Gallery OverviewAllow students who have a clear understanding of the content thus far in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need review of the unit's concepts or to assist students who may have fallen behind on work.Chance of RainStudents are given the probability that it will rain on two different days and asked to find the chance that it will rain on one of the two days.PenguinsIn an Antarctic penguin colony, 200 penguins are tagged and released. A year later, 100 penguins are captured and 4 of them are tagged. Students determine how many penguins are in the colony.How Many Yellow?Given the total number of balls in a bag and the probability for two colors, students find the number of balls for the third color.How Many Ways to Line Up?Students decide how many different ways they five students can order themselves as they line up for class.Gumballs There are some white gumballs and red gumballs left in a machine. Students find the probability of getting at least one red gumball.New FamilyA married couple wants to have four children. Students find the probability that at least one child will be a girl.Nickel and DimeStudents find the probability for different outcomes when tossing two coins.Four More FlipsStudents determine how many more tails are likely if a coin has already landed on tails twice.Bubble GumThe letters G, U, or M are printed inside bubble gum wrappers in a ratio of 3:2:1. Students use a simulation to find out how much bubble gum to buy to get a 3:2:1 ratio.A Large FamilyIf a family wants to have six children, what is the probability that there will be three boys and three girls? Students use a simulation to model the probability.No TelephoneUsing census data from 1960 and 1990 in two box plots, students compare the percentages of families that had phones.Pulse RateStudents compare two data sets of different sizes: one for students and one for athletes.Golf ScoresStudents are given two sets of golf scores for Rosa and Chen. They are asked to decide who is the better golfer by constructing and comparing box plots.How Much Taller?Given two sets of data about heights, students determine how much taller one group is than the other.Coin Jar Students determine the contents of a coin jar by sampling.Project Work TimeStudents can choose to work on and complete their project or get help if needed.

Lesson OverviewGroups will begin presentations for their unit project. Students will provide constructive feedback on others' presentations.Key ConceptsStudents should demonstrate their understanding of the unit concepts.Goals and Learning ObjectivesPresent projects and demonstrate an understanding of the unit concepts.Provide feedback for others' presentations.Clarify any misconceptions or areas of difficulty.Review the concepts from the unit.

Students continue to extend their understanding of compound events by comparing independent and dependent events. This includes drawing the sample space to understand how the first event does or does not affect the second event. Students will solve problems with dependent compound events.Key ConceptsStudents will learn about the differences between dependent and independent events.Events are independent if the outcome of an event does not influence the outcome of the others.Events are dependent if the outcome of an event does influence the outcome of the others.The difference can be observed by drawing a diagram to represent the sample space. For dependent events, the sample space is smaller.Goals and Learning ObjectivesUnderstand the difference between independent and dependent compound events.Draw diagrams for dependent compound events.Solve compound event problems.

Students will compare expected results to actual results by first calculating the probability of an event, then conducting an experiment to generate data. They will use an interactive to simulate a familiar event—rolling a number cube. Students will also be introduced to terminology.Key ConceptsThis lesson takes an informal look at the Law of Large Numbers through comparing experimental results to expected results.There is variability in actual results.Probability terminology is introduced:theoretical probability: the ratio of favorable outcomes to the total number of possible equally-likely outcomes, often simply called probabilityexpected results: the results based on theoretical probabilityexperimental probability: the ratio of favorable outcomes to the total number of trials in an experimentactual results: the results based on experimental probabilityoutcome: a single possible resultsample space: the set of all possible outcomesexperiment: a controlled, repeated process, such as repeatedly tossing a cointrial: each repetition in an experiment, such as one coin tossevent: a set of outcomes to which a probability is assignedGoals and Learning ObjectivesPredict results using ratio and proportion.Compare expected results to actual results.Understand that the actual results get closer to the expected results as the number of trials increase.

