number system unit plan
TRANSCRIPT
POUGHKEEPSIE MIDDLE SCHOOL – 7TH GRADE MATH CLASS
• Considered a “failing” school by the state
• Overall 7th grade proficiency rate in Mathematics is 3%, with 77% of students testing at
the lowest level (1 of 4).
• Special Education teacher is present in a co-teaching capacity throughout the lesson.
• Students in the class reside in a low socio-economic community
• 46% of the school is eligible for free or reduced lunches
• High number of behavior incidents are reported each year at the school,
• Students’ extra-curricular interests include playing sports and frequenting the local
community activity centers.
UNIT PLAN – THE NUMBER SYSTEM
• Standards:
• CCSS.Math.Content.7.NS.A.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.
• CCSS.Math.Content.7.NS.A.1.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.
• CCSS.Math.Content.7.NS.A.1.B - 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.
• CCSS.Math.Content.7.NS.A.1.C - 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.
• CCSS.Math.Content.7.NS.A.1.D - Apply properties of operations as strategies to add and subtract
rational numbers.
UNIT PLAN – THE NUMBER SYSTEM
• Standards Continued:
• CCSS.Math.Content.7.NS.A.2 - Apply and extend previous understandings of
multiplication and division and of fractions to multiply and divide rational
numbers.
• CCSS.Math.Content.7.NS.A.2.C - Apply properties of operations as strategies to
multiply and divide rational numbers.
• CCSS.Math.Content.7.NS.A.2.D - 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.
UNIT PLAN – THE NUMBER SYSTEM
• Standards Continued:
• CCSS.Math.Content.7.NS.A.3 - Solve real-world and mathematical problems
involving the four operations with rational numbers.
UNIT OBJECTIVES
• Students will demonstrate that an integer added to its opposite equals zero.
• Students will be able to recognize that subtracting a number is the same as
adding its opposite, representing the additive inverse.
• Students will be able to represent the division of two integers as a fraction.
• Students will apply product and quotient rules to all forms of rational numbers.
• Students will perform and understand the properties of operations with rational
numbers.
UNIT VOCABULARY
-Absolute Value
-Additive Identity
-Additive Inverse
-Associative Property
-Commutative
Property
-Difference
-Distributive
Property
-Integer
-Multiplicative
Identity
-Multiplicative
Inverse
-Product
-Quotient
-Rational Number
-Repeating Decimal
-Reciprocal
-Sum
-Terminating Decimal
-Whole Number
NUMBER SYSTEMS UNIT - LESSON ELEMENTS
1 2 3 4 5 6 7 8 9
Review Of the
Number System
Adding &
Subtracting
Integers with a
Number Line
Adding Rational
Numbers
Subtracting
Rational
Numbers
Adding &
Subtracting
Rational
Numbers in Real
Life
Multiplying &
Dividing Integers
Multiplying &
Dividing Rational
Numbers
Multiplying &
Dividing Rational
Numbers in Real
Life
Applying
Properties to
Operations
7.NS.1, 7.NS.2D 7.NS.1, 7.NS.1B 7.NS.1, 7.NS.1B 7.NS.1, 7.NS.1C7.NS.1, 7.NS.1A,
7.NS.1D, 7.NS.37.NS.2 7.NS.2, 7.NS.2C
7.NS.2, 7.NS.2C,
7.NS.3
7.NS.1D, 7.NS.2C,
7.NS.3
HOOK Pre-AssessmentPadlet -
Brainstorming
Think-Pair-Share
Activator
Activator -
Process WritingPlickers Game
Entry Ticket -
Unit Reflection
KW Portion of
KWL Chart
Activator - Solve
& Show
Activator -
Vocabulary
Matching
INSTRUCTIONGuided Notes +
Jigsaw
Guided Notes +
Integer Game
Guided Notes +
Mnemonic
Device
Guided Notes +
Learning Stations
Restaurant
Receipt Activity
Guided Notes +
Dice Game
Guided Notes +
