7_1_2MA


 * Grade: 7 Unit: 1 Week: 2 Dates: 8/27-8/31 **
 * Content: Rational Numbers - Fundamentals **


 * __ Theme Essential Question __**** : **
 * How can you apply and extend the usage of rational numbers when dealing with real world problems? **


 * __ Essential Questions __**** : **
 * How do you compare rational numbers in fraction and decimal form?
 * How do you convert a rational number between fraction and decimal form?

** 7. NS.2: ** Apply and extend previous understandings of multiplication and division and of fractions to multiply, and divide rational numbers.
 * __ Standards __**** : **
 * ** 7. NS.2d: ** 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.

Prior knowledge and its extension:
 * __ Objectives __**** : **
 * The student will compare rational numbers (fractions and/or decimals) using the greater than, less than, or equal to symbols. The students will extend this knowledge to include negative rational numbers.
 * The student will graph rational numbers on the number line. The students will extend this knowledge to include negative rational numbers.
 * The student will add and subtraction fractions (positive numbers only)
 * The student will use long division to convert rational numbers to their equivalent decimal form.
 * The student will recognize rational numbers and its representation as a repeating or terminating decimal.

It is recommended, in order to facilitate the next lesson, that review and practice be provided on the 6th grade skill of adding and subtraction fractions, positive numbers only.
 * __ Reflections and/or Comments from your PCSSD 7th Grade Curriculum Team __**

Recommended: For a quick overview of the standard(s) to be addressed in this lesson, see Arizona’s Content Standards Reference Materials at @http://www.azed.gov/educator-certification/
 * __ Background Information __**

In Grade 7 the awareness of rational and irrational numbers is initiated by observing the result of changing fractions to decimals. Students should be provided with families of fractions, such as, sevenths, ninths, thirds, etc. to convert to decimals using long division. The equivalents can be grouped and named (terminating or repeating). Students should begin to see why these patterns occur. Knowing the formal vocabulary //rational// and //irrational// is not expected.
 * Taken from __Ohio Dept of Education Mathematics Model Curriculum 6-28-2011)__ **


 * __ Assessment __**** : **
 * Product **
 * This will be an ongoing product that will be developed during each week of the unit. Continue foldables this week with long division. **
 * ** Foldable **
 * Make a foldable with five divided sections (3 pieces of paper needed). Students will create a section for each of the following:
 * Addition- Have written rule and examples using integers, fractions, and decimals.
 * Subtraction- Have written rule and examples using integers, fractions, and decimals.
 * Multiplication- Have written rule and examples using integers, fractions, and decimals.
 * Division- Have written rule and examples using integers, fractions, and decimals.
 * Long Division- Have written rule and examples.


 * Key Questions **
 * How do you compare rational numbers in fraction and/or decimal form?
 * What is the process to change rational numbers between their fractional and decimal equivalent form?
 * When is a decimal not a rational number?
 * How do you know if a fraction has a repeating decimal? Terminating decimal?


 * Observable Student Behaviors **
 * The student can compare rational numbers in fraction and/or decimal forms using numerical comparison techniques.
 * The student can plot rational numbers on a number line.
 * The student can convert rational numbers between fraction and decimal forms.
 * The student can explain that a rational number in decimal form terminates in 0s or eventually repeats.

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ** Mathematical Practices **


 * __ Vocabulary __**** : **

Fractions Integers Negative Numbers Number Line Opposites Positive Numbers ||
 * ** Math ** ||
 * Rational Number Additive Inverse Decimals

Review
 * __ Suggested Activities __** :
 * // On Core Mathematics //** 1-1 pp. 3-6
 * // Mastering the COMMON CORE in Mathematics Grade 7 //** by American Book Company,
 * Comparing Fractions 2.2 pp. 13
 * Comparing Decimals 2.3 pp. 14
 * Graphing Rational Numbers on a Number line 2.6 pp.18-19
 * Comparing Rational Numbers 2.7 pp.20
 * Changing Fractions to Decimals 2.4 **//-//**pp. 15-16
 * Practice Chapter 2 Review and Test. Pp 21-22
 * // Teaching the Common Core Math Standards with Hands-On Activities //**
 * NS.1 p. 90
 * Highly Recommended **
 * Nothing available at this time (NS.2)
 * The Illustrative Mathematics Project offers guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards. The website features a clickable version of the Common Core in mathematics and the first round of "illustrations" of specific standards with associated classroom tasks and solutions.
 * // JBHM //** 7th
 * // Glencoe Mathematics Application and Concepts Course 2 //** 5.4**//,//** pp. 210-213
 * // Glencoe Pre-Algebra //** 5.1, pp. 200-204


 * __ Diverse Learners __** :
 * Odyssey (teacher discretion)
 * Skill Tutor (teacher discretion)
 * Math’s Cool Unit A, Mod 5
 * @http://www.uen.org/Lessonplan/preview.cgi?LPid=19833 (Several hands-on activities to choose from with real world context.)


