EUREKA MATH Student Workbook 7th Grade ( PDFDrive )

EUREKA MATH
A STORY
of
RATIOS
7th Grade
Module 2
Student Workbook
Lesson 1 7•2
Lesson 1: Opposite Quantities Combine to Make Zero
Classwork
Exercise 1: Positive and Negative Numbers Review
With your partner, use the graphic organizer below to record what you know about positive and negative numbers. Add
or remove statements during the whole-class discussion.
Negative Numbers Positive Numbers
Lesson 1: Opposite Quantities Combine to Make Zero S.1
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
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Lesson 1 7•2
Example 2: Counting Up and Counting Down on the Number Line

Use the number line below to practice counting up and counting down.
 Counting up starting at 0 corresponds to ______________________ numbers.
 Counting down starting at 0 corresponds to ______________________ numbers.
a. Where do you begin when locating a number on the number line?
b. What do you call the distance between a number and 0 on a number line?
c. What is the relationship between 7 and −7?
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Lesson 1 7•2
Example 3: Using the Integer Game and the Number Line

What is the sum of the card values shown? Use the counting on method on the provided number line to justify your
answer.
5 −5 −4 8
a. What is the final position on the number line? __________________________
b. What card or combination of cards would you need to get back to 0? __________________________
Exercise 2: The Additive Inverse

Use the number line to answer each of the following questions.
a. How far is 7 from 0 and in which direction? _______________________________
b. What is the opposite of 7? _______________________________
c. How far is −7 from 0 and in which direction? _______________________________
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Lesson 1 7•2
d. Thinking back to our previous work, explain how you would use the counting on method to represent the
following: While playing the Integer Game, the first card selected is 7, and the second card selected is −7.
e. What does this tell us about the sum of 7 and its opposite, −7?
f. Look at the curved arrows you drew for 7 and −7. What relationship exists between these two arrows that
would support your claim about the sum of 7 and −7?
g. Do you think this will hold true for the sum of any number and its opposite? Why?
Property: For every number 𝑎𝑎, there is a number −𝑎𝑎 so that 𝑎𝑎 + (−𝑎𝑎) = 0 and (−𝑎𝑎) + 𝑎𝑎 = 0.
The additive inverse of a number is a number such that the sum of the two numbers is 0. The opposite of a number
satisfies this definition: For example, the opposite of 3 is −3, and 3 + (−3) = 0. Hence −3 is the additive inverse
of 3.
The property above is usually called the existence of additive inverses.
Exercise 3: Playing the Integer Game

Play the Integer Game with your group. Use a number line to practice counting on.
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Lesson 1 7•2
Lesson Summary
 Add a positive number to a number by counting up from that number, and add a negative number to a
number by counting down from that number.
 An integer plus its opposite sum to zero.
 The opposite of a number is called the additive inverse because the two numbers’ sum is zero.
Problem Set
For Problems 1 and 2, refer to the Integer Game.

1. You have two cards with a sum of (−12) in your hand.
a. What two cards could you have?
b. You add two more cards to your hand, but the total sum of the cards remains the same, (−12). Give some
different examples of two cards you could choose.
2. Choose one card value and its additive inverse. Choose from the list below to write a real-world story problem that
would model their sum.
a. Elevation: above and below sea level
b. Money: credits and debits, deposits and withdrawals
c. Temperature: above and below 0 degrees
d. Football: loss and gain of yards
3. On the number line below, the numbers h and k are the same distance from 0. Write an equation to express the
value of ℎ + 𝑘𝑘. Explain.
𝒉𝒉 𝟎𝟎 𝒌𝒌
4. During a football game, Kevin gained five yards on the first play. Then he lost seven yards on the second play. How
many yards does Kevin need on the next play to get the team back to where they were when they started? Show
your work.
5. Write an addition number sentence that corresponds to the arrows below.
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Lesson 2 7•2
Lesson 2: Using the Number Line to Model the Addition of

Integers
Classwork
Exercise 1: Real-World Introduction to Integer Addition
Answer the questions below.
a. Suppose you received $10 from your grandmother for your birthday. You spent $4 on snacks. Using addition,
how would you write an equation to represent this situation?
b. How would you model your equation on a number line to show your answer?
Example 1: Modeling Addition on the Number Line

Complete the steps to find the sum of −2 + 3 by filling in the blanks. Model the equation using straight arrows called
vectors on the number line below.
a. Place the tail of the arrow on ________.
b. Draw the arrow 2 units to the left of 0, and stop at ________. The direction of the arrow is to the ________
since you are counting down from 0.
c. Start the next arrow at the end of the first arrow, or at ________.
d. Draw the second arrow ________ units to the right since you are counting up from −2.
e. Stop at ________.
Lesson 2: Using the Number Line to Model the Addition of Integers S.6
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Lesson 2 7•2
f. Circle the number at which the second arrow ends to indicate the ending value.
g. Repeat the process from parts (a)–(f) for the expression 3 + (−2).
h. What can you say about the sum of −2 + 3 and 3 + (−2)? Does order matter when adding numbers? Why or
why not?
Example 2: Expressing Absolute Value as the Length of an Arrow on the Real Number Line
a. How does absolute value determine the arrow length for −2? Use the number line provided to support your
answer.
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Lesson 2 7•2
b. How does the absolute value determine the arrow length for 3? Use the number line provided to support your
answer.
c. Describe how the absolute value helps you represent −10 on a number line.
Exercise 2
Create a number line model to represent each of the expressions below.
a. −6 + 4
b. 3 + (−8)
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Lesson 2 7•2
Example 3: Finding Sums on a Real Number Line Model

Find the sum of the integers represented in the diagram below.
𝟑𝟑
−𝟐𝟐
𝟓𝟓
a. Write an equation to express the sum.
b. What three cards are represented in this model? How did you know?
c. In what ways does this model differ from the ones we used in Lesson 1?
d. Can you make a connection between the sum of 6 and where the third arrow ends on the number line?
e. Would the sum change if we changed the order in which we add the numbers, for example, (−2) + 3 + 5?
f. Would the diagram change? If so, how?
Exercise 3
Play the Integer Game with your group. Use a number line to practice counting on.
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Lesson 2 7•2
Lesson Summary
 On a number line, arrows are used to represent integers; they show length and direction.
 The length of an arrow on the number line is the absolute value of the integer.
 Adding several arrows is the same as combining integers in the Integer Game.
 The sum of several arrows is the final position of the last arrow.
Problem Set
Represent Problems 1–3 using both a number line diagram and an equation.
1. David and Victoria are playing the Integer Card Game. David drew three cards, −6, 12, and −4. What is the sum of
the cards in his hand? Model your answer on the number line below.
2. In the Integer Card Game, you drew the cards, 2, 8, and −11. Your partner gave you a 7 from his hand.
a. What is your total? Model your answer on the number line below.
b. What card(s) would you need to get your score back to zero? Explain. Use and explain the term additive
inverse in your answer.
3. If a football player gains 40 yards on a play, but on the next play, he loses 10 yards, what would his total yards be
for the game if he ran for another 60 yards? What did you count by to label the units on your number line?
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Lesson 2 7•2
4. Find the sums.

a. −2 + 9
b. −8 + −8
c. −4 + (−6) + 10
d. 5 + 7 + (−11)
5. Mark an integer between 1 and 5 on a number line, and label it point 𝑍𝑍. Then, locate and label each of the following
points by finding the sums.
a. Point 𝐴𝐴: 𝑍𝑍 + 5
b. Point 𝐵𝐵: 𝑍𝑍 + (−3)
c. Point 𝐶𝐶: (−4) + (−2) + 𝑍𝑍
d. Point 𝐷𝐷: −3 + 𝑍𝑍 + 1
6. Write a story problem that would model the sum of the arrows in the number diagram below.
7. Do the arrows correctly represent the equation 4 + (−7) + 5 = 2? If not, draw a correct model below.
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Lesson 3 7•2
Lesson 3: Understanding Addition of Integers
Classwork
Exercise 1: Addition Using the Integer Game
Play the Integer Game with your group without using a number line.
Example 1: Counting On to Express the Sum as Absolute Value on a Number Line

Model of Counting Up Model of Counting Down
2 + 4 = 6 2 + (−4) = −2
Counting up −4 is the same as the opposite of counting up 4 and also means counting down 4.
a. For each example above, what is the distance between 2 and the sum?
b. Does the sum lie to the right or left of 2 on a horizontal number line? Above or below on a vertical number
line?
c. Given the expression 54 + 81, determine, without finding the sum, the distance between 54 and the sum.
Explain.
Lesson 3: Understanding Addition of Integers S.12
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Lesson 3 7•2
d. Is the sum to the right or left of 54 on the horizontal number line? Above or below on a vertical number line?
e. Given the expression 14 + (−3), determine, without finding the sum, the distance between 14 and the sum.
Explain.
f. Is the sum to the right or left of 14 on the number line? Above or below on a vertical number line?
Exercise 2
Work with a partner to create a horizontal number line model to represent each of the following expressions. What is
the sum?
a. −5 + 3
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Lesson 3 7•2
b. −6 + (−2)
c. 7 + (−8)
Exercise 3: Writing an Equation Using Verbal Descriptions

Write an equation, and using the number line, create an arrow diagram given the following information:
The sum of 6 and a number is 15 units to the left of 6 on the number line.
Equation:
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Lesson 3 7•2
Lesson Summary
 Adding an integer to a number can be represented on a number line as counting up when the integer is
positive (just like whole numbers) and counting down when the integer is negative.
 Arrows can be used to represent the sum of two integers on a number line.
Problem Set
1. Below is a table showing the change in temperature from morning to afternoon for one week. 𝟏𝟏𝟏𝟏
a. Use the vertical number line to help you complete the table. As an example, the first row is
completed for you.
Change in Temperatures from Morning to Afternoon

𝟓𝟓
Morning Afternoon
Change Equation
Temperature Temperature
1°C Rise of 3°C 4°C 1+3=4

𝟎𝟎
2°C Rise of 8°C
−2°C Fall of 6°C
−4°C Rise of 7°C −𝟓𝟓
6°C Fall of 9°C
−5°C Fall of 5°C

−𝟏𝟏𝟏𝟏
7°C Fall of 7°C
b. Do you agree or disagree with the following statement: “A rise of −7°C” means “a fall of 7°C”? Explain.
(Note: No one would ever say, “A rise of −7 degrees”; however, mathematically speaking, it is an equivalent
phrase.)
For Problems 2–3, refer to the Integer Game.

2. Terry selected two cards. The sum of her cards is −10.
a. Can both cards be positive? Explain why or why not.
b. Can one of the cards be positive and the other be negative? Explain why or why not.
c. Can both cards be negative? Explain why or why not.
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Lesson 3 7•2
3. When playing the Integer Game, the first two cards you selected were −8 and −10.
a. What is the value of your hand? Write an equation to justify your answer.
b. For part (a), what is the distance of the sum from −8? Does the sum lie to the right or left of −8 on the
number line?
c. If you discarded the −10 and then selected a 10, what would be the value of your hand? Write an equation to
justify your answer.
4. Given the expression 67 + (−35), can you determine, without finding the sum, the distance between 67 and the
sum? Is the sum to the right or left of 67 on the number line?
5. Use the information given below to write an equation. Then create an arrow diagram of this equation on the
number line provided below.
The sum of −4 and a number is 12 units to the right of −4 on a number line.
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Lesson 4 7•2
Lesson 4: Efficiently Adding Integers and Other Rational Numbers
Classwork
Example 1: Rule for Adding Integers with Same Signs
a. Represent the sum of 3 + 5 using arrows on the number line.
i. How long is the arrow that represents 3?
ii. What direction does it point?
iii. How long is the arrow that represents 5?
iv. What direction does it point?
v. What is the sum?
vi. If you were to represent the sum using an arrow, how long would the arrow be, and what direction
would it point?
Lesson 4: Efficiently Adding Integers and Other Rational Numbers S.17
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Lesson 4 7•2
vii. What is the relationship between the arrow representing the number on the number line and the
absolute value of the number?
viii. Do you think that adding two positive numbers will always give you a greater positive number? Why?
b. Represent the sum of −3 + (−5) using arrows that represent −3 and −5 on the number line.
i. How long is the arrow that represents −3?
iii. How long is the arrow that represents −5?
v. What is the sum?
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Lesson 4 7•2
vi. If you were to represent the sum using an arrow, how long would the arrow be, and what direction
would it point?
vii. Do you think that adding two negative numbers will always give you a smaller negative number? Why?
c. What do both examples have in common?
RULE: Add rational numbers with the same sign by adding the absolute values and using the common sign.
Exercise 2
a. Decide whether the sum will be positive or negative without actually calculating the sum.
i. −4 + (−2) ________________________________
ii. 5+9 ________________________________
iii. −6 + (−3) ________________________________
iv. −1 + (−11) ________________________________
v. 3+5+7 ________________________________
vi. −20 + (−15) ________________________________
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Lesson 4 7•2
b. Find the sum.

i. 15 + 7
ii. −4 + (−16)
iii. −18 + (−64)
iv. −205 + (−123)
Example 2: Rule for Adding Opposite Signs

a. Represent 5 + (−3) using arrows on the number line.
i. How long is the arrow that represents 5?
iii. How long is the arrow that represents −3?
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Lesson 4 7•2
v. Which arrow is longer?
vi. What is the sum? If you were to represent the sum using an arrow, how long would the arrow be, and
what direction would it point?
b. Represent the 4 + (−7) using arrows on the number line.
i. In the two examples above, what is the relationship between the length of the arrow representing the
sum and the lengths of the arrows representing the two addends?
ii. What is the relationship between the direction of the arrow representing the sum and the direction of
the arrows representing the two addends?
iii. Write a rule that will give the length and direction of the arrow representing the sum of two values that
have opposite signs.
RULE: Add rational numbers with opposite signs by subtracting the absolute values and using the sign of the integer
with the greater absolute value.
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Lesson 4 7•2
Exercise 3
a. Circle the integer with the greater absolute value. Decide whether the sum will be positive or negative without
actually calculating the sum.
i. −1 + 2 ________________________________
ii. 5 + (−9) ________________________________
iii. −6 + 3 ________________________________
iv. −11 + 1 ________________________________
b. Find the sum.

i. −10 + 7
ii. 8 + (−16)
iii. −12 + (65)
iv. 105 + (−126)
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Lesson 4 7•2
Example 3: Applying Integer Addition Rules to Rational Numbers

1
Find the sum of 6 + �−2 �. The addition of rational numbers follows the same rules of addition for integers.
4
a. Find the absolute values of the numbers.
b. Subtract the absolute values.
c. The answer will take the sign of the number that has the greater absolute value.
Exercise 4
Solve the following problems. Show your work.
a. Find the sum of −18 + 7.
b. If the temperature outside was 73 degrees at 5:00 p.m., but it fell 19 degrees by 10:00 p.m., what is the
temperature at 10:00 p.m.? Write an equation and solve.
c. Write an addition sentence, and find the sum using the diagram below.
1
3
2
−10
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Lesson 4 7•2
Lesson Summary
 Add integers with the same sign by adding the absolute values and using the common sign.
 Steps to adding integers with opposite signs:
1. Find the absolute values of the integers.
2. Subtract the absolute values.
3. The answer will take the sign of the integer that has the greater absolute value.
 To add rational numbers, follow the same rules used to add integers.
Problem Set
1. Find the sum. Show your work to justify your answer.

