Grade 7 Mathematics, Quarter 1, Unit 1.
Addition and Subtraction of Rational Numbers
No Calculator
Overview
Number of Instructional Days: Content to Be Learned
Convert between different forms of rational numbers (decimals and fractions). Understand that rational numbers in decimal form either terminate or repeat. Show that a rational number and its opposite have a sum of zero (additive inverses). Evaluate rational sums. Understand subtraction of rational numbers as adding the additive inverse. Show that the distance between two rational numbers is the absolute value of their difference in real-world contexts. Interpret sums and differences of rational numbers in real-world contexts. Solve real-world problems involving addition and subtraction of rational numbers.
15
(1 day = 45-60 minutes)
Mathematical Practices to Be Integrated
1. Make sense of problems and persevere in solving them. Read and analyze the givens. Plan a solution. Evaluate progress. Change course if necessary.
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 determine the sign of their answer before calculating Use the structure of calculating with integers to calculate with 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
Essential Questions
What is a rational number? How can rational numbers be represented? How do you convert between fractions and decimals? When will the sum of two rational numbers be positive? Negative? Or zero? How do you add and subtract rational numbers in the same format? How do you add and subtract rational numbers in different formats (i.e., fraction and decimal)? Where would you use operations with rational numbers in real-life situations?
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.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. d. 7.NS.1 Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
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. 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.
c.
7.NS.3
Solve real-world and mathematical problems involving the four operations with rational numbers.1
1
Computations with rational numbers extend the rules for manipulating fractions to complex fractions.
Common Core Standards for Mathe matical Practice
1 Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to
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
get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 In grades 5 and 6, students learned to compute fluently with positive rational numbers. They found and positioned rational numbers on a number line, identified opposites, and defined absolute value as a numbers distance from zero. Current Learning Operations with rational numbers are a critical area and a major cluster in grade 7. This unit reinforces the concepts of opposites, absolute value, and integer operations. Students understand a rational number as a number expressible in the form a/b or a/b for some fraction a/b. Students identify fractions and repeating or terminating decimals as different representations of rational numbers. Students learn rational number addition and subtraction at the developmental level and continue to reinforce these concepts throughout the year to achieve fluency. The next unit will introduce multiplication and division of rational numbers, and reinforce the four operations and properties of 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 rational numbers when reasoning about expressions and equations, solving linear equations and systems of equations, grasping the concept of functions, and evaluating integer exponents. Students will expand their concept of number beyond the system of rationals to include irrational numbers. They will represent these numbers with radical expressions and approximate these numbers with rationals.
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).
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
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). According to the CCSS, students must develop a unified understanding of number, recognizing fractions, decimals (that have a finite or a repeating decimal representation), and percents as different representations of rational numbers (p. 46).
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
