Running Header: COMPREHENSIVE DESIGN OF INTEGER TRAINING 1

Comprehensive Design of Integer Training

Alex LaForest

Post University
COMPREHENSIVE DESIGN OF INTEGER TRAINING 2

Introduction

Throughout this paper the outline for a training of middle school math teachers will be

presented. The training will focus on building the skills to assist students with how to solve

problems using basic mathematical functions of positive and negative integers. Being able to

add, subtract, multiply, and divide are the building blocks to a mathematical foundation. Without

these basic skills being solidified, students struggle later on in their math careers. The purpose of

this training is to help students learn the skills in a way that is approachable and attainable for all

levels of learners. Throughout the remainder of this paper, there will be a heavy focus on the

analysis of the situation, highlighting six areas of analysis. Larson (2014) writes, “Analyzing the

problem and needs helps you define the scope of a project, which is also impacted by the type

and amount of resources available, and any limiting constraints” (p. 20). By providing an in-

depth analysis of the issue and needs, a plan can be designed, developed, and implemented to

evaluate for improvement to the original circumstance.

The paper will be broken down into the following six sections. An analysis of the needs,

why is the training necessary? Then an analysis of the learner, who will this be geared towards?

Next an analysis of the environment, who is affected by the change, and what factors play into

the learning atmosphere? An analysis of the tasks will be included, what steps need to be taken

for mastery? Additionally, an analysis of the situational factors, what are some potential barriers?

Finally, there will be a media and technology analysis, what is available to presenters and

learners? Throughout this analysis a plan will be able to be formulated for further use in

designing an eLearning environment to help students learn about positive and negative integers.

Needs Analysis
COMPREHENSIVE DESIGN OF INTEGER TRAINING 3

Students are struggling more and more each year to grasp the base concepts of using

positive and negative integers. While the math realm has gravitated away from the “Just do it”

mentality, the need for mastering basic skills has faded away as well. Simple problems of adding

positive and negative numbers are posing issues for students and deterring them from learning

larger concepts. The rules of multiplying two negatives yields a positive has focused heavily on

the number theory of why it happens, but does not reinforce the aspect that it still needs to occur.

Alycia Zimmerman (2012) writes:

“How many of us have heard (or said), “It’s not seven minus ten — you can’t subtract

the bigger number from the smaller number”? Mea culpa: for a while I was also guilty of

that sort of mathematical hogwash. While the “bigger number on top” blanket rule for

subtraction may make life easier for a bit, I now realize that that sort of thinking is a

roadblock to students because it simplifies their understanding of addition, subtraction,

and how numbers work. Negative numbers pop up naturally.” (p. 1).

Students need to see how negative and positive numbers interact with one another in natural

contexts. While the days of simply doing problems to do them are gone, being able see realistic

examples of numbers in natural contexts will help to alleviate conceptual issues.

At a 6th grade level students have not yet mastered the mindset of thinking about topics in

a theoretical sense, this training will help provide students with skills and activities to master

positive and negative integers. Unfortunately, the math world has shifted to a “why” mindset

over the past 10 years. While these questions help to further the learning of the child, if a student

cannot comprehend “what” is happening, they will not be able to approach the “why” mentality.

Through this eLearning course, students will be able to ask the “why”, while grasping the

“what”.
COMPREHENSIVE DESIGN OF INTEGER TRAINING 4

Learner Analysis

The intended audience for this eLearning course will be students between the ages of 10

and 13. This online class/training will be focused for 6th/7th grade students as a learning tool to

help instruct the relationships between positive and negative numbers. However, the course may

also be used as a reteaching tool for 8th grade students. Considering the primary target of 6th

graders, it is expected that the students come in with a general number sense of 1 to 100, as well

as a base understanding of negatives being below zero. While it is not required for students to

solely work independently online for this course, it could be an asset for students who are gifted

mathematically. Students taking part in the training will be expected to have general knowledge

of how to navigate to various sites online as well as how to work independently offline. This

course is being designed to help apply both auditory and visual supports into the general

curriculum for math instruction.

