Unit Overview- Mrs.

Sanchez 7th Grade Math

Day 1- Introduction of the number line.
Day 2- Adding and subtracting numbers using the number line.
Day 3- Combining opposite quantities to make 0.
Day 4- Additive Inverse (Whole Numbers)
Day 5 & 6- Culminating Project
Subject: 7th grade Math
Unit Title: The Number System
Unit Summary- This unit will cover various topics related to the number system relevant to
7th grade level mathematics.
State Standards:
Math Content Standards
CCSS.Math.Content.7.NS.A.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.
CCSS.Math.Content.7.NS.A.1.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.
CCSS.Math.Content.7.NS.A.1.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.
CCSS.Math.Content.7.NS.A.1.c
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.
Literacy Standards
CCSS.ELA-Literacy.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.7.1.a
Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-Literacy.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.L.7.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as
a clue to the meaning of a word or phrase.

Technology Standards:
CCSS.ELA-Literacy.SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points.
CCSS.ELA-Literacy.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.

Students Objectives: Students will be able to prove, connect, explain and apply concepts
related to the number system, by working individually and in collaborative groups, through
the use of media and other assignments.

Culminating Project: Students will be working in groups to create a presentations where

they present a real world example that relates to the Number System unit. Students will be
asked to work in groups of 3 or 4 students. The students will use their choice of technology
to present their work. They will be asked to introduce their topic. Students will have to
introduce the topic they will be presenting. They will define any relevant key terms. Students
will then present a real world example by creating their own video, using an online video or
explaining their example through PowerPoint or Prezi. Students will have to use visuals for
this portion. Somewhere in the presentation, students must provide a numerical notation
problem for the example they have presented. Students are required to wrap up/summarize
their presentation in some sort of way. Students are encouraged to be creative and use
various forms of media.

Day 1: Introduction of the number line.

Patricia Sanchez
7th grade Mathematics
Lesson Length: 50 min.
Analyze Learners
1.
2.
3.
4.

Number of students: 30
14 Females/16 males
Age range: 12-13 years old
Mental, Social, Physical Notes:
English Learners: 10
Students with ADHA: 2
Students in Foster Care: 1
Qualify for Free or Reduced Lunch: 55%
5. Learner Attitudes:
Students will be transitioning from elementary math to middle school
mathematical practices.
6. Learning Styles
Visual
Tactile
Kinesthetic

State Objectives
1. Audience- The class is made up of thirty 7th grade students with various different
backgrounds and learning styles.
2. Behavior-SWBAT begin developing an understanding of the Additive Inverse
Property and other key terms relevant to the unit by using technology to present
and discussing related topics.
3. Conditions- In groups, students will create and present a PowerPoint or Powtoon
presentation that demonstrates their understanding of important vocabulary term
in the unit.
4. Degree- Students will beginning to develop a general understanding about the
Additive Inverse Property and other key term relevant to the unit.

Select Methods, Media and Materials

1. Methods:
Demonstration: I will show a video on Youtube, which I will create and
upload on You Tube, about how additive inverse relates to gardening (a real
life example). This will help students make personal connections to the
content.
Cooperative Learning: Working with peers, especially at this age, is
particularly important and constructive for student learning.
Lecture: Short lecture, with visuals that help students contextualize the
information.
2. Media:
PowerPoint Presentation (Teacher)
YouTube Video
PowerPoint/Powtoon (Students)
3. Materials:

Textbook
Laptops (1 per group)

Utilize Media, Materials, and Methods

1. Preview the Materials:
I will have to make sure that my video will play during my PowerPoint
presentation.
The PowerPoint presentation will have to be looked at to make it flows well
and that the layout and design is conductive to student learning.
I will have to make sure that the laptops students will use to create their
mini presentations are in good working condition and I will have laptops
available as back up.
2. Prepare the Materials:
I will have to prepare my PowerPoint presentation and make sure that the
video I will be using is ready to be played.
I will have to have definitions and realia ready for students to review prior to
having them create their presentations.
I will have to prepare an example of what students are expected to do in
their groups.
3. Prepare the Environment:
We will be inside our usual classroom. I would have created a seating chart
that lots of thought and analysis has gone into creating. I would seat
students in groups, with each group having an Advanced, Proficient, Basic
and Below Basic student based on assessments. I will seat my EL students
by more proficient bilingual students. The temperature will be cool because
it is conductive to student concentration.
4. Prepare the Learners:
Students would have had prior experience with PowerPoint and Powtoon in
our class.
5. Provide the Learning Experiences:
Please see following section.

