By the end of this section, students will be able to to apply and extend previous understandings of operations with fractions to achieve success when adding, subtracting, multiplying and dividing rational numbers, including constructing theories and annotating the theories of others.

PACING = 5 weeks

These ELOs need to be taught in sequential order:  7.NS.1, 7.NS.2, 7.NS.3, rational numbers, are essential understanding as students move into expression and equation discussion in compelling question 4.  These skills build on fraction and decimal skills developed in 6th grade.

Essential Learning Outcomes (ELO)

∎ Students will be able to apply and extend previous understandings of operations with fractions to achieve success when adding and subtracting rational numbers.  (7.NS.1) (MP.4)

Learning Targets:

• I can add and subtract rational numbers (integers, fractions, and decimals) and explain that each rational number has an opposite that adds to zero. (7.NS.1)

• I can use a number line to demonstrate that the sum of a number and its opposite is zero. (7.NS.1)

• I can Identify properties of addition and subtraction and apply addition/subtraction properties to strategies to solve mathematical problems. (7.NS.1) (Note: Task may involve two or three rational numbers.)

• I can use real-world context to describe the sums of rational numbers. (7.NS.1)

• I can explain that subtraction of rational numbers as the additive inverse, p – q = p + (-q). (7.NS.1)

• I can create real-world context to explain that the distance between two numbers is the absolute value of the difference between those numbers. (7.NS.1)

∎ Students will be able to apply and extend previous understandings of operations with fractions to achieve success when multiplying and dividing rational numbers.  (7.NS.2) (MP.2)

Learning Targets:

• I can recognize and identify properties of multiplication and division and apply multiplication/division properties to a given situation. (7.NS.2.c)

• I can convert rational numbers to decimal numbers and recognize a terminating or repeating decimal. (7.NS.2.d)

• I can multiply and divide rational numbers (integers, fractions, and decimals). (7.NS.2.c)

• I can use the multiplication rules for integers and apply them to multiplying decimals and fractions and use real-world contexts to describe the product of rational numbers. (7.NS.2.a)

• I can use the division rules for integers and apply them to dividing decimals and fractions. (7.NS.2.b)

• I can explain that integers can be divided provided that the divisor is not zero. (7.NS.2.b)

• I can explain and recognize that a negative fraction can be written in multiple ways. (7.NS.2.b)

• I can interpret quotients of rational numbers in real world contexts. (7.NS.2.d)

• I can interpret products of rational numbers in real world contexts. (7.NS.2.d)

∎ Students will be able to construct theories and annotate the theories of others when applying and extending previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.  (7.NS.3) (MP.1) 

Learning Targets:

• I can solve mathematical and real-world problems involving four operations with rational numbers. (7.NS.3)

• I can  justify the steps taken to solve multi-step mathematical and real-world problems involving rational numbers. (7.NS.3)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Continue Launching number talks & routines (see Q0: First Five Days)

Use your Daily Math Fluency kit (Hand2Mind)  *This kit was part of the Essential Learning PD week.

This kit has math talks (one problem to collect all of your students' strategies - formative assessment to see if they have efficient strategies) and number strings (pose one problem at a time from a series that is building/practicing ONE strategy, so do NOT collect all strategies).  

*The computational strategies that you practice during number talks does NOT have to align with the core math content.  Number talks are meant to practice fluency strategies, not teach new content.

CAN DO / Additional Resources:

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lessons 11: Fix the Puzzle, Lesson 12: Under the Sea, and Lesson 13: Tools of the Trade

Nearpod Math lessons Open Middle tasks

Interactive manipulatives

“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104

There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed.  Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).

Ideas for closure activities