## Description

- Overview:
- This lesson unit is intended to help teachers assess how well students are able to understand and use directed numbers in context. It is intended to help identify and aid students who have difficulties in ordering, comparing, adding, and subtracting positive and negative integers. Particular attention is paid to the use of negative numbers on number lines to explore the structures: starting temperature + change in temperature = final temperature final temperature Đ change in temperature = starting temperature final temperature Đ starting temperature = change in temperature.

- Level:
- Lower Primary, Upper Primary, Middle School, High School
- Grades:
- Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12
- Material Type:
- Assessment, Lesson Plan
- Provider:
- Shell Center for Mathematical Education
- Provider Set:
- Mathematics Assessment Project (MAP)
- Date Added:
- 04/26/2013

- License:
- Creative Commons Attribution Non-Commercial No Derivatives
- Media Format:
- Downloadable docs, Text/HTML

# Comments

## Standards

Cluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Standard: 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.

Degree of Alignment: 3 Superior (1 user)

Cluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Standard: 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.

Degree of Alignment: 3 Superior (1 user)

Cluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Standard: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.

Degree of Alignment: 2 Strong (1 user)

Standard: Apply properties of operations as strategies to add and subtract rational numbers.

Degree of Alignment: Not Rated (0 users)

Cluster: Use properties of operations to generate equivalent expressions

Standard: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

Degree of Alignment: Not Rated (0 users)

Cluster: Solve real-life and mathematical problems using numerical and algebraic expressions and equations

Standard: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example, As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.

Degree of Alignment: Not Rated (0 users)

Cluster: Mathematical practices

Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Mathematical practices

Standard: 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 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Mathematical practices

Standard: 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 x^2 + 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.

Degree of Alignment: Not Rated (0 users)

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Solve real-life and mathematical problems using numerical and algebraic expressions and equations

Standard: 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 as strategies 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.

Degree of Alignment: Not Rated (0 users)

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Standard: Apply properties of operations as strategies to multiply and divide rational numbers.

Degree of Alignment: Not Rated (0 users)

Standard: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.

Degree of Alignment: Not Rated (0 users)

Standard: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.

Degree of Alignment: Not Rated (0 users)

Cluster: Use properties of operations to generate equivalent expressions

Standard: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”

Degree of Alignment: Not Rated (0 users)

Cluster: Solve real-life and mathematical problems using numerical and algebraic expressions and equations

Standard: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Degree of Alignment: Not Rated (0 users)

Cluster: Mathematical practices

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Standard: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, The perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?

Degree of Alignment: Not Rated (0 users)

Standard: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

Degree of Alignment: Not Rated (0 users)

Standard: Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Indicator: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Indicator: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Indicator: Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Indicator: Apply properties of operations as strategies to add and subtract rational numbers.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto 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"Óand 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Indicator: Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Indicator: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Indicator: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: 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 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?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Expressions and Equations

Standard: Solve real-life and mathematical problems using numerical and algebraic expressions and equations

Indicator: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, The perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?

Degree of Alignment: Not Rated (0 users)

Learning Domain: Expressions and Equations

Standard: Solve real-life and mathematical problems using numerical and algebraic expressions and equations

Indicator: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example, As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Expressions and Equations

Standard: Use properties of operations to generate equivalent expressions

Indicator: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Expressions and Equations

Standard: Use properties of operations to generate equivalent expressions

Indicator: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that "increase by 5%"ť is the same as "multiply by 1.05."ť

Degree of Alignment: Not Rated (0 users)

Learning Domain: Expressions and Equations

Standard: Solve real-life and mathematical problems using numerical and algebraic expressions and equations

Indicator: 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 as strategies 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: 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 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 x 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Indicator: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Expressions and Equations

Indicator: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Indicator: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real-world contexts.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Indicator: Apply properties of operations as strategies to multiply and divide rational numbers.

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Indicator: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.

Degree of Alignment: Not Rated (0 users)

## Evaluations

# Achieve OER

Average Score (3 Points Possible)Degree of Alignment | 2.7 (1 user) |

Quality of Explanation of the Subject Matter | 3 (1 user) |

Utility of Materials Designed to Support Teaching | 3 (1 user) |

Quality of Assessments | N/A |

Quality of Technological Interactivity | N/A |

Quality of Instructional and Practice Exercises | N/A |

Opportunities for Deeper Learning | N/A |

# Tags (8)

- Mathematics
- CCSS
- Common Core Math
- Common Core PD
- Negative Numbers
- Number Lines
- Numbers and Operations
- ODE Learning

This is a lesson where students can investigate the process of adding or subtracting integers. The lesson comes with many resources like a Pre-Assessment, activity templates, and detailed lesson plans. It also has a Powerpoint to match the lesson. It addresses CCSS: 7.NS.1: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Although the lesson suggests 2-3 days. It has taken my class more like 3-4 days to do these types of investigations. I would suggest giving the Pre-Assessment ahead of time to your class so you can grade it before starting the activities.