7th Grade
Lesson
Core Connections 2
MS-CCRS Taught
7.NS.A.2d
2.1.1
Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
d) 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.
7.NS.A.2d
2.1.2
Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
d) 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.
In preparation for 7.NS.A.1d
2.2.1
Properties to add and subtract rational numbers.
7.NS.A.1a, b, d
2.2.2
Lesson
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.
a) 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.
b) 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.
d) Apply properties of operations as strategies to add and
subtract rational numbers.
MS-CCRS Taught
College Preparatory Mathematics
Focus for Lesson
This is a two-day lesson and
focuses on why division works.
The standard focuses on
converting and understanding
terminating and repeating;
therefore, you may want to
replace this lesson 1.1.5.
(1-41 and 1-43)
Conversion between fractions
and decimals along with
understanding when a decimal
will repeat and when it will
terminate.
(2-19 and 2-21)
Writing multiple expressions
equaling the same sum and
modeling it on a number line.
(2-31 and 2-32)
Due to the fact that three
standards are covered, there are
multiple focus problems to cover.
The lesson overall flows nicely
and covers the standards well.
Chapter 2
MS-CCRS
Specific
Problem(s)
2-9 (7.NS.2d)
2-10 (7.NS.3)
2-11 (7.SP.5)
2-13 (7.NS.2d)
2-15
(7.SP.5/7.SP.8a)
Optional Supplements
and Adjustments
Adjustment:
Lesson 1.1.5 could be taught
as a replacement lesson. Also,
this is a one-day lesson so
using it could “save” a day in
pacing; but homework
problems should be the
problems to the left.
2-26 (7.NS.2d)
Pre-requisite
standards and
skills
5.NF.B.3
Dividing whole
numbers whose
product is a fraction
5.NF.B.3
Dividing whole
numbers whose
product is a fraction
None
5.NF.A.1
Add and subtract
fractions
2-53 (7.NS.1d)
2-54 (7.NS.2d)
2-55 (7.NS.3)
6.NS.C.5
Explain the meaning of
zero
6.NS.C.6a
Recognize opposites on
a number line
Focus problems:
2-43: expressions
2-45: absolute value
2-46: zero pairs
6.NS.C.7c
Understand absolute
value is the distance
from zero on a number
line
5.NF.A.1
Add and subtract
fractions
Focus for Lesson
MS-CCRS
Specific
Problem(s)
Optional
Supplements and
Adjustments
Pre-requisite
standards and
skills
Desoto County Schools
7th Grade
Core Connections 2
7.NS.A.1a, b, d
2.2.3
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.
a) 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.
b) 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.
d) Apply properties of operations as strategies to add and
subtract rational numbers.
7.NS.A.1d
---
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.
d) Apply properties of operations as strategies to add and
subtract rational numbers.
7.NS.A.2a
2.2.4
Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
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. Interpret
products of rational numbers by describing real-world
contexts.
Lesson
MS-CCRS Taught
7.NS.A.2a
2.2.5
Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
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
College Preparatory Mathematics
This lesson basically provides
students with additional practice
on adding rational numbers with
a heavy focus on integers. Focus
should be around assisting
students to understand and
apply the rules of adding rational
numbers.
Focus problems:
2-58: after completing, add
question, “Do you see any
patterns in our solutions?”
2-60: focus is to practice with
decimals and fractions.
Linking integer rules learned
above to adding positive and
negative fractions.
This lesson serves as the
conceptual understanding piece
of multiplication of integers and
writing expressions using
distributive property.
Chapter 2
2-63 (7.NS.1a)
2-66 (7.NS.3)
Adjustment:
Berg – lesson on adding
integers using rule,
counters, and/or number
line
6.NS.C.5
Explain the meaning of
zero
6.NS.C.6a
Recognize opposites on
a number line
6.NS.C.7c
Understand absolute
value is the distance
from zero on a number
line
5.NF.A.1
Add and subtract
fractions
NA
Adjustment:
See Berg lesson – use
Davis’s version and adjust.
02-79 (7.NS.1b)
5.NF.A.1
Add and subtract
fractions
No pre-requisite
standards taught in
prior grades.
(2-74, 2-75, and 2-77)
Focus for Lesson
This lesson serves as a review of
modeling how to multiply
positive fractions and writing
equations given a model.
Working with negative values
will be addressed in chapter 3.
(2-89)
MS-CCRS
Specific
Problem(s)
2-92 (7.NS.1b)
2-93 (7.NS.1d)
2-94 (7.SP.5)
Optional
Supplements and
Adjustments
Pre-requisite
standards and
skills
No pre-requisite
standards taught in
prior grades.
Desoto County Schools
7th Grade
Core Connections 2
Chapter 2
and the rules for multiplying signed numbers. Interpret
products of rational numbers by describing real-world
contexts.
7.NS.A.2a
2.2.6
Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
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. Interpret
products of rational numbers by describing real-world
contexts.
Preparation for 7.RP.2a
Determining proportional relationships.
2.3.1
Preparation for 7.RP.2b
Identify the unit rate.
Preparation for 7.RP.2a
Determining proportional relationships.
2.3.2
This lesson also serves as a
reminder to students on how to
multiply mixed numbers using
the rectangular array and area
models. It also discusses
converting mixed numbers to
improper fractions in order to
multiply. Working with negative
values will be addressed in
chapter 3.
(2-98 and 2-99)
These lesson deal with scaling
and plotting points on a
coordinate grid. They do not
directly tie to a standard and
therefore, can be eliminated.
2-101 (7.NS.2c)
2-103 (7.NS.2c)
No pre-requisite
standards taught in
prior grades.
2-117 (7.NS.1d)
6.RP.A.2
Ratios and Proportional
relationships is discussed in
chapter 4 in section 2.
2-128 (7.SP.6)
2-130 (7.NS.2d)
2-132 (7.NS.1a)
Preparation for 7.RP.2b
Understand the
concept of unit rate
Adjustment:
See focus notes – these
lessons can be skipped if
teachers choose.
6.RP.A.2
Understand the
concept of unit rate
Ratio and rate
reasoning
Assessment Understanding According to PARCC (Section Quiz and Chapter Assessment)
Calculator or
EOY or
Math
MS-CCRS
Clarifications
No
PBA
Practice
Calculator

