Description
Use this presentation to reinforce the understanding of rational numbers. Students can answer two formative assessment questions during a presentation or these can be done on their own with students learning at home. The lesson ends with students writing and sharing their own decimal addition and subtraction problems with classmates.
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Highlights
Digital downloads
Grades
7th
Standards
CCSS7.NS.A.1
CCSS7.EE.B.3
Pages
25
Teaching Duration
30 minutes
Description
Use this presentation to reinforce the understanding of rational numbers. Students can answer two formative assessment questions during a presentation or these can be done on their own with students learning at home. The lesson ends with students writing and sharing their own decimal addition and subtraction problems with classmates.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS7.NS.A.1
Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
CCSS7.EE.B.3
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
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