308. Don't FAL out; Techno IN! This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop! Presenter(s): Jo Harris, Olivia Valk, Cody Powell Location: Biltmore

1. Using positive & negative
numbers in context
Formative assessment lesson

2. Mathematical Goals:
Apply and extend previous understandings
of operations with fractions
Use properties of operations to generate
equivalent expressions.
Solve real – life and mathematical problems
using numerical, algebraic expressions and
equations.

3. Pre-Assessment
• Handout Temperature Changes
worksheet
• Students complete
independently- NO help!
• Take 15 minutes to complete
quietly do the best you can
• Explain all answers carefully

4. Whole class introduction
• Each students gets a white board, pen, eraser and
temperature scales worksheet to share with
partner.
• We will be working with positive & negative
numbers in the context of temperature, in degrees
Celsius.
• In degrees Celsius, what temperature does water
boil?
• In degrees Celsius, what temperature does water
freeze?
• Using the “Temperature scales” worksheet, write on your
white board how many units are between each:
• +30 down to – 50 write answer down do not
• +10 down to – 10 reveal until I say “reveal”
• - 12 up to +8 We are doing these one at
• - 5 up to +21 a time

5. Continue…
• Ask 4 students to come to the front of room,
give each student a card from introduction
to negative numbers.
• Stand in order from coldest to hottest.
• If you think they are in the correct order,
give me a thumbs up.
• If you think they are not in the correct order,
give me a thumbs down.
• Explain your thinking. Students return to
seats.

6. Temperature Changes
LONDON BEIJING
+13 ° C - 5 ° C
PARIS VANCOUVER
+22° C -11 ° C
On your whiteboard, answer the following questions.
1.) If I fly from London to Beijing does the temperature rise or
fall? What is the change in temperature? How do you know?
2.) If I fly from Vancouver to Paris, does the temperature rise or
fall? What is the change in temperature ? How do you know?
3.) If the temperature change = +24° C, what was my journey?
4.) If the temperature change = - 6° C, what was my journey?
5.) Cairo is 30° C warmer than Beijing. What is the temperature of
Cairo? Explain how did you get that?

7. Collaborative work
• Groups of 2 or 3 students
• Give each group poster paper, the card set: city temperatures and the
card set: changes in Temperature (Cut them apart)& a glue stick. What
do these 2 card sets represent?
Take turns placing the cards together like a jigsaw puzzle.
The adjacent sides have to match up.
Connect 2 city temperature cards using an arrow from the
changes in temperature cards.
Figure out any missing temperatures and fill in the blanks.
Write the calculations & give reasoning explaining your
calculations. Make sure everyone in the group
understands your reasoning. Work together!
If anyone disagrees, figure out why and what is correct.
Secretary write down your answer & Ambassadors can go to
another group to check your answer.
Glue cards onto a poster after you are absolutely sure you
are correct!

8. Poster should look like this:
• Turned portrait ( up & down) “ tall ways”
Detroit card ARROW New York
Arrow Arrow Arrow
Honolulu arrow Anchorage
Arrow arrow arrow
City Card empty city card
space
Arrow arrow arrow
City card arrow city card

9. Sharing
What does the number on the arrow card stand
for ?
Is it hotter in Las Vegas or New Orleans?
Was the temperature change from Las Vegas to
New Orleans positive or negative?
Is (-12) – ( - 2) the same as (-12) + 2 ? Explain.
Someone from each group explain their group’s
reasoning/strategy used to complete their
answers on the poster.

10. More Temperature Changes
LONDON +7°C MADRID
+8 °C __??__
BERLIN - 12 °C TROMSO
__??__ - 7° C
TROMSO ???? LONDON
- 7°C +8°C
Copy on paper & fill in

11. Follow up questions
1.)What is the temperature in Madrid?
2.)What calculation gives you this?
3.)What is the temperature in Berlin?
4.)What calculation gives you this?
5.)What calculation gives you the temperature change
from Tromso to London?
6.)Did anyone write equations for this?
7.)What would be a general formula for finding the final
temperature given starting temperature and change in
temperature?
8.) What is the effect of adding/subtracting a
positive/negative number? Give me an example.

12. WRAP IT UP!
• Did you notice any mistakes or common errors
made?
• Did anyone do their calculations differently?
• What strategy did you use to figure these
answers out? Did anyone use a different
strategy?
• Could I figure out the temperature change from
Madrid to London? How?
• What are the rules for adding/subtracting
integers?
• Does -7 – (-4) = -7 + 4? Please explain.

13. Review pretest
• Pass back pretest and make corrections together.
• Review your answers with your group decide what is
correct.
Reflect as a group and answer the
suggested questions:
-What does it mean to rise or fall in Math?
- Does your solutions make sense?
- How do you know your calculation
matches the question?
- Make up a calculation and write a story in
words for it? Explain how they fit
together.

14. Post Test
• Handout Temperature Changes (revisited)
worksheet
Answer each quietly & independently.
NO Calculator!
NO talking!
Take up , grade and return next class.