LESSON PLAN
TOUCHCAST USAGE IN EDUCATION
BY TOUCHCAST EDU TEAM
MATH - ADD AND SUBTRACT RATIONAL NUMBERS - 7TH GRADE
TouchCast // Math // Lesson Plan
Add and Subtract Rational Numbers // Units 1-5
Grades : 7th grade
Created by : TouchCast Edu Team
Overview
This lesson plan is part of a 7th grade Math curriculum concerning rational numbers.
Students are introduced to the values of opposite numbers, the meaning of additive
inverse. They will also learn about how to solve real life problems using the additive
inverse of a number. The TouchCast application is used by both the teacher and the
students, for lecturing and role-playing.
Objectives
•Students will determine the values of opposite numbers by comparing their
distances and directions from 0
•Students will explain the meaning of the term additive inverse by combining
opposite numbers to make 0
•Students will learn how to make a 0 sum by using the additive inverse of a number
•Students will learn how to determine which values combine to make 0
•Students will learn how to find the additive inverse of a number by using an
equation
TOUCHCAST
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TouchCast // Add and Subtract Rational Numbers
Corresponding Common Core Standard
•CCSS.MATH.CONTENT.7.NS.A.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.
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TouchCast // Add and Subtract Rational Numbers // Unit 1
Part /
Time
Determine
the values of
opposite
numbers
using a
number line lesson 1
Procedures
1. Teacher presents the TouchCast introduction about values of opposite numbers using a
number line (this can be done in classroom or students can watch at home). See materials to
create TouchCast.
Content for TouchCast:
TouchCast
Teacher’s Lecture TouchCastDetermine the values of opposite
numbers
- Use the whiteboard and the text
tool to write the definition of
opposite numbers
- Photo vApp: horizontal and vertical
number lines drawings
- Video vApp: a video to show a real
life example (i.e. a scuba diver)
http://www.youtube.com/watch?v=_
eCWncEgPgo
2. Students divide into groups of 4, and create a TouchCast to show a real life example of
opposite numbers using a number line.
Download the TouchCast Project code
for Unit 1, to use the resources we
created for your lecture:
4qTqRZ
Students’ Lecture TouchCastDetermine the values of opposite
numbers
- Use the Browser vApp, the Video
vApp or the Photo vApp to present a
real-life example
i.e. a mountain climber, a city
temperature (weather forecast)
- Use the drawing tool to illustrate
how you find positive and negative
numbers in your example
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TouchCast // Add and Subtract Rational Numbers // Unit 2
Part /
Time
Understand
the
concept of
additive
inverse lesson 2
Procedures
1. Teacher presents the TouchCast introduction about the concept of additive inverse (this can
be done in classroom or students can watch at home). See materials to create the TouchCast.
Content for TouchCast:
TouchCast
Teacher’s Lecture TouchCastUnderstand the concept of additive
inverse
- Use whiteboard and text tool to
write the definition of additive
inverse
- Photo vApp: horizontal and vertical
number lines, climber, scuba diver
- Video vApp: a video to show a real
life example (scuba diver)
http://www.youtube.com/watch?v=_
eCWncEgPgo
Download the TouchCast Project code
for Unit 2, to use the resources we
created for your lecture:
yDCLdk
TOUCHCAST
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TouchCast // Add and Subtract Rational Numbers // Unit 3
Part /
Time
Use additive
inverses to
make zero lesson 3
Procedures
1. Teacher presents the TouchCast that shows an example of using additive inverse to make 0
(this can be done in classroom or students can watch at home). See materials to create
TouchCast.
Content for TouchCast:
2. Students Group Project (3-4 students per group)
• Use TouchCast to make a video presentation: “make a 0 sum by using the additive inverse of a
number”
•Act a scene to demonstrate a real-life situation in which you need to solve a problem by using
additive inverse
•Here is the math problem to solve:
Mike’s parents give him $ 35 to buy an outfit at the mall. Mike has narrowed his options to
three outfit choices, all of which have different values:
-Outfit 1 costs: $55
-Outfit 2 costs: $35
-Outfit 3 costs: $42
Which outfit can Mike buy without needing more money or going into debt?
•3. Demonstrate how you solve the problem (use a number line or an equation)
TOUCHCAST
TouchCast
Teacher’s Lecture TouchCastShow an example of using additive
inverse to make 0
- Use whiteboard and text tool to
write the definition of additive
inverse and debt on the screen
- Photo vApp: photos of money, two
boys, etc
- Use drawing tool to illustrate the
process of solving the math problem
Download the TouchCast Project code
for unit 3, to use the resources we
created for your lecture:
jG8yFo
Students’ Role Playing TouchCastSolve real-life problem by using
“additive inverse” Group assignment - Choose a background photo to help
create the situation
- Utilize the green screen to role-play
while creating the real-life situation
- Use the whiteboard drawing tool to
highlight the math parameters on top
of the green screen
-Add a title
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TouchCast // Add and Subtract Rational Numbers // Unit 4
Part /
Time
Determine
which values
combine to
make zero lesson 4
Procedures
1. Teacher presents the TouchCast that teaches how to determine which quantities
combine to make 0 by using an algebraic expression (this can be done in classroom or
students can watch at home). See materials to create TouchCast.
