Name_____________________________________



7th Accelerated Extension Menu

Name______________________________

Date________________ Section ________

Concept and/or Topic:

Term 1 Unit 1 – Number Systems: Rational Numbers

Choose a learning activity from one square to complete. If you choose the square, “Write your idea here,” please see the teacher with your idea first. Circle the number of the learning activity you choose.

Turn in this paper with your work.

|1. Design a poster that explains the rules for |2. A, B, C, D, and E correspond to points on a |3. Identify three situations where integers are |

|adding, subtracting, multiplying, and dividing |thermometer. Use these clues to plot the points: |used to convey information. Explain how this |

|integers. Be sure to include examples of each |B and D are negative |information is used in everyday situations. |

|operation. |D is warmer than C | |

| |B is warmer than C |Ex: A running back gains 3, 6, 17 yards and then |

| |E and D are the same distance from zero |loses 4, 3, and 5 yards. His net gain is 14 yards |

| |E is colder than A |in 6 attempts. This is not a very effective |

| | |running back. He is averaging about 2.3 yards per |

| |Compose your own thermometer problem and include |carry. |

| |your answer. | |

|4. Solve the following problems using the numbers |5. At Joe's stand, lemonade sells for 50 cents per|6. Write your idea here. |

|0 – 9 once each. |cup and costs 25 cents per cup to produce. Before |___________________ |

| |sales begin, he purchases enough ingredients for 20|___________________ |

|− - 11 = [pic]− |cups (-$5.00). By the end of the day, he has sold |___________________ |

|− - [pic]− = 13 |10 cups. |___________________ |

|− + [pic]− = [pic]− |Evaluate Joe’s stand by calculating costs against |___________________ |

|7 - − = − + − |revenue to determine if Joe has made any money. |___________________ |

| | |___________________ |

|Design your own puzzle using | |___________________ |

|0 – 9 once each. | | |

Teacher Resource Page

7th Accelerated Extension Menu

Concept and/or Topic:

Term 1 Unit 1 – Number Systems: Rational Operations

Intended Purpose: Culminating activity for the unit or alternative activity for students who have mastered curricular indicators

|Extension Menu Box |CCSS |Standard |

|Box 1 |6.NS.A.1.b |Understand p + q as the number located a distance |

|Box 3 | ||q| from p, in the positive or negative. Show that |

|Box 4 | |a number and its opposite have a sum of 0 (are |

|Box 5 | |additive inverses). Interpret sums of rational |

| | |numbers by describing real-world contexts. |

| | | |

| | |Understand subtraction of rational numbers as adding|

| |6.NS.A.1.c |the additive inverse, p – q = p + (-q). 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 |

| | |concepts. |

| | | |

| | |Understand that multiplication is extended from |

| |6.NS.A.2.a |fractions to rational numbers by requiring that |

| | |operations continue to satisfy the property of |

| | |operations, particularly the distributive property, |

| | |leading to products such as (-1)(-1) = 1 and the |

| | |rules for multiplying signed numbers. Interpret |

| | |products of rational numbers by describing |

| | |real-world contexts. |

| | | |

| | |Understand that integers can be divided, provided |

| | |that the divisor is not zero, and every quotient of |

| |6.NS.A.2.c |integers (with non-zero divisor) is a rational |

| | |number. If p and q are integers, then: |

| | |[pic] |

| | |Interpret quotients of rational numbers by |

| | |describing real-world contexts. |

|Box 2 |7.NS.A.1a |Describe situations in which opposite quantities |

| | |combine to make 0. |

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