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Summer Math
L.8
Intensive
AchieveMath
Level # — Lesson 00Teacher
Lesson
Manual
SAMPLE
Catapult Learning™
©2013 Catapult Learning
Math At-A-Glance
Teacher Sheet
10 Problem Solving Strategies
Act Out or Use Objects
Make a Picture or Design
Use or Make a Table
Questioning
Evaluation
judge, justify, interpret,
conclude, infer, assess
Synthesis
Make an Organized List
combine, develop, organize,
revise, cause/effect, generate
Guess and Check
Analysis
Look for a Pattern
Work Backwards
Use Logical Reasoning
Make it Simpler
analyze, differentiate, compare,
contrast, diagram
Application
demonstrate, apply, use
Comprehension
restate, explain, locate
Knowledge
define, recall, list, name
Brainstorm
“Wait Time”
STUDENTS should be given wait
time of 10 seconds to answer a
question.
‰ ALLOW the student you originally
called on, ample opportunity to
respond
‰ CONSISTENCY is the key to
establishing questioning protocols
‰ REPHRASE, REDIRECT, or MAKE
SIMPLER if the student does not
respond, or responds incorrectly.
‰
Open-Ended Questions
for Math
How did you do that?
What should you do now?
What do you think?
What do you see?
Is there another way to do it?
What is a good guess?
Wait time has been shown
to increase: participation, thoughtful
response, self-esteem, and on-task
behavior.
What do you estimate?
SEQUENCE OF MATH LEARNING OBJECTIVES - LEVEL 8
SKILLS
NCTM
#Lessons
WP
8.1A
Order integers
X
1
WP 8.6
8.2A
Add integers, like and unlike signs
X
2
WP8.3
8.3A
Subtract integers, like and unlike signs
X
2
WP8.4
8.4A
Add three one-digit integers
X
2
WP8.2
8.5A
Multiply integers, like and unlike signs
X
2
WP8.7
8.6A
Divide integers, like and unlike signs
X
1
WP 8.1
8.7A
Use operational orders, shown by parentheses
X
3
WP 8.1
8.8A
Write exponent as a multiplication expression
X
2
WP8.3
8.9A
Use order of operations
X
1
WP 8.2
8.10A Identify the smallest/largest fraction
X
1
WP8.6
8.11A Add and subtract fractions with unlike
denominators
X
2
WP 8.1
8.12A
Multiply a whole number by a fraction
X
1
WP 8.5
8.13A
Identify the reciprocal of a fraction
X
1
WP 8.4
8.14A
Multiply and divide fractions
X
2
WP 8.6
8.15A
Divide a whole number by a fraction
X
1
WP 8.5
8.16A
Identify equivalent decimal for a fraction
X
1
WP 8.7
8.17A
Write a decimal in expanded notation
X
1
WP 8.7
8.18A
Add decimal fractions, convert to decimal
number
X
1
WP 8.6
8.19A
Multiply decimals, two/three decimal digits
X
2
WP 8.7
8.20A
Divide a decimal by a whole number, three
decimal digits
X
1
WP 8.3
SKILLS
NCTM
#Lessons
WP
8.21A
Divide decimals, one decimal digit divisor
X
1
WP 8.2
8.22A
Find the percent of a number, including money
notation
X
3
WP 8.5
8.23A
Identify proportions in a ratio
X
1
WP 8.1
8.24A
Understand four coordinate graph
X
2
WP 8.2
8.25A
Evaluate a two variable algebraic equation
X
2
WP 8.1
8.26A
Calculate the perimeter of squares, rectangles,
triangles, and irregular polygons
X
2
WP 8.2
X
2
WP 8.3
X
2
WP 8.2
8.27A
Calculate the area of squares, rectangles,
triangles, and irregular polygons
8.28A Calculate the volume of cylinders and triangular
prisms
8.29A
Identify the probability of an outcome
X
2
WP 8.2
8.30A
Interpret a Venn diagram
X
1
WP 8.2
WP 8.1 Solve multi-step word problems using the four
operations
X
5
WP 8.2 Use a diagram to solve a word problem
