Grade 7: The Number Systems

Multiplying Rational Numbers

Summary/Overview of Lesson:
The goal of the lesson is for students to have an understanding of how to multiply
rational numbers with representations and computationally. Students should be able
to explain how to find products of rational numbers with images, words, and
numerical symbols. Students will use a variety of activities that include Go
Formative, YouTube clips, class discussion, guided practice, and small group work.
Benchmark/Standard(s)
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.C
Apply properties of operations as strategies to multiply and divide rational numbers.
CCSS.MATH.CONTENT.7.NS.A.3
Solve real-world and mathematical problems involving the four operations with
rational numbers.1
Student Friendly Benchmark(s)
Use prior knowledge from multiplication to use to multiply other rational
numbers
From learning how to multiple rational numbers, we can use it to apply realworld applications
Use strategies from solving other problems to use to multiply rational numbers
Solve problems that affect the students in the real world using properties
learned with rational numbers
Content:

Multiply rational number with

multiple representations

Grade Level: Middle School

Skills:
Multiply rational numbers with
decimals, integers, and fractions
Apply properties of operations to
multiply rational numbers
Solve real-world problems using
multiply rational numbers

Duration: 1 class period

Grade 7: The Number Systems

Multiplying Rational Numbers
Differentiated Objective(s):
Students will identify elements that define what a rational number is using Go
Formative
Students will identify and paraphrase the steps to multiple decimals
Students will recognize the multiplication rules from working independently
and then through class discussion
Students will summarize as a class how to multiply fractions from watching a
video clip
Students will manipulate a visual representation of multiplying fractions from
the given site provided to them, seeing there is more than one way to
compute rational numbers
Materials/Technology
-Computer
-Technology to project
-Student I pads/smartphones
-Whiteboard and Dry Erase Markers

Preparation
Have Go Formative ready for each
class up for the code so they can log
in
Pull up YouTube clip for the ready

Warm-Up/Anticipatory Set
Have the students work independently on question number one on Go
Formative for the first few minutes of class
Make sure they are showing their work and not using calculators
(Students would be using Go Formative prior to the lesson so they know what
to do in terms of logging in)
Once you give the students a few minutes, display all of the students answers
to see what the students
Go over the answers as a class and work them out if there are any
misconceptions the students may have
Procedure

Step #1: What is a Rational Number

Ask the class what a rational number is
o Answer: A real number that can be written as a fraction
Then ask the students what could be possible types of rational numbers and a
few examples
Use question #2 on Go Formative
Show all the students answers on the board
Pick out a few students answers and have them justify why
they put those numbers down
Then ask the students if pi is a rational number
Grade Level: Middle School

Duration: 1 class period

Grade 7: The Number Systems

Multiplying Rational Numbers

Answer: No because it is not a terminating decimal or cant

express it in terms of a fraction

Step #2: Multiplication Rules

Have the students work with their seat partner and have them look at a few
examples that are written on the board
Examples:
-2 x 6 = -12
(-1/2) x (-4/7) = (4/14) = (2/7)
-2.4 x (1/2) = -1.2
(4/5) x 3 = (12/5)
With these examples up on the board, have the students find patterns between
the examples
o Answers:
When multiplying a positive number by a positive, you get a
positive answer
When multiplying a negative number by a positive, you get a
negative answer
When multiplying a positive number by a negative, you get a
negative answer
When multiplying a negative number by a positive, you get a
negative answer
Then use questions #3 & 4 on Go Formative for the students to answer in
regards to the multiplication rule
o When multiplying two negative numbers, the product is negative.
Answer: False
o When multiplying a negative number and a post number, us the sign of the
larger number
Answer: False
Step #3: Decimals
Have the students put there pencils down and have them just watch a YouTube
clip on how to multiply decimals
o https://www.youtube.com/watch?v=3H9DYeR5Wmg
o Have the students think about a procedure on how to multiple decimals
during the video
After the video, as a class, facilitate a discussion for them to come up with a
procedure on how to multiply decimals
o Answer:
1. Multiply numbers just as if they were whole numbers
2. Line up the numbers on the right and dont align the decimal
3. Multiply the numbers out just like regular numbers
Grade Level: Middle School

