Week 1 of the First Quarter - Atlanta Public Schools / Home



Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Weeks: |1-5 | |

Instructional Unit Plan

Unit I Georgia Performance Standards

|M7D1 |Students will pose questions, collect data, represent and analyze the data, and interpret results. |

|M7D1a |Formulate questions, and collect data from a census of at least 30 objects and from samples of varying sizes. |

|M7D1b |Construct frequency distributions. |

|M7D1e |Compare measures of central tendency and variation from samples to those from a census. Observe that sample statistics are more likely to approximate the population parameters as |

| |sample size increases. |

|M7D1f |Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots. |

|M7D1g |Analyze and draw conclusions about data, including describing the relationship between two variables. |

|Unit 1 Framework Enduring Understandings |Unit 1 Framework Essential Questions |

| | |

|Data can be represented graphically in a variety of ways. The type of graph is selected to best |How do I choose and create appropriate graphs to represent data? |

|represent a particular data set. |What conclusions can be drawn from data? |

|Larger samples are more likely to be representative of a population. |Describe the difference between numerical and categorical data. |

|A scatter plot is a good graphical representation for exploring patterns in data. |In which ways are sample statistics related to the corresponding population parameters? |

|We can use graphs to investigate the relationships between data sets. |What conclusions can be drawn from a scatter plot? |

|Vocabulary |Literacy GPS |

| | |

|Numerical data Categorical data Survey Statistician Sample Parameter |ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and |

|Census Scatter plot Horizontal axis Vertical axis |writing. |

| | |

| |ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. |

|Unit I Assessment | |

| | |

|GPS Framework, Grade 7, Unit 1, Dealing with Data, Culminating Task “Boys Versus Girls,” pp. 62 –| |

|64 of 64 | |

| | |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |1 |

Georgia Performance Standards

|M7D1 |Students will pose questions, collect data, represent and analyze the data, and interpret results. |

|M7D1a |Formulate questions, and collect data from a census of at least 30 objects and from samples of varying sizes. |

|M7D1b |Construct frequency distributions. |

|M7D1e |Compare measures of central tendency and variation from samples to those from a census. Observe that sample statistics are more likely to approximate the population parameters as |

| |sample size increases. |

|M7D1f |Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots. |

|M7D1g |Analyze and draw conclusions about data, including describing the relationship between two variables. |

|Unit 1 Framework Enduring Understandings |Unit 1 Framework Essential Questions |

| | |

|Data can be represented graphically in a variety of ways. The type of graph is selected to best |How do I choose and create appropriate graphs to represent data? |

|represent a particular data set. |What conclusions can be drawn from data? |

|Larger samples are more likely to be representative of a population. |Describe the difference between numerical and categorical data. |

|A scatter plot is a good graphical representation for exploring patterns in data. |In which ways are sample statistics related to the corresponding population parameters? |

|We can use graphs to investigate the relationships between data sets. |What conclusions can be drawn from a scatter plot? |

|Vocabulary |Literacy GPS |

| | |

|Numerical data Categorical data Survey Statistician Sample Parameter |ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and |

|Census Scatter plot Horizontal axis Vertical axis |writing. |

|. | |

| |ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |1 |

|Warm-Up / Quick Practice |Problem Solving |

|Mental Math: Divide positive power of ten numbers by compatible numbers (for example, 1200 ÷ 4; |Review problem-solving steps, Holt Mathematics Course 2, pp. xx – xxi |

|27,000 ÷ 9) |(1) Understand the Problem (2) Make a Plan (3) Solve (4) Look Back |

| | |

|Read and write large numbers through billions |Solve routine and non-routine problems |

| | |

|Identify the place value of a digit in numbers through billions | |

| | |

|Skill Mastery: Simplify numerical expressions | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|1.1.1 |M7D1b, f |Collect data and use an appropriate graph to display |GPS Framework, Grade 7, Unit 1, Dealing with Data, |Transparency or copies of Unit 1 |

| | |data |“When Is Your Birthday?,” pp. 7 – 8 of 64 |Task, “When Is Your Birthday?” |

| | |Distinguish between numerical and categorical data | |Graph paper |

| | |Analyze data | | |

|1.1.2 |M7D1a, e, g |Introduce the context of collecting data |Mathematics in Context, (MIC): Dealing with Data, |Appendix A, MIC, pp. 50 – 52 |

| | | |“Are People Getting Taller?” Problems 1 – 5, |MIC, pp. 1 - 5 |

| | | |pp. 1 – 3 | |

| | |Investigate a large data set |Assign homework on collecting data on mother-daughter| |

| | | |pairs, p. 5. | |

| | | | | |

| | |Collect, organize, and analyze data | | |

|1.1.3 |M7D1a, e, g |Demonstrate an understanding of a sample being chosen |MIC: Dealing with Data, “Are People Getting Taller?”,|Appendix A, MIC, pp. 50 – 52 |

| | |in a proper way |Problems 6 - 7, |MIC, pp. 4 – 6 |

| | |Discuss ways to organize a large data set |pp. 4 - 6 |Students’ data on mother-daughter |

| | | | |heights collected (Keep for next |

| | | | |day’s homework.) |

|1.1.4 |M7D1f, g |Plot data in a graph |MIC: Dealing with Data, “Scatter Plots”, Problems 1 -|Appendix A, MIC, pp. 50 – 52 |

| | | |7, pp. 7 – 9 |Student Sheets 1 - 3, pp. 77- 79 |

| | |Interpret points on a scatter plot |Assign homework on making a scatter plot of |Transparency of Activity Sheet 2 |

| | | |mother-daughter data collected using Activity Sheet |MIC, pp. 7 – 9 |

| | |Use a scatter plot to identify trends in data |3, Problems 8 – 10, p. 9. |Red, green, and blue colored pencils |

|1.1.5 | |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Create and draw conclusions from a scatter plot using MIC: Dealing with Data, Problems 2a and 2b, p. 11. (note: All activities listed in the |Weekly Focus: Collect, display, and |

|instructional task component are done so with the expectation that students work with partners or small groups to develop mathematical communication |analyze data |

|skills) | |

| |Maintenance: Identify specified place |

|Maintenance: Demonstrate an understanding of place value, repeated multiplication, division facts, reading a simple table, math vocabulary, and whole |value |

