Shelby County Schools’ mathematics instructional maps are ...



Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

• 80% of our students will graduate from high school college or career ready

• 90% of students will graduate on time

• 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.

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|While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a |

|roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills and major work of the grade are spiraled in order to facilitate student mastery of |

|the standards. |

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|These standards emphasize thinking, problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students. In |

|addition, assessment blueprints () have been designed to show educators a summary of what will be assessed in each grade, including the approximate number of items|

|that will address each standard. Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II. |

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|Our collective goal is to ensure our students graduate ready for college and career. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to |

|develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving,|

|reasoning and proof, communication, representation and connections. |

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|The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of |

|mathematical concepts, operations and relations) procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see |

|mathematics and sensible, useful and worthwhile, coupled with a belief in diligence and one’s own efficacy). Throughout the year, students should continue to develop proficiency with the eight Standards for |

|Mathematical Practice. |

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|How to Use the Mathematics Curriculum Maps |

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|This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that our students can reach Destination 2025. To reach our collective student achievement goals, |

|we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts, as described above, in instruction for Mathematics. |

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|Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the |

|resources embedded in the map, there are some high-leverage resources around the standards and teaching practices that teachers should consistently access: |

|The TNCore Mathematics Standards |

|The Tennessee Mathematics Standards: |Teachers can access the Tennessee State standards, which are featured throughout this curriculum map |

| |and represent college and career ready learning at reach respective grade level. |

|Mathematical Teaching Practices |

| |NCTM – Mathematics Teaching Practices |

Curriculum Maps:

• Locate the TDOE Standards in the left column. Analyze the language of the standards and match each standard to an example or more explanations about the standards in the second column.

• Consult your McGraw-Hill or Holt Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.

• Plan your weekly and daily objectives, using the standards' explanations provided in the second column. Best practices tell us that making objectives measureable increases student mastery.

• Carefully review the web-based resources provided in the 'Content and Tasks' column and use them as you introduce or assess a particular standard or set of standards. These resources are supplementary and should be used for additional content support and differentiation.

• Review the Literacy Connections found in the right column. Make plans to address the content vocabulary, utilizing the suggested literacy strategies, in your instruction.

• Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard.

• Using your McGraw-Hill or Holt TE and other resources cited in the curriculum map, plan your weekly lessons. Remember to include differentiated activities for small-group instruction.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:

• The Item Sampler (MICA) can be found here:

• TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools

• Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA!

• Ten Things to Know about TNReady from the TDOE

• TNReady Blueprints: Blueprints provide a summary of what will be assessed in each grade, including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task. This webpage also includes the calculator policy and reference sheets for Grades 5-8.

Grade 7 Quarter 4 Overview:

During quarter 4 students will continue their work from 6th grade in order to build a strong foundation for statistics and probability needed for high school. Students understand that statistics can be used to gain information about a population through sampling. They work with drawing inferences about a population based on a sample and use measures of center and of variability to draw informal comparative inferences about two populations. Students investigate the chance processes and develop, use and evaluate probability models. Students summarize numerical data sets with respect to their context using quantitative measures and describe any overall patterns or deviations from the overall pattern. This quarter also contains some focus standards and resources for the purpose of spiraled review. These standards were chosen based on their rigor and how the concepts are weighted on the TN 7th Grade Blueprint.

Standards for this Quarter

(Note: Related foundational standards are noted in parenthesis)

Statistics and Probability

Cluster 7.SP.A Use random sampling to draw inferences about a population.

[pic]7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. (6.SP.A.1, 6.SP.A.2)

[pic]7. SP.A.2Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.

Cluster 7.SP.B Draw informal comparative inferences about two populations.

[pic]7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. (5.NF.B.4, 6.SP.A.1, 6.SP.A.2)

[pic]7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

Cluster 7.SP.C Investigate chance processes and develop, use, and evaluate probability models.

[pic]7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring.

[pic]7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.

[pic]7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

[pic]7.SP.C.7a Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.

[pic]7.SP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams and simulations.

[pic]7.SP.C.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs

[pic]7.SP.C.8b Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.

[pic]7.SP.C.8c Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood.

Spiraled Standards for this Quarter

Ratios and Proportional Relationships

Cluster 7.RP.A Analyze proportional relationships and use them to solve real-world and mathematical problems.

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

[pic]7.RP.A.2 Represent proportional relationships by equations.

[pic]7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems.

