Middle School



|Middle School |

|2nd Nine Weeks Plan |

|Course: |Grade Level: |Dates: Oct. 18th – Dec. 16th |

|Standard with Code: |7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. |

| |7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are |

| |related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” |

| |7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and |

| |decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess |

| |the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make |

| |an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door |

| |that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. |

| |7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by |

| |reasoning about the quantities. |

| |a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of |

| |these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example,|

| |the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? |

| |b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set |

| |of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you |

| |want your pay to be at least |

| |$100. Write an inequality for the number of sales you need to make, and describe the solutions. |

| |7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. |

| |For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction [pic] miles per hour, equivalently 2 miles per hour.|

| |7.RP.2abcd Recognize and represent proportional relationships between quantities. |

| |a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and |

| |observing whether the graph is a straight line through the origin. |

| |b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. |

| |c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, |

| |the relationship between the total cost and the number of items can be expressed as t = pn. |

| |d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and |

| |(1, r) where r is the unit rate. |

| |7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. |

| |Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. |

|Domain: |Expressions and Equations |

| |Ratio and Proportional Relationships |

|Cluster: |Use properties of operations to generate equivalent expressions. |

| |Solve real-life and mathematical problems using numerical and algebraic expressions and equations. |

| |Analyze proportional relationships and use them to solve real-world and mathematical problems. |

|7.RP.1 _X_Knowledge 7.EE.1, 7.EE.2, 7.EE.3, 7.EE.4ab, 7.RP.2abcd, 7.EE.3 _X_Reasoning __Performance Skill __Product |

|Knowledge Targets: |Reasoning Targets: |Performance Skill Targets: |Product Targets: |

|7.EE.1 Combine like terms with rational |7.EE.1 Apply properties of operations as | | |

|coefficients. |strategies to add, subtract, factor, and expand | | |

| |linear expressions with rational coefficients. | | |

|7.EE.1 Factor and expand linear expressions with | | | |

|rational coefficients using the distributive |7.EE.2 Rewrite an expression in an equivalent | | |

|property. |form in order to provide insight about how | | |

| |quantities are related in a problem context. | | |

|7.EE.2 Write equivalent expressions with | | | |

|fractions, decimals, percents, and integers. |7.EE.3 Solve multi-step real-life and | | |

| |mathematical problems posed with positive and | | |

|7.EE.3 Convert between numerical forms as |negative rational numbers in any form (whole | | |

|appropriate. |numbers, fractions, and decimals), using tools | | |

| |strategically. | | |

|7.EE.4 Fluently solve equations of the form px + | | | |

|q = r and p(x + q) = r with speed and accuracy. |7.EE.3 Apply properties of operations to | | |

| |calculate with numbers in any form. | | |

|7.EE.4 Identify the sequence of operations used | | | |

|to solve an algebraic equation of the form px + q |7.EE.3 Assess the reasonableness of answers using| | |

|= r and p(x + q) = r. |mental computation and estimation strategies. | | |

| | | | |

|7.EE.4 Graph the solution set of the inequality |7.EE.4 Use variables and construct equations to | | |

|of the form px + q > r or px + q < r, where p, q, |represent quantities of the form px + q = r and | | |

|and r are specific rational numbers. |p(x + q) = r from real-world and mathematical | | |

| |problems. | | |

|7.RP.1 Compute unit rates associated with ratios | | | |

|of fractions in like or different units. |7.EE.4 Solve word problems leading to equations | | |

| |of the form px + q = r and p(x + q) = r, where p, | | |

|7.RP.2 Know that a proportion is a statement of |q, and r are specific rational numbers. | | |

|equality between two ratios. | | | |

| |7.EE.4 Compare an algebraic solution to an | | |

|7.RP.2 Define constant of proportionality as a |arithmetic solution by identifying the sequence of| | |

|unit rate. |the operations used in each approach. For example,| | |

| |the perimeter of a rectangle is 54 cm. Its length | | |

|7.RP.2 Recognize what (0, 0) represents on the |is 6 cm. What is its width? This can be answered | | |

|graph of a proportional relationship. |algebraically by using only the formula for | | |

