Tuesday
Monday
Amanda Larner- 7th Grade Math
Duty Week: NO
CCSS
Student
Objective
Mathematic
al Practices
Lesson
7.NS.A.1c
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.
7.NS.A.1d
TSW…
Use properties of
operations to add
and subtract
rational numbers
without the use
of a calculator.
MP.1 Make
sense of the
problem
MP.3 Construct
viable arguments
Applying the Properties of Operations to Add and Subtract Rational Numbers
(Module 2, Lesson 8)

Activity: Recall of a Number’s Opposite

Example 1: The Opposite of a Sum is the Sum of its Opposites
o Exercise 1: Practice

Example 2: A mixed Number is a Sum
o Exercise 2-5: Practice

Closing: How can we rewrite the opposite of a sum? How is it helpful when
finding the sums and differences of rational numbers to use the properties
of operations?
Exit Ticket
TSW…
Use properties of
operations to add
and subtract
rational numbers.
MP.3 Construct
viable arguments
MP.8 Repeated
reasoning.
Applying the Properties of Operations to Add and Subtract Rational Numbers (Module 2,
Lesson 9)
Exit Ticket
Problem Set
#1-5
Due 11/4
Individual
student
assessment
NONE
Apply properties of
operations as
strategies to add and
subtract rational
numbers.
7.NS.A.2
Wednesday
Lesson Plans: Week of November 2, 2015
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.



TSW…
Complete a quiz
covering lessons
5-9.
MP.1 Make
sense of the
problem
MP.3 Construct
viable arguments

Assessm
ent
Problem Set
#1-9
Due 11/3
Really Big
Pumpkin and
Candy Tasks due
Tuesday!
Exercise 1: students are given the scrambled steps to one possible solution.
They work independently to arrange the expressions in an order that leads
to a solution.
Examples 1 and 2: work whole group to explain each step and justify with
the appropriate property.
Exercise 2: Team Work!
o Students work in groups of three/four. Students have a different
colored pencil. Students take turns writing a step to each
problem, passing the paper to the next person, and rotating who
starts first with each new problem.
o After 10 minutes, students partner up with another group of
students to discuss/debate answers.
Quiz: Module 2—covers Lessons 5-9
Homework
Amanda Larner- 7th Grade Math
Friday
Thursday
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.
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 2, 2015
MP.1 Make
sense of the
problem
MP.3 Construct
viable arguments





MP.3 Construct
viable arguments
MP.8 Repeated
reasoning.
Duty Week: NO
Understanding Multiplication of Integers (Module 2, Lesson 10)




Exit Ticket
Problem Set
#1-3
Due 11/6
Exit Ticket
NONE
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.