Expressions and Equations

Cluster 7.EE.A Use properties of operations to generate equivalent expressions.

[pic]7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

Cluster 7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

[pic]7.EE.B.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.

|TN STATE STANDARDS |ENDURING UNDERSTANDINGS |CONTENT & TASKS |LITERACY CONNECTIONS |

|Topic: Statistics |

|(3 Weeks) |

| 7. SP.A.1 Understand that statistics can be used |Enduring Understanding(s): |Glencoe |Language Objective(s): |

|to gain information about a population by examining a|The rules of probability can lead to more valid and |8-1B Sample Spaces p. 435 |Students will discuss the possible ways to use |

|sample of the population; generalizations about a |reliable predictions about the likelihood of an event|8-3E Use Data to Predict p. 468-471 |statistics to gain information about a sample set of |

|population from a sample are valid only if the sample|occurring. |8-3F Unbiased and Biased Samples p. 472-475 |a population. |

|is representative of that population. | |9-1A Changes in Data Values (p. 490) | |

| |Essential Question(s): |9-1B Measures of Central Tendency (pp.491-496) |Students will discuss their knowledge of measures of |

|7. SP.A.2Use data from a random sample to draw |How is probability used to make informed decisions |9-1C Explore Mean, Median & Mode (p. 497) |center. |

|inferences about a population with an unknown |about uncertain events? |Additional Lesson 15 | |

|characteristic of interest. Generate multiple samples| |9-2A Measures of Variation |Vocabulary: |

|(or simulated samples) of the same size to gauge the |Additional Information: |(pp. 498-503) |Survey, variability, biased/unbiased sample, sample |

|variation in estimates or predictions. |Students will recognize that it is difficult to |9-2B Box-and-Whisker Plots (p. 504-509) |population, random sampling, mean absolute deviation |

| |gather statistics on an entire population. Instead a |Additional Lesson 16 | |

|7.SP.B.3 Informally assess the degree of visual |random sample can be representative of the total |9-3E Stem-and-Leaf Plots (p. 526-531) |Journal: |

|overlap of two numerical data distributions with |population and will generate valid predictions. | |Mia wants to survey students in his school about |

|similar variabilities, measuring the difference | |Holt |their favorite and least favorite food. Describe a |

|between the centers by expressing it as a multiple of|Students collect and use multiple samples of data to |7-2 Mean, Median, Mode & Range |possible sample Mia could survey instead of surveying|

|a measure of variability. |make generalizations about a population. |7-5 Box-and-Whisker Plots |the entire school. |

| | |Explore Box-and-Whisker Plots | |

|7.SP.B.4 Use measures of center and measures of |Example(s): | | |

|variability for numerical data from random samples to| |Additional Resources for 7.SP.1-4 |Graphic Organizer: Students can create Frayer Model |

|draw informal comparative inferences about two |The school food service wants to increase the number |These resources are supplementary and should be used |for the following terms using a variety of resources |

|populations. |of students who eat hot lunch in the cafeteria. The |for additional content support and differentiation. |available in your classroom (textbook, newspapers, |

| |student council has been asked to conduct a survey of| |internet resources, prior knowledge, information |

| |the student body to determine the students’ |Connected Math: Variability Investigation 5 Teacher |printed by teacher in advance): |

| |preferences for hot lunch. They have determined two |Guide |Measures of Center |

| |ways to do the survey. The two methods are listed | |Measures of Variation |

| |below. Identify the type of sampling used in each |Engage NY: Random Sampling/Estimating Population |Measures of Spread (note to teacher – students should|

| |survey option. Which survey option should the student|(Characteristics ( Lessons 13-17) |discover that measures of spread are the same as |

| |council use and why? | |measures of variation) |

| |1. Write all of the students’ names on cards and pull|Math Shell Lesson: Comparing Data using Statistical |Mean |

| |them out in a draw to determine who will complete the|Measures |Median |

| |survey. | |Mode |

| |2. Survey the first 20 students that enter the lunch |Math Shell Task: Temperatures 7.SP.A.2 |Range |

| |room. |Math Shell Task: Candy Bars 7.SP.A.2 |Outliers |

| | | |Mean absolute deviation |

| |Below is the data collected from two random samples |Howard County: 7.SP.A.1 & 2 Tasks (scroll to Math | |

