7.NS.1c-1 Apply and extend previous i) Pool should contain tasks with 2, 7, 5 No understandings of addition and and without contexts. subtraction to add and ii) Contextual tasks might, for subtract rational numbers; example, require students to represent addition and create or identify a situation subtraction on a horizontal or described by a specific vertical number line diagram. equation of the general form c. Understand subtraction of . rational numbers as adding such as. the additive inverse, iii) Non-contextual tasks are not . computation tasks but rather Apply this principle in require students to demonstrate contexts. conceptual understanding, for example by identifying a sum that is equivalent to a given difference. iv) Tasks are not limited to integers. 7.NS.1d Apply and extend previous i) Tasks do not have a context. 7, 5 No understandings of addition and ii) Tasks are not limited to subtraction to add and integers. subtract rational numbers; iii) Tasks may involve sums and represent addition and differences of 2 or 3 rational subtraction on a horizontal or numbers. vertical number line diagram. iv) Tasks require students to d. Apply properties of represent addition and operations as strategies to add subtraction on a horizontal or and subtract rational numbers. vertical number line, or compute a sum or difference, or demonstrate conceptual understanding for example by producing or recognizing an expression equivalent to a given sum or difference. 7.NS.2a-1 Apply and extend previous i) Tasks do not have a context. 7 No understandings of ii) Tasks are not computation multiplication and division and tasks but rather require students of fractions to multiply and to demonstrate conceptual divide rational numbers. understanding, for example by a. Understand that providing students with a multiplication is extended numerical expression and from fractions to rational requiring students to produce or numbers by requiring that recognize an equivalent operations continue to satisfy expression using properties of the properties of operations, operations, particularly the particularly the distributive distributive property. property, leading to products such as and the rules for multiplying signed numbers.
7.NS.1c-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 the additive inverse, . Apply this principle in contexts. i) Pool should contain tasks with and without contexts. ii) Contextual tasks might, for example, require students to create or identify a situation described by a specific equation of the general form . such as. iii) Non-contextual tasks are not computation tasks but rather require students to demonstrate conceptual understanding, for example by identifying a sum that is equivalent to a given difference. iv) Tasks are not limited to integers. 2, 7, 5 No 7.NS.1d 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) Tasks do not have a context. ii) Tasks are not limited to integers. iii) Tasks may involve sums and differences of 2 or 3 rational numbers. iv) Tasks require students to represent addition and subtraction on a horizontal or vertical number line, or compute a sum or difference, or demonstrate conceptual understanding for example by producing or recognizing an expression equivalent to a given sum or difference. 7, 5 No 7.NS.2a-1 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 and the rules for multiplying signed numbers. i) Tasks do not have a context. ii) Tasks are not computation tasks but rather require students to demonstrate conceptual understanding, for example by providing students with a numerical expression and requiring students to produce or recognize an equivalent expression using properties of operations, particularly the distributive property. 7 No
7th%20Grade%20Unit%201%202014-2015_final.docx