Require Leaner Participation

(Lesson Duration: 50 min.)
Introduction
Today we will begin teaching the concept of additive inverse. I will activate students prior knowledge by:
Showing a picture of a number line on PowerPoint (realia).
Ask:
Who can tell me something that they know about the number line?
Can anyone tell me in what ways a number line can be used?
What kinds of numbers do we see on a number line? (negative, positive, fractions, etc.)
After a few share outs, I will have students pair-share about the image with a partner:
Tell your partner what you know about the number line.
I will introduce the concept of additive inverse and show a quick video to get the students thinking. I will create a
video of my own to show to the class. In the video I will be planting some type of plant in my garden. I will be
explaining how additive inverse relates to this real life example.
After watching the short video, I will have the students pair-share about others ways they think additive inverse
can be used in real world situations. I will have some students share.
Key Vocabulary
I will have the key terms and definitions, using child friendly words, posted on the board for the students to

reference as needed. I will have posted a picture next to each vocab word that helps students identify what the
word means. In their groups, students will have to create a PowerPoint or Powtoon demonstrating their
interpretation/understanding of the key terms they were assigned. Students are encouraged to be creative and will
have to use the words in context. Students will then present what their group came up with to the entire class. The
presentations will be less than 3 min long.
Key terms being reviewed:
Additive Inverse Property
Number Line
Rational Numbers
Absolute Value
Difference

Evaluate & Revise

1.

Student Performance- Students will be evaluated on how well they worked with their group and if they
were clear in communicating the definition of their key term.
2. Media Effectiveness- I will evaluate media effectiveness by observing if the media helped enhance
student learning and organization of ideas.
3. Instructor Performance- I will have students assess my performance by passing out a small
questionnaire allowing them to evaluate the methods used and if they were helpful to their learning.

Day 2: Adding and Subtracting using the Number Line.

Patricia Sanchez
7th grade Mathematics
Lesson Length: 50 min.
Analyze Learners
1.
2.
3.
4.

Number of students: 30
14 Females/16 males
Age range: 12-13 years old
Mental, Social, Physical Notes:
English Learners: 10
Students with ADHA: 2
Students in Foster Care: 1
Qualify for Free or Reduced Lunch: 55%
5. Learner Attitudes:
Students will be transitioning from elementary math to middle school
mathematical practices.
6. Learning Styles
Visual
Tactile
Kinesthetic

State Objectives
Audience- The class is made up of thirty 7th grade students with various different
backgrounds and learning styles.
Behavior- SWBAT ask and answer questions as to how the Additive Inverse Property can
be used in real life context and solve mathematical problems related to additive inverse.
Conditions-As a class, students will be able to discuss problems on additive inverse.

Students will also be asked to work on problems from the text individually.
Degree- Students will gain more insight on the Additive Inverse Property by solving
problems.

Select Objective
1. Methods:
Demonstration-I will be posing problems to students, in context, on additive
inverse that will help students better understand this concept.
Text Assignment-I will give text questions to students to assess if they can
apply what they have learned.
2. Media:
PowerPoint presentation on short lecture.
Students will be asked to answer a question at the end of class related to
the lesson using Poll Everywhere as their Exit Ticket.
3. Materials:
Textbook and tablets.

Utilize Media, Materials, and Methods

1. Preview Materials:
The PowerPoint will have to be looked at to make sure it clear and effective.
I will have to preview the textbook to decide which questions are worth
spending time on.
The Chromebooks will have to be charged and in working order.
2. Prepare Materials:
I will have to prepare the examples I will be using in class to make sure they
are effective.
I will have to prepare my Presentation.
My Poll Everywhere question will have to be ready for use.
3. Prepare the Environment:
As in the previous lesson, we will be inside our usual classroom. I would
have created a seating chart that lots of thought and analysis has gone into
creating. I would seat students in groups, with each group having an
Advanced, Proficient, Basic and Below Basic student based on assessments.
I will seat my EL students by more proficient bilingual students. The
temperature will be cool because it is conductive to student concentration.
4. Prepare the Learners:
Students would have been taught how to access Poll Everywhere and
participate in the poll.
5. Provide the Learning Experiences:
Please see next section.

