2.

3 Subtracting Rational Numbers

Brittany Blaska
LP 10/6/14

Overview:
Yesterday the students explored how to subtract rational numbers using the Journal pages from the Big Ideas Book. Today they
will be formalizing the process they found yesterday during their exploration and subtract rational numbers. They will focus the
fact that subtracting is the same thing as adding its opposite. They will also be looking at finding the distance between two
numbers on a number line. We will begin by the normal opening activities (lateral thinking puzzle, I have and who has/
Questions from last nights homework), and then start the opening activity for the lesson for today. Next, we will go through the
notes for the section and then lead into the homework.
Goals:
SWBAT subtract rational numbers, both decimals and fractions.
SWBAT make connections to the Ch. 1 material; specifically use the same rule to subtract integers to subtract rational
numbers.
SWBAT find the distance between two numbers on a number line.
SWBAT correct any misconceptions dealing with decimals (2.1 feet is not the same thing as 2 feet and 1 inch)
I can subtract rational numbers by adding its opposite.
I can convert mixed numbers to improper fractions to help me solve the subtraction problem.
I can relate subtracting rational numbers to real life applications.
I can generalize to identify when a difference is always, sometimes, or never positive/negative.
Content Standards:

7.NS.1c: Understand subtraction of rational numbers as adding the additive inverse. Show that the distance between
two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world
contexts.
7.NS.1d: Apply properties of operations as strategies to add and subtract rational numbers.
7.NS.3: Solve real-world and mathematical problems involving the four operations with rational numbers.

Standards for Mathematical Practice:

MP1: Make sense of problems and persevere solving them. Students will be given homework exercises that will require
them to determine what the problem is asking and solve.
MP2: Reason Abstractly and Quantitatively. Some of the problems are abstract while others are calculational. Students
will be generalizing methods to solving these problems as well.
MP3: Construct viable arguments and critique the reasoning of others. Students will be discussing and working with their

partner for the homework assignments or individually. Students are to ask their partners for help before they come up to
the teacher for assistance.
MP4: Model with Mathematics. Students will be using number lines when working on problems dealing with finding the
distance between two numbers on the number line. This is a great visual tool for many of my students.
MP6: Attend to precision. The work that the students will be working on today is dealing with positive and negative
rational numbers. Students often forget to pay close attention to the signs of the rational numbers. They also make
mistakes when creating common denominators and creating equivalent fractions.

Phase
LAUNCH

Action
PRIOR TO THE LESSON:
What materials do you need? What plan do you have for arrangement
of students during small group work time?

Comments

PRIOR

Prior to the lesson, I will have created the notes that we will be going
over as a class. I will remind that they need to write down the notes
and follow along because they will be a great tool when trying to
complete their homework assignment. Students will need their books,
lined paper, a calculator, and a bar with fraction bars for today's
lesson. Small group work time will be when they are working with their
partners to finish their homework.

I encourage them to work together and

ask each other questions before they
come up and ask me. I have heard some
really great discussions between partners
where they explain their reasoning and
thinking to the other one. Due to the way
that I made the seating chart, I hope that
some of the higher-ability students will
help their partners who have questions.

HOW DO I SET-UP THE LESSON? How will you motivate students

interest in the lesson and make clear what they will learn? How will you
communicate what students should do during the activity and prepare
them for independent work?

0-5 minutes

We begin the less on by doing the daily Lateral Thinking Puzzle. This is
a great way to get students engaged in the beginning of class. These
puzzles require students to think outside of the box so it gets them
thinking and there is great class participation.

The students really enjoy doing these

puzzles and it makes the classroom a
better learning environment.

Next, we will go to I have, who has? This is another great way to

engage the class and get their brains into more of the math mode. This
game is where as a class we practice our multiplication facts. Each
student gets a card with their number written at the top and the factors
of another number on the bottom. The first student that starts off will

We made this game into a competition

between the different hours. Both honors
are competing against each other, and
both math 7 hours are competing against
each other. The current record for going

read, "Who has three multiplied by four?" The student who has the
product of those two numbers will say, "I have 12. Who has five times
six?" The process continues until it returns with the product written on
the first student's card.
Phase
EXPLORE

40-60
minutes:

through all 30 cards is 52 seconds. So

students are all engaged and trying to
beat that

Action
INDIVIDUAL WORK TIME
What will students be working on and what will you be looking for in
their work to determine whether to move to small group problem
solving?

