7th Grade Mathematics Unit Plan Outline:

Number Lines and Negative Integers

Common Core State Standards: 7.NS.1

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

- 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.
- 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.
- 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.
- Understand subtraction of rational numbers as adding the additive inverse, p – q = 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 real-world contexts.
- Apply properties of operations as strategies to add and subtract rational numbers.

I Can Statements:

- I can name real world examples of two numbers that combine to make zero.
- I can tell you the distance between two rational numbers
*p*and*q*on a number line. - I can associate directions on the number line with subtraction and addition.
- I can use integers and rational numbers in all operations.
- I can tell you why adding a negative number is the same as subtracting a positive.
- I can define the vocabulary words integer and rational number.
- I can tell you how far away
*a*is from*b*and where*a+b*is on a number line.

Activities

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*Score Keepers*

a. Standard alignment: NS.1.a, NS.1.c, NS.1.d

b. Use a jeopardy game with negative and positive score values to introduce adding and subtracting negative numbers This activity is meant for the whole class to do together. The teacher will guide the score keepers in keeping score. Point out times where the score is zero because negative points balanced with positive.

c. 1-2 Class periods

d. Materials: Projector

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**Chip Board**

**a. Standard alignment: NS.1.b, NS.1.c, NS.1.d**

b. Use red and black checkers chips to represent positive and negative numbers. Have students practice subtracting and adding negative numbers using their checkers.

c. 2-3 Class periods

d. Materials: Black and red checkers, student page

Debt and Negative Numbers

a. Standard alignment: NS.1.a, NS.1.c

b. Use debt as an example of real world negative numbers. Use national debt as an example. Ask question like, if x amount is the US debt, how much would it take to break even? Use a number line to describe debt. Also have students explore adding and subtracting debt.

c. 2-3 Class periods

d. Materials: Debt Power point, at home assignment

Number Line Introduction: Thermometers

a. Standard alignment: NS.1.b, NS.1.c, NS.1.d

b. Use an activity with traditional thermometers to introduce number lines. This will give students a real world examples of number lines.

c. 1-2 Class periods

d. Materials: Student page

Student Page

Performance task: Create your own Timeline

a. Standard alignment: NS.1.b, NS.1.c, NS.1.d

b. Students will work on creating their own timeline. They will use personal life events and write about the mathematics involved

c. 2-3 Class periods

d. Materials: Student pages, rubric, student peer review, markers/colored pencils, glue/tape, poster board/graph paper/11x17 paper.

Lesson Plan Day 2

Student Page 2

**Who Dun It?**

a. Standard alignment: NS.1.a, NS.1.b, NS.1.c, NS.1.d

b. Set up 4 stations, one for each role. Students will work on solving the mystery, the undoing of -7. This activity will help review the unit while letting the students have a fun mystery activity.

c. 4 class periods

d. Materials: Caution tape, graph paper, poster paper, coloring utensils, rulers, student pages
(Thanks to Dr. John Golden)

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