Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.

Degree of Alignment:
2 Strong
(2 users)

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Standard: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

Degree of Alignment:
1.5 Strong
(2 users)

Learning Domain: The Number System

Standard: Apply and extend previous understandings of numbers to the system of rational numbers

Indicator: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

Degree of Alignment:
Not Rated
(0 users)

Learning Domain: The Number System

Standard: Apply and extend previous understandings of numbers to the system of rational numbers

Indicator: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.

Degree of Alignment:
Not Rated
(0 users)

on Dec 22, 04:11pm Evaluation

## Opportunities for Deeper Learning: Strong (2)

There is some critical thinking. This lesson is more of an introduction to concepts. Problems are not complex.

on Dec 22, 04:11pm Evaluation

## Quality of Assessments: Limited (1)

I think I would ask what students know about thermometers, credit/debit, etc. Discuss this in length. Then move into the lesson.

on Dec 22, 04:11pm Evaluation

## Utility of Materials Designed to Support Teaching: Superior (3)

Support included a book and videos.

on Dec 22, 04:11pm Evaluation

## Quality of Explanation of the Subject Matter: Strong (2)

Some objects were very good - thermometer, number line. Some were not as clear as the could be. BBB RRR - use black and red circles. Pay attention to how it looks on the page. This is easy to fix.

on Oct 02, 01:04pm Evaluation

## Opportunities for Deeper Learning: Superior (3)

Students were applying discrete knowledge to real-world situations, and reasoning abstractly. Included in the presentation was attention to strategies and approaches to understand math concepts and attention to different students' reasoning.

on Oct 02, 01:04pm Evaluation

## Quality of Instructional and Practice Exercises: Superior (3)

A strength of this lesson is the amount of practice at this "introduction to the concept" level, where students get much repetition to see, hear and think about how negative numbers are different than the positive ones we're accustomed to.

on Oct 02, 01:04pm Evaluation

## Quality of Technological Interactivity: Not Applicable (N/A)

The technology used for this lesson was not interactive.

on Oct 02, 01:04pm Evaluation

## Quality of Assessments: Strong (2)

The assessment covers the material in the lesson well. Perceiving that -10 is lower than -1 automatically is critical for understanding integer operations, and the assessment provides a visual reference and asks the questions about greater than or less than in many different ways.

I think it could be a more effective, formative assessment -- especially for students with learning disabilities or who are English language learners -- if at least some of the questions had a visual element to them.

on Oct 02, 01:04pm Evaluation

## Quality of Explanation of the Subject Matter: Superior (3)

The explanation is thorough and effective. Students in the class where we used this lesson were thinking, making mistakes based on the "positive number" rules (-4 not as warm as -12...) and then recognizing them because of the use of a big number line on the wall.

THe careful construction of "real world" scenarios was effective in the class this was used in.

There was not a lot of connection with other concepts, but this is the very first lesson in the course (and thus, no past common experience to connect to) and the concept itself is just being introduced.

Since the abstract states: "This lesson will be the first of six lessons," can you share where the next six lessons are found?

Thanks!

See if this works: https://www.oercommons.org/authoring/23837-integers-lesson-1-2

I'm working on number 2 as we speak -- but the full chapter of the text is online in this lesson.