Unit Date Range Teacher Grade

Module 1 : Adding and Subtracting Integers August 22-26 , 2016 Mr. Rodgers 7th grade MJ2

Learning Goal:

The student is expected to represent real-world quantities with integers, and then solve the problems by finding

the sums or differences of the integers.

Essential Questions: 1. How do you add integers with the same sign? 2. How do you add integers with different sign? 3. How can you use addition and subtraction of integers to solve real-world problems? 4. How do you solve multistep problems involving addition and subtraction of integers?

Unit Objectives: Student will be able to…

MAFS.7.EE.2.3 (DOK2) Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. [application] * Convert between numerical forms as appropriate. * Apply properties of operations to calculate with numbers in any form. * Assess the reasonableness of answers using mental computation and estimation strategies.

* Solve multi-step real-life and mathematical problems posed with positive

and negative rational numbers in any form. MAFS.7.NS.1.1 (DOK 2) 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. [conceptual, application] 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. 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. d. Apply properties of operations as strategies to add and subtract rational numbers. * Represent and explain how a number and its opposite have a sum of 0 and are additive inverses. * Demonstrate and explain how adding two numbers, p + q, if q is positive, the sum of p and q will be |q| spaces to the right of p on the number line. * Demonstrate and explain how adding two numbers, p + q, if q is negative, the sum of p and q will be |q| spaces to the left of p on the number line.

Interpret sums of rational numbers by describing real-world contexts.

Standards/Benchmarks: 7.NS.1.1.b, c, d 7.NS.1.3 7.EE.2.3

MP.1.1 MP.2.1 MP.5.1

MP.1.1 MP.2.1 MP.5.1

*Explain and justify why the sum of p + q is located a distance of |q| in the positive or negative direction from p on a number line. * Identify subtraction of rational numbers as adding the additive inverse property to subtract rational numbers, p - q = p + (-q). * Apply and extend previous understanding to represent addition and subtraction problems of rational numbers with a horizontal or vertical number line. * Represent the distance between two rational numbers on a number line is the absolute value of their difference and apply this principle in real-world contexts. *Apply the principle of subtracting rational numbers in real-world contexts. * Identify properties of addition and subtraction when adding and subtracting.

Apply properties of operations as strategies to add and subtract rational numbers. MAFS.7.NS.1.3 (DOK 2) Solve real-world and mathematical problems involving the four operations with rational numbers. [procedural, application] *Add, subtract, multiply, and divide rational numbers. * Solve real-world mathematical problems by adding, subtracting, multiplying, and dividing rational numbers, including complex fractions

Knowledge & Unit Vocabulary: Students will know how to…

1. absolute value 2. additive inverse 3. expression 4. model

Scales:

Stage 2 – Assessment Evidence

Performance Tasks:

Additional Resource:

-Adding Integers

Other Evidence: 1. Daily Bell work 2. Daily Lesson Checks 3. Data Chats 4. Group work 5. Interactive Notebook Cornell Notes

Subtracting Integers (NS.1.1c, N.S.1.1) Core Resource:

Additional Resource:

Formative Assessments:

Subtracting Adding and Subtracting Integers (NS. .11, NS.1.1d, NS.1.3, EE.2.3) Core Resource:

Additional Resource:

Integral

Formative Assessments:

in Context

Stage 3 – Learning Plan

August 22, 2016 August 23, 2016 August 24, 2016 August 25, 2016 August 26, 2016

Subtracting Integers: (NS.1.1c, N.S.1.1) Core Resource: Lesson 1.3 (HMH Book)

Adding and Subtracting Integers: (NS. .11, NS.1.1d, NS.1.3, EE.2.3) Core Resource: Lesson 1.4 (HMH Book) HMH Lesson 1.2 Quiz

Formative Assessments: MARS: Using Positive and Negative Numbers in Context HMH Lesson 1.4 Quiz

Multiplying Integers (NS.1.2, NS.1.2a) Core Resource: Lesson 2.1 (HMH Book)

Formative Assessments: HMH Lesson 2.1 Quiz

Learning Activities & Instructional Strategies (*indicates highly recommended): DQ2 – Introducing New Knowledge, DQ3 – Deepening or Practicing, DQ4 – Generating and Testing Hypothesis

Cornell Notes on Daily Objectives.

Exit Tickets for each Daily Lesson.

Review Bell work at the start of each Daily Lesson to review previous day material.

Mars Classroom Challenge Activity. *Engage NY Lessonshttps://www.engageny.org/resource/high-school-algebra-i

Daily homework weekly group work.

Mini Quiz (optional) * Unit 13 Assessment

Higher Order Thinking Questions & Writing Tasks: 1. How else might you organize…represent…show…? 2. What do the numbers or symbols used in the problem represent? 3. Why is it helpful to use ______?

Writing Connections

1. Explain how visual representations relate to the problem. 2. Write to explain the relationship between ______ and ______. 3. Write to explain why you used the specific tool to solve the problem.

Stage 4 – Remediation or Enrichment

MTSS – RTI Interventions for Remediation: *Test Retakes or Corrections *Data Chats Alternate or extra remediation assignments with different expectations for struggling students Additional or re-teaching on standards that are not met for struggling students with extension and enrichment for

students who have met the standards. Phone calls home with emails to grade level administrator and counselor for students with attendance issues. Use of pre-test and post-test with mini assessments throughout unit to assess understanding of individual standards.

*Teacher will follow all accommodations on IEP and 504 plans. Problem-based instruction in class with small group activities throughout unit. Lessons developed on Florida standards. After-school tutoring and remediation for more individualized instruction as needed. Use of LBA Baseline and Midyear tests with EOC at the end to check student data. Ensure at least 80% of students are meeting standards in each unit. “… a method to ensure that students receive early intervention and assistance before falling too far behind their peers.” Enhancing RTI: How to Ensure Success with Effective Classroom Instruction & Intervention, Douglas Fisher/Nancy Frey. *Enrichment Activities: Check Vertical Progression on blueprints for where these topics will be seen again to push curriculum. Find real-world contextual problems to engage the students in higher level problems.