Enhancement and Consolidation Camps

Mathematics 7
Lesson 2
Performing the Four
Operations on
Integers and
Fractions
Key Idea: Find results of performing the four operations on integers and fractions
.
Lesson Component 1 (Lesson Short Review)
Time: 7 minutes
Questions
1. (i) -4
(ii) -10
𝟏
2. (i) 𝟐
𝟐
(ii) 𝟏
3. (i) 𝟑
-5
(ii) Ahmed’s teacher asks him to: “start with , then
multiply by , then subtract, then divide by , then add ”. What
should Ahmed’s answer be?
-1
Lesson Component 2
.

(Lesson Purpose/Intention)

Time: 3 minutes
Goal:

Find solutions to real-world

problems.
.
Lesson Component 3 (Lesson Language Practice)
Time: 5 minutes
Key words/terms are:
add/subtract/multiply/divide, fraction, integer,

numerical, operation, value

 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
Let’s answer this!

What 2 numbers give a sum of

26?
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
Let’s answer this!

What number when

subtracted from 96 gives a
difference of 18? 78
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
Let’s answer this!

What is the result when 16 is

multiplied by 9?
144
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
Let’s answer this!

What is 224 divided by 7?

32
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
Let’s answer this!

What do we call a whole

number that can be positive,
negative, or zero? integer
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
Let’s answer this!

What do we call a part of a

whole? It has a numerator and
a denominator. fraction
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes

What comes in your mind

when you see these?
four operations

Subtraction Addition
multiplication division
 Lesson Component 3 (Lesson Language Practice)
.

The expression ‘closer numerically’

means ‘closer in terms of
numbers
_____________’, such as ‘1 is
closer to 2 than it is to 3’
 Lesson Component 4 (Lesson Activity)
.
Time: 25 minutes

Part 4A
Stem for Items 1 and 2

Maria and Juan are playing a game, ‘Numerical’, using

Board 1 and Board 2. The players move their markers
according to the number operations on the cards that
they draw from the card pile. The winner is the first
player to end a turn on their pre-nominated ‘Home
square’.
.

Maria and Juan use their Board 1 and ‘Operations on Integers’ cards for
Game 1, with ‘Home’ squares (Maria) and (Juan).
They use their Board 2 and ‘Operations on Fractions’ cards for Game 2,
with ‘Home’ squares 1 (Maria) and (Juan).
Part 4B
Item
. 1 (Game 1)
Questions
1. Maria is on her . She draws a card which says ‘subtract ’. To which square
should she move?
2. Juan is on his . He draws a card which says ‘add and then multiply by ’. To
which square should he move?
3. Maria is later on her ‘-18 square’ and Juan on his . For their next moves,
Maria’s card says ‘divide by , then add , then multiply by , and then subtract ’,
while Juan’s card says ‘multiply by , then subtract , then divide by, and then add ’.
Which player will:
(i) end their move on the square with the larger value?
(i) be closer (numerically) to their ‘Home square’?
Part 4B
Item
. 1 (Game 1)
Question with Answer:

1.Maria is on her . She draws a card which

says ‘subtract ’. To which square should she
move?
‘–7 square’
Part 4B
Item
. 1 (Game 1)
Question with Answer:

2. Juan is on his . He draws a card which says

‘add and then multiply by ’. To which square
should he move?
‘+15 square’
Part 4B - Question with Answer:
3.
.
Maria is later on her ‘-18 square’ and Juan on his . For
their next moves, Maria’s card says ‘divide by , then add ,
then multiply by , and then subtract ’, while Juan’s card
says ‘multiply by , then subtract , then divide by, and then
add ’.
Which player will:
(i) end their move on the square with the larger value?
Juan -1x-4=4-(-8)=12/-3=-4+-1=-5
(i) be closer (numerically) to their ‘Home square’?
Maria -18/-2=9+(-4)=5x-3=-15-(-9)=-6
Part 4B - Question with Answer:
Which
.
player will:
(i) end their move on the square with the larger value?
Juan -1x-4=4-(-8)=12/-3=-4+-1=-5
(i) be closer (numerically) to their ‘Home square’?
Maria -18/-2=9+(-4)=5x-3=-15-(-9)=-6
In numerical terms, Maria is from her ‘Home’
square, since , while Juan is from his ‘Home’
square, since .
So, Maria is closer.
 Part 4C
.
Item 2 (Game 2)
Questions
1. Maria is on her ‘1. She draws a card which says ‘add ’. To which square should
she move?
2. Juan is on his ‘ . He draws a card which says ‘multiply by . and then subtract .
To which square should he move?
3. Maria is later on her ‘1 square’ and Juan on his ‘1 square’. For their next
moves, Maria’s card says ‘divide by , then subtract ‘, while Juan’s card says
‘multiply by 1 , then subtract ‘.
Which player will be closer (numerically) to his/her ‘Home square’?
 Part 4C
.
Item 2 (Game 2)
Question

1. Maria is on her ‘1. She draws a card which says ‘add ’.

To which square should she move?

‘2 square’
 Part 4C
.
Item 2 (Game 2)
Question
2. Juan is on his ‘ . He draws a card which says ‘multiply by
. and then subtract . To which square should he move?

‘ square’
Part 4C
. Item 2 (Game 2): Question

3. Maria is later on her ‘1 square’ and Juan on his ‘1 square’. For

their next moves, Maria’s card says ‘divide by , then subtract ‘,
while Juan’s card says ‘multiply by 1 , then subtract ‘.
Which player will be closer (numerically) to his/her ‘Home
square’?

Maria and Juan are equally close.

Part 4C
. Item 2: Question
Maria will end her move on her ‘1’ square (1 and .
Therefore, in numerical terms, Maria is units from her ‘Home’ square.

Juan will end his move on his ‘’ square. (1 and ).

Therefore, in numerical terms, Juan is units from his ‘Home’ square.
Therefore, Maria and Juan are equally close (units) to their nominated ‘Home’
squares after these moves.
Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on
.Student Goals)

Time: 5 minutes
o What do you think were the key mathematical concepts addressed in this
lesson?
o Would you rate your level of understanding of the material covered in this
lesson as high, moderate, or low?
o Has the lesson helped you to gain further insight into aspects of the
material covered that represent strengths or represent weaknesses?
o What would you describe as the main barriers, if any, to your ongoing
progress and achievement in relation to the topic area addressed in this
lesson?
o What do you think would best assist your ongoing progress and
achievement in relation to the topic area?