Download Grade 7 Unit 1 Rational Number Operations Assessment Plan 7

Grade 7 Unit 1 Rational Number Operations
Assessment Plan
7th Grade ISBE Unit Map
Standards Addressed:
Apply and extend previous understandings of addition and subtraction to add,
subtract, multiply, and divide rational numbers.
7.NS.1 - 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.
a) 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.
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 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.
7. NS.2 - Apply and extend previous understandings of multiplication and division and of fractions to
multiply and divide rational numbers.
a) 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.
b) 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.
c) Apply properties of operations as strategies to multiply and divide rational numbers.
d) 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.
7. NS.3 - Solve real-world and mathematical problems involving the four operations with rational
number.
Unit Supporting Standards
(Supporting standards should be used to create a context for Unit Standards, and should not be explicitly taught)
Use properties of operations to generate equivalent expressions.
7.EE.2 - 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.”
1
Transfer: Students will apply concepts and procedures for representing, interpreting, and solving realworld and mathematical problems involving operations with rational numbers.
Ex: 2/3 of the students at our school have cell phones. 1/4 of those students have smartphones. What fraction of the students
with phones have smartphones?
Ex: Sarah has $135 left in her checking account after writing checks for $25, $32.50 and $18.40. What was her balance before
she wrote the checks?
Standard
Learning Targets
7.NS.1 - 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.
a) 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.
7.NS.1 - 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 realworld contexts.
 I can use a number line to model
additive inverse.
 I can describe real-world situations
where opposite quantities have a sum
of zero.
3
 I can use a number line to model
addition of rational numbers.
 I can describe real-world situations
that apply to the sum of rational
numbers.
8, 17
2
Assessment
QUESTION #
7
11
PARCC
PBA
ET page 2
7.NS.1a
ET page 7
7.C.1.1, 7.C.2,
7.C.3
EOY
ET page 2
7.NS.1a
PBA
ET page 2
7.NS.1b-1,
7.NS.1b-2
ET page 7
7.C.1.1, 7.C.2,
7.C.3
EOY
ET page 2
7.NS.1b-1,
7.NS.1b-2
7.NS.1 - 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.
c) Understand
subtraction of rational numbers
as adding 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.
7.NS.1 - 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.
d) Apply properties of
operations as strategies to add
and subtract rational numbers.
 I can rewrite a subtraction problem as
an addition problem using the additive
inverse.
 I can use a number line to model
subtraction of rational numbers.
 I can apply the difference of rational
number to real-world contexts.
5
 I can apply the associative property to
add rational numbers.
 I can apply the commutative property
to add rational numbers.
 I can apply the additive identity
property of 0 to add rational numbers.
 I can apply the additive inverse
property to add rational numbers.
 I can apply the distributive property to
add rational numbers
10A, 10D
7. NS.2 - Apply and extend
previous understandings of
multiplication and division and
of fractions to multiply and
divide rational numbers.
a) 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.
• I can use the associative property to
multiply integers.
• I can use the commutative property to
multiply integers.
• I can use the multiplication identity
property of 1 to multiply integers.
• I can use the existence of multiplication
inverses to multiply integers.
• I can use the distributive property of
multiplication over addition.
• I can compose real world problems that
apply to multiplying integers.
9, 17
*This is an
ongoing
standard and
this target will
be assessed in a
future unit.
5, 10C, 10D
10D
14
14D
PBA
ET page 3
7.NS.1c-1
ET page 7
7.C.1.1, 7.C.2,
7.C.3
EOY
ET page 3
7.NS.1c-1
PBA
ET page 7
7.C.1.1, 7.C.2,
7.C.3
EOY
ET page 3
7.NS.1d
PBA
ET page 4
7.NS.2a-1,
7.NS.2a-2
ET page 7
7.C.1.1, 7.C.2,
7.C.3
EOY
ET page 4
7.NS.2a-1,
7.NS.2a-2
3
7. NS.2 - Apply and extend
previous understandings of
multiplication and division and
of fractions to multiply and
divide rational numbers.
b) 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.
• I can model/explain that a fraction is a
division problem.
• I understand that if p and q are integers,
then –(p/q) = (–p)/q = p/(–q).
• I can interpret quotients of rational
numbers by describing real world context
that apply to dividing integers.
7. NS.2 - Apply and extend
previous understandings of
multiplication and division and
of fractions to multiply and
divide rational numbers.
c) Apply properties of
operations as strategies to
multiply and divide rational
numbers.
• I can apply a property of operations to
multiply rational numbers.
12, 13
• I can apply a property of operations to
divide rational numbers.
12, 13
7. NS.2 - Apply and extend
previous understandings of
multiplication and division and
of fractions to multiply and
divide rational numbers.
d) 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.
7. NS.3 - Solve real-world and
mathematical problems
involving the four operations
with rational number.
• I can convert a fraction to a decimal by
dividing the numerator by the
denominator.
• I know that the decimal of the rational
number either terminates or repeats.
4
• I can solve real world problems using
the four operations with rational
numbers.
4
*This is an
ongoing
standard and
this target will
be assessed in a
future unit.
15
16
6
PBA
ET page 4
7.NS.2b-1,
7.NS.2b-2
ET page 7
7.C.1.1, 7.C.2,
7.C.3
EOY
ET page 4
7.NS.2b-1,
7.NS.2b-2
PBA
ET page 5
7.NS.2c
ET page 4
ET page 7
7.C.1.1, 7.C.2,
7.C.3
EOY
ET page 5
7.NS.2c
PBA
ET page 7
7.C.1.1, 7.C.2,
7.C.3
ET page 8
7.C.7.2
PBA
ET page 5
7.NS.3
ET page 7
7.C.3
ET page 8
7.C.7.3
EOY
ET page 5
7.NS.3
http://rda.aps.edu/RDA/Performance_Task_Bank/
TYPE 1
7.NS.1
7.NS.2
7.NS.3
PARCC BLUEPRINTS
TYPE 2
7.NS.1
7.NS.2
7.NS.3
TYPE 3
6.NS.5, 6.NS.6a
Teacher Reflection
What lessons do I need
to revise?
Are there any other
resources I need for this
unit?
What were some
concepts students
struggled with?
What are some concepts
students excelled in?
5
Student Reflection
Student(s)/Teacher Discussion
A learning target I feel that I
mastered is…
I feel I mastered this target
because…
A learning target that I
struggled with or am
confused about is…
I feel I struggled with this
target because…
My teacher can best
support me by…
6