PRE-ALGEBRA GRADE 7 Module 1 - San Diego City Schools

DRAFT COPY - PRENTICE HALL – GRADE 7 PREALGEBRA - DRAFT COPY
MODULE 1: Algebraic Expressions and Integers
DAY 7: LESSON 1-9, pp 44-49
LESSON FOCUS:
CA STANDARD:
To multiply integers using repeated addition, models, patterns and rules
NS 1.2 (Key Standard)
Purpose of Lesson:
By the end of the lesson, students will be able to solve integer problems
using multiplication.
Warm-up/
Routine(s):
LAUNCH:
Mental Math: TE p49 in lower margin Checkpoint/ Mini-Assessment (on
overhead)
TE p44 Connecting to Students’ Lives (Video games)
(500 cents + -25 + -25 + -25 . . .)
TE p44 Introduce the Concept: Teacher copies the table and together with
students completes the operations discovering & discussing the patterns
that occur.
TE p45 Example #2: Teacher copies and together with students completes
expanding the pattern from positive to negative multiplier. Students
discover/ discuss the patterns that occur.
Note: Refer to “opposite of” when referencing –1(5) = -5; 1(5) = 5;
- means “the opposite of”, SO -1(5)= the opposite of 5 or –5.
AND -2(-5) = 10; 2(-5) = -10; - means “the opposite of”, SO -2(-5) = the
opposite of –10 or +10.
EXPLORE:
Reference: p 45
Have student partners extend patterns in the same manner:
-3 (4) -3 (-4) -2 (15) -2 (-15)
Partners try to write generalized rules for multiplying integers:
Product of 2 integers with same sign =
Product of 2 integers with different sign =
Product of zero =
Practice: P 44, TRY THIS, #4, 5, 6
SUMMARIZE:
Share generalized rules – chart in student language with an example for
each rule.
What patterns do you notice? Do the rules “make sense”? …based on the
patterns?
Closure:
Time to reflect back on the purpose of the lesson, and help students make
meaningful connections.
Homework: P 45, TRY THIS, #8, 9, 10
Textbook p47; Check Understanding #1, 2, 3, 4, 6, 7, 9
Optional: Poster Report