Students will begin to think about probability by considering how likely it is that their house will be struck by lightning. They will consider the relative likelihood of familiar events (e.g., outdoor temperature, test scores) on the continuum between impossible and certain. Students will discuss where on the continuum "likely," "unlikely," and "equally likely as unlikely" are.Key ConceptsAs students begin their study of probability, they look at the likelihood of events. Students have an intuitive sense of likelihood, even if no numbers or ratios are attached to the events. For example, there is clearly a better chance that a specific student will be chosen at random from a class than from the entire school.Goals and Learning ObjectivesThink about the concept of likelihood.Understand that probability is a measure of likelihood.Informally estimate the likelihood of certain events.Begin to think about why one event is more likely than another.SWD: Students with disabilities may need additional support seeing the relationships among problems and strategies. Throughout this unit, keep anchor charts available and visible to assist them in making connections and working toward mastery. Provide explicit think alouds comparing strategies and making connections. In addition, ask probing questions to get students to articulate how a peer solved the problem or how one strategy or visual representation is connected or related to another.

Remaining groups present their unit projects and students discuss teacher and peer feedback.Key ConceptsStudents should demonstrate their understanding of the unit concepts.Goals and Learning ObjectivesPresent projects and demonstrate an understanding of the unit concepts.Provide feedback for others' presentations.Review the concepts from the unit.Review presentation feedback and reflect.

Students will form groups for the unit project, decide on a topic, and write up a project proposal. Students will also complete a Self Check that will be discussed in the next lesson.Key ConceptsStudents will apply what they have learned in the unit so far to determine a project. They will also apply their learning to complete a Self Check problem.Goals and Learning ObjectivesDecide on a project topic and group.Write a project proposal.

Students begin to develop intuition about appropriate sample size by conducting an experiment. They compare different sample sizes and whether increasing the sample size improves the results.Key ConceptsSampling is a way to discover unknown characteristics about a population. The size of the sample is important in determining the accuracy of the results. Ratio and proportion are used to compare the sample to the population.Goals and Learning ObjectivesStudents will use sampling to determine the number of different color marbles in a jar.Students will explore sample size compared to population size.

Students are introduced to the concept of sampling as a method of determining characteristics of a population. They consider how a sample can be random or biased, and think of methods for randomly sampling a population to ensure that it is representative.The idea of sampling is connected to probability; a relatively small set of data (a random sample/number of trials) can be used to generalize about a population (or determine probability). A larger sample (more trials) will give more confidence in the conclusions, but how large of a sample is needed?Students also discuss what random means and how to generate a random sample. Random samples are compared to biased samples and give insight into how statistics can be misleading (intentionally or otherwise).Key ConceptsRandom samples are related to probability. In probability, the number of trials is a sample used to generalize about the probability of an event. The results in probability are random if we are looking at equally likely outcomes. If a data sample is not random, the conclusions about the population will not reflect it.Terminology introduced in this lesson:population: the entire set of objects that can be considered when asking a statistical questionsample: a subset of a population; can be random, where each object in the population is equally likely to be in the sample, or biased, where not every object in the population is equally likely to be in the sampleGoals and Learning ObjectivesIntroduce sampling as a method to generalize about a population.Discuss the concept of a random sample versus a biased sample.Determine methods to generate random samples.Understand that biased samples are sometimes used to mislead.SWD: Some students with disabilities will benefit from a preview of the goals in this lesson. Students can highlight the critical features and/or concepts and will help them to pay close attention to salient information.

Students critique and improve their work on the Self Check, then work on additional problems. Students revise the Self Check problem from the previous lesson and discuss their strategies.Key ConceptsStudents apply what they have learned to date to solve the problems in this lesson.Goals and Learning ObjectivesApply knowledge of sampling and data analysis to solve problems.Determine a random, representative sample that is nonbiased and of adequate sample size.Generalize about a population based on sampling.Compare data sets.

Students critique and improve their work on the Self Check, then work on additional problems.Key ConceptsStudents apply what they have learned to date to solve the problems in this lesson.Goals and Learning ObjectivesApply knowledge of probability to solve problems.Determine theoretical probability.Predict expected results.

