grade Math at Bleckley County Middle School. Using her expertise she will complete an overview of the design. The following link will lead the students to the survey. http://www.surveymonkey.com/s/GLVMR87 here is a list of questions that my survey contains:1.Were you given too many assignments, too few assignments, or about the right amount?Much too manySomewhat too manySlightly too manyAbout the right amountSlightly too fewSomewhat too fewMuch too few

2.How worthwhile was the course material?Extremely worthwhileVery worthwhileModerately worthwhileSlightly worthwhileNot at all worthwhile

3.How useful were the assignments in helping you understand the material?Extremely usefulVery usefulModerately usefulSlightly usefulNot at all useful

4.How organized was the course content?Extremely organizedVery organizedModerately organizedSlightly organizedNot at all organized

The following link will lead the SME to the survey: http://www.surveymonkey.com/s/8SPLGBV. Here is a list of questions that the survey contains:

1. Was the Unit accurately Design?Was the Unit accurately Design? Extremely accurateVery accurateModerately accurateSlightly accurateNot at all accurate

Other (please specify)

2. Did design follow the correct sequence?Did design follow the correct sequence? ExtremelyVeryModeratelySlightlyNot at all

3. What improvements could be made to the design?

I will use survey monkey to collect the data. The data will be used to improve the unit design for the following year.