Unit Plan #1: Accentuate the Negative

Grade 7
Colorado Prepared Graduates:
- Are fluent with basic numerical and symbolic facts and algorithms, and
are able to select and us appropriate (mental math, paper and pencil,
and technology) methods based on an understanding of their
efficiency, precision, and transparency
- Use critical thinking to recognize problematic aspects of situations,
create mathematical models, and present and defend solutions
Colorado Grade Level Expectations:
1.2 Formulate, represent, and use algorithms with rational numbers flexibly,
accurately, and efficiently
2.2 Equations and expressions model quantitative relationships with
phenomena
Big Ideas:
- Change
- Systems

Enduring Understandings:
Students will understand that
Algorithms can be used with rational
numbers to solve problems with
flexibility, accuracy, and efficiency.
Equations and expressions model
quantitative relationships and
phenomena
Essential Questions:
How do you check if a computational strategy
is sensible?
What types of scenarios are represented by
negative numbers?
How do operations with positive numbers
compare to operations with integers?

Students will know

How to represent the four integer
operations
Rules for the four integer operations
Students will be able to
Standard 1.2
a. Apply understanding of addition and subtraction to add
Vocabulary:
and subtract rational numbers including integers.
Abolsute value
Commutative property (CCSS:7.NS.1)
i.
Represent addition and subtraction on a
Associative property
horizontal or vertical number line diagram.
Distributive property
(CCSS:7.NS.1)
Integers
ii.
Describe situations in which opposite quantities
Negative number
combine to make 0. (CCSS:NS.1a)
Opposites
iii. Demonstrate p+q as the number located a
Positive number
distance (absolute value) of q from p, in the
Rational numbers
positive or negative direction depending on
Expanding
whether q is positive or negative. (CCSS:7.NS.1b)
Factoring
iv. Show that a number and its opposite have a sum
of 0. (are additive inverses.) (CCSS:7.NS.1b)
v.
Interpret sums of rational numbers by describing
real-world contexts. (CCSS:7.NS.1c)
vi. Demonstrate subtraction of rational numbers as
adding the additive inverse, p-q=p+(-q)
(CCSS:7.NS.1c)
vii. Show that the distance between two rational
numbers on the number line is the absolute value
of their difference, and apply this principle in realworld contexts. (CCSS:7.NS.1d.)
viii. Apply properties of operations as strategies to
add and subtract rational numbers.
(CCSS:7.NS.1d)
b. Apply and extend previous understanding of
multiplication and division and of fractions to multiply
and divide rational numbers including integers.
(CCSS:7.NS.2)
i.
Apply properties of operation to multiplication of
rational numbers. (CCSS:7.NS.2a)

iv.

Apply properties of operations as strategies to

multiply and divide rational numbers. (CCSS:7.NS.2c)
c. Solve real-world and mathematical problems involving
the four
operations with rational numbers.
(CCSS:7.NS.3)
Standard 2.2
a. Solve multi-step real-life and mathematical problems
posed with positive and negative rational numbers in
any form, using tolls strategically. (CCSS:7.EE.3)
b. Apply properties of operations to calcite with number in
any form, convert between forms as appropriate, and
assess the reasonableness of answers using mental
computation and estimation strategies. (CCSS:7.EE.3)

Concepts
Addition and Subtraction
across the rational numbers and
integers
- Horizontal and vertical
number line
- Opposite numbers
- Absolute value
- Additive inverse
- Real world application

Skills & Blooms Level

Apply (3)
Represent (2)
Describe (1)
Demonstrate (2)
Demonstrate (2)
Apply (3)
Apply (3) & Extend (6)

Multiplication and Division

across the rational numbers and
integers
- Real world concepts

Interpret (2)
Solve (4)

Positive and Negative rational

numbers
- Multi step problems
- Real life problem
- Answer strategically

Assess (5)

Planning
Prerequisite Knowledge:
Order of operations
Coordinate graphing
Exponent

Concepts:
Observe the
differences in
multiplication and
division and addition
and subtraction when
working with the
integers. Compare
and Contrast (1,2)
Explain, Observe,
Describe (4,5,6)

Tasks:
Observe the
differences and
compare and
contrast the
operations by
creating a short
video or poster. (1,2)
Give an oral
presentation on the
differences between
multiplying and
dividing integers and
adding and
subtracting integers.
Include the
algorithms and use
your video or poster.