a. 4 + 17
b. −6 + (−12)
c. 2.2 + (−3.7)
d. −3 + (−5) + 8
1 1
e. + �−2 �
3 4
2. Which of these story problems describes the sum 19 + (−12)? Check all that apply. Show your work to justify your
answer.
_______ Jared’s dad paid him $19 for raking the leaves from the yard on Wednesday. Jared spent $12 at the movie
theater on Friday. How much money does Jared have left?
_______ Jared owed his brother $19 for raking the leaves while Jared was sick. Jared’s dad gave him $12 for doing his
chores for the week. How much money does Jared have now?
_______ Jared’s grandmother gave him $19 for his birthday. He bought $8 worth of candy and spent another $4 on a
new comic book. How much money does Jared have left over?
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Lesson 4 7•2
3. Use the diagram below to complete each part.
Arrow 3
Arrow 2
Arrow 1
a. Label each arrow with the number the arrow represents.

b. How long is each arrow? What direction does each arrow point?
Arrow Length Direction
1
2
3
c. Write an equation that represents the sum of the numbers. Find the sum.
4. Jennifer and Katie were playing the Integer Game in class. Their hands are represented below.
Jennifer’s Hand Katie’s Hand
−𝟖𝟖 𝟕𝟕
𝟓𝟓 −𝟗𝟗
a. What is the value of each of their hands? Show your work to support your answer.
b. If Jennifer drew two more cards, is it possible for the value of her hand not to change? Explain why or why
not.
c. If Katie wanted to win the game by getting a score of 0, what card would she need? Explain.
d. If Jennifer drew −1 and −2, what would be her new score? Show your work to support your answer.
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Lesson 5 7•2
Lesson 5: Understanding Subtraction of Integers and Other

Rational Numbers
Classwork
Example 1: Exploring Subtraction with the Integer Game
Play the Integer Game in your group. Start Round 1 by selecting four cards. Follow the steps for each round of play.
1. Write the value of your hand in the Total column.
2. Then, record what card values you select in the Action 1 column and discard from your hand in the Action 2 column.
3. After each action, calculate your new total, and record it under the appropriate Results column.
4. Based on the results, describe what happens to the value of your hand under the appropriate Descriptions column.
For example, “Score increased by 3.”
Round Total Action 1 Result 1 Description Action 2 Result 2 Description
Lesson 5: Understanding Subtraction of Integers and Other Rational Numbers S.26
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Lesson 5 7•2
Discussion: Making Connections to Integer Subtraction

1. How did selecting positive value cards change the value of your hand?
2. How did selecting negative value cards change the value of your hand?
3. How did discarding positive value cards change the value of your hand?
4. How did discarding negative value cards change the value of your hand?
5. What operation reflects selecting a card?
6. What operation reflects discarding or removing a card?
7. Based on the game, can you make a prediction about what happens to the result when
a. Subtracting a positive integer?
b. Subtracting a negative integer?
At the end of the lesson, the class reviews its predictions.
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Lesson 5 7•2
Example 2: Subtracting a Positive Number

Follow along with your teacher to complete the diagrams below.
4 2
4 + 2 =
Show that discarding (subtracting) a positive card, which is the same as subtracting a positive number, decreases the
value of the hand.
4 2
4+2−2=
OR
4 2 −2
4 + 2 + (−2) =
Removing (________________) a positive card changes the score in the same way as _____________ a card whose value
is the ________________________ _______________________ (or opposite). In this case, adding the corresponding
______________________________________________________________________________________________.
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Lesson 5 7•2
Example 3: Subtracting a Negative Number

Follow along with your teacher to complete the diagrams below.
4 −2
4 + (−2) =
How does removing a negative card change the score, or value, of the hand?
4 −2
4 + (−2) − (−2) =
OR
4 −2 2
4 + (−2) + 2 =
Removing (________________) a negative card changes the score in the same way as _____________ a card whose
value is the ________________________ _______________________ (or opposite). In this case, adding the
corresponding __________________________________________________________________________.
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Lesson 5 7•2
THE RULE OF SUBTRACTION: Subtracting a number is the same as adding its additive inverse (or opposite).
Exercises 1–3: Subtracting Positive and Negative Integers

1. Using the rule of subtraction, rewrite the following subtraction sentences as addition sentences and solve. Use the
number line below if needed.
a. 8−2
b. 4−9
c. −3 − 7
d. −9 − (−2)
2. Find the differences.

a. −2 − (−5)
b. 11 − (−8)
c. −10 − (−4)
3. Write two equivalent expressions that represent the situation. What is the difference in their elevations?
An airplane flies at an altitude of 25,000 feet. A submarine dives to a depth of 600 feet below sea level.
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Lesson 5 7•2
Lesson Summary
 THE RULE OF SUBTRACTION: Subtracting a number is the same as adding its opposite.
 Removing (subtracting) a positive card changes the score in the same way as adding a corresponding
negative card.
 Removing (subtracting) a negative card makes the same change as adding the corresponding positive card.
 For all rational numbers, subtracting a number and adding it back gets you back to where you started:
(𝑚𝑚 − 𝑛𝑛) + 𝑛𝑛 = 𝑚𝑚.
Problem Set
1. On a number line, find the difference of each number and 4. Complete the table to support your answers. The first
example is provided.
Number Subtraction Expression Addition Expression Answer
10 10 − 4 10 + (−4) 6
−4
−6
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Lesson 5 7•2
2. You and your partner were playing the Integer Game in class. Here are the cards in both hands.
Your hand Your partner’s hand
−8 6 1 −2 9 −5 2 −7
a. Find the value of each hand. Who would win based on the current scores? (The score closest to 0 wins.)
b. Find the value of each hand if you discarded the −2 and selected a 5, and your partner discarded the −5 and
selected a 5. Show your work to support your answer.
c. Use your score values from part (b) to determine who would win the game now.
3. Write the following expressions as a single integer.

a. −2 + 16
b. −2 − (−16)
c. 18 − 26
d. −14 − 23
e. 30 − (−45)
4. Explain what is meant by the following, and illustrate with an example:

“For any real numbers, 𝑝𝑝 and 𝑞𝑞, 𝑝𝑝 − 𝑞𝑞 = 𝑝𝑝 + (−𝑞𝑞).”
5. Choose an integer between −1 and −5 on the number line, and label it point 𝑃𝑃. Locate and label the following
points on the number line. Show your work.
a. Point 𝐴𝐴: 𝑃𝑃 − 5
b. Point 𝐵𝐵: (𝑃𝑃 − 4) + 4
c. Point 𝐶𝐶: −𝑃𝑃 − (−7)
Challenge Problem:
6. Write two equivalent expressions that represent the situation. What is the difference in their elevations?
An airplane flies at an altitude of 26,000 feet. A submarine dives to a depth of 700 feet below sea level.
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Lesson 6 7•2
Lesson 6: The Distance Between Two Rational Numbers
Classwork
Exercise 1
Use the number line to answer each of the following.
Person A Person B
What is the distance between −4 and 5? What is the distance between 5 and −4?
What is the distance between −5 and −3? What is the distance between −3 and −5?
What is the distance between 7 and −1? What is the distance between −1 and 7?
Lesson 6: The Distance Between Two Rational Numbers S.33
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Lesson 6 7•2
Exercise 2
Use the number line to answer each of the following questions.
a. What is the distance between 0 and −8?
a)
b) What is t
1
b. What is the distance between −2 and −1 ?
2
c. What is the distance between −6 and −10?
Example 1: Formula for the Distance Between Two Rational Numbers

Find the distance between –3 and 2.
Step 1: Start on an endpoint.
Step 2: Count the number of units from the endpoint you started on to the other endpoint.
Using a formula, ___________________________________________________________________________________
For two rational numbers 𝑝𝑝 and 𝑞𝑞, the distance between 𝑝𝑝 and 𝑞𝑞 is |𝑝𝑝 − 𝑞𝑞|.
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Lesson 6 7•2
Example 2: Change in Elevation vs. Distance

Distance is positive. Change in elevation or temperature may be positive or negative depending on whether it is
increasing or decreasing (going up or down).
a. A hiker starts hiking at the beginning of a trail at a point which is 200 feet below sea level. He hikes to a
location on the trail that is 580 feet above sea level and stops for lunch.
i. What is the vertical distance between 200 feet below sea level and 580 feet above sea level?
ii. How should we interpret 780 feet in the context of this problem?
b. After lunch, the hiker hiked back down the trail from the point of elevation, which is 580 feet above sea level,
to the beginning of the trail, which is 200 feet below sea level.
i. What is the vertical distance between 580 feet above sea level and 200 feet below sea level?
G7-M2-SE-1.3.0-05.2015
Lesson 6 7•2
ii. What is the change in elevation?
Exercise 3
1
The distance between a negative number and a positive number is 12 . What are the numbers?
2
Exercise 4
Use the distance formula to find each answer. Support your answer using a number line diagram.
a. Find the distance between −7 and −4.
b. Find the change in temperature if the temperature rises from −18°F to 15°F (use a vertical number line).
G7-M2-SE-1.3.0-05.2015
Lesson 6 7•2
c. Would your answer for part (b) be different if the temperature dropped from 15°F to −18°F? Explain.
d. Beryl is the first person to finish a 5K race and is standing 15 feet beyond the finish line. Another runner,
Jeremy, is currently trying to finish the race and has approximately 14 feet before he reaches the finish line.
What is the minimum possible distance between Beryl and Jeremy?
e. What is the change in elevation from 140 feet above sea level to 40 feet below sea level? Explain.
G7-M2-SE-1.3.0-05.2015
Lesson 6 7•2
Lesson Summary
 To find the distance between two rational numbers on a number line, you can count the number of units
between the numbers.
 Using a formula, the distance between rational numbers, 𝑝𝑝 and 𝑞𝑞, is |𝑝𝑝 − 𝑞𝑞|.
 Distance is always positive.
 Change may be positive or negative. For instance, there is a −4° change when the temperature goes
from 7° to 3°.
Problem Set
1. |−19 − 12| 2. |19 − (−12)|
3. |10 − (−43)| 4. |−10 − 43|
5. |−1 − (−16)| 6. |1 − 16|
7. |0 − (−9)| 8. |0 − 9|
9. |−14.5 − 13| 10. |14.5 − (−13)|
11. Describe any patterns you see in the answers to the problems in the left- and right-hand columns. Why do you think
this pattern exists?
G7-M2-SE-1.3.0-05.2015
Lesson 7 7•2
Lesson 7: Addition and Subtraction of Rational Numbers
Classwork
Exercise 1: Real-World Connection to Adding and Subtracting Rational Numbers
1
Suppose a seventh grader’s birthday is today, and she is 12 years old. How old was she 3 years ago? Write an
2
equation, and use a number line to model your answer.
Example 1: Representing Sums of Rational Numbers on a Number Line

a. Place the tail of the arrow on 12.
1 1 1
b. The length of the arrow is the absolute value of −3 , �−3 � = 3 .
2 2 2
c. The direction of the arrow is to the left since you are adding a negative number to 12.
Draw the number line model in the space below.
Lesson 7: Addition and Subtraction of Rational Numbers S.39
G7-M2-SE-1.3.0-05.2015
Lesson 7 7•2
Exercise 2
1
Find the following sum using a number line diagram: −2 + 5.
2
Example 2: Representing Differences of Rational Numbers on a Number Line

1
Find the following difference, and represent it on a number line: 1 − 2 .
4
a.
Now follow the steps to represent the sum:

b.
c.
d.
Draw the number line model in the space below.
G7-M2-SE-1.3.0-05.2015
Lesson 7 7•2
Exercise 3
1
Find the following difference, and represent it on a number line: −5 − (−8).
2
Exercise 4
Find the following sums and differences using a number line model.
1
a. −6 + 5
4
b. 7 − (−0.9)
1
c. 2.5 + �− �
2
1
d. − +4
4
G7-M2-SE-1.3.0-05.2015
Lesson 7 7•2
1
e. − (−3)
2
Exercise 5
Create an equation and number line diagram to model each answer.
a. Samantha owes her father $7. She just got paid $5.50 for babysitting. If she gives that money to her dad, how
much will she still owe him?
1
b. At the start of a trip, a car’s gas tank contains 12 gallons of gasoline. During the trip, the car consumes 10
8
gallons of gasoline. How much gasoline is left in the tank?
1
c. A fish was swimming 3 feet below the water’s surface at 7:00 a.m. Four hours later, the fish was at a depth
2
1
that is 5 feet below where it was at 7:00 a.m. What rational number represents the position of the fish with
4
respect to the water’s surface at 11:00 a.m.?
G7-M2-SE-1.3.0-05.2015
Lesson 7 7•2
Lesson Summary
The rules for adding and subtracting integers apply to all rational numbers.
The sum of two rational numbers (e.g., −1 + 4.3) can be found on the number line by placing the tail of an arrow at
−1 and locating the head of the arrow 4.3 units to the right to arrive at the sum, which is 3.3.
To model the difference of two rational numbers on a number line (e.g., −5.7 − 3), first rewrite the difference as a
sum, −5.7 + (−3), and then follow the steps for locating a sum. Place a single arrow with its tail at −5.7 and the
head of the arrow 3 units to the left to arrive at −8.7.
Problem Set
Represent each of the following problems using both a number line diagram and an equation.
1
1. A bird that was perched atop a 15 -foot tree dives down six feet to a branch below. How far above the ground is
2
the bird’s new location?
2. Mariah owed her grandfather $2.25 but was recently able to pay him back $1.50. How much does Mariah currently
owe her grandfather?
3. Jake is hiking a trail that leads to the top of a canyon. The trail is 4.2 miles long, and Jake plans to stop for lunch
after he completes 1.6 miles. How far from the top of the canyon will Jake be when he stops for lunch?
4. Sonji and her friend Rachel are competing in a running race. When Sonji is 0.4 miles from the finish line, she notices
that her friend Rachel has fallen. If Sonji runs one-tenth of a mile back to help her friend, how far will she be from
the finish line?
5. Mr. Henderson did not realize his checking account had a balance of $200 when he used his debit card for a
$317.25 purchase. What is his checking account balance after the purchase?
6. If the temperature is −3℉ at 10: 00 p.m., and the temperature falls four degrees overnight, what is the resulting
temperature?
G7-M2-SE-1.3.0-05.2015
Lesson 8 7•2
Lesson 8: Applying the Properties of Operations to Add and

Subtract Rational Numbers
Classwork
Example 1: The Opposite of a Sum is the Sum of its Opposites
Explain the meaning of “The opposite of a sum is the sum of its opposites.” Use a specific math example.
Rational Rational Opposite of

Sum
Number Number the Sum
Opposite Opposite
Rational Rational Sum
Number Number
Exercise 1
Represent the following expression with a single rational number.
2 1 3
−2 + 3 −
5 4 5
Lesson 8: Applying the Properties of Operations to Add and Subtract Rational S.44
Numbers
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Lesson 8 7•2
Example 2: A Mixed Number Is a Sum