| |perimeter (P=2l+2w) to isolate w or by finding an | | |

|7.RP.2 Recognize what (1, r) on a graph |arithmetic solution by substituting values into | | |

|represents, where r is the unit rate. |the formula. | | |

| | | | |

|7.RP.3 Recognize situations in which percentage |7.EE.4 Solve word problems leading to | | |

|proportional relationships apply. |inequalities of the form px + q > r or px + q < r,| | |

| |where p, q, and r are specific rational numbers. | | |

| |Interpret the solution set of an inequality in the| | |

| |context of the problem. | | |

| | | | |

| |7.RP.2 Analyze two ratios to determine if they | | |

| |are proportional to one another with a variety of | | |

| |strategies. (e.g. using tables, graphs, pictures, | | |

| |etc.) | | |

| | | | |

| |7.RP.2 Analyze tables, graphs, equations, | | |

| |diagrams, and verbal descriptions of proportional | | |

| |relationships to identify the constant of | | |

| |proportionality. | | |

| | | | |

| |7.RP.2 Represent proportional relationships by | | |

| |writing equations. | | |

| | | | |

| |7.RP.2 Explain what the points on a graph of a | | |

| |proportional relationship means in terms of a | | |

| |specific situation. | | |

| | | | |

| |7.RP.3 Apply proportional reasoning to solve | | |

| |multistep ratio and percent problems, e.g., simple| | |

| |interest, tax, markups, markdowns, gratuities, | | |

| |commissions, fees, percent increase and decrease, | | |

| |percent error, etc. | | |

|Make sense of problems and persevere in solving them. |

|7.EE.2, 7.EE.3, 7.EE.4ab, 7.RP.3 |

|Middle Grades Mathematics Planning |

|Teachers: |Date: Oct. 18th – Oct. 21st |1 |2 |3 |4 |

|Grade: 7th |Common Core #: |College Readiness: |

| |7.EE.1, 7.EE.2 |XEI301, XEI303 |

|Standard with Code: |7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. |

| |7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. |

| |For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” |

|Vocabulary: distributive property, variable, algebraic expression, evaluate, substitute, term, coefficient, like terms, unlike terms, commutative property, associative property |

|Weekly Plan-10 |

|Monday: NO SCHOOL!! |Tues.: Distributive Property |Wed.: Distributive Property |Thurs: Combining Like |Friday: Combining Like |

| |& Expressions |& Expressions |Terms |Terms |

| | | | | |

| |6 min: Automaticity |6 min: Automaticity |6 min: Automaticity |6 min: Automaticity |

| | | | | |

| |10 min: Flashback |10 min: Flashback |10 min: Flashback |10 min: Flashback |

| | | | | |

| |8 min: Homework Review |8 min: Homework Review |8 min: Homework Review |8 min: Homework Review |

| | |Distributive Prop. & Expressions |Distributive Prop. & Expressions |Combining Like Terms |

| |15 min: New Content | | | |

| |1-8 Study Text |15 min: New Content |15 min: New Content |15 min: New Content |

| | |1-8 Study Text |Pre-Algebra Glencoe (p.76) |Pre-Algebra Glencoe (p.76) |

| |8 min: Homework | | | |

| | |8 min: Homework |8 min: Homework |8 min: Homework |

| |3 min: Exit Slip | | | |

| | |3 min: Exit Slip |3 min: Exit Slip |3 min: Exit Slip |

|Assessments: |X |Assessment Description or Commentary |

|Multiple Choice | | |

|Open Response | | |

|Formative Assessment |X |Flashback, Exit Slips |

|Technology: Slate, Overhead Projector, PowerPoint Presentations |Interventions: Students will receive modifications according to their IEPs. Flashbacks will be used as a daily |

| |re-teaching strategy to cover material most often missed from bi-weekly exams. |

