.
.
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/
Exit Ticket 
MON
5/23 
7.RP.A.2 Recognize and represent proportional relationships between quantities.
c. Represent proportional relationships by equations. For example, if total cost is proportional to the number of items purchased at a constant price, the relationship between the total cost and the number of items can be expressed as . 7.RP.A.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. 
Module 4 Lesson 2
Part of a Whole as a Percent 
Fluency Routine  In Topic A, students build on their conceptual understanding of percent from Grade 6. They realize that a percent can be greater than or less than . They also realize that a percent can be a nonwhole number such as , part of a complex fraction such as , or a simplified but equivalent fraction such as . They know to be the whole and also equal to one. They use this conceptualization along with their previous understanding of ratios and proportional relationships from Module 1 to solve percent problems (7.RP.A.2c, 7.RP.A.3). In Lesson 1, students revisit the meaning of the word percent and convert between fractions, decimals, and percents with a Sprint at the beginning of the lesson. As the lesson progresses, students use complex fractions to represent nonwhole number percents; they also recognize that any percent greater than is a number greater than one, and any percent less than is a number less than onehundredth. Students realize that, for instance, means for every , which equals , or , for every (7.RP.A.1).  HW Due Wednesday
Page 93 
TUES
5/24

Module 4 Lesson 2
Part of a Whole as a Percent Practice 
Fluency Routine  
WED
5/25

Module 4 Lesson 3
Comparing Quantities with Percent 
Fluency Routine  HW Due Friday
Problem Set 3 Summary and Page 95 

THU
5/26 
Module 4 Lesson 4
Percent Increase and Decrease 
Fluency Routine  
FRI
5/27

Percent Increase and Percent Decrease Practice  HW CHECKUP 
..
.
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/
Exit Ticket 
MON
5/16 
7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
7.G.B.6 Solve realworld and mathematical problems involving area, volume and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 
Kahoots to review the year

page 42 & 44  In Topic A, students build on their conceptual understanding of percent from Grade 6. They realize that a percent can be greater than or less than . They also realize that a percent can be a nonwhole number such as , part of a complex fraction such as , or a simplified but equivalent fraction such as . They know to be the whole and also equal to one. They use this conceptualization along with their previous understanding of ratios and proportional relationships from Module 1 to solve percent problems (7.RP.A.2c, 7.RP.A.3). In Lesson 1, students revisit the meaning of the word percent and convert between fractions, decimals, and percents with a Sprint at the beginning of the lesson. As the lesson progresses, students use complex fractions to represent nonwhole number percents; they also recognize that any percent greater than is a number greater than one, and any percent less than is a number less than onehundredth. Students realize that, for instance, means for every , which equals , or , for every (7.RP.A.1).  HW Due Thursday
Pages 92/94 Percents Equivalencies and Percent Equations 
TUES
5/17 MSTEP No 1st Hour 
MSTEP
No 1^{st} Hour 
None  
WED
5/18 MSTEP No 1st Hour 
MSTEP
No 1^{st} Hour 
None  No New HW
MSTEP 

THU
5/19 
Fracadent –  Homework Check  
FRI
5/20

Movie –
MSTEP Incentive 
None 
.
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/
Exit Ticket 
MON
5/9 
7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
7.G.B.6 Solve realworld and mathematical problems involving area, volume and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 
Volume and Surface Area of Prisms Practice Lesson 25 extra problems

Math Minute 4  This topic concludes as students apply their knowledge of plane figures to find the surface area and volume of threedimensional figures. In Lessons 23 and 24, students will recognize the volume of a right prism to be the area of the base times the height and compute volumes of right prisms involving fractional values for length (7.G.B.6). In the last two lessons, students solidify their understanding of two and threedimensional objects as they solve realworld and mathematical problems involving area, volume, and surface area.

HW Due Thursday
Solving Equations and Inequalities 
TUES
5/10 MSTEP No 1^{st} Hour 
MSTEP
No 1^{st} Hour 
Math Minute 5  
WED
5/11 MSTEP No 1^{st} Hour 
MSTEP
No 1^{st} Hour 
Math Minute 6  Now New HW (MSTEP)  
THU
5/12 
Volume of Prisms Practice  Math Minute 7  
FRI
5/13

Performance Task Review 
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/
Exit Ticket 
MON
5/2

7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
7.G.B.6 Solve realworld and mathematical problems involving area, volume and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 
Module 3 Lesson 23

Math Minute 4  This topic concludes as students apply their knowledge of plane figures to find the surface area and volume of threedimensional figures. In Lessons 23 and 24, students will recognize the volume of a right prism to be the area of the base times the height and compute volumes of right prisms involving fractional values for length (7.G.B.6). In the last two lessons, students solidify their understanding of two and threedimensional objects as they solve realworld and mathematical problems involving area, volume, and surface area.

