Rebecca Van Pelt

Instructional Technology Unit

11/30/2012

Title of Unit Standard:

Numbers and Operations

Grade Level

Numbers and Operations: Students will further develop their understanding of the concepts of rational numbers and apply them to real world situations. M7N1. Students will understand the meaning of positive and negative rational numbers and use them in computation. M7N1. c. Add, subtract, multiply, and divide positive and negative rational numbers. M7N1. d. Solve problems using rational numbers.

Understandings:

The students will understand that 1: Models, diagrams, and manipulatives can help when developing ways for computing with positive and negative numbers. 2: Negative numbers represent quantities that are less than zero. (Temperature, sports/games, income) 3: Absolute value is the distance a number is from zero. It can be used to order and graph positive and negative numbers. 4: Positive and negative numbers are used to solve real life problems. 5: Computation between positive and negative numbers helps determine the relationship between quantities. 6: Positive and negative numbers can be used in different ways to represent quantities, sequences, and rates. 7: They can use models, diagrams, and manipulatives to check answers to positive and negative number problems.

Essential Questions: Overarching Questions: Topical Questions:

1. Is there a limit to using modeling, diagrams, or manipulatives when computing numbers? 2. What strategies are helpful when developing rules for computing positive and negative numbers? 3. How will knowing how to compute positive and negative numbers help

1. What is a negative number? 2. How would you define opposites when referring to numbers? 3. When and why is it useful for me to know the absolute value of a number? 4. How are rational numbers

in everyday situations? 4. Why is graphing on a coordinate plane helpful?

compared and ordered?

Stage 3: Plan Learning Experiences

Week 1

Pre-Test Numbers and Operations

Order from least to greatest. 1. 0.5, 3/5, 0.4646, 4/7 2. -5, 4, -16, -13, 5 3. -0.23, 1/5, -1/5, 0.369

Solve the following. 4. 15 + (-2) 5. (-2) 4 6. 3(-2) 7. -4(-20)

8. 14 -2

9. -22 -2

10. The temperature in Buffalo, NY, was -2F one day. This was 42 degrees warmer than the temperature in Nome, Alaska, on the same day. What was the temperature in Nome?

Week 1 Standards:
M7N1. c. Add, subtract, multiply, and divide positive and negative rational numbers. M7N1. d. Solve problems using rational numbers.

1. Have students brain storm and discuss when the need for positive and negative numbers happens outside of the class room. 2. Introduce essential questions (What strategies are helpful when developing rules for
computing positive and negative numbers? How will knowing how to compute positive and negative numbers help in everyday situations?) and understandings (Models, diagrams, and manipulatives can help when developing ways for computing with positive and negative

3. Introduce integer chips and explain zero pair (one positive and one negative). Students will copy vocabulary in notes. (Pod cast) 4. Review adding positive numbers. Use integer chips to model adding positive and negative numbers. Have students model problems with you, then come up with their own problems and work with a partner to model problems. Use a number line to model adding positive and negative numbers. Discuss when it is appropriate to use modeling and what limits there are for modeling problems. 5. Have students work in cooperative groups to come up with rules that they have noticed about adding positive and negative numbers. Make sure to address misunderstanding that adding positive and negative numbers can end up in a lower sum. 6. Teach song for adding integers: Same sign, add and keep, Different signs, subtract, Keep the sign of the larger number, Then youll be exact. 7. Students will be given practice worksheets based on their skill levels. (Calculators will be provided to IEP and 504 needs). (See attached at end of lesson plan) 8. Students will grade each others practice worksheets and then be allowed to correct any missed problems with teacher guidance as needed. 9. Using integer chips and number lines introduce and model subtracting integers. (Podcast) 10. Have students work in cooperative groups to come up with rules that they have noticed about subtracting positive and negative numbers. Make sure to address misunderstanding that adding positive and negative numbers can end up in a larger difference and limits of modeling and manipulatives. 11. Teach acronym KFC Keep the first number the same Flip from subtraction to addition Change the sign of the last number 12. Students will be given 10 addition and subtraction problems and asked to raise their hand when finished. The teacher will check the problems and students are allowed to correct any missed problems. When a student has all problems correct, they are allowed to help check others work. 1. -1 + 5 6. (-23) + 9 2. 4 + (-6) 7. 22 (-8) 3. -2 3 4. -7 (-12) 5. -19 + -15 8. 29 (-13) 9. 12 + (-14) 10. 12 - 14

numbers. Positive and negative numbers are used to solve real life problems. Computation between positive and negative numbers helps determine the relationship between quantities. They can use models, diagrams, and manipulatives to check answers to positive and negative number problems.)

13. Homework: Each student will be given 3 index cards on which to write subtraction problems with the following: 1) both positive numbers, 2) both negative numbers, and 3) one positive and one negative number. Students will exchange cards with another student and work out the problems. Both students will work together to check the answers, using the number line,

integer chips or consulting the teacher, if necessary.

14. Self-Assessment:

Student Name _________________________ Date _________________ Place the number that tells about your skills. 1 2 3 4 Im just beginning and I can do this with I can do I can teach this to need help. some help. this. someone else! 1. I can explain a rational number as a point on a number line. 2. I recognize opposite signs of numbers on opposite sides of 0 on a number line. 3. I recognize that the opposite of a number is the number itself, for example (3) = 3 and that 0 is its own opposite. 4. I know what an integer is. 15. A conference with the student will be held if necessary to answer any concerns based on self assessment. 16. A quiz will be given on adding and subtracting integers.