Environmental Analysis

This course is being designed to be used as a supplement or replacement to the

preexisting math curriculum for Illing Middle School. Currently, the school is using the Pearson

Envision curriculum, which requires student driven learning. This training would help teachers

and students build knowledge about the number line and interactions between positive and

negative numbers. Stakeholders involved in this project are the following:

 Administration, Teachers, Students, and Parents

These stakeholders would be interested in seeing success on the students’ part. A successful

completion would not only further the students’ understanding, but also could potentially save

the district spending on curriculum.

COMPREHENSIVE DESIGN OF INTEGER TRAINING 5

Currently, the school district has a high-volume technology program. Staff and students

are supplied with Chromebooks. Every class is equipped with either SMART Boards, Interactive

White Boards, Smart TVs, or Virtual Reality Equipment. Illing is on the cusp of the technology

initiative, trying to create a working model for an online program for math in theory should hold

potential. Teachers are provided with one-on-one training of how to optimize their Chromebook

and Google Apps in their classroom, students also are enrolled in STEM courses to provide them

with knowledge of how to perform basic to advance functions on the computer.

The eLearning course of basic math functions using positive and negative integers will

take place both online and in the classroom. While students will be allowed to work at their own

pace, there will be deadlines within the classroom for students to complete certain benchmarks.

Additionally, students will be required to perform kinetic, verbal, and online tasks, stretching

learning from online to in the classroom. Most of the students will be able to use the eLearning

course in the classroom as an independent form of learning. For students who are continually

struggling with the material, they will be pulled to work in a small group to one-on-one with the

teacher for added support. This will mimic the Matchbook style of blended learning that Sajan

George (2013) discusses in his TED Talk at TEDxUNC.

Task Analysis

The following will be the breakdown of what students will need to master:

1. Number Line Basics

1.1. Locating Numbers on the Number line

1.2. Determining Positive vs. Negative

2. Addition 3. Subtraction

2.1. Adding two positive numbers 3.1. Subtracting two positive numbers
COMPREHENSIVE DESIGN OF INTEGER TRAINING 6

2.1.1. Adding using the number line 3.1.1. Subtracting using KCC and the

2.1.2. Adding using mental math number line

2.2. Adding two negative numbers 3.1.2. Subtracting using mental math

2.2.1. Adding using the number line 3.2. Subtracting two negative numbers

2.2.2. Adding using mental math 3.2.1. Subtracting using KCC and the

2.3. Adding one positive and one negative number line

numbers 3.2.2. Subtracting using mental math

2.3.1. Adding using the number line 3.3. Subtracting a positive number and a

2.3.2. Adding using mental math negative number

2.4. Comparing the three forms of 3.3.1. Subtracting using Keep

addition Change Change and the number

line

3.3.2. Subtracting using mental math

3.4. Compare addition and subtraction

4. Multiplication & Division

4.1. Multiplying two positive numbers

4.2. Introducing the rules of multiplying with negative numbers

4.2.1. Multiplying a positive number and a negative number

4.2.2. Multiplying two negative number

4.3. Teach Keep Change Flip

4.3.1. Dividing two positive numbers

4.3.2. Introduce the rules of dividing with negatives

4.3.2.1. Dividing a positive number and a negative number

COMPREHENSIVE DESIGN OF INTEGER TRAINING 7

4.3.2.2. Dividing two negative numbers

5. Order of Operations

5.1. Teach PEMDAS/GEMDAS

5.1.1. Addition and Subtraction

5.1.2. Addition, Subtraction, and Multiplication

5.1.3. Addition, Subtraction, Multiplication, and Division

Situational Analysis

The biggest barrier in any math setting is the student’s math confidence. When a student

begins to feel uneasy about math, that is where the largest amount of lacking in skill starts to

occur. Being able to keep students interested and eager to learn will be one of the biggest

hurdles. This will be addressed in three ways. The first will focus on breaking down the four

fundamental functions of math into small stepping stones. Instead of throwing students into

adding or subtracting all sorts of numbers, they will need to master out of each level in order to

work on the next. While the levels will not be overly complicated to level out of, this is done as

to not stress the learner when it comes to dealing with mathematical functions. Much of the

harder math problems come from breaking down the overall problem into manageable sections,

this is where the learner focuses on the necessity of order of operations.

