Unit Overview
Content Area: Math
Unit Title: Integers
Unit: 3
Target Course/Grade Level: Seventh Grade
Timeline: 3 weeks
Unit Summary: Integers provide us with a way to represent situations that involve such concepts as
winning/losing, above/below, left/right, and positive/negative. In this chapter, students read and write
integers that correspond to positive and negative situations. However, most of their attention focuses on
using and justifying the rules for adding, subtracting, multiplying, and dividing integers. This skill
building provides the foundation for students to apply integer rules to all rational numbers in order to solve
algebraic equations and real-world problems.
Primary interdisciplinary connections: Language Arts and Technology
9.1 21st-Centuries Life & Career Skills
Standard 9.1 All students will demonstrate the creative, critical thinking, collaboration, and
problem-solving skills needed to function successfully as both global citizens and workers in
diverse ethnic and organizational cultures.
Strand: A. Critical Thinking and Problem Solving
B. Creativity and Innovation
C. Collaboration, Teamwork and Leadership
Content Statement:
9.1.8: A The ability to recognize a problem and apply critical thinking skills and problem
solving skills to solve the problem is a lifelong skill that develops over time.
9.1.8: B Gathering and Evaluating knowledge and information from a variety of sources,
including global perspective, fosters creativity and innovative thinking.
9.1.8: C Collaboration and team work enable individuals or groups to achieve common goals
with greater efficiency. Leadership abilities develop over time through
participation in group and or teams that are engaged in challenging or competitive
actions.
21st Century themes and skills: Critical Thinking and Problem Solving, Collaboration, Teamwork and
Leadership, Creativity and Innovation
Mathematical Practices:
7.MP.1 Make sense of problems and persevere in solving them.
7.MP.2 Reason abstractly and quantitatively.
7.MP.3 Construct viable arguments and critique the reasoning of others.
7.MP.4 Model with mathematics.
7.MP.6 Attend to precision.
7.MP.7 Look for and make use of structure.
7.MP.8 Look for and express regularity in repeated reasoning.
Learning Targets
Domain: The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers
Standard #
7.NS.1
7.NS.1a
7.NS.1b
7.NS.1c
7.NS.1d
7.NS.2
7.NS.2a
7.NS.2b
7.NS.2c
7.NS.3
7.EE.3
9.1.8.A.1
Standards
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.
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.
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.
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.
Apply properties of operations as strategies to add and subtract rational numbers.
Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
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 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 realworld
contexts
Apply properties of operations as strategies to multiply and
divide rational numbers.
Solve real-world and mathematical problems involving the four
operations with rational numbers.1
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. For example: If a woman
making $25 an hour gets a 10% raise, she will make an additional 1/10 of
her salary an hour, or $2.50, for a new salary of $27.50. If you want to place
a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches
wide, you will need to place the bar about 9 inches from each edge; this
estimate can be used as a check on the exact computation.
Develop strategies to reinforce positive attitudes and productive behaviors that impact
critical thinking and problem-solving skills.
9.1.8.A.2
Implement problem-solving strategies to solve a problem in school or the community.
9.1.8.B.2
Assess data gathered to solve problems for which there are varying perspective (e.g., cross
cultural, gender specific, generational, etc.) and determine how the data can best be used to
design the multiple solutions.
9.1.8.C.1
Determine an individual’s responsibility for personal actions and contributions to group
activities.
9.1.8.C.2
Demonstrate the use of compromise, consensus and community building strategies for
carrying out different task, assignments and projects.
9.1.8.C.3
Model leadership skills during classroom and extracurricular activities.
Unit Essential Questions
Unit Enduring Understandings
 How can you use numbers to describe
concepts such as sea level, losing yardage in
a football game, or temperatures that drop
below zero?
 How is adding and subtracting integers like
adding and subtracting whole numbers?
How is it different?
 How do positive and negative numbers
affect number operations?
 The set of integers of whole numbers and their
opposites
 When adding two integers with like signs –
add and take the sign of the numbers.
 When adding two integers with different signs,
subtract their absolute values and that the sign
with the larger absolute value.
 Subtracting integers can be defined in terms of
addition – to subtract integers, add its additive
inverse.
Unit Learning Targets
Students will ...
 Read and write integers.
 Add, Subtract, Multiply and Divide Integers.
 Solve problems looking for a pattern.
Evidence of Learning
Summative Assessment
 Use and justify the rules for adding, subtracting, multiplying, dividing integers.
Equipment needed: Elmo, Smartboard, graph paper and number lines, dry erase boards/markers
Teacher Instructional Resources: Textbook (To be determined)
Study Island
Khan Academy Videos
Formative Assessments
 Skill sheets
 Quizzes/Tests
 Student workbook
 Homework
 Math games
 Study Island
Integration of Technology:
 Smart Board to play online games, utilize online resources, generate models with Smart Software.
 Kahn Academy Videos
 Elmo – for demonstration
 Study Island
Technology Resources:
http://www.purplemath.com
http://www.khanacademy.org – Interactive 2.0 instructional and practice site. Students can view
instructional videos and complete practice modules for additional practice/remediation.
http://www.studyisland.com/ - Web-based instruction, practice, assessment and reporting built from NJ
standards.
http://www.ixl.com/math/grade-7 - IXL 7th grade online interactive activities for the students to
complete
http://www.aaamath.com/grade7.html - AAA math 7th grade – online interactive activities and
problems for the student to complete.
http://www.adaptedmind.com/Math-Worksheets.html?type=hstb – Grade level material for practice,
lessons, games, etc.
Opportunities for Differentiation:
Decelerate: use positive and negative chips for modeling concepts
Accelerated: apply integer rules to fractions and decimals
Teacher Notes: