1. Lesson 3.2.3 – Teacher Notes Standard:
7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
Apply properties of operations as strategies to multiply and divide rational numbers.
Full mastery by end of chapter
Lesson Focus:
The conceptual understanding of multiplying integers is a direct standard and should be emphasized in the lesson. (3-55 and 3-56)
I can apply commutative, associative, and identity properties to multiply and divide rational numbers.
I can use the distributive property when multiplying signed numbers.
Calculator: No
Literacy/Teaching Strategy: Teammates Consult (3-51)/Gallery Walk (closure)

2. Bell Work

3. In this lesson, you will work with your team to continue thinking about what happens when you remove  +  and  – tiles from a collection of tiles representing a number.  You will extend your thinking to find ways of making your calculations more efficient when the same number of tiles are removed multiple times.  Consider these questions as you work today:
Is there a more efficient way to do this?
How do these ideas compare with what we learned about adding and multiplying integers in Chapter 2?

4. 3-51. For each expression below, predict what you know about the result without actually calculating it.  Can you tell if the result will be positive or negative?  Can you tell if it will be larger or smaller than the number you started with?  Be ready to explain your ideas.
−1 − (−6.5) b. 2.2 − (−2.2)
c − d. −100 − (−98)
e. −10 − (−2) − (−2) − (−2)

5. 3-53. Troy and Twana are working with the expression  
−10 −(−2) − (−2) − (−2) from part (e) of problem 3-51.
a. Help them find a shorter way to write this expression. 
-10 – 3(-2)
b. Imagine that their expression does not include the
–10.  How could they write the new expression?  What number would this new expression represent?  If you were to describe what this expression represents using  +  and  –tiles, what would you say? 
– 3(-2) = 6

6. 4(−3) −4(−3) −4(3) 2(−7) −2(−7) −2(7) 3-55. WHAT DOES IT MEAN?
                   
Your task: Work with your team to create a poster that shows what it means to multiply a negative number by another negative number or to multiply a negative number by a positive number.  To demonstrate your ideas, include:
Examples (from the list below or create your own).
Pictures or diagrams.
Any words necessary to explain your thinking.
Numerical sentences to represent each of your examples.
4(−3)
−4(−3)
−4(3)
2(−7)
−2(−7)
−2(7)

7. 3-56. Marcy asked Dario, “Why is (−1)(−1) = 1
3-56. Marcy asked Dario, “Why is (−1)(−1) = 1?”  Dario helped her by writing the steps at the right.  Copy, complete, and give a reason for each of Dario’s steps to explain to Marcy why (−1)(−1) =1.

8. Practice
1.2−(−2) 5. −1−10 2. −8− − −−31 3. −29− − − −2016