|numbers from Holt Mathematics Course 2, “Are You Ready?” pp. 3 and 373. | |

| |Skill: Simplify numerical expressions |

|Maintenance: Use estimation skills to solve problems. | |

| | |

|Exploration: Use logical reasoning to replace beans on a grid in the fewest moves from Holt Mathematics Course 2, p. 62. | |

| | |

|Intervention: | |

|Reflection with Closure |

| |

|Describe how a scatter plot helps or does not help you understand something about the data the plot represents. Use data sets from this week’s lesson to illustrate what you mean. |

|Justify why some methods of displaying data in certain situations are better than others. |

|Demonstrate what a scatter plot would look like if there is no relationship between the data collected |

|Journal |

| |

|Why is it important to choose the right sample when collecting data? |

|Explain why a long list of data is hard to describe? How might this long list be organized? |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Teacher Selected Items |

|Skill Mastery: Simplify numerical expressions. Solve: (1) 4 + (9-4) x 25 = (2) 2² + 4 x 4 – 20 = (3) 25 + (2 + 3)² = |

|(4) 20 – 20 ÷ 4 + 3 x 4 = (5) (3 + 4) x (3 x 2) + 60 = |

|Performance Assessments: |

|Culminating Tasks: |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |2 |

Georgia Performance Standards

|M7D1 |Students will pose questions, collect data, represent and analyze the data, and interpret results. |

|M7D1a |Formulate questions, and collect data from a census of at least 30 objects and from samples of varying sizes. |

|M7D1b |Construct frequency distributions. |

|M7D1c |Analyze data using measures of central tendency (mean, median, mode), including recognition of outliers. |

|M7D1f |Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots. |

|M7D1g |Analyze and draw conclusions about data, including describing the relationship between two variables. |

|Unit 1 Framework Enduring Understandings |Unit 1 Framework Essential Questions |

| | |

|Data can be represented graphically in a variety of ways. The type of graph is selected to best |What is meant by the center of a data set? How is it found? How is it useful when analyzing |

|represent a particular data set. |data? |

|Conclusions can be drawn about data sets based on graphs, measures of center, and measures of |How do I choose and create appropriate graphs to represent data? |

|variation. |What conclusions can be drawn from data? |

|We can use graphs to investigate the relationships between data sets. | |

| | |

|Vocabulary |Literacy GPS |

| | |

|Mean |ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. |

|Mode | |

|Stem-and-leaf plot |ELA7RC4 The student establishes a context for information acquired by reading across subject |

|Histogram |areas. |

| | |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |2 |

|Warm-Up / Quick Practice |Problem Solving |

|Mental Math: Divide positive power of ten numbers by compatible numbers (for example, 30,000 ÷ 15)|Solve non-routine problems involving the Draw a Diagram strategy from Holt Mathematics Course 2, |

| |Problem Solving Handbook, p. 752 |

|Interpret data from a scatter plot | |

| |Solve multi-step routine problems |

|Identify unmarked intervals on a scale | |

| | |

|Skill Mastery: Compare and order decimals | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|1.2.6 |M7D1a, b, c, g |Collect data from a sample and apply to a real-life |GPS Framework, Grade 7, Unit 1, Dealing with Data, |Copies of task |

| | |situation |“What’s in a Name?,” pp. 8 – 9 of 64 | |

| | | | | |

| | |Analyze data by using a measure of central tendency | | |

| | |(mean) | | |

|1.2.7 |M7D1f, g |Interpret data from a table |MIC: Dealing with Data, “Stem and Leaf Plots”, |MIC, pp. 12 – 15 |

| | | |Problems 1 - 6, pp. 12 - 15 |Graph paper (optional) |

| | |Organize data from a table in a way to make it | | |

| | |easier to see the distribution | | |

|1.2.8 |M7D1b f |Complete a tally chart |MIC: Dealing with Data, “Stem and Leaf Plots”, |MIC, pp. 15 – 17 |

| | | |Problems 7 - 13, pp. 15 – 17 | |

| | |Compare a tally chart to a bar graph |Assignment not completed in class should be completed| |

| | | |for homework. | |

| | |Create a stem-and-leaf plot | | |

|1.2.9 |M7D1f |Compare a histogram to a stem-and-leaf plot |MIC: Dealing with Data, “Histograms”, Problems 14 - |MIC, pp. 18 - 19 |

| | | |16, pp. 18 - 19 |Measuring tape (centimeters) |

| | |Make a histogram of data collected | | |

| | | | | |

| | |Compare different histograms | | |

|1.2.10 | |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Analyze data using GPS Framework, Grade 7, Unit 1, Dealing with Data, “Time for Work,” pp. 10 – 12 of 64. |Weekly Focus: Interpret data from graphs |

| | |

|Maintenance: Demonstrate an understanding of place value, repeated multiplication, division facts, reading a simple table, math vocabulary, and whole |Maintenance: Create a scatter plot from |

|numbers from Holt Mathematics Course 2, “Are You Ready?”, pp. 3 and 373. |a table |

| | |

|Maintenance: Use estimation skills to solve problems. |Skill: Compare and order decimals |

| | |

|Exploration: Use logical reasoning to replace beans on a grid in the fewest moves from Holt Mathematics Course 2, p. 62. | |

| | |

|Intervention: Include reteaching interpreting data from a scatter plot. | |

|Reflection with Closure |

| |

|Why do you think a stem-and-leaf plot was given that name? |

|Create a real-life situation whereas the mode would be a better representation of the data if collected than the mean. |

|Journal |

|Pick a measure of central tendency that describes each of the situations. Explain your choice: a) number of siblings in a family b) number of days in a month |

|Tell which you would use to determine the number of data values in a set: a cumulative frequency table or a stem-and-leaf plot. Explain. |

|Explain the differences and similarities between a histogram and a stem-and-leaf plot. |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Teacher-selected assessment items |

|Skill Mastery: Compare and order decimals. Arrange in order from greatest to least. (1) 6.6 6.066 6.66 6 6.0006 |

|(2) 777.1 77.71 7.77711 777 (3) 88.008 888.08 8.0008 88 88.8 (4) 0.9 0.9999 0.09 0.99 Performance Assessments: |

|Culminating Tasks: |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |3 |

Georgia Performance Standards

|M7D1 |Students will pose questions, collect data, represent and analyze the data, and interpret results. |

|M7D1a |Formulate questions, and collect data from a census of at least 30 objects and from samples of varying sizes. |

|M7D1c |Analyze data using measures of central tendency (mean, median, mode), including recognition of outliers. |