The second method that will be used to tackle the barriers of learning will be to break up

the learning styles. Instead of all the learning happening on the computer or from gradual release

instruction, students will be alternating between teacher instruction, group work, and

independent work. Additionally, students will be switching between hands-on activities,

COMPREHENSIVE DESIGN OF INTEGER TRAINING 8

worksheets/problems, and computer-based tasks and games. Some methods of instruction will

be, but are not limited to, songs, lectures, and self-discovery.

The final way that this learning module will be designed as to counter act situational

factors is to provide math in a real-world context. Teaching math in a theoretical or hypothetical

mindset is difficult for a young learner to grasp. That is why many examples and activities will

require and focus on real-world scenarios for students to experience positive and negative

integers at work. Influence for mathematical activities will come for 3-Act Math, where students

hypothesize what they think will happen, experiment with what actually happens, and the reflect

on their learning.

Media/ Technology Analysis

In order to develop this eLearning course a platform will be needed to house the entirety

of the course. This module will be running through Teachable as it is both PC and MacBook

friendly. Students will be supplied with Chromebooks by the school, but the course is designed

to operate as dually a mobile classroom and as an online classroom. While students may have to

perform physical tasks, they do not need to be within the four walls of the class to do so.

Therefore, students who have Apple or Android devices are provide with the same equitability

for attainability of class resources. Students without mobile devices will be limited to the

Chromebooks initially provided. While Teachable will be the powerhouse behind the course

implementation, both Google classroom and third-party sites such as Flipgrid will be used for

task and assessment completion.

Development Schedule

This will be an outline for a training session focusing on teaching students how to use

basic arithmetic operations with positive and negative integers. The outline for this project will
COMPREHENSIVE DESIGN OF INTEGER TRAINING 9

be modeled through the ADDIE process. Larson (2014) writes, “The acronym “ADDIE” is

typically described as standing for the process phases of Analysis, Design, Development,

Implementation, and Evaluation” (p. 8). The breakdown for the project will be as follows:

1. Analyze (1-2 weeks)

 Analyze learner needs, Analyze the environment, Analyze the media and

technology accessibility, Analyze the situation

Over the first two weeks the needs of the learner will be analyzed as well as what factors are

contributing or detracting from the environment. Finally, the access to technology and the need

for media understanding of the students will be analyzed. Taking two weeks for this process will

allow to determine the differences with students on a day to day basis, opposed to a one-day

snapshot of the learning environment.

2. Design (1 week)

 Design lessons for addition, Design lessons for subtraction, Design lessons for

multiplication, Design lessons for division, Design lessons for order of operations

Throughout the third week the lessons for the arithmetic functions will be designed. This will

involve planning for using each function with both positive and negative integers, as well as

having multiple functions interact with one another.

3. Develop (3 weeks)

 Develop lessons and assessments for addition, Develop lessons and assessments

for subtraction, Develop lessons and assessments for multiplication, Develop

lessons and assessments for division, Develop lessons and assessments for order

of operations
COMPREHENSIVE DESIGN OF INTEGER TRAINING 10

During weeks four, five, and six, the lessons will be developed and be ready for implementation.

The focus for the lessons is to be able to play to all learning styles, this is why the lesson

planning will take three weeks. Each of the three to four mini-lessons within each overarching

topic has to have aspects for kinetic, auditory, and traditional learners.

4. Implementation (4-5 weeks)

 Implement addition lessons, Implement subtraction lessons, Implement

multiplication lessons, Implement division lessons, Implement order of operation

lessons

Through weeks seven to eleven the lessons will become accessible for students. The traditional

pacing will take four weeks, students opting for the accelerated online curriculum will be able to

progress at their own pace. Each week the next set of lessons will become available to students.

If students have mastered out of the previous lesson, then the next set of lessons will unlock for

them. Students will master out via assessments.

5. Evaluation (1 week)

 Evaluate addition unit, Evaluate subtraction unit, Evaluate multiplication unit,

Evaluate division unit, Evaluate order of operations unit

As much of the evaluation and remastering of the content will be occurring during the

implementation phase, much like actual teaching, there will be one week allotted after the

culmination of the course for evaluation to occur.

Course Learning Objectives

Learning objectives are key when it comes to education. Not only does it provide a clear

goal for students, but also a trajectory for teachers’ lessons. While many objectives hold tricky

language that sound refined, but leave learners with more questions than answers; the objectives
COMPREHENSIVE DESIGN OF INTEGER TRAINING 11

for this training will consist of simplistic yet precise language that provide a target for learners.