Duration: 1 class period

Grade 7: The Number Systems

Multiplying Rational Numbers

4. Place the decimal point in the answer by the stating at the right
and moving a number of places equal to the sum of the decimal
places in both numbers multiplied
Have the students then practice this skill using question #5 on Go Formative
o Question: Solve 3.77 x 2.8
o Answer: 10.556
Show all the students answers and then clear up any misconceptions the
students might have
o If the students are struggling, do a problem together on the board
o Example: 23.54 x 3.8

Step #4: Fractions

Have a discussion with the class on how you multiply fractions and guide
the students through an example: (2/3)* (7/11)
o Tell them that it is similar to adding fractions but they dont need to
find a common denominator
o The first you want to think about the numerators as one problem and
then the denominators as another
o Then the first step is multiply the numerators together
2*7=14
o Next is to draw the fraction bar
o The next step is to multiply the denominators together and place the
answer under the fraction bar
3*11=33
o Last step is to simplify the fraction if needed
14/33 doesnt need to be simplified, so its the final
answer
Next, have the students solve question #6 on Go Formative and have them
show their answer
o Question: Multiply the following fractions: (11/19) and (5/6)
Post all of the students answers on the whiteboard and have one person
who got it wrong explain their work and have you and the class help them
towards the right answer
Step #5: Mix of Rational Numbers
Pose the question to the class:
o If you encounter a problem that is a fraction and a decimal, how would
you solve it?
Answers
Convert the fraction to a decimal and then multiply
Convert the decimal into a fraction and then multiply
Conclude this by saying that you have to have like terms in order to multiply
Grade Level: Middle School

Duration: 1 class period

Grade 7: The Number Systems

Multiplying Rational Numbers
the numbers because you cant just multiply a fraction with a whole number
because you might get the wrong answer.
Step #6: Visual Representation
Students might have a hard time visualizing how fractions are multiplied
because when you multiply them, you get a smaller answer than you started
Use the following website to show the students they can visualize and
manipulate the model to understand it.
o http://www.learner.org/courses/learningmath/number/session9/part_a/
Explain that is could be one way they can show their work when multiplying
fractions
Step

#7: Word Problems

There is a real world connection to multiplying rational numbers
Usually they are written out as word problems
Here are a few strategies to tackle word problems
o You are taking the problem and setting it up as an equation
o Use keywords in the sentence that has a certain mathematical meaning
(operation)
o Make sure you are answering the question that is being asked of you
o Mentally check your answer to make sure it is correct and masks sense
Go over one example with the students
o A scuba diver descends below the surface of the ocean at a rate of 10
feet per minute. Write an equation and solve in which is shows the
position of the diver compared to the ocean surface after 3 minutes

If Time
Have the students in small groups coming up with fractions to multiply and the
other members solve it computationally first and then using the manipulative
to check their answers

Assessment
Throughout the lesson, using Go
Formative to gage the students
understanding through true and
false questions and short answer
questions having the students
showing their work
Homework will help assess if the
students can complete and
understand the skill
Grade Level: Middle School

Homework
Have the students work on
examples in the book that helps
them refine the skill of
multiplying rational numbers.
Make sure to include word
problems as well as working
with fractions
This should be about 15-20
problems for them to complete

Duration: 1 class period

Grade 7: The Number Systems

Multiplying Rational Numbers
for tomorrow

Differentiation/Modification(s)
Instead of using Go Formative, you could use student whiteboards to save time
with technology and students would be able to collaborate if you choose
Print off a note sheet for ESL or special education students for them to have a
reference and could mark it up as they want so they could understand

Link to Go Formative page I would use in the classroom:

https://goformative.com/student/#/assignments/HJZV966

Grade Level: Middle School

Duration: 1 class period