X
8
WP 8.3 Use proportion to solve a word problem
X
4
WP 8.4 Use logical reasoning
X
2
WP 8.5 Identify percentage in a word problem
X
3
WP 8.6 Solve simple interest word problems
X
4
WP 8.7 Solve unit price word problems
X
4
DC 8.1 Use and compare data on a bar graph to solve
problems
X
2
DC 8.2 Analyze and interpret data plotted on a double
line graph
X
3
DC 8.3 Read a chart and identify missing information
X
Include in DC
8.1/8.2
WORD PROBLEMS
DATA COLLECTION AND ANALYSIS
SKILLS
NCTM
#Lessons
HOS1 Develop higher order thinking skills
X
Combine with
WP/DC
HOS2 Develop ability to reason, communicate,
connect
and problem solve in math
X
Combine with
WP/DC
HOS3 Develop mental math strategies
X
Combine with
WP/DC
AUTOMATIC OBJECTIVES
WP
Catapult AchieveMath Program
Vocabulary List, Level 8
integers
least
greatest
positive integers
negative integers
sum
positive sign
negative sign
subtract
difference
factors
product
divide
divisor
dividend
quotient
operations
multiply
add
operational order
parentheses
data
data collection
bar graph
horizontal
vertical
Venn diagram
x-axis
y-axis
data tables
double line graph
analyze
exponent
power
base
variable
multiple
greater than
less than
equal
equivalent fraction
least common
denominator
improper fraction
mixed number
numerator
denominator
cancel
greatest common factor
reciprocal
whole numbers
lowest terms
terminating
repeating
necessary zero
expanded form
decimals
place value
tenths
hundredths
thousandths
digits
word problems
rounding
percent
proportion
whole
part
discount
ratio
cross multiply
graph
coordinates
ordered pairs
origin
point
quadrants
equation
evaluate
perimeter
square
rectangle
triangle
polygon
irregular polygon
area
volume
cylinder
radius
diameter
triangular prism
probability
outcomes
chances
event
tree diagram
Integer Number Lines (student worksheets), two-color
counters, pencils, loose-leaf paper
Two-color counters, pencils, loose-leaf paper
Two-color counters, pencils, loose-leaf paper
Pencils, loose-leaf paper
Pencils, loose-leaf paper
Two-color counters, loose-leaf paper, pencils, dry erase
boards/markers/erasers
Pencils, loose-leaf paper
Calculators, pencils, loose-leaf paper
Calculators, loose-leaf paper, pencils
Test Taking Strategies
5
10
11
12
13
14
6
7
8
9
4
3
2
Integer Number Lines (student worksheets), loose-leaf
paper, pencils
Integer Number Lines (student worksheets), loose-leaf
paper, pencils
Number Line (student worksheets), pencils, loose-leaf
paper, dry erase boards/markers/erasers
Integer Number Lines (student worksheets), loose-leaf
paper, dry erase boards/markers/erasers, pencils
Materials
1
Lesson
Level 8
.
8/2004
positive integers, negative integers, sum
positive sign, negative sign, sum
factors, product, positive sign, negative sign
factors, product, positive sign, negative sign,
absolute value
divide, quotient, negative integer, positive
integer, absolute value
operations, multiply, divide, add, subtract,
operational order
operational orders, parentheses
operational orders, parentheses
subtract, difference, unlike signs
subtract, difference, like signs, opposite
integer, positive sign, negative sign, sum
positive integers, negative integers, sum
integers, whole numbers, least, greatest
Corresponding Vocabulary
Catapult AchieveMath Materials Scope & Sequence – Level 8
Level 8
.
