Teacher(s): Grade/Subject: MJ 2

Unit 1Rational Number Operations—Multiplication and Division Unit 2Ratios and proportions

Dates:Oct. 3 - 14

Florida Standard(s

):Benchmark

s, description

s, DOK levels,

standards unpacked (know/do) highlighted

MAFS.7.NS.1.2(DOK 2): 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. b. Interpret products of rational numbers by describing real- world contexts. c. 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 and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts. d. Apply properties of operations as strategies to multiply and divide rational numbers. e. 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. Recognize that the process for multiplying fractions can be used to multiply rational numbers including integers. Know and describe the rules when multiplying signed numbers. Explain why integers can be divided except when the divisor is 0. Describe why the quotient is always a rational number. Know and describe the rules when dividing signed numbers, integers. Recognize that –(p/q) = (-p)/q = p/(-q) Identify how properties of operations can be used to multiply and divide rational numbers. Convert a rational number to a decimal using long division. Explain that the decimal form of a rational number terminates (stops) in zeroes or repeats. Apply the properties of operations, particularly distributive property to multiply rational numbers. Interpret the products of rational numbers by describing real-world contexts. Interpret the quotient of rational numbers by describing real-world contexts. Apply properties of operations as strategies to multiply and divide rational numbers.

Learning Goal:

Students will understand operations to multiply and divide rational numbers in order to analyze and solve real world problems.

Essential Question

How do operations with integers compare to operations with whole numbers? What kinds of numbers make up the set of rational numbers? Does the order in which you perform a mathematical operation matter? How can you tell when it is best to use a fraction or a decimal?

Assessments

Pre-assessment 5 Problems from 2-4 Practice BFormative Assessments Mini assessment Got It? Holt Pg 61, 2-4 Integers Multiplying and Dividing Integers. Unit Assessment.Summative Assessments Teacher observation, student binders, and math journal.

Writing in Math: Writing Connections Write to explain why the product of two negative values results in a positive

value. If I have a negative quotient, what must be true about the signs of the dividend and/or divisor? What must be true if the quotient is positive? Explain your process. Justify your answer.

Progress Monitorin

g/ Feedback

Loop

Eduphoria, Mini Assessments, Rubrics and Scales, Student self-monitoring and reflections

Higher Why does the decimal form of a rational number either terminate in zeros or repeat? Why can integers not be divided by 0?

Order Question(s

)

Why is the quotient always a rational number? How can properties of operations be used to multiply and divide rational numbers? 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?

Key Vocabular

y

Absolute value, Integers, Repeating Decimal, Terminating Decimal, Rational Numbers, Order of Operations, Associative Property, Commutative Property, Distributive

Monday Oct. 3 Unit: 1Rational Number Operations—Multiplication and Division

Rigor Level DOK 2

Daily AgendaDaily

ObjectiveStudents will explore division with rational numbers.

BELL RINGER Prerequisite skills check, on screen

I DO: Review vocabulary Review rules for dividing integers

WE DO: Cornell notesYOU DO: Think,pair,share.

Homework Unfinished classwork

EXIT TICKET:(5 minutes)

Summarize lesson

Tues. Oct. 4 Unit: 1Rational Number Operations—Multiplication and Division

Rigor Level DOK 2

Daily AgendaDaily

ObjectiveStudents will explore division with rational numbers.

BELL RINGER Prerequisite skills check, on screen

I DO: Review vocabulary Review rules for dividing integers

WE DO: Cornell notesYOU DO: Think,pair,share.

Homework Unfinished classwork

EXIT TICKET:(5 minutes)

Summarize lesson

Wed. Oct. 5Unit: 1Rational Number Operations—Multiplication and

Rigor Level DOK 2

Division

Daily AgendaDaily

ObjectiveStudents will explore division with rational numbers.

BELL RINGER Prerequisite skills check, on screen

I DO: Review vocabulary Review rules for dividing integers

WE DO: Cornell notesYOU DO: Think,pair,share.

Homework Unfinished classwork

EXIT TICKET:(5 minutes)

Summarize lesson

Thurs. Oct. 6 Unit 2 Rigor Level DOK 2

Daily AgendaDaily

ObjectiveStudents will explore a mini task on rates

BELL RINGER Prerequisite skills check, on screen

I DO: Review vocabulary

WE DO: Cornell notesYOU DO: Think,pair,share.

Homework Unfinished classwork

EXIT TICKET:(5 minutes)

Summarize lesson

Fri, Oct. 7 Unit: 2 Rigor Level DOK 2

Daily AgendaDaily

ObjectiveStudents will explore unit rate

BELL RINGER Prerequisite skills check, on screen

I DO: Review vocabulary Review rules for dividing integers

WE DO: Cornell notesYOU DO: Think,pair,share.

Homework Unfinished classwork

EXIT TICKET:(5 minutes)

Summarize lesson

Monday Oct. 10 Unit: 2 Rigor Level DOK 2

Daily AgendaDaily

ObjectiveStudents will explore rate of change.

BELL RINGER Prerequisite skills check, on screen

I DO: Review vocabulary

WE DO: Cornell notesYOU DO: Think,pair,share.