2
Use the number line model shown below to explain and write the opposite of 2 as a sum of two rational numbers.
5
𝟐𝟐 𝟐𝟐
− �𝟐𝟐 + � 𝟐𝟐 +
𝟓𝟓 𝟓𝟓
𝟐𝟐
𝟐𝟐
𝟓𝟓
−𝟐𝟐 𝟎𝟎 𝟐𝟐
The opposite of a sum (top single arrow pointing left) and the sum of the opposites correspond to
the same point on the number line.
Exercise 2
Rewrite each mixed number as the sum of two signed numbers.
5 1 11
a. −9 b. −2 c. 8
8 2 12
Exercise 3
Represent each sum as a mixed number.
5 1 1
a. −1 + �− � b. 30 + c. −17 + �− �
12 8 9
Numbers
G7-M2-SE-1.3.0-05.2015
Lesson 8 7•2
Exercise 4
1
Mr. Mitchell lost 10 pounds over the summer by jogging each week. By winter, he had gained 5 pounds. Represent
8
this situation with an expression involving signed numbers. What is the overall change in Mr. Mitchell’s weight?
Exercise 5
5 2
Jamal is completing a math problem and represents the expression −5 + 8 − 3 with a single rational number as
7 7
shown in the steps below. Justify each of Jamal’s steps. Then, show another way to solve the problem.
5 2
= −5 + 8 + �−3 �
7 7
5 2
= −5 + �−3 � + 8
7 7
5 2
= −5 + �− � + (−3) + �− � + 8
7 7
5 2
= −5 + �− � + �− � + (−3) + 8
7 7
= −5 + (−1) + (−3) + 8
= −6 + (−3) + 8
= (−9) + 8
= −1
Numbers
G7-M2-SE-1.3.0-05.2015
Lesson 8 7•2
Lesson Summary
 Use the properties of operations to add and subtract rational numbers more efficiently. For instance,
2 2 2 2
−5 + 3.7 + 5 = �−5 + 5 � + 3.7 = 0 + 3.7 = 3.7.
9 9 9 9
 The opposite of a sum is the sum of its opposites as shown in the examples that follow:
4 4
−4 = −4 + �− �
7 7
−(5 + 3) = −5 + (−3)
Problem Set
1. Represent each sum as a single rational number.

8 1 1
a. −14 + �− � b. 7+ c. −3 + �− �
9 9 6
Rewrite each of the following to show that the opposite of a sum is the sum of the opposites. Problem 2 has been
completed as an example.
2. −(9 + 8) = −9 + (−8)
−17 = −17
1
3. − � + 6�
4
4. −�10 + (−6)�
1
5. − �(−55) + �
2
Use your knowledge of rational numbers to answer the following questions.

6. Meghan said the opposite of the sum of −12 and 4 is 8. Do you agree? Why or why not?
7. Jolene lost her wallet at the mall. It had $10 in it. When she got home, her brother felt sorry for her and gave her
$5.75. Represent this situation with an expression involving rational numbers. What is the overall change in the
amount of money Jolene has?
1
8. Isaiah is completing a math problem and is at the last step: 25 − 28 . What is the answer? Show your work.
5
Numbers
G7-M2-SE-1.3.0-05.2015
Lesson 8 7•2
9. A number added to its opposite equals zero. What do you suppose is true about a sum added to its opposite?
Use the following examples to reach a conclusion. Express the answer to each example as a single rational number.
a. (3 + 4) + (−3 + −4)
b. (−8 + 1) + (8 + (− 1))
1 1 1 1
c. �− + �− �� + � + �
2 4 2 4
Numbers
G7-M2-SE-1.3.0-05.2015
Lesson 9 7•2

Classwork
Exercise 1
2 2
Unscramble the cards, and show the steps in the correct order to arrive at the solution to 5 − �8.1 + 5 �.
9 9
0 + (−8.1)
2 2
�5 + �− 5 �� + (−8.1)
9 9
−8.1
2 2
5 + �−8.1 + �− 5 ��
9 9
2 2
5 + �− 5 + (−8.1)�
9 9
Numbers
G7-M2-SE-1.3.0-05.2015
Lesson 9 7•2
Examples 1–2
Represent each of the following expressions as one rational number. Show and explain your steps.
4 4
1. 4 − �4 − 10�
7 7
4
2. 5 + �−4 �
7
Numbers
G7-M2-SE-1.3.0-05.2015
Lesson 9 7•2
Exercise 2: Team Work!
a. −5.2 − (−3.1) + 5.2 7

b. 32 + �−12 �
8
1 5 16 4
c. 3 + 20.3 − �−5 �
6 6 d. − (−1.8) −
20 5
Exercise 3
Explain, step by step, how to arrive at a single rational number to represent the following expression. Show both a
written explanation and the related math work for each step.
1
−24 − �− � − 12.5
2
Numbers
G7-M2-SE-1.3.0-05.2015
Lesson 9 7•2
Lesson Summary
 Use the properties of operations to add and subtract rational numbers more efficiently. For instance,
2 2 2 2
−5 + 3.7 + 5 = �−5 + 5 � + 3.7 = 0 + 3.7 = 3.7.
9 9 9 9
 The opposite of a sum is the sum of its opposites as shown in the examples that follow:
4 4
−4 = −4 + �− �.
7 7
−(5 + 3) = −5 + (−3).
Problem Set
Show all steps taken to rewrite each of the following as a single rational number.
4
1. 80 + �−22 �
15
3
2. 10 + �−3 �
8
1 3
3. + 20.3 − �−5 �
5 5
11 5
4. − (−10) −
12 6
5. Explain, step by step, how to arrive at a single rational number to represent the following expression. Show both a
written explanation and the related math work for each step.
3 1
1− + �−12 �
4 4
Numbers
G7-M2-SE-1.3.0-05.2015
Lesson 10 7•2
Lesson 10: Understanding Multiplication of Integers
Classwork
Exercise 1: Integer Game Revisited
In groups of four, play one round of the Integer Game (see Integer Game outline for directions).
Example 1: Product of a Positive Integer and a Negative Integer

Part A:
Part B:
Use your cards from Part B to answer the questions below.

a. Write a product that describes the three matching cards.
b. Write an expression that represents how each of the  cards changes your score.
c. Write an equation that relates these two expressions.
d. Write an integer that represents the total change to your score by the three  cards.
e. Write an equation that relates the product and how it affects your score.
Lesson 10: Understanding Multiplication of Integers S.53
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Lesson 10 7•2
Part C:
Part D:
Use your cards from Part D to answer the questions below.

f. Write a product that describes the five matching cards.
g. Write an expression that represents how each of the  cards changes your score.
h. Write an equation that relates these two expressions.
i. Write an integer that represents the total change to your score by the five  cards.
j. Write an equation that relates the product and how it affects your score.
k. Use the expression 5 × 4 to relate the multiplication of a positive valued card to addition.
l. Use the expression 3 × (−5) to relate the multiplication of a negative valued card to addition.
G7-M2-SE-1.3.0-05.2015
Lesson 10 7•2
Example 2: Product of a Negative Integer and a Positive Integer

a. If all of the 4’s from the playing hand on the right are discarded,
how will the score be affected? Model this using a product in an
equation. −5 4 4 4
b. What three matching cards could be added to those pictured to get the same change in score? Model this
using a product in an equation.
c. Seeing how each play affects the score, relate the products that you used to model them. What do you
conclude about multiplying integers with opposite signs?
Example 3: Product of Two Negative Integers

a. If the matching cards from the playing hand on the right are discarded, −2 −2 −2
how will this hand’s score be affected? Model this using a product in an
equation.
−3 −2 1
b. What four matching cards could be added to those pictured to get the same change in score? Model this using
a product in an equation.
G7-M2-SE-1.3.0-05.2015
Lesson 10 7•2
c. Seeing how each play affects the score, relate the products that you used to model them. What do you
conclude about multiplying integers with the same sign?
d. Using the conclusions from Examples 2 and 3, what can we conclude about multiplying integers? Write a few
examples.
G7-M2-SE-1.3.0-05.2015
Lesson 10 7•2
Lesson Summary
Multiplying integers is repeated addition and can be modeled with the Integer Game. If 3 × 𝑎𝑎 corresponds to what
happens to your score if you get three cards of value 𝑎𝑎, then (−3) × 𝑎𝑎 corresponds to what happens to your score
if you lose three cards of value 𝑎𝑎. Adding a number multiple times has the same effect as removing the opposite
value the same number of times (e.g., 𝑎𝑎 × 𝑏𝑏 = (−𝑎𝑎) × (−𝑏𝑏) and 𝑎𝑎 × (−𝑏𝑏) = (−𝑎𝑎) × 𝑏𝑏).
Problem Set
1. Describe sets of two or more matching integer cards that satisfy the criteria in each part below:
a. Cards increase the score by eight points.
b. Cards decrease the score by 9 points.
c. Removing cards that increase the score by 10 points.
d. Positive cards that decrease the score by 18 points.
2. You have the integer cards shown at the right when your teacher tells
5 −3
you to choose a card to multiply four times. If your goal is to get your
score as close to zero as possible, which card would you choose? Explain
how your choice changes your score. −4 3
3. Sherry is playing the Integer Game and is given a chance to discard a set of matching cards. Sherry determines that
if she discards one set of cards, her score will increase by 12. If she discards another set, then her score will
decrease by eight. If her matching cards make up all six cards in her hand, what cards are in Sherry’s hand? Are
there any other possibilities?
G7-M2-SE-1.3.0-05.2015
Lesson 11 7•2
Lesson 11: Develop Rules for Multiplying Signed Numbers
Classwork
Example 1: Extending Whole Number Multiplication to the Integers
Part A: Complete quadrants 𝐼𝐼 and 𝐼𝐼𝐼𝐼 of the table below to show how sets of matching integer cards will affect a player’s
score in the Integer Game. For example, three 2s would increase a player’s score by 0 + 2 + 2 + 2 = 6 points.
Quadrant 𝐼𝐼𝐼𝐼 Quadrant 𝐼𝐼
What does this quadrant 5 What does this quadrant

represent? represent?
4
_____________________ _____________________
_____________________ 3 _____________________
_____________________ 2 6 _____________________
_____________________ _____________________
1
Number of
1 2 3 4 5
matching cards
What does this quadrant −1 What does this quadrant
represent? represent?
−2
_____________________ _____________________
_____________________ −3 _____________________
_____________________ −4 _____________________
_____________________ _____________________
−5
Quadrant 𝐼𝐼𝐼𝐼𝐼𝐼 Quadrant 𝐼𝐼𝐼𝐼

Integer card values
a. What patterns do you see in the right half of the table?
b. Enter the missing integers in the left side of the middle row, and describe what they represent.
Lesson 11: Develop Rules for Multiplying Signed Numbers S.58
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Lesson 11 7•2
Part B: Complete quadrant 𝐼𝐼𝐼𝐼 of the table.

c. What relationships or patterns do you notice between the products (values) in quadrant 𝐼𝐼𝐼𝐼 and the products
(values) in quadrant 𝐼𝐼?
d. What relationships or patterns do you notice between the products (values) in quadrant 𝐼𝐼𝐼𝐼 and the products
(values) in quadrant 𝐼𝐼𝐼𝐼?
e. Use what you know about the products (values) in quadrants 𝐼𝐼, 𝐼𝐼𝐼𝐼, and 𝐼𝐼𝐼𝐼 to describe what quadrant 𝐼𝐼𝐼𝐼𝐼𝐼 will
look like when its products (values) are entered.
Part C: Complete quadrant 𝐼𝐼𝐼𝐼𝐼𝐼 of the table.

Refer to the completed table to help you answer the following questions:
f. Is it possible to know the sign of a product of two integers just by knowing in which quadrant each integer is
located? Explain.
g. Which quadrants contain which values? Describe an Integer Game scenario represented in each quadrant.
G7-M2-SE-1.3.0-05.2015
Lesson 11 7•2
Example 2: Using Properties of Arithmetic to Explain Multiplication of Negative Numbers
Exercise 1: Multiplication of Integers in the Real World

Generate real-world situations that can be modeled by each of the following multiplication problems. Use the Integer
Game as a resource.
a. −3 × 5
b. −6 × (−3)
c. 4 × (−7)
G7-M2-SE-1.3.0-05.2015
Lesson 11 7•2
Lesson Summary
To multiply signed numbers, multiply the absolute values to get the absolute value of the product. The sign of the
product is positive if the factors have the same sign and negative if they have opposite signs.
Problem Set
1. Complete the problems below. Then, answer the question that follows.
3×3 = 3×2 = 3×1 = 3×0 = 3 × (−1) = 3 × (−2) =
2×3 = 2×2 = 2×1 = 2×0 = 2 × (−1) = 2 × (−2) =
1×3 = 1×2 = 1×1 = 1×0 = 1 × (−1) = 1 × (−2) =
0×3 = 0×2 = 0×1 = 0×0 = 0 × (−1) = 0 × (−2) =
−1 × 3 = −1 × 2 = −1 × 1 = −1 × 0 = −1 × (−1) = −1 × (−2) =
−2 × 3 = −2 × 2 = −2 × 1 = −2 × 0 = −2 × (−1) = −2 × (−2) =
−3 × 3 = −3 × 2 = −3 × 1 = −3 × 0 = −3 × (−1) = −3 × (−2) =
Which row shows the same pattern as the outlined column? Are the problems similar or different? Explain.
2. Explain why (−4) × (−5) = 20. Use patterns, an example from the Integer Game, or the properties of operations
to support your reasoning.
3. Each time that Samantha rides the commuter train, she spends $4 for her fare. Write an integer that represents
the change in Samantha’s money from riding the commuter train to and from work for 13 days. Explain your
reasoning.
4. Write a real-world problem that can be modeled by 4 × (−7).
Challenge:
5. Use properties to explain why for each integer 𝑎𝑎, −𝑎𝑎 = −1 × 𝑎𝑎. (Hint: What does �1 + (−1)� × 𝑎𝑎 equal? What is
the additive inverse of 𝑎𝑎?)
G7-M2-SE-1.3.0-05.2015
Lesson 12 7•2
Lesson 12: Division of Integers
Classwork
Exercise 1: Recalling the Relationship Between Multiplication and Division
Record equations from Exercise 1 on the left.
Equations Integers
Example 1: Transitioning from Integer Multiplication Rules to Integer Division Rules

Record your group’s number sentences in the space on the left below.
Equations Integers
Lesson 12: Division of Integers S.62
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Lesson 12 7•2
a. List examples of division problems that produced a quotient that is a negative number.
b. If the quotient is a negative number, what must be true about the signs of the dividend and divisor?
c. List your examples of division problems that produced a quotient that is a positive number.
d. If the quotient is a positive number, what must be true about the signs of the dividend and divisor?
Rules for Dividing Two Integers:
 A quotient is negative if the divisor and the dividend have signs.
 A quotient is positive if the divisor and the dividend have signs.
G7-M2-SE-1.3.0-05.2015
Lesson 12 7•2
Exercise 2: Is the Quotient of Two Integers Always an Integer?