Formative Assessments:
1.1 What games can you think of that youve either
played or seen that include negative numbers?
1.2 Which number is smaller, -999 or -1000? How do
you know?
1.3 The temperature in the morning was -15F and by
early afternoon it was 4F. What was the
temperature change?
1.4 Explain how you would use the Chip Model to
solve these problems: 7+(-3) and -5-(-3)
2.1
How do you compute an addition problem in
which both signs are the same? The signs are
different?
2.2
How do you compute a subtraction problem in
which both signs are the same? The signs are
3.4
Explain the rules for multiplying and dividing
different?
with integers.
2.3
How do you change subtraction
to addition?
4.1
For
the
following example, tell the correct
How do you change addition to subtraction?
of computations
2.4
How can fact families sequence
help
you solve
problems? and find the answer:
2
( 2 +7 ) quadrant
(3 )5
2.5
How do you know in which
a point will
4.2
What
do
these problems show us about
fall?
the problem
area of rectangles?
3.1
How do you compute computing
a multiplication
in
4.3
How
can
you
tell
factored
form from
which both signs are the same? The signs are
expanded form? Explain how to factor
different?
(8 )pattern
6 8 (2
)
3.2
Describe a multiplication
that
proves a
Explain how to expand 7 (9+ 1)

Reflection Questions:
1: What does comparing locations of numbers
on a

number line tell you about the

numbers?
2: How can you decide if the sum of two
numbers is positive, negative, or zero without
actually calculating?
How can you decide if the difference of two
numbers is positive, negative, or zero without
actually calculating?
3: How do you find the product or quotient of
two numbers when: both are positive, one is
positive and one is negative, both are negative,
Assessments
PRE-ASSESSMENT
Accentuate the Negative Pre-Unit Assessment
1. Create a number line from -10 to 10

2. Which integer is greater, -15 or 10? Explain

3. Draw a coordinate plane. Can you create it to include negative numbers?

4. On a number line can you represent the difference 15-16= ?

POST ASSESSMENT

Accentuate the Negative Unit Assessment

a.

1. Solve each problem. Then write a story about temperature, money, or game scores
to represent each number sentence.
8+8=
b. 10+ 6=
c. 4 (20 )=

Story:

Story:

Story:

2. The meteorologist predicts that the temperature will change 2 F each hour for
the next 6 hours. The present reading is 5 F .
a. What temperature is predicted for 6 hours from now? Represent your thinking
on the number line below.

b. After 6 hours the temperature will begin to increase by 3 F every hour for 7
hours. What will the temperature be? Represent your thinking on the number
line below.

c. What is the halfway point between the high and low temperatures for the past
13 hours?

3. Solve each problem

a.

99+ (99 ) =

d.

6 7=

b.

12+ (13 )=

e.

22 (2 )=

3 (12 )=

f.

=
( 36
4 )

c.

Change each subtraction

problem to an addition
problem then solve.

g.
h.

1227=

14 8=
i.
j.
k.
l.
4. Write the algorithms for the following
a. How can you tell if an answer will be positive or negative when adding or subtracting integers?
m.
n.
b. How can you tell if an answer will be positive or negative when multiplying or dividing integers?
o.

p.
q.

r.
s.
t.
u. Lesson Plans
v. Here is where I will post hyperlinks to each lesson plan that I have prepared for each section
of the curriculum.

w.Pacing Guide
x.
y. 1st Quarter
ac.
ad.
ae.
ah.
Acce
Rati
nt
o
ua
a
te
n
th
d
e
Pr
N
o
eg
p
at
or
iv
ti
e
o
af.21
n
da
ai. 2
ys
4
ag. Be
d
gin
ay
nin
s
g
of
ye
ar
RE
VI
E
W

z. 2nd Quarter
aj. E
x
p
l
o
ri
n
g
P
e
r
c
e
n
t
ak.
17
d
a
y
s

al. Filli
ng
an
d
Wr
ap
pin
g
am. 2
0
day
s

aa.
an.

3rd Quarter

Moving
Straight
Ahead
ao. 40 days
ap. Possibly split
into two units

4th Quarter

ab.
aq.

a
m
pl
es
an
d
Po
pu
lat
io
ns
ar.16
da
ys

as.
Wha
t
D
o
Y
o
u
E
x
p
e
c
t
?
at.
16
d
a
y
s
au.
Inclu
d
e
e
n
d
o
f
y
e
a

r
R
E
V
IE
W
bb.
Unit
7

1.1
1.2

av.Un
aw.
ax.
ay. Unit
az.Unit 5
ba. U
it
Unit
Unit
4
nit
1
2
3
6
bc.
bd. The Big Standards
be.
bf. Number Sense, Properties, and Operations
Proportional reasoning involves comparisons and multiplicative relationships among ratios
Formulate, represent, and us algorithms with rational number flexibly, accurately, and efficiently
bg. Patters, Functions, and Algebraic Structures
bh. 2.1 Properties of arithmetic can be used to generate equivalent expressions
bi. 2.2 Equations and expressions model quantitative relationships and phenomena
bj. Data Analysis, Statistics, and Probability
bk. 3.1 Statistics can be used to gain information about populations by examining samples
bl. 3.2 Mathematical models are used to determine probability
bm. Shape, Dimension, and Geometric Relationships
bn. 4.1 Modeling geometric figures and relationships leads to informal spatial reasoning and proof
bo. 4.2 Linear measure, angle measure, area, and volume are fundamentally different and require different
units of measure
bp. (Pacing Guide would usually be first before the unit plan)