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Transcript
```6
Common Core Math 7
Unit 2
The Number System: Operations to Add, Subtract, Multiply and Divide Rational Numbers
The Number
System
Apply and extend
understanding of
operations with fractions
ofrational numbers
7.NS.1
Key:
Major Clusters;
Supporting Clusters;
7.NS.3
Apply and Extend
understanding of
operations with fractions
to multiplication and
division of rational
numbers
7.NS.2
LAUSD Secondary Mathematics
7.NS.3
June 27, 2017 Draft
COMMON CORE MATH 7 – UNIT 2
The Number System: Operations to Add, Subtract, Multiply and Divide Rational Numbers
Critical Area: Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the
relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of
everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with
negative numbers. They use the arithmetic of rational numbers as they formulate expressions and equations in one variable and use these equations to solve
problems.
CLUSTER
m1 Apply and extend previous understandings of operations
with fractions to add, subtract, multiply, and divide rational
numbers.
LAUSD Secondary Mathematics
COMMON CORE STATE STANDARDS
7.NS.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.
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
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.
c. Understand subtraction of rational numbers as adding the additive inverse, pq=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 realworld contexts.
d. Apply properties of operations as strategies to add and subtract rational
numbers.
7.NS.2 Apply and extend previous understanding of multiplication and division and of fractions
to multiply and divide rational numbers.
e. 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.
f. 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
June 27, 2014 Draft
Page 14
and q are integers, then –(p/q)=(-p/q)=(p/-q). Interpret quotients of rational
numbers by describing real-world contexts.
g. Apply properties of operations as strategies to multiply and divide rational
numbers.
h. Convert a rational number to a decimal using long division; know that the
decimal from of a rational number terminates in 0s or eventually repeats.
7.NS.3 Solve real-world and mathematical problems involving the four operations with rational
numbers.
MATHEMATICAL PRACTICES
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
LEARNING PROGRESSIONS
http://commoncoretools.files.wordpress.com/2012/02/ccss_progression_nf_35_2011_08_12.pdf
This cluster builds upon the understandings of rational numbers in Grade 6:
• quantities can be shown using + or – as having opposite directions or values,
• points on a number line show distance and direction,
• opposite signs of numbers indicate locations on opposite sides of 0 on the number line,
• the opposite of an opposite is the number itself,
• the absolute value of a rational number is its distance from 0 on the number line,
• the absolute value is the magnitude for a positive or negative quantity, and
• locating and comparing locations on a coordinate grid by using negative and positive
numbers.
Learning now moves to exploring and ultimately formalizing rules for operations (addition,
subtraction, multiplication and division) with integers.
Using both contextual and numerical problems, students should explore what happens when
negatives and positives are combined. Number lines present a visual image for students to
explore and record addition and subtraction results.
Students should be able to give contextual examples of integer operations, write and solve
equations for real- world problems and explain how the properties of operations apply. Realworld situations could include: profit/loss, money, weight, sea level, debit/credit, football
yardage, etc.
CDE Progress to Algebra K-8 www.cde.ca.gov/be/cc/cd/documents/updateditem12catt3.doc
LAUSD Secondary Mathematics
June 27, 2014 Draft
Page 15
1.
2.
3.
4.
5.
6.
ENDURING UNDERSTANDINGS
Computation with positive and negative
numbers is often necessary to determine
relationships between quantities.
Models, diagrams, manipulatives, number
lines, and patterns are useful in developing
and remembering algorithms for computing
with positive and negative numbers.
Properties of real numbers hold for all
rational numbers.
Positive and negative numbers are often
used to solve problems in everyday life.
Demonstrate that a number and its opposite
have a sum of 0.
A positive quantity and negative quantity of
the same absolute value add to make 0.
1.
2.
3.
4.
5.
6.
7.
8.
9.
ESSENTIAL QUESTIONS
When should we use additive inverse or
multiplicative inverse?
How do we use a number line to show
numbers?
What is the result of (what happens when)
adding a number and its inverse or
multiplying a number and its inverse?
How is the identity related to its inverses?
What is the relationship between addition
and subtraction?
What is the relationship between
multiplication and division?
How are the operations applied in realworld contexts?
How do the properties of operation help us
compute with rational numbers?
Is it always true that multiplying a negative
factor by a positive factor always produces a
negative product?
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KEY VOCABULARY
Absolute Value
Associative Property
Commutative Property
Distributive Property
Divisor
Factor
Integers
Multiplicative Inverse
Opposite
Product
Quotient
Rational Numbers
Repeating Decimal
Terminating Decimal
Zero Pair
m1 Major Clusters – area of intensive focus where students need fluent understanding and application of the core concepts.