Is the quotient of two integers always an integer? Use the work space below to create quotients of integers. Answer the
question, and use examples or a counterexample to support your claim.
Work Space:
Answer:
Exercise 3: Different Representation of the Same Quotient

Are the answers to the three quotients below the same or different? Why or why not?
a. −14 ÷ 7
b. 14 ÷ (−7)
c. −(14 ÷ 7)
G7-M2-SE-1.3.0-05.2015
Lesson 12 7•2
Lesson Summary
The rules for dividing integers are similar to the rules for multiplying integers (when the divisor is not zero). The
quotient is positive if the divisor and dividend have the same signs and negative if they have opposite signs.
The quotient of any two integers (with a nonzero divisor) will be a rational number. If 𝑝𝑝 and 𝑞𝑞 are integers, then
𝑝𝑝 −𝑝𝑝 𝑝𝑝
−� � = = .
𝑞𝑞 𝑞𝑞 −𝑞𝑞
Problem Set
1. Find the missing values in each column.
Column A Column B Column C Column D

48 ÷ 4 = 24 ÷ 4 = 63 ÷ 7 = 21 ÷ 7 =
−48 ÷ (−4) = −24 ÷ (−4) = −63 ÷ (−7) = −21 ÷ (−7) =
−48 ÷ 4 = −24 ÷ 4 = −63 ÷ 7 = −21 ÷ 7 =
48 ÷ (−4) = 24 ÷ (−4) = 63 ÷ (−7) = 21 ÷ (−7) =
2. Describe the pattern you see in each column’s answers in Problem 1, relating it to the problems’ divisors and
dividends. Why is this so?
3. Describe the pattern you see between the answers for Columns A and B in Problem 1 (e.g., compare the first answer
in Column A to the first answer in Column B; compare the second answer in Column A to the second answer in
Column B). Why is this so?
4. Describe the pattern you see between the answers for Columns C and D in Problem 1. Why is this so?
G7-M2-SE-1.3.0-05.2015
Lesson 13 7•2
Lesson 13: Converting Between Fractions and Decimals Using

Equivalent Fractions
Classwork
Example 1: Representations of Rational Numbers in the Real World
Following the Opening Exercise and class discussion, describe why we need to know how to represent rational numbers
in different ways.
Example 2: Using Place Values to Write (Terminating) Decimals as Equivalent Fractions

a. What is the value of the number 2.25? How can this number be written as a fraction or mixed number?
b. Rewrite the fraction in its simplest form showing all steps that you use.
c. What is the value of the number 2.025? How can this number be written as a mixed number?
d. Rewrite the fraction in its simplest form showing all steps that you use.
Lesson 13: Converting Between Fractions and Decimals Using Equivalent Fractions S.66
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Lesson 13 7•2
Exercise 1
Use place value to convert each terminating decimal to a fraction. Then rewrite each fraction in its simplest form.
a. 0.218
b. 0.16
c. 2.72
d. 0.0005
Example 3: Converting Fractions to Decimals—Fractions with Denominators Having Factors of only 2 or 5

a. What are decimals?
G7-M2-SE-1.3.0-05.2015
Lesson 13 7•2
b. Use the meaning of decimal to relate decimal place values.
3
c. Write the number as a decimal. Describe your process.
100
3
d. Write the number as a decimal. Describe your process.
20
10
e. Write the number as a decimal. Describe your process.
25
8
f. Write the number as a decimal. Describe your process.
40
G7-M2-SE-1.3.0-05.2015
Lesson 13 7•2
Exercise 2
Convert each fraction to a decimal using an equivalent fraction.
3
a. =
16
7
b. =
5
11
c. =
32
35
d. =
50
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Lesson 13 7•2
Lesson Summary
Any terminating decimal can be converted to a fraction using place value (e.g., 0.35 is thirty-five hundredths
35
or ). A fraction whose denominator includes only factors of 2 and 5 can be converted to a decimal by writing
100
the denominator as a power of ten.
Problem Set
1. Convert each terminating decimal to a fraction in its simplest form.

a. 0.4
b. 0.16
c. 0.625
d. 0.08
e. 0.012
2. Convert each fraction or mixed number to a decimal using an equivalent fraction.

4
a.
5
3
b.
40
8
c.
200
5
d. 3
16
3. Tanja is converting a fraction into a decimal by finding an equivalent fraction that has a power of 10 in the
denominator. Sara looks at the last step in Tanja’s work (shown below) and says that she cannot go any further.
Is Sara correct? If she is, explain why. If Sara is incorrect, complete the remaining steps.
72 23 ∙ 32
= 5
480 2 ∙ 3 ∙ 5
G7-M2-SE-1.3.0-05.2015
Lesson 14 7•2
Lesson 14: Converting Rational Numbers to Decimals Using Long

Division
Classwork
Example 1: Can All Rational Numbers Be Written as Decimals?
a. Using the division button on your calculator, explore various quotients of integers 1 through 11. Record your
fraction representations and their corresponding decimal representations in the space below.
b. What two types of decimals do you see?
Example 2: Decimal Representations of Rational Numbers

In the chart below, organize the fractions and their corresponding decimal representation listed in Example 1 according
to their type of decimal.
What do these fractions have in common? What do these fractions have in common?
Lesson 14: Converting Rational Numbers to Decimals Using Long Division S.71
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Lesson 14 7•2
Example 3: Converting Rational Numbers to Decimals Using Long Division

3
Use the long division algorithm to find the decimal value of − .
4
Exercise 1
Convert each rational number to its decimal form using long division.
7
a. − =
8
3
b. =
16
G7-M2-SE-1.3.0-05.2015
Lesson 14 7•2
Example 4: Converting Rational Numbers to Decimals Using Long Division

1
Use long division to find the decimal representation of .
3
Exercise 2
Calculate the decimal values of the fraction below using long division. Express your answers using bars over the shortest
sequence of repeating digits.
4 1
a. − b. −
9 11
1 5
c. d. −
7 6
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Lesson 14 7•2
Example 5: Fractions Represent Terminating or Repeating Decimals

How do we determine whether the decimal representation of a quotient of two integers, with the divisor not equal to
zero, will terminate or repeat?
Example 6: Using Rational Number Conversions in Problem Solving

a. Eric and four of his friends are taking a trip across the New York State Thruway. They decide to split the cost of
tolls equally. If the total cost of tolls is $8, how much will each person have to pay?
b. Just before leaving on the trip, two of Eric’s friends have a family emergency and cannot go. What is each
person’s share of the $8 tolls now?
G7-M2-SE-1.3.0-05.2015
Lesson 14 7•2
Lesson Summary
The real world requires that we represent rational numbers in different ways depending on the context of a
situation. All rational numbers can be represented as either terminating decimals or repeating decimals using the
long division algorithm. We represent repeating decimals by placing a bar over the shortest sequence of repeating
digits.
Problem Set
1. Convert each rational number into its decimal form.

1
= _______________
9
1
= _______________
6
2
= _______________
9
1 2 3
= _______________ = _______________ = _______________
3 6 9
4
= _______________
9
3
= _______________
6
5
= _______________
9
2 4 6
= _______________ = _______________ = _______________
3 6 9
7
= _______________
9
5
= _______________
6
8
= _______________
9
One of these decimal representations is not like the others. Why?
G7-M2-SE-1.3.0-05.2015
Lesson 14 7•2
Enrichment:
1
2. Chandler tells Aubrey that the decimal value of − is not a repeating decimal. Should Aubrey believe him?
17
Explain.
3. Complete the quotients below without using a calculator, and answer the questions that follow.
a. Convert each rational number in the table to its decimal equivalent.
1 2 3 4 5
= = = = =
11 11 11 11 11
6 7 8 9 10
= = = = =
11 11 11 11 11
Do you see a pattern? Explain.

b. Convert each rational number in the table to its decimal equivalent.
0 10 20 30 45
= = = = =
99 99 99 99 99
58 62 77 81 98
= = = = =
99 99 99 99 99
Do you see a pattern? Explain.

c. Can you find other rational numbers that follow similar patterns?
G7-M2-SE-1.3.0-05.2015
Lesson 15 7•2
Lesson 15: Multiplication and Division of Rational Numbers
Classwork
Exercise 1
a. In the space below, create a word problem that involves integer multiplication. Write an equation to model
the situation.
b. Now change the word problem by replacing the integers with non-integer rational numbers (fractions or
decimals), and write the new equation.
c. Was the process used to solve the second problem different from the process used to solve the first? Explain.
d. The Rules for Multiplying Rational Numbers are the same as the Rules for Multiplying Integers:
1. ____________________________________________________________________________________
2. ____________________________________________________________________________________
3. ____________________________________________________________________________________
Lesson 15: Multiplication and Division of Rational Numbers S.77
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Lesson 15 7•2
Exercise 2
a. In one year, Melinda’s parents spend $2,640.90 on cable and internet service. If they spend the same amount
each month, what is the resulting monthly change in the family’s income?
b. The Rules for Dividing Rational Numbers are the same as the Rules for Dividing Integers:
1. ______________________________________________________________________________________
2. ______________________________________________________________________________________
3. ______________________________________________________________________________________
Exercise 3
Use the fundraiser chart to help answer the questions that follow.
Grimes Middle School Flower Fundraiser
Number Price per Paid?

Customer Plant Type Total
of Plants Plant Yes or No
Tamara Jones tulip 2 $4.25 No
Mrs. Wolff daisy 1 $3.75 $ 3.75 Yes
Mr. Clark geranium 5 $2.25 Yes
Susie (Jeremy’s sister) violet 1 $2.50 $ 2.50 Yes
Nana and Pop (Jeremy’s grandparents) daisy 4 $3.75 $15.00 No
Jeremy is selling plants for the school’s fundraiser, and listed above is a chart from his fundraiser order form. Use the
information in the chart to answer the following questions. Show your work, and represent the answer as a rational
number; then, explain your answer in the context of the situation.
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Lesson 15 7•2
a. If Tamara Jones writes a check to pay for the plants, what is the resulting change in her checking account
balance?
Numerical Answer:
Explanation:
b. Mr. Clark wants to pay for his order with a $20 bill, but Jeremy does not have change. Jeremy tells Mr. Clark
he will give him the change later. How will this affect the total amount of money Jeremy collects? Explain.
What rational number represents the change that must be made to the money Jeremy collects?
Numerical Answer:
Explanation:
c. Jeremy’s sister, Susie, borrowed the money from their mom to pay for her order. Their mother has agreed to
deduct an equal amount of money from Susie’s allowance each week for the next five weeks to repay the loan.
What is the weekly change in Susie’s allowance?
Numerical Answer:
Explanation:
G7-M2-SE-1.3.0-05.2015
Lesson 15 7•2
d. Jeremy’s grandparents want to change their order. They want to order three daisies and one geranium,
instead of four daisies. How does this change affect the amount of their order? Explain how you arrived at
your answer.
e. Jeremy approaches three people who do not want to buy any plants; however, they wish to donate some
money for the fundraiser when Jeremy delivers the plants one week later. If the people promise to donate a
total of $14.40, what will be the average cash donation?
f. Jeremy spends one week collecting orders. If 22 people purchase plants totaling $270, what is the average
amount of Jeremy’s sale?
G7-M2-SE-1.3.0-05.2015
Lesson 15 7•2
Lesson Summary
The rules that apply for multiplying and dividing integers apply to rational numbers. We can use the products and
quotients of rational numbers to describe real-world situations.
Problem Set
1. At lunch time, Benjamin often borrows money from his friends to buy snacks in the school cafeteria. Benjamin
borrowed $0.75 from his friend Clyde five days last week to buy ice cream bars. Represent the amount Benjamin
borrowed as the product of two rational numbers; then, determine how much Benjamin owed his friend last week.
2. Monica regularly records her favorite television show. Each episode of the show requires 3.5% of the total capacity
of her video recorder. Her recorder currently has 62% of its total memory free. If Monica records all five episodes
this week, how much space will be left on her video recorder?
For Problems 3–5, find at least two possible sets of values that will work for each problem.
1
3. Fill in the blanks with two rational numbers (other than 1 and −1). ____ × �− � × ____ = −20
2
What must be true about the relationship between the two numbers you chose?
4. Fill in the blanks with two rational numbers (other than 1 and −1). −5.6 × 100 ÷ 80 × ____ × ____ = 700
5. Fill in the blanks with two rational numbers. ____ × ____ = −0.75
For Problems 6–8, create word problems that can be represented by each expression, and then represent each product
or quotient as a single rational number.
6. 8 × (−0.25)
1
7. −6 ÷ �1 �
3
1
8. − × 12
2
G7-M2-SE-1.3.0-05.2015
Lesson 16 7•2
Lesson 16: Applying the Properties of Operations to Multiply and

Divide Rational Numbers
Classwork
Example 1: Using the Commutative and Associative Properties to Efficiently Multiply Rational Numbers
a. Evaluate the expression below.
−6 × 2 × (−2) × (−5) × (−3)
b. What types of strategies were used to evaluate the expressions?
c. Can you identify the benefits of choosing one strategy versus another?
d. What is the sign of the product, and how was the sign determined?
Lesson 16: Applying the Properties of Operations to Multiply and Divide Rational S.82
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Lesson 16 7•2
Exercise 1
Find an efficient strategy to evaluate the expression and complete the necessary work.
−1 × (−3) × 10 × (−2) × 2
Exercise 2
Find an efficient strategy to evaluate the expression and complete the necessary work.
1 1
4× × (−8) × 9 × �− �
3 2
Exercise 3
What terms did you combine first and why?
Numbers
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Lesson 16 7•2
Exercise 4
Refer to the example and exercises. Do you see an easy way to determine the sign of the product first?
Example 2: Using the Distributive Property to Multiply Rational Numbers

Rewrite the mixed number as a sum; then, multiply using the distributive property.
1
−6 × �5 �
3
Exercise 5
Multiply the expression using the distributive property.
1
9 × �−3 �
2
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Lesson 16 7•2
Example 3: Using the Distributive Property to Multiply Rational Numbers

Evaluate using the distributive property.
3 1
16 × �− � + 16 ×
8 4
Example 4: Using the Multiplicative Inverse to Rewrite Division as Multiplication

Rewrite the expression as only multiplication and evaluate.
2 1
1÷ × (−8) × 3 ÷ �− �
3 2
Exercise 6
1 1
4.2 × �− � ÷ × (−10)
3 6
Numbers
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Lesson 16 7•2
Lesson Summary
Multiplying and dividing using the strict order of the operations in an expression is not always efficient. The
properties of multiplication allow us to manipulate the expression by rearranging and regrouping factors that are
easier to compute (like grouping factors 2 and 5 to get 10).
Where division is involved, we can easily rewrite the division by a number as multiplication by its reciprocal, and
then use the properties of multiplication.
If an expression is only a product of factors, then the sign of its value is easily determined by the number of
negative factors: the sign is positive if there are an even number of negative factors and negative if there is an odd
number of factors.
Problem Set
1
1. Evaluate the expression −2.2 × (−2) ÷ �− � × 5
4
a. Using the order of operations only.
b. Using the properties and methods used in Lesson 16.
c. If you were asked to evaluate another expression, which method would you use, (a) or (b), and why?
2. Evaluate the expressions using the distributive property.