Require Leaner Participation

(Duration of Lesson: 50 min.)
I will have students turn to the page in the text and review the concept of Additive Inverse
Property. As we review that material, I will be using real life situations to provide examples
of this property using PowerPoint. Some of the examples I will use are:
Ill do:
Jumping- Beginning at 0 and jumping 2 step forwards (on the number line),
then 2 step backwards. You are right back where you started, back at 0.
Walking to school- Starting at 0 and walking 5 blocks to school (+5), then
walking 5 blocks right back home (-5). You end up right back where you
started, or at 0. This can be translated to the formula, a + (-a) = 0.
Using the Elmo, I will teach students how to identify where to plug in the

given information to the formula.

I will use visuals, including picture and video to contextualize this concept.
You help me:
I will have students help me through some problems.
I will provide a context for the problems we work on. We will do the
problems together as a class:
16 + (-16)=
5 + (-5)=

Youll do it:
Students will work individually on problems from the text book

Exit Ticket:
Before the end of class, students will be asked to go on Poll Everywhere on the
Chromebooks and answer a question as their Exit Ticket.
Question: What is the name of the concept that involves adding opposite quantities to
make zero?
a.) Absolute Value
b.) Additive Inverse

Evaluate & Revise

1. Students Performance
Students will be evaluated on their performance on the text questions and on
their responses to the Poll Everywhere question.
2. Media Effectiveness
Effectiveness will be evaluated based on students ability to access and answer
the question.
3. Instructor Effectiveness
I will ask a colleague to evaluate my performance and effectiveness.

Day 3: Combining Opposite Quantities to make 0.

Patricia Sanchez
7th grade Mathematics
Lesson Length: 50 min.
Analyze Learners
1.
2.
3.
4.

Number of students: 30
14 Females/16 males
Age range: 12-13 years old
Mental, Social, Physical Notes:
English Learners: 10
Students with ADHA: 2
Students in Foster Care: 1
Qualify for Free or Reduced Lunch: 55%
5. Learner Attitudes:
Students will be transitioning from elementary math to middle school
mathematical practices.
6. Learning Styles

Visual
Tactile
Kinesthetic

State Objectives

Audience- The class is made up of thirty 7th grade students with various different
backgrounds and learning styles.
Behavior- SWBAT demonstrate that they understand the concept of Additive Inverse
through movement and the use of an online resources to further their understanding.
Conditions- As a class, we will work together to solve additive inverse problems using a
large number line at the front of the classroom. Students will apply their knowledge to
additive inverse web game.
Degree- Students will demonstrate early independence in solving problems.

Select Objective
1. Methods:
Kinesthetic: Students will be using a large number line to solve problems
through movement. This helps students conceptualize information.
Collaboration: Students will help each other solve problems if having
trouble.
Assessments: Students will play a web game related to the content and I
will receive their scores.
2. Media
Chromebooks: Students will use the Chromebooks to engage in web based
math game related to the lesson.
3. Materials
Tape, numbers, math problems and Chromebooks

Utilize Media, Materials, and Methods

1. Preview Materials:
I will have to have a list of problems ready for the students to work on.
Look at the Chromebooks to make sure they are charged and I and working
order.
2. Prepare Materials:
I will have to prepare a list of problems to address during the lesson.
Create the number line using making tape and large numbers.
Create a link in our classroom website that will take students directly to the
Khan Academy video relevant to our unit.
3. Prepare the Environment:
As in the previous lesson, we will be inside our usual classroom. I would
have created a seating chart that lots of thought and analysis has gone into
creating. I would seat students in groups, with each group having an
Advanced, Proficient, Basic and Below Basic student based on assessments.
I will seat my EL students by more proficient bilingual students. The
temperature will be cool because it is conductive to student concentration.
4. Prepare the Learners:
I will walk students through the process of finding the website where they
can access the games. Students will be logging in to the classroom website
and finding the link to the game site.
5. Provide the Learning Experiences:
Please see next section.

Require Leaner Participation

(Lesson Duration 50 min.)