HW Due Wednesday

TUES
5/3

Module 4 Lesson 24

Math Minute 5  Compare the capacity of two tanks  
WED
5/4

Module 3 Lesson 25

Math Minute 6  HW Due Friday Problem Set 25 #12  
THU
5/5 
Performance Task Review  Math Minute 7  
FRI
5/6

Volume and Surface Area of a Cell Project 
..
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/
Exit Ticket 
MON
4/25

7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
7.G.B.6 Solve realworld and mathematical problems involving area, volume and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 
Module 3 Lesson 17
Circumference and Area of Circles 
Math Minute 1  Page 191 introduces students to situations that are modeled in the form and . Students then find the number(s) that make each inequality true. To better understand how to solve an inequality containing a variable, students look at statements comparing numbers in Lesson 13. They discover when (and why) multiplying by a negative number reverses the inequality symbol when this symbol is preserved. In Lesson 14, students extend the idea of isolating the variable in an equation to solve problems modeled with inequalities using the properties of inequality. This topic concludes with students modeling inequality solutions on a number line and interpreting what each solution means within the context of the problem (7.EE.B.4b).

HW Due Wednesday
Lesson 17 Summary and extra practice 
TUES
4/26 MSTEP

Module 4 Lesson 18 Circumference, Area, and Composite Figures  Math Minute 2  Problem Set Questions 13  
WED
4/27 
Module 3 Lesson 19
Area Problems on the Coordinate Plane 
Math Minute 3  HW Due Friday
Lesson 19 and Lesson 20 Problem Sets 

THU
4/28 
Module 3 Lesson 20
Composite Area 
Math Minute 4  Problem Set Questions 12  
FRI
4/29

Module 3 Part C Quiz – Finding Area of Composite Figures and Figures on a Coordinate Grid  Find area of these three shapes (triangle, parallelogram, quarter circle)  QUIZ 
..
..
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/
Exit Ticket 
MON
4/18

7.EE.B.4 Use variables to represent quantities in a realworld 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 and , where , , and 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 cm. Its length is cm. What is its width? b) Solve word problems leading to inequalities of the form or , where , , and 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 per week plus per sale. This week you want your pay to be at least . Write an inequality for the number of sales you need to make, and describe the solutions. 
Solving Two Step Inequalities
Double Bubble Map and start page 191 
Math Crush Inequality Fluency Practice + Khan Academy Video  Page 191 introduces students to situations that are modeled in the form and . Students then find the number(s) that make each inequality true. To better understand how to solve an inequality containing a variable, students look at statements comparing numbers in Lesson 13. They discover when (and why) multiplying by a negative number reverses the inequality symbol when this symbol is preserved. In Lesson 14, students extend the idea of isolating the variable in an equation to solve problems modeled with inequalities using the properties of inequality. This topic concludes with students modeling inequality solutions on a number line and interpreting what each solution means within the context of the problem (7.EE.B.4b).

HW Due Wednesday
Finish Page 191 and Lesson 13 Summary 
TUES
4/19 
Module 3 Lesson 13 Writing Inequalities in Real Context  Problems 13  Problem in Context – waiter earning tips  
WED
4/20 
Module 3 Lesson 14
Solving Inequalities 
Match the solutions to the inequalities given  HW Due Friday
Lesson 14 + 15 Summary 

THU
4/21 
Module 3 Lesson 15
Graphing Solutions to Inequalities 
Write the inequality for the graphs given below  Use time to review HW  
FRI
4/22

Module 3 Mid Module Assessment  No Warm Up  QUIZ 
.
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/
Exit Ticket 
MON
4/11

7.EE.B.4 Use variables to represent quantities in a realworld 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 and , where , , and 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 cm. Its length is cm. What is its width? b) Solve word problems leading to inequalities of the form or , where , , and 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 per week plus per sale. This week you want your pay to be at least . Write an inequality for the number of sales you need to make, and describe the solutions. 
Review of ANGLE Vocabulary and Module 3 Lesson 10 Angle Problems and Solving Equations  Use Math Dictionary for Kids to find the following definitions
Complementary, Supplementary, Adjacent, Vertical, Right, Straight