Content for TouchCast:
TouchCast
Teacher’s Lecture TouchCastHow to determine which quantities combine
to make 0 by using an algebraic expression
- Use the whiteboard and the text tool to write
the definition of algebraic expression
- Photo vApp: photos of clouds, electrons, etc.
- Video vApp: show how lighting works
- Use the drawing tool to illustrate the process
of solving the math problem
- Question vApp: ask students which
combination of quantities will make 0?
a) 175+175
b) 175-175
c) -175-175
Download the TouchCast Project code for unit 4,
to use the resources we created for your lecture:
XseZZR
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TouchCast // Add and Subtract Rational Numbers // Unit 5
Part /
Time
Find the
additive
inverse using
an equation lesson 5
Procedures
1. Teacher presents the TouchCast that teaches how to find the additive inverse
using an equation (this can be done in classroom or students can watch at home). See
materials to create TouchCast.
Content for TouchCast:
TouchCast
Teacher’s Lecture TouchCastShow an example of using additive inverse to
make 0
- List vApp: compare the definition of an
algebraic expression and an algebraic equation
- Use the whiteboard text tool to write the
process of how to find the additive inverse by
using an equation.
- Use the drawing tool to illustrate the process
of solving the math problem
Download the TouchCast Project code for unit 5,
to use the resources we created for your lecture:
2. Students’ assignment: create a TouchCast to demonstrate the process of how to
find the additive inverse of a number by using an algebraic equation.
inSqpM
Students’ Lecture TouchCastAssignment for students: find the additive
inverse of a number by using an equation - Use the algebraic equation to find the additive
inverse of the following numbers:
-89, 76, -16
- Use the whiteboard text or drawing tool to
write the process of solving the math problem
on the screen
- Add a narration to your video, in order to
demonstrate how you solve the math problem,
use the teleprompter to read your script
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TouchCast // Add and Subtract Rational Numbers
Part /
Time
Materials
Procedures
•
•
•
•
•
•
•
•
•
TouchCast
iPads or PC
Green Screen
Tripod
Costumes
Internet Connection
Microphone
Number line drawings
Storyboard
TouchCast
Download the following TouchCast
projects to use the resources we
created for your TouchCasts lectures:
TouchCast Project code - Unit 1:
4qTqRZ
TouchCast Project code - Unit 2:
yDCLdk
TouchCast Project code - Unit 3:
jG8yFo
TouchCast Project code - Unit 4:
XseZZR
TouchCast Project code - Unit 5:
inSqpM
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Content for the Teacher’s TouchCast// Opposite Numbers //Unit 1
- What makes a “negative number” negative or a “positive number” positive?
In this lesson you will learn how to determine the values of opposite numbers by comparing their distances and directions from 0.
- Review:
A number that has no sign in front of it is called positive
5
8
“positive five”
“positive eight”
A number that has a - in front of it is called negative
-5
-8
“negative five”
“negative eight”
- A common misunderstanding
Number lines are only written horizontally
Number lines are also written vertically
- Core Lesson
In this lesson we will use both a horizontal and vertical number line.
Looking at a horizontal number line, let’s plot the years 5 and -5
The value of a number is determined by its distance and direction from 0
Both numbers are 5 spaces from 0 but located in opposite directions.
When two numbers are the same distance from 0 but located in opposite directions, they are considered equidistant and opposite.
-5 and 5 are equidistant from 0 because they are equal distances from 0. -5 is the opposite of 5. Less is the opposite of greater.
Going back in time 5 years is the opposite of going forward in time 5 years.
8º C warmer than 0º C
-8º C cooler than 0º C
8ºC and -8ºC are equidistant from 0ºC.
8ºC is the opposite of -8ºC.
The temperature getting warmer by 8ºC is
the opposite of the temperature getting cooler by 8ºC
If two numbers are equidistant from 0 but located in opposite directions, then they are called opposite numbers.
TOUCHCAST
In this lesson you have learned how to determine the values of opposite numbers by comparing their distances and directions from 0.
Content for the Teacher’s TouchCast// Additive Inverse// Unit 2
- How do scuba divers know how to return to the surface of the water?
- In this lesson you will learn the meaning of the term additive inverse by combining opposite numbers to make 0.