7.NS.A.1a
College Preparatory Mathematics
Ratio and rate
reasoning
6.RP.A.3
Identify the unit rate.
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.
a) 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.
6.RP.A.3
EOY
and
PBA
5
Tasks require students to recognize or identify
situations of the kind described in standard
7.NS.1a
Chapter
Mastery
Now
No
Calculator
Full mastery is
expected of
creating zero pairs.
Future
No future lesson.
Desoto County Schools
7th Grade
Core Connections 2
7.NS.A.1b – 1
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.
b) 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.
EOY
and
PBA
5 and 7




Tasks do not have a context.
Tasks are not limited to integers.
Tasks involve a number line.
Tasks do not require students to show in
general that a number and its opposite have a
sum of 0.: this aspect of standard 7.NS.1b may be
Chapter 2
Now
No
Calculator
assessed on the Grade 7 PBA.
Full mastery is
expected of
understanding
absolute value.
Future
No future lesson.

7.NS.A.1b – 2
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.
b) Interpret sums of rational numbers by describing
real-world contexts.
EOY
and
PBA
2, 3,
and 5


Tasks require students to produce or recognize
real-world contexts that correspond to given
sums of rational numbers.
Tasks are not limited to integers.
Tasks do not require students to show in
general that a number and its opposite have a
sum of 0.: this aspect of standard 7.NS.1b may be
assessed on the Grade 7 PBA.
Now
No
Calculator
Full mastery is
expected of
relating real world
and expressions of
sums.
Future
No future lesson.
College Preparatory Mathematics
Desoto County Schools
7th Grade
Core Connections 2
MS-CCRS
EOY or
PBA
Math
Practice



7.NS.A.1d
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.
d) Apply properties of operations as strategies to add
and subtract rational numbers.
EOY
and
PBA

5 and 7


7.NS.A.2a – 1
Apply and extend previous understandings of
multiplication and division and of fractions to multiply
and divide rational numbers.
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.
Clarifications
EOY
and
PBA
7

7.NS.A.2a – 2
Apply and extend previous understandings of
multiplication and division and of fractions to multiply
and divide rational numbers.
a) Interpret products of rational numbers by describing
real-world contexts.
MS-CCRS
College Preparatory Mathematics
EOY
and
PBA
2 and 4
EOY or
PBA
Math
Practice
Tasks do not have a context.
Tasks are not limited to integers.
Tasks may involve sums and differences of 2 or 3
rational numbers.
Tasks require students to represent additional and
subtraction on a horizontal or vertical number line,
or compute a sum or difference, or demonstrate
conceptual understanding for example by producing
or recognizing an expression equivalent to a given
sum or difference. For example, given the sum -8.1 +
7.4, the student might be asked to recognize or
produce the equivalent expression –(8.1 – 7.4).
Tasks do not have context.
Tasks are not computation tasks but rather require
students to demonstrate conceptual understanding,
for example by providing students with a numerical
expression and requiring students to produce or
recognize an equivalent expression using properties
of operations, particularly the distributive property.
For example, given the expression
(-3)(6 + -4 + -3), the student might be asked to
recognize that the given expression is equivalent to
(-3)(6 + -4) + (-3)(-3).
Chapter 2
Calculator or
No
Calculator
Chapter
Mastery
Now
Chapter 2 focuses on
addition of rational
numbers with
properties.
No
Calculator
Future
Chapter 3 covers
subtraction of
rational numbers,
meaning subtracting
negative values.
Now
Chapter 2 focuses on
addition of rational
numbers with
properties and
multiplication as
repeated addition.
No
Calculator
Future
Chapter 3 covers
multiplication as
repeated
subtraction.
Now
None
Multiplication as
repeated addition.
No
Calculator
Future
Multiplication as
repeated
subtraction.
Clarifications
Calculator or
No
Calculator
Chapter
Mastery
Desoto County Schools
7th Grade
Core Connections 2
7.NS.A.2d
7.C.1.1 – Based explanations/reasoning on the
properties of operations.
 Tasks should not require student to identify or
name properties.
Apply and extend previous understandings of
multiplication and division and of fractions to multiply
and divide rational numbers.
d) 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.
7.C.2 – Base explanations/reasoning on the
relationship between addition and subtraction or
the relationship between multiplication and
division.
 None
PBA
1, 2, 3,
5, 6, 7,
and 8
7.C.3 - Base explanations/reasoning on a number
line diagram (whether provided in the prompt or
constructed by the student in her response).
 None
7.C.6.1 – Construct, autonomously, chains of
reasoning that will justify or refute propositions or
conjectures.
 None
7.C.7.2 – Present solutions to multi-step problems
in the form of valid chains of reasoning, using
symbols such as equal signs appropriately (for
example, rubrics award less than full credit for the
presence of nonsense statements such as 1 + 4 = 5 +
7 = 12, even if the final answer is correct), or identify
or describe errors in solutions to multi-step
problems and present corrected solutions.
 None
College Preparatory Mathematics
Chapter 2
Now
Calculator
Full mastery is
expected of
converting
fractions and
decimals;
understanding
that decimal
numbers either
repeat or
terminate.
Future
No future lesson.
Desoto County Schools