|M7D1d |Analyze data with respect to measures of variation (range, quartiles, inter-quartile range). |

|M7D1e |Compare measures of central tendency and variation from samples to those from a census. Observe that sample statistics are more likely to approximate the population parameters as |

| |sample size increases. |

|M7D1f |Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots introduced earlier, and using box-and-whisker plots |

| |and scatter plots. |

|M7D1g |Analyze and draw conclusions about data, including describing the relationship between two variables. |

|Unit 1 Framework Enduring Understandings |Unit 1 Framework Essential Questions |

| | |

|Data can be represented graphically in a variety of ways. The type of graph is selected to best |What is meant by the center of a data set? How is it found? How is it useful when analyzing |

|represent a particular data set. |data? |

|Measures of center (mean, median, mode) and measures of variation (range, quartiles, |How can I describe variation within a data set? |

|inter-quartiles range) can be used to analyze data. |How do I choose and create appropriate graphs to represent data? |

|Conclusions can be drawn about data sets based on graphs, measures of center, and measures of |What conclusions can be drawn from data? |

|variation. | |

|We can use graphs to investigate the relationships between data sets. | |

| | |

|Vocabulary |Literacy GPS |

| | |

|Median |ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and |

|Range |writing. |

|Box-and-Whisker Plot | |

| |ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. |

| | |

| |ELA7RC4 The student establishes a context for information acquired by reading across subject |

| |areas. |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |3 |

|Warm-Up / Quick Practice |Problem Solving |

|Mental Math: Cancel common trailing zeros to divide (for example, 8,000 ÷ 400) |Solve non-routine problems involving the Make a Model strategy from Holt Mathematics Course 2, |

| |Problem Solving Handbook, p. 753 |

|Find the median of a set of data from a stem-and-leaf plot | |

| |Solve multi-step routine problems |

|Compute the mean of a set of data | |

| | |

|Give the value of a digit in a number (place value) | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|1.3.11 |M7D1c, d, f, g |Describe trends of a table in words |MIC: Dealing with Data, “Box Plots and the Median”, |Student Activity Sheet 4 |

| | | |Problems 1 – 7, pp. 35 – 38 |MIC, pp. 35 – 38 |

| | | |Assignment not completed in class should be completed| |

| | |Divide a line plot to find the median |for homework. | |

| | | | | |

| | | | | |

| | |Create a box plot from a line plot | | |

|1.3.12 |M7D1c, d, e, |Create and interpret a box plot |MIC: Dealing with Data, “Box Plots and the Median”, |MIC, pp. 39 – 41 |

| |f, g | |Problems 8 – 13, pp. 39 – 41 | |

| | |Compare two data sets using box plots | | |

|1.3.13 |M7D1a, c, d, |Create and interpret a double box-and-whisker plot |GPS Framework, Grade 7, Unit 1, Dealing with Data, |Stop watches |

| |f, g | |“The Eyes Have It,” pp. 12 – 16 of 64 |Copies of the task |

| | |Analyze data with respect to measures of variation | | |

| | |(range, quartiles, inter-quartile range) | | |

|1.3.14 |M7D1a, c, d, e, f, g |Create and interpret a triple box-and-whisker plot |GPS Framework, Grade 7, Unit 1, Dealing with Data, |Copies of the task |

| | | |“The Eyes Have It,” pp. 14, 17 - 20 of 64 |Graphing calculators |

| | |Compare measures of central tendency and variation | | |

| | |from samples to those from a census | | |

|1.3.15 | |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Create and interpret box-and-whisker plots using Holt Mathematics Course 2, Problems 13 and 14, p. 397. |Weekly Focus: Create and interpret |

| |box-and-whisker plots |

|Maintenance: Represent data from a survey in various forms, e.g., line plot, frequency chart, etc. | |

| |Maintenance: Create a stem-and-leaf plot|

|Maintenance: Add and subtract fractions and mixed numbers. |for a data set |

| | |

|Exploration: Use logical reasoning to replace game pieces using the fewest moves from Holt Mathematics Course 2, “Trading Spaces,” p. 62. |Skill: Give the value of a digit in a |

| |number |

|Intervention: Include the reteaching of making and interpreting stem-and-leaf plots. | |

|Reflection with Closure |

| |

|Look at the histogram and the box plot representing the same information on heights of fathers (MIC: Dealing with Data, p. 42). Which graph do you feel represents the data better? Why? For |

|which purposes are box plots useful? |

|Compare the difference between the middle of the range and the median. Give an example of a data set where the middle of the range and the median are different and an example of a data set where |

|they are the same. |

|Journal |

| |

|Describe what you can tell about a data set from a box-and-whisker plot? |

|Explain how the range and the interquartile range of a set of data are different. Which measure tells you more about central tendency? |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Teacher-selected assessment items |

|Skill Mastery: Give the value of the digit in the following number: 5,796,341,028 |

|(1) 7 (2) 4 (3) 5 (4) 6 (5) 0 (6) 3 |

|Performance Assessments: |

|Culminating Tasks: |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |4 |

Georgia Performance Standards

|M7D1 |Students will pose questions, collect data, represent and analyze the data, and interpret results. |

|M7D1a |Formulate questions, and collect data from a census of at least 30 objects and from samples of varying sizes. |

|M7D1b |Construct frequency distributions. |

|M7D1d |Analyze data with respect to measures of variation (range, quartiles, inter-quartile range). |

|M7D1f |Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots introduced earlier, and using box-and-whisker plots |

| |and scatter plots. |

|M7D1g |Analyze and draw conclusions about data, including describing the relationship between two variables. |

|Unit 1 Framework Enduring Understandings |Unit 1 Framework Essential Questions |

| | |

|Data can be represented graphically in a variety of ways. The type of graph is selected to best |What is meant by the center of a data set? How is it found? How is it useful when analyzing |

|represent a particular data set. |data? |

|Measures of center (mean, median, mode) and measures of variation (range, quartiles, |How do I choose and create appropriate graphs to represent data? |

|inter-quartiles range) can be used to analyze data. |What conclusions can be drawn from data? |

|Conclusions can be drawn about data sets based on graphs, measures of center, and measures of |In what ways are sample statistics related to the corresponding population parameters? |

|variation. | |

|We can use graphs to investigate the relationships between data sets. | |

|Large samples are more likely to be representative of a population. | |

|Vocabulary |Literacy GPS |

| | |

|Mean Median |ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and |

|Mode Range |writing. |

|Inter-quartile range Outliers | |

|Census Parameter |ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. |

|Statistic | |

| |ELA7RC4 The student establishes a context for information acquired by reading across subject |