|Middle Grades Mathematics Planning |

|Teachers: |Date: Oct. 24th – Oct. 28th |1 |2 |3 |4 |

|Grade: 7th |Common Core #: |College Readiness: |

| |7.EE.2, 7.EE.3, 7.EE.4a |XEI302, XEI303 |

|Standard with Code: |7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. |

| |For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” |

| |7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and |

| |decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the |

| |reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an |

| |additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is |

| |27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. |

| |7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by |

| |reasoning about the quantities. |

| |a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these |

| |forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the |

| |perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? |

|Vocabulary: distributive property, variable, algebraic expression, evaluate, substitute, term, coefficient, like terms, unlike terms, commutative property, associative property, integers, negative |

|integers, positive integers, equation, solution, addition property of equality, subtraction property of equality, inverse operations, multiplication property of equality, division property of equality |

|Weekly Plan-11 |

|Mon.: Combining Like |Tues: Multi-Step Real-Life |Wed.: Multi-Step Real-Life |Thurs.: Learning Check |Fri.: One-Step Equations |

|Terms |Integer Problems |Integer Problems |6 min: Automaticity |(Distributive Prop.) |

| | | | |6 min: Automaticity |

|6 min: Automaticity |6 min: Automaticity |6 min: Automaticity |10 min: Flashback | |

| | | | |10 min: Flashback |

|10 min: Flashback |10 min: Flashback |10 min: Flashback |8 min: Homework Review | |

| | | |Multi-Step Real-Life Integer Problems |8 min: Homework Review |

|8 min: Homework Review |8 min: Homework Review |8 min: Homework Review | | |

|Combining Like Terms |Combining Like Terms |Multi-Step Real-Life Integer Problems | |15 min: New Content |

| | | | |3-2 & 3-3 Study Text (lab in text) |

|15 min: New Content |15 min: New Content |15 min: New Content | | |

|Pre-Algebra Glencoe (p.76) |Pre-Algebra Glencoe (p.28) |Pre-Algebra Glencoe (p.28) | |8 min: Homework |

| | | | | |

| | | | |3 min: Exit Slip |

|8 min: Homework |8 min: Homework |8 min: Homework | | |

| | | | | |

|3 min: Exit Slip |3 min: Exit Slip |3 min: Exit Slip | | |

|Assessments: |X |Assessment Description or Commentary |

|Multiple Choice |X |10 multiple choice |

|Open Response |X |1 open response |

|Formative Assessment |X |Flashback, Exit Slips |

|Technology: Slate, Overhead Projector, PowerPoint Presentations |Interventions: Students will receive modifications according to their IEPs. Flashbacks will be used as a daily |

| |re-teaching strategy to cover material most often missed from bi-weekly exams. |

|Middle Grades Mathematics Planning |

|Teachers: |Date: Oct. 31st – Nov. 4th |1 |2 |3 |4 |

|Grade: 7th |Common Core #: |College Readiness: |

| |7.EE.4ab |XEI302, GRE301 |

|Standard with Code: |7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by |

| |reasoning about the quantities. |

| |a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these |

| |forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the |

| |perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? |

| |b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of |

| |the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your|

| |pay to be at least |

| |$100. Write an inequality for the number of sales you need to make, and describe the solutions. |

|Vocabulary: distributive property, variable, algebraic expression, evaluate, substitute, term, coefficient, like terms, unlike terms, commutative property, associative property, integers, negative |

|integers, positive integers, equation, solution, addition property of equality, subtraction property of equality, inverse operations, multiplication property of equality, division property of equality, |

|inequality, solution set, less than, greater than, number line |

|Weekly Plan-12 |

|Mon.: Two-Step Equations |Tues.: Two-Step Equations |Wed.: Two-Step Equations |Thurs.: One-Step Inequalities |Fri.: Two-Step Inequalities |

|(Distributive Prop) |(Distributive Prop) |(Distributive Prop) |& Graph |& Graph |

| | | | | |

|6 min: Automaticity |6 min: Automaticity |6 min: Automaticity |6 min: Automaticity |6 min: Automaticity |

| | | | | |

|10 min: Flashback |10 min: Flashback |10 min: Flashback |10 min: Flashback |10 min: Flashback |

| | | | | |

|8 min: Homework Review |8 min: Homework Review |8 min: Homework Review |8 min: Homework Review |8 min: Homework Review |