Each of the objectives will utilize the ABCD format, focusing on “Audience, Behavior,

Conditions, and Degree” (Larson, 2014, p. 118).

1. Using the notes students will be able to apply their understanding of the number line by

locating positive and negative integers with 100% accuracy.

2. Students will be able to analyze the similarities and differences between addition and

subtraction within a group setting for 4 out of 5 problems.

3. Students will be able to analyze the similarities and differences between multiplication

and division with their small groups for 4 out of 5 problems.

4. Using their notes students will be able to apply their knowledge of arithmetic functions to

utilize order of operations 80% of the time.

5. Students will be able to write a number story using at least three different operations with

their small groups.

Lesson Structure

The lesson structure for the training of positive and negative integers breaks down each

operation into a 3-4 lesson mini-unit with an assessment. In order to assure content mastery, the

implementation for positives and negatives within each operation has been chunked to be its own

individual lesson. As addition and subtraction are the more remedial of the four operations, they

will be the first two mini-units. Afterwards multiplication and division will be taught. The

training will conclude with orders of operations and having the students write word problems.

Addition

Adding Positives Adding Negatives Adding Positives and Negatives Assessment

Subtraction
COMPREHENSIVE DESIGN OF INTEGER TRAINING 12

Subtracting Subtracting Negatives Subtracting Comparing Assessment

Positives Positives and Addition and

Negatives Subtraction

Multiplication & Division

Multiplying Multiplying Negatives Multiplying Assessments

Positives Dividing Negatives Positives and

Dividing Negatives

Positives Dividing

Positives and

Negatives

Order of Operations

Combining Combining Addition, Putting it all Writing word problems

Addition and Subtraction, and together

Subtraction Multiplication

Activities

Students will be completing various activities ranging from games on

mathplayground.com, to finding the error puzzles, to small group discussions with their peers.

As much of this training is centered around self-discovery and various learning styles, some

activities will be different for the same learning target. The activities that students will be

interacting with on mathplayground.com are, but not limited to: “Order of Operations”, “Make

that Number”, and “Sum Tracks”. Students will have the opportunity to practice their new-found

skills in this environment. Additionally, for students who like competition, the games also allow

for student vs. student activities.

COMPREHENSIVE DESIGN OF INTEGER TRAINING 13

For the activities involving “Finding the error” this requires students to locate non-

examples of their learning. While it might be easy for students to communicate what is an

optimal answer, discovering non-examples may prove quite difficult. An example of finding the

error will be a listed number line where the negatives parallel the positives opposed to mirroring

them. While isolating the mistakes, the students will also need to explain why the numbers fall in

the pattern they do. This relates to Course Learning Objectives 2 and 3.

Students working in small groups at the end of the training will write a series of word

problems. They will write at least five number sentences, three of which use at least two

operations. Each operation can be used only two times. Students will pull from both their Math

and English knowledge, creating a cross content environment. The small groups will then trade

stories with other groups and try to solve them. This is in tandem with Learning Objective 5.

Assessment

Students will be assessed on their understanding at the end of each mini-lesson by a

formative assessment. This will be a small three to five question quiz that checks to see if

students have mastered the content enough to move on to the next. At the end of the entire

training there will be a summative assessment that requires students to recount their knowledge

of addition, subtraction, multiplication, and division. Additionally, students will have to use

order of operations and write a word problem and solve it.

Formative Assessment: This is the assessment for the end of the subtraction mini-unit
Solve the following problems using the KCC method.
1. 8 − 5 =
2. −2 − 11 =
3. 10 − (−6) =

4. How does the KCC method relate subtraction to addition? (Hint! What are your
steps for subtraction)

5. Find the error in the following math problem and explain how to correct the
mistake.
27— (−16) =
27 + (−16) = 11
COMPREHENSIVE DESIGN OF INTEGER TRAINING 14

This formative assessment makes use of the standard algorithm of Keep Change Change

(KCC), which the students should be experts of at this point. The assessment will be provided

both electronically and on paper, depending on the track that the student takes. While many of

the problems focusing on having students answering generic math questions, the focal point of

the assessment is the error analysis. Jennifer Findley (2015) writes, “When students can find

errors in a process and explain it (that part is key), they are really showing a conceptual

understanding of the skill or concept” (p. 2). Through the error analysis students will be required

to utilize their higher thinking skills and not only find the mistake, but provide the correct

response.

