Grade 7 Mathematics, Quarter 1, Unit 1.

Integer Operations
No Calculator

Overview
Number of Instructional Days: Content to Be Learned

15

(1 day = 45-60 minutes)

Describe situations in which opposites combine to make zero. Represent integer addition on a number line. Evaluate integer sums. Understand subtraction of a number as adding the additive inverse. Show that the distance between two integers is the absolute value of their difference in realworld contexts. Evaluate integer products. Understand quotients of integers with non-zero divisors. Apply properties of operations to integers. Solve real-world problems involving the four operations with integers.

Mathematical Practices to Be Integrated

2. Reason abstractly and quantitatively. Make sense of quantities and their relationships Decontextualize situations and write them symbolically Contextualize problems with a situation

4. Model with mathematics. Identify important quantities. Use tools such as diagrams (number lines, integer chips). Analyze to draw conclusions. Interpret results, determining if they make sense.

5. Use appropriate tools strategically. Consider appropriate tools (such as number lines, chips) Detect possible errors by using estimations

7. Look for and make use of structure. Students will see that 6 8 is the same value as 6 + (-8) Students will see that (-6)/-3 is the same as 6/3 Students will see that 4 x (-6) is the same value as (-4) x 6. Students will determine the sign of their answer before calculating

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Essential Questions
How do addition and subtraction of integers compare? When will the sum of two integers be positive? Negative? Or zero? When multiplying and dividing integers, how do you determine the sign? How can you use properties to simplify your calculations with integers? In what real-life situations would you need to compute with integers?

Written Curriculum
Common Core State Standards for Mathe matical Content The Number System 7.NS

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 7.NS.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.

a. b.

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 and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

c.

7.NS.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 realworld 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 realworld contexts. 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.

b.

7.NS.1

d.

Apply properties of operations as strategies to add and subtract rational numbers.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

7.NS.2 c.

Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

Apply properties of operations as strategies to multiply and divide rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers.1

7.NS.3
1

Computations with rational numbers extend the rules for manipulating fractions to complex fractions.

Common Core Standards for Mathe matical Practice

2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4 Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Clarifying the Standards

Prior Learning Previously, students learned to compute fluently with multidigit numbers in four operations using standard algorithms. They found and positioned integers on a number line. Students recognized opposites and absolute value as a numbers distance from zero. Students assigned and ordered integers to solve realworld problems. They also applied properties of operations. Current Learning Operations with rational numbers are a critical area and a major cluster in grade 7. This unit reinforces the concepts of opposites and absolute value. Students learn integer operations at the developmental level and continue to reinforce these concepts throughout the year to achieve fluency. The unit extends the application of properties of operations to include integers. Units 1.2 and 1.3 will extend the application of the four operations and properties to all rational numbers. Application of rational numbers will continue through all units to achieve fluency by the end of this year. Future Learning In eighth grade, students will apply their knowledge of integers when reasoning about expressions and equations, solving linear equations and systems of equations, grasping the concept of functions, and evaluating integer exponents.

Additional Findings
According to Principles and Standards of School Mathematics, In grades 68, students should deepen their understanding of fractions, decimals, percents, and integers, and they should become proficient in using them to solve problems (p. 215). According to Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, Students extend understandings of addition, subtraction, multiplication, and division, together with their properties, to all rational numbers, including negative integers. By applying properties of arithmetic and considering negative numbers in everyday contexts, students explain why the rules for adding, subtracting, multiplying, and dividing with negative numbers makes sense (p. 19). According to the PARCC Model Content Frameworks, Because there are no specific standards for rational number arithmetic in later grades and because so much other work in grade 7 depends on rational number arithmetic, fluency with rational number arithmetic should be the goal in grade 7 (p. 31).
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014