Cooperative
Learning
Guided Notes +
Graphic
Organizer
Guided Notes +
Independent
Practice
CLOSUREVideo - Number
Types Song
Exit Ticket -
Solve and Reflect
Video - Zombie
Bridge Riddle
Create Your Own
Problem Activity
Poster
Presentations &
Flocabulary
Video
Socrative Game
in Groups
L Portion of KWL
Chart
Gallery Walk of
Graphic
Organizers
Review Sheet for
Unit
ASSESSMENT
Pre-Assessment,
Jigsaw,
Homework
Padlet, Game
Observation, Exit
Ticket &
Homework
Activator,
Mnemonic
Device
Observation,
Homework
Activator, Station
Observations,
Problems,
Homework
Plickers,
Observation of
Activity, Posters
Entry Ticket, Dice
Game
Observations,
Socrative
KWL Charts,
Observation of
Collaboration,
Homework
Activator,
Graphic
Organizers,
Homework
Activator,
Observations of
Practice,
Homework
Lesson & Common Core Standards
ELEMENT
HOOKS
Student Name:
Date:
VOCAB ? A-Z DEFINITION
Difference A One divided by a number
Integer B The solution to a division problem
Product CA number that can be written as a fraction, as a terminating
decimal, or as a repeating decimal
Quotient D The solution to a subtraction problem
Rational Number E A positive or negative number
Reciprocal F The solution to an addition problem
Sum G A positive counting number starting with 0
Whole Number H The solution to a multiplication problem
ACTIVATOR
Match the vocabulary word or phrase below with its corresponding definition.
HOOKS
Student Name:
Date:
Lesson:
Where do you think you have performed well in
the Unit so far? What do you think you
understand best?
Where do you think you are struggling in the Unit
so far? What do you understand least?
ENTRY TICKET
Use the below space to reflect on your progress in the Number
System Unit. Follow the prompts to guide your thoughts.
STRENGTHS WEAKNESSES
What would you like to learn or get better at during the rest of the Unit? Use the space below to
describe where you think you can improve and what you need to do in order to make sure you it
happens.
OPPORTUNITIES
INSTRUCTION
Student Name: Date:
Explanation and Example: Explanation and Example:
Explanation and Example: Explanation and Example:
PLACE # 3: PLACE # 4:Drawing: Drawing:
GRAPHIC ORGANIZER
In the spaces below, choose four places where you might multiply or divide rational numbers in real life. For each place,
draw a picture of the situation, and below that explain why you chose that place. Finally, include an example of the
mutliplication or division that occurs.
PLACE # 1: PLACE # 2:Drawing: Drawing:
FINAL ASSESSMENT
Review Of
the Number
System
Adding &
Subtracting
Integers with
a Number
Line
Adding
Rational
Numbers
Subtracting
Rational
Numbers
Adding &
Subtracting
Rational
Numbers in
Real Life
Multiplying
& Dividing
Integers
Multiplying
& Dividing
Rational
Numbers
Multiplying
& Dividing
Rational
Numbers in
Real Life
Applying
Properties to
Operations
7.NS.1,
7.NS.2D
7.NS.1,
7.NS.1B
7.NS.1,
7.NS.1B
7.NS.1,
7.NS.1C
7.NS.1,
7.NS.1A,
7.NS.1D,
7.NS.3
7.NS.27.NS.2,
7.NS.2C
7.NS.2,
7.NS.2C,
7.NS.3
7.NS.1D,
7.NS.2C,
7.NS.3
1 MATCHING 3 3
2 MATCHING 3 3
3 TRUE/FALSE 2 2
4 TRUE/FALSE 2 2
5 TRUE/FALSE 2 2
6 TRUE/FALSE 3 3
7 MULTIPLE CHOICE 3 3
8 MULTIPLE CHOICE 3 3
9 MULTIPLE CHOICE 2 2
10 MULTIPLE CHOICE 2 2
11 MULTIPLE CHOICE 3 3
12 MULTIPLE CHOICE 2 2
13 SHORT ANSWER 3 3
14 SHORT ANSWER 2 2
15 SHORT ANSWER 3 3
16 SHORT ANSWER 3 3
17 SHORT ANSWER 2 2
18 SHORT ANSWER 2 2
5 5 5 5 5 5 5 5 5 45TOTAL
Lesson & Common Core Standards
Number Systems Exam - Point Distribution
TOTALPROBLEM
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