|One-Step Equations (Distributive Prop.) |Two-Step Equations |Two-Step Equations |Two-Step Equations |One-Step Inequalities |

| |(Distributive Prop) |(Distributive Prop) |(Distributive Prop) |& Graph |

|15 min: New Content | | | | |

|8-2 8th Grade Study Text & |15 min: New Content |15 min: New Content |15 min: New Content |15 min: New Content |

|worksheet generator |8-2 8th Grade Study Text & |8-2 8th Grade Study Text & |6th Grade Study Text (12-4 extension on |Pre-Algebra Glencoe 7-6 & Study Text 3A |

| |worksheet generator |worksheet generator |page 655 and 656) | |

|8 min: Homework | | | |8 min: Homework |

| |8 min: Homework |8 min: Homework |8 min: Homework | |

|3 min: Exit Slip | | | |3 min: Exit Slip |

| |3 min: Exit Slip |3 min: Exit Slip |3 min: Exit Slip | |

|Assessments: |X |Assessment Description or Commentary |

|Multiple Choice | | |

|Open Response | | |

|Formative Assessment |X |Flashback, Exit Slips |

|Technology: Slate, Overhead Projector, PowerPoint Presentations |Interventions: Students will receive modifications according to their IEPs. Flashbacks will be used as a daily |

| |re-teaching strategy to cover material most often missed from bi-weekly exams. |

|Middle Grades Mathematics Planning |

|Teachers: |Date: Nov. 7th – Nov. 11th |1 |2 |3 |4 |

|Grade: 7th |Common Core #: |College Readiness: |

| |7.EE.4b, 7.RP.1 |GRE301 |

|Standard with Code: |7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by |

| |reasoning about the quantities. |

| |b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of |

| |the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your|

| |pay to be at least |

| |$100. Write an inequality for the number of sales you need to make, and describe the solutions. |

| |7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For |

| |example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction [pic] miles per hour, equivalently 2 miles per hour. |

|Vocabulary: distributive property, variable, evaluate, substitute, term, coefficient, like terms, unlike terms, commutative property, associative property, integers, negative integers, positive |

|integers, equation, solution, addition property of equality, subtraction property of equality, inverse operations, multiplication property of equality, division property of equality, inequality, |

|solution set, less than, greater than, ratio, rates, unit rates |

|Weekly Plan-13 |

|Mon.: Two-Step Inequalities |Tues.: ELECTION DAY!!! |Wed.: Two-Step Inequalities |Thurs.: Learning Check |Fri.: Unit Rates |

|& Graph | |& Graph | |(Include frac/frac) |

| | | |6 min: Automaticity | |

|6 min: Automaticity | |6 min: Automaticity | |6 min: Automaticity |

| | | |10 min: Flashback | |

|10 min: Flashback | |10 min: Flashback | |10 min: Flashback |

| | | |8 min: Homework Review | |

|8 min: Homework Review | |8 min: Homework Review |Two-Step Inequalities |8 min: Homework Review |

|Two-Step Inequalities | |Two-Step Inequalities |& Graph | |

|& Graph | |& Graph | |15 min: New Content |

|15 min: New Content | |15 min: New Content | |6-2 Study Text |

|Pre-Algebra Glencoe 7-6 & Study Text 3A | |Pre-Algebra Glencoe 7-6 & Study Text 3A | | |

| | | | |8 min: Homework |

|8 min: Homework | |8 min: Homework | | |

| | | | |3 min: Exit Slip |

|3 min: Exit Slip | |3 min: Exit Slip | | |

|Assessments: |X |Assessment Description or Commentary |

|Multiple Choice |X |10 multiple choice |

|Open Response |X |1 open response |

|Formative Assessment |X |Flashback, Exit Slips |

|Technology: Slate, Overhead Projector, PowerPoint Presentations |Interventions: Students will receive modifications according to their IEPs. Flashbacks will be used as a daily |

| |re-teaching strategy to cover material most often missed from bi-weekly exams. |

