Math lesson plan · 7th grade (Year 8 in England) · 60 minutes
Predict the sign of a product or quotient
Number sense
CCSS 7.NS.A.2England: KS3 Number
Objective and success criteria
Students will: Predict the sign of a product or quotient.
- 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 integers, including three factors and powers
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 integers, including three factors and powers). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 14 × (−11) = ? → -154Prompt: Multiply the sizes first.
- −5 × (−8) × 5 = ? → 200Prompt: Count the negative factors.
- Evaluate (−2)⁴. → 16Prompt: The brackets mean −2 is multiplied by itself 4 times.
Hook · 6 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Predict the sign of a product or quotient. 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: Without multiplying: is −4 × 6 × (−6) × (−1) positive or negative?
- Step 1: 3 negative factors: odd → negative.
- Answer: Negative
- 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.
- Without multiplying: is 5 × 1 × 6 positive or negative? (Positive / Negative) → PositivePrompt: Count the negative factors.
- Is (−1)¹⁶ equal to 1 or −1? (1 / −1) → 1Prompt: (−1) × (−1) = 1.
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.
- Without multiplying: is −6 × (−6) × (−4) × (−4) positive or negative? (Positive / Negative) → PositivePrompt: Count the negative factors.
- What is the sign of −4 × 0 ÷ 1? (Positive / Negative / Zero) → ZeroPrompt: Dividing follows the same sign rules as multiplying.
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 integers, including three factors and powers.
- 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