Todays lesson will review what we learned the previous day. I will use a number
line that I would have recreated in the front of the class, using masking tape and
large numbers printed on 8 x 11 in. paper. The number line will range from (-20 to
20). I will use my randomizer or volunteers to come up and use the number line to
solve an additive inverse problem.
The students will be using their bodies to show the steps for solving the problem
using the number line. The rest of the class will be observing how the problem is
solved. If a student is struggling with a problem, I will as another students to come
up and help them. Problems that will be used:
16 + (-16)=0
5+ (-5)=0
7+ (-7)=0
1+ (-1)=0
10+ (-10)=0
After we have done a few of the problems using the number line, I will ask the
student if they noticed a pattern. (I will looking for someone to say that they
noticed that the answers to all the problems were zero, 0!)
I will emphasize the concept that any number plus is inverse (opposite), equals
zero.
We will then go on our Chromebooks and pull up a video from Khan Academy
related our current topic. Students will be able to watch the video in their groups and
discuss something that they learned through the video and something they are still not
clear on. The goal of this activity is to have students discuss and use each other as
resources for learning. The hope is that students will help each other understand anything
that is still not clear. The students will then talk about real life situations to which our new
knowledge applies. I will have each group share out what they discussed and invite other
students to help clarify anything that is still unclear.

Evaluate & Revise

1. Student Performance
Students will be assess on how well they participated in the number line
activity and how they use it to find the solution to the problems.
I will also be getting scores for each student on their performance of the
game.
2. Media Effectiveness
Evaluated based on how clear it was for students to follow directions and
find the game site through our classroom website.
3. Instructor Performance
I will ask the principal to stop by and evaluate the activities and their
effectiveness.

Day 4: Additive Inverse (Whole Numbers)

Patricia Sanchez
7th grade Mathematics
Lesson Length: 50 min.
Analyze Learners
1.
2.
3.
4.

Number of students: 30
14 Females/16 males
Age range: 12-13 years old
Mental, Social, Physical Notes:
English Learners: 10
Students with ADHA: 2
Students in Foster Care: 1
Qualify for Free or Reduced Lunch: 55%
5. Learner Attitudes:
Students will be transitioning from elementary math to middle school
mathematical practices.
6. Learning Styles
Visual
Tactile
Kinesthetic

State Objectives
Audience- The class is made up of thirty 7th grade students with various different
backgrounds and learning styles.
Behavior- SWBAT
Orally defend their teams choice for a particular response, by using the following
sentence stems:
We agree that _________ is the best answer because_________.
We came to the consensus that_____ is the best answer because________.
Conditions- Students will be engaging in the Group Response with a White BoardActivity.
Degree- Students will begin to understand the idea of reasoning and proving through
constructive arguments.

Select Objective
1. Methods:
Problem Solving: Students will engage in problem solving and positive forms
of discourse. This teaches students that it is ok to disagrees constructively.
Collaboration: Students will work in groups to accomplish a common goal.
This is especially effective for students at this age.
Class Participation: all students will be expected to participate in the activity
and be ready to share out which enhances engagement.
2. Media:
Chromebooks, PowerPoint presentation, Poll Everywhere and Office 365
website.
3. Materials:
Questions, white boards, dry erase markers, paper and Chromebooks.

Utilize Media, Materials, and Methods

1. Preview Materials:
I will have to have a list of problems ready for the activity.
Look at the Chromebooks to make sure they are charged and are in working

2.

3.

4.

5.

order.
I will have to make sure all my questions are ready to go in Poll Everywhere.
Have white boards, markers and paper ready for student use.
Prepare Materials:
I will have to prepare a list of problems to address during the lesson.
Have white boards, markers and paper ready for student use.
Have my PowerPoint presentation ready with the questions.
Set out a Chromebook for each team.
Prepare the Environment:
As in the previous lesson, we will be inside our usual classroom. I would
have created a seating chart that lots of thought and analysis has gone into
creating. I would seat students in groups, with each group having an
Advanced, Proficient, Basic and Below Basic student based on assessments.
I will seat my EL students by more proficient bilingual students. The
temperature will be cool because it is conductive to student concentration.
Prepare the Learners:
Students will have experience using their Chromebooks and the Poll
Everywhere site.
Provide the Learning Experiences:
Please see next section.