23
22
21
20
19
18
17
15
16
Independent Practice Worksheet (student worksheets),
fraction tiles, dry erase boards/markers/erasers, pencils,
fraction tiles, dry erase boards/markers/erasers, pencils,
loose-leaf paper
Math Benchmark Assessment
Graph paper (1/4 inch grids, 2 sheets per student), 12inch rulers, pencils,
Used Numbers, “Statistics: The Shape of the Data”
(Grades 4-6), pp. 63-67, 78 (for reference), How Long Do
People Sleep? Data sheet, (student worksheets)
Used Numbers, “Statistics”, Grades 4-6, pages 63-67, 78
(for reference), How Long Do People Sleep? Data sheet
(student worksheets), Teacher’s Copy of “Sleep Data”
(double line graph), Two student drawn vertical graphs
(from previous class), Graph paper (1/4 inch grids), 12inch rulers, pencils, colored pencils, calculators
Base Ten Blocks, dry boards/markers/erasers, deck of
cards (A-5 of one suit), pencils
Dry erase boards/markers/erasers, playing cards (ace
through ten of one suit and all queens/kings/jacks),
pencils
Order of operations terms (student worksheets), die,
Independent Practice Worksheet (student worksheets),
pencils, loose-leaf paper, dry erase marker
boards/markers/erasers
fraction circles, dry erase boards/markers/erasers,
pencils, loose-leaf paper
8/2004
multiple, greater than, less than, equal,
equivalent fraction, least common denominator
(LCD)
sum, least common denominator (LCD), mixed
number, improper fraction
difference, least common denominator, multiple
parentheses, exponents
exponent (power), base, variable
exponent (power), base, factor
data tables, graphs, double line graph, analyze,
x-axis, y-axis, key
data collection, bar graph, data, horizontal,
vertical, y-axis, x-axis
Catapult AchieveMath Materials Scope & Sequence – Level 8
Level 8
.
Daily Tune-Ups, Grade 6, pg. 35, twelve dice, dry erase
boards/markers/erasers, deck of cards (minus face
cards), pencils,
dry erase boards/markers/erasers, pencils, graph paper,
crayons, fraction circles, loose-leaf paper, rulers
25
Test Taking Strategies
Math Benchmark Assessment
29
30
28
dry erase boards/markers/erasers, pencils, graph paper,
crayons, loose-leaf paper, rulers
dry erase boards/markers/erasers, pencils, fraction tiles,
loose-leaf paper
27
26
fraction tiles, dry erase boards/markers/erasers, pencils,
deck of cards, dice, loose-leaf
24
8/2004
numerator, denominator, reciprocal, lowest
terms, greatest common factor, cancellation
reciprocal, numerator, denominator, whole,
product
numerator, denominator, product, lowest terms
factor, product, cancel, numerator, denominator,
improper fraction, mixed number, greatest
common factor (GCF)
reciprocal, numerator, denominator, improper
fraction, mixed number, whole number
Catapult AchieveMath Materials Scope & Sequence – Level 8
Level 8
Catapult Learning AchieveMath Group Skill Sheet – Level 8
TEACHER: _________________________
SCHOOL YEAR: __________
DAYS FOR INSTRUCTION: _________________________
Directions: Record Daily Lesson Assessment percent and the MBA percent next to the specific lessons. If there
is no score for a given lesson, insert a check if a student was in attendance and “A” if a student is absent when
the lesson was taught.