|Middle Grades Mathematics Planning |

|Teachers: |Date: Nov. 14th – Nov. 18th |1 |2 |3 |4 |

|Grade: 7th |Common Core #: |College Readiness: |

| |7.RP.1, 7.RP.2b, 7.RP.2d |GRE301 |

|Standard with Code: |7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For |

| |example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction [pic] miles per hour, equivalently 2 miles per hour. |

| |7.RP.2abcd Recognize and represent proportional relationships between quantities. |

| |b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. |

| |d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, |

| |r) where r is the unit rate. |

|Vocabulary: ratio, rates, unit rates, slope, rise, run, coordinates, rate of change |

|Weekly Plan-14 |

|Mon.: Unit Rates |Tues.: Unit Rates |Wed.: Unit Rates |Thurs.: Slope |Fri.: Slope |

|(Include frac/frac) |In Tables/Slope |In Tables/Slope | | |

| | | |6 min: Automaticity |6 min: Automaticity |

|6 min: Automaticity |6 min: Automaticity |6 min: Automaticity | | |

| | | |10 min: Flashback |10 min: Flashback |

|10 min: Flashback |10 min: Flashback |10 min: Flashback | | |

| | | |8 min: Homework Review |8 min: Homework Review |

|8 min: Homework Review |8 min: Homework Review |8 min: Homework Review |Unit Rates In Tables/Slope |Slope |

|Unit Rates (Include frac/frac) |Unit Rates (Include frac/frac) |Unit Rates In Tables/Slope | | |

| | | |15 min: New Content |15 min: New Content |

|15 min: New Content |15 min: New Content |15 min: New Content |Study Text 6-3 |Pre-Alg (p.411) |

| |6-3 Resource Masters |6-3 Resource Masters | |& Glencoe course 3 (p.481) |

| | | |8 min: Homework | |

|8 min: Homework |8 min: Homework |8 min: Homework | |8 min: Homework |

| | | |3 min: Exit Slip | |

|3 min: Exit Slip |3 min: Exit Slip |3 min: Exit Slip | |3 min: Exit Slip |

|Assessments: |X |Assessment Description or Commentary |

|Multiple Choice | | |

|Open Response | | |

|Formative Assessment |X |Flashback, Exit Slips |

|Technology: Slate, Overhead Projector, PowerPoint Presentations |Interventions: Students will receive modifications according to their IEPs. Flashbacks will be used as a daily |

| |re-teaching strategy to cover material most often missed from bi-weekly exams. |

|Middle Grades Mathematics Planning |

|Teachers: |Date: Nov. 21st – Nov. 25th |1 |2 |3 |4 |

|Grade: 7th |Common Core #: |College Readiness: |

| |7.RP.2a, 7.RP.2c | |

|Standard with Code: |7.RP.2abcd Recognize and represent proportional relationships between quantities. |

| |a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and |

| |observing whether the graph is a straight line through the origin. |

| |c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the |

| |relationship between the total cost and the number of items can be expressed as t = pn. |

|Vocabulary: ratios, equivalent ratios, proportional, proportions, cross multiply, cross product |

|Weekly Plan-15 |

|Mon.: Equivalent Ratios/ |Tues.: Equivalent Ratios/ |Wed.: Proportions as |Thursday: THANKSGIVING!! |Friday: NO SCHOOL!!! |

|Proportional |Proportional |Equations (after cross | | |

| | |Multiplying) | | |

|6 min: Automaticity |6 min: Automaticity | | | |

| | |6 min: Automaticity | | |

|10 min: Flashback |10 min: Flashback |10 min: Flashback | | |

| | | | | |

|8 min: Homework Review |8 min: Homework Review Equivalent |8 min: Homework Review | | |

|Slope |Ratios/ Proportional |Equivalent Ratios/ Proportional | | |

| | | | | |

|15 min: New Content |15 min: New Content |15 min: New Content | | |

|6-1 Study Text |6-1 Study Text |Pre-Alg (p.294) | | |

| | |& Glencoe course 3 | | |

|8 min: Homework |8 min: Homework |(6-6 p.210) | | |

| | | | | |

|3 min: Exit Slip |3 min: Exit Slip |8 min: Homework | | |

| | | | | |

| | |3 min: Exit Slip | | |

|Assessments: |X |Assessment Description or Commentary |

|Multiple Choice | | |

|Open Response | | |

|Formative Assessment |X |Flashback, Exit Slips |

|Technology: Slate, Overhead Projector, PowerPoint Presentations |Interventions: Students will receive modifications according to their IEPs. Flashbacks will be used as a daily |