Week 2
M7N1. c. Add, subtract, multiply, and divide positive and negative rational numbers. M7N1. d. Solve problems using rational numbers.

1. Students will be given a timed quiz on positive multiplication and division problems to assess their prior knowledge. Name: Date:

Multiplication and division worksheets

4 x 7= 2 x 2= 15 5= 2 x 6= 54 9= 8 x 4=

4 x 2= 27 3= 2 x 4= 10 x 1= 7 x 6= 5 x 1=

1 x 5= 6 x 5= 63 7= 36 4= 8 x 5= 9 3=

9 x 5= 7 x 1= 4 x 4= 30 10= 6 x 8= 3 3=

56 7= 16 4= 18 2= 30 5= 16 2= 6 x 8=

2. Introduce essential questions (What strategies are helpful when developing rules for
computing positive and negative numbers? How will knowing how to compute positive and negative numbers help in everyday situations?) and understandings (Models, diagrams, and manipulatives can help when developing ways for computing with positive and negative numbers. Positive and negative numbers are used to solve real life problems. Computation between positive and negative numbers helps determine the relationship between quantities. They can use models, diagrams, and manipulatives to check answers to positive and negative number problems.)

3. Integer chips will be used to model multiplication and division of positive and negative numbers. Students will copy notes from power point. As a class, we will come up with rules for multiplying and dividing integers. (Podcast) 4. The teacher will have one pair of red dice and one pair of white dice in a container. Divide the class into 2 or more teams that will stand in a line in different parts of the room. Alternating from team to team as you would do for a spelling bee, one student will come up and choose 2 dice without looking and roll the dice. (The numbers on the white die are positive while the numbers on the red die are negative.) The student is to multiply the integers and give the correct answer. If the correct answer is given, the student remains standing. If the answer is incorrect, the student sits down and the teacher asks the class for the correct answer. When time runs out, the team with the most students standing wins a prize or gets extra credit. 5. A four door foldable will be made with all rules for the four computations of positive and negative numbers for review and study. (Podcast) 6. A video from Unitedstreaming.com will be shown to provide more examples, and real life use of integers. 7. Students will be given practice worksheets based on their skill levels. (Calculators will be provided to IEP and 504 needs). (See attached at end of lesson) 8. Students will grade each others practice worksheets and then be allowed to correct any missed problems with teacher guidance as needed. 9. Homework will be to write down at least one misconception and one question they have about computing integers. The students will get into groups to compare their work and then discussed as a class to correct misconceptions and answer questions. 10. Students will work in groups to solve real world problems involving integers from the website http://www.mathgoodies.com/lessons/vol5/challenge_vol5.html which will provide immediate feedback. 11. Students will be asked to grade themselves on their understanding of computing integers. They must include a written explanation on how they came up with this grade. The accuracy of this self-assessment will be a small part of their grade on the unit test. 12. Students will work with a partner to complete the culminating activity, Above and Below Sea Level. Above and Below Sea Level You are an engineer in charge of testing new equipment that can detect underwater submarines from the air.

The first three hours During this part of the test, you are in a helicopter 250 feet above the surface of the ocean. The helicopter moves horizontally to remain directly above a submarine. The submarine begins the test positioned at 275 feet below sea level. After one hour, the submarine is 325.8 feet below sea level. After two hours, the submarine dives another 23 feet. After three hours, the submarine dives again, descending by an amount equal to the average of the first two dives. Make a table/chart with five columns (Time, Position of Submarine, Position of Helicopter, Distance between Helicopter and Submarine, and a Mathematical Sentence showing how to determine this distance) and four rows (start, one hour, two hours, three hours). This can be done using Excel or Word. Make a graphical display which shows the positions of the submarine and helicopter using the information in your table/graph. 13. Integer Computation test will be given covering all standards, essential questions, and understanding.

Integer Computation Test Solve: 1. 4 + (-7) 2. -3 6 3. -1 9 4. 5 (-5)

5. -8 (-2) 4 (-1)

6.

6 + (-9) -9 (-9)

7.

-8 (-6)

8.

9.

10.

-7 + 2

11.

4 (-2)

12.

-6 2

13. 5 - 10

14.

16 1

15.

-6 -2

16. 18 +(-5)

Solve: 17. 2(4 + 5 + 3 - 6) 18. 542 19. 3 (-2) 6

3

20. -4(1+ 5) 6 (42+5) Word Problems 21. The temperature rose 9F in 3 hours. If the starting temperature was -5F, what was the final temperature?

22. Matt is playing a game. HE gains 7 points, loses 10 points, gains 2 points, and then loses 8 points. What is his final score?

23. The temperature changed from 5F at 6 P.M. to -2F at midnight. How much did the temperature decrease? 24. Kim is walking down a rocky path. For 4 minutes, the elevation dropped steadily. Altogether it dropped 8 feet. What was the change in elevation per minute for the 4 minutes? 25. As a front passed, the temperature changed steadily over 6 hours. Altogether it changed -18 degrees. What was the change in temperature per hour for the 6 hours?