7 Grade Mathematics Unit C: Operations With Integers

7th Grade Mathematics Unit C: Operations with Integers
Common Core State Standards

Unit C: Overview
Highlighted Standards
Content Standards for Mathematical
Practice
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational MAFS.7.NS.1.1 MAFS.K12.MP.4.1
numbers, and solve real-world and mathematical problems. MAFS.7.NS.1.2 Model with
MAFS.7.NS.1.3 Mathematics
In 6th grade students learned to:
 Understand that positive and negative numbers are used together to describe quantities having opposite directions
MAFS.K12.MP.8.1
or values
 Use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in
Look for and
each situation. express regularity in
 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes repeated reasoning
familiar from previous grades to represent points on the line and in the plane with negative number coordinates
 Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize
that the opposite of the opposite of a number is the number itself
 Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane;
recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections
across one or both axes.
 Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and
position pairs of integers and other rational numbers
 Understand ordering and absolute value of rational numbers.
 Interpret statements of inequality as statements about the relative position of two numbers on a number line
diagram.
 Write, interpret, and explain statements of order for rational numbers in real-world contexts.
 Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute
value as magnitude for a positive or negative quantity in a real-world situation.
 Distinguish comparisons of absolute value from statements about order.
 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
 Fluently adds, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
 Fluently divide multi-digit numbers using the standard algorithm.
 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions,
e.g., by using visual fraction models and equations to represent the problem.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2014-2015
Textbook Resources
MH FL Math HMH GO MATH
Chapter Lesson: 3.1-3.5; 4.1-4.8 Unit 1: The Number System.
Inquiry Lab: Add Integers, Subtract Integers, Distance on a Number Line,
Multiply Integers, Use Properties to Multiply; Rational Numbers on a Number Module 1: Adding and Subtracting Integers: Lessons 1.1 – 1.4
Line, Add and Subtract on the Number Line Module 2: Multiplying and Dividing Integers: Lessons 2.1 – 2.3
Problem Solving Investigation: Look for a Pattern; Draw a Diagram; Make a Module 3: Rational Numbers: Lessons 3.1 – 3.6
Table (Ch. 5 addresses NS.1.3)
College & Career Readiness: Space Weather Forecaster, Fashion Designer Real-World Videos: Death Valley pg. 3, Giant Panda pg. 33, Scores in Sports pg. 57
Real-World Link Video: 3.4; 4.7 Explore Activities: Modeling Sums of Integers with the Same Sign pg. 7, Adding on a
Lesson Video: 3.2, 3.4; 4.2, 4.6 (2 videos), 4.7 (2 videos) Number Line pg. 13, Modeling Integer Subtraction pg. 19, Multiplying Integers Using a
“Power Up” Performance Task: Weather Report; Managing Money Number Line pg. 37, Dividing Integers pg. 43, Describing Decimal Forms of Rational
Numbers pg. 61, Adding the Opposite pg. 77, Finding the Distance between Two
Numbers pg. 78, Dividing Rational Numbers pg. 89, Placement of Negative Sings in
Quotients pg. 90
Animated Math:
1.3, 2.1, 3.2
Performance Task:
Urban Planner pg. 107
Mathematics Formative Assessment System Tasks Other Resources
The system includes tasks or problems that teachers can implement with their Mathematics Assessment Project
students, and rubrics that help the teacher interpret students' responses.
Teachers using MFAS ask students to perform mathematical tasks, explain their Equivalent Fractions approach to non-repeating decimals
reasoning, and justify their solutions. Rubrics for interpreting and evaluating
student responses are included so that teachers can differentiate instruction Repeating Decimals as Approximation
based on students' strategies instead of relying solely on correct or incorrect
answers. The objective is to understand student thinking so that teaching can Sharing Prize Money
be adapted to improve student achievement of mathematical goals related to
the standards. Like all formative assessment, MFAS is a process rather than a Best Chicken Franchise for Me
test. Research suggests that well-designed and implemented formative
assessment is an effective strategy for enhancing student learning. https://pasco.instructure.com/courses/846/pages/mathematics-6-12
http://www.cpalms.org/resource/mfas.aspx
Unit Scale (Multidimensional) (MDS)
The multidimensional, unit scale is a curricular organizer for PLCs to use to begin unpacking the unit. The MDS should not be used directly with students and is not for
measurement purposes. This is not a scoring rubric. Since the MDS provides a preliminary unpacking of each focus standard, it should prompt PLCs to further explore question #1,
“What do we expect all students to learn?” Notice that all standards are placed at a 3.0 on the scale, regardless of their complexity. A 4.0 extends beyond 3.0 content and helps
students to acquire deeper understanding/thinking at a higher taxonomy level than represented in the standard (3.0). It is important to note that a level 4.0 is not a goal for the
academically advanced, but rather a goal for ALL students to work toward. A 2.0 on the scale represents a “lightly” unpacked explanation of what is needed, procedural and
declarative knowledge i.e. key vocabulary, to move students towards proficiency of the standards.
4.0 In addition to displaying a 3.0 performance, the student must demonstrate in-depth inferences and applications that go beyond what was taught within these
standards. Examples:
 Generate and test an idea that would allow me to find all of the statements that could possible be true to an algebraic expression that applies properties
of operations as strategies to add and subtract unknown rational numbers.
3.0 The Student will:
*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. (MACC.7.NS.1.1)
 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. (MACC.7.NS.1.1a)
 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.
(MACC.7.NS.1.1b)
 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. (MACC.7.NS.1.1c)
 Apply properties of operations as strategies to add and subtract rational numbers. (MACC.7.NS.1.1d)
*Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
 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.
 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.
 Apply properties of operations as strategies to multiply and divide rational numbers.
 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.
(MACC.7.NS.1.2)
* Solve real-world and mathematical problems involving the four operations with rational numbers. (MACC.7.NS.1.3)
2.0 The student will recognize or recall specific vocabulary, such as:
 Additive Inverse, Multiplicative Inverse, Associative Property of Multiplication, Commutative Property of Multiplication, Distributive Property, Identify
Property of One, absolute value, integer, natural numbers, negative numbers, opposite numbers, positive numbers, rational numbers, repeating decimals,
terminating decimals, non-terminating decimals, zero pair, operations, properties, real numbers
The student will perform basic processes, such as:

