2012-2013 Enhanced Instructional Transition Guide Mathematics Grade 7 Unit 02

2012-2013 Enhanced Instructional Transition Guide
Mathematics Grade 7 Unit 02
Grade 7/Mathematics
Unit 02: Possible Lesson 01
Suggested Duration: 6 days
Unit 02: Numerical Operations: Integers and Positive Rational Numbers (16 days)
Possible Lesson 01 (6 days)
Possible Lesson 02 (10 days)
POSSIBLE LESSON 01 (6 days)
Lesson Synopsis:
Students use manipulatives and number lines to investigate integer operations (addition, subtraction, multiplication, and division).
TEKS:
7.2
7.2C
Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:
Use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms.
Supporting Standard
Underlying Processes and Mathematical Tools TEKS:

7.13
7.13A
7.13B
7.14
Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other
disciplines, and activities in and outside of school. The student is expected to:
Identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics.
Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.
Underlying processes and mathematical tools. The student communicates about Grade 7 mathematics through informal and mathematical language, representations,
and models. The student is expected to:
7.14A
7.14B
Communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.
Evaluate the effectiveness of different representations to communicate ideas.
7.15
Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to:
7.15A
7.15B
Make conjectures from patterns or sets of examples and nonexamples.

Validate his/her conclusions using mathematical properties and relationships.
Performance Indicator(s):
Construct a three-column chart to explain and demonstrate the connection between a pictorial model and a symbolic representation to the algorithm of all four
operations using integers. (7.2C; 7.13A, 7.13B; 7.14A, 7.14B; 7.15A, 7.15B)
1C; 3J
Sample Performance Indicator:
Brittany told a student who was absent from class, A positive number and a negative number will always be negative, regardless of the operation. Jordan
told the absent student, A positive number and a negative number can sometimes be positive. Reed told the absent student A negative number and a
negative number always equal a negative number. Create a three-column chart of the pictorial model, symbolic representation, and connect them to the
algorithm using all four operations involving integers. Use the chart to write a justification to determine if the statements made by Brittany, Jordan, and Reed
are always true in all operations.
2012, TESCCC
05/25/12
page 1 of 30

Grade 7/Mathematics
Key Understanding(s):
Different models may be used to add, subtract, multiply, and divide integers and connect the actions to the algorithms.
When given a model or real-world problem using integers, an expression or equation may be written to represent and solve the problem situation.
When using a problem solving model to perform integer operations in a problem situation, conjectures can be communicated and validated.
Misconception(s):
Some students may think the sum of two integers is always greater than the two addends.
Some students may think the difference of two integers is always less than the minuend (e.g., -9 (-2) = -7, where -9 is the minuend, -2 is the subtrahend,
and -7 is the difference).
Some students may think the product of two negative integers is negative.
Some students may think the quotient of two negative integers is negative.
Vocabulary of Instruction:
absolute value
conjectures
Suggeste
d
Day
integer
negative number
simplifying an expression
zero pair
Suggested Instructional Procedures

Topics:
Introduction to integers
SPIRALING REVIEW
Engage 1
Students use logic, reasoning, and prior knowledge to review integers.
Instructional Procedures:
1. Display teacher resource: Integers and Football. Facilitate a class discussion to review representing
integers.
Ask:
What does the term gained mean with respect to integers? Lost? (gained-positive; lostnegative)
What other terms are used to represent a positive integer? Answers may vary. Deposit;
addition; etc.
What other terms are used to represent a negative integer? Answers may vary. Withdrawal;
2012, TESCCC
Notes for Teachers
05/25/12
ATTACHMENTS
Teacher Resource: Integers and
Football KEY (1 per teacher)
Football (1 per teacher)
page 2 of 30

Suggeste
d
Day
Explore/Explain 1
Students use two-color counters to explore the relationship of adding and subtracting integers.
1. Place students in pairs and distribute 20 two-color counters to each student.
2. Display the expression 1 + (1) for the class to see. Instruct students to lay 1 two-color counter on
yellow and another two-color counter on red. Explain to students that the yellow side of the two-color
counters will be used to represent the integer 1, while the red side of the two-color counters will be
used to represent the integer (1). Facilitate a class discussion to define the term zero pairs.
Ask:
How would you model 1 + (1) using two-color counters? (use 1 yellow and 1 red)
What would be a real life example of 1 + (1)? Answers may vary. I made 1 point and I lost 1
point, so, I have 0 points; etc.
Explain to students that 1 + (1) is called a zero pair.
Why do you think 1 + (1) is called a zero pair? Answers may vary. A number and its opposite
that combine to a value of zero; etc.
What is the sum of the counter set of 1 and (1)? (1 + (1) = 0)
3. Display teacher resource: Integers and Games. Instruct student pairs to create a model with their twocolor counters that demonstrates the problem situation. Allow 3 minutes for students to create their
model. Monitor and assess student pairs to check for understanding. Facilitate a class discussion about
integers and using models.
Ask:
2012, TESCCC
Notes for Teachers
less than; etc.

