Math lesson plan · 7th grade (Year 8 in England) · 30 minutes
Operations with negative fractions and decimals
Number sense
CCSS 7.NS.A.1.DCCSS 7.NS.A.2.CCCSS 7.NS.A.3England: KS3 NumberEngland: GCSE Foundation Number
Objective and success criteria
Students will: Operations with negative fractions and decimals.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Multiply and divide integers; Add and subtract fractions with unlike denominators; Multiply fractions
Leads to: the next skill in this area.
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Multiply and divide integers; Add and subtract fractions with unlike denominators; Multiply fractions). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- −11 × 3 = ? → -33Prompt: First multiply the sizes, ignoring the signs.
- 1/3 + 2/5 = ? Give your answer in simplest form. → 11/15Prompt: You need a common denominator first.
- 4 × 7 = ? → 28Prompt: First multiply the sizes, ignoring the signs.
Hook · 3 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Operations with negative fractions and decimals. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Work out 3/5 + (−4/6). Give your answer as a fraction in simplest form.
- Step 1: 3/5 + (−4/6) = 18/30 + (−20/30)
- Step 2: = −2/30
- Step 3: = −1/15
- Answer: -1/15
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Work out 1/3 + 2/3. Give your answer as a fraction in simplest form. → 1Prompt: Find a common denominator.
- 1.6 + (−2) = ? → -0.4Prompt: Think of a number line: which way does the second number move you?
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Work out 4/6 + (−3/6). Give your answer as a fraction in simplest form. → 1/6Prompt: Find a common denominator.
- 0.5 + 5 = ? → 5.5Prompt: Think of a number line: which way does the second number move you?
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Multiply and divide integers.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-7.
Free lesson plan from eurekami.com/lesson-plan-builder