| |of 100 students regarding students’ school lunch |Task) | |

| |preferences. Make at least two inferences based on | | |

| |the results. |Illustrative Math Task: Valentine Marbles | |

| | |7.SP.2 | |

| |[pic] | | |

| | |Illustrative Math Task: College Athletes | |

| |This is the students’ first experience with comparing|7.SP.3-4 | |

| |two data sets. Students build on their understanding | | |

| |of graphs, mean, median, Mean Absolute Deviation |Illustrative Math Task: Offensive Lineman 7.SP.3-4 | |

| |(MAD) and inter-quartile range from 6th grade. | | |

| |Students understand that. |Correlated iReady Lessons: | |

| |1. a full understanding of the data requires |Random Samples | |

| |consideration of the measures of variability as well |Making Statistical Inferences | |

| |as mean or median, |Using Mean and Mean Absolute Deviation to Compare | |

| |2. variability is responsible for the overlap of two |Data (Related lesson) | |

| |data sets and that an increase in variability can |Using Measures of Center to Compare Data (Related | |

| |increase the overlap, and |lesson) | |

| |3. median is paired with the inter-quartile range and| | |

| |mean is paired with the mean absolute deviation . | | |

| |Mean Deviation | | |

| | | | |

| |Khan Academy: Mean Absolute Deviation | | |

| | | | |

| |Example: | | |

| |The mean height of players on the basketball team is | | |

| |10 cm greater than the mean height of | | |

| |players on the soccer team, about twice the | | |

| |variability (mean absolute deviation) on either team;| | |

| |on a dot plot, the separation between the two | | |

| |distributions of heights is noticeable. | | |

| | | | |

| |Measures of center include mean, median, and mode. | | |

| |The measures of variability include range, mean | | |

| |absolute deviation, and inter-quartile range. | | |

| |Example(s): | | |

| |The two data sets below depict random samples of the | | |

| |housing prices sold in the King River and Toby Ranch | | |

| |areas of Arizona. Based on the prices below which | | |

| |measure of center will provide the most accurate | | |

| |estimation of housing prices in Arizona? Explain your| | |

| |reasoning. | | |

| | | | |

| |King River area {1.2 million, 242000, 265500, 140000,| | |

| |281000, 265000, 211000} | | |

| | | | |

| |Toby Ranch homes {5million, 154000, 250000, 250000, | | |

| |200000, 160000, 190000} | | |

|Topic: Probability |

|(3 Weeks) |

| 7.SP.C.5 Understand that the probability of a |Enduring Understanding(s): |Glencoe |Language Objective(s): |

|chance event is a number between 0 and 1 that |The rules of probability can lead to more valid and |8-3A Theoretical & Experimental Probability |Students will perform 2-3 probability experiments and|

|expresses the likelihood of the event occurring. |reliable predictions about the likelihood of an event|(pg.458-462) |present the outcomes of each experiment to the class |

| |occurring. |8-3B Extend Simulations (pg. 463) |and explain why the probability is between 0 and 1. |

|7.SP.C.6 Approximate the probability of a chance | |8-3C Problem Solving (pg.466-467) | |

|event by collecting data on the chance process that |Essential Question(s): |8-3D Explore Fair and Unfair Games |Students will talk to a partner about the differences|

|produces it and observing its long-run relative |How is probability used to make informed decisions |IMPACT Math Unit G, Inv. 3, pp. 112-113 |between a simple event and a compound event. |

|frequency, and predict the approximate relative |about uncertain events? | | |

|frequency given the probability. | |Holt |Vocabulary: |

| |Additional Information: |11-4 Theoretical Probability |Probability, event outcome, theoretical probability, |

|7.SP.C.7 Develop a probability model and use it to | |11-5 Making Predictions |experimental probability, relative frequency, simple |

|find probabilities of events. Compare probabilities |Students need multiple opportunities to perform |Experimental and Theoretical Probability Lab |event, compound event, tree diagram |

|from a model to observed frequencies; if the |probability experiments and compare these results to | | |

|agreement is not good, explain possible sources of |theoretical probabilities. |Additional Resources for 7.SP.5-8 |Journal/Writing Prompt (s): |

|the discrepancy. | |These resources are supplementary and should be used |Have students explain, in their own words, what |

| |Example(s): |for additional content support and differentiation. |probability means. |

|7.SP.C.7a Develop a uniform probability model by |The container below contains 2 gray, 1 white, and 4 | | |