* Select two numbers that are an equal distance from zero on a number line and show that they have a sum of zero. Find the distance a number is from zero on a
number line, and show moving right on a number line represents adding a positive number and that moving left represents add a negative number
* Demonstrate understanding of the properties of operations for multiplying and dividing rational numbers. Know how to convert between fractions and decimals
* Recall and apply the rules and properties of operations of rational numbers.
1.0 With help, partial success at 2.0 content but not at score 3.0 content
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard beyond what the MDS provides and assist PLCs in answering question
#1, “What do we expect all students to learn?” It is important for PLCs to study the focus standards in the unit to ensure that all members have a mutual understanding of what
student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional
scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are
essential for mastery.
Domain: Number Systems
Cluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers (Major)
Standard: MAFS.7.NS.1.3: 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. Interpret products of rational numbers
by describing real-world contexts.
b. 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.
c. Apply properties of operations as strategies to multiply and divide rational numbers.
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.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
 A number and its opposite have a sum of 0.
 Subtraction of rational numbers is equivalent to adding the additive inverse.
 A vertical or a horizontal number line can be used to show the relationship of adding and subtracting rational numbers.
 When adding integers on a number line, the sum is located a distance in the positive or negative direction depending on the sign of the number.
 Properties of operations can be used strategies to add and subtract rational numbers.
Know Do
Declarative knowledge: Facts, vocab., Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
information
 Additive inverse of rational numbers  Model addition and subtraction of rational numbers using a number line.
 Absolute value difference
 Properties of operations  Use properties of operations to add and subtract rational numbers in real world situations.
 Addition and subtraction of rational
numbers  Rewrite subtraction problems as addition problems by applying the additive inverse property.
 Describe real life situations in which opposite quantities combine to make 0.
 Explain sums of rational numbers by describing real-world contexts.
Prerequisite skills: What prior knowledge (foundational skills) do students need to have mastered to be successful with this standard?
Learning Goals:
 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.
 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.
 Apply properties of operations as strategies to multiply and divide rational numbers.
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.
Moving Beyond:
Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much
one is than the other. For example, estimate the population of the United States as 3 x and the population of the world as 7 x , and determine that the
world population is more than 20 times larger.
Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and
choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation
that has been generated by technology.
Uni-Dimensional, Lesson Scale:
The uni-dimensional, lesson scale unwraps the cognitive complexity of a focus standard for the unit, using student friendly language. The purpose is to articulate distinct levels of
knowledge and skills relative to a specific topic and provide a roadmap for designing instruction that reflects a progression of learning. The sample performance scale shown
below is just one example for PLCs to use as a springboard when creating their own scales for student-owned progress monitoring . The lesson scale should prompt teams to
further explore question #2, “How will we know if and when they’ve learned it?” for each of the focus standards in the unit and make connections to Design Question 1,
“Communicating Learning Goals and Feedback” (Domain 1: Classroom Strategies and Behaviors). Keep in mind that a 3.0 on the scale indicates proficiency and includes the
actual standard. A level 4.0 extends the learning to a higher cognitive level. Like the multidimensional scale, the goal is for all students to strive for that higher cognitive level,
not just the academically advanced. A level 2.0 outlines the basic declarative and procedural knowledge that is necessary to build towards the standard.
Standard: MAFS.7.NS.1.3 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
Learning Progression Sample Tasks