| |areas |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |4 |

|Warm-Up / Quick Practice |Problem Solving |

|Mental Math: Cancel common trailing zeros to divide (for example, 8,000 ÷ 400) |Solve non-routine problems involving the Guess and Test strategy from Holt Mathematics Course 2, |

| |Problem Solving Handbook, p. 754 |

|Multiply and divide decimals | |

| |Solve multi-step routine problems |

|Interpret data from a double bar graph | |

| | |

|SM: Compare and order rational numbers | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|1.4.16 |M7D1c, d, g |Analyze data using measures of central tendency |GPS Framework, Grade 7, Unit 1, Dealing with Data, |Copies of task |

| | | |“Find the ‘Best’ Measure of Center,” pp. 21 – 26 of | |

| | |Analyze data with respect to measures of variation |64 | |

|1.4.17 |M7D1b, c, d, f, g |Demonstrate an understanding of graphs |GPS Framework, Grade 7, Unit 1, Dealing with Data, |Copies of task |

| | | |“Who Was the Greatest Yankee Home Run Hitter?” pp. 27|Graph paper |

| | | |– 35 of 64 | |

| | | |Allow two days for students to complete this | |

| | | |activity. | |

| | |Analyze date using measures of central tendency and | | |

| | |variation | | |

|1.4.18 |M7D1b, c, d, f, g |Demonstrate an understanding of graphs |GPS Framework, Grade 7, Unit 1, Dealing with Data, |Copies of task |

| | | |“Who Was the Greatest Yankee Home Run Hitter?,” pp. |Graph paper |

| | | |27 – 35 of 64 | |

| | | | | |

| | | | | |

| | |Analyze date using measures of central tendency and | | |

| | |variation | | |

|1.4.19 |M7D1a |Further develop the understanding of samples and |Holt Mathematics Course 2, “Populations & Samples,” |Textbook, pp. 412 - 415 |

| | |populations |Lesson 7.8, pp. 412-415. | |

| | | | | |

| | |Consider various ways of developing a sampling plan | | |

|1.4.20 | |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Use mean and median in interpreting data |Weekly Focus: Analyze date using measures|

| |of central tendency and variation |

|Maintenance: Represent data from a survey in various forms, e.g., line plot, frequency chart, etc. | |

| |Maintenance: Create and interpret |

|Maintenance: Add and subtract fractions and mixed numbers. |box-and-whisker plots |

| | |

|Exploration: Use logical reasoning to replace game pieces using the fewest moves from Holt Mathematics Course 2, “Trading Spaces,” p. 62. |Skill: Compare and order rational numbers|

| | |

|Intervention: Include the reteaching of making and interpreting box-and-whisker plots. | |

|Reflection with Closure |

| |

|Which measure of central tendency is affected most by outliers? Explain your choice by giving an example. |

|When information is gathered from a group what does the term population mean? Explain. |

|What is a sample and when might you gather information from a sample rather than a population? |

|Journal |

| |

|Why is it difficult to obtain a truly random sample from a very large population? |

|Describe a situation where you would rather survey a sample rather than the population. |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Teacher-selected assessment items |

|Skill Mastery: Compare and order rational numbers. Arrange in order from least to greatest. |

|(1) 6.06 6 ½ 6.66 6.6 6 7/8 (2) 9.2 9 3/5 9.222 9 1/6 9 ½ |

|Performance Assessments: |

|Culminating Tasks: |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |5 |

Georgia Performance Standards

|M7D1 |Students will pose questions, collect data, represent and analyze the data, and interpret results. |

|M7D1a |Formulate questions, and collect data from a census of at least 30 objects and from samples of varying sizes. |

|M7D1b |Construct frequency distributions |

|M7D1c |Analyze data using measures of central tendency (mean, median, mode), including recognition of outliers. |

|M7D1d |Analyze data with respect to measures of variation (range, quartiles, inter-quartile range). |

|M7D1e |Compare measures of central tendency and variation from samples to those from a census. Observe that sample statistics are more likely to approximate the population parameters as |

| |sample size increases. |

|M7D1f |Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots introduced earlier, and using box-and-whisker plots |

| |and scatter plots. |

|M7D1g |Analyze and draw conclusions about data, including describing the relationship between two variables. |

|Unit 1 Framework Enduring Understandings |Unit 1 Framework Essential Questions |

| | |

|Data can be represented graphically in a variety of ways. The type of graph is selected to best |What is meant by the center of a data set? How is it found? How is it useful when analyzing |

|represent a particular data set. |data? |

|Measures of center (mean, median, mode) and measures of variation (range, quartiles, |How can I describe variation within a data set? |

|inter-quartile range) can be used to analyze data. |In what ways are sample statistics related to the corresponding population parameters? |

|Conclusions can be drawn about data sets based on graphs, measures of center, and measures of |How do I choose and create appropriate graphs to represent data? |

|variation. |What conclusions can be drawn from data? |

|We can use graphs to investigate the relationships between data sets. | |

|Vocabulary |Literacy GPS |

| | |

|Population |ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and |

|Census |writing. |

|Parameter | |

|Sampling plan |ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. |

|Biased | |

|Survey | |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |5 |

|Warm-Up / Quick Practice |Problem Solving |

|Mental Math: Calculate travel time (for example, 60 mph to travel 480 miles; or 50 mph to travel |Solve non-routine problems involving the Work Backward strategy from Holt Mathematics Course 2, |

|450 miles) |Problem Solving Handbook, p. 755 |

| | |

|Identify samples as biased or not biased |Solve multi-step routine problems |

| | |

|Give the median, mean, mode, and range of a set of data | |

| | |

|SM: Compute with decimals | |

|Focus Lessons |

|Ref# |State |Objectives |Resources |Materials |

| |Standards | | | |

|1.5.21 |M7D1a, b, c, d, e, f, g |Select appropriate methods to analyze a data set, |GPS Framework, Grade 7, Unit 1, Dealing with Data, |Copies of task, pp. 45 - 47 of 64 |

| | |including appropriate graphs and calculations |“Emergency 911! Bay City,” pp. 44 – 61 of 64 | |

| | | | | |

| | |Read and interpret a graph |Allow students two days to complete this task. | |