1
a. �2 � × (−8)
4
2 2
b. (−7) + (−5)
3 3
3. Mia evaluated the expression below but got an incorrect answer. Find Mia’s error(s), find the correct value of the
expression, and explain how Mia could have avoided her error(s).
1
0.38 × 3 ÷ �− � × 5 ÷ (−8)
20
1
0.38 × 5 × � � × 3 × (−8)
20
1
0.38 × � � × 3 × (−8)
4
1
0.38 × � � × (−24)
4
0.38 × (−6)
−2.28
Numbers
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Lesson 17 7•2
Lesson 17: Comparing Tape Diagram Solutions to Algebraic

Solutions
Classwork
Opening Exercise
For his birthday, Zack and three of his friends went to a movie. They each got a ticket for $8.00 and the same snack from
the concession stand. If Zack’s mom paid $48 for the group’s tickets and snacks, how much did each snack cost?
The equation 4(𝑠𝑠 + 8) = 48 represents the situation when 𝑠𝑠 represents the cost, in dollars, of one snack.
Exploratory Challenge: Expenses on Your Family Vacation

John and Ag are summarizing some of the expenses of their family vacation for themselves and their three children,
Louie, Missy, and Bonnie. Write an algebraic equation, create a model to determine how much each item will cost using
all of the given information, and answer the questions that follow.
Expenses:
Car and insurance fees: $400 Airfare and insurance fees: $875 Motel and tax: $400
Baseball game and hats: $103.83 Movies for one day: $75 Soda and pizza: $37.95
Sandals and T-shirts: $120
Lesson 17: Comparing Tape Diagram Solutions to Algebraic Solutions S.87
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Lesson 17 7•2
Your Group’s Scenario Solution:
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Lesson 17 7•2
After collaborating with all of the groups, summarize the findings in the table below.
Cost of Evening Movie
Cost of 1 Slice of Pizza
Cost of the Admission Ticket to the Baseball Game
Cost of 1 T-Shirt
Cost of 1 Airplane Ticket
Daily Cost for Car Rental
Nightly Charge for Motel
Using the results, determine the cost of the following:

1. A slice of pizza, 1 plane ticket, 2 nights in the motel, and 1 evening movie.
2. One T-shirt, 1 ticket to the baseball game, and 1 day of the rental car.
G7-M2-SE-1.3.0-05.2015
Lesson 17 7•2
Exercise
The cost of a babysitting service on a cruise is $10 for the first hour and $12 for each additional hour. If the total cost of
babysitting baby Aaron was $58, how many hours was Aaron at the sitter?
G7-M2-SE-1.3.0-05.2015
Lesson 17 7•2
Lesson Summary
Tape diagrams can be used to model and identify the sequence of operations to find a solution algebraically.
The goal in solving equations algebraically is to isolate the variable.
The process of doing this requires undoing addition or subtraction to obtain a 0 and undoing multiplication or
division to obtain a 1. The additive inverse and multiplicative inverse properties are applied to get the 0 (the
additive identity) and 1 (the multiplicative identity).
The addition and multiplication properties of equality are applied because in an equation, 𝐴𝐴 = 𝐵𝐵, when a number is
added or multiplied to both sides, the resulting sum or product remains equal.
Problem Set
1. A taxi cab in Myrtle Beach charges $2 per mile and $1 for every person. If a taxi cab ride for two people costs $12,
how far did the taxi cab travel?
2. Heather works as a waitress at her family’s restaurant. She works 2 hours every morning during the breakfast shift
and returns to work each evening for the dinner shift. In the last four days, she worked 28 hours. If Heather works
the same number of hours every evening, how many hours did she work during each dinner shift?
3. Jillian exercises 5 times a week. She runs 3 miles each morning and bikes in the evening. If she exercises a total of
30 miles for the week, how many miles does she bike each evening?
4. Marc eats an egg sandwich for breakfast and a big burger for lunch every day. The egg sandwich has 250 calories. If
Marc has 5,250 calories for breakfast and lunch for the week in total, how many calories are in one big burger?
5. Jackie won tickets playing the bowling game at the local arcade. The first time, she won 60 tickets. The second
time, she won a bonus, which was 4 times the number of tickets of the original second prize. Altogether she won
200 tickets. How many tickets was the original second prize?
G7-M2-SE-1.3.0-05.2015
Lesson 18 7•2
Lesson 18: Writing, Evaluating, and Finding Equivalent

Expressions with Rational Numbers
Classwork
Exercise 1
John’s father asked him to compare several different cell phone plans and identify which plan will be the least expensive
for the family. Each phone company charges a monthly fee, but this fee does not cover any services: phone lines,
texting, or internet access. Use the information contained in the table below to answer the following questions.
Cell Phone Plans
Monthly Fee Price per line for Price per line for
Price per Phone Line
Name of Plan (Includes 1,500 Unlimited Texting Internet Access
𝑥𝑥
shared minutes) 𝑦𝑦 𝑧𝑧
Company A $70 $20 $15 $15
Company B $90 $15 $10 $20
included in monthly included in monthly

Company C $200 $10
fee fee
All members of the family may not want identical plans; therefore, we will let 𝑥𝑥 represent the number of phone lines, 𝑦𝑦
represent the number of phone lines with unlimited texting, and 𝑧𝑧 represent the number of phone lines with internet
access.
Expression
Company A ____________________________________
Company B ____________________________________
Company C ____________________________________
Lesson 18: Writing, Evaluating, and Finding Equivalent Expressions with Rational S.92
Numbers
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Lesson 18 7•2
Using the expressions above, find the cost to the family of each company’s phone plan if:
a. Four people want a phone line, four people want unlimited texting, and the family needs two internet lines.
Company A Company B Company C
Which cell phone company should John’s family use? Why?
b. Four people want a phone line, four people want unlimited texting, and all four people want internet lines.
Numbers
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Lesson 18 7•2
c. Two people want a phone line, two people want unlimited texting, and the family needs two internet lines.
Exercise 2
Three friends went to the movies. Each purchased a medium-sized popcorn for 𝑝𝑝 dollars and a small soft drink for
𝑠𝑠 dollars.
a. Write the expression that represents the total amount of money (in dollars) the three friends spent at the
concession stand.
b. If the concession stand charges $6.50 for a medium-sized popcorn and $4.00 for a small soft drink, how much
did the three friends spend on their refreshments altogether?
Numbers
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Lesson 18 7•2
Exercise 3
Complete the table below by writing equivalent expressions to the given expression and evaluating each expression with
the given values.
Equivalent Expressions
EXAMPLE: 4(𝑥𝑥 + 2𝑦𝑦) 4𝑥𝑥 + 8𝑦𝑦 4𝑥𝑥 + 4𝑦𝑦 + 4𝑦𝑦

Evaluate 4�2 + 2(−1)� 4(2) + 8(−1) 4(2) + 4(−1) + 4(−1)
𝑥𝑥 = 2, 4(0) 8 + (−8) 8 + (−4) + (−4)
𝑦𝑦 = −1 0 0 0
1. Evaluate 5(3 − 4𝑦𝑦)

𝑦𝑦 = 1
2. Evaluate −3𝑥𝑥 + 12𝑦𝑦

𝑥𝑥 = 5,
𝑦𝑦 = −2
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Lesson 18 7•2
3. Evaluate −2𝑥𝑥 + 10𝑥𝑥 − 6𝑦𝑦

1
𝑥𝑥 = − ,
2
𝑦𝑦 = 1
Numbers
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Lesson 18 7•2
Lesson Summary
 An expression is a number or a letter, which can be raised to a whole number exponent. An expression
can be a product whose factors are any one of the entities described above. An expression can also be
the sum or difference of the products described above.
 To evaluate an expression, replace each variable with its corresponding numerical value. Using order of
operations, the expression can be written as a single numerical value.
 When numbers are substituted into all the letters in an expression and the results are the same, then the
expressions are equivalent.
Problem Set
1. Sally is paid a fixed amount of money to walk her neighbor’s dog every day after school. When she is paid each
month, she puts aside $20 to spend and saves the remaining amount. Write an expression that represents the
amount Sally will save in 6 months if she earns 𝑚𝑚 dollars each month. If Sally is paid $65 each month, how much
will she save in 6 months?
2. A football team scored 3 touchdowns, 3 extra points, and 4 field goals.

a. Write an expression to represent the total points the football team scored.
b. Write another expression that is equivalent to the one written above.
c. If each touchdown is worth 6 points, each extra point is 1 point, and each field goal is 3 points, how many total
points did the team score?
3. Write three other expressions that are equivalent to 8𝑥𝑥 − 12.
Numbers
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Lesson 18 7•2
4. Profit is defined as earnings less expenses (earnings − expenses). At the local hot-air balloon festival, the Ma & Pops
Ice Cream Truck sells ice cream pops, which cost them $0.75 each, but are sold for $2 each. They also paid $50 to
the festival’s organizers for a vendor permit. The table below shows the earnings, expenses, and profit earned
when 50, 75, and 100 ice cream pops were sold at the festival.
Number of Pops
Earnings Expenses Profit
Sold
50(0.75) + 50
50 50(2) = 100 100 − 87.5 = 12.50
37.5 + 50 = 87.5
75(0.75) + 50
75 75(2) = 150 150 − 106.25 = 43.75
56.25 + 50 = 106.25
100(0.75) + 50
100 100(2) = 200 200 − 125 = 75
75 + 50 = 125
a. Write an expression that represents the profit (in dollars) Ma & Pops earned by selling ice cream pops at the
festival.
b. Write an equivalent expression.
c. How much of a profit did Ma & Pops Ice Cream Truck make if it sold 20 ice cream pops? What does this mean?
Explain why this might be the case.
d. How much of a profit did Ma & Pops Ice Cream Truck make if it sold 75 ice cream pops? What does this mean?
Explain why this might be the case.
Numbers
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Lesson 19 7•2

Classwork
Example 1: Tic-Tac-Toe Review
Fill in the 9 spaces with one expression from the list below. Use one expression per space. You will use 9 of the
expressions:
12 − 4𝑥𝑥
8𝑥𝑥 + 4 − 12𝑥𝑥
1
8 � 𝑥𝑥 − 2�
2
12 − 6𝑥𝑥 + 2𝑥𝑥
−4𝑥𝑥 + 4
𝑥𝑥 − 2 + 2𝑥𝑥 − 4
4𝑥𝑥 − 12
4(𝑥𝑥 − 4)
3(𝑥𝑥 − 2)
1
0.1(40𝑥𝑥) − (24)
2
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Lesson 19 7•2
Example 2
Original Price Discount Amount
New Price (Pay 80%) Expression
(100%) (20% Off)
100
50
28
14.50
𝑥𝑥
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Lesson 19 7•2
Example 3
An item that has an original price of 𝑥𝑥 dollars is discounted 33%.
a. Write an expression that represents the amount of the discount.
b. Write two equivalent expressions that represent the new, discounted price.
c. Use one of your expressions to calculate the new, discounted price if the original price was $56.
d. How would the expressions you created in parts (a) and (b) have to change if the item’s price had increased by
33% instead of decreased by 33%?
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Lesson 19 7•2
Example 4
Numbers
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Lesson 19 7•2
Lesson Summary
 Two expressions are equivalent if they yield the same number for every substitution of numbers for the
letters in each expression.
 The expression that allows us to find the cost of an item after the discount has been taken and the sales
tax has been added is written by representing the discount price added to the discount price multiplied by
the sales tax rate.
Problem Set
Solve the following problems. If necessary, round to the nearest penny.

1. A family of 12 went to the local Italian restaurant for dinner. Every family member ordered a drink and meal, 3
ordered an appetizer, and 6 people ordered cake for dessert.
a. Write an expression that can be used to figure out the cost of the bill. Include the definitions for the variables
the server used.
b. The waitress wrote on her ordering pad the following expression: 3(4𝑑𝑑 + 4𝑚𝑚 + 𝑎𝑎 + 2𝑐𝑐). Was she correct?
Explain why or why not.
c. What is the cost of the bill if a drink costs $3, a meal costs $20, an appetizer costs $5.50, and a slice of cake
costs $3.75?
d. Suppose the family had a 10% discount coupon for the entire check and then left an 18% tip. What is the
total?
2. Sally designs web pages for customers. She charges $135.50 per web page; however, she must pay a monthly
rental fee of $650 for her office. Write an expression to determine her take-home pay after expenses. If Sally
designed 5 web pages last month, what was her take-home pay after expenses?
3. While shopping, Megan and her friend Rylie find a pair of boots on sale for 25% off the original price. Megan
calculates the final cost of the boots by first deducting the 25% and then adding the 6% sales tax. Rylie thinks
Megan will pay less if she pays the 6% sales tax first and then takes the 25% discount.
a. Write an expression to represent each girl’s scenario if the original price of the boots was 𝑥𝑥 dollars.
b. Evaluate each expression if the boots originally cost $200.
c. Who was right? Explain how you know.
d. Explain how both girls’ expressions are equivalent.
Numbers
G7-M2-SE-1.3.0-05.2015
Lesson 20 7•2
Lesson 20: Investments—Performing Operations with Rational

Numbers
Classwork
Mathematical Modeling Exercise: College Investments
Justin and Adrienne deposited $20,000 into an investment account for 5 years. They hoped the money invested and the
money made on their investment would amount to at least $30,000 to help pay for their daughter’s college tuition and
expenses. The account they chose has several benefits and fees associated with it. Every 6 months, a summary
statement is sent to Justin and Adrienne. The statement includes the amount of money either gained or lost. Below are
semiannual (twice a year) statements for a period of 5 years. In addition to the statements, the following information is
needed to complete the task:
 For every statement, there is an administrative fee of $15 to cover costs such as secretarial work, office
supplies, and postage.
 If there is a withdrawal made, a broker’s fee is deducted from the account. The amount of the broker’s fee is
2% of the transaction amount.
TASK: Using the above information, semiannual statements, register, and beginning balance, do the following:
1. Record the beginning balance and all transactions from the account statements into the register.
2. Determine the annual gain or loss as well as the overall 5-year gain or loss.
3. Determine if there is enough money in the account after 5 years to cover $30,000 of college expenses for Justin and
Adrienne’s daughter. Write a summary to defend your answer. Be sure to indicate how much money is in excess, or
the shortage that exists.
4. Answer the related questions that follow.
Lesson 20: Investments—Performing Operations with Rational Numbers S.104
G7-M2-SE-1.3.0-05.2015
Lesson 20 7•2
G7-M2-SE-1.3.0-05.2015
Lesson 20 7•2
5. Register
DATE DESCRIPTION OF TRANSACTION WITHDRAWAL DEPOSIT BALANCE EXPRESSION
Beginning Balance --- --- $20,000.00 $20,000.00