How would you represent gaining 12 yards as an integer? (12)
How would you represent losing 6 yards as an integer? (6)
Topics:
Adding and subtracting integers with models
Grade 7/Mathematics
05/25/12
ATTACHMENTS
Games KEY (1 per teacher)
Games (1 per teacher)
Teacher Resource: Adding
Integers Two-Color Counters
KEY (1 per teacher)
Handout: Adding Integers TwoColor Counters (1 per student)
Teacher Resource: Subtracting
Integers Two-Color Counters
KEY (1 per teacher)
Handout: Subtracting Integers
Two-Color Counters (1 per
student)
MATERIALS
two-color counters (20 per
student)
math journal (1 per student)
TEACHER NOTE
For the two-color counters use the
yellow side to represent positive and
the red side to represent negative.
Emphasize combine when placing
the objects representing addends
together to model addition.
page 3 of 30

Suggeste
d
Day
What number would you use to represent the points Devin lost? (4)
How would you model a negative number with two-color counters? (red counters)
What number would you use to represent the points Devin gained? (6)
Grade 7/Mathematics
Notes for Teachers

Emphasize remove when
modeling subtraction problems
using two-color counters.
How would you model a positive number with two-color counters? (yellow counters)
What equation would you record to model a loss of 4 points and a gain of 6 points? ((4) + 6
= 2)
How would you use two-color counters to model the equation (4) + 6 = 2? (I would place 4
negative counters and 6 positive counters on the integer mat. There are 4 zero pairs made when I
combine 4 negatives with 4 positives which leave 2 positives.)
4. Distribute handout: Adding Integers Two-Color Counters to each student. Instruct student pairs to
5.
2012, TESCCC
model the addition problems with two-color counters, create a sketch of the model with pictures of the
two-color counters or ( ) and (+), and record each solution process on their handout. Allow time for
student pairs to complete the addition problems. Monitor and assess student pairs to check for
understanding. Facilitate a class discussion to debrief student solutions.
Display the expression (4) + (3) for the class to see.
Ask:
How would you model the expression (4) + (3) with two-color counters? (I would place 4
negative counters and 3 negative counters on the integer mat for a total of 7 negative counters.)
05/25/12
page 4 of 30

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
6.
How is the expression 8 4 different from the problems you have been modeling? Answers
may vary. I am now subtracting instead of adding; etc.
How would you model the expression 8 4 with two-color counters? (I would place 8 positive
counters on the integer mat and then remove 4 positive counters leaving 4 positive counters.)
Display the expression 7 8 for the class to see. Facilitate a class discussion about subtracting
integers.
Ask:
How would you begin to model the expression 7 8 with two-color counters? (Place 7
positive counters on the integer mat.)
What does subtract 8 mean? (remove 8 positive counters)
2012, TESCCC
How do you model removing 8 positive counters when you only have 7 positive counters?
Explain. Answers may vary. I will have to create a zero pair and then I will have 8 positive counters
to remove; etc.
05/25/12
page 5 of 30

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
7.
8.
What remains when the 8 positive counters are removed from the integer mat? (1 negative
counter)
What integer value is remaining on the integer mat? ((1))
Distribute handout: Subtracting Integers Two-Color Counters to each student.
Display the expression (6) (4) for the class to see. Facilitate a class discussion about subtracting
negative integers. Instruct students to model the subtraction problems with two-color counters, create a
sketch of the model with pictures of the two-color counters or ( ) and (+), and record each solution
process on their handout: Subtracting Integers Two-Color Counters throughout the discussion.
Ask:
How would you begin to model the expression (6) (4) with two-color counters? (Place 6
negative counters on the integer mat.)
Explain to students that subtract negative 4 means the opposite of removing negative 4 and that the
opposite of removing negative 4 is adding positive 4.
Ask:
If you have 6 negative counters and you add 4 positive counters, how many zero pairs are
created? (4 zero pairs)
What remains when the zero pairs are removed from the integer mat? (2 negative counters)
2012, TESCCC
TEACHER NOTE
Make sure to record the addition
problem directly under the original
subtraction problem for students to
notice the relationship between the
subtraction and addition problem.