|assigning equal probability to all outcomes, and use |black marbles. Without looking, if you choose a |Math Shell Lesson: Analyzing Games of Chance |What are the attributes of probability? |

|the model to determine probabilities of events. |marble from the container, will the probability be |7.SP.C.6-7 |How does probability affect the odds of the |

| |closer to 0 or to 1 that you will select a white | |situation? |

|[pic]7.SP.C.7b Develop a probability model (which may|marble? A gray marble? A black marble? Justify each |Math Shell Assessment Task: Spinner Bingo | |

|not be uniform) by observing frequencies in data |of your predictions. |7.SP.C.6-7 |Readings related to Probability |

|generated from a chance process. For example: find | | | |

|the approximate probability that a spinning penny |[pic] |Math Shell Task: Analyzing Games of Chance 7.SP.C.6 | |

|will land heads up or that a tossed paper cup will | | | |

|land open-end down. Do the outcomes for the spinning |Solution: |Math Shell Task: Charity Fair 7.SP.C.6-7 | |

|penny appear to be equally likely based on the |White marble: Closer to 0 | | |

|observed frequencies? |Gray marble: Closer to 0 |Illustrative Math Task: Red, Blue or Green? 7.SP.C.8 | |

| |Black marble: Closer to 1 | | |

|[pic]7.SP.C.8 Find probabilities of compound events | |Illustrative Math Task: Rolling Twice 7.SP.8.C | |

|using organized lists, tables, tree diagrams, and |Students can use simulations such as Marble Mania on |Illustrative Math Task: Waiting Times 7.SP.8.C | |

|simulation. |AAAS or the Random Drawing Tool on NCTM’s | | |

| |Illuminations to generate data and examine patterns. |Illustrative Math Task: Sitting across from Each | |

|7.SP.C.8aUnderstand that, just as with simple events,|Marble Mania |Other 7.SP.C.8.a & b | |

|the probability of a compound event is the fraction |Random Drawing Tool | | |

|of outcomes in the sample space for which the | |Illustrative Math Task: Tetrahedral Dice 7.SP.C.8.a &| |

|compound event occurs |Students can collect data using physical objects or |b | |

|[pic]7.SP.C.8b Represent sample spaces for compound |graphing calculator or web-based simulations. | | |

|events using methods such as organized lists, tables |Students can perform experiments multiple times, pool|Shmoop: Simulation of Compound Event 7.SP.C.8.c | |

|and tree diagrams. For an event described in |data with other groups, or increase the number of | | |

|everyday language (e.g., “rolling double sixes”), |trials in a simulation to look at the long-run |Correlated iReady Lessons: | |

|identify the outcomes in the sample space which |relative frequencies. |Probability Concepts | |

|compose the event. | |Experimental Probability | |

|[pic]7.SP.C.8c Design and use a simulation to |Students need multiple opportunities to perform |Probability of Compound Events | |

|generate frequencies for compound events. For |probability experiments and compare these results to |Simulations of Compound Events | |

|example, use random digits as a simulation tool to |theoretical probabilities. Critical components of the| | |

|approximate the answer to the question: If 40% of |experiment process are making predictions about the | | |

|donors have type A blood, what is the probability |outcomes by applying the principles of theoretical | | |

|that it will take at least 4 donors to find one with |probability, comparing the predictions to the | | |

|type A blood. |outcomes of the experiments, and replicating the | | |

| |experiment to compare results. | | |

| | | | |

| |Example: | | |

| | | | |

| |Students conduct a bag pull experiment. A bag | | |

| |contains 5 marbles. There is one red marble, two blue| | |

| |marbles and two purple marbles. Students will draw | | |

| |one marble without replacement and then draw another.| | |

| |What is the sample space for this situation? Explain | | |

| |how you determined the sample space and how you will | | |

| |use it to find the probability of drawing one blue | | |

| |marble followed by another blue marble. | | |

| | | | |

| |Example: | | |

| |A fair coin will be tossed three times. What is the | | |

| |probability that two heads and one tail in any order | | |

| |will results? | | |

| |Solution: | | |

| |HHT, HTH and THH so the probability would be 3/8. | | |

| | | | |

| |Experiments can be replicated by the same group or by| | |

| |compiling class data. Experiments can be conducted | | |

| |using various random generation devices including, | | |

| |but not limited to, bag pulls, spinners, number | | |

| |cubes, coin toss, and colored chips. Students can | | |

| |collect data using physical objects or graphing | | |

| |calculator or web-based simulations. Students can | | |

| |also develop models for geometric probability (i.e. a| | |

| |target). | | |

|Proportion and Rates |

|3 Weeks (Includes review, TNReady assessment and instruction after TNReady) |

|7.RP.A.1 Compute unit rates associated with ratios of|The table below gives the price for different numbers|In preparation for students' next school year in |Writing in Math: On a 10-question quiz a student |