| | | | | |

| | |Use data analysis to make recommendations | | |

|1.5.22 |M7D1a, b, c, d, e, f, g |Select appropriate methods to analyze a data set |GPS Framework, Grade 7, Unit 1, Dealing with Data, |Student work from previous lesson |

| | | |“Emergency 911! Bay City,” pp. 44 – 61 of 64 | |

| | |Read and interpret a graph | | |

| | | | | |

| | |Use data analysis to make recommendations | | |

|1.5.23 |M7D1a, b, c, d, e, f, g |Devise a survey |GPS Framework, Grade 7, Unit 1, Dealing with Data, |Copies of task, pp. 62 – 63 of 64 |

| | |Choose a sampling plan |Culminating Task “Boys Versus Girls,” pp. 62 – 64 of | |

| | |Collect, display, and analyze data |64 | |

| | | | | |

| | | |Allow students two or three days to complete this | |

| | | |culminating activity. | |

|1.5.24 |M7D1a, b, c, d, e, f, g |Devise a survey |GPS Framework, Grade 7, Unit 1, Dealing with Data, |Student work from previous lesson |

| | |Choose a sampling plan |Culminating Task “Boys Versus Girls,” pp. 62 – 64 of | |

| | |Collect, display, and analyze data |64 | |

|1.5.25 | |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Solve problems involving appropriate graphs, samples and populations using Holt Mathematics Course 2, Problems 3 – 7, p. 426. |Weekly Focus: Collect, display and |

| |analyze data |

|Maintenance: Interpret double-line graphs and other types of graphs. | |

| |Maintenance: Make predictions from |

|Maintenance: Add mentally playing “Modified Tic-Tac-Toe” from Holt Mathematics Course 2, p. 136. |scatter plots |

| | |

|Exploration: Explore various ways to solve problems from Holt Mathematics Course 2, pp. 33 and 105. |Skill: Compute with decimals |

| | |

|Intervention: Include analyzing data using measures of central tendency and variation. | |

|Reflection with Closure |

| |

|Describe several methods for selecting a sample from a population. Discuss the advantages and disadvantages of each method. |

|Is it possible for a sample to be an entire population? Why or why not? |

|Describe a sampling plan that one could perceive as biased. |

|Journal |

| |

|A company asks 10 people about their favorite brand of toothpaste. Three people chose Sparkle, one chose Smile, and six chose Purely White. An advertisement for Sparkle state, “Three times as many|

|people prefer Sparkle over Smile!” Explain why this statement is misleading. |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Teacher-selected assessment items |

|Skill Mastery: Compute with decimals. Solve. (1) 4.15 + 29.2 + 17 + 4.005 = (2) 99.7 – 78.97 = (3) 0.04 x 9.86 = |

|(4) 0.64 x 12.4 = (5) 0.081 ÷ 0.009 = (6) 514.8 ÷ 0.36 = |

|Performance Assessments: |

|Culminating Tasks: GPS Framework, Grade 7, Unit 1, Dealing with Data, Culminating Task “Boys Versus Girls,” pp. 62 – 64 of 64 |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Weeks: |6-9 |

Instructional Unit Plan

Unit II Georgia Performance Standards

|M7D1f |Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots introduced earlier, and using box-and-whisker plots |

| |and scatter plots. |

|M7D1g |Analyze and draw conclusions about data, including a description of the relationship between two variables. |

|M7A3a |Plot points on a coordinate plane. |

|M7A3b |Represent, describe, and analyze relations from tables, graphs, and formulas. |

|M7A3c |Describe how change in one variable affects the other variable. |

|Unit 2 Framework Enduring Understandings |Unit 2 Framework Essential Questions |

| | |

|In mathematics, letters are used to represent quantities that vary. |What does the data tell me? |

|Collecting and examining data can sometime help one discover patterns in the way in which two |Howe does a change in one variable affect the other variables in a given situation? |

|quantities vary. |Which tells me more about the relationship I am investigating—a table, a graph or a formula? |

|Changes in varying quantities are often related by patterns which, once discovered, can be used | |

|to predict outcomes and solve problems. | |

|Written descriptions, tables, graphs and equations are useful in representing and investigating | |

|relationships between varying quantities. | |

|Algebraic expressions may be used to represent and generalize real situations. | |

|Vocabulary |Literacy GPS |

| | |

|Discrete data Continuous data |ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and |

|Variable Independent variable |writing. |

|Dependent variable Narrative | |

| |ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. |

|Unit II Assessment | |

| | |

|GPS Framework, Grade 7, Unit 2, Patterns and Relationships, Culminating Task “Paper Cups,” pp. 32| |

|- 36 of 36 | |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |6 |

Georgia Performance Standards

|M7D1f |Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots introduced earlier, and using box-and-whisker plots |

| |and scatter plots. |

|M7D1g |Analyze and draw conclusions about data, including a description of the relationship between two variables. |

|M7A3a |Plot points on a coordinate plane. |

|M7A3b |Represent, describe, and analyze relations from tables, graphs, and formulas. |

|M7A3c |Describe how change in one variable affects the other variable. |

|M7A1b |Simplify and evaluate algebraic expressions, using commutative, associative, and distributive properties. |

|M7A2a |Given a problem, define a variable, write an equation, solve the equation, and interpret the solution. |

|Unit 2 Framework Enduring Understandings |Unit 2 Framework Essential Questions |

| | |

|In mathematics, letters are used to represent quantities that vary. |What does the data tell me? |

|Collecting and examining data can sometime help one discover patterns in the way in which two |How does a change in one variable affect the other variables in a given situation? |

|quantities vary. |Which tells me more about the relationship I am investigating—a table, a graph or a formula? |

|Changes in varying quantities are often related by patterns which, once discovered, can be used | |

|to predict outcomes and solve problems. | |

|Written descriptions, tables, graphs and equations are useful in representing and investigating | |

|relationships between varying quantities. | |

|Different representations of the relationship between varying quantities may have different | |

|strengths and weaknesses. | |

|The properties of real numbers are true for algebraic as well as numeric expressions. | |

|Algebraic expressions may be used to represent and generalize real situations. | |

|Inverse operations are helpful in understanding and solving equations | |

|Vocabulary |Literacy GPS |

| | |

|Discrete data |ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and |

|Continuous data |writing. |

|Variable | |

|Independent variable |ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. |

|Dependent variable | |

|Narrative | |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |6 |

|Warm-Up / Quick Practice |Problem Solving |

|Mental Math: Calculate travel time (for example, 60 mph to travel 180 miles) |Solve non-routine problems involving the Find a Pattern strategy from Holt Mathematics Course 2, |