What addition equation can be created using 6 negatives that would yield the same solution
as (6) (4)? ((6) + 4 =(2))
How are these problems similar? Different? Answers may vary. Both have negative 6. The
second integers in each problem are opposites, and one problem has a subtraction symbol and the
other problem has an addition symbol; etc.
Why do both (6) (4) and (6) + 4 equal (2)? Answers may vary. Both expressions equal
(2) because subtracting negative 4 from negative 6 is read as the opposite of removing negative 4
05/25/12
page 6 of 30

Suggeste
d
Day

9.
Grade 7/Mathematics
Notes for Teachers
from negative 6. The opposite of removing negative 4 is adding positive 4; etc.

Display the expression (7) (4) for the class to see.
Ask:
How would you begin to model the expression (7) (4) with two-color counters? (Place 7
What does subtract negative 4 mean? (the opposite of removing 4 negative counters)
What is the opposite of removing 4 negative counters? (adding 4 positive counters)

If you have 7 negative counters and you add 4 positive counters, how many zero pairs are
What remains when the zero pairs are removed from the integer mat? (3 negative counters)
What addition equation can be created using 7 negatives that would yield the same solution
as (7) (4)? ((7) + 4 = (3))
How are these problems similar? Different? Answers may vary. Both have negative 7. The
Why do both (7) (4) and (7) + 4 equal (2)? Answers may vary. Both expressions equal
(2) because subtracting negative 4 from negative 7 is read as the opposite of removing negative 4
from negative 7. The opposite of removing negative 4 is adding positive 4; etc.
10. Display the expression 7 (4) for the class to see.
Ask:
How is this problem different from the expression you just modeled? (The first number is
positive 7 instead of (7).)
How would you begin to model the expression 7 (4) with two-color counters? (Place 7
positive counters on the integer mat.)
What does subtract negative 4 mean? (the opposite of removing 4 negative counters)
2012, TESCCC
What is the opposite of removing 4 negative counters? (adding 4 positive counters)

If you have 7 positive counters and you add 4 positive counters, how many zero pairs are
What is on the integer mat when you add 4 positive counters to the 7 positive counters? (11
positive counters)
05/25/12
page 7 of 30

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
What integer value is remaining on the integer mat? (11)
How would you model removing 2 positive counters when you only have 8 negative
counters? Explain. Answers may vary. I will have to create 2 zero pairs, and then I will have 2
positive counters to remove; etc.
What remains when the 2 positive counters are removed from the integer mat? (10 negative
counters)
What addition equation can be created using 7 positives that would yield the same solution
as 7 (4)? (7 + 4 = 11)
How are these problems similar? Different? Answers may vary. Both have positive 7. The
Why do both 7 (4) and 7 + 4 equal 11? Answers may vary. Both expressions equal 11
because subtracting the opposite of negative 4 from positive 7 is read as the opposite of removing
negative 4 from positive 7. The opposite of removing negative 4 is adding positive 4; etc.
11. Display the expression (8) 2 for the class to see.
12. Instruct students to individually evaluate the expression by modeling the solution process with two-color
counters, creating a pictorial record of the process, and recording the symbolic mathematical
representation for each step in the process in their math journal. Monitor and assess students to check
for understanding. Facilitate a class discussion to summarize subtracting integers with two-color
counters using the problem (8) 2.
Ask:
How would you begin to model the expression (8) 2 with two-color counters? (Place 8
What does subtract 2 mean? (remove 2 positive counters)
Topics:
Adding and subtracting integers with a number
line
Explore/Explain 2
Students use a number line to explore the
2012, TESCCC
05/25/12
SPIRALING REVIEW
ATTACHMENTS
Teacher Resource: Integers and Sea Otter KEY
(1 per teacher)
Teacher Resource: Integers and Sea Otter (1
page 8 of 30