Require Leaner Participation

(Lesson Duration 50min.)
Group Response with a White Board- Activity
Each student will have a piece of paper and pencil.
Each team/table group will get a white board and dry erase marker.
I will ask questions related to todays unit.
After allowing sufficient wait-time, I will ask students to write the answer to the
question individually on their piece of paper.
I will ask students to write something down, even if it a best guess answer.
I will then ask students share their responses with each other and then determine
the best response and a student recorder will write it on the white board.
Students will then submit their response to the question on Poll Everywhere.
At random I will choose a group to share and support their answer to the class.
If the answer is incorrect I will choose another group to answer until we find the
correct response.
We will then look at the results of the Poll Everywhere questions and hear any
reactions to the results.
We will discuss the question and answer as a class.
Some of the questions that will be asked:
What is the definition of the Additive Inverse Property?
Give an example of how the Additive Inverse Property can be used in real life?
What is the Additive Inverse of (-8)?
What do you get when you add a number and its Additive Inverse?
Give an example of a rational number?
Is x/2 an example of a rational number? Why or why not?
What is 20+ (-20) =?
Orally defend their teams choice for a particular response, by using the following
sentence stems:
We agree that _________ is the best answer because_________.

We came to the consensus that_____ is the best answer because________.

Students will be assigned homework that will be posted on our class website that they
will submit through Office 365. I will go over the instructions on how to access it and
submit it.

Evaluate & Revise

1. Student Performance:
Students will be assessed by their active participation and collaboration in
their groups.
2. Media Effectiveness:
Evaluated on the ease and effectiveness with which students were able to
submit their responses.
3. Instructor Performance:
Before the end of class, students will turn in an exit ticket on their opinions
on the lesson.

Day 5 & 6: Culminating Project

Patricia Sanchez
7th grade Mathematics
Lesson Length: 50 min.
Analyze Learners
1.
2.
3.
4.

Number of students: 30
14 Females/16 males
Age range: 12-13 years old
Mental, Social, Physical Notes:
English Learners: 10
Students with ADHA: 2
Students in Foster Care: 1
Qualify for Free or Reduced Lunch: 55%
5. Learner Attitudes:
Students will be transitioning from elementary math to middle school
mathematical practices.
6. Learning Styles
Visual
Tactile
Kinesthetic

State Objectives
Audience- The class is made up of thirty 7th grade students with various different
backgrounds and learning styles.
Behavior- SWBAT apply what they have learned to a real world example and present
their applied knowledge to the class.

Conditions- Students will be presenting their applied knowledge in groups using various
forms of technology.
Degree- Students would have mastered the content and are able to apply it to real world
problems.

Select Objective
1. Methods:
Students will be collaborating with classmates to create a presentation in
which they apply what they have learned.
Students will apply what they have learned to real world examples which
will help them better understand the content.
Students will build their public speaking and organization skills by creating a
presentation.
2. Media:
PowerPoint, Prezi, video, You Tube and among others.
3. Materials:
Sheets with instructions, Laptops and video recorder.

Utilize Media, Materials, and Methods

1. Preview Materials:
I will have to make sure that the laptops are ready for use.
Create a sheets with assignment instructions.
Ensure the video recorder is ready for use.
2. Prepare Materials:
I will have to prepare a sheet with the assignment instructions.
Make sure laptops are charged and ready for use.
3. Prepare the Environment:
As in the previous lesson, we will be inside our usual classroom. I would
have created a seating chart that lots of thought and analysis has gone into
creating. I would seat students in groups, with each group having an
Advanced, Proficient, Basic and Below Basic student based on assessments.
I will seat my EL students by more proficient bilingual students. The
temperature will be cool because it is conductive to student concentration.
4. Prepare the Learners:
I will have taught students how to use the various forms of media they will
be using in their presentations.
5. Provide the Learning Experiences:
Please see next section.

Require Leaner Participation

(Lesson Duration: 100 min)
For the culminating assignment, students will be asked to teach a lesson on any of the
concepts they learned in this unit. Students will be using different forms of media to
present their applied knowledge to the class in a 3-5 min presentation. Students will have
to:
Introduce the concept they will be teaching.
Give definitions of any key terms relevant to their presentation.
Present a real world example by creating their own video, using an online
video or explaining their example through PowerPoint or Prezi. Students will
have to use visuals for this portion.
Students will present a numerical notation problem for their example.

 Students will have some sort of closure to their presentation.

Students will have two class periods to create their presentations. Presentations will
take place of day 7. I will have a rubric for grading the presentations.

Evaluate & Revise

1. Student Performance:
Students will be evaluated on how strong their examples are related to the
class content. They will also be evaluated on their presentation quality and
how well they worked in groups.
2. Media Effectiveness:
Media will be evaluated on how well students were able to use it and on
how it enhanced quality of the presentations.
3. Instructor Performance:
I will ask an administrator to come in and observe the presentations and
their effectiveness and how well students were able to understand the
content and the lesson objective.