Teaching pack · Year 7 Numberseegongsik /au
Adding and subtracting integers: a week of ready-to-teach maths
Five days of lessons for Year 7 Number. Print this pack and the week is prepared.
AC9M7N07
compare, order and solve problems involving addition and subtraction of integers
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “Integers fill the line both ways”, “Two signs become one”, “Ordering integers on the line”, “Counters and zero pairs”, “Subtraction as the gap”.
seegongsik.com/au/y7/number/AC9M7N07
Aligned to Australian Curriculum V9 (AC9M7N07). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | Integers fill the line both ways | Practise the idea with talk, board and worksheet | Board: Integers fill the line both ways |
| 2 | Two signs become one | Practise the idea with talk, board and worksheet | Board: Two signs become one |
| 3 | Ordering integers on the line | Practise the idea with talk, board and worksheet | Board: Ordering integers on the line |
| 4 | Counters and zero pairs | Practise the idea with talk, board and worksheet | Board: Counters and zero pairs |
| 5 | Subtraction as the gap | Practise the idea with talk, board and worksheet | Board: Subtraction as the gap |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on adding and subtracting integers. Ask: What did you practise today?
seegongsik.com/au/y7/number/AC9M7N07/pack
Day 1 · Teacher planDay 1 of 5
Integers fill the line both ways
Children practise “Integers fill the line both ways” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain integers fill the line both ways in Year 7 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Integers fill the line both ways”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Integers fill the line both ways”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Integers fill the line both ways” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N07
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about integers fill the line both ways.
Day 1 · Worksheet
Integers fill the line both ways
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Two signs become one
Children practise “Two signs become one” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain two signs become one in Year 7 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Two signs become one”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Two signs become one”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Two signs become one” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N07
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about two signs become one.
Day 2 · Worksheet
Two signs become one
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Ordering integers on the line
Children practise “Ordering integers on the line” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain ordering integers on the line in Year 7 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Ordering integers on the line”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Ordering integers on the line”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Ordering integers on the line” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N07
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about ordering integers on the line.
Day 3 · Worksheet
Ordering integers on the line
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Counters and zero pairs
Children practise “Counters and zero pairs” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain counters and zero pairs in Year 7 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Counters and zero pairs”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Counters and zero pairs”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Counters and zero pairs” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N07
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about counters and zero pairs.
Day 4 · Worksheet
Counters and zero pairs
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Subtraction as the gap
Children practise “Subtraction as the gap” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain subtraction as the gap in Year 7 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Subtraction as the gap”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Subtraction as the gap”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Subtraction as the gap” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N07
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about subtraction as the gap.
Day 5 · Worksheet
Subtraction as the gap
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Adding and subtracting integers
Cut out. Hold up a card and give an example.
Integers fill the line both ways
Give an example.
Two signs become one
Give an example.
Ordering integers on the line
Give an example.
Counters and zero pairs
Give an example.
Subtraction as the gap
Give an example.
Store in an envelope labelled AC9M7N07.
Mini-check · End of week
Show what you know: Adding and subtracting integers
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (adding and subtracting integers) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.