Grade/Subject: MJ 2
Unit 1Subtraction of Integers
Multiplication and Division of integers / Dates:
Sept. 6-Sept. 16
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / MAFS.7.NS.1.1 (DOK 2):
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.
a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.
b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real- world contexts.
c. Understand subtraction of rational numbers 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.
d. Apply properties of operations as strategies to add and subtract rational numbers.
MAFS.7NS.1.1c Understand subtraction as adding the opposite.
MAFS.7.NS.1.3 (DOK 3): Solve real-world and mathematical problems involving the four operations with rational numbers.
MAFS.7.EE.2.3 (DOK 2): Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
MAFS.7.NS.1.2(DOK 2): Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers.
b. Interpret products of rational numbers by describing real- world contexts.
c. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.
d. Apply properties of operations as strategies to multiply and divide rational numbers.
e. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. · Recognize that the process for multiplying fractions can be used to multiply rational numbers including integers.
· Know and describe the rules when multiplying signed numbers.
· Explain why integers can be divided except when the divisor is 0.
· Describe why the quotient is always a rational number.
· Know and describe the rules when dividing signed numbers, integers.
· Recognize that –(p/q) = (-p)/q = p/(-q)
· Identify how properties of operations can be used to multiply and divide rational numbers.
· Convert a rational number to a decimal using long division.
· Explain that the decimal form of a rational number terminates (stops) in zeroes or repeats.
· Apply the properties of operations, particularly distributive property to multiply rational numbers.
· Interpret the products of rational numbers by describing real-world contexts.
· Interpret the quotient of rational numbers by describing real-world contexts.
· Apply properties of operations as strategies to multiply and divide rational numbers.
Learning Goal: / Students will be able to understand the rules for addition and subtraction of rational numbers and be able to give contextual examples of integer operations, write and solve equations for real-world problems, and explain how the properties of operations apply.
Essential Question / · In what real-world scenarios would the use of integer operations exist?
· How do operations with integers compare to operations with whole numbers?
· What is the relationship between integers and rational numbers?
Assessments /
Pre-assessment 5 Problems
Formative Assessments Mini assessment Integers, Unit Assessment.
Summative Assessments Teacher observation, student binders, and math journal.
Writing in Math: Writing Connections
· Write to explain why the product of two negative values results in a positive value.
· If I have a negative quotient, what must be true about the signs of the dividend and/or divisor? What must be true if the quotient is positive?
· Explain your process.
· Justify your answer.
Progress Monitoring/ Feedback Loop / Eduphoria, Mini Assessments, Rubrics and Scales, Student self-monitoring and reflections
Higher Order Question(s) / · What is a situation in which opposite quantities combine to make 0?
· What conclusions can you draw from the graph?
· Which operation should be used to find the solution? How do you know?
· Is your answer reasonable? How do you know?
· Represent the situation in two different ways.
Key Vocabulary / Additive Inverse, Absolute Value, Associative Property, Commutative Property, Integer, Additive Identity, Rational Number
Mon. Sept. 5 No School
Tues. Sept. 6 / Unit: 1
Daily Agenda
Daily Objective / MAFS.7.NS.1.c (DOK 3): Understand subtraction as adding the opposite.
BELL RINGER / · On board every day….
I DO: / · Cornell notes
WE DO: / · Extended practice if needed
YOU DO: / · Think, pair, share
Homework / ·
EXIT TICKET:
(5 minutes) / · Identify Learning Scale level and write a reflection in notebook.
Wed. Sept. 7 / Unit: 1
Daily Agenda
Daily Objective / MAFS.7.NS.1.c (DOK 3): Understand subtraction as adding the opposite.
BELL RINGER / · On board every day….
I DO: / · Cornell notes
WE DO: / · Extended practice if needed
YOU DO: / · Think, pair, share
Homework / ·
EXIT TICKET:
(5 minutes) / · Identify Learning Scale level and write a reflection in notebook.
Thurs. Sept. 8
MINI TASK / Unit: 1
Daily Agenda
Daily Objective / Student will multiply integers. MAFS.7.NS.1.2(DOK 2):
BELL RINGER / · On board every day….
I DO: / · Cornell notes
WE DO: / · Extended practice if needed
YOU DO: / · Think, pair, share
Homework / · Student will write in notebook if there is homework…
EXIT TICKET:
(5 minutes) / · Identify Learning Scale level and write a reflection in notebook.
Friday Sept. 9 / Unit: 1
Daily Agenda
Daily Objective / Student will multiply integers. MAFS.7.NS.1.2(DOK 2):
BELL RINGER / · On board….
I DO: / · Cornell notes
WE DO: / · Jeopardy integer game
YOU DO: / · Review game
Homework / ·
EXIT TICKET:
(5 minutes) / · Identify Learning Scale level and write a reflection in notebook.