 * __ Homework: __**
 * @http://www.kutasoftware.com/free.html to print assignments on variety of topics
 * See appropriate Glencoe, OnCore, JBHM, and ABC materials under Suggested Activities


 * __ Terminology for Teachers: __**

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers ||   || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * || ** Multicultural Concepts **


 * __ Resources __**** : **


 * Professional Texts: **

** Literary Texts **
 * Fractions
 * __http://sci.tamucc.edu/~eyoung/fractions_literature.html__
 * __ Less Than Zero __ (MathStart 3) __Stuart J. Murphy__
 * Perry the Penguin needs 9 clams to buy an ice scooter -- but he's not very good at saving. As Perry earns, spends, finds, loses, and borrows clams, a simple line graph demonstrates the concept of negative numbers.
 * __http://www.amazon.com/exec/obidos/tg/detail/-/0060001267/qid=1088704854/sr=1-2/ref=sr_1_2/002-0537282-1976045?v=glance&s=books__
 * Mathematics in Children's Literature:
 * Many children's books include math concepts and can be used to help teach them in a fun way. This website includes several annotated Lists of Children's Literature including the math concepts and grade levels.
 * Click on the following link, __http://libguides.nl.edu/mathinchildrenslit__, then look under __Math and Literature Bibliographies__.
 * **__Lost in Lexicon: An Adventure in Words and Numbers__** by __Pendred Noyce__ and Joan Charles (Jul 26, 2011)
 * "If this is an adventure, we should just plunge in..."
 * When thirteen-year-old cousins Ivan and Daphne go on a treasure hunt in the rain one summer day, they never expect to stumble into a whole new world where words and numbers run wild. After the cousins outwit a plague of punctuation, grateful villagers beg them to find Lexicon's missing children, who have been enticed away by dancing lights in the sky. Trekking between villages in search of clues, the cousins encounter a talking thesaurus, a fog of forgetting, the Mistress of Metaphor, a panel of poets, feuding parts of speech, and the illogical mathematicians of Irrationality. When a careless Mathemystical reflects them across the border into the ominous Land of Night, their peril deepens. Kidnapped, imprisoned, and mesmerized—with time running out—will Ivan and Daphne find a way to solve the mystery of the lights in the sky and restore the lost children of Lexicon to their homes?
 * //Lost in Lexicon// will whisk children away into an interactive and magical world of learning.
 * __101 Things Everyone Should Know About Math__ by __Marc Zev__, __Kevin Segal__ and Nathan Levy (Mar 16, 2010) (real world)
 * Math is a critical part of our everyday lives; we use it dozens of times daily and wish we understood it better. The second title in the 101 Things Everyone Should Know series, this book makes understanding math easy and fun! Using an appealing question and answer format, this book is perfect for kids, grown-ups and anyone interested in the difference between an Olympic event score of 9.0 and Richter scale score of 9.0.


 * Middle & High School: Literature in Mathematics **
 * Many books include websites with __lesson ideas__.
 * __http://sci.tamucc.edu/~eyoung/middle_school_literature.html__
 * ** Lesson Plans for Using Literature in Middle and High School Mathematics (developed by Leonor and edited by Elaine) **
 * __http://sci.tamucc.edu/~eyoung/Literature%20webpages/Leonor/index.html__
 * ** Miscellaneous Math and Children's Literature **
 * __http://sci.tamucc.edu/~eyoung/literature.html__

** Informational Texts **

** Art, Music, and Media **


 * Manipulatives **
 * Calculators
 * Versa Tiles
 * Two-sided Counters
 * Number Lines
 * Money


 * Games **
 * @http://www.mathplayground.com/SMP_index.html
 * @http://www.sumdog.com/ A variety of games covering many math topics

** Videos ** @http://www.discoveryeducation.com/ https://www.teachingchannel.org/videos?categories=topics common-core
 * Discovery Learning
 * The teaching Channel currently offers videos of K-12 mathematics teaching aligned with the Common Core Sate Standards, which would be perfect for professional development with teacher teams.

** SMART Board Lessons ****, Promethean Lessons** __@http://exchange.smarttech.com/details.html?id=1764f052-3804-448f-9f12-95bc5646a2ea__ Rational numbers Smart Board lessons
 * Smart Board rational number lessons


 * Other Activities, etc **.
 * // Interactivate // is a set of free, online courseware for exploration in science and mathematics. It is comprised of activities, lessons, and discussions. The site is structured around collections of activities, lessons, and discussions.
 * http://www.shodor.org/interactivate/guide/
 * Activities and tools:
 * __@http://www.shodor.org/interactivate/activities/__
 * Utah Education Network
 * @http://www.uen.org/Lessonplan/preview.cgi?LPid=19833

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