| |Problem Solving Handbook, p. 756 |

|Calculate the odds of a single event | |

| |Solve multi-step routine problems |

|Complete data in a table | |

| | |

|SM: Multiply fractions and mixed numbers by whole numbers | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|1.6.26 |M7D1g |Graph and analyze data from a table |GPS Framework, Grade 7, Unit 2, Patterns and |Copies of the tasks |

| |M7A3a, b, c |Distinguish between discrete and continuous data |Relationships, “A Walk on the Beach,” pp. 15 – 20 of | |

| | |Distinguish between independent and dependent |36 | |

| | |variables | | |

|1.6.27 |M7D1f, g |Make sense of data given in the form of a table |GPS Framework, Grade 7, Unit 2, Patterns and |Clock or watches with second hands |

| |M7A3a, b, c | |Relationships, “Jumping Jack Experiment,” pp, 8 – 14 |Graph paper |

| | |Represent change over time in a graph given a table |of 36. | |

|1.6.28 |M7A1b |Represent a visual pattern with words, symbols, and |MIC: Building Formulas, “Patterns,” Problems 1 – 8, |Color tiles |

| |M7A2a |numbers |pp. 1 – 4 |Graph paper |

| | |Describe patterns using recursive and direct | | |

| | |formulas | | |

|1.6.29 |M7A1b |Write and compare direct formulas that describe a |MIC: Building Formulas, “Patterns,” Problems 9 – 17, |Color tiles |

| |M7A2a |given situation |pp. 4 – 6 |Graph paper |

| | | | | |

| | |Evaluate formulas | | |

|1.6.30 | |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Sketch change over time using GPS Framework, Grade 7, Unit 2, Patterns and Relationships, “The Olympic Triathlon,” pp. 20 – 22 of 36. |Weekly Focus: Make a graph from a table; |

| |a table from a graph; and a graph from a |

|Maintenance: Interpret double-line graphs and other types of graphs. |narrative |

| | |

|Maintenance: Add mentally playing “Modified Tic-Tac-Toe” from Holt Mathematics Course 2, p. 136. |Maintenance: Collect, display, and |

| |analyze data |

|Exploration: Explore various ways to solve problems from Holt Mathematics Course 2, pp. 33 and 105. | |

| |Skill: Multiply fractions and mixed |

|Intervention: Include the reteaching of collecting, displaying, and analyzing data. |numbers by whole numbers |

|Reflection with Closure |

| |

|Can change over time be represented in a bar graph? Explain and if possible create an example. |

|What criteria can be used to decide whether to connect the plots on a line graph or not? |

|Is it possible to make predictions from all line graphs? Explain. |

|Journal |

| |

|Explain why you might use a double-bar graph instead of two separate bar graphs to display data. |

|Describe how a line graph would look for a set of data that increases then decreases over time. |

|Give an example of a situation that can be described by a double-line graph in which the two sets of data intersect at least once. |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Teacher-selected assessment items |

|Skill Mastery: Multiply fractions and mixed numbers by whole numbers. Solve. |

|(1) 6 x 2 ½ = (2) ¾ x 8 = (3) 1 ½ x 10 = (4) 4 ¼ x 5 = (5) 3 1/5 x 7 = |

|Performance Tasks: |

|Culminating Activities: |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |7 |

Georgia Performance Standards

|M7A1a |Translate verbal phrases to algebraic expressions. |

|M7A1b |Simplify and evaluate algebraic expressions, using commutative, associative, and distributive properties. |

|M7A1c |Add and subtract linear expressions. |

|M7A2a |Given a problem, define a variable, write an equation, solve the equation, and interpret the solution. |

| | |

|Unit 2 Framework Enduring Understandings |Unit 2 Framework Essential Questions |

| | |

|In mathematics, letters are used to represent quantities that vary. |How does a change in one variable affect the other variables in a given situation? |

|Collecting and examining data can sometime help one discover patterns in the way in which two |Which tells me more about the relationship I am investigating—a table, a graph or a formula? |

|quantities vary. | |

|Changes in varying quantities are often related by patterns which, once discovered, can be used | |

|to predict outcomes and solve problems. | |

|Written descriptions, tables, graphs and equations are useful in representing and investigating | |

|relationships between varying quantities. | |

|Different representations of the relationship between varying quantities may have different | |

|strengths and weaknesses. | |

|The properties of real numbers are true for algebraic as well as numeric expressions. | |

|Algebraic expressions may be used to represent and generalize real situations. | |

|Inverse operations are helpful in understanding and solving equations | |

|Vocabulary |Literacy GPS |

| | |

|Variable |ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. |

|Equation | |

|Algebraic Expression | |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |7 |

|Warm-Up / Quick Practice |Problem Solving |

|Mental Math: Working with prices (for example, $8.99 + $3.99; $5.00 - 1.99; $10.00 - $4.95; $1.65|Solve non-routine problems involving the Make a Table strategy from Holt Mathematics Course 2, |

|+ $0.98; 4 @ $3.95; 3 @ $24.98) |Problem Solving Handbook, p. 757 |

| | |

|Draw pictures to model solutions to one-step equations |Solve multi-step routine problems |

| | |

|Make a table from a simple graph | |

| | |

|SM: Write equivalent fractions | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|1.7.31 |M7A1a, b |Make a table and a direct formula to represent a |MIC: Building Formulas, “Patterns,” Problems 18 – 23,|Flat craft sticks or toothpicks |

| |M7A2a, b |given situation |pp. 7 – 9 |Copy of chart, p. 8 |

| | | | |MIC, pp. 7 - 9 |

| | |Evaluate formulas to determine equivalency | | |

|1.7.32 |M7A1a, b | |MIC: Building Formulas, “Brick Patterns: Bricks,” |Copies of Student Activity Sheet 1, |

| |M7A2a, b | |Problems 1 – 5, pp. 13 – 15 |p. 77 |

| | |Identify and extend a basic pattern | |Rectangular blocks or dominos |

| | | | |MIC, pp. 13 – 15 |

| | |Create a pattern | | |

|1.7.33 |M7A1a, b |Given a situation, define a variable, write an |MIC: Building Formulas, “The Classic” and “More Brick|Copies of Student Activity Sheet 1, |

| |M7A2a, b |equation, solve the equation, and interpret the |Rows,” Problems 6 – 12, pp. 15 – 17 |p. 77 |