In Topic B, students use linear equations and inequalities to solve problems (7.EE.B.4). They continue to use tape diagrams from earlier grades where they see fit, but will quickly discover that some problems would more reasonably be solved algebraically (as in the case of large numbers). Guiding students to arrive at this realization on their own develops the need for algebra. This algebraic approach builds upon work in Grade 6 with equations (6.EE.B.6, 6.EE.B.7) to now include multistep equations and inequalities containing rational numbers (7.EE.B.3, 7.EE.B.4). Students solve problems involving consecutive numbers; total cost; age comparisons; distance, rate, and time; area and perimeter; and missing angle measures. Solving equations with a variable is all about numbers, and students are challenged with the goal of finding the number that makes the equation true. When given in context, students recognize that a value exists, and it is simply their job to discover what that value is. Even the angles in each diagram have a precise value, which can be checked with a protractor to ensure students that the value they find does indeed create a true number sentence.  HW Due Wednesday
Lesson 10 Summary and Page D30 
TUES
4/12 
Module 3 Lesson 11 Angle Problems and Solving Equations  Page D31  Find the measure of HAJ  
WED
4/13 
Review of Inequality Statements  Fluency Routine – Inequalities Statements  Exit Ticket – Graph two inequalities and write one
HW Due Friday Page 189 

THU
4/14 
Module 3 Lesson 12
Inequalities 
Fluency Routine Inequalities with Integers  Summarize the Stations by identifying similarities and differences  
FRI
4/15

Module 3 Lesson 13 Writing Inequalities in Real Context  Problem Set 12 #13  Exercises 12 
..
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/
Exit Ticket 
MON
3/28

7.EE.B.4 Use variables to represent quantities in a realworld 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 16px+q=r’> and 16p(x+q)=r’> , where 16p’> , 16q’> , and 16r’> 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 1654′> cm. Its length is 166′> cm. What is its width? b) Solve word problems leading to inequalities of the form 16px+q>r’> or 16px+q<r’> , where 16p’> , 16q’> , and 16r’> 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 16$50′> per week plus 16$3′> per sale. This week you want your pay to be at least 16$100′> . Write an inequality for the number of sales you need to make, and describe the solutions. 
Module 3 Lesson 8
Using IfThen Moves in Solving Equations 
Create a Flow Map and write a two/three sentence explanation using vocabulary words.  In Topic B, students use linear equations and inequalities to solve problems (7.EE.B.4). They continue to use tape diagrams from earlier grades where they see fit, but will quickly discover that some problems would more reasonably be solved algebraically (as in the case of large numbers). Guiding students to arrive at this realization on their own develops the need for algebra. This algebraic approach builds upon work in Grade 6 with equations (6.EE.B.6, 6.EE.B.7) to now include multistep equations and inequalities containing rational numbers (7.EE.B.3, 7.EE.B.4). Students solve problems involving consecutive numbers; total cost; age comparisons; distance, rate, and time; area and perimeter; and missing angle measures. Solving equations with a variable is all about numbers, and students are challenged with the goal of finding the number that makes the equation true. When given in context, students recognize that a value exists, and it is simply their job to discover what that value is. Even the angles in each diagram have a precise value, which can be checked with a protractor to ensure students that the value they find does indeed create a true number sentence.  HW Due Thursday
Lesson 8 Summary and Page 46

TUES
3/29 
Module 3 Lesson 9
Using IfThen Moves in Solving Equations 
Generate an equation from the real world scenario.  Lesson 9 Exit Ticket  
WED
3/30 
Module 3 Lesson 9 Using IfThen Moves in Solving Equations  Generate a D=rt equation from the real world scenario.  No New Homework


THU
3/31 
INSIGHT Practice  What are you confident about? What are you worried about? Do you know if you were proficient or not last year?  What will be the most difficult part of the MStep this year?
What will you do to prepare for the MStep between now and then? 

FRI
4/1 1/2 Day 
NO STUDENTS  NO STUDENTS  NO STUDENTS 
..
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/
Exit Ticket 
MON
3/21

7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
7.EE.A.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, means that “increase by ” is the same as “multiply by .” 
Solving Equations using Manipulatives to Scaffold  Double Bubble Map
Compare 2x + 5 = 25 to 2x+4 = 3x + 2 
To begin this module, students will generate equivalent expressions using the fact that addition and multiplication can be done in any order with any grouping and will extend this understanding to subtraction (adding the inverse) and division (multiplying by the multiplicative inverse, also known as the reciprocal) (7.EE.A.1). They extend the properties of operations with numbers (learned in earlier grades) and recognize how the same properties hold true for letters that represent numbers. Knowledge of rational number operations from Module 2 is demonstrated as students collect like terms containing both positive and negative integers.

HW Due Wednesday
Page 52 
TUES
3/22 
STAR TESTING  Identify and explain the top three reasons why every student should give the best reasonable effort on the STAR test today.  NONE  
WED
3/23 
Solving Equations Dominoes  Fluency Practice  HW Due Thursday – Unit Rates Review page 85


THU
3/24 
INSIGHT Practice  Fluency Practice  What will be the most difficult part of the MStep this year?
What will you do to prepare for the MStep between now and then ? 