Comments

Students will be working individually (or with their partner their

choice) while they finish the homework assignment. They will be
working on the bookwork of section 2.3, which is about subtracting
rational numbers. I will be looking for them using the rule that we
learned in the notes. The rule that is the same as integers that is
when you subtract, it is the same thing as adding the opposite.
They will need to show their work in order to receive full credit on
their homework. I will look to see that wrote down the notes during
the beginning of the lesson. I will check for correctness, even
though they are instructed to check their answers in the back of the
book.

We gave the students all of the odds for

the purpose that they can check their own
work. The homework may take them longer
than the amount of time left in the hour so
they will need to finish it at home. I have
planned a packed day so timing may be an
issue for their homework time. This also
depends on how the students are
behaving.

FACILITATING SMALL GROUP PROBLEM SOLVING

How will you prepare students to work in small groups?
What will you do if students have difficulty getting started?
What misconceptions might students have? What questions will you
ask to both (1) assess their understanding and (2) focus their
thinking on the big ideas of the lesson? What will you be monitoring
in their work to prepare for the next phase?

5-30 minutes:

Students will work with their partners and use the fraction bars to
finish the work sheet. They will make each original fraction. Then
change that to fractions with common denominators. Then they will
add or subtract to that bar depending on the operation. The
worksheet I made requires students to think about common
misconceptions such as needing a common denominator, what an

This opening task is to help students

realize why they need a common
denominator and how to add and subtract
fractions correctly. The students have
shown some misconceptions about
addition and subtraction about doing the

integer over itself really means (one whole), and what to do with
same and different signs.

Phase
SHARE,
DISCUSS &
ANALYZE

Action
FACILITATING THE GROUP DISCUSSION
What goals do you have for what students will discuss? What order
will you have students post solution paths so you will be able to
help students make connections between the solution paths? What
questions will you ask to highlight important ideas related to the
lesson goals and help students connect ideas in different
strategies?

30-40 minutes:
Together we will discuss the notes for section 2.3. The goals for the
notes are that students realize that it is the same rule as
subtracting integers, when you subtract it is the same as adding
the opposite. Another goal for the notes is that students learn how
to find the distance between two rational numbers on a number
line. They will follow along and write down the notes on the same
page they write their homework assignment on. We will build on
previous knowledge from the previous chapter 1 to make
connections to rational numbers.

40-60 minutes:

I will go over one problem from each section on the overhead and
show students how I expect their work to be completed. Once we
have gone through one of each problem, I will give the students
the remaining of the hour to finish their homework. Students may
choose to start the homework on their own and not follow along
while I do one of each section, but they are choosing to risk losing
points for not having it formatted the way that I instructed. If
students finish early they sit quietly at their seat. Five minutes

operation to the denominator as well. This

activity is aimed to clear up that
misconception and give the students a
hands-on example with fractions.
Comments

I will ask them what the rule for subtracting

integers is from last chapter. Then we will
go through an example of subtracting a
fraction and then subtracting a decimal. I
will ask students questions about their
reasoning and what method they chose to
solve the examples. I will also ask the class
who agrees / disagrees with what the
student answered. I will ask the students
what is the difference between 2.1 feet and
2 feet and 1 inch. I will ask them which one
is greater and how they came to their
solution.
As we go through the problems I will be
calling on students the answer the question
and then ask clarifying questions to gage
their thinking and their understanding.
If students finish their homework early, ask
if they want to make up any homework
quizzes where they were not satisfied with
the grade they received.

before the bell I will let students get out of their seat and have
some free time. During free time, students may do the tavern
puzzles, play basketball, draw on the white boards, do the guessing
jar, finish other homework, or sit at their seat and work quietly on
something.
Phase

Action

CLOSING THE
LESSON &
HOMEWORK

What will you ask students or say to students to summarize the

ideas of todays lesson and prepare them for tomorrows lesson?

55-60 minutes:

I will ask students what the rule for subtracting rational numbers is.
I will also ask what the rules for adding rational numbers are to
check their understanding. I will ask them how to find the distance
between two numbers on a number line. I will ask them any
clarifying questions if I feel that students still have any
misconceptions or are confused about anything. I will remind
students that homework will be due the next day so finish it at
home if they have not already.
The next day we will be working on multiplying and dividing
fractions so I will tell them to look over their foldable and come
prepared tomorrow to class with their journal, along with their
completed homework.

Comments

Many of the students finish the

homework before the hour and sit
quietly at their desks. Many of my
students did poorly on the homework
quiz from section 2.2, so I will suggest
that they come to me and try again
during the remaining of the hour.
I also stay after school if they want to
do it then. If they need any extra help, I
am always available after school,
before school, and during lunch.