MATH SKILLS
*
MBA 1 Pre-test
1
Order integers
2
Add integers, like and unlike signs
3
Add integers, like and unlike signs
4
Subtract integers, like and unlike signs
5
Subtract integers, like and unlike signs
6
Add three one-digit integers
7
Add three one-digit integers
8
Multiply integers, like and unlike signs
9
Multiply integers, like and unlike signs
10 Divide integers, like and unlike signs
11 Use operational orders, shown by parentheses
12 Use operational orders, shown by parentheses
13 Use operational orders, shown by parentheses
8/04
DATE
STUDENTS
MATH SKILLS
14 Review Lesson/Test Strategies
15 MBA 1 Post-test
16 Data Collection Part 1
17 Data Collection Part 2
*
MBA 2 Pre-test
18 Write exponent as a multiplication expression
19 Write exponent as a multiplication expression
20 Use order of operations with exponents
21 Identify the smallest or largest fraction
22 Add and subtract fractions with unlike
denominators
23 Add and subtract fractions with unlike
denominators
24 Multiplication a whole number by a fraction
25 Identify the reciprocal of a fraction
26 Multiply and divide fractions
27 Multiply and divide fractions
28 Divide a whole number by a fraction
29 Review Lesson/Test Strategies
30 MBA 2 – Post-test
*
MBA 3 – Pre-test
31 Identify equivalent decimal for a fraction
8/04
DATE
Level 8
MATH SKILLS
32 Write a decimal in expanded notation
33 Add decimal fractions, convert to decimal
number
34
Multiply decimals, two to three decimal digits
35
Multiply decimals, two to three decimal digits
36
Divide a decimal by a whole number, three
decimal digits
37
Divide decimals, one decimal digit divisor
38
Find the percent of a number, including money
notation
39 Find the percent of a number, including money
notation
40 Find the percent of a number, including money
notation
41 Identify proportions in a ratio
42 Understand four coordinate graphs
43 Understand four coordinate graphs
44 Review Lesson/Test Strategies
45 MBA 3 – Post-test
46 Data Collection Part 1
47 Data Collection Part 2
*
MBA 4 – Pre-test
48 Evaluate a two variable algebraic equation
49 Evaluate a two variable algebraic equation
50 Calculate the perimeter of squares, rectangles,
triangles, and irregular polygons
8/04
DATE
Level 8
MATH SKILLS
51 Calculate the perimeter of squares, rectangles,
triangles, and irregular polygons
52 Calculate the area of squares, rectangles,
triangles, and irregular polygons
53 Calculate the area of squares, rectangles,
triangles, and irregular polygons
54 Calculate the volume of cylinders and triangular
prisms
55 Calculate the volume of cylinders and triangular
prisms
56 Identify the probability of an outcome
57 Identify the probability of an outcome
58 Interpret a Venn Diagram
59 Review Lesson/Test Strategies
60 MBA 4 – Post-test
8/04
DATE
Level 8
Catapult Learning AchieveMath Program
Sequence of Lessons
Orientation Lesson
Assessment of Student Achievement
MBA 1 Pre-test, Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14 Review/Test Strategies
Lesson 15 MBA 1 Post-test
Lesson 16 Data Collection/Analysis
Lesson 17 Data Collection/Analysis
MBA 2 Pre-test, Lesson 18
Lesson 19
Lesson 20
Lesson 21
Lesson 22
Lesson 23
Lesson 24
Lesson 25
Lesson 26
Lesson 27
Lesson 28
Lesson 29 Review/Test Strategies
Lesson 30 MBA 2 Post-test
MBA 3 Pre-test, Lesson 31
Lesson 32
Lesson 33
Lesson 34
Lesson 35
Lesson 36
Lesson 37
Lesson 38
Lesson 39
Lesson 40
Lesson 41
Lesson 42
Lesson 43
Lesson 44 Review/Test Strategies
Lesson 45 MBA 3 Post-test
Lesson 46 Data Collection/Analysis
Lesson 47 Data Collection/Analysis
MBA 4 Pre-test, Lesson 48
Lesson 49
Lesson 50
Lesson 51
Lesson 52
Lesson 53
Lesson 54
Lesson 55
Lesson 56
Lesson 57
Lesson 58
Lesson 59 Review/Test Strategies
Lesson 60 MBA 4 Post-test
Assessment of Student Achievement
Orientation Lesson - Math
The Orientation Lesson will be delivered during the first session. The purpose of this
lesson is: to help students become familiar with the goals and expectations of the
program; to orient students to the components of the instructional sessions; to
familiarize students with materials they will use throughout the course; and to introduce
students to the motivation program. To help you with the orientation lesson, the
following materials are needed:
Teacher Materials:
Math Lessons Binder
Manipulatives and Teacher Resources
Dry-erase board, marker, and eraser
Tokens
Student Materials:
Student portfolio (two pocket folder)
Dry-erase boards, markers, and erasers
Pencils and loose-leaf paper
Token cups
The following topics comprise the Orientation Lesson:
Welcome
¾ Welcome students warmly by name and introduce yourself to the group.
