NY Next Generation Math NY-7.NS.1

NY-7.NS.1 is a cluster heading. These are the individual standards under it.

• NY-7.NS.1.a

  Describe situations in which opposite quantities combine to make 0.

• NY-7.NS.1.b

  Understand addition of rational numbers; p + q is the number located a distance |q| from p, in the positive or negative direction depending on whether q is posi...

• NY-7.NS.1.c

  Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number l...

• NY-7.NS.1.d

  Apply properties of operations as strategies to add and subtract rational numbers.

01

What Students Need to Do

Students add and subtract positive and negative fractions and decimals. They show each operation as movement on a horizontal or vertical number line.

02

What Mastery Looks Like

A student finds -3/4 + 1.25 = 1/2 and shows the move from -3/4 to 1/2. The student rewrites subtraction as adding the opposite when useful.

03

Common Misconceptions

Students may ignore signs, subtract the smaller absolute value from the larger, or change denominators incorrectly. They may also move the wrong direction when subtracting a negative number.

04

How to Assess It

Ask students to solve -1.5 - (-3/4), show the operation on a number line, and explain the direction of each move.

1. 01

   Place rational-number cards on a floor number line, then model addition and subtraction by walking from each starting value.

2. 02

   Ask, "Why does subtracting -2 move a point two units to the right?"

3. 03

   Play a partner game where students draw two signed fraction cards, choose an operation, and check each other's number-line model.

4. 04

   Track a bank balance through deposits and withdrawals that include fractional dollar amounts, then graph each change vertically.

• NY-7.NS.2

  Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.