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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