Jan. – June: 2008
July – Dec.: 2008
Jan. – June: 2009
July – Dec.: 2009
Jan. – June: 2010
July – Dec.: 2010
Jan. – June: 2011
July – Dec.: 2011
Jan. – June: 2012
July – Dec.: 2012
G7-M2-SE-1.3.0-05.2015
Lesson 20 7•2
6. Annual Gain/Loss Summary
Year Total Gain/(Loss) Numerical Expression
2008
2009
2010
2011
2012
5-Year
Gain/Loss
7. Summary
G7-M2-SE-1.3.0-05.2015
Lesson 20 7•2
8. Related Questions
a. For the first half of 2009, there was a $700 gain on the initial investment of $20,000. Represent the gain as a
percentage of the initial investment.
b. Based on the gains and losses on their investment during this 5-year period, over what period of time was their
investment not doing well? How do you know? What factors might contribute to this?
c. In math class, Jaheim and Frank were working on finding the total amount of the investment after 5 years. As
a final step, Jaheim subtracted $150 for administrative fees from the balance he arrived at after adding in all
the deposits and subtracting out the one withdrawal and broker’s fee. For every semiannual statement, Frank
subtracted $15 from the account balance for the administrative fee. Both boys arrived at the same ending 5-
year balance. How is this possible? Explain.
d. Based on the past statements for their investment account, predict what activity you might expect to see on
Adrienne and Justin’s January–June 2013 account statement. Then record it in the register to arrive at the
balance as of June 30, 2013.
e. Using the answer from part (d), if their daughter’s college bill is due in September 2013 of, how much money
do you estimate will be in their investment account at the end of August 2013 before the college bill is paid?
Support your answer.
G7-M2-SE-1.3.0-05.2015
Lesson 20 7•2
Exercise
Below is a transaction log of a business entertainment account. The transactions are completed and the ending balance
in the account is $525.55. Determine the beginning balance.
DATE DESCRIPTION OF TRANSACTION PAYMENT DEPOSIT BALANCE

Beginning Balance --- ---
12/1/10 Bargain Electronic (i-Pod) 199.99
12/5/10 Lenny’s Drive-Up (Gift Certificate) 75.00
12/7/10 Check from Customer: Reynolds 200.00
12/15/10 Pasta House (Dinner) 285.00
12/20/10 Refund from Clear’s Play House 150.00
12/22/10 Gaffney’s Tree Nursery 65.48 525.55
G7-M2-SE-1.3.0-05.2015
Lesson 20 7•2
Lesson Summary
 Calculations with rational numbers are used when recording investment transactions.
 Deposits are added to an account balance; money is deposited into the account.
 Gains are added to an account balance; they are positive returns on the investment.
 Withdrawals are subtracted from an account balance; money is taken out of the account.
 Losses are subtracted from an account balance; they are negative returns on the investment.
 Fees are subtracted from an account balance; the bank or financial company is charging you for a service.
Problem Set
1. You are planning a fundraiser for your student council. The fundraiser is a Glow in the Dark Dance. Solve each entry
below, and complete the transaction log to determine the ending balance in the student account.
a. The cost of admission to the dance is $7 per person, and all tickets were sold on November 1. Write an
expression to represent the total amount of money collected for admission. Evaluate the expression if 250
people attended the dance.
b. The following expenses were necessary for the dance, and checks were written to each company.
 DJ for the dance—Music Madness DJ costs $200 and paid for on November 3.
 Glow sticks from Glow World, Inc. for the first 100 entrants. Cost of glow sticks was $0.75 each plus 8%
sales tax and bought on November 4.
Complete the transaction log below based on this information
Beginning Balance --- --- 1,243.56
c. Write a numerical expression to determine the cost of the glow sticks.
Analyze the results.

d. Write an algebraic expression to represent the profit earned from the fundraiser. (Profit is the amount of
money collected in admissions minus all expenses.)
e. Evaluate the expression to determine the profit if 250 people attended the dance. Use the variable 𝑝𝑝 to
represent the number of people attending the dance (from part (a)).
f. Using the transaction log above, what was the amount of the profit earned?
G7-M2-SE-1.3.0-05.2015
Lesson 20 7•2
2. The register below shows a series of transactions made to an investment account. Vinnie and Anthony both
completed the register in hopes of finding the beginning balance. As you can see, they do not get the same answer.
Who was correct? What mistake did the other person make? What was the monthly gain or loss?
Original Register
3/1/11 Broker’s Fee 250.00
3/10/11 Loan Withdrawal 895.22
3/15/11 Refund – Misc. Fee 50.00
3/31/11 Investment Results 2,012.22 18,917.00
Vinnie’s Work
3/1/11 Broker’s Fee 250.00 17,750.00
3/10/11 Loan Withdrawal 895.22 16,854.78
3/15/11 Refund – Misc. Fee 50.00 16,904.78
Anthony’s Work
3/1/11 Broker’s Fee 250.00 20,084.00
3/10/11 Loan Withdrawal 895.22 20,979.22
3/15/11 Refund – Misc. Fee 50.00 20,929.22
G7-M2-SE-1.3.0-05.2015
Lesson 21 7•2
Lesson 21: If–Then Moves with Integer Number Cards
Classwork
Exploratory Challenge: Integer Game Revisited
Let’s investigate what happens if a card is added or removed from a hand of integers.
My cards:
My score:
Event 1
My new score:
Conclusion:
Lesson 21: If-Then Moves with Integer Number Cards S.112
G7-M2-SE-1.3.0-05.2015
Lesson 21 7•2
Event 2
My new score:
Conclusion:
Event 3
My new score:
Expression:
Conclusion:
G7-M2-SE-1.3.0-05.2015
Lesson 21 7•2
Event 4
Expression:
Conclusion:
Exercises
1. The table below shows two hands from the Integer Game and a series of changes that occurred to each hand. Part
of the table is completed for you. Complete the remaining part of the table; then summarize the results.
Hand 1 Result Hand 2 Result
Original 1 + (−4) + 2 0 + 5 + (−6)
Add 4 1 + (−4) + 2 + 4
Subtract 1 1 + (−4) + 2 + 4 − 1
Multiply by 3
Divide by 2
G7-M2-SE-1.3.0-05.2015
Lesson 21 7•2
2. Complete the table below using the multiplication property of equality.
Original expression and result Equivalent expression and result
3 + (−5) =
Multiply both expressions by −3
Write a conclusion using if–then
G7-M2-SE-1.3.0-05.2015
Lesson 21 7•2
Lesson Summary
 If a number sentence is true, and the same number is added to both sides of the equation, then the
resulting number sentence is true. (addition property of equality)
 If a number sentence is true, and the same number is subtracted from both sides of the equation, then
the resulting number sentence is true. (subtraction property of equality)
 If a number sentence is true, and both sides of the equation are multiplied by the same number, then the
resulting number sentence is true. (multiplication property of equality)
 If a number sentence is true, and both sides of the equation are divided by the same nonzero number,
then the resulting number sentence is true. (division property of equality)
Problem Set
1. Evaluate the following numerical expressions.
a. 2 + (−3) + 7 b. −4 − 1
5
c. − ×2 d. −10 ÷ 2 + 3
2
1
e. � � (8) + 2 f. 3 + (−4) − 1
2
2. Which expressions from Exercise 1 are equal?
3. If two of the equivalent expressions from Exercise 1 are divided by 3, write an if–then statement using the
properties of equality.
4. Write an if–then statement if −3 is multiplied to the following equation: −1 − 3 = −4.
5. Simplify the expression. 5 + 6−5 + 4 + 7−3 + 6−3

Using the expression, write an equation.
Rewrite the equation if 5 is added to both expressions.
Write an if–then statement using the properties of equality.
G7-M2-SE-1.3.0-05.2015
Lesson 22 7•2
Lesson 22: Solving Equations Using Algebra
Classwork
In this lesson, you will transition from solving equations using tape diagrams to solving equations algebraically by making
zero (using the additive inverse) and making one (using the multiplicative inverse). Justify your work by identifying which
algebraic property you used for each step in solving the problems. Explain your work by writing out how you solved the
equations step by step and relate each step to those used with a tape diagram.
Example 1: Yoshiro’s New Puppy

Yoshiro has a new puppy. She decides to create an enclosure for her puppy in her backyard. The enclosure is in the
shape of a hexagon (six-sided polygon) with one pair of opposite sides running the same distance along the length of two
parallel flower beds. There are two boundaries at one end of the flower beds that are 10 ft. and 12 ft., respectively, and
at the other end, the two boundaries are 15 ft. and 20 ft., respectively. If the perimeter of the enclosure is 137 ft., what
is the length of each side that runs along the flower bed?
Lesson 22: Solving Equations Using Algebra S.117
G7-M2-SE-1.3.0-05.2015
Lesson 22 7•2
Example 2: Swim Practice

Jenny is on the local swim team for the summer and has swim practice four days per week. The schedule is the same
each day. The team swims in the morning and then again for 2 hours in the evening. If she swims 12 hours per week,
how long does she swim each morning?
G7-M2-SE-1.3.0-05.2015
Lesson 22 7•2
Exercises
Solve each equation algebraically using if–then statements to justify each step.
1. 5𝑥𝑥 + 4 = 19
2. 15𝑥𝑥 + 14 = 19
3. Claire’s mom found a very good price on a large computer monitor. She paid $325 for a monitor that was only $65
more than half the original price. What was the original price?
G7-M2-SE-1.3.0-05.2015
Lesson 22 7•2
4. 2(𝑥𝑥 + 4) = 18
5. Ben’s family left for vacation after his dad came home from work on Friday. The entire trip was 600 mi. Dad was
very tired after working a long day and decided to stop and spend the night in a hotel after 4 hours of driving. The
next morning, Dad drove the remainder of the trip. If the average speed of the car was 60 miles per hour, what was
the remaining time left to drive on the second part of the trip? Remember: Distance = rate multiplied by time.
G7-M2-SE-1.3.0-05.2015
Lesson 22 7•2
Lesson Summary
We work backward to solve an algebraic equation. For example, to find the value of the variable in the equation
6𝑥𝑥 − 8 = 40:
1. Use the addition property of equality to add the opposite of −8 to each side of the equation to arrive at
6𝑥𝑥 − 8 + 8 = 40 + 8.
2. Use the additive inverse property to show that −8 + 8 = 0; thus, 6𝑥𝑥 + 0 = 48.
3. Use the additive identity property to arrive at 6𝑥𝑥 = 48.
1
4. Then use the multiplication property of equality to multiply both sides of the equation by to get:
6
1 1
� � 6𝑥𝑥 = � � 48.
6 6
1
5. Then use the multiplicative inverse property to show that (6) = 1; thus, 1𝑥𝑥 = 8.
6
6. Use the multiplicative identity property to arrive at 𝑥𝑥 = 8.
Problem Set
For each problem below, explain the steps in finding the value of the variable. Then find the value of the variable,
showing each step. Write if–then statements to justify each step in solving the equation.
1. 7(𝑚𝑚 + 5) = 21
2. −2𝑣𝑣 + 9 = 25
1
3. 𝑦𝑦 − 18 = 2
3
4. 6 − 8𝑝𝑝 = 38
5. 15 = 5𝑘𝑘 − 13
G7-M2-SE-1.3.0-05.2015
Lesson 23 7•2
Classwork
Exercises
1. Youth Group Trip
The youth group is going on a trip to an amusement park in another part of the state. The trip costs each group
member $150, which includes $85 for the hotel and two one-day combination entrance and meal plan passes.
a. Write an equation representing the cost of the trip. Let 𝑃𝑃 be the cost of the park pass.
b. Solve the equation algebraically to find the cost of the park pass. Then write the reason that justifies each step
using if-then statements.
c. Model the problem using a tape diagram to check your work.
Lesson 23: Solve Equations Using Algebra S.122
G7-M2-SE-1.3.0-05.2015
Lesson 23 7•2
Suppose you want to buy your favorite ice cream bar while at the amusement park and it costs $2.89. If you
purchase the ice cream bar and 3 bottles of water, pay with a $10 bill, and receive no change, then how much did
each bottle of water cost?
d. Write an equation to model this situation.
e. Solve the equation to determine the cost of one water bottle. Then write the reason that justifies each step
f. Model the problem using a tape diagram to check your work.
G7-M2-SE-1.3.0-05.2015
Lesson 23 7•2
2. Weekly Allowance
Charlotte receives a weekly allowance from her parents. She spent half of this week’s allowance at the movies, but
earned an additional $4 for performing extra chores. If she did not spend any additional money and finished the
week with $12, what is Charlotte’s weekly allowance?
a. Write an equation that can be used to find the original amount of Charlotte’s weekly allowance. Let 𝐴𝐴 be the
value of Charlotte’s original weekly allowance.
b. Solve the equation to find the original amount of allowance. Then write the reason that justifies each step
c. Explain your answer in the context of this problem.
G7-M2-SE-1.3.0-05.2015
Lesson 23 7•2
d. Charlotte’s goal is to save $100 for her beach trip at the end of the summer. Use the amount of weekly
allowance you found in part (c) to write an equation to determine the number of weeks that Charlotte must
work to meet her goal. Let 𝑤𝑤 represent the number of weeks.
e. In looking at your answer to part (d) and based on the story above, do you think it will take Charlotte that
many weeks to meet her goal? Why or why not?
3. Travel Baseball Team

Allen is very excited about joining a travel baseball team for the fall season. He wants to determine how much
money he should save to pay for the expenses related to this new team. Players are required to pay for uniforms,
travel expenses, and meals.
a. If Allen buys 4 uniform shirts at one time, he gets a $10.00 discount so that the total cost of 4 shirts would be
$44. Write an algebraic equation that represents the regular price of one shirt. Solve the equation. Write the
reason that justifies each step using if-then statements.
G7-M2-SE-1.3.0-05.2015
Lesson 23 7•2
b. What is the cost of one shirt without the discount?
c. What is the cost of one shirt with the discount?
d. How much more do you pay per shirt if you buy them one at a time (rather than in bulk)?
Allen’s team was also required to buy two pairs of uniform pants and two baseball caps, which total $68. A pair of pants
costs $12 more than a baseball cap.
e. Write an equation that models this situation. Let 𝑐𝑐 represent the cost of a baseball cap.
G7-M2-SE-1.3.0-05.2015
Lesson 23 7•2
f. Solve the equation algebraically to find the cost of a baseball cap. Write the reason that justifies each step
g. Model the problem using a tape diagram in order to check your work from part (f).
h. What is the cost of one cap?
i. What is the cost of one pair of pants?
G7-M2-SE-1.3.0-05.2015
Lesson 23 7•2
Lesson Summary
Equations are useful to model and solve real-world problems. The steps taken to solve an algebraic equation are
the same steps used in an arithmetic solution.
Problem Set
For Exercises 1–4, solve each equation algebraically using if-then statements to justify your steps.
2
1. 𝑥𝑥 − 4 = 20
3
−1+𝑥𝑥
2. 4=
2
3. 12(𝑥𝑥 + 9) = −108
4. 5𝑥𝑥 + 14 = −7
For Exercises 5–7, write an equation to represent each word problem. Solve the equation showing the steps and then
state the value of the variable in the context of the situation.
5. A plumber has a very long piece of pipe that is used to run city water parallel to a major roadway. The pipe is cut
3
into two sections. One section of pipe is 12 ft. shorter than the other. If of the length of the shorter pipe is
4
120 ft., how long is the longer piece of the pipe?
6. Bob’s monthly phone bill is made up of a $10 fee plus $0.05 per minute. Bob’s phone bill for July was $22. Write an
equation to model the situation using 𝑚𝑚 to represent the number of minutes. Solve the equation to determine the
number of phone minutes Bob used in July.
7. Kym switched cell phone plans. She signed up for a new plan that will save her $3.50 per month compared to her
old cell phone plan. The cost of the new phone plan for an entire year is $294. How much did Kym pay per month
under her old phone plan?
G7-M2-SE-1.3.0-05.2015
Exit Ticket Packet
Lesson 1 7•2
Name Date
Lesson 1: Opposite Quantities Combine to Make Zero
Exit Ticket
1. Your hand starts with the 7 card. Find three different pairs that would complete your hand and result in a value of
zero.
2. Write an equation to model the sum of the situation below.