¾ Lead the students in a discussion of why they are there. Ask the following
questions:
o “How many of you like sports or music?”
o “What are your favorites?”
o “How do we become better at sports or music?” (by practicing, taking
classes, modeling others)
o “Who helps you practice?” (a coach, a friend, a parent, brother, a sister, a
teacher)
¾ “We are going to do the same thing here with math. We are going to get better at
math and help make math fun by coaching you and helping you practice.”
¾ Explain to students that they will be coming to sessions ______ times each
week.
¾ Explain that their attendance is important and that just as a coach wants you at
practice and to attend all of the games, it is important that they attend each and
every session to build their math skills.
¾ Inform students of the schedule for the class.
¾ Encourage students to be on time. Lead the students in a discussion of “Why it is
important to be on time”
INTRODUCTION TO PROGRAM MATERIALS AND COMPONENTS
Motivation Program
¾ Introduce students to the motivation program.
¾ Explain the components of the motivation program (praise, tokens, Token
Tracker, Awards Center, certificates); draw a hand on the dry-erase board and
label each digit with each of the components to help illustrate each component of
the program.
¾ Direct students to turn to the Token Tracker in their student portfolio and to write
their name on the top of the page. Review the components of the page and the
procedures for entering information on the page.
¾ Tell students they will earn 5 tokens for attending today, and 10 tokens for
completing the ASA. Direct them to enter today’s token information on the first
line of their Token Tracker.
¾ Discuss with students how they will be receiving specific feedback regarding their
performance during their time in the program.
¾ Direct students to turn in their student portfolio to the page titled, “How Do I Earn
Tokens?”
¾ Reinforce with students that:
o they will earn tokens for attendance, attitude, achievement, and effort.
o when they earn their tokens, they should leave them in the cup in which
they are placed and wait until the end of the session to count them.
o they will count and deposit their tokens by filling out the Token Tracker.
The teacher will recount the tokens and verify the balance and initial it in
pen. The teacher will also reclaim the tokens deposited.
o tokens can be redeemed at the Awards Center on designated days which
occur _______ times per month.
¾ If possible, show students some items from the Awards Center so they have an
idea of what they might be able to earn.
¾ Inform students that they do not have to get an item each time the Awards
Center is open. They may save their tokens and redeem them at a future date.
¾ Discuss with students that the tokens they earn are theirs and should not be
shared with others.
Preview of Manipulatives
¾ Introduce students to math manipulatives for their level by laying some out on the
instructional table.
¾ Ask students how they show respect for materials.
¾ Allow students a few minutes to explore with the manipulatives.
¾ Tell students that their pencils should be kept in their token cup whenever they
are not using them (this will avoid pencil tapping, breaking pencils, etc.).
Student Portfolio
¾ Explain to the students that they will each have their own student portfolio (a twopocket folder), which will remain at the site when they leave each day.
¾ Direct the students to write their names on the cover of their portfolio.
¾ Explain that each student will have a packet of lesson worksheets to be inserted
into their portfolios.
¾ Explain that all work will either be done on these worksheets or on loose-leaf
paper.
Dry-erase boards (review and demo with elementary school students only)
¾ Provide each student with a dry-erase board, marker, and eraser.
¾ Inform students that they will be using their dry-erase boards at various times
throughout their sessions as part of their learning and practice activities.
¾ Allow students a few minutes to practice writing on the boards, by writing their
names, a favorite color, sport, or activity.
Problem Solving Strategies
¾ Engage students in a discussion of strategies they use when they come across
word problems.
¾ Review student responses.
