ITTI LESSON PLANNING TEMPLATE
GETTING YOURSELF READY
Materials:

All handouts and written material were included in the
lesson plan

All necessary materials were listed in the lesson plan
Preparation

Lists all the task to be completed by the teacher that are necessary to be
fully prepared for the lesson
Agenda

The agenda was listed with appropriate time allotment
Materials: NBs, whiteboards, markers,
erasers, GP ws, HW ws,
Your Preparation: Prepare GP ws, HW ws
Agenda with times:
Do now: 3 minutes
Teaching: 20 minutes
SP: 7 minutes
GP: 15 minutes
Closure: 2 minutes
Total: 47 minutes
GETTING YOUR STUDENTS READY
*Do Now: 1. 14 + 6
2. 3 +16
3. 4 + 19
Objective: Today you will be able to… explain what an integer is and add
integers
Proving Behavior: By… identifying 5 integers and solving 10 guided practice
problems in which it is necessary to add integers.
Purpose: We are doing this because…integers are central to both higher
math and our everyday lives: Often when we use numbers (temperature,
money), we are speaking in terms of integers
Do Now:

Activates relevant prior knowledge for today’s lesson or

Reviews a skill students have mastered that is a pre-requisite for today’s lesson or

Serves as a check for understanding for a skill students need to know for today’s lesson
Objective:

Manageable and relevant to the topic of study

Skill-based
Proving behavior:

Correlates with the objective and

Overt action

Manageable for the time allotted
Purpose:

Explains why this lesson matters in a way that students can connect to and justify
TEACHING (may be less or more than six steps)
Steps


Written clearly and make sense
Process are manageable for the time allotted for this lesson
Say, See, Do Teaching



“Say”s are appropriate teacher directed statements that further student learning
“See”s are appropriate think alouds, steps in the VIP, modeling, visual examples that further student learning, and varied
“Do”s are appropriate student actions that match the Say and the See and are varied
Step 1
What an integer is
Say: “Integer” is just a fancy way of saying something very simple. It simply means all the counting numbers we are familiar with (0, 1,
2, 3,... 100, 101, 102,.... 1,876....) as well as their opposites, which we call negative numbers. A negative number is less than 0. As I said,
every positive integer (which really is just a fancy way of saying every positive whole number), has an opposite: a negative. So we have
-1, -2, -3, ....., -50, -51.... So if we say that 3 is a positive integer, -3 is it’s opposite. This is a negative integer
See: Positive Integers: 1, 2, 3, 4, 5.....
Negative Integers: -1, -2, -3, -4, -5......
And 0

Step 2
Number Line
Step 3
Adding integers
Step 4
2 Negative Integers
*If the students have
trouble grasping the
rules, I will revert
back to the number
line to walk them
through the
examples
Step 5
1 positive, 1
negative integer
*If students find this
too confusing, revert
to number line
Step 6
Do: Write one positive and one negative integer that I haven’t written on your board and hold it up so I can see it.
Say: The best way to think about integers is to draw out what is called a “number line.” A number line puts 0 in the middle and then
ticks off all numbers less than 0 (negative integers) to the left of 0 and ticks off all numbers greater than 0 (positive integers) to the
right of 0.
See: Number line drawn on board with 0 clearly marked in middle and 10 labeled ticks to the right and 10 (negative) labeled ticks to
the left, with arrows at each end of the line. Explanation of arrows.
* Do: Draw your own number line on your white board and hold it up so that I can see it.
Say: Great. The next step is to put our integers into action. First, we are going to learn how to add integers. I’m sure you guys are
already very familiar with adding positive integers together, but things get a little more complicated when we mix in negative
numbers. There are three scenarios 1. Adding two positive integers 2. Adding two negative integers 3. Adding a positive integer and a
negative integer. Let’s start with 1. Adding two positive integers together. The rule here is that two positives added together give a
positive sum. Let’s look at an example.
See: 3 + 4 = 7
* Do: 2 + 9 = on whiteboards, hold up
Say: 2. Adding two negative integers together. The rule here is also very easy to remember: Two negative integers added together give
a negative sum. Let’s look at an example.
See: -2 + -4 = -6
* Do: On whiteboards, hold up: -12 + -5 =
Say: OK, the first two scenarios are pretty straightforward. Let’s consider the 3rd scenario: 3. Adding a positive integer and a negative
integer. Here’s a trick I like to use: 1. Put your finger over the negative sign (imagine it’s not there) 2. With the negative “eliminated,”
subtract the smaller number from the bigger number 3. That result is then positive if the bigger of the two original numbers was
positive and it is negative if the bigger of the two original numbers was negative. Let’s look at an example
See: 6 + (-14)
Imagine: 6 + 14
Now: 14 – 6 = 8
Bigger of the 2 original numbers was negative, so final result is negative: -8
* Do: On whiteboard, hold up: -9 + 6 =
Say:
See:
* Do
PRACTICE
*Structured Practice (3-4 additional examples led by teacher with gradually quickening pace, helping
Structured Practice

students approach automaticity by manipulating, time, materials, group size)

Time: 1 minute
Materials: NB
Group Size: Pairs
Time: 30 seconds
Materials: NB
Group Size: pairs
Time: 30 seconds
Materials: NB
Group Size:
Individual
Time: 20 seconds
Materials: NB
Group Size:
Individual
Time: 15 seconds
Materials: NB
Group Size:
Individual
Provides 2-3 effective examples that enable teacher to gradually release responsibility by quickening
pace, changing materials, or manipulating group size
Students get to practice entire process
Example 1: Write an example of one positive integer and one negative integer
Example 2: Draw out a number line and label each integer from -10 to positive 10 with a tick mark
Example 3: 7 + 6
Example 4: -5 + - 3
Example 5: 4 + (-7)
*Guided Practice (the proving behavior of the objective monitored by teacher)
Assignment: 15 problem worksheet assessing ability to identify integers and
add integers.
Assignment:

Is the proving behavior of the objective
Criteria for Mastery: Correctly solving all 15 problems.
Criteria for Mastery:

Rigorous and achievable based on the lesson
Homework: 25 problems assessing identification of integers and adding
integers
Homework:

Matches the skill level of the teaching and guided practice for the day (does not present anything new)

Manageable in terms of length and materials required
*Closure: Write one positive and one negative integer on your index card
and hand it to me as you exit.
Closure:

Last check for understanding or students summarizes the learning

Overt- active participation
*Active Participation is required by all students at the same time.
Visual Instruction Plan
VIP (if applicable)

Includes a title

Lists the steps in the process

Appropriate depth and length for the skill level

Appropriate visual cues that further student understanding of the step