COMPOSE A PROGRAM AND LEARNING OBJECTIVES FROM ATTACHED PROFESSIONAL DEVELOPMENT FOR ADULT LESSON

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Using Positive and Negative Numbers in Context

Mathematical goals

This lesson unit is intended to help you assess how well students are able to understand and use directed numbers in context. It is intended to help identify and aid students who have difficulties in ordering, comparing, adding, and subtracting positive and negative integers. Particular attention is paid to the use of negative numbers on number lines to explore the structures:

Starting temperature + Change in temperature = Final temperature Final temperature – Change in temperature = Starting temperature Final temperature – Starting temperature = Change in temperature

Introduction

The lesson unit is structured in the following way:

· Before the lesson students work individually on an assessment task designed to reveal their current understanding. You review their responses and write questions to help them improve their work.

· After a whole-class introduction, students work together in small groups on a card-matching task.

· In the same small groups, they then create directed number calculations to correspond to temperature changes or city temperatures. To end the lesson there is a whole-class discussion.

· In a follow-up lesson, students again work alone on a task similar to the assessment task.

Materials required

· Each student will need a copy of the assessment task Temperature Changes and Temperature Changes (revisited), a copy of the Temperature Scale, a mini-whiteboard, a pen, and an eraser.

· Each small group of students will need a set of cut-up cards from the sheets City Temperatures and Changes in Temperature, a glue stick, and a large sheet of paper for making a poster.

· You will also need one copy of the cut-up cards Introduction to Negative Numbers.

Time needed

15 minutes before the lesson, a 100-minute lesson (or two 55-minute lessons), and 20 minutes in a follow-up lesson. Timings are approximate and will depend on the needs of your class.

Lesson Type

· C Concept Development

Mathematical Practices

This lesson involves a range of mathematical practices from the standards, with emphasis on:

· MP1: Make sense of problems and persevere in solving them

· MP2: Reason abstractly and quantitatively

· MP3: Construct viable arguments and critique the reasoning of others

· MP4: Model with mathematics

· MP6: Attend to precision

· MP7: Look for and make use of structure

· MP8: Look for and express regularity in repeated reasoning

Mathematical Content Standards

This lesson asks students to select and apply mathematical content from across the grades, including the content standards:

· 7.EE: Use properties of operations to generate equivalent expressions.

· 7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

· 7.NS: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Compose Your Program and Learning Objectives Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Choose the appropriate level of Bloom’s Taxonomy verb for each learning objective or goal. 26%	Does not choose a Bloom’s Taxonomy verb for each learning objective or goal.	Chooses a verb that does not quite reflect the desired level of Bloom’s Taxonomy verb for one or more learning objectives or goals.	Chooses the appropriate level of Bloom’s Taxonomy verb for each learning objective or goal.	Chooses the appropriate level of Bloom’s Taxonomy verb for each learning objective or goal. Justifies the choice with sound reasoning.
Compose three discrete program objectives or goals, relating each to the intent of the learning experience to be designed. 27%	Does not compose program objectives or goals.	Composes less than three discrete program objectives or goals; or does not relate each goal to the intent of the learning experience to be designed; or does not adequately describe the relationship between goals and course intent.	Composes three discrete program objectives or goals, relating each to the intent of the learning experience to be designed.	Composes three discrete program objectives or goals, relating each to the intent of the learning experience to be designed in a clear and concise manner.
Compose one to three learning objectives or goals aligned to each of the three program objectives or goals, relating each to the intent of the learning experience to be designed. 27%	Does not compose learning objectives or goals.	Composes learning objectives or goals but does not align them appropriately to the program objectives or goals or does not relate each to the intent of the learning experience to be designed.	Composes one to three learning objectives or goals aligned to each of the three program objectives or goals, relating each to the intent of the learning experience to be designed.	Composes one to three learning objectives or goals aligned to each of the three program objectives or goals, relating each to the intent of the learning experience to be designed in a clear and concise manner.
Convey clear meaning through appropriate word choice and usage. 10%	Does not convey clear meaning through appropriate word choice and usage.	Clear meaning is inhibited by a limited vocabulary, vague or ambiguous word choice, or incorrect usage.	Convey clear meaning through appropriate word choice and usage.	Conveys precise and unequivocal meaning through precise word choice and effective usage.
Conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards. 10%	Does not convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and writing scholarly standards.	Conveys purpose, in an appropriate tone or style. Clear, effective communication is inhibited by insufficient supporting evidence and/or minimal adherence to applicable writing standards.	Addresses assignment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.	Conveys clear purpose, in a tone and style well-suited to the intended audience. Supports assertions, arguments, and conclusions with relevant, credible, and convincing evidence. Exhibits strict and nearly flawless adherence to organizational, professional, and scholarly writing standards, including APA style and formatting.