2014-2015
Week of:
7th Grade Math
August 25-29, 2014
Monday 8-25
Focus:
Common Assessment #: Mastery 1
Tuesday 8-26
Wednesday 8-27
Thursday 8-28
Friday 8-29
Content:
Rational Number Operations
(Multiplication/Division)
Matery Test #1
Content:
Rational Number Operations
(Multiplication/Division)
Content:
Rational Number Operations
(Multiplication/Division)
Content:
Rational Number Operations
(Multiplication/Division)
Content:
Rational Number Operations
(Multiplication/Division)
Essential Question:
How can I successfully
demonstrate my knowledge of
how to multiply and divide
rational numbers?
Essential Question:
How do I multiply and divide
rational numbers?
Essential Question:
How do I multiply and divide
rational numbers?
Essential Question:
How do I multiply and divide
fractions and decimals?
Can I recognize that integers with
a divisor of zero cannot be
divided?
Essential Question:
How do I multiply and divide
fractions and decimals?
Can I recognize fractions that are
rational numbers?
Standards of Learning: ·

Students will apply strategies and properties of whole numbers when solving problems involving positive and negative rational numbers. Students will model rational
numbers on horizontal and vertical number lines. Visual representations, such as the number lines, will assist students in understanding what happens when positive and
negatives are combined. Students should understand how to compare and order positive and negative rational numbers (integers, fractions and decimals). This includes
using appropriate notation to represent negative values and understanding that the further the rational number is from zero on the left, the smaller the value.

Students will learn how to multiply and divide rational numbers written in a variety of formats including integers, fractions, complex fractions, and decimals. Students will
recognize the patterns found in multiplying positive and negative rational numbers. Students will generalize these patterns into algorithms for multiplying rational
numbers; specifically (1)(1) = 1 ; (-1)(-1) = 1 ; (-1)(1) = -1 and by the commutative property (1)(-1) = -1.· Students will apply the multiplication patterns found for working
with positive and negative numbers to their prior knowledge of multiplying rational numbers written in a variety of contexts including in fraction and decimal forms.
Students will recognize that in order for the distributive property of multiplication to be applicable to negative numbers (-1)(-1) must equal 1. They can explore this further
by experimenting with the distributive property and the problem (-1)(1 + -1) = (-1)(1) + (-1)(-1). Students will recognize that integers can be divided, provided that the
divisor is not zero. Students will recognize that the quotient of two integers (with a non-zero divisor) will always be a rational number. Students will recognize that when
division of rational numbers is represented with a fraction bar, the negative can be shown in the numerator or denominator. For example: -(p/q) = (-p)/q = p/(-q).
Students will interpret quotients of rational numbers by describing real world contexts. Students will be able to use the identity, commutative, associative, and distributive
properties to multiply and divide rational numbers. Students will extend the use of these properties with whole numbers to rational numbers. Students will recognize that
in a multiplication problem of 3+ factors, identifying the sign of the product may be easier if numbers are reordered (by the commutative property) and regrouped (by the
associative property) to group positive and negative numbers. Students will be able to understand that a number (regardless of sign) multiplied or divided by 1 will
remain unchanged. Students will be able to understand that any number (regardless of sign) multiplied by zero will equal zero.·Students will use the distributive property
with rational numbers as a way of “breaking up” unfamiliar factors to facilitate multiplication.· Students will use long division to rewrite rational numbers written in fraction
form as numbers written in decimal form. Students will recognize that rational numbers written in decimal form will either be “terminating decimals” or “repeating
decimals”. Students will differentiate between the meaning of terminating and repeating decimals. Students will multiply and divide rational numbers in order to solve real
world and mathematical problems
Vocabulary:
quotient: a number that is the result of division
rational numbers: the set of numbers that can be written in the form a/b where a and b are integers and b ≠ 0
reciprocal: two numbers whose product is 1
repeating decimal: a decimal number in which a digit or group of digits repeats without end
terminating decimal: a decimal that contains a finite number of digits
distributive property: the sum of two addends multiplied by a number is the sum of the product of each addend and the number - For example, a(b+c)= ab + ac or 7(3 + 5) = 7*3
+ 7*5 = 21 + 35 = 56
divisor: a number by which another number is to be divided – for example, when you divide 10 by 3 (i.e., 10÷3), the divisor is 3
dividend: a number that is divided by another number - for example, given the division 21/ 7 = 3, 21 is the dividend (7 is the divisor and 3 is the quotient)
factors: when two or more integers are multiplied, each integer is a factor of the product - "To factor" means to write the number or term as a product of its factors
multiplicative inverse: two numbers whose product is 1
integers: a number expressible in the form a or –a for some whole number a. The set of whole numbers and their opposites {…-3, -2, -1, 0, 1, 2, 3…}
long division: standard procedure suitable for dividing simple or complex multi-digit numbers, it breaks down a division problem into a series of easier steps
natural numbers: the set of numbers {1, 2, 3, 4,…}, they can also be called counting numbers
negative numbers: the set of numbers less than zero
opposite numbers: two different numbers that have the same absolute value, for example: 4 and -4 are opposite numbers because both have an absolute value of 4
positive numbers: the set of numbers greater than zero
product: a number that is the result of multiplication
AKS Standards: Section A includes addition and subtraction of positive and negative rational numbers (AKS 8.NS.1, 9.NS.1a, 10.NS.1b, 14.NS.1c, 12.NS.1d, 18.NS.3)
AKS Standards: Unit B includes Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers (
13.NS.2, 14.NS.2a, 15.NS.2b, 16.NS.2c, 17.NS.2d, 18.NS.3)
Material/Resources:
Mastery Test
Bubble Sheet
Material/Resources: Dry Erase
Boards
Books
Material/Resources:
War Games from Shared Drive
Integer Multiplication and
Division Worksheet from link
below
Material/Resources:
Resources from S-drive
Notebooks
Material/Resources:
Resources from S-drive
Notebooks
Anticipatory Set:
Anticipatory Set:
Have students reflect on prior
knowledge of multiplying and
dividing natural numbers
Anticipatory Set:
Video:
http://www.youtube.com/watch?v
=R3M5Ktv3sLc
Anticipatory Set:
Have a few students to explain
the multiplication and division
“sign” rules and explain how they
can remember them.