| | |solution | |Rectangular blocks or dominos |

| | | | |MIC, pp. 15 – 17 |

|1.7.34 |M7A1b, c |Continue to search for patterns of change |MIC: Building Formulas, “Brick Patterns,” Problems |MIC, pp. 18 - 19 |

| |M7A2a, b | |13 – 17, pp. 18 – 19 | |

| | |Predict profits from patterns | | |

|1.7.35 | |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Model and solve multi-step equations. |Weekly Focus: Model and solve one- and |

| |two-step equations |

|Maintenance: Add fractions playing “Fraction Action” from Holt Mathematics Course 2. p. 210. | |

| |Maintenance: Make sense of data given in |

|Maintenance: Multiply fractions. |form of a table |

| | |

|Exploration: Explore a different approach to solve a logic problem from Holt Mathematics Course 2, “Clothes Encounter,” p. 256. Create similar problems |Skill: Write equivalent fractions |

|for peers to solve. | |

| | |

|Intervention: Include the reteaching of making sense of data given in form of a graph. | |

|Reflection with Closure |

| |

|Sketch a graph of how time is spent in your regular school day. |

|Decide on a real-life situation whereas a table would be easier to read and understand than a graph. |

|Decide on a real-life situation whereas a graph would be easier to read understand than a table. |

|Write an algebraic equation that would require using the distributive property, additive inverse, and multiplicative inverse to solve. |

|Journal |

| |

|Explain how you know when an expression cannot be simplified. |

|Explain how to decide which operation to use in order to isolate the variable in an equation. |

|Describe what would happen if a number were added or subtracted from one side of the equation but not the other. |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Teacher-selected assessment items |

|Skill Mastery: Write three equivalent fractions for each fraction listed. |

|(1) 3/4 (2) 5/8 (3) 24/36 (4) 33/99 |

|Performance Tasks: |

|Culminating Activities: |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |8 |

Georgia Performance Standards

|M7A1b |Simplify and evaluate algebraic expressions, using commutative, associative, and distributive properties. |

|M7A1c |Add and subtract linear expressions. |

|M7A2a |Given a problem, define a variable, write an equation, solve the equation, and interpret the solution. |

|M7A2b |Use the addition and multiplication properties of equality to solve one- and two-step equations. |

|M7A3a |Plot points on a coordinate plane. |

|M7A3b |Represent, describe, and analyze relations from tables, graphs, and formulas. |

|M7A3c |Describe how change in one variable affects the other variable. |

|M7A3d |Describe patterns in the graphs of proportional relationships, both direct (y = kx) and inverse (y = k/x). |

|M7D1g |Analyze and draw conclusions about data, including a description of the relationship between two variables.      |

|Unit 2 Framework Essential Questions |Unit 2 Framework Enduring Understandings |

| | |

|What does the data tell me? |Collecting and examining data can sometime help one discover patterns in the way in which two |

|How does a change in one variable affect the other variables in a given situation? |quantities vary. |

|What strategies can I use to help me understand and represent real situations using algebraic |Changes in varying quantities are often related by patterns which, once discovered, can be used |

|expressions and equations? |to predict outcomes and solve problems. |

| |Written descriptions, tables, graphs and equations are useful in representing and investigating |

| |relationships between varying quantities. |

|Vocabulary |Literacy GPS |

| | |

|Variable |ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and |

|Proportion |writing. |

|Ratio | |

|Algebraic Expression |ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. |

| | |

| |ELA7RC4 The student establishes a context for information acquired by reading across subject |

| |areas |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |8 |

|Warm-Up / Quick Practice |Problem Solving |

|Mental Math: Working with prices (for example, $8.99 + $3.99; 3 @ $24.98) |Solve non-routine problems involving the Solve a Simpler Problem strategy from Holt Mathematics |

| |Course 2, Problem Solving Handbook, p. 758 |

| | |

|Simplify algebraic expressions |Solve multi-step routine problems |

| | |

| | |

|Divide a decimal by a whole number or another decimal | |

| | |

|SM: Find the range, median, mode, and mean of a set of data | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|1.8.36 |M7A3a, b, c, d |Write a verbal rule as a formula and represent the |MIC, Building Formulas, “Problem Solving: Heavy |Stopwatches, clocks, or watches |

| |M7D1g |formula in a graph |Training,” Problems 1 – 5, pp. 44 – 46 |with second hands |

| | | | |Copies of Student Activity Sheet 4, |

| | | | |p. 80 |

| | | | |Graph paper |

|1.8.37 |M7A1b, c |Describe a situation that changes in a predictable |MIC, Building Formulas, “Problem Solving: Crickets,” |Graph paper |

| |M7A2a, b |way with a table of values and a graph |Problems 6 – 9, p. 47and Problems 1 – 5, pp. 50 – 51|Calculators |

| | | | | |

| | | | | |

|1.8.38 |M7A1b |Determine whether a number is a solution of an |Holt Mathematics Course 2, “Equations and Their |Textbook, pp. 46 - 49 |

| | |equation |Solutions,” pp. 46 – 49 | |

| | | | | |

| | | | | |

| | |Match a problem situation to an equation | | |

|1.8.39 |M7A3b |Relate graphs to a situation |Holt Mathematics Course 2, “Interpreting Graphs,” pp.|Textbook, pp. 232 - 235 |

| | | |232 - 235 | |

|1.8.40 | |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Translate verbal phrases to algebraic expressions using GPS Framework, Grade 7, Unit 2, Patterns and Relationships, “From Situations to |Weekly Focus: Make predictions from |

|Expression,” pp. 28 – 30 of 36. |graphs and tables |

| | |

|Maintenance: Add fractions playing “Fraction Action” from Holt Mathematics Course 2. p. 210. |Maintenance: Model and solve one- and |

| |two-step equations |

|Maintenance: Multiply fractions. | |

| |Skill: Find the range, median, mode, and |

|Exploration: Explore a different approach to solve a logic problem from Holt Mathematics Course 2, “Clothes Encounter,” p. 256. Create similar problems |mean of a set of data |

|for peers to solve. | |

| | |

|Intervention: Include the reteaching of using models to solve one- and two-step equations. | |

|Reflection with Closure |

| |

|Give an example of a real-life situation in which variable y depends on variable x and y increases as x increases when graphed. Give an example of a real-life situation where variable y |

|decreases as variable x increases when graphed. |

|Journal |

| |

|Describe how a function works like a machine. |

|Give an example of a rule that takes an input value of 4 and produces an output value of 10. |

|Give an example of a sequence involving addition, and give the rule you used. |

|Describe how to find the pattern in the sequence 1, 4, 16, 64, . . . |

|Evidence of Learning (Assessments) |

| |

|Weekly Focus: Teacher-selected assessment items |

|Skill Mastery: Find the range, median, mode, and mean of the given set of numbers. |

|98 90 95 98 90 95 82 85 87 70 90 |

|Performance Tasks: |

|Culminating Activities: |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |9 |