| |re-teaching strategy to cover material most often missed from bi-weekly exams. |

|Middle Grades Mathematics Planning |

|Teachers: |Date: Nov. 28th – Dec. 2nd |1 |2 |3 |4 |

|Grade: 7th |Common Core #: |College Readiness: |

| |7.RP.3 | |

|Standard with Code: |7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. |

| |Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. |

|Vocabulary: percent, interest, simple interest, principal, rate of interest, tax, commission, gratuities, fees |

|Weekly Plan-16 |

|Mon.: Simple Interest |Tues.: Simple Interest |Wed.: Tax, Commissions, |Thurs.: Tax, Commissions, |Fri.: Tax, Commissions, |

| | |Gratuities, Fees |Gratuities, Fees |Gratuities, Fees |

|6 min: Automaticity |6 min: Automaticity | | | |

| | |6 min: Automaticity |6 min: Automaticity |6 min: Automaticity |

|10 min: Flashback |10 min: Flashback | | | |

| | |10 min: Flashback |10 min: Flashback |10 min: Flashback |

|8 min: Homework Review |8 min: Homework Review | | | |

|Proportions as Equations (after cross |Simple Interest |8 min: Homework Review |8 min: Homework Review |8 min: Homework Review |

|Multiplying) | |Simple Interest |Tax, Commissions, Gratuities, Fees |Tax, Commissions, Gratuities, Fees |

| |15 min: New Content | | | |

|15 min: New Content |Glencoe course 3 5-9 (p. 290) |15 min: New Content |15 min: New Content |15 min: New Content |

|Glencoe course 3 5-9 (p.290) | |Glencoe Math Connects ( 7-6, 7-7) |Glencoe Math Connects (7-6, 7-7) |Glencoe Math Connects (7-4, 7-6, |

| |7-8 Study Text |& Resource Masters |& Resource Masters |7-7) |

|7-8 Study Text | | | |& Resource Masters |

| |8 min: Homework |8 min: Homework |8 min: Homework | |

|8 min: Homework | | | |8 min: Homework |

| | |3 min: Exit Slip |3 min: Exit Slip | |

|3 min: Exit Slip |3 min: Exit Slip | | |3 min: Exit Slip |

|Assessments: |X |Assessment Description or Commentary |

|Multiple Choice |X |10 multiple choice |

|Open Response |X |1 open response |

|Formative Assessment |X |Flashback, Exit Slips |

|Technology: Slate, Overhead Projector, PowerPoint Presentations |Interventions: Students will receive modifications according to their IEPs. Flashbacks will be used as a daily |

| |re-teaching strategy to cover material most often missed from bi-weekly exams. |

|Middle Grades Mathematics Planning |

|Teachers: |Date: Dec. 5th – Dec. 9th |1 |2 |3 |4 |

|Grade: 7th |Common Core #: |College Readiness: |

| |7.RP.3 | |

|Standard with Code: |7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. |

| |Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. |

|Vocabulary: percent, tax, commission, gratuities, fees, markup, markdown, percent of change, percent of increase, percent of decrease, percent error |

|Weekly Plan-17 |

|Mon.: Learning Check |Tues.: Markups/Markdowns |Wed.: Markups/Markdowns |Thurs.: Markups/Markdowns |Fri.: Percent Error |

| |% Increase/ % |% Increase/ % |% Increase/ % | |

|6 min: Automaticity |Decrease |Decrease |Decrease |6 min: Automaticity |

| | | | | |

|10 min: Flashback |6 min: Automaticity |6 min: Automaticity |6 min: Automaticity |10 min: Flashback |

| | | | | |

|8 min: Homework Review |10 min: Flashback |10 min: Flashback |10 min: Flashback |8 min: Homework Review |

