## Write It Wednesday Multiplying Integers.mov - Section 2: Explore

*Write It Wednesday Multiplying Integers.mov*

# Write It Wednesday-Multiplying Integers

Lesson 9 of 13

## Objective: SWBAT critique the reasoning of others while multiplying integers.

#### Launch

*5 min*

**POD**

As student enter the room, they will have a seat, take out their **Problem of the Day** (POD) sheet and begin to work on the question on the SMARTboard.

POD- Explain how you would find the sign of the answer for problems that have more than two numbers multiplied together. Include examples in your explanation.

I want students to explain their thinking to me rather than just repeating a rule **(MP3)**. We have worked on two numbers being multiplied together. I want them to extend their thinking and justify their answers.

**Learning Target**

The target for the day is also on the SMARTboard each day when students enter the room. The target for today’s lesson is for students to recognize the sign of the product when integers are multiplied.

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#### Explore

*25 min*

Today is **WriteItWednesday (WIW)! **

WIW Question: Dr. Jackson gave the students a WIW to answer. In Shelby’s response, she said when you multiply (-10) x (-2/40), the answer is -2/40 . In her explanation she wrote, “Just like when you add integers with the same sign, when you multiply integers with the same sign, the product keeps the same sign”. Is Shelby correct? Justify your reasoning.

This problem helps address the issues my students run into when multiplying. I generally see several answers to this type of question. Confusion sometimes arises when multiplying fractions and the negative sign add another layer of confusion. Using it as a WIW allows us to dissect any confusion through the reviewer feedback and the subsequent sharing of responses.

When students finish their responses to the question, they trade papers and score another student's response using our state's rubric for extended response and short answer questions. Part of the scoring process includes offering feedback to improve their response. The feedback can sometimes tell the author that more explanation was needed, that they needed to show their work, or include an example. If the reviewer believes the answer is completely on target, then the feedback needs to include support for why the answer was on target.

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#### Landing

*5 min*

**EXIT TICKET**

**Traffic Light**

Tell me how you are feeling about the sign of the product when multiplying integers.

I chose this prompt to allow students an opportunity to tell me, specifically, about their reactions to the work they've done. If there is a large proportion of students who are at the red light, I need to do a lesson follow up. If there are yellow light questions, I may be able to answer them through future PODs or in small groups.

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Environment: Suburban

- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Integers Intro
- LESSON 2: Absolute Value
- LESSON 3: Integer Addition
- LESSON 4: Integer Addition Lab
- LESSON 5: Integer Subtraction
- LESSON 6: Integer Subtraction Lab
- LESSON 7: Multiplying Integers
- LESSON 8: Multiplying Integers Lab
- LESSON 9: Write It Wednesday-Multiplying Integers
- LESSON 10: Dividing Integers
- LESSON 11: Dividing Integers Lab
- LESSON 12: Write It Wednesday-Dividing Integers
- LESSON 13: Integers PostAssessment