Suggeste
d
Day

relationship of adding and subtracting integers.
1. Distribute 20 two-color counters to each student.
Facilitate a class discussion to connect the zero
pair two-color counter model to a number line.
Ask:
How would you model 1 + (1) using the
two-color counters? (use 1 yellow and 1
red)
Notes for Teachers
2012, TESCCC
What would be a real life example for 1 +

(1)? Answers may vary. I made 1 point,
and I lost 1 point, so I have 0 points; etc.
What happens on the number line if you
begin at 0, move 1, and then move (1)?
(I will end where I began, at 0.)
Grade 7/Mathematics
per teacher)
Teacher Resource: Adding Integers Number
Lines KEY (1 per teacher)
Handout: Adding Integers Number Lines (1 per
student)
Teacher Resource: Subtracting Integers
Number Lines KEY (1 per teacher)
Handout: Subtracting Integers Number Lines
(1 per student)
Teacher Resource (optional): Subtracting
Integers Using Models KEY (1 per teacher)
Handout (optional): Subtracting Integers Using
Models (1 per student)
MATERIALS
two-color counters (20 per student)
What happens on the number line if you

begin at 0, move (1), and then move 1?
(I will end where I began, at 0.)
05/25/12
page 9 of 30

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
2. Display teacher resource: Integers and Sea

Otter. Instruct students to use two-color
counters and a number line to represent the
problem situation. Allow time for students to
complete the activity. Monitor and assess
students to check for understanding. Facilitate a
class discussion about adding integers using a
number line.
Ask:
How would you use two-color counters
to model this situation?
2012, TESCCC
30
How would you use a number line to

model this situation?
05/25/12
page 10 of

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
3.
4.
2012, TESCCC
30
What is the distance between (5) and 0

on a number line? (5)
Explain to students that the distance
between any integer and zero on a number
line is also referred to as the absolute value.
Since the absolute value represents
distance on a number line, the absolute
value of a number will always be positive.
Collect the two-color counters from students.
Place students in pairs and distribute handout:
Adding Integers Number Lines to each
student. Instruct student pairs to model the
05/25/12
page 11 of

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
addition problems with number lines and record

their solution process and answer. Allow time for
student pairs to complete the addition problems.
Monitor and assess student pairs to check for
understanding. Facilitate a class discussion to
debrief student solutions.
Ask:
How would you model the expression
(4) + (3) using a number line? (Begin at
0 and move in the direction of the sign of
the integer in front of the addition symbol,
(4), then move in the direction of the sign
of the integer following the addition symbol,
(3).)
5. Facilitate a class discussion about the
6.
2012, TESCCC
30
generalization for adding integers on a number

line.
Ask:
When adding integers on a number line,
which direction would you move? (Begin
at 0 and move in the direction of the sign of
the integer in front of the addition symbol,
then move in the direction of the sign of the
integer following the addition symbol.)
Distribute handout: Subtracting Integers
Number Line to each student. Demonstrate the
solution process for the first 2 problems. Instruct
05/25/12
page 12 of

Suggeste
d
Day

students to replicate the model throughout the
demonstration. Facilitate a class discussion
about the solution process.
Ask:
What relationship exists between
addition and subtraction? (They are
opposite operations.)
When you encountered the addition
symbol to model adding integers on a
number line, you began at 0 and first
moved in the direction of the integer in
front of the addition symbol and then
moved in the direction of the integer
following the addition symbol. What do
you think you would do when you
encounter the subtraction symbol to
model subtracting integers on a number
line? (I will begin at 0 and move in the
direction of the sign of the integer before the
subtraction symbol, and then I will move in
the opposite direction of the sign of the
integer following the subtraction symbol.)
How would you model the expression
(5) (3) using a number line? (Step 1:
Begin at 0 and move in the direction of the
sign of the integer that is in front of the
subtraction symbol, (5).
2012, TESCCC
30
05/25/12
Grade 7/Mathematics
Notes for Teachers
ADDITIONAL PRACTICE
Handout (optional): Subtracting Integers Using
Models may be used as additional practice, as
needed.
page 13 of

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
Step 2: Begin at (5) and move in the

opposite direction of the sign of the
integer following the subtraction symbol,
(3) move in a positive direction 3
units.
Step 3: The non-overlapping section of

the rays is the difference between both
integers. The number line model for the
expression (5) (3) is the same as
the number line model for the
expression (5) + 3.)
7.
2012, TESCCC
30
What addition equation can be created

using 5 negatives that would yield the
same solution as (5) (3) = (2)? ((5)
+ 3 = (2))
Display the expression 4 7 for the class to
see.
Ask:
05/25/12
page 14 of

