Teacher: Date: Subject s20

Lowndes County Public Schools

Teacher: Sacouya Robertson Date: August 8th-12th , 2016 Subject: 7th Grade Math Block: Periods 5/6

Alabama COS: standards Unit 1:Strategies For Rational Numbers and Proportional Relationships Domain 1:The Number System & Ratios and Proportional Relationships

Lesson 1:Operations on Rational Numbers (7.NS.1.a, 7.NS.1.b, 7.NS.1.c, 7.NS.1.d, 7.NS.2.a, 7.NS.2.b, 7.NS.2.c, 7.NS.2.d, 7.NS.3)

Standards

Apply and extend previous understandings of operations with fractions. 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. 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.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. CCSS.MATH.CONTENT.7.NS.A.2.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. 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. CCSS.MATH.CONTENT.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.1

ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:

KWL Word Splash Anticipation Guide Lecture Graphic Organizer/VLT Poem, Rhymes, etc. Survey Possible Sentence Think-Pair-Share Reading Pictograph Acronyms/Word Writing First Word Concept Map Vocabulary Overview Model Diagram Other: ______Daily Language Practice Word Map Frayer Model (DLP)______Hands-on Mind Map/Visual Guide

Engagement Strategies: - Collaborative Group Work - Writing to Learn - Literacy Groups TWIRL - Questioning Techniques - Scaffolding Text -Classroom Talk Other:______

Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program:______Other:______

This Week’s Vocabulary: Rational Number, Irrational Number, Integer, Repeating Decimal, Terminating Decimal, Absolute Value, Additive Inverse

PROCEDURAL CONTENT (application) Monday Tuesday Wednesday Thursday Friday How can you solve problems How can you solve problems How can you solve problems How can you solve problems How can you solve Essential with rational numbers? with rational with rational with rational numbers? problems with rational Question numbers? numbers? numbers? Students will: Students will: Students will: Students will: Students will: Objective(s) *Know that rational numbers *Know that rational numbers *Know that rational numbers *Know that rational numbers *Know that rational can be written as ratios, and can be written as ratios, and can be written as ratios, and can be written as ratios, and numbers can be written as numbers that are not rational numbers that are not rational numbers that are not rational numbers that are not rational ratios, and numbers that are are irrational. are irrational. are irrational. are irrational. not rational are irrational. *Convert a rational number to *Convert a rational number to *Convert a rational number *Convert a rational number *Convert a rational number a decimal using long division; a decimal using long division; to a decimal using long to a decimal using long to a decimal using long know that the decimal form know that the decimal form division; know that the division; know that the division; know that the of a rational number of a rational number decimal form of a rational decimal form of a rational decimal form of a rational terminates in 0s or eventually terminates in 0s or eventually number terminates in 0s or number terminates in 0s or number terminates in 0s or repeats. repeats. eventually repeats. eventually repeats. eventually repeats. *Understand p + q as the *Understand p + q as the *Understand p + q as the *Understand p + q as the *Understand p + q as the number located at a distance | number located at a distance | number located at a distance | number located at a distance | number located at a distance q| from p, in the positive or q| from p, in the positive or q| from p, in the positive or q| from p, in the positive or |q| from p, in the positive or negative direction depending negative direction depending negative direction depending negative direction depending negative direction on whether q is positive or on whether q is positive or on whether q is positive or on whether q is positive or depending on whether q is negative. Show that a negative. Show that a negative. Show that a negative. Show that a positive or negative. Show number and its opposite have number and its opposite have number and its opposite have number and its opposite have that a number and its a sum of 0 (additive a sum of 0 (additive inverses). a sum of 0 (additive a sum of 0 (additive opposite have a sum of 0 inverses). *Use a number line to add inverses). inverses). (additive inverses). *Use a number line to add and subtract rational numbers. *Use a number line to add *Use a number line to add *Use a number line to add and subtract rational Understand subtraction of and subtract rational and subtract rational and subtract rational numbers. Understand rational numbers as adding numbers. Understand numbers. Understand numbers. Understand subtraction of rational the additive inverse, p – q = p subtraction of rational subtraction of rational subtraction of rational numbers as adding the + (-q). numbers as adding the numbers as adding the numbers as adding the additive inverse, p – q = p + *Apply strategies to add, additive inverse, p – q = p + additive inverse, p – q = p + additive inverse, p – q = p + (-q). subtract, multiply and divide (-q). (-q). (-q). *Apply strategies to add, rational numbers. *Apply strategies to add, *Apply strategies to add, *Apply strategies to add, subtract, multiply and divide *Understand that integers can subtract, multiply and divide subtract, multiply and divide subtract, multiply and rational numbers. be divided, provided that the rational numbers. rational numbers. divide rational numbers. *Understand that integers can divisor is not zero, and every *Understand that integers can *Understand that integers can *Understand that integers be divided, provided that the quotient of integers (with a be divided, provided that the be divided, provided that the can be divided, provided divisor is not zero, and every non-zero divisor) is a rational divisor is not zero, and every divisor is not zero, and every that the divisor is not zero, quotient of integers (with a number. If p and q are quotient of integers (with a quotient of integers (with a and every quotient of non-zero divisor) is a rational integers, -p/q = -p/q = p/-q; in non-zero divisor) is a rational non-zero divisor) is a rational integers (with a non-zero number. If p and q are the same way, -p/-q = p/q. number. If p and q are number. If p and q are divisor) is a rational integers, -p/q = -p/q = p/-q; in *Interpret products and integers, -p/q = -p/q = p/-q; in integers, -p/q = -p/q = p/-q; in number. If p and q are the same way, -p/-q = p/q. quotients of rational numbers the same way, -p/-q = p/q. the same way, -p/-q = p/q. integers, -p/q = -p/q = p/-q; *Interpret products and by describing real-world *Interpret products and *Interpret products and in the same way, -p/-q = quotients of rational numbers contexts. quotients of rational numbers quotients of rational numbers p/q. by describing real-world by describing real-world by describing real-world *Interpret products and contexts. contexts.. contexts. quotients of rational numbers by describing real- world contexts. Bell Ringer: Basic Skills-2 Bell Ringer: Basic Skills-3 Bell Ringer: Writing- Bell Ringer: Multiplying Bell Ringer: Multiplying Preview by 2 digit multiplication by 3 digit multiplication Students will explain their decimals decimals (Before) current understanding of the Students will view the difference between rational Students will view the following video on rational and irrational numbers. They following video on positives Vocabulary Overview: and irrational numbers. will provide 3 examples and and negatives: Frayer Model https://www.youtube.com/wat explain why each one is a https://www.youtube.com/wa ch?v=ORYBFNfs9_g rational or irrational number. tch?v=FsxXltuUFQM