Georgia Performance Standards

|M7A1a |Translate verbal phrases to algebraic expressions. |

|M7A1b |Simplify and evaluate algebraic expressions, using commutative, associative, and distributive properties. |

|M7A1c |Add and subtract linear expressions. |

|M7A2a |Given a problem, define a variable, write an equation, solve the equation, and interpret the solution. |

|M7A2b |Use the addition and multiplication properties of equality to solve one- and two-step equations. |

|M7A3a |Plot points on a coordinate plane. |

|M7A3b |Represent, describe, and analyze relations from tables, graphs, and formulas. |

|M7A3c |Describe how change in one variable affects the other variable. |

|M7A3d |Describe patterns in the graphs of proportional relationships, both direct (y = kx) and inverse (y = k/x). |

|M7D1g |Analyze and draw conclusions about data, including a description of the relationship between two variables.      |

|Unit 2 Framework Enduring Understandings |Unit 2 Framework Essential Questions |

| | |

|In mathematics, letters are used to represent quantities that vary. |What does the data tell me? |

|Collecting and examining data can sometime help one discover patterns in the way in which two |Howe does a change in one variable affect the other variables in a given situation? |

|quantities vary. |Which tells me more about the relationship I am investigating—a table, a graph or a formula? |

|Changes in varying quantities are often related by patterns which, once discovered, can be used | |

|to predict outcomes and solve problems. | |

|Written descriptions, tables, graphs and equations are useful in representing and investigating | |

|relationships between varying quantities. | |

|Different representations of the relationship between varying quantities may have different | |

|strengths and weaknesses. | |

|The properties of real numbers are true for algebraic as well as numeric expressions. | |

|Vocabulary |Literacy GPS |

| | |

|Variable |ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and |

|Proportion |writing. |

|Ratio | |

|Rational Number |ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. |

|Equation | |

|Algebraic Expression |ELA7RC4 The student establishes a context for information acquired by reading across subject |

| |areas |

|Atlanta Public Schools Teaching Plans |Seventh Grade |Quarter: |1 |Week: |9 |

|Warm-Up / Quick Practice |Problem Solving |

|Mental Math: Review skills presented this quarter |Solve routine and non-routine problems using the Guess and Check strategy |

| | |

|Multiply decimals by 10’s, 100’s, and 1000’s | |

| | |

|Complete missing information in tables by searching for a pattern | |

| | |

|SM: Write an equation for each statement | |

|Focus Lessons |

|Ref # |State |Objectives |Resources |Materials |

| |Standards | | | |

|1.9.41 |M7A1a, b, c |Write an equation to represent a table and a graph |GPS Framework, Grade 7, Unit 2, Patterns and |Copies of the tasks |

| |M7A2a, b | |Relationships, “A Skating Party!,” pp. 23 - 26 of 36 | |

| |M7A3a, b, c, d |Analyze data from a graph, table, and equation | | |

| | | | | |

|1.9.42 |M7A1a, b, c |Write an expression to represent a situation |GPS Framework, Grade 7, Unit 2, Patterns and |Copies of the tasks |

| |M7A2a, b |Evaluate an expression |Relationships, “Area and Algebra,” pp. 26 - 28 of 36 | |

| | |Identify properties of real numbers used to evaluate| | |

| | |an expression | | |

|1.9.43 |M7A1a, b, c |Write and solve an equation representing a real-life|GPS Framework, Grade 7, Unit 2, Patterns and |Copies of the tasks |

| |M7A2a, b |situation |Relationships, “Jamal and Aunt Eunice,” pp. 30 - 31 | |

| |M7A3b, c | |of 36 | |

| |M7D1g | | | |

|1.9.44 |M7A1a, b, c |Represent the relationship between two variables in |GPS Framework, Grade 7, Unit 2, Patterns and |Copies of the tasks |

| |M7A2a, b |forms of a table, graph, and an equation |Relationships, Culminating Task “Paper Cups,” pp. 32 |Paper cups |

| |M7A3a, b, c, d | |- 36 of 36 |Inch rulers |

| |M7D1g | | |Grid paper |

|1.9.45 | |See Variety of Instructional Tasks |

|Variety of Instructional Tasks |Homework |

| | |

|Weekly Focus: Write an equation to solve a problem using Holt Mathematics Course 2, “Have a Heart,” p. 61. |Weekly Focus: Evaluate expressions |

| | |

|Maintenance: Solve problems involving the multiplication of fractions and mixed numbers. |Maintenance: Complete missing values in |

| |tables |

|Maintenance: Solve two-step equations from Holt Mathematics Course 2, “Solving Two-Step Equations,” pp. 678- 680. | |

| |Skill: Write an equation for each |

|Exploration: Explore graphs using graphing calculators. |statement |

| | |

|Intervention: Include in reteaching making predictions from tables and graphs. | |

|Reflection with Closure |

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|Give the advantages and disadvantages of each of the following: (1) a table (2) a graph (3) a narrative. |

|Can any one set of data be represented in a table, a graph, and an equation? If not, give an example of a set of data that cannot be represented in a table, graph, or an equation. Justify your |

|example. |

|Journal |

| |

|Explain the order of operation rules for evaluating expressions. |

|Complete the following statement, “I use a table of values when I _____ because . . . .” |

|Evidence of Learning (Assessments) |

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|Weekly Focus: Teacher-selected assessment items |

|Skill Mastery: Write an equation for each statement. |

|(1) Two less than three times a number is thirty seven (2) Forty-eight is four times a number |

|(3) Some number times two is three times four plus two (4) A number increased by fourteen is equal to forty- five minus two |

|(5) Four times a number divided by three is eighteen (6) A number decreased by five and multiplied times four is five less than sixty-five |

|Performance Tasks: |

|Culminating Activities: GPS Framework, Grade 7, Unit 2, Patterns and Relationships, “Culminating Task: Paper Cups,” pp. 32 - 36 of 36 |

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