Anticipatory Set:
Have students reflect on prior
knowledge of multiplying and
dividing integers that deal with
fractions. i.e. keep, change, flip.
Mini-lesson:.
Mini-lesson: Number Talks:
“Multiplying natural numbers”
Model tic-tac-toe method.
Model comprehension of if the
signs are the same, the result will
be positive; if the signs are
different, the result will be
positive. Also model when
multiple numbers are involved –
Mini-lesson:
Model- on board how to move
the decimal over (left and right).
Also, model which number goes
inside the “house” and which
goes outside.
Mini-lesson: Number Talks
“Use distributive property to
solve addition problems where
you can use distributive property”
Model comprehension of
fractions - if the signs are the
same, the result will be positive;
if the signs are different, the
result will be positive.
Mini-lesson:
Model comprehension of
fractions - if the signs are the
same, the result will be positive;
if the signs are different, the
result will be positive.
odd/neg. #’s result in negative;
even/neg. #’s result in positive.
Student Tasks: After finishing
the Mastery test, have students
list vocabulary, and definitions in
Binder.
Student Tasks:
Post several practice problems
via dry eraser boards to
informally assess student
learning.
Page 48 from the Book.
Powerpoint how to Multiply
fractions from shared drive:
Student Tasks:
Integer War Games multiplication
section only:
http://troup612resources.troup.k1
2.ga.us/curriculum1/mathematics
/7_math/operations_rational/integ
ers/integer_war.pdf
or
Integer Multiplication and
Division Worksheet
http://www.hamiltonmusic.org/our
pages/auto/2012/8/22/48585920/
Multiplication%20and%20Divisio
n%20HW.pdf
Student Tasks:
Multiplying and dividing practice
problems puzzle worksheet or
Kuta Software Found in shared
drive
S:\Staff\930 2012-2013\930
DEPARTMENTAL
FOLDERS\930
MATH\7th\Resources\Activities
and Fraction Decimal Percent
Student Tasks:
Multiplying and dividing practice
problems puzzle worksheet.
Found in shared drive
S:\Staff\930 2012-2013\930
DEPARTMENTAL
FOLDERS\930
MATH\7th\Resources\Activities
and Fraction Decimal Percent
Closure:. N/A
Closure: Discuss with your
partner and explain how do you
multiply and divide rational
numbers.
Closure: Review on Multiplying
and Dividing Integers from the
shared drive with a partner.
Closure:
Model to your neighbor how to
multiply fractions
Closure:
Model to your neighbor how to
divide fractions
Homework: Write Vocabulary
Words
Homework: p. 55
Homework: Finish Integer
Multiplication and Dividing
Integers Worksheet
Homework: Be ready to explain
how to solve 5 multiplication or
division problems
Homework: Be ready to explain
how to solve 5 multiplication or
division problems
Additional Remediation and
Enrichment Links:
Additional Remediation and
Enrichment Links:
Additional Remediation and
Enrichment Links:
Additional Remediation and
Enrichment Links:
Additional Remediation and
Enrichment Links:
*Plans may change to meet the needs of all students.
**SWD/ELL Modifications: per IEP and/or WIDA standards, identified students will be given differentiated instruction to meet individual learner needs.
Learning Barrier
Possible Solutions
Student cannot read at grade level
Preview text
Student has difficulty comprehending the
material
Post and review objectives for
daily/modeling/thinking map/min-lesson/small
groups/summarize
Student has difficulty mastering the vocabulary
Pre-teach vocabulary/pictures, symbol, &
definitions charts
Student have limited prior knowledge of content
being presented
Preview material by placing in classroom website
Student has difficulty understanding what is
expected
Checklist/rubric
Student has difficulty expressing or discussing
what he/she learned
Audio/video demonstration with teacher checklist
or rubric
Student has difficulty with transition and
transitioning to new concept
Use a timer or music
Resources
*eClass Learning Objective Repository
*Math Online Activities & Resources
*County Math Sequential Lesson Plans
*Teacher’s websites
*Discovery Education
* Grade 7 resources from textbook publisher
(eClass)