Summative Assessment:
1. In your own words define order of operations

2. Evaluate the expression 7 + 5 × 10

3. Evaluate the expression 4 + [2 × (9 − 1)]

4. John has $20, over the next week he saves an additional $15. He then buys a new controller for
$30. How
Themuch many isassessment
left?
summative will test to see if students can use all the various operations in
5. Write Aimee
and solve a word problem consisting of 3 different operations then solve your problem
word
tandem. Salazar (2017) writes, “It is always harder for students to write a word
problem.
than it is to solve one…If you don't challenge your brain, it won't grow”. The goal for the

students when it comes to writing the word problems is to be able to not only demonstrate

content mastery though applications of material, but also in a theoretical sense. This will be the

final assessment for the unit. The aspect of error analysis has been left off of the summative

assessment, as there will be an additional assignment that focuses on a combination of writing

word problems and error analysis.

COMPREHENSIVE DESIGN OF INTEGER TRAINING 15

Implementation

The pilot testing will be completed by a team of grade 6 teachers during a district

professional development. The will work through the slides step by step checking for accuracy and

fluency. This will operate as a final check and training session for how to use the module. Direct

implementation with the students will start as an in-class lesson on computers. After the first

lesson, students will be allowed to progress at their own pace both in and out of the classroom. In

order to deliver the training to students, the teacher must hold and 029 Mathematics 7-12 or 229

Mathematics 5-8 CT Teaching License. For smooth implementation, trainers should verify student

access to technology and the school’s Wi-Fi-restrictions and bandwidth.

Evaluation

The primary and level evaluation will be done with at the professional development.

Teachers and potential trainers will answer the following four questions:

1. What is your overall reaction to the training?

2. How well does the material align to your curriculum?

3. Would you feel comfortable using these materials?

4. Did you find the videos engaging?

Level 2, 3, and 4 evaluation will continue throughout implementation. As the module takes 1.5

months to complete, the group will meet at the following month’s PD to determine effectiveness.

This will then be used to inform and reshape future training sessions.

Summary

While there are aspects of the training that will need to be refined after implementation

and evaluation, this is a start to rewriting the CCSS Math curriculum as an online module for

students. The online module will promote self-sufficiency, as well as allow teachers to spend
COMPREHENSIVE DESIGN OF INTEGER TRAINING 16

more one on one intervention time with students that require such services. Throughout the

development stage, meticulous planning will need to be done to assure fluidity between lessons,

as well with creating structural supports for students. Although the point of the training is to

move the learning process to become student directed, as the students are between the ages of 10

and 12, teachers should be mindful of providing basic technological instruction in addition to

math instruction. At the end, being able to put students in the driver’s seat will help to promote

math confidence and independency.

COMPREHENSIVE DESIGN OF INTEGER TRAINING 17

References
Findley, J. (2018, September 28). Implementing Math Error Analysis in Your Classroom

{Freebie Included}. Retrieved November 16, 2018, from

https://teachingtoinspire.com/2015/12/math-error-analysis.html

George, S. (2013, March 06). The Future of Education: Sajan George at TEDxUNC. Retrieved

November 2, 2018, from https://www.youtube.com/watch?v=Ah-SmLEMgis

Larson, M. B. (2014). Streamlined ID : A Practical Guide to Instructional Design. New York:

Routledge. Retrieved from http://search.ebscohost.com.postu.idm.oclc.org/login

.aspx?direct=true&db=nlebk&AN=634689&site=ehost-live&scope=site

Salazar, A. (2017). Teaching Students to Write Word Problems. Retrieved November 16, 2018,

from https://www.primarily-speaking.com/2017/03/teaching-students-to-write-word-

problems.html#.W--HEhNKg1I

Zimmerman, A. (2012). A Positive Approach to Teaching Negative Numbers. Retrieved

November 2, 2018, from https://www.scholastic.com/teachers/blog-posts/alycia-

zimmerman/positive-approach-teaching-negative-numbers/