A hydrogen atom has a zero charge because it has one negatively charged electron and one positively charged
proton.
Lesson 1: Opposite Quantities Combine to Make Zero ͘1
G7-M2-ETP-1.3.0-05.2015
Lesson 1 7•2
Write an equation for each diagram below. How are these equations alike? How are they different? What is it
about the diagrams that lead to these similarities and differences?
Diagram A:
Diagram B:
Lesson 1: Opposite Quantities Combine to Make Zero ͘ϭ
G7-M2-ETP-1.3.0-05.2015
Lesson 2 7•2
Name Date
Lesson 2: Using the Number Line to Model the Addition of

Integers
Exit Ticket
𝟑𝟑
−𝟐𝟐
−𝟓𝟓
Jessica made the addition model below of the expression (−5) + (−2) + 3.
a. Do the arrows correctly represent the numbers that Jessica is using in her expression?
b. Jessica used the number line diagram above to conclude that the sum of the three numbers is 1. Is she
correct?
c. If she is incorrect, find the sum, and draw the correct model.
d. Write a real-world situation that would represent the sum.
Lesson 2: Using the Number Line to Model the Addition of Integers ͘Ϯ
G7-M2-ETP-1.3.0-05.2015
Lesson 3 7•2
Name Date
Lesson 3: Understanding Addition of Integers
Exit Ticket
1. Refer to the diagram to the right.

a. Write an equation for the diagram to the right. _______________________ 𝟎𝟎
−𝟏𝟏
−𝟐𝟐
b. Find the sum. _______________________ −𝟑𝟑
−𝟒𝟒
−𝟓𝟓
c. Describe the sum in terms of the distance from the first addend. Explain. −𝟔𝟔
−𝟕𝟕
−𝟖𝟖
−𝟗𝟗
d. What integers do the arrows represent? ________________________
−𝟏𝟏𝟏𝟏
2. Jenna and Jay are playing the Integer Game. Below are the two cards they selected.
a. How do the models for these two addition problems differ on a number line? How are they the same?
Jenna’s Hand Jay’s Hand
𝟑𝟑 −𝟓𝟓 𝟑𝟑 𝟓𝟓
b. If the order of the cards changed, how do the models for these two addition problems differ on a number line?
How are they the same?
Jenna’s Hand Jay’s Hand
−𝟓𝟓 𝟑𝟑 𝟓𝟓 𝟑𝟑
Lesson 3: Understanding Addition of Integers ͘ϯ
G7-M2-ETP-1.3.0-05.2015
Lesson 4 7•2
Name Date
Lesson 4: Efficiently Adding Integers and Other Rational Numbers
Exit Ticket
3
1. Write an addition problem that has a sum of −4 and
5
a. The two addends have the same sign.
b. The two addends have different signs.
2. In the Integer Game, what card would you need to draw to get a score of 0 if you have a −16, −35, and 18 in your
hand?
Lesson 4: Efficiently Adding Integers and Other Rational Numbers ͘ϰ
G7-M2-ETP-1.3.0-05.2015
Lesson 5 7•2
Name Date
Lesson 5: Understanding Subtraction of Integers and Other

Rational Numbers
Exit Ticket
1. If a player had the following cards, what is the value of his hand?
1 −7 4
a. Identify two different ways the player could get to a score of 5 by adding or removing only one card. Explain.
b. Write two equations for part (a), one for each of the methods you came up with for arriving at a score of 5.
2. Using the rule of subtraction, rewrite the following subtraction expressions as addition expressions, and find the
sums.
a. 5−9
b. −14 − (−2)
Lesson 5: Understanding Subtraction of Integers and Other Rational Numbers ͘ϱ
G7-M2-ETP-1.3.0-05.2015
Lesson 6 7•2
Name Date
Lesson 6: The Distance Between Two Rational Numbers
Exit Ticket
Two Grade 7 students, Monique and Matt, both solved the following math problem:
If the temperature drops from 7°F to −17°F, by how much did the temperature decrease?
The students came up with different answers. Monique said the answer is 24°F, and Matt said the answer is 10°F.
Who is correct? Explain, and support your written response with the use of a formula and a vertical number line
diagram.
Lesson 6: The Distance Between Two Rational Numbers ͘ϲ
G7-M2-ETP-1.3.0-05.2015
Lesson 7 7•2
Name ___________________________________________________ Date____________________
Lesson 7: Addition and Subtraction of Rational Numbers
Exit Ticket
At the beginning of the summer, the water level of a pond is 2 feet below its normal level. After an unusually dry
1
summer, the water level of the pond dropped another 1 feet.
3
1. Use a number line diagram to model the pond’s current water level in relation to its normal water level.
2. Write an equation to show how far above or below the normal water level the pond is at the end of the summer.
Lesson 7: Addition and Subtraction of Rational Numbers ͘ϳ
G7-M2-ETP-1.3.0-05.2015
Lesson 8 7•2
Name Date

Exit Ticket
Mariah and Shane both started to work on a math problem and were comparing their work in math class. Are both of
their representations correct? Explain, and finish the math problem correctly to arrive at the correct answer.
Math Problem
Jessica’s friend lent her $5. Later that day Jessica gave her
3
friend back 1 dollars.
4
Which rational number represents the overall change to the

amount of money Jessica’s friend has?
Mariah started the problem as follows: Shane started the problem as follows:
3 3
−5 − �−1 � −5 − �−1 �
4 4
3 3
= −5 + 1 − = −5 + �1 �
4 4
3
= −5 + �1 + �
4
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Lesson 8: Applying the Properties of Operations to Add and Subtract Rational ͘ϴ
Numbers
G7-M2-ETP-1.3.0-05.2015
Lesson 9 7•2
Name Date

Exit Ticket
1. Jamie was working on his math homework with his friend, Kent. Jamie looked at the following problem.
−9.5 − (−8) − 6.5
He told Kent that he did not know how to subtract negative numbers. Kent said that he knew how to solve the
problem using only addition. What did Kent mean by that? Explain. Then, show your work, and represent the
answer as a single rational number.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Work Space:
Answer: ___________________
2. Use one rational number to represent the following expression. Show your work.
1
3 + (−0.2) − 15
4
Lesson 9: Applying the Properties of Operations to Add and Subtract Rational ͘ϵ
Numbers
G7-M2-ETP-1.3.0-05.2015
Lesson 10 7•2
Name Date
Lesson 10: Understanding Multiplication of Integers
Exit Ticket
1. Natalie is playing the Integer Game and only shows you the four cards shown below. She tells you that the rest of
her cards have the same values on them and match one of these four cards.
𝟐𝟐 𝟑𝟑 −𝟔𝟔
𝟒𝟒
a. If all of the matching cards will increase her score by 18, what are the matching cards?
b. If all of the matching cards will decrease her score by 12, what are the matching cards?
2. A hand of six integer cards has one matching set of two or more cards. If the matching set of cards is removed from
the hand, the score of the hand will increase by six. What are the possible values of these matching cards? Explain.
Write an equation using multiplication showing how the matching cards yield an increase in score of six.
Lesson 10: Understanding Multiplication of Integers ͘ϭϬ
G7-M2-ETP-1.3.0-05.2015
Lesson 11 7•2
Name Date
Lesson 11: Develop Rules for Multiplying Signed Numbers
Exit Ticket
1. Create a real-life example that can be modeled by the expression −2 × 4, and then state the product.
2. Two integers are multiplied, and their product is a positive number. What must be true about the two integers?
Lesson 11: Develop Rules for Multiplying Signed Numbers ͘ϭϭ
G7-M2-ETP-1.3.0-05.2015
Lesson 12 7•2
Name Date
Lesson 12: Division of Integers
Exit Ticket
1. Mrs. McIntire, a seventh-grade math teacher, is grading papers. Three students gave the following responses to the
same math problem:
1
Student one:
−2
1
Student two: − � �
2
1
Student three: −
2
On Mrs. McIntire’s answer key for the assignment, the correct answer is −0.5. Which student answer(s) is (are)
correct? Explain.
2. Complete the table below. Provide an answer for each integer division problem, and write a related equation using
integer multiplication.
Integer Division Problem Related Equation Using Integer Multiplication
−36 ÷ (−9) = ________
24 ÷ (−8) = ________
50 ÷ 10 = ________
42 ÷ 6 = ________
Lesson 12: Division of Integers ͘ϭϮ
G7-M2-ETP-1.3.0-05.2015
Lesson 13 7•2
Name Date
Lesson 13: Converting Between Fractions and Decimals Using

Equivalent Fractions
Exit Ticket
1. Write 3.0035 as a fraction. Explain your process.
1
2. This week is just one of 40 weeks that you spend in the classroom this school year. Convert the fraction to
40
decimal form.
Lesson 13: Converting Between Fractions and Decimals Using Equivalent Fractions ͘ϭϯ
G7-M2-ETP-1.3.0-05.2015
Lesson 14 7•2
Name Date
Lesson 14: Converting Rational Numbers to Decimals Using Long

Division
Exit Ticket
4
1. What is the decimal value of ?
11
4
2. How do you know that is a repeating decimal?
11
3. What causes a repeating decimal in the long division algorithm?
Lesson 14: Converting Rational Numbers to Decimals Using Long Division ͘ϭϰ
G7-M2-ETP-1.3.0-05.2015
Lesson 15 7•2
Name Date
Lesson 15: Multiplication and Division of Rational Numbers
Exit Ticket
Harrison made up a game for his math project. It is similar to the Integer Game; however, in addition to integers, there
are cards that contain other rational numbers such as −0.5 and −0.25. Write a multiplication or division equation to
represent each problem below. Show all related work.
1. Harrison discards three −0.25 cards from his hand. How does this affect the overall point value of his hand? Write
an equation to model this situation.
2. Ezra and Benji are playing the game with Harrison. After Ezra doubles his hand’s value, he has a total of −14.5
points. What was his hand’s value before he doubled it?
3. Benji has four −0.5 cards. What is his total score?
Lesson 15: Multiplication and Division of Rational Numbers ͘ϭϱ
G7-M2-ETP-1.3.0-05.2015
Lesson 16 7•2
Name Date
Lesson 16: Applying the Properties of Operations to Multiply and

Divide Rational Numbers
Exit Ticket
1. Evaluate the expression below using the properties of operations.

2 1
18 ÷ �− � × 4 ÷ (−7) × (−3) ÷ � �
3 4
2.
a. Given the expression below, what will the sign of the product be? Justify your answer.
8 1 2 1
−4 × �− � × 2.78 × �1 � × �− � × (−6.2) × (−0.2873) × �3 � × 𝐴𝐴
9 3 5 11
b. Give a value for 𝐴𝐴 that would result in a positive value for the expression.
c. Give a value for 𝐴𝐴 that would result in a negative value for the expression.
Lesson 16: Applying the Properties of Operations to Multiply and Divide Rational ͘ϭϲ
Numbers
G7-M2-ETP-1.3.0-05.2015
Lesson 17 7•2
Name Date
Lesson 17: Comparing Tape Diagram Solutions to Algebraic

Solutions
Exit Ticket
1. Eric’s father works two part-time jobs, one in the morning and one in the afternoon, and works a total of 40 hours
each 5-day workweek. If his schedule is the same each day, and he works 3 hours each morning, how many hours
does Eric’s father work each afternoon?
2. Henry is using a total of 16 ft. of lumber to make a bookcase. The left and right sides of the bookcase are each 4 ft.
high. The top, bottom, and two shelves are all the same length, labeled 𝑆𝑆. How long is each shelf?
Lesson 17: Comparing Tape Diagram Solutions to Algebraic Solutions ͘ϭϳ
G7-M2-ETP-1.3.0-05.2015
Lesson 18 7•2
Name Date

Exit Ticket
Bradley and Louie are roommates at college. At the beginning of the semester, they each paid a security deposit of 𝐴𝐴
dollars. When they move out, their landlord will deduct from this deposit any expenses (𝐵𝐵) for excessive wear and tear
and refund the remaining amount. Bradley and Louie will share the expenses equally.
 Write an expression that describes the amount each roommate will receive from the landlord when the lease
expires.
 Evaluate the expression using the following information: Each roommate paid a $125 deposit, and the
landlord deducted $50 total for damages.
Lesson 18: Writing, Evaluating, and Finding Equivalent Expressions with Rational ͘ϭϴ
Numbers
G7-M2-ETP-1.3.0-05.2015
Lesson 19 7•2
Name Date

Exit Ticket
1. Write three equivalent expressions that can be used to find the final price of an item costing 𝑔𝑔 dollars that is on sale
for 15% off and charged 7% sales tax.
2. Using all of the expressions, determine the final price for an item that costs $75. If necessary, round to the nearest
penny.
3. If each expression yields the same final sale price, is there anything to be gained by using one over the other?
4. Describe the benefits, special characteristics, and properties of each expression.
Lesson 19: Writing, Evaluating, and Finding Equivalent Expressions with Rational ͘ϭϵ
Numbers
G7-M2-ETP-1.3.0-05.2015
Lesson 20 7•2
Name Date
Lesson 20: Investments—Performing Operations with Rational

Numbers
Exit Ticket
1. Using the incomplete register below, work forward and backward to determine the beginning and ending balances
after the series of transactions listed.