¾ Direct students to refer to the page in their student portfolio titled “Math Student
At-A-Glance Sheet.”
¾ Lead the students in a discussion and a review of each component.
Summary/Closure
¾ Inform students that at the end of each session they will be asked to share what
they learned.
¾ Lead students in a discussion of what was learned during today’s orientation
session (schedule, motivation program, Awards Center).
¾ Inform students that after discussing what they learned they will be asked to
count their tokens and enter the total on their Token Tracker.
¾ Follow these procedures to have students count and record their token totals for
the session.
NOTE: Students should leave the Orientation Lesson feeling excited about the
program and about returning for their next session. Remember to address students
by name as they leave and send them off on a positive note.
4
AM8 Lesson 1
1.) 304, 367, 321, 375
2.) 257, 48, 27, 66
3.) 99, 89, 101, 110, 91
(304, 321, 367, 375)
(27, 48, 66, 257,)
(89, 91, 99, 101, 110)
Teacher: Write three more problems on the board and have students place numbers in order from least to greatest.
Say: “Let’s review placing numbers in order from the least to the greatest. If I give you three numbers, 5, 6, and 7, what number
is greatest and what number is least?” (7 is the greatest and 5 is the least) “Place these numbers in order from the least to the
greatest: 12, 21, 4, 11.” (4,11,12, 21)
Say: “Who can tell me the difference between greatest and least?” (Greatest means the largest or the most; least means the
smallest or the fewest.)
Skill: Ordering numbers
Brief Review and Practice (10 min.)
Welcome (3 min.)
Integer Number Lines (student worksheets), loose-leaf paper, pencils
Materials/Manipulatives
Solve simple interest word problems
Word Problem Objective
Order integers from the least to the greatest
Lesson Objective
DIRECTED MATH ACTIVITY – L8, Lesson 1
Lesson 1
AM8 Lesson 1
3
”2004 Catapult Learning•
-
-
2
-
1
0
1
2
3
5
Teacher: Draw an integer number line on the board. Point out the zero. Show the students how negative integers are to the left
of the zero and positive integers are to the right of the zero.
Say: “Today, we are going to learn about integers. An integer is a whole number. What is a whole number?” (A number that
does not contain a portion, fraction, or decimal.) “An example of a whole number is the number 5. 5½ or 5.6 are not whole
numbers. Integers are actually whole numbers that can be positive or negative. If I have two dollars in my pocket, that is +2. If I
do not have any money in my pocket and I owe someone two dollars, then I have –2.”
Concept Development (10 min.)
Integers, whole numbers, least, greatest
Teacher: Write the following vocabulary words on a board. Discuss these words and their meanings throughout the lesson.
Corresponding Vocabulary
Interest = principal x rate x time
= $500 x 0.05 x 1 = $25.00 Mrs. Simpson receives $25.00 in interest in one year.
Teacher: Set up the problem on the board.
Say: “What formula do we need to know in order to determine how much interest Mrs. Simpson earns?” (interest = principal x
rate x time) “What is the principal amount in this problem?” (the amount of money that she has in her account, $500) “What is
the rate?” (the percent , 5%. For the problem we need to change it to a decimal, 0.05) “What is the time?” (she receives
interest in a year)
Mrs. Simpson deposited $500 into a savings account that pays 5% interest per year. How much interest did Mrs. Simpson earn
in one year?
Say: “We will work on a word problem together. Listen as I read the problem.”
Word Problem
Lesson 1
3, -2, -6 __________
–
8, +8, -4 __________
+
1, -1, 0, +3 _________
–
6, -10, -8 __________
+
4, -5, +9, -4________
+
(-6, -2, +3)
(-8, -4, +8)
(-1, 0, +1, +3)
(-10, -8, -6)
(-5, -4, +4, +9)
6
AM8 Lesson 1
Teacher: Review the correct answers with the students.
1.
2.
3.
4.
5.