Turn and Talk: Students Vocabulary Overview: Turn and Talk: Students will turn and talk about the Frayer Model will turn and talk about the video shown. Students will video shown. Students will draw conclusions and make draw conclusions and make inferences about rational and inferences about adding and irrational numbers. subtracting positives and negatives. Vocabulary Overview: Frayer Model Vocabulary Overview: Frayer Model Thinking KAP Question: Ian is selling candy bars to raise money for his basketball team. He spends $20 buying the candy. After one hour, he has $15 worth. After one hour, Ian has a loss of $5. Draw points on the number line to show the amount he has when he starts and after the first hour (Visual provided)

Students will complete MODEL: Students will complete MODEL: Quiz: Operations on Instruction classroom pretest on the -Introduce rational numbers vocabulary on Frayer -Introduce adding and rational numbers (During) following standards: -Introduce converting Models: subtracting positive and Include small 7.NS.1.a-d, 7.NS.2.a-d, fractions to decimals negatives. MODEL: group plans 7.NS.3 Additive Inverse -Introduce adding and -Introduce multiplying and GUIDED: Absolute Value subtracting using the absolute dividing positives and Students will finish -Students will be guided value strategy. negatives completing vocabulary on through the “TRY IT OUT MODEL: graphic organizers-Frayer EXERCISE” -Introduce additive inverse GUIDED: GUIDED: Model: -Introduce adding and -Students will be guided -Students will be guided Turn and Talk subtracting with additive through the “TRY IT OUT through the “TRY IT OUT Rational Numbers inverse EXERCISE” EXERCISE” Irrational Numbers INDEPENDENT: Students -Introduce absolute value Integers will complete problems on Turn and Talk Think-Pair-Share Terminating Decimal their own. Think-Pair-Share Repeating Decimal INDEPENDENT: Students INDEPENDENT: Collaborative: Students will GUIDED: will complete problems on Students will complete be engaged in Kahoot.it in -Students will be guided their own. problems on their own. order to increase through the “TRY IT OUT understanding and practice of EXERCISE” Collaborative: Students will Notebook Quiz the content learned during be engaged in a game on lesson. INDEPENDENT: Students mathplay.com in order to Collaborative: Students will complete problems on increase their understanding will be engaged in a 7th their own. of absolute value in an grade numbers and interactive way. operations Jeopardy game in order to increase their understanding in classifying rational and irrational numbers in an interactive way. Vocabulary Overview Exit Slip: Convert the Exit Slip: Give examples Exit Slip: Compute the Exit Slip: Compute the following: 4/9, 1/5 and in your own words following: ¾ + 1/6 and (-5) + following: 10/21 / 5/7 (After) describe absolute value. (-7)

Extension/ Refining

Homework

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other:___

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:______