Math lesson plan · 7th grade (Year 8 in England) · 60 minutes
Divide integers and find missing factors
Number sense
CCSS 7.NS.A.2.BEngland: KS3 NumberEngland: GCSE Foundation Number
Objective and success criteria
Students will: Divide integers and find missing factors.
- 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
Leads to: Solve two-step equations with negative numbers; Solve one-step inequalities, including dividing by a negative
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). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 1 × 4 = ? → 4Prompt: First multiply the sizes, ignoring the signs.
- 6 ÷ 2 = ? → 3Prompt: Divide the sizes first.
- Evaluate (−1) × (−5) − (−4). → 9Prompt: Multiply first, then subtract.
Hook · 6 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Divide integers and find missing factors. 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: −48 ÷ 8 = ?
- Step 1: 48 ÷ 8 = 6
- Step 2: −48 ÷ 8 = −6
- Answer: -6
- 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.
- −28 ÷ 4 = ? → -7Prompt: Divide the sizes.
- 1 × □ = −1. What number goes in the box? → -1Prompt: Use the inverse: divide.
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.
- −3 ÷ 3 = ? → -1Prompt: Divide the sizes.
- Overnight lows (°C) for 6 nights: −13, −11, −12, −6, −10, −2. What is the mean overnight low? → -9Prompt: Add all the temperatures (careful with signs).
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
- Move on to: Solve two-step equations with negative numbers; Solve one-step inequalities, including dividing by a negative.
- 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