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
How would you model the expression 4

7 using a number line? (Step 1: Begin
at 0 and move in the direction of the sign of
the integer that is in front of the subtraction
symbol, 4.
Step 2: Begin at 4 and move in the

opposite direction of the sign of the
integer following the subtraction symbol,
7 move in a negative direction 7 units.
Step 3: The non-overlapping section of

the rays is the difference between both
integers. The number line model for the
expression 4 7 is the same as the
number line model for the expression 4
+ (7).)
2012, TESCCC
30
05/25/12
page 15 of

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
8.
9.
What addition equation can be created

using 4 positive that would yield the
same solution as 4 7 = (3)? (4 + (7) =
(3))
Instruct student pairs to complete the remainder
of handout: Subtracting Integers Number
Lines. Allow time for students to complete the
number lines. Monitor and assess student pairs
to check for understanding. Facilitate a class
discussion to debrief student solutions.
Facilitate a class discussion about the
generalization for subtracting integers on a
number line.
Ask:
When subtracting integers on a number
line, which direction would you move?
(Begin at 0 and move in the direction of the
sign of the integer in front of the subtraction
symbol, then move in the opposite direction
of the sign of the integer following the
subtraction symbol.)
Topics:
Developing the rules for addition and subtraction of integers
Elaborate 1
Students use patterns to discover the relationships and rules for adding and subtracting integers.
2012, TESCCC
30
05/25/12
SPIRALING REVIEW
ATTACHMENTS
Teacher Resource: Adding
Integers and Connecting
page 16 of
Grade 7/Mathematics

Suggeste
d
Day

1. Distribute handout: Adding Integers and Connecting Patterns to each student. Instruct students to
complete the tables and record their observations. Allow time for students to complete the activity.
Monitor and assess students to check for understanding. Facilitate a class discussion about the
patterns for adding integers.
Ask:
When integers with the same sign are added, what inferences can you make? Answers may
vary. I ended up combining sets, so the sum has the same sign as the integers; etc.
Does this pattern always work? Explain your reasoning. (Yes) Answers may vary. There will be
no zero pairs if the signs are the same; on the number line, if the directions from zero are the same
the sum will be the same direction from zero; etc.
When integers with different signs are added, what inferences can you make? Answers may
vary. When integers having different signs are added, sets of zero pairs are produced. The sign of
the sum depends on which integer has more two-color counters; when integers having different
signs are added on the number line, there will always be portions of the number line that show both
directions, () and (+). This corresponds to the same distance from zero in a positive and negative
direction; the sign of the sum depends on which integer is the farthest from zero, and in which
direction; etc.
When a number and its opposite are added, what do you notice? Why do you think this
happens? What did you call these numbers? (The sum is 0.) Answers may vary. Both numbers
are equal distances from 0 and have opposite signs; these numbers are opposites and form a set
of zero pairs; etc.
2. Facilitate a class discussion about the patterns for subtracting integers.
Ask:
When integers with the same sign are subtracted, what inferences can you make? Answers
may vary. When integers having the same signs are subtracted, add the opposite and then follow
the addition rules; etc.
When integers with different signs are subtracted, what inferences can you make? Answers
may vary. When integers having different signs are subtracted, add the opposite of the second
number and follow the addition rules; etc.
3. Place students in pairs and distribute handout: Adding and Subtracting Integers Practice to each
student. Instruct student pairs to complete the handout together to provide additional integer practice
and solidify the rules for addition and subtraction of integers. Allow time for students to complete the
activity. Monitor and assess student pairs to check for understanding. Facilitate a class discussion to
2012, TESCCC
30
05/25/12
Notes for Teachers
Patterns KEY (1 per teacher)

Handout: Adding Integers and
Connecting Patterns (1 per
student)
Teacher Resource: Adding and
Subtracting Integers Practice
KEY (1 per teacher)
Handout: Adding and
Subtracting Integers Practice
(1 per student)
page 17 of

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
debrief student solutions, as needed.