FRI
3/25 
NO STUDENTS  NO STUDENTS  NO STUDENTS 
….
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/
Exit Ticket 
MON
3/14

7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
7.EE.A.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, means that “increase by ” is the same as “multiply by .” 
Solving Equations using Manipulatives to Scaffold  Fluency Practice  To begin this module, students will generate equivalent expressions using the fact that addition and multiplication can be done in any order with any grouping and will extend this understanding to subtraction (adding the inverse) and division (multiplying by the multiplicative inverse, also known as the reciprocal) (7.EE.A.1). They extend the properties of operations with numbers (learned in earlier grades) and recognize how the same properties hold true for letters that represent numbers. Knowledge of rational number operations from Module 2 is demonstrated as students collect like terms containing both positive and negative integers.

HW Due Wednesday
Page 206

TUES
315 
Solving Equations using Manipulatives to Scaffold into Combining Like Terms  Fluency Practice  One question per set  
WED
3/16 
Solving Equations using Manipulatives to Scaffold into Distributive Property  Two Equations – Combine Like Terms to Solve  HW Due Friday
Page 50 Equations with Distributive Property 

THU
3/17 
Solving Equations using Manipulatives to Scaffold into Variables on Both Sides  Review of two homework questions  How is the additive inverse property used differently when the variable is on both sides of the equation?  
FRI
3/18 
Solving Equations with Variables on Both Sides
Page 212 
Submit Class Work 
.
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
3/7 SUB

7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
7.EE.A.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, means that “increase by ” is the same as “multiply by .” 
Module 3 Lesson 4 Writing Sums as Products and Products as Sums  Write in Standard Form.
Write in Factored Form. 
To begin this module, students will generate equivalent expressions using the fact that addition and multiplication can be done in any order with any grouping and will extend this understanding to subtraction (adding the inverse) and division (multiplying by the multiplicative inverse, also known as the reciprocal) (7.EE.A.1). They extend the properties of operations with numbers (learned in earlier grades) and recognize how the same properties hold true for letters that represent numbers. Knowledge of rational number operations from Module 2 is demonstrated as students collect like terms containing both positive and negative integers.

HW Due Wednesday Page 7 Distributive Property and Combine Like Terms

TUES
3/8 
In Class Practice with Distributive Property page 24  Fluency Routine  Submit Practice Page  
WED
3/9 
Module 3 Lesson 5 Identity and Inverse Properties
(Addition) 
Define
Additive Identity Inverse 
HW Due Friday
Page 28 & 31 Solving Equations using the Inverse Properties 

THU
3/10 
Module 3 Lesson 5 Identity and Inverse Properties Continued
(Multiplication) 
Define
Multiplicative Identity Reciprocal 
Name the property? How does this help you to solve equations? 

FRI
3/11 
Module 3 Lesson 5 Identity and Inverse Properties Continued
(Connecting to Solving Equations) 
What does the additive inverse help you to accomplish?
What does the multiplicative inverse help you to accomplish? 
Submit Problem Set 
..
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
2/29

7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
7.EE.A.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, means that “increase by ” is the same as “multiply by .” 
No School  No School  To begin this module, students will generate equivalent expressions using the fact that addition and multiplication can be done in any order with any grouping and will extend this understanding to subtraction (adding the inverse) and division (multiplying by the multiplicative inverse, also known as the reciprocal) (7.EE.A.1). They extend the properties of operations with numbers (learned in earlier grades) and recognize how the same properties hold true for letters that represent numbers. Knowledge of rational number operations from Module 2 is demonstrated as students collect like terms containing both positive and negative integers.

No School 
TUES
3/1 
Module 3 Lesson 2
Writing Expressions in Standard Form and Evaluating the Value 
Determine whether or not the two expressions are equal – Justify  HW Due Thursday page 34
Combining Like Terms and Evaluating Expressions


WED
3/2 
Module 3 Lesson 2 Continued
Writing Expressions in Standard Form and Evaluating the Value 
Fluency Routine  
THU
3/3 
Module 3 Lesson 3 Rewriting Expressions in Standard Form using the Distributive Property  Mini Web Quest – What is distributive property?  HW Due Monday
Page 6 Distributive property 

FRI
3/4 
Module 3 Lesson 3 Continued Rewriting Expressions in Standard Form using the Distributive Property  Write two equivalent expressions for the array shown. 
..
.
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
2/22

7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
7.EE.A.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, means that “increase by ” is the same as “multiply by .” 
Introduction to Module 3
Vocabulary, concept map, etc. 
Notebook Organization  To begin this module, students will generate equivalent expressions using the fact that addition and multiplication can be done in any order with any grouping and will extend this understanding to subtraction (adding the inverse) and division (multiplying by the multiplicative inverse, also known as the reciprocal) (7.EE.A.1). They extend the properties of operations with numbers (learned in earlier grades) and recognize how the same properties hold true for letters that represent numbers. Knowledge of rational number operations from Module 2 is demonstrated as students collect like terms containing both positive and negative integers.