|Tax, Commissions, Gratuities, Fees | | | |Markups/Markdowns |

| |8 min: Homework Review |8 min: Homework Review Markups/Markdowns|8 min: Homework Review |% Increase/ % Decrease |

| | |% Increase/ % Decrease |Markups/Markdowns | |

| |15 min: New Content | |% Increase/ % Decrease |15 min: New Content |

| |Glencoe Math Connects (7-6 Page |15 min: New Content | | |

| |369) |Glencoe Math Connects (7-6 Page |15 min: New Content | |

| |& Resource Masters |369) |Glencoe Math Connects (7-6 Page |8 min: Homework |

| | |& Resource Masters |369) | |

| |8 min: Homework | |& Resource Masters |3 min: Exit Slip |

| | |8 min: Homework | | |

| |3 min: Exit Slip | |8 min: Homework | |

| | | | | |

| | |3 min: Exit Slip |3 min: Exit Slip | |

|Assessments: |X |Assessment Description or Commentary |

|Multiple Choice | | |

|Open Response | | |

|Formative Assessment |X |Flashback, Exit Slips |

|Technology: Slate, Overhead Projector, PowerPoint Presentations |Interventions: Students will receive modifications according to their IEPs. Flashbacks will be used as a daily |

| |re-teaching strategy to cover material most often missed from bi-weekly exams. |

|Middle Grades Mathematics Planning |

|Teachers: |Date: Dec. 12th – Dec. 16th |1 |2 |3 |4 |

|Grade: 7th |Common Core #: |College Readiness: |

| |7.EE.1, 7.EE.2, 7.EE.3, 7.EE.4, 7.RP.1, 7.RP.2, |XEI301, XEI302, XEI303, GRE301 |

| |7.RP.3 | |

|Standard with Code: |7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. |

| |7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. |

| |For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” |

| |7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and |

| |decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the |

| |reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an |

| |additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is |

| |27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. |

| |7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by |

| |reasoning about the quantities. |

| |a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these |

| |forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the |

| |perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? |

| |b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of |

| |the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your|

| |pay to be at least |

| |$100. Write an inequality for the number of sales you need to make, and describe the solutions. |

| |7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For |

| |example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction [pic] miles per hour, equivalently 2 miles per hour. |

| |7.RP.2abcd Recognize and represent proportional relationships between quantities. |

| |a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and |

| |observing whether the graph is a straight line through the origin. |

| |b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. |

| |c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the |

| |relationship between the total cost and the number of items can be expressed as t = pn. |

| |d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, |

| |r) where r is the unit rate. |

| |7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. |

| |Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. |

|Vocabulary: percent, percent error, SEE PREVIOUS WEEKS |

|Weekly Plan-18 |

|Mon.: Percent Error/ |Tues.: Learning Check |Wed.: Review for Final |Thurs.: Final |Fri.: Final(Test Analysis) |

|Review | | | | |

| |6 min: Automaticity |6 min: Automaticity |6 min: Automaticity |6 min: Automaticity |

|6 min: Automaticity | | | | |

| |8 min: Homework Review |8 min: Homework Review | |10 min: Flashback |

|10 min: Flashback |Percent Error |Study for Final | | |

| | | | |8 min: Homework Review |

|8 min: Homework Review |30 min: Flashback/review |30 min: Flashback/review | | |

|Percent Error | | | |15 min: New Content |

|15 min: New Content |8 min: Homework |8 min: Homework | | |

|Resource Material |Study for Final |Study for Final | |8 min: Homework |

| | | | | |

|8 min: Homework | | | |3 min: Exit Slip |

| | | | | |

|3 min: Exit Slip | | | | |

|Assessments: |X |Assessment Description or Commentary |

|Multiple Choice |X | |

|Open Response |X | |

|Formative Assessment |X |Flashback, Exit Slips |

|Technology: Slate, Overhead Projector, PowerPoint Presentations |Interventions: Students will receive modifications according to their IEPs. Flashbacks will be used as a daily |

| |re-teaching strategy to cover material most often missed from bi-weekly exams. |

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