Teacher(s):Grade/Subject: MJ 2

Days 1-5 of 5 days / Unit 2
Rational Number Operations—Multiplication and Division / Dates:
September 26 – September 30
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / MAFS.7.NS.1.2(DOK 2): Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rationalnumbers.
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 numbersby 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 understand operations to multiply and divide rational numbers in order to analyze and solve real world problems.
Essential Question /  How do operations with integers compare to operations with whole numbers?
 What kinds of numbers make up the set of rational numbers?
 Does the order in which you perform a mathematical operation matter?
 How can you tell when it is best to use a fraction or a decimal?
Assessments / Pre-assessment5 Problems from 2-4 Practice B
Formative AssessmentsMini assessment Got It? Holt Pg 61, 2-4 Integers Multiplying and Dividing Integers.
Unit Assessment.
Summative AssessmentsTeacher 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) /  Why does the decimal form of a rational number either terminate in zeros or repeat?
 Why can integers not be divided by 0?
 Why is the quotient always a rational number?
 How can properties of operations be used to multiply and divide rational numbers?
 How do we determine if the product of two signed numbers will be positive or negative?
 Why does the product of two negative values result in a positive value?
Key Vocabulary / Absolute value, Integers, Repeating Decimal, Terminating Decimal, Rational Numbers, Order of Operations, Associative Property, Commutative Property, Distributive
Monday 9/26 / Unit:1
Rational Number Operations—Multiplication and Division / Rigor Level DOK 2
Daily Agenda
Daily Objective / MAFS.7.NS.1.2(DOK 2): Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rationalnumbers.
BELL RINGER /
  • Prerequisite skills check, on screen

I DO: /
  • Review vocabulary
  • Review rules for multiplying integers

WE DO: /
  • Discuss Module 3 standards
  • Review how to multiply rational numbers page 83-85 Examples

YOU DO: /
  • Unpack standards 7.NS.1.2a and c
  • Page 86 11-17

Homework /
  • Unfinished classwork

EXIT TICKET:
(5 minutes) /
  • Summarize lesson

Tuesday 9/27 / Unit:1
Rational Number Operations—Multiplication and division / Rigor Level DOK 2
Daily Agenda
Daily Objective / MAFS.7.NS.1.2(DOK 2): Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rationalnumbers.
BELL RINGER /
  • See screen

I DO: / Review rules for dividing integers
WE DO: /
  • Divide Integers Examples page 44-45.

YOU DO: /
  • Think Pair Share Page 87 #s 20-22, Page 88 #s 25-26
  • Think Pair Share Page 46 #s 15-19 odd

Homework /
  • Unfinished classwork

EXIT TICKET:
(5 minutes) /
  • Summarize the lesson

Wednesday 9/28 / Unit:1
Rational Number Operations—Multiplication and division / Rigor Level DOK 2
Daily Agenda
Daily Objective / MAFS.7.NS.1.2(DOK 2): Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rationalnumbers.
BELL RINGER /
  • See screen

I DO: /
  • Review Bellringer

WE DO: /
  • Review Page 46.
  • Divide Rational numbers examples page 91

YOU DO: /
  • Think Pair Share page 92 #s 9-12

Homework /
  • Unfinished classwork

EXIT TICKET:
(5 minutes) /
  • Rate yourself on your rubric

Thursday 9/29 / Unit:1
Rational Number Operations—Multiplication and division / Rigor Level DOK 2
Daily Agenda
Daily Objective / MAFS.7.NS.1.2(DOK 2): Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rationalnumbers.
BELL RINGER /
  • See screen

I DO: /
  • Review Multiplication and Division

WE DO:
YOU DO: /
  • Complete study guide for quiz on Multiplying and dividing rational numbers

Homework /
  • Study for quiz

EXIT TICKET:
(5 minutes) /
  • Rate yourself on your rubric

Friday 9/30 / Unit:1
Rational Number Operations—Multiplication and division / Rigor Level DOK 2
Daily Agenda
Daily Objective / MAFS.7.NS.1.2(DOK 2): Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rationalnumbers.
BELL RINGER /
  • See screen

I DO: /
  • Review quiz instructions

WE DO:
YOU DO: /
  • Complete Quiz

Homework
EXIT TICKET:
(5 minutes) /
  • Log off computer

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: 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 ALGEBRA
Expressions 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:
• Applyproperties of operations as strategiesto add, subtract, factor, and expandlinear expressions with rational coefficients (7.EE.A.1)
• Rewriteexpressions 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:
• Applyproperties 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,
.