|fractions, including ratios of lengths, areas and |of books. Do the numbers in the table represent a |mathematics please select from the following lessons |answers 8 questions correctly. What is the ratio of |

|other quantities measured in like or different units.|proportional relationship? |to build and reinforce 7th grade content. |the number of questions answered correctly to the |

| | | |total number questions? Allen says the answer is 10 |

|7.RP.A.2C Represent proportional relationships by | |For review please use the resources listed below |to 8. Is he correct? Justify your answer. |

|equations. | |based on the individual needs of your students. | |

|7.RP.A.3 Use proportional relationships to solve |# of books |These standards were chosen for review based on how |Use additional scenarios to help students realize the|

|multistep ratio and percent problems. |price |the concepts are weighted on the TN 7th Grade |significance of the order in which ratios are written|

| | |Blueprint. |given a scenario. Samples may include but are not |

| |1 | |limited to: |

| |3 |TNCore Task Arc: Reasoning with Ratios and Rates | Wins to losses |

| | | | Cost to number of items purchased |

| |3 |TNCore Assessment Task: Pet Adoptions | |

| |9 | |Graphic Organizer: |

| | |Illustrative Math Task: Robot Race 7.RP.A.2 7.RP |Ratio Graphic Organizer |

| |4 | |Ratio is a comparison of two quantities or measures. |

| |12 |Illustrative Math Variation problem |Ratios can be expressed in the form (a/b), a to b, or|

| | | |a:b. Ratios can be expressed as comparisons of: 1. |

| |7 |Math Shell Assessment Task: Ratio and Proportional |Part to a whole, one part of a whole to another part |

| |18 |Reasoning |of the same whole. Part to whole would be the ratio |

| | | |of boys to the whole class. Measures of two different|

| | |Illustrative Math: Robot Races |types, which is called a rate. |

| |Solution: | |2. Part to part would be the ratio of boys to girls |

| |Students can examine the numbers to determine that |Math Shell: Increasing and Decreasing |in a class. |

| |the price is the number of books multiplied by 3, | | |

| |except for 7 books. The row with seven books for $18 |Inside Mathematics: Suzi's Company | |

| |is not proportional to the other amounts in the | | |

| |table; therefore, the table does not represent a |Utah Education Network: Identify Similar Figures | |

| |proportional relationship. | | |

| | |Utah Education Network: Proportion and Scale Factor | |

| |Students graph relationships to determine if two | | |

| |quantities are in a proportional relationship and to |Utah Education Network: Finding Volume of Similar | |

| |interpret the ordered pairs. If the amounts from the |Figures | |

| |table above are graphed (number of books, price), the| | |

| |pairs (1, 3), (3, 9), and (4, 12) will form a |Additional Online Resources: | |

| |straight line through the origin (0 books, 0 | | |

| |dollars), indicating that these pairs are in a |Percent word problems | |

| |proportional relationship. The ordered pair (4, 12) | | |

| |means that 4 books cost $12. However, the ordered |Solving Ratio Word Problems | |

| |pair (7, 18) would not be on the line, indicating | | |

| |that it is not proportional to the other pairs. |Percent Problems | |

| | | | |

| |The ordered pair (1, 3) indicates that 1 book is $3, |Percent of Change Power Point | |

| |which is the unit rate. The | | |

| |y- coordinate when x = 1 will be the unit rate. The |Distance/Rate/Time Problems | |