- Review
Opposite numbers are equal distances from 0 but located in opposite directions
- A common misunderstanding
Combining two numbers always results in a positive increase
-3 meters and -3 meters = - 6 meters
- Core lesson
Scuba divers use a depth gauge to measure their distance from the surface of the water.
Scuba Scott swims down to a depth of 20 meters to investigate the wildlife.
How far must Scuba Scott swim in order to make it back to the surface, a depth of 0 meters?
What value when combined with -20 meters will equal 0 meters?
-20 meters + ? = 0 meters
The additive inverse of a number is the number that when combined with the original number will cause the sum to equal 0.
-20 meters + additive inverse = 0
Looking at a number line we see that since he is at -20 meters, he must swim 20 meters in the opposite direction to reach the surface.
How does this work when climbing down instead of swimming up?
In this lesson you have learned the meaning of the term additive inverse by combining opposite numbers to make 0.
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Content for the Teacher’s TouchCast// How to Make a 0 Sum// Unit 3
- What is debt and how does someone get out of it?
- In this lesson you will learn how to make a 0 sum by using the additive inverse of a number.
- Review:
The additive inverse of a number is the number that when combined with the original number will cause the sum to equal 0.
-9 + ? = 0
9 is the opposite of -9 so
-9 + 9 = 0
The additive inverse of -9 is 9
-Core lesson
Debt = owing money
Damian borrows $20 from Jordan.
Damian’s debt = $-20
In order for Damian’s debt to equal $0, how much must he pay Jordan?
Damian washes his neighbor’s dog for $20.
Instead of keeping the money for himself, he decides to pay Jordan.
Damian borrowed $20 from Jordan and after washing the dog returned the $20 to Jordan.
Using an equation, we write:
$-20 + $20 = $0
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Content for the Teacher’s TouchCast// Determine which Values Combine to Make 0//Unit 4
- What happens when sparks fly between two people? Is it possible, just by looking at two numbers, to know if they will sum to 0?
- In this lesson you will learn how to determine which quantities combine to make 0 by using an algebraic expression.
- Review
An algebraic expression is a mathematical number sentence that uses both numbers and variables but does not equal a specific value.
- Core lesson
Lightning is a release of electrical energy.Electrons have a negative charge.Protons have a positive charge.
Walking across carpet transfers electrons from our socks to us.
Our bodies dump the excess electrons in a bolt of energy.
Which algebraic expression could bring us back to normal, or 0?
0 represents our balanced state before the excess electrons attached to us. Which combination of quantities will make 0?
In this lesson you have learned how to determine which quantities combine to make 0 by using an algebraic expression.
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Content for the Teacher’s TouchCast// Find the Additive Inverse Using an Equation//Unit 5
- How do you find the additive inverse of a number without using a number line?
In this lesson you will learn how to find the additive inverse of a number by using an equation.
- Review
The additive inverse of a number is the number that when combined with the original number will cause the sum to equal 0.
-9 + ? = 0
?=9
An algebraic equation is a mathematical number sentence that uses both numbers and variables and equals a specific value.
- Core lesson
In this lesson you have learned how to find the additive inverse of a number by using an equation.
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TouchCast // Add and Subtract Rational Numbers // Example
Watch the teacher lecture TouchCast “Positive & Negative numbers”
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TouchCast //Assessment Rubric for group assignment
Category
4
3
2
1
Content
The situation is clearly
demonstrated. Great
work illustrating how
to use a number line or
an equation.
The situation is clearly
demonstrated. It is
occasionally difficult to
follow or understand
the illustration process.
The situation can be
understood, but there
is some confusion.
It is hard to follow or
understand the
illustration process.
It is hard to
understand the
situation. Does not
include illustrations of
how they solve the
problem.
Teamwork
Was a leader in group
Made contribution to
and helped to organize. the group work.
Did not contribute to
the group work.
Did not help the group
or wasn’t responsible
for the group work.
Organization
Information presented
clearly. It is easy to
follow and understand
the project.
Project is easy to follow
and understand.
Project is hard to
understand and
unorganized.
Appearance distracts
from the content.
Unorganized.
TouchCast Filming
Script is
complete. Transitions
are smooth. Green
screen background
and
costumes contribute to
the realism of the
video.
Script is mostly
complete. Transitions
are not always smooth.
Green Screen
background and
costumes contribute to
the realism of the video.
Script has a few major
mistakes. Transitions
are not smooth. Green
screen background and
costumes contribute to
the realism of the
video.
There is no script.
Camera work is bad
and there are few
transitions. Costumes
or green screen
background are
missing.
TOUCHCAST
Score
16
TouchCast // Appendix // Storyboard
Storyboard - a tool for planning your TouchCast
Storyboard - A tool to plan your TouchCast
Shot
order
Name of the
scene / Actors
Background
Image
Title
Text
Angle / Zoom
vApps / Effects
1
2
3
4
5
6
7
8
9
10
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