HW Due Wednesday

TUES
2/23 
Lesson 1 Combining Like Terms  Fluency practice – adding/subtracting integers  
WED
2/24 SUB 
Combining Like Terms / Simplifying Expressions Activity  No New Homework,
Sub Work due Thursday


THU
2/25 
Combining Like Terms and Simplifying Expressions practice page  Prove whether or not the expressions given are equal  If page 34 is not completed, it will be due upon return from the long weekend  
FRI
2/26 
No School  No School  No School 
.
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
2/15

7.NS.A.2 Apply and extend previous understandings of multiplication and division of fractions to multiply and divide rational numbers. a) Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (1)(1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real world contexts. b) Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then –(p/q) = (p)/q = p/(q). Interpret quotients of rational numbers by describing real world contexts. c) Apply properties of operations as strategies to multiply and divide rational numbers. d) Convert a rational number to a decimal using long division; know that the decimal form of a rational number either terminates (ending in 0) or eventually repeats.  Continue Lesson 23 – Solving Equations Using Algebra in Real Context  Number Sense Routines
Equation of the Day 
In Lessons 18 and 19, students create and evaluate equivalent forms of expressions involving rational numbers to see structure, reveal characteristics, and make connections to context (7.EE.A.2).
Going into the final lesson of the unit, students will be reminded that expressions can be written for situations in which we know an equivalent value. For instance: If , then . Topic C concludes with a twoday lesson. In Lessons 22 and 23, students work towards fluently solving word problems through the use of equations (7.EE.B.4a). Using algebra to deconstruct and solve contextual problems continues as the focus in Module 3.

HW Due Wednesday
Lesson 23 Summary and E76 
TUES
2/16 
Always, Sometimes, Never
(Equality Statements) 
Correcting Student Work – analyze Jackson’s mistakes  Always Sometime Never Project  
WED
2/17 
Matching Equations to Real Context  Circle all equations that apply to the real context situation  HW Due Friday
Page 44 

THU
2/18 
Generating Equations from Real Context  Generate and solve an equation  
FRI
2/19 
End of Module Assessment  End of Mod Assessment 
..
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
2/8

7.NS.A.2 Apply and extend previous understandings of multiplication and division of fractions to multiply and divide rational numbers. a) Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (1)(1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real world contexts. b) Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then –(p/q) = (p)/q = p/(q). Interpret quotients of rational numbers by describing real world contexts. c) Apply properties of operations as strategies to multiply and divide rational numbers. d) Convert a rational number to a decimal using long division; know that the decimal form of a rational number either terminates (ending in 0) or eventually repeats.  Writing Equations to find a Missing Value in Real Context  Explain the benefit(s) of simplifying expressions.
Generate an expression to represent discount & sale price 
In Lessons 18 and 19, students create and evaluate equivalent forms of expressions involving rational numbers to see structure, reveal characteristics, and make connections to context (7.EE.A.2).
Going into the final lesson of the unit, students will be reminded that expressions can be written for situations in which we know an equivalent value. For instance: If , then . Topic C concludes with a twoday lesson. In Lessons 22 and 23, students work towards fluently solving word problems through the use of equations (7.EE.B.4a). Using algebra to deconstruct and solve contextual problems continues as the focus in Module 3.

HW Due Wednesday
Page 18 
TUES
2/9 
Building Equations to Break them down – intro to solving complex equations  Write an expression for Sally’s web expenses and solve to find her take home pay  4 equations to solve  
WED
2/10 
Lesson 22 – Solving Equations Using Algebra  Determine which student’s equation for the cost of shirts is correct.  HW Due Friday
Page 19 

THU
2/11 
Begin Lesson 23 – Solving Equations Using Algebra Context  Build to Break Down
Solve this equation 3(2x+5)=63 
None two day lesson  
FRI
2/12 
Continue Lesson 23 – Solving Equations Using Algebra in Real Context  Number Sense Routines
Equation of the Day 
Generate and solve an equation to determine the cost of entering the math competition 
..
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
2/1

7.NS.A.2 Apply and extend previous understandings of multiplication and division of fractions to multiply and divide rational numbers. a) Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (1)(1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real world contexts. b) Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then –(p/q) = (p)/q = p/(q). Interpret quotients of rational numbers by describing real world contexts. c) Apply properties of operations as strategies to multiply and divide rational numbers. d) Convert a rational number to a decimal using long division; know that the decimal form of a rational number either terminates (ending in 0) or eventually repeats.  Finish Rational Number Mixed Operations Posters  9 x 22.6
15(4 1/3) + 25(3/5)

In Lessons 18 and 19, students create and evaluate equivalent forms of expressions involving rational numbers to see structure, reveal characteristics, and make connections to context (7.EE.A.2).  HW Due Wednesday
Lesson 18 Summary and Page 36

