440 Capstone

MODULE 1 SUMMATIVE ASSESSMENT: BACKWARDS MAPPING ANTIRACIST LESSON PLAN
Module 1 Summative Assessment: Backwards Mapping Anti Racist Lesson Plan
Unit: [What big picture unit are you working on?]

• The meaning of the “–” sign
• 4 – 3 means subtraction
• -3 means negative 3
• -3 means opposite of 3
Lesson Date: Lesson Title: Adding the Opposite

What came before?
Remind yourself (and your lab group) how this lesson is connected to what came before. Even the first day of
teaching and a new unit has a history—what came before in you and your students’ lives and education.
• Throughout elementary students are taught to add using positive Rational numbers.
• They are also taught to subtraction using positive rational numbers. 4-2 is read as four minus two.
• Students are taught to subtract the small number from the big number. This is the rule they spend years
practicing with whole numbers.
• I would aim to gather data before the lesson. I would have students do a curriculum based screener to
check for understanding. Using an Exit Slip I would know how to focus my lesson based on the students
Zone of Proximal Development.
Focus of Lesson
Using student-friendly language, state the point of your lesson. What is the purpose of the day’s class?
I can add negative numbers.
I can subtract negative numbers.
I know what it means to subtract.
Learning Objectives
What will students learn about/process regarding content, literacy, and language by the end of this lesson?
Students will learn what it means to subtract and add negative numbers. They will understand how to represent
the equations using number lines.
Standards Antiracist Principle
What standards are students working toward in this What antiracist principle are you and your students
lesson? Consider your CA content standards, CCSS working towards in this lesson? This statement should
literacy standards and ELD standards. be written as values and beliefs that guide your practice
 CCSS.MATH.CONTENT.7.NS.A.1.B towards dismantling systems of oppression and uplifting
Understand p + q as the number located a culturally and linguistically marginalized students.
distance |q| from p, in the positive or
negative direction depending on It is important to understand income inequality to try
whether q is positive or negative. Show that and combat it in SES.
a number and its opposite have a sum of 0 Compare disproportionate statistics and understanding
(are additive inverses). Interpret sums of what they mean.
rational numbers by describing real-world Understanding numbers to understand data.
contexts.
 CCSS.MATH.CONTENT.7.NS.A.1.C Addressing : The rich get richer and the poor get
Understand subtraction of rational numbers poorer. Learning about SES.
as adding the additive inverse, p - q= p +
(-q). Show that the distance between two
rational numbers on the number line is the
absolute value of their difference, and apply
this principle in real-world contexts.
1
Why?
Briefly describe why you are teaching this lesson? How will your teaching help students to learn something
about themselves and/or others?
● What skills and content learning standards are you teaching?**
● What will you students become smarter about?
● How will you engage your thinking about power, equity, and anti-racism/anti-oppression in the text, in
society and in the world?
Students will develop the skills of adding and subtracting negative numbers in order to prepare for more
advance mathematics.
By understanding negative numbers, students learn to understand real world examples like telling the weather,
and reading graphs.
Negative number play an important role in graphing and understanding and working with conics
You do not always get the standard equations when graphing . You have to solve for the equation to make it
look like that standard form and you can solve for various things such as the center, the radius, focal points and
more.
Can lead to learning about stocks.
**Questions drawn from Ch. 8 in Muhammad, G. (2020). Cultivating Genius. Scholastic: New York, NY.
Assessment
What evidence of learning is needed? Explain what kinds of data or artifacts you might collect or listen for that
will help you know how your students are doing and how the lesson went. Data might be talk, writing, your
observations, or other evidence.
Immediate assessment is analyze what + means in money, and what – means with money.
Minimums wages- money earned vs money needed to survive. Comparing money earned in different SES. A
project more for the end of the year.
Mini-lesson
In an effort to decenter your power as a teacher and to make time for students to practice and apply the ideas,
skills, strategies your lesson focuses on, one approach to organizing the time in your lesson is to make the
“direct teaching” part of your lesson mini. What will follow your mini lesson is “workshop” or work time.
I would discuss what “negative” means to them when they hear it. I would ask if it can be used to refer to
money. I would ask about any saying they have heard that had the work negative in it. I would ask what a
negative number looks like. I would then go into the 3 definitions of negative numbers and what they look like
in math. They would learn to add using negative numbers. They will learn to show negative numbers on a
number line and explain what they mean.
Workshop time
What do you expect students will be doing during their work time today?
● What skills or strategies might they be trying out?
● Where are they in their learning process? (e.g. are they investigating a new concept? Making
connections? Applying? Analyzing?
List some questions that you might want to ask students during work time as you “monitor” their learning
during workshop time. [Note: Monitoring student learning when they are working is an example of formative
assessment and an important part of teaching]
Some real world strategies I would like to bring in the classroom is stocks.
What does it mean when the number is green?
What does it mean when the number is red?
Debrief (this is the last part of your lesson)
Describe how you will ask students to share and reflect on their work time today, and any closing statements
you want to make in relation to the day’s instructional focus. List any questions you intend to ask, discussion
strategies, or your expectations for the whole-group end of class.
2
Quizzizz to practice solving problems.
An exit slip to assess the student understanding of negative numbers.
“When does adding mean subtracting?”
“When does subtracting mean adding?”
Materials
What materials are necessary for the lesson?
Markers and whiteboards can be used to make number lines.
Two color tokens to represent positive and negative numbers.
Laptop/Chromebook to access the website.
UDL:
 I will be using a power point. And I will be using quizizz. Along with a final project.
 Think pair share when discussing negative numbers in class.
 Using number lines. Using counters.
 Engagement. Quizizz. Using a number line.
 Open ended question allow students to discuss and learn from other groups.

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MODULE 1 SUMMATIVE ASSESSMENT: BACKWARDS MAPPING ANTIRACIST LESSON PLAN

Module 1 Summative Assessment: Backwards Mapping Anti Racist Lesson Plan

Unit: [What big picture unit are you working on?]

Lesson Date: Lesson Title: Adding the Opposite

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