Standard #: MAFS.7.NS.1.2 (Archived Standard)

This interactive game has 4 categories: adding integers, subtracting integers, multiplying integers, and dividing integers. Students can play individually or in teams.

Students are asked to use long division to convert four different fractions to equivalent decimals and to identify those that are rational.

Students are asked to explain why the product of a positive and a negative rational number is negative.

Students are asked to describe a real-world context for a given expression involving the product of two rational numbers.

Students are shown a problem that illustrates why the product of two negatives is a positive and are asked to provide a rationale.

Students are asked to evaluate expressions involving multiplication of rational numbers and use the properties of operations to simplify calculations.

Students are asked to describe a real-world context for a given expression involving the quotient of two rational integers.

Students are given an integer division problem and asked to identify fractions which are equivalent to the division problem.

This lesson introduces students to the idea of recursive division and its application to radioactive dating with a worksheet and Scratch programming. This is the final lesson in the Radioactive Dating Unit.

During this lesson, students will use Punnett Squares to determine the probability of an offspring's characteristics.

• translating between percents
• decimals and fractions
• representing percent increase and decrease as multiplication
• recognizing the relationship between increases and decreases

This lesson provides teachers with a way to show students why multiplying negative numbers results in a positive answer. The lesson starts with a review of decomposition, the distributive property, and finding missing addends. Then, with teacher guidance, groups of students apply these skills in a systematic way to apply properties of operations to discover the rules governing the signs of products for positive and negative factors and to multiply positive and negative numbers in mathematical and real-world problems. Finally, students independently demonstrate mastery of the lesson objectives by completing an independent practice assessment.

• Translating between percents, decimals, and fractions.
• Representing percent increase and decrease as multiplication.
• Recognizing the relationship between increases and decreases.

Use mathematical properties to explain why a negative factor times a negative factor equals a positive product instead of just quoting a rule with this interactive tutorial.

The purpose of the task is to get students to reflect on the definition of decimals as fractions (or sums of fractions), at a time when they are seeing them primarily as an extension of the base-ten number system and may have lost contact with the basic fraction meaning. Students also have their understanding of equivalent fractions and factors reinforced.

The student is asked to complete a long division which results in a repeating decimal, and then use multiplication to "check" their answer. The purpose of the task is to have students reflect on the meaning of repeating decimal representation through approximation.

This video shows some examples that test your understanding of what happens when positive and negative numbers are multiplied and divided.

Students will learn how to convert difficult repeating decimals to fractions.

This tutorial shows students how to convert basic repeating decimals to fractions.

Students will learn how to convert a fraction into a repeating decimal. Students should know how to use long division before starting this tutorial.

In this video, you will practice changing a fraction into decimal form.

You will learn how multiplication and division problems give us a positive or negative answer depending on whether there are an even or odd number of negative integers used in the problem.

In this tutorial, you will simplify expressions involving positive and negative fractions.

In this tutorial, you will see how to simplify complex fractions.

In this tutorial, you will evaluate fractions involving negative numbers and variables to determine if expressions are equivalent.

In this tutorial, you will see how to divide fractions involving negative integers.

In this tutorial you will practice multiplying and dividing fractions involving negative numbers.

In this tutorial, you will learn rules for multiplying positive and negative integers.

In this tutorial you will learn how to divide with negative integers.

In this tutorial you will use the repeated addition model of multiplication to help you understand why multiplying negative numbers results in a positive answer.

In this tutorial, you will use the distributive property to understand why the product of two negative numbers is positive.

The first fractions used by ancient civilizations were "unit fractions." Later, numerators other than one were added, creating "vulgar fractions" which became our modern fractions. Together, fractions and integers form the "rational numbers."

When number systems were expanded to include negative numbers, rules had to be formulated so that multiplication would be consistent regardless of the sign of the operands.

The video describes how to multiply fractions and state the answer in lowest terms.

Any fraction can be converted into an equivalent decimal number with a sequence of digits after the decimal point, which either repeats or terminates. The reason can be understood by close examination of the number line.

Use mathematical properties to explain why a negative factor times a negative factor equals a positive product instead of just quoting a rule with this interactive tutorial.

This interactive game has 4 categories: adding integers, subtracting integers, multiplying integers, and dividing integers. Students can play individually or in teams.

The student is asked to complete a long division which results in a repeating decimal, and then use multiplication to "check" their answer. The purpose of the task is to have students reflect on the meaning of repeating decimal representation through approximation.

This video shows some examples that test your understanding of what happens when positive and negative numbers are multiplied and divided.

Students will learn how to convert difficult repeating decimals to fractions.

This tutorial shows students how to convert basic repeating decimals to fractions.

Students will learn how to convert a fraction into a repeating decimal. Students should know how to use long division before starting this tutorial.

In this video, you will practice changing a fraction into decimal form.

You will learn how multiplication and division problems give us a positive or negative answer depending on whether there are an even or odd number of negative integers used in the problem.

In this tutorial, you will simplify expressions involving positive and negative fractions.

In this tutorial, you will see how to simplify complex fractions.

In this tutorial, you will evaluate fractions involving negative numbers and variables to determine if expressions are equivalent.

In this tutorial, you will see how to divide fractions involving negative integers.

In this tutorial you will practice multiplying and dividing fractions involving negative numbers.

In this tutorial, you will learn rules for multiplying positive and negative integers.

In this tutorial you will learn how to divide with negative integers.

In this tutorial you will use the repeated addition model of multiplication to help you understand why multiplying negative numbers results in a positive answer.

In this tutorial, you will use the distributive property to understand why the product of two negative numbers is positive.

The first fractions used by ancient civilizations were "unit fractions." Later, numerators other than one were added, creating "vulgar fractions" which became our modern fractions. Together, fractions and integers form the "rational numbers."

When number systems were expanded to include negative numbers, rules had to be formulated so that multiplication would be consistent regardless of the sign of the operands.

The video describes how to multiply fractions and state the answer in lowest terms.

Any fraction can be converted into an equivalent decimal number with a sequence of digits after the decimal point, which either repeats or terminates. The reason can be understood by close examination of the number line.

The student is asked to complete a long division which results in a repeating decimal, and then use multiplication to "check" their answer. The purpose of the task is to have students reflect on the meaning of repeating decimal representation through approximation.

The video describes how to multiply fractions and state the answer in lowest terms.