Say: “Here are five problems. Use the number lines and work with a partner to solve each problem. Arrange the numbers in
order from least to greatest. Write your answers on your paper.”
Teacher: Write the following problems on the board. Have the students work in pairs to solve these problems.
Say: “Remember that integers to the left of zero on the number line are negative. In other words, left is least. Integers to the
right of zero on the number line are positive. In other words, right means greatest.”
Say: “I am going to give you three numbers. Place your fingers on the three numbers on the first number line on your page. The
three integers are: -4, +2, and, -1.”
Teacher: As each integer below is mentioned, monitor students to ensure they are pointing to the proper place on the number
line.
Say: “Let’s break into two groups. You will use your Integer Number Lines. First, place your finger on zero. Next, place your
finger on +3. Now, place your finger on –3”.
Teacher: Have students find the Integer Number Lines sheet in their portfolios. Students will also need paper. Students will
work in two groups. Draw a number line on the board and demonstrate with your finger where 0, +3, and –3 are located.
Guided Practice (15 min.)
Say: “Where is –5 located?” (to the left of zero by five spaces) “Where is +6 located?” (to the right of zero by six spaces)
“Where is –13 located?” (to the left of zero by thirteen spaces)
Lesson 1
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
(-7, 0, +3)
(-10, -5, +4)
(-9, -6, -3)
(-8, 0, +2, +6)
(-2, -1, 0, +1)
(-4, -3, +2, +5)
(-4, -2, -1, +5)
(-14, -9, +8, +13)
(-17, -7, 0, +5, +9)
(-11, -8, -4, +1, +5)
___________
___________
___________
___________
___________
(-2, +3, +4)
(-6, -3, 0, +5)
(-9, 0, +5, +7)
(-10, -8, -4, +2, +6)
(-7, -5, -1, 0, +2, +8)
AM8 Lesson 1
”2004 Catapult Learning•
x Tokens/Token Tracker/Awards Center – (6 minutes)
1. +3, -2, +4
2. –6, -3, +5, 0
3. +7, 0, -9, +5
4. +6, -4, -10, +2, -8
5. 0,+2,+8, -5, -7, -1
x Administer Daily Lesson Assessment – (8 minutes) Check all work. Score and record results on the Math Group Skills
Sheet.
x Lesson Summary – (1 minute)
What did we do today?
What is one thing you learned today?
Closure (15 min.)
1. +3, 0, -7
2. +4, -10, -5
3. –6, -9, -3
4. –8, +6, 0, +2
5. +1, -1, 0, -2
6. +5, -4, +2, -3
7. –4, -2, -1, +5
8. +13, -9, -14, +8
9. +9, +5, 0, -7, -17
10. –8, -4, +1, -11, +5
Teacher: Write the following problems on the board. Students should complete their work independently. Review the correct
answers with the students.
Say: “Let’s work on some practice problems. Copy the problems from the board onto your paper and then solve. Remember,
we are putting these integers in order from the least to the greatest”.
Independent Practice/Application (7 min.)
Lesson 1
7
8
_________________
_________________
_________________
7, 0, -9, +5
6, -4, -10, +2, -8
+
+
0, +2, +8, -5, -7, -1
3)
4)
5)
AM8 Lesson 1
_________________
6, -3, +5, 0
-
_________________
2)
3, -2, +4
+
1)
Write these integers in order from the least to the greatest:
SKILL: Order integers from the least to the greatest.
NAME ____________________________
Daily Lesson Assessment
DATE ______________
Lesson 1
-8 -7 -6
-10 -9
AM8 Lesson 1
-10 -9 -8 -7 -6
-8 -7 -6
-10 -9
-1
-1
-1
0
0
0
1
1
1
2
2
2
3
3
3
4
4
4
”2004 Catapult Learning•
-5 -4 -3 -2
-5 -4 -3 -2
-5 -4 -3 -2
5
5
5
INTEGER NUMBER LINES
6
6
6
7
7
7
8
8
8
9
9
9
10
10
10
Lesson 1
9