45
Topics:
Adding and subtracting integers
SPIRALING REVIEW
Multiplying and dividing integers with two-color counters
Explore/Explain 3
Students demonstrate their knowledge of adding and subtracting integers. Students use two-color counters
to explore the relationship of multiplying and dividing integers.
1. Distribute 20 two-color counters to each student and display the following model for the class to see.
ATTACHMENTS
Teacher Resource:
Multiplication and Division of
Integers KEY (1 per teacher)
Handout: Multiplication and
Division of Integers (1 per
student)
MATERIALS
two-color counters (20 per
student, 20 per teacher)
math journal (1 per student)
2. Facilitate a class discussion about using two-color counters to model multiplication problems. Instruct
students to replicate the model with two-color counters, create a sketch of the model with pictures of
the two-color counters or () and (+), and record an equation to represent the model in their math
journal.
Ask:
What equation(s) would you record to represent this model? (2 + 2 + 2 + 2 = 8 or 4(2) = 8)
What does the equation 4(2) = 8 mean? (There are 4 groups with 2 positive counters in each
group and the product is 8. If I count the counters by groups, there would be 2, 4, 6, 8.)
3. Display the following model for the class to see:
2012, TESCCC
30
05/25/12
page 18 of

Suggeste
d
Day
Ask:
What equation(s) would you record to represent this model? (4 + 4 = 8 or 2(4) = 8)
What does the equation 2(4) = 8 mean? (There are 2 groups with 4 positive counters in each
group and the product is 8. If I count the counters by groups, there would be 4, 8.)
4. Display the following expressions for the class to see: 4(2) and 2(4).
Ask:
How are the expressions 4(2) and 2(4) related? Answers may vary. Both have the same factors
and the same product; the factors switched positions, and due to commutative property of
multiplication the products are the same; etc.
Grade 7/Mathematics
Notes for Teachers
TEACHER NOTE
It is important for students see the
relationship between 4(2) and
(2)(4) to use as a reference when
working with multiplication of
integers.
Ask:
What equation(s) would you record to represent this model? ((2) + (2) + (2) + (2) = (8)
or 4(2) = (8)).
What does the equation 4(2) = (8) mean? (There are 4 groups with 2 negative counters in
each group and the product is (8). If I count the counters by groups, there would be (2), (4),
(6), (8).)
2012, TESCCC
30
05/25/12
page 19 of

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
Ask:
What equation(s) would you record to represent this model? ((4) + (4) = (8) or 2(4) =
(8))
What does the equation 2(4) = (8) mean? (There are 2 groups with 4 negative counters in
each group and the product is (8). If I count the counters by groups, there would be (4), (8).)
7. Display the following expressions for the class to see: 4(2) and 2(4). Explain to students that
although one factor is positive and one factor is negative, the commutative property of multiplication still
applies because the expressions 4(2) and 2(4) both equal (8).
Explain to students that this model represents taking the opposite of 4 groups with 2 positive counters
in each group and can be represented with the expression (4)2. Remind students that the opposite of
a positive is a negative.
2012, TESCCC
30
05/25/12
page 20 of

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
Ask:
What equation represents the opposite of 4 groups with 2 positive counters in each group?
((4)2 = (8))
Explain to students that this model represents the opposite of 2 groups with 4 positive counters in each
group, which becomes 2 groups with 4 negative counters in each.
Ask:
What equation(s) would you record to represent this model? ((2)4 = (8))
10. Display the following expressions for the class to see: (4)2 and (2)4.
Ask:
How are the expressions (4)2 and (2)4 related? Answers may vary. Both have the same the
same product; etc.
11. Facilitate a class discussion about multiplying two negative integers.
Ask:
How would you model the opposite of 4 groups with 2 negative counters in each group? (I
would place 2 negative counters in 4 groups and then flip the counters over to the positive side.)
2012, TESCCC
30
05/25/12
page 21 of

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
What equation would you record to represent this model? ((4)(2) = 8)

How would you model the opposite of 2 groups with 4 negative counters in each group? (I
would place 4 negative counters in 2 groups and then flip the counters over to the positive side.)
What equation would you record to represent this model? ((2)(4) = 8)

12. Display the following expressions for the class to see: (4)(2) and (2)(4).
Ask:
How are the expressions (4)(2) and (2)(4) related? Answers may vary. Both have the
same factors and the same product; the factors switched positions, and due to commutative
property of multiplication the products are the same; etc.
2012, TESCCC
30
05/25/12
page 22 of