TUES
2/2 
Module 2 Lesson 18 –
Writing, Evaluating, and Finding Equivalent Expressions 
Find 3x – 2y  Generate an expression to represent the relationship between security deposit and damages.  
WED
2/3 
Simplifying & Rewriting Expressions  What’s another way to write this expression to make it easier? .5(50 + 12x)  HW Due Friday
Page 35 Simplifying Expressions 

THU
2/4 HALF DAY AM 
Simplifying & Rewriting Expressions

What’s another way to write this expression to make it easier?
10x + 14 + 2x + 3 – 5x 
Write two and evaluate two equivalent expressions that you would use to determine the final price of an item that is originally $75, marked 15% off, and taxed 7%.  
FRI
2/5 
Module 2 Lesson 19 –
Writing, Evaluating, and Finding Equivalent Expressions with Rational Numbers 
Generate an expression to represent a family’s bill at a restaurant.  Submit practice page. 
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
1/25

7.NS.A.2 Apply and extend previous understandings of multiplication and division of fractions to multiply and divide rational numbers. a) Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (1)(1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real world contexts. b) Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then –(p/q) = (p)/q = p/(q). Interpret quotients of rational numbers by describing real world contexts. c) Apply properties of operations as strategies to multiply and divide rational numbers. d) Convert a rational number to a decimal using long division; know that the decimal form of a rational number either terminates (ending in 0) or eventually repeats.  Module 2 Lesson 15 – Multiplication and Division of Rational Numbers  Number Sense Routine  In Lesson 15, students create numerical expressions with rational numbers based on the context of word problems. In Lesson 16, properties of operations are used to rewrite expressions in equivalent forms as students multiply and divide rational numbers efficiently without the aid of a calculator (7.NS.A.2c).

HW Due Wednesday
Lesson 14 and Lesson 15 Summary 
TUES
1/26 
Module 2 Lesson 16 – Applying Mathematical Properties to Multiply and Divide Rational Numbers  Number Sense Routine  Question 6 from Lesson 16  
WED
1/27 
Finish Module 2 Lesson 16 and begin Properties of Math with Rational Numbers Puzzle  Fluency Practice  HW Due Friday
Lesson 16 Summary 

THU
1/28 SUB 
finish Properties of Math with Rational Numbers Puzzle –
SUB 
12(2 1/3) + 18(1 1/2) – 3(2.5)  Submit Puzzle to be graded  
FRI
1/29 
No Class  No Class  No Class 
.
.
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
1/18

7.NS.A.2 Apply and extend previous understandings of multiplication and division of fractions to multiply and divide rational numbers. a) Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (1)(1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real world contexts. b) Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then –(p/q) = (p)/q = p/(q). Interpret quotients of rational numbers by describing real world contexts. c) Apply properties of operations as strategies to multiply and divide rational numbers. d) Convert a rational number to a decimal using long division; know that the decimal form of a rational number either terminates (ending in 0) or eventually repeats.  Decimal Place Value
Review Activity – Comparing and Ordering Decimals 
Compare Decimals  In Lesson 13, students realize that the context of a word problem often determines whether the answer should be expressed in the fractional or decimal form of a rational number. They draw upon their previous understanding of equivalent fractions, place value, and powers of ten to convert fractions whose denominators are a product of s and s into decimals. In Lesson 14, students use long division to convert any fraction into a decimal that either terminates in zeros or repeats (7.NS.A.2d). Products and quotients continue to be related to the real world. In Lesson 15, students create numerical expressions with rational numbers based on the context of word problems. In Lesson 16, properties of operations are used to rewrite expressions in equivalent forms as students multiply and divide rational numbers efficiently without the aid of a calculator (7.NS.A.2c).

HW Due Wednesday
B23 Comparing and Ordering Decimal Numbers 
TUES
1/19 
STAR Testing  STAR Testing  STAR Testing  
WED
1/20 
Decimal Place Value
Review Activity – Rounding Decimals 
Illustrate and mark fractions to understand the value of a decimal  HW Due Friday
B25 Rounding Decimal Numbers 

THU
1/21 
Module 2 Lesson 13 – Converting Between Fractions and Decimals Using Equivalent Fractions  Collaboration Space – Fractions and Decimals in Real Life  2 Fraction – Decimal Conversions  
FRI
1/22 
Module 2 Lesson 14 – Converting Rational Numbers to Decimals Using Long Division  Rational Number of the Day  Fraction – Decimal Conversions
Explain which conversion is not like the others
HW if not completed. Due Monday 
.
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
1/11

