In this unit, students perform operations on rational numbers, which are all numbers that can be written as a positive or negative fraction. This builds on grade 6 work with interpreting, comparing, and plotting rational numbers. It prepares students for a later unit when they will solve equations of the form  or , where , , and are rational numbers.

Students begin by revisiting how signed numbers are used to represent quantities above and below a reference point, such as measurements of temperature and elevation. They use tables and number line diagrams to represent changes in temperature or elevation. They extend addition and subtraction from fractions to all rational numbers. And they see that is equivalent to .

Next, students examine multiplication and division. They work with constant velocity, which is a signed number that indicates direction and speed. This allows products of signed numbers to be interpreted in terms of position, direction of movement, and time before or after a specific point. Students use the relationship between multiplication and division to understand how division extends to rational numbers.

Then students work with expressions that use the four operations on rational numbers. They also solve problems that involve interpreting negative numbers in context. They solve linear equations of the form or , where and  rational numbers. The focus of these lessons is representing situations with equations and what it means for a number to be a solution for an equation, rather than methods for solving equations. Such methods are the focus of a later unit.

Four vertical thermometers measured in degrees Celsius. There are 16 evenly spaced tick marks and starting from the bottom of the thermometer, negative 5 is on the first tick mark, zero on the sixth, 5 on the eleventh, and 10 on the sixteenth. The first thermometer is shaded starting from the bottom of the thermometer to the tenth tickmark. The second thermometer is shaded starting from the bottom of the thermometer to the third tickmark. The third thermometer is shaded starting from the bottom of the thermometer to between the eleventh and twelfth tickmark. The fourth thermometer is shaded starting from the bottom of the thermometer to between the fourth and fifth tickmark.

A note on using the terms "expression," "equation," and "signed number":

In these materials, an expression is built from numbers, variables, operation symbols (, , , ), parentheses, and exponents. (Exponents—in particular, negative exponents—are not a focus of this unit. Students work with integer exponents in grade 8 and noninteger exponents in high school.) An equation is a statement that two expressions are equal, thus it always has an equal sign. Signed numbers include all rational numbers, written as decimals or in the form .

Progression of Disciplinary Language

In this unit, teachers can anticipate students using language for mathematical purposes, such as interpreting, representing, and generalizing. Throughout the unit, students will benefit from routines designed to grow robust disciplinary language, both for their own sense-making and for building shared understanding with peers. Teachers can formatively assess how students are using language in these ways, particularly when students are using language to:

Interpret

• Situations involving signed numbers (throughout unit).
• Tables with signed numbers (Lesson 3).
• Bank statements with signed numbers (Lesson 4).

Represent

• Addition of signed numbers on a number line (Lesson 2).
• Situations involving signed numbers (Lessons 3 and 11).
• Changes in elevation (Lesson 6).
• Position, speed, and direction (Lesson 8).

Generalize

• About subtracting and adding signed numbers (Lesson 5).
• About differences and magnitude (Lesson 6).
• About multiplying negative numbers (Lesson 9).
• About additive and multiplicative inverses (Lesson 15).

In addition, students are expected to justify reasoning about distances on a number line and about negative numbers, account balances, and debt. Students are also expected to explain how to determine changes in temperature, how to find information using inverses, and how to model situations involving signed numbers.

The table shows lessons where new terminology is first introduced in this course, including when students are expected to understand the word or phrase receptively and when students are expected to produce the word or phrase in their own speaking or writing. Terms that appear bolded are in the Glossary. Teachers should continue to support students’ use of a new term in the lessons that follow where it was first introduced.