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
Place students in pairs and distribute handout: Multiplication and Division of Integers to each student.
Instruct student pairs to complete problems 1 5. Allow time for students to complete the activity. Monitor
and assess student pairs to check for understanding. Facilitate a class discussion to debrief student
solutions.
Ask:
What generalizations can be made about multiplying integers? Answers may vary. The
product of two positive integers is always positive; the product of two negative integers is always
positive; the product of a positive integer and a negative integer is always negative; etc.
13. Facilitate a class discussion on the relationship between multiplication and division.
Ask:
How are multiplication and division related? Answers may vary. They are inverse operations; a
multiplication problem involves factor x factor = product. A division problem involves the product
from a multiplication problem (dividend) divided by 1 of the factors (divisor) which will equal the
other factor (quotient); etc.
2012, TESCCC
30
05/25/12
page 23 of

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
What multiplication equation would you use to verify the quotient for the equation 24 3 =
8? (3 8 = 24)
How would you model the equation 3 8 = 24 in terms of groups and number of objects per
group? (I would create 3 groups with 8 positive counters in each group for a total of 24 positive
counters.)
How would you model the equation 24 3 = 8 in terms of groups and number of objects per
group? (I would separate 24 positive counters equally in 3 groups with 8 positive counters in each
group.)
14. Facilitate a class discussion about using two-color counters to model division problems. Instruct
students to replicate the model with two-color counters, create a sketch of the model with pictures of
the two-color counters or () and (+), and record an equation to represent the model in their math
journal.
Ask:
How would you model 8 positive counters in 4 groups? (I would separate 8 positive counters
equally in 4 groups with 2 positive counters in each group.)
2012, TESCCC
30
What equation would you record to represent this model? (8 4 = 2)

What multiplication equation would you use to verify the quotient for 8 4 = 2? (4 2 = 8)
How would you model the equation 8 2 = 4? (I would separate 8 positive counters equally into
2 groups with 4 positive counters in each group.)
05/25/12
page 24 of

Suggeste
d
Day
2012, TESCCC
30
Grade 7/Mathematics
Notes for Teachers
What multiplication equation would you use to verify the quotient for 8 2 = 4? (2 4 = 8)
How would you model 8 negative counters in 4 groups? (I would separate 8 negative counters
equally in 4 groups with 2 negative counters in each group.)
What equation would you record to represent this model? ((8) 4 = (2))
What multiplication equation would you use to verify the quotient for (8) 4 = (2)? (4
(2) = (8))
How would you model the expression (8) 2? (I would separate 8 negative counters equally
into 2 groups with 4 negative counters in each group.)
05/25/12
page 25 of

Suggeste
d
Day
2012, TESCCC
30
Grade 7/Mathematics
Notes for Teachers
What multiplication equation would you use to verify the quotient for (8) 2 = (4)? (2
(4) = (8))
How would you model the opposite of 8 positive counters in 4 groups? (I would separate 8
positive counters equally into 4 groups with 2 positive counters in each group and then flip the
counters over to the negative side.)
What equation would you record to represent this model? (8 (4) = (2))
What multiplication equation would you use to verify the quotient for 8 (4) = (2)? ((4)
(2) = 8)
How would you model the expression 8 (2)? (I would separate 8 positive counters equally
into 2 groups with 4 positive counters in each group and then flip the counters over to the negative
side.)
What multiplication equation would you use to verify the quotient for 8 (2) = (4)? ((2)
(4) = 8)
How would you model the opposite of 8 negative counters in 4 groups? (I would separate 8
negative counters equally into 4 groups with 2 negative counters in each group and then flip the
counters over to the positive side.)
05/25/12
page 26 of

Suggeste
d
Day
Grade 7/Mathematics
Notes for Teachers
What equation would you record to represent this model? ((8) (4)= 2)
What multiplication equation would you use to verify the quotient for (8) (4) = 2? ((4)
2 = (8))
How would you model the expression (8) (2)? (I would separate 8 negative counters
equally into 2 groups with 4 negative counters in each group and then flip the counters over to the
positive side.)
What multiplication equation would you use to verify the quotient for (8) (2) = 4? ((2)
4 = (8))
15. Instruct student pairs to complete problems 6 10 on handout: Multiplication and Division of
Integers. Allow time for students to complete the activity. Monitor and assess student pairs to check for
understanding. Facilitate a class discussion to debrief student solutions.
Ask:
What generalizations can be made about dividing integers? Answers may vary. The quotient of
two positive integers is always positive; the quotient of two negative integers is always positive; the
quotient of a positive integer and a negative integer is always negative; etc.
2012, TESCCC
30
05/25/12
page 27 of