7.NS.A.2 Apply and extend previous understandings of multiplication and division of fractions to multiply and divide rational numbers. a) Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (1)(1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real world contexts. b) Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then –(p/q) = (p)/q = p/(q). Interpret quotients of rational numbers by describing real world contexts. c) Apply properties of operations as strategies to multiply and divide rational numbers. d) Convert a rational number to a decimal using long division; know that the decimal form of a rational number either terminates (ending in 0) or eventually repeats.  Simplifying Numeric Expressions using the Order of Operations –  Fluency Warm Up  Following the order of operations to simplify numeric expressions  HW Due Wednesday
Page E64 
TUES
1/12 
Revise John Collins T3W – Introduce Algebraic Expressions  Fluency Warm Up  Writing about the PROCESS – – Following the order of operations to simplify numeric expressions  ab + cd
c + ad – b


WED
1/13 
Simplifying Algebraic Expressions using the Order of Operations  Fluency Warm Up  Practice reading, comparing, ordering decimals to begin Module 2 – Part B Conversions  HW Due Friday
Page 35


THU
1/14 
Socrative Quiz – Simplifying Expressions
Begin Module 2 Part B Familiarization with Decimals (Review Activity) 
John Collins T2W  Connecting fractional form to decimal form  Quiz  
FRI
1/15 
Module 2 Lesson 13
Connecting Fraction–> Decimal & Decimal–> Fraction Conversions 
Write the names for the decimals given below in words.  Connecting fractional form to decimal form  None 
.
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
1/4

7.NS.A.2 Apply and extend previous understandings of multiplication and division of fractions to multiply and divide rational numbers. a) Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (1)(1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real world contexts. b) Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then –(p/q) = (p)/q = p/(q). Interpret quotients of rational numbers by describing real world contexts. c) Apply properties of operations as strategies to multiply and divide rational numbers. d) Convert a rational number to a decimal using long division; know that the decimal form of a rational number either terminates (ending in 0) or eventually repeats.  Module 2 Lesson 10
Introducing Multiplication of Integers 
Warm Up
Find the sum of each problem given: 5 + 5 + 5 + 5 12 + 12 + 12 50 + 50 + 50 + 50 + 50 How can you complete these problems without addition? 
using Algeblocks to model multiplication problems – looking for patterns  HW Due Wednesday
Lesson 11 Summary + Page E63 
TUES
1/5 
Module 2 Lesson 11 Developing Rules for Multiplying Signed Numbers  3 sets of integer war  Building on the use of Algeblocks to summarize and extend the rules developed for integer multiplication  If wo factors have a NEGATIVE PRODUCT, what must be true of the two factors? If two factors have a POSITIVE PRODUCT, what must be true of the two factors?  
WED
1/6 
Module 2 Lesson 12 Developing Rules for Dividing Integers  Fluency Warm Up  Using and extended previous knowledge and patterns: “Fact Families” will help students better understand the rules for integer division.  HW Due Friday
Lesson 12 Summary + page E65 

THU
1/7 
In Class Practice – Mixed Operations with Integers  Fluency Warm Up  Following the order of operations to simplify numeric expressions  Develop two flow maps to explain the process for solving #23 and #24  
FRI
1/8 
Flow Map + Type 3 Writing  6 (12÷3) + (4/2) + 7  Writing about the PROCESS – – Following the order of operations to simplify numeric expressions  John Collins T3W 
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Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
12/14

7.NS.A.1 I can apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
7.NS.A.1 a. I can describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 7.NS.A.1 b. I understand p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real‐world contexts. c. I understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real‐world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers.

Lesson 7 Addition and Subtraction of Rational Numbers  Generate at least 5 ways to model this question:
Supposed you turned 13 today. How old were you 3 ½ years ago. 
Students will use models (number lines) to develop an understanding of the addition and subtraction with rational numbers.

HW Due Wednesday Lesson 7 Summary + Fluency Practice 
TUES
12/15 
Lesson 8 Applying Properties to Add and Subtract Rational Numbers  At the beginning of the summer, the water level of a pond is 2 feet below its normal level. After an unusually dry summer, the water level of the pond dropped another 11/3 feet. Use a number line diagram to model the pond’s current water level in relation to its normal water level.  Students will continue to use models (number lines) to develop an understanding of the addition and subtraction with rational numbers.
Today they should begin summarizing the strategies and applying the properties of math. 
Jessica’s friend lent her . Later that day Jessica gave her friend back dollars.
Which rational number represents the overall change to the amount of money Jessica’s friend has?


WED
12/16 
Lesson 9 Applying Properties to Add and Subtract Rational Numbers  Analyzing the Exit Ticket Jessica’s friend lent her . Later that day Jessica gave her friend back dollars.
Which rational number represents the overall change to the amount of money Jessica’s friend has?

Students will continue to use properties of math to complete addition and subtraction with rational numbers.