| |constant of proportionality is the unit rate. | | |

| |Students identify this amount from tables (see |Discount and Sales Tax | |

| |example above), graphs, equations and verbal | | |

| |descriptions of proportional relationships. |Dirt Bike Proportions | |

| | | | |

| | |Ratios and Proportions Video | |

| | | | |

| | |Using Ratios and Proportions | |

| | | | |

| | |Correlated iReady Lessons: | |

| | |Concept of Rate | |

| | |Ratios involving Complex Fractions | |

| | |Recognizing Proportional Relationships | |

| | |Equations for Proportional Relationships | |

| | |Problem Solving with Proportional Relationships | |

| | |MICA Sample Items for 7.RP.A: | |

| | |7.RP.A.1: IDs 41932, 41933, and 41935 | |

| | |7.RP.A.2c: ID 41937 | |

| | |7.RP.A.3: IDs 42131 and 42138 | |

| | |Note: 7.RP.A was also included in the Q3 map along | |

| | |with these practice items. | |

| Expressions and Equations |

|7.EE.A.1 Apply properties of operations as strategies|Amy had $26 to spend on school supplies. After buying|In preparation for students' next school year in |Graphic Organizer: |

|to add, subtract, factor, and expand linear |10 pens, she had $14.30 left. How much did each cost |mathematics please select from the following lessons |Concept Map of the Number System |

|expressions with rational coefficients. |including tax? |to build and reinforce 7th grade content. |Translating Words into Mathematical Symbols |

|7.EE.B.4 Use variables to represent quantities in a | | |Solving Equations graphic organizer |

|real-world or mathematical problem, and construct |Solution: |For review please use the resources listed below |Create Frayer Model booklet for sum, difference, |

|simple equations and inequalities to solve problems |x= number of pens |based on the individual needs of your students. |term, product, factor, quotient and coefficient. |

|by reasoning about the quantities. |26- 14.30+10x |These standards were chosen for review based on how |Frayer Model Example |

| |Solving for x gives $1.17 for each pen. |the concepts are weighted on the TN 7th Grade | |

| | |Blueprint. |Journal/Writing Prompt(s): |

| |Florencia has at most $60 to spend on clothes. She | |Solve the equation 2(x + 5) = 20, and identify which |

| |wants to buy a pair of jeans for $22 dollars and |TNCore Tasks |properties you used for each step. |

| |spend the rest on t-shirts. Each t-shirt costs $8. |Investigating Inequalities Task Arc 7.EE.B.4 | |

| |Write an inequality for the number of t-shirts she | |Discuss the meanings of the words commutative and |

| |can purchase. |TNCore Assessment Tasks Fixing up the Yard |associative in the real world. (commute, associate) |

| | | | |

| |Solution: |Math Shell Assessment Task: The Number System | |

| |x=cost of one t-shirt |Learn Zillion Evaluating Expressions with | |

| |8x + 22 ≤ 60 |Substitution | |

| |x= 4.75, so 4 is the most t-shirts she purchase | | |

| | |Learn Zillion Evaluate Expressions with Formulas | |

| |Morgan has $4 and she needs to pay a friend $3. How | | |

| |much will Morgan have after paying her friend? |Utah Education Network: Simplifying Algebraic | |

| | |Expressions Using Properties | |

| |Solution: | | |

| |4 + (-3) = 1 or (-3) + 4 = 1 |Additional Online Resources | |

| | |Math Playground Video | |

| |[pic] | | |

| | |Constructed Response Activities: Expressions, | |

| |More Examples and Unpacked Standards |Equations & Inequalities | |

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| | |Correlated iReady Lessons | |

| | |Linear Expressions | |

| | |Equivalent Expressions | |

| | |Using Equations to Solve Problems | |

| | |Problem Solving with Equations | |

| | |Problem Solving with Inequalities | |

| | | | |

| | |MICA Sample Items for 7.EE.B.4 | |

| | |IDs: 41905, 42139, 42140, 41907, 36800, 43896: | |

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|RESOURCE TOOLBOX |

|NWEA MAP Resources: |

| - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and |

|differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum) |

| - These Khan Academy lessons are aligned to RIT scores. |

|Textbook Resources |Standards |Videos |

|my. |Common Core Standards-Mathematics |Khan Academy |

|connected.mcgraw- |Tennessee’s State Mathematics Standards | |

| |TN Core | |

| |The Mathematics Common Core Toolbox | |

| |TN Mathematics Curriculum Center | |

|Calculator |Interactive Manipulatives |Additional Sites |

|Texas Instruments Education | | |

| |Teach Math: Statistics Virtual Manipulatives | |

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| |Computing Technology for Math Excellence Virtual | |

| |Manipulatives | |

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| Literacy Connections: | | |

|Foldables | | |

|Math Graphic Organizers | | |

|Teaching Academic Vocabulary in the math classroom | | |

|Middle School Mathematics Vocabulary Word Wall Cards | | |

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