RESOURCES
NLVM http://nlvm.usu.edu/
NCTM Illuminations activities
7.NS.3 Comparing Freezing Points
7.NS.1a Distances on the Number Line 2
7.NS.3 Operations on the number line
California Draft Mathematics Framework:
http://www.cde.ca.gov/be/cc/cd/draftmathfwchapters.asp.
LAUSD Secondary Mathematics
INSTRUCTIONAL STRATEGIES
1. Help students to gain a general
on a number line that the sum p+q is the
number found when moving a total of |q|
units from p to the right if q is positive,
and to the left if q is negative.
2. Use Number line model for operation
with integers
3. Use of chips model (positive/negative
numbers) for creating 0-pairs.
4. Use a foldable for integer rules.
ASSESSMENT
Formative Assessment
SBAC - http://www.smarterbalanced.org/ Item #’s
Items: 2959, 43022, 43023, 43026, 43047, 43053
LAUSD Periodic Assessment
District assessments are under development.
June 27, 2014 Draft
Page 16
California Mathematics: Concepts Skills and Problem
Solving, Glencoe McGraw-Hill
2.1 Rational Numbers
2.3 Multiplying Positive and Negative Fractions
2.4 Dividing Positive and Negative Fractions
2.5 Adding and Subtracting Like Fractions
2.6 Adding and Subtracting Unlike Fractions
5. Show that |a+b| ≠ |a| + |b|
6. For example show that (+12) + (-7) on a
number line.
California Math: Course 2 - McDougal Littell
2.1 Simplifying Fractions
2.2 Comparing Fractions and Mixed Numbers
2.4 Using a Common Denominator
2.5 Multiplying Fractions
2.6 Dividing Fractions
2.7 Rational Numbers in Decimal Form
State Assessment
California will be administering the SMARTER
Balance Assessment as the end of course for grades
3-8 and 11. The 11th grade assessment will include
ítems from Algebra 1, Geometry, and Algebra 2
standards. For examples, visit the SMARTER
Balance Assessment at:
SBAC - http://www.smarterbalanced.org/
Engage New York Common Core Curriculum
Module 2 – Rational Numbers
LANGUAGE GOALS

Students will describe situations in which opposite quantities will combine to make 0 or 1.
Example: To add -5 and 5, I_______________. The resulting sum will be__________, because _____________.

Students will explain how they will use the properties of operations to compute with rational numbers.
Example: In performing operations with rational numbers, I will ____________________.

Students will create/write real-world problems representing operations with rational numbers.
Example: If the temperature is 400F in the morning and increases by 100 F by noon, the new temperature will be_____ because _________.
Mathematics Assessment Project
7. NS.1 and 7.NS.3 Using Positive and Negative Numbers in Context
LAUSD Secondary Mathematics
June 27, 2014 Draft
Page 17
7NS.2 and 7.NS.3 Increasing and Decreasing Quantities by a Percent




Have students construct number lines and show
how they would get zero by determining how
many points they would move from point 3 to 6
and back.
Use the amount they owe their friend to show
that when they pay the debt, that there will be
zero amount left.
Explain absolute value by using the distant they
travel to school each way (to and fro). That
distance is always positive.
Introduce integer concept using chips,
manipulatives, number line or modeling
virtually.
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DIFFERENTIATION 
ACCELERATION
Show students on a number line that the
absolute value of a and absolute value of b will
equal the magnitude of |a| and |b|
|a| + |b| = a + b
Have students prove the following: Are there
any rectangles whose area and perimeter have
the same numerical value?
Can you write 12 as the sum of two “unit
fractions”? 1∕2= 1/a + 1/b.
Have students write multiplication problem or
fraction division problem that can be modeled
using area or linear model.
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INTERVENTION
Use manipulative to reteach integer such as red
and blue chips.
Provide number line strips to pairs of students
and give them different integer problems.
Show students how to solve problems involving
fractions with unlike denominators using a
picture. Have them solve it using numbers and
words.
Use Algebra tiles and fraction bars to reinforce
learning.
References:
1. National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards (Mathematics).
Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers.
2. McCallum, W., Zimba, J., Daro, P. (2011, December 26 Draft). Progressions for the Common Core State Standards in Mathematics. Cathy Kessel ( Ed.).
4. Mathematics Assessment Resource Service, University of Nottingham. (2007 - 2012). Mathematics Assessment Project. Retrieved from
http://map.mathshell.org/materials/index.php.
5. Smarter Balanced Assessment Consortium. (2012). Smarter Balanced Assessments. Retrieved from http://www.smarterbalanced.org/.
7. Institute for Mathematics & Education (2013). Illustrative Mathematics. Retrieved from http://www.illustrativemathematics.org/
LAUSD Secondary Mathematics
June 27, 2014 Draft
Page 18
8. California Department of Education. (2013). Draft Mathematics Framework Chapters. Retrieved from
http://www.cde.ca.gov/be/cc/cd/draftmathfwchapters.asp.
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