Students will extend their understanding of probability by continuing to conduct experiments with outcomes that do not have a theoretical probability. They will make predictions on the number of outcomes from a series of trials, and compare their predictions with the experimental probability calculated from an experiment.Key ConceptsStudents continue to investigate the Law of Large Numbers.Goals and Learning ObjectivesDeepen understanding of experimental probability.Use proportions to predict results for a number of trials and to calculate experimental probability.Understand that some events do not have theoretical probability.Understand that there are often many factors involved in determining probability (e.g., human error, randomness).

Students estimate the length of 50 seconds by starting an unseen timer and stopping it when they think 50 seconds has elapsed. The third attempt is recorded and compiled into a data set, which students then compare to the third attempt from the previous lesson when they estimated the length of 20 seconds. Students analyze the data to make conclusions about how well seventh grade students can estimate lengths of time.Students repeat the timing activity for 50 seconds, but only the third trial is recorded. The task today is to compare this set of data with the third trial for 20 seconds. Students will need to deal with the difference in the spread of data, as well as how to compare the data sets. Students will be reminded of Mean Absolute Deviation (MAD), which will be a useful tool in this situation.Key ConceptsStudents apply the tools learned in Unit 6.8:Measures of center and spreadMean absolute deviation (MAD)Goals and Learning ObjectivesApply knowledge of statistics to compare different sets of data.Use measures of center and spread to analyze data.

Working With Rational Numbers

Type of Unit: Concept

Prior Knowledge

Students should be able to:

Compare and order positive and negative numbers and place them on a number line.
Understand the concepts of opposites absolute value.

Lesson Flow

The unit begins with students using a balloon model to informally explore adding and subtracting integers. With the model, adding or removing heat represents adding or subtracting positive integers, and adding or removing weight represents adding or subtracting negative integers.

Students then move from the balloon model to a number line model for adding and subtracting integers, eventually extending the addition and subtraction rules from integers to all rational numbers. Number lines and multiplication patterns are used to find products of rational numbers. The relationship between multiplication and division is used to understand how to divide rational numbers. Properties of addition are briefly reviewed, then used to prove rules for addition, subtraction, multiplication, and division.

This unit includes problems with real-world contexts, formative assessment lessons, and Gallery problems.

Gallery OverviewAllow students who have a clear understanding of the content in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need review of the unit’s concepts or to assist students who may have fallen behind on work.Problem DescriptionsMultiplication WebsStudents fill in the blanks to create expressions equal to the number in the center of the web.Number TreesStudents complete number tree puzzles.Are They Equivalent?Students decide when given expressions will have the same value as ab.Squaring and CubingStudents find solutions to simple equations and inequalities involving squares and cubes.Transforming TrianglesStudents investigate how a triangle changes when they multiply the coordinates of its vertices by positive and negative numbers.True or False?Students determine whether given statements about positive and negative numbers are true or false.Saving MoneyStudents use positive and negative numbers to make sense of changes to Lucy’s savings account.Altitude and TemperatureStudents explore how the air temperature changes as the height of an airplane changes.

Gallery OverviewAllow students who have a clear understanding of the content thus far in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need review of the unit’s concepts or to assist students who may have fallen behind on work.Gallery DescriptionsTemperature ChangesStudents solve a puzzle by using clues about the temperatures and temperature changes between several cities.Time ZonesStudents use integers to solve problems about times in different world time zones.Build ExpressionsPairs of students play a game in which they use cards to build two expressions that are as close in value as possible.Hexagon PuzzleStudents assemble triangular puzzle pieces by matching the problems and answers on their sides. When the puzzle is complete, the pieces will form a large hexagon.Equivalent ExpressionsStudents sort expressions into groups that have the same value.Are They Equivalent?Students decide when given expressions will have the same value as a − b.Graphical Addition and SubtractionThe locations of a and b on a number line are shown, and students must graph −a, −b, a − b, b − a, a + b,and −a − b.p and nStudents decide whether statements about a positive number p and a negative number n are true for all, some, or no values of p and n.