Homework Unfinished classwork

EXIT TICKET:(5 minutes)

Summarize lesson

Tuesday Oct. 11 Unit: 2 Rigor Level DOK 2

Daily AgendaDaily

ObjectiveStudents will explore rate of change

BELL RINGER Prerequisite skills check, on screen

I DO: Review vocabulary

WE DO: Cornell notesYOU DO: Think,pair,share.

Homework Unfinished classwork

EXIT TICKET:(5 minutes)

Summarize lesson

Wed. Oct. 12 Unit: 2 Rigor Level DOK 2

Daily AgendaDaily

ObjectiveStudents will explore division with rational numbers.

BELL RINGER TBA

I DO: Learning activity

WE DO: Cornell notesYOU DO: Think,pair,share.

Homework Unfinished classwork

EXIT TICKET:(5 minutes)

Summarize lesson

Thurs. Oct. 13 Unit: 2 Rigor Level DOK 2

Daily AgendaDaily

ObjectiveStudents will review

BELL RINGER TBA

I DO: Review vocabulary Review rules for dividing integers

WE DO: Cornell notesYOU DO: Think,pair,share.

Homework Unfinished classwork

EXIT TICKET:(5 minutes)

Summarize lesson

Fri. Oct. 14 Unit: 2 Rigor Level DOK 2

Daily AgendaDaily

ObjectiveStudents will take the 9 weeks exam

BELL RINGER

I DO:WE DO:

YOU DO: Homework

EXIT TICKET:(5 minutes)

Mathematical Principal Standards

MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them. MAFS.K12.MP.2.1: Reason abstractly and quantitatively. MAFS.K12.MP.4.1: Model with mathematics. MAFS.K12.MP.7.1: Look for and make use of structure.

Resources include: www.classzone.com Supplemental Resources 7th Grade Flip Book – A user-friendly resources for understanding the specifications of the Common Core Standards. MARS Classroom Challenge: Steps to Solving Equations - A Formative Assessment Lesson with all necessary materials which may be used to help students understand and use directed numbers in context. Generating Equivalent Expressions McDougal Littell 7.1-7.2 Engage NY Grade 7 Module 3: Lesson 1 & 2 Expressions and the Distributive Property Engage NY Grade 7 Module 3: Lesson 3 & 4 Use Identity & Inverse to Write Equivalent Expressions Engage NY Grade 7 Module 3: Lesson 5 Collecting Rational Number Like Terms Engage NY Grade 7 Module 3: Lesson 6 Creating Equations to Solve Word Problems McDougal Littell 7.3-7.5 Engage NY Grade 7 Module 3: Lesson 7

Learning Scales and Accommodations:

Noun Verb

OPERATIONS AND ALGEBRAExpressions and Equations

Grade 7Score 4.0 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

Score 3.5 In addition to score 3.0 performance, partial success at score 4.0 content

Score 3.0 The student will:• Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients (7.EE.A.1)

• Rewrite expressions in different forms in a problem context to demonstrate how quantities are related same as “multiply by 1.05”) (7.EE.A.2)

Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content

Score 2.0 The student will recognize or recall specific vocabulary, such as:• Add, coefficient, expand, expression, factor, linear, operation, property, quantity, rational, relate, strategy, subtract

The student will perform basic processes, such as:• Apply properties of operations to simplify linear expressions with rational coefficients

Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content

Score 1.0 With help, partial success at score 2.0 content and score 3.0 content

Score 0.5 With help, partial success at score 2.0 content but not at score 3.0 content

Score 0.0 Even with help, no success

WICR Strategies used during each unit.WritingWriting activities that helpstudents understand thecontent

InquiryQuestioning strategiesthat help studentsunderstand the content

CollaborationWorking together with apartner or in a group ofstudents to understand, toproblem solve, or tocomplete a task/project

ReadingAny strategies in readingthat help studentsunderstand

Writing-to-Learn• summaries Process writing• using a rubric as evaluationOn-demand/Timed writing• writing that is completed in class within a set amount of time• grade is evaluated using a rubricCornell Notes• taking notes on the most important information • summarizing• using the notes to studyReflective writing• students write about what they have learned and what they still need

Higher level questioningin classes• Costa’s Level 1: Studentsfind the answers right therein the text.

• Costa’s Level 2: Studentsmust figure out the answerfrom information in thetext.

• Costa’s Level 3: Studentsapply what they havelearned or use what theyhave learned to evaluate orcreate.

Think Pair Share

Sharing ideas with apartner or in a group

Carousel/Gallery Walk

Problem solving in groups

Projects in groups

Before reading activities• vocabulary activities• accessing prior knowledge• making predictions

During reading activities• marking the text• Cornell notes• graphic organizers

After reading strategies• summarizing• group projects

Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the

student Allow student time to step

out to de-escalate Extended time on

assignments =1 day Read Aloud to Students Visual manipulatives

Check for understanding Allow to leave class for

assistance Extra time for exams Daily agenda

Testing in small groups Use of a planner/binder for

organization English Language Dictionary

Preferential seating Written direction given Break directions into

chunks

Cooperative Learning, Vocabulary, Description,

Introduction, .