Suggeste
d
Day

Topics:
Developing the rules for multiplication and division of integers
Explore/Explain 4
Students use patterns to discover the relationships and rules for multiplying and dividing integers.
1. Place students in pairs and distribute handout: Multiplying Integers and Connecting Patterns to
each student. Instruct student pairs to complete the handout. Allow time for students to complete the
activity. Monitor and assess student pairs to check for understanding. Facilitate a class discussion
about the patterns for multiplying integers and the rules they have discovered.
Ask:
What patterns did you notice when multiplying the integers? Answers may vary. When both
factors are positive, the product is positive. When both factors are negative, the product is positive.
If multiplying a pair of factors and one of the factors is negative, the product is negative; etc.
2. Distribute handout: Dividing Integers and Connecting Patterns to each student. Instruct student
pairs to complete the handout. Allow time for students to complete the activity. Monitor and assess
student pairs to check for understanding. Facilitate a class discussion about the patterns for dividing
integers and the rules they have discovered.
Ask:
What patterns did you notice when dividing the integers? Answers may vary. When the
dividend and divisor are positive, the quotient is positive. When the dividend and divisor are
negative, the quotient is positive. If the divisor or dividend is negative, the quotient is negative; etc.
3. Distribute handout: Note Page for Integer Operations to each student. Facilitate a class discussion
summarizing the rules for integer operations.
5
Topics:
Extending Integers
Students apply integer rules to solve equations with more than 2 numbers and real-life problem situations.
30
Notes for Teachers

ATTACHMENTS
Teacher Resource: Multiplying
Handout: Multiplying Integers
and Connecting Patterns (1 per
student)
Teacher Resource: Dividing
Handout: Dividing Integers and
Connecting Patterns (1 per
student)
Handout: Note Page for Integer
Operations (1 per student)
SPIRALING REVIEW
Elaborate 2
2012, TESCCC
Grade 7/Mathematics
05/25/12
ATTACHMENTS
Teacher Resource: Extending
Integers KEY (1 per teacher)
Handout: Extending Integers (1
page 28 of
Grade 7/Mathematics

Suggeste
d
Day

1. Place students in pairs and distribute handout: Extending Integers to each student. Instruct student
pairs to complete the handout. Allow time for students to complete the activity. Monitor and assess
student pairs to check for understanding. Facilitate a class discussion to debrief student solutions.
Notes for Teachers
per student)
Teacher Resource (optional):
Integer Practice KEY (1 per
teacher)
Handout (optional): Integer
Practice (1 per student)
ADDITIONAL PRACTICE
Handout (optional): Integer
Practice may be used as additional
practice, as needed.
6
Evaluate 1
1. Assess student understanding of related concepts and processes by using the Performance
Indicator(s) aligned to this lesson.
Performance Indicator(s):
Construct a three-column chart to explain and demonstrate the connection between a pictorial model and a
symbolic representation to the algorithm of all four operations using integers. (7.2C; 7.13A, 7.13B; 7.14A,
7.14B; 7.15A, 7.15B)
1C; 3J
Sample Performance Indicator:
Brittany told a student who was absent from class, A positive number and a negative number will
always be negative, regardless of the operation. Jordan told the absent student, A positive number
and a negative number can sometimes be positive. Reed told the absent student A negative
number and a negative number always equal a negative number. Create a three-column chart of the
pictorial model, symbolic representation, and connect them to the algorithm using all four operations
involving integers. Use the chart to write a justification to determine if the statements made by
Brittany, Jordan, and Reed are always true in all operations.
2012, TESCCC
30
05/25/12
page 29 of

Suggeste
d
Day
2012, TESCCC
30
05/25/12
Grade 7/Mathematics
Notes for Teachers
page 30 of

2012-2013 Enhanced Instructional Transition Guide Mathematics Grade 7 Unit 02

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

2012-2013 Enhanced Instructional Transition Guide Mathematics Grade 7 Unit 02

Transféré par

Droits d'auteur :

Formats disponibles

2012-2013 Enhanced Instructional Transition Guide

Mathematics Grade 7 Unit 02

Underlying Processes and Mathematical Tools TEKS:

Make conjectures from patterns or sets of examples and nonexamples.