Students use the Hot Air Balloon interactive to model integer addition. They then move to modeling addition on horizontal number lines. They look for patterns in their work and their answers to understand general addition methods.Key ConceptsTo add two numbers on a number line, start at 0. Move to the first addend. Then, move in the positive direction (up or right) to add a positive integer or in the negative direction (down or left) to add a negative integer.Here is −6 + 4 on a number line: The rule for integer addition (which extends to addition of rational numbers) is easiest to state if it is broken into two cases:If both addends have the same sign, add their absolute values and give the result the same sign as the addends. For example, to find −5 + (−9), first find |−5|  +|−9| = 14. Because both addends are negative the result is negative. So, −5 + (−9) = −14.If the addends have different signs, subtract the lesser absolute value from the greater absolute value. Give the answer the same sign as the addend with the greater absolute value. For example, to find 5 + (−9), find |−9| − |5| = 9 − 5 = 4. Because −9 has the greater absolute value, the result is negative. So, 5 + (−9) = −4.Goals and Learning ObjectivesModel integer addition on a number line.Learn general methods for adding integers.

Students use the Hot Air Balloon simulation to model integer subtraction. They then move to modeling subtraction on a number line. They use patterns in their work and their answers to write a rule for subtracting integers.Key ConceptsThis lesson introduces the number line model for subtracting integers. To subtract on a number line, start at 0. Move to the location of the first number (the minuend). Then, move in the negative direction (down or left) to subtract a positive integer or in the positive direction (up or right) to subtract a negative integer. In other words, to subtract a number, move in the opposite direction than you would if you were adding it.The Hot Air Balloon simulation can help students see why subtracting a number is the same as adding the opposite:Subtracting a positive number means removing heat from air, which causes the balloon to go down, in the negative direction.Subtracting a negative number means removing weight, which causes the balloon to go up, in the positive direction.The rule for integer subtraction (which extends to addition of rational numbers) is easiest to state in terms of addition: to subtract a number, add its opposite. For example, 5 – 2 = 5 + (–2) = 3 and 5 – (–2) = 5 + 2 = 7.Goals and Learning ObjectivesModel integer subtraction on a number line.Write a rule for subtracting integers.

Students use number lines to represent products of a negative integer and a positive integer, and they use patterns to understand products of two negative integers. Students write rules for products of integers.Key ConceptsThe product of a negative integer and a positive integer can be interpreted as repeated addition. For example, 4 • (–2) = (–2) + (–2) + (–2) + (–2). On a number line, this can be represented as four arrows of length 2 in a row, starting at 0 and pointing in the negative direction. The last arrow ends at –8, indicating that 4 • (–2) = –8. In general, the product of a negative integer and a positive integer is negative.The product of two negative integers is hard to interpret or visualize. In this lesson, we use patterns to help students see why a negative integer multiplied by a negative integer equals a positive integer. For example, students can compute the products in the pattern below.4 • (–3) = –123 • (–3) = –92 • (–3) = –61 • (–3) = –30 • (–3) = 0They can observe that, as the first factor decreases by 1, the product increases by 3. They can continue this pattern to find these products.–1 • (–3) = 3–2 • (–3) = 6–3 • (–3) = 9In the next lesson, we will prove that the rules for multiplying positive and negative integers extend to all rational numbers, including fractions and decimals.Goals and Learning ObjectivesRepresent multiplication of a negative integer and a positive integer on a number line.Use patterns to understand products of two negative integers.Write rules for multiplying integers.

Students solve division problems by changing them into multiplication problems. They then use the relationship between multiplication and division to determine the sign when dividing positive and negative numbers in general.Key ConceptsThe rules for determining the sign of a quotient are the same as those for a product: If the two numbers have the same sign, the quotient is positive; if they have different signs, the quotient is negative. This can be seen by rewriting a division problem as a multiplication of the inverse.For example, consider the division problem −27 ÷ 9. Here are two ways to use multiplication to determine the sign of the quotient:The quotient is the value of x in the multiplication problem 9 ⋅ x = −27. Because 9 is positive, the value of x must be negative in order to get the negative product.The division −27 ÷ 9 is equivalent to the multiplication −27 ⋅ 19. Because this is the product of a negative number and a positive number, the result must be negative.Goals and Learning ObjectivesUse the relationship between multiplication and division to solve division problems involving positive and negative numbers.Understand how to determine whether a quotient will be positive or negative.