MATHEMATICS
Subject/Grade or Course: Math Grade 7Unit Name: Rational Number Operations addition and subtraction
Pacing:
Major (m) Common Core Standards for
Supporting and Additional (s/a) Common
Bridging Common Core Standards from
the Unit:
Core Standards for the Unit:
Previous Grade(s):
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MATHEMATICS
Subject/Grade or Course: Math Grade 7Unit Name: Rational Number Operations addition and subtraction
Common Core Major (m) Standard # from
above:
Apply and extend previous
understandings of operations with
fractions to add and subtract rational
numbers.
Common Core Supporting / Additional (s/a)
Standards # from above:
• Add and subtract rational numbers
• Measures of central tendency w/signed
numbers
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Common Core Bridging Standards from Previous
Grade(s)# from above:
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Structure of Math / Overarching Understanding(s):
• Students will develop a deep conceptual understanding of adding
and subtracting ALL rational numbers.
• Students will understand how the properties and operations are
the same with all types of rational numbers.
Learning Targets
1.
2.
3.
4.
7.NS.1.a
7.NS.1.b
7.NS.1.c
7.NS.1.d
Additional/Supporting
1. 7.SP.3
2. 7.SP.4
Pacing:
Essential Questions:
• In what situations would I add or subtract signed numbers?
• What are the rules for adding or subtracting signed numbers?
• What is a rational number?
• How are the properties the same or different for all forms of
rational numbers?
STUDENT-FRIENDLY LEARNING TARGET STATEMENTS
1. I can give real-world examples of the occurrence of opposite quantities combining to make 0.
2.a. I can demonstrate addition of rational numbers on a number line using the concept of absolute value.
b. I can show that a number and its opposite have a sum of zero.
c. I can explain the meaning of a sum of rational numbers in real-world situations.
3.a. I understand that subtracting a number is the same as adding its opposite.
b. I can demonstrate subtraction of rational numbers on a number line using the concept of absolute value.
c. I can explain the meaning of a difference of rational numbers in real-world situations.
4.a. I can use the commutative, associative, identity and zero properties to create and solve a simpler problem.
b. I can justify the use of a number property to add and subtract rational numbers.
1. I can interpret data that uses signed numbers
2. I can find measures of central tendency using signed numbers
1. Claim #1/DOK 1, 2, 3, 4 (circle one): Students add or subtract signed numbers 3+ (-4) = -1
± a ± b = c where a and b are rational numbers
2. Claim #2/DOK 1, 2, 3, 4 (circle one): If I am 3 under par and then 7 over par, what is my golf score?
MATHEMATICS
Subject/Grade or Course: Math Grade 7Unit Name: Rational Number Operations addition and subtraction
Pacing:
The temperature was 45.2 degrees F at noon. By midnight it had dropped to -23.7 degrees F. How much had
the temperature changed? scuba diving—why is going from -4 feet to -16 feet a positive number, justify the
correct answer and why,
3. ordering signed numbers, golf, single business transactions, temperature, altitude, government debt, etc.
4. Claim #3/DOK 1, 2, 3, 4 (circle one): Given a set of positive and negative addition and subtractions and justify
why in each case the answer is either positive or negative.
3+4=
3 + (-4) =
3–4=
3 – (-4) =
Explain in 3 different ways why going from 3 to -4 is -1. Choose which one is the best way and justify why you
picked that one.
5. Claim #4/DOK 1, 2, 3, 4 (circle one): football questions, multiple step/multiple properties problem solving,
balancing checkbook,
Materials/Resources
Teacher Notes