Score
I can… Xiaoli was estimating the difference between two positive numbers x and y (where x>y).
 Generate and test an idea that would allow me to find all First she rounded x up by a small amount. Then she rounded y down by the same amount.
of the statements that could possible be true to an Finally, she subtracted the rounded values. Which of the following statements is correct?
algebraic expression that applies properties of operations
as strategies to add and subtract unknown rational • Her estimate is larger than x−y.
numbers.
• Her estimate is smaller than x−y.
4.0 • Her estimate equals x−y.
• Her estimate equals y−x.
• Her estimate is 0.
• There is not enough information to compare x−y with her estimate.
3.5 I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
I can…
 Apply the Associate and Commutative Properties when
adding and subtracting rational numbers.
3.0  Make and defend examples of sums and differences of

rational numbers in real-world context.
2.5 I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can… On the number line below, the numbers a and b are the same distance from 0. What is a +
 List a number and its opposite. b? Explain how you know.
 Model opposites using algebra tiles or a number line.
 Model a sum by moving along a number line.

2.0
 Recognize that opposites add to zero.
 Explain the direction in which I move on a number line

when moving to positive integer or negative integer.
1.0 I need prompting and/or support to complete 2.0 tasks.
Sample High Cognitive Demand Tasks:
These task/guiding questions are intended to serve as a starting point, not an exhaustive list, for the PLC and are not intended to be prescriptive. Tasks/guiding questions simply
demonstrate one way to help students learn the skills described in the standards. Teachers can select from among them, modify them to meet their students’ needs, or use them
as an inspiration for making their own. They are designed to generate evidence of student understanding and give teachers ideas for developing their own activities/tasks and
common formative assessments. These guiding questions should prompt the PLC to begin to explore question #3, “How will we design learning experiences for our students?”
and make connections to Marzano’s Design Question 2, “Helping Students Interact with New Knowledge”, Design Question 3, “Helping Students Practice and Deepen New
Knowledge”, and Design Question 4, “Helping Students Generate and Test Hypotheses” (Domain 1: Classroom Strategies and Behaviors).
MAFS Mathematical Content Standard(s) MAFS.7.NS.1.3 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.
Design Question 1; Element 1
Standards for Mathematical Practice(s) MAFS.K12.MP.2.1 – Reason abstractly and quantitatively

Design Question 1; Element 1 MAFS.K12.MP.3.1 – Construct viable arguments and critique the reasoning of others
Marzano’s Taxonomy Analysis
There is a distinction in the Common Core State Standards between a fraction and a rational number. Fractions are always
a
positive, and when thinking of the symbol as a fraction, it is possible to interpret it as a equal-sized pieces where b
Teacher Notes b
pieces make one whole. The rational numbers are the set of fractions taken together with their opposites: understanding
Questions to develop mathematical thinking, rational numbers requires understanding both fractions and signed numbers. The standard 7.NS.1 signals a significant shift
possible misconceptions/misunderstandings, from working exclusively with positive numbers to working with signed numbers. The focus of this task is on the nature of
how to differentiate/scaffold instruction, signed numbers rather than the "part-whole" interpretation of fractions.
anticipate student problem solving strategies
The purpose of this task is to help solidify students' understanding of signed numbers as points on a number line and to
understand the geometric interpretation of adding and subtracting signed numbers. This task assumes that the number
line is drawn to scale.
A number line is shown below. The numbers 0 and 1 are marked on the line, as are two other numbers a and b.
Task
*These tasks can either be teacher created or

modified from a resource to promote higher
order thinking skills. Please cite the source for Which of the following numbers is negative? Choose all that apply. Explain your reasoning.
any tasks. • a−1
• a−2
Design Question 2, 3 or 4; Element ___ • −b
• a+b
• ab + 1
• a−b

7 Grade Mathematics Unit C: Operations With Integers

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7th Grade Mathematics Unit C: Operations with Integers

Common Core State Standards

The student will perform basic processes, such as:

 Describe real life situations in which opposite quantities combine to make 0.

 Explain sums of rational numbers by describing real-world contexts.

Learning Progression Sample Tasks

4.0 • Her estimate equals x−y.

• Her estimate equals y−x.

• There is not enough information to compare x−y with her estimate.

3.0  Make and defend examples of sums and differences of

 Model opposites using algebra tiles or a number line.

 Model a sum by moving along a number line.

 Explain the direction in which I move on a number line

1.0 I need prompting and/or support to complete 2.0 tasks.

Standards for Mathematical Practice(s) MAFS.K12.MP.2.1 – Reason abstractly and quantitatively

*These tasks can either be teacher created or

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