1/31/12 Paycheck 350.55
2/1/2012 Gillian’s Chocolate Factory (Candy) 32.40 685.26
2/4/12 Main Street Jeweler’s 425.30
2/14/12 Saratoga Steakhouse 125.31
2. Write an expression to represent the balance after the paycheck was deposited on 1/31/12. Let 𝑥𝑥 represent the
beginning balance.
3. Write a numerical expression to represent the balance after the transaction for Main Street Jeweler’s was made.
Lesson 20: Investments—Performing Operations with Rational Numbers ͘ϮϬ
G7-M2-ETP-1.3.0-05.2015
Lesson 21 7•2
Name Date
Lesson 21: If–Then Moves with Integer Number Cards
Exit Ticket
Compare the two expressions: Expression 1: 6 + 7 + −5

Expression 2: −5 + 10 + 3
1. Are the two expressions equivalent? How do you know?
2. Subtract −5 from each expression. Write the new numerical expression, and write a conclusion as an if–then
statement.
3. Add 4 to each expression. Write the new numerical expression, and write a conclusion as an if–then statement.
4. Divide each expression by −2. Write the new numerical expression, and write a conclusion as an if–then statement.
Lesson 21: If-Then Moves with Integer Number Cards ͘Ϯϭ
G7-M2-ETP-1.3.0-05.2015
Lesson 22 7•2
Name Date
Exit Ticket
Susan and Bonnie are shopping for school clothes. Susan has $50 and a coupon for a $10 discount at a clothing store
where each shirt costs $12.
Susan thinks that she can buy three shirts, but Bonnie says that Susan can buy five shirts. The equations they used to
model the problem are listed below. Solve each equation algebraically, justify your steps, and determine who is correct
and why.
Susan’s Equation Bonnie’s Equation

12𝑛𝑛 + 10 = 50 12𝑛𝑛 − 10 = 50
Lesson 22: Solving Equations Using Algebra ͘ϮϮ
G7-M2-ETP-1.3.0-05.2015
Lesson 23 7•2
Name Date
Exit Ticket
Andrew’s math teacher entered the seventh-grade students in a math competition. There was an enrollment fee of $30
and also an $11 charge for each packet of 10 tests. The total cost was $151. How many tests were purchased?
Set up an equation to model this situation, solve it using if-then statements, and justify the reasons for each step in your
solution.
Lesson 23: Solving Equations Using Algebra ͘Ϯϯ
G7-M2-ETP-1.3.0-05.2015
Fluency Packet
EUREKA MATH Fluency Support 6–8
X•X
Number Correct: ______
Integer Addition—Round 1
Directions: Determine the sum of the integers, and write it in the column to the right.
1. 8 + (−5) 18. −38 + 25
2. 10 + (−3) 19. −19 + (−11)
3. 2 + (−7) 20. 2 + (−7)
4. 4 + (−11) 21. −23 + (−23)
5. −3 + (−9) 22. 45 + (−32)
6. −12 + (−7) 23. 16 + (−24)
7. −13 + 5 24. −28 + 13
8. −4 + 9 25. −15 + 15
9. 7 + (−7) 26. 12 + (−19)
10. −13 + 13 27. −24 + (−32)
11. 14 + (−20) 28. −18 + (−18)
12. 6 + (−4) 29. 14 + (−26)
13. 10 + (−7) 30. −7 + 8 + (−3)
14. −16 + 9 31. 2 + (−15) + 4
15. −10 + 34 32. −8 + (−19) + (−11)
16. −20 + (−5) 33. 15 + (−12) + 7
17. −18 + 15 34. −28 + 7 + (−7)
Fluency Support for Grades 6–8

Date: 4/2/15 F.1
© 2014 Common Core, Inc. Some rights reserved. commoncore.org
X•X
Integer Addition—Round 2 Improvement: ______
Directions: Determine the sum of the integers, and write it in the column to the right.
1. 5 + (−12) 18. 23 + (−31)
2. 10 + (−6) 19. −26 + (−19)
3. −9 + (−13) 20. 16 + (−37)
4. −12 + 17 21. −21 + 14
5. −15 + 15 22. 33 + (−8)
6. 16 + (−25) 23. −31 + (−13)
7. −12 + (−8) 24. −16 + 16
8. −25 + (−29) 25. 30 + (−43)
9. 28 + (−12) 26. −22 + (−18)
10. −19 + (−19) 27. −43 + 27
11. −17 + 20 28. 38 + (−19)
12. 8 + (−18) 29. −13 + (−13)
13. 13 + (−15) 30. 5 + (−8) + (−3)
14. −10 + (−16) 31. 6 + (−11) + 14
15. 35 + (−35) 32. −17 + 5 + 19
16. 9 + (−14) 33. −16 + (−4) + (−7)
17. −34 + (−27) 34. 8 + (−24) + 12

Date: 4/2/15 F.2

X•X
Integer Subtraction—Round 1
Directions: Determine the difference of the integers, and write it in the column to the right.
1. 4−2 23. (−6) − 5
2. 4−3 24. (−6) − 7
3. 4−4 25. (−6) − 9
4. 4−5 26. (−14) − 9
5. 4−6 27. (−25) − 9
6. 4−9 28. (−12) − 12
7. 4 − 10 29. (−26) − 26
8. 4 − 20 30. (−13) − 21
9. 4 − 80 31. (−25) − 75
10. 4 − 100 32. (−411) − 811
11. 4 − (−1) 33. (−234) − 543
12. 4 − (−2) 34. (−3) − (−1)
13. 4 − (−3) 35. (−3) − (−2)
14. 4 − (−7) 36. (−3) − (−3)
15. 4 − (−17) 37. (−3) − (−4)
16. 4 − (−27) 38. (−3) − (−8)
17. 4 − (−127) 39. (−30) − (−45)
18. 14 − (−6) 40. (−27) − (−13)
19. 23 − (−8) 41. (−13) − (−27)
20. 8 − (−23) 42. (−4) − (−3)
21. 51 − (−3) 43. (−3) − (−4)
22. 48 − (−5) 44. (−1,066) − (−34)

Date: 4/2/15 F.3
X•X
Improvement: ______
Integer Subtraction—Round 2
Directions: Determine the difference of the integers, and write it in the column to the right.
1. 3−2 23. (−8) − 5
2. 3−3 24. (−8) − 7
3. 3−4 25. (−8) − 9
4. 3−5 26. (−15) − 9
5. 3−6 27. (−35) − 9
6. 3−9 28. (−22) − 22
7. 3 − 10 29. (−27) − 27
8. 3 − 20 30. (−14) − 21
9. 3 − 80 31. (−22) − 72
10. 3 − 100 32. (−311) − 611
11. 3 − (−1) 33. (−345) − 654
12. 3 − (−2) 34. (−2) − (−1)
13. 3 − (−3) 35. (−2) − (−2)
14. 3 − (−7) 36. (−2) − (−3)
15. 3 − (−17) 37. (−2) − (−4)
16. 3 − (−27) 38. (−2) − (−8)
17. 3 − (−127) 39. (−20) − (−45)
18. 13 − (−6) 40. (−24) − (−13)
19. 24 − (−8) 41. (−13) − (−24)
20. 5 − (−23) 42. (−5) − (−3)
21. 61 − (−3) 43. (−3) − (−5)
22. 58 − (−5) 44. (−1,034) − (−31)

Date: 4/2/15 F.4
X•X
Integer Multiplication—Round 1
Directions: Determine the product of the integers, and write it in the column to the right.
1. −2 ● − 8 23. −14 ● − 12
2. −4 ● 3 24. 15 ● − 13
3. 5●−7 25. 16 ● − 18
4. 1●−1 26. 24 ● − 17
5. −6 ● 9 27. −32 ● − 21
6. −2 ● − 7 28. 19 ● − 27
7. 8●−3 29. −39 ● 10
8. 0●−9 30. 43 ● 22
9. 12 ● − 5 31. 11 ● − 33
10. −4 ● 2 32. −29 ● − 45
11. −1 ● − 6 33. 37 ● − 44
12. 10 ● − 4 34. −87 ● − 100
13. 14 ● − 3 35. 92 ● − 232
14. −5 ● − 13 36. 456 ● 87
15. −16 ● − 8 37. −143 ● 76
16. 18 ● − 2 38. 439 ● − 871
17. −15 ● 7 39. −286 ● − 412
18. −19 ● 1 40. −971 ● 342
19. 12 ● 12 41. −773 ● − 407
20. 9 ● − 17 42. −820 ● 638
21. −8 ● − 14 43. 591 ● − 734
22. −7 ● 13 44. 491 ● − 197

Date: 4/2/15 F.5
X•X
Improvement: ______
Integer Multiplication—Round 2
Directions: Determine the product of the integers, and write it in the column to the right.
1. −9 ● − 7 23. −22 ● 14
2. 0●−4 24. −18 ● − 32
3. 3●−5 25. −24 ● 19
4. 6●−8 26. 47 ● 21
5. −2 ● 1 27. 17 ● − 39
6. −6 ● 5 28. −16 ● − 28
7. −10 ● − 12 29. −67 ● − 81
8. 11 ● − 4 30. −36 ● 44
9. 3●8 31. −50 ● 23
10. 12 ● − 7 32. 66 ● − 71
11. −1 ● 8 33. 82 ● − 29
12. 5 ● − 10 34. −32 ● 231
13. 3 ● − 13 35. 89 ● − 744
14. 15 ● − 8 36. 623 ● − 22
15. −9 ● 14 37. −870 ● − 46
16. −17 ● 5 38. 179 ● 329
17. 16 ● 2 39. −956 ● 723
18. 19 ● − 7 40. 874 ● − 333
19. −6 ● 13 41. 908 ● − 471
20. 1 ● − 18 42. −661 ● − 403
21. −14 ● − 3 43. −520 ● − 614
22. −10 ● − 17 44. −309 ● 911

Date: 4/2/15 F.6
X•X
Integer Division—Round 1
Directions: Determine the quotient of the integers, and write it in the column to the right.
1. 4÷1 23. −16 ÷ (−4)
2. 4 ÷ (−1) 24. 16 ÷ (−2)
3. −4 ÷ (−1) 25. −16 ÷ 4
4. −4 ÷ 1 26. −20 ÷ 4
5. 6÷2 27. −20 ÷ (−4)
6. −6 ÷ (−2) 28. −28 ÷ 4
7. −6 ÷ 2 29. 28 ÷ (−7)
8. 6 ÷ −2 30. −28 ÷ (−7)
9. 8 ÷ (−4) 31. −40 ÷ (−5)
10. −8 ÷ (−4) 32. 56 ÷ (−7)
11. −8 ÷ 4 33. 96 ÷ (−3)
12. 8÷4 34. −121 ÷ (−11)
13. 9 ÷ (−3) 35. 169 ÷ (−13)
14. −9 ÷ 3 36. −175 ÷ 25
15. −10 ÷ 5 37. 1÷4
16. 10 ÷ (−2) 38. −1 ÷ 4
17. −10 ÷ (−2) 39. −1 ÷ (−4)
18. −10 ÷ (−5) 40. −3 ÷ (−4)
19. −14 ÷ 7 41. −5 ÷ 20
20. 14 ÷ (−2) 42. 6 ÷ (−18)
21. −14 ÷ (−2) 43. −24 ÷ 48
22. −14 ÷ (−7) 44. −16 ÷ 64

Date: 4/2/15 F.7

X•X
Improvement: ______
Integer Division—Round 2
Directions: Determine the quotient of the integers, and write it in the column to the right.
1. 5÷1 23. −18 ÷ (−9)
2. 5 ÷ (−1) 24. 18 ÷ (−2)
3. −5 ÷ (−1) 25. −18 ÷ 9
4. −5 ÷ 1 26. −24 ÷ 4
5. 6÷3 27. −24 ÷ (−4)
6. −6 ÷ (−3) 28. −24 ÷ 6
7. −6 ÷ 3 29. 30 ÷ (−6)
8. 6 ÷ −3 30. −30 ÷ (−5)
9. 8 ÷ (−2) 31. −48 ÷ (−6)
10. −8 ÷ (−2) 32. 64 ÷ (−4)
11. −8 ÷ 2 33. 105 ÷ (−7)
12. 8÷2 34. −144 ÷ (−12)
13. −9 ÷ (−3) 35. 196 ÷ (−14)
14. 9÷3 36. −225 ÷ 25
15. −12 ÷ 6 37. 2÷4
16. 12 ÷ (−2) 38. −2 ÷ 4
17. −12 ÷ (−2) 39. −2 ÷ (−4)
18. −12 ÷ (−6) 40. −4 ÷ (−8)
19. −16 ÷ 8 41. −5 ÷ 40
20. 16 ÷ (−2) 42. 6 ÷ (−42)
21. −16 ÷ (−2) 43. −25 ÷ 75
22. −16 ÷ (−8) 44. −18 ÷ 108

Date: 4/2/15 F.8

Cut Out Packet
Integer Game 7•2
The Integer Cards
1 2 3 4
5 6 7 8
9 10 11 12
Module 2: Rational Numbers 1
G7-M2-CO-1.3.0-05.2015
Integer Game 7•2
–1 –2 –3 –4
–5 –6 –7 –8
–9 –10 –11 –12
G7-M2-CO-1.3.0-05.2015
Integer Game 7•2
0 0
G7-M2-CO-1.3.0-05.2015

EUREKA MATH Student Workbook 7th Grade ( PDFDrive )

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EUREKA MATH

Lesson 1: Opposite Quantities Combine to Make Zero

Negative Numbers Positive Numbers

Lesson 1: Opposite Quantities Combine to Make Zero S.1

Example 2: Counting Up and Counting Down on the Number Line

 Counting up starting at 0 corresponds to ______________________ numbers.

 Counting down starting at 0 corresponds to ______________________ numbers.

a. Where do you begin when locating a number on the number line?

c. What is the relationship between 7 and −7?

Lesson 1: Opposite Quantities Combine to Make Zero S.2

Example 3: Using the Integer Game and the Number Line

a. What is the final position on the number line? __________________________

Exercise 2: The Additive Inverse

a. How far is 7 from 0 and in which direction? _______________________________

b. What is the opposite of 7? _______________________________

c. How far is −7 from 0 and in which direction? _______________________________

Lesson 1: Opposite Quantities Combine to Make Zero S.3

The property above is usually called the existence of additive inverses.

Exercise 3: Playing the Integer Game

Lesson 1: Opposite Quantities Combine to Make Zero S.4

For Problems 1 and 2, refer to the Integer Game.

5. Write an addition number sentence that corresponds to the arrows below.

Lesson 1: Opposite Quantities Combine to Make Zero S.5

Lesson 2: Using the Number Line to Model the Addition of

Example 1: Modeling Addition on the Number Line

Example 3: Finding Sums on a Real Number Line Model

a. Write an equation to express the sum.

f. Would the diagram change? If so, how?

4. Find the sums.

Lesson 3: Understanding Addition of Integers

Example 1: Counting On to Express the Sum as Absolute Value on a Number Line

Lesson 3: Understanding Addition of Integers S.12

Lesson 3: Understanding Addition of Integers S.13

Exercise 3: Writing an Equation Using Verbal Descriptions

Lesson 3: Understanding Addition of Integers S.14

Change in Temperatures from Morning to Afternoon

1°C Rise of 3°C 4°C 1+3=4

−2°C Fall of 6°C

−4°C Rise of 7°C −𝟓𝟓

6°C Fall of 9°C

−5°C Fall of 5°C

For Problems 2–3, refer to the Integer Game.

Lesson 3: Understanding Addition of Integers S.15

Lesson 3: Understanding Addition of Integers S.16

Lesson 4: Efficiently Adding Integers and Other Rational Numbers

i. How long is the arrow that represents 3?

ii. What direction does it point?

iii. How long is the arrow that represents 5?

iv. What direction does it point?

v. What is the sum?

Lesson 4: Efficiently Adding Integers and Other Rational Numbers S.17

i. How long is the arrow that represents −3?

ii. What direction does it point?

iii. How long is the arrow that represents −5?

iv. What direction does it point?

v. What is the sum?

Lesson 4: Efficiently Adding Integers and Other Rational Numbers S.18

c. What do both examples have in common?

ii. 5+9 ________________________________

iii. −6 + (−3) ________________________________