Monday Sept. 12 / Unit: 1 division of integers
Daily Agenda
Daily Objective / MAFS.7.NS.1.2(DOK 2): Apply and extend previous understandings of division to integers.
BELL RINGER / · Review
I DO: / · Cornell notes
WE DO: / · Extended practice if needed
YOU DO: / · Think, pair, share
Homework / ·
EXIT TICKET:
(5 minutes) / · Identify Learning Scale level and write a reflection in notebook.
Tues. Sept 13 / Unit: 1
Daily Agenda
Daily Objective / Students will explore rational numbers.
BELL RINGER / · See the board….
I DO: / · Cornell notes
WE DO: / · Extended practice if needed
YOU DO: / · Think, pair, share
Homework / ·
EXIT TICKET:
(5 minutes) / · Identify Learning Scale level and write a reflection in notebook.
Wed. Sept. 14 / Unit: 1
Daily Agenda
Daily Objective / Students will explore rational numbers.
BELL RINGER / · Review
I DO: / · Cornell notes
WE DO: / · Extended practice if needed
YOU DO: / · Think, pair, share
Homework / ·
EXIT TICKET:
(5 minutes) / · Identify Learning Scale level and write a reflection in notebook.
·
Thurs. Sept. 15 / Unit: 1
Daily Agenda
Daily Objective / MAFS.7.NS.1.3 (DOK 3): Solve real-world and mathematical problems involving the four operations with rational numbers.
BELL RINGER / · Review
I DO: / · Cornell notes
WE DO: / · Extended practice if needed
YOU DO: / · Think, pair, share
Homework / ·
EXIT TICKET:
(5 minutes) / · Identify Learning Scale level and write a reflection in notebook.
Fri. Sept. 16 / Unit: 1
Daily Agenda
Daily Objective / MAFS.7.NS.1.3 (DOK 3): Solve real-world and mathematical problems involving the four operations with rational numbers.
BELL RINGER / · Review
I DO: / · Cornell notes
WE DO: / · Extended practice if needed
YOU DO: / · Think, pair, share
Homework / ·
EXIT TICKET:
(5 minutes) / · Identify Learning Scale level and write a reflection in notebook.
·
Mathematical Principal Standards
MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them. MAFS.K12.MP.2.1: Reason abstractly and quantitatively. MAFS.K12.MP.4.1: Model with mathematics. MAFS.K12.MP.7.1: Look for and make use of structure.
Resources include: www.classzone.com Supplemental Resources 7th Grade Flip Book – A user-friendly resources for understanding the specifications of the Common Core Standards. MARS Classroom Challenge: Steps to Solving Equations - A Formative Assessment Lesson with all necessary materials which may be used to help students understand and use directed numbers in context. Generating Equivalent Expressions · McDougal Littell 7.1-7.2 · Engage NY Grade 7 Module 3: Lesson 1 & 2 Expressions and the Distributive Property · Engage NY Grade 7 Module 3: Lesson 3 & 4 Use Identity & Inverse to Write Equivalent Expressions · Engage NY Grade 7 Module 3: Lesson 5 Collecting Rational Number Like Terms · Engage NY Grade 7 Module 3: Lesson 6 Creating Equations to Solve Word Problems · McDougal Littell 7.3-7.5 · Engage NY Grade 7 Module 3: Lesson 7
Learning Scales and Accommodations:
Noun Verb
OPERATIONS AND ALGEBRAExpressions and Equations
Grade 7
Score 4.0 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.
Score 3.5 In addition to score 3.0 performance, partial success at score 4.0 content
Score 3.0 The student will:
• Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients (7.EE.A.1)
• Rewrite expressions in different forms in a problem context to demonstrate how quantities are related
same as “multiply by 1.05”) (7.EE.A.2)
Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content
Score 2.0 The student will recognize or recall specific vocabulary, such as:
• Add, coefficient, expand, expression, factor, linear, operation, property, quantity, rational, relate, strategy, subtract
The student will perform basic processes, such as:
• Apply properties of operations to simplify linear expressions with rational coefficients
Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content
Score 1.0 With help, partial success at score 2.0 content and score 3.0 content
Score 0.5 With help, partial success at score 2.0 content but not at score 3.0 content
Score 0.0 Even with help, no success
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
· Read directions for the student
· Check for understanding
· Allow to leave class for assistance
· Extra time for exams
· Daily agenda / · Allow student time to step out to de-escalate
· Testing in small groups
· Use of a planner/binder for organization
· English Language Dictionary / · Extended time on assignments =1 day
· Preferential seating
· Written direction given
· Break directions into chunks / · Read Aloud to Students
· Visual manipulatives
· Cooperative Learning,
· Vocabulary, Description, Introduction,
.