Operations with Rational Numbers

Lesson 2

Math

Unit 2

7th Grade

Lesson 2 of 18

Objective


Compare and order rational numbers. Write and interpret inequalities to describe the order of rational numbers.

Common Core Standards


Core Standards

  • 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.

Foundational Standards

  • 6.NS.C.7

Criteria for Success


  1. Understand that if a number, $$a$$, on a number line is to the right of another number, $$b$$, then $$a$$ will always be greater than $$b$$; if a number, $$b$$, on a number line is to the left of another number, $$a$$, then $$b$$ will always be less than $$a$$
  2. Use inequalities to compare rational numbers.
  3. Interpret inequality statements for real-world contexts involving rational numbers.

Tips for Teachers


  • This lesson is approaching 7.NS.1 and reviews concepts and skills from sixth-grade standards in the number system domain. These standards are foundational to this seventh-grade unit and will support students in later lessons. Depending on the needs of your students, these lessons can be combined or left as separate lessons. The anchor problems can be used as part of whole-class instruction, diagnostically, or as part of independent practice.

Lesson Materials

  • Number cards (1 per student) — These are used in Anchor Problem 1 and require some preparation.
  • Optional: Standard deck of playing cards (1 per student or small group)
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Anchor Problems

25-30 minutes


Problem 1

Order the number cards from least to greatest, with the smaller numbers to the left.

  • On the two blank number cards, write a rational number on each card. Then swap these number cards with a neighbor.
  • Place the cards your neighbor gives you into your order of numbers.

Guiding Questions

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Student Response

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Problem 2

Max lives in Boston and his cousin Marlene lives in New York City. On the first of December, the temperature in Boston is –5.6ËšC and the temperature in New York City is 3.1 degrees below 0ËšC. 

Marlene says that it is colder in New York City because –3.1ËšC < –5.6ËšC

Is Marlene correct? Explain why or why not.

Guiding Questions

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Student Response

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Problem Set

15-20 minutes


Give your students more opportunities to practice the skills in this lesson with a downloadable problem set aligned to the daily objective.

Target Task

5-10 minutes


Which inequalities are correct? Select all that apply. For the inequalities that are true, show the comparison on a number line.

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Student Response

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Additional Practice


The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.

Next

Describe situations in which opposite quantities combine to make zero.

Lesson 3
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Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Adding and Subtracting Rational Numbers

Topic B: Multiplying and Dividing Rational Numbers

Topic C: Using all Four Operations with Rational Numbers

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