Amanda Larner- 7th Grade Math
CCSS
Tuesday
Monday
7.NS.A.2
Student
Objective
TSW…
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. Interpret
products of rational
numbers by describing
real-world contexts.
Practice and
justify
understanding of
multiplication of
integers by using
the Integer Game.
7.NS.A.2
TSW…
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. Interpret
products of rational
numbers by describing
real-world contexts.
Understand the
rules for
multiplication of
integers and that
multiplying the
absolute values of
integers results in
the absolute
value of the
product.
Lesson Plans: Week of November 9, 2015
Mathematical
Practices
MP.1 Make
sense of the
problem
MP.3 Construct
viable arguments
Lesson
Understanding Multiplication of Integers (Module 2, Lesson 10)
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MP.3 Construct
viable arguments
MP.8 Repeated
reasoning.
Duty Week: YES
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Assessment
Exit Ticket
Exercise 1: Play one round of the integer game.
Example 1: Product of a Positive Integer and a Negative Integer
o Part A: Instruct students to record the values of their cards
on the images in Part A.
o Part B: Instruct students to copy the value of the card with
the star beneath it from Part A on each card with a star
beneath in in Par B.
o Part C: Instruct students to record the value of their cards
on the images in Part C.
o Part D: Rewrite the value so the three remaining cards on
the other three images. Students now have a total of 8
integer cards.
Example 2: Product of a Negative Integer and a Positive Integer
Example 3: Product of Two Negative Integers
Closing: Extension question
Develop Rules for Multiplying Signed Numbers (Module 2, Lesson 11)
Example 1: Extending Whole Number Multiplication to the Integers
o Part A: students complete only the right half of the table in the
student materials. Students describe, using Integer Game
scenarios, what the right quadrants of the table represent and
record this in the student materials.
o Part B: Students complete quadrant 2 of the table.
o Part C: Discuss the following question

In the Integer Game, what happens to a payer’s score
when he removes a matching set of cards with negative
values from this hand?
Example 2: Using Properties of Arithmetic to Explain Multiplication of
Negative Numbers
o Guide students to verify their conjecture that the product of two
negative integers is positive using the distributive property and
the additive inverse property.
Exercise 1: Multiplication of Integers in the Real-World
o Students create real-world scenarios for expressions given in the
student materials.
Closing: 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? Explain using the Integer Game.
Homework
Problem Set
#1-3
Due 11/10
Integer Game
Reflection Due
Friday!
Exit Ticket
Problem Set
#1Due 11/ 12
Integer Game
Reflection Due
Friday!
Amanda Larner- 7th Grade Math
Lesson Plans: Week of November 9, 2015
Thursday
Wednesday

7.NS.A.2d
TSW…
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.
Complete the
district one
benchmark test.
MP.3 Construct
viable arguments
MP.8 Repeated
reasoning.
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Friday
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7.NS.A.2d
TSW…
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.
Understand that
the context of a
real-life situation
often determines
whether a
rational number
should be
represented as a
fraction or
decimal.
MP.1 Make
sense of the
problem
MP.3 Construct
viable arguments
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Duty Week: YES
NO SCHOOL: VERTERAN’S DAY
Division of Integers (Module 2, Lesson 12)
Exercise 1: Recalling the Relationship Between Multiplication and Division
o Give each student a card with a whole number multiplication or
division math fact on it. Students move around the room in
search of other students who have related math facts.
Example 1: Guided Activity Transitioning from Integer Multiplication Rules
to Integer Division Rules
o Students make an “integer multiplication facts bubble” by
expanding upon the four related math facts they wrote.
o Step 1: Students construct 3 similar integer multiplication
problems, two problems using one negative number as a factor,
and one with both negative numbers as factors.
o Step 2: Students use the integer multiplication facts in their
integer bubble to create 6 related integer division facts.
o Step 3: Students use the equations in their integer bubble and the
patterns they observed to answer questions.
o Step 4: Whole-group discussion.
Exercise 2: Is the Quotient of Two Integers Always an Integer?
o Students explore the question above by coming up with an
example to prove or refute their position.
Exercise 3: Different Representations of the Same Quotient
o Students are given the three different representations and must
determine the answers.
Exercise 4: Fact Fluency—Integer Division
o Students answer as many questions as possible in one minute.
Closing: How are the rules for multiplying integers and dividing integers
related? If I have a negative quotient, what must be true about the signs of
the dividend and /or divisor? If I have a positive quotient, what must be
true about the signs of the dividend and/or divisor?
Converting Between Fractions and Decimals Using Equivalent Fractions
(Module 2, Lesson 13)
Example 1: Representations of Rational Numbers in the Real World
o Students describe in their own words why they need to
know how to represent rational numbers in different ways.
Example 2: Using Place Values to Write (Terminating) Decimals as
Equivalent Fractions
o Students use the place value of the right-most decimal
place in a terminating decimal to rewrite a positive rational
number as an equivalent fraction.
Exercise 1: Students work in pairs to covert each terminating
decimal to a fraction.
Exit Ticket
Problem Set
#1-4
Due 11/13
Integer Game
Reflection Due
Friday!
Exit Ticket
NONE
Amanda Larner- 7th Grade Math
Lesson Plans: Week of November 9, 2015
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Duty Week: YES
Example 3: Converting Fractions to Decimals—Fractions with
Denominators Having Factors of only 2 and/or 5
o Students use equivalent fractions whose denominators
include only the factors 2 and 5 to write decimal
representations of rational numbers
Exercise 2: Students work in pairs to convert fractions to decimals
Closing: When asked to write a decimal value as a fraction, how do
we determine the value of the denominator? If the denominator of
a fraction in its simplest form has four factors of 2 and seven factors
of 5, describe two different ways in which power of ten can be
obtained in the denominator. Do you think it is possible to write a
fraction whose denominator has factors other than 2 and 5 as a
decimal?