Math lesson plan · 7th grade (Year 8 in England) · 60 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 · 6 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.
- 10 × (−9) = ? → -90Prompt: First multiply the sizes, ignoring the signs.
- 5/8 + 5/6 = ? Give your answer in simplest form. → 35/24 (1 11/24)Prompt: You need a common denominator first.
- 5 × 4 = ? → 20Prompt: First multiply the sizes, ignoring the signs.
Hook · 6 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 · 12 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 · 12 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 −4/5 + 1/8. Give your answer as a fraction in simplest form. → -27/40Prompt: Find a common denominator.
- −3.5 × (−3) = ? → 10.5Prompt: Multiply the sizes, then decide the sign.
You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Work out 6/8 + 1/2. Give your answer as a fraction in simplest form. → 5/4 (1 1/4)Prompt: Find a common denominator.
- 1.7 + (−3) = ? → -1.3Prompt: 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