HW Due Friday Lesson 9 Summary + Fluency Practice  
THU
12/17 SUB 
SUB
Integer Addition and Subtraction Practice page 29 
SUB
Read the instructions and begin working. 
SUB
Work completion is still expected with the guest teacher as this topic will be covered on the assessment tomorrow. 
SUB
None 

FRI
12/18 
Assessment Part A
Addition and Subtraction of Rational Numbers 
No Warm Up  Assessment 
.
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
12/7

7.NS.A.1 I can apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
7.NS.A.1 a. I can describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 7.NS.A.1 b. I understand p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real‐world contexts. c. I understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real‐world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers.

modified version of Integer War à
Modeling Integer Subtraction – twocolor chips connecting what we knew to what we’re learning 
Describe the two rules we developed to use when adding integers.  Students will use models
– twocolor chips and number lines – to develop an understanding of the differences between addition with integers and subtraction with integers. Students will use a variety of strategies while practicing – including integer war. Extra credit is available to students who teach their parents how to play integer war, both addition and subtraction. Parents, please send me a note if they do! 
HW Lesson 5 Summary +E61
Due Wednesday 
TUES
12/8 
Modeling Integer Subtraction
– number lines 
Double bubble map for 81 and 18  Using the rule of subtraction, rewrite the following subtraction expressions as addition expressions and find the sums.
a. 5−9 b. −14−2 c. 5 – (3) 

WED
12/9 
Integer Addition and Subtraction – Practice Without Models
Dominoes Partner activity

Summarize the rules we developed for subtracting integers.  Students will begin to move away from models and will practice subtraction without the use of a model. Students may sketch models as necessary, but should begin to limit the need to do so.  HW page E62  
THU
12/10 
Lesson 6 Distance Formula  Use the number line to answer the following questions.  Continue to practice without models now using a mixture of addition and subtraction, and set in a real context.  Two 7th grade students, Monique and Matt, both solved the following math problem: If the temperature drops from 7°F to −17°F, by how much did the temperature decrease? Monique said the answer is 24°F, and Matt said the answer is 10°F. Who is correct? Explain, and support your written response with the use of a formula and a vertical number line diagram.  
FRI
12/11 
Lesson 7 Addition and Subtraction of Rational Numbers  Generate at least 5 ways to model this question:
Supposed you turned 13 today. How old were you 3 ½ years ago. 
At the beginning of the summer, the water level of a pond is 2 feet below its normal level. After an unusually dry summer, the water level of the pond dropped another 11/3 feet. Use a number line diagram to model the pond’s current water level in relation to its normal water level.

.
Day

Objectives

Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
11/30

7.NS.A.1 I can apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
7.NS.A.1 a. I can describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 7.NS.A.1 b. I understand p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real‐world contexts. c. I understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real‐world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers.

Module 2 Lesson 3
Understanding Addition of Integers Lesson 3 Homework Due Wednesday 
Double Bubble Map
2 + 4 and 2 + 4 With models 
Students have been successful with models, but need to begin to move away from models. Before doing so, it is important for them to make some generalizations.  Lesson 3 Summary
Due Wednesday 
TUES
12/1 
Module 2 Lesson 4
Part A Efficiently Adding Integers and Other Rational Numbers

Double Bubble Map
5 + 8 and 5 + – 8 With models

Adding with same signs – keep the total and keep the sign  6 + 6 10 + 10
7 + 7 3 + 10 100 + 30 125 + 191


WED
12/2 
Module 2 Lesson 4
Part B Efficiently Adding Integers and Other Rational Numbers Lesson 4 Homework Due Friday 
Double Bubble Map
5 + 8 and 5 + 8 With models

Adding with different signs – is like subtraction, but the sign of the number with the bigger absolute value is the sign of the answer  Lesson 4 Summary
+ Page E 58 Practice Due Friday 

THU
12/3 
Integer Addition Partner Practice and Kahoot  Integer addition in real context story problems  Practice without models  None – Kahoot will give a summary of how students are doing and give them instant feedback  
FRI
12/4 
Mid Module Assessment
Lessons 14 
No warm up – assessment  Students who finish early can begin researching integer subtraction  No exit ticket – assessment 
.
.
Day  Objectives  Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
11/16 SUB 
7.NS.A.1 I can apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
7.NS.A.1 a. I can describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 7.NS.A.1 b. I understand p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real‐world contexts. c. I understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real‐world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers. 
Introduction to Module 2 – Operations with Rational Numbers
HW due Weds 
Mixed Review Monday  Elicit background knowledge— Circle map – integers
+ video – add to circle map, develop concept map for notebooks, begin vocabulary watch?v=NX3mNjSfERo watch?v=OAoLCXpao6s 
pE55 / E56
# line / integer review homework Due Wednesday 
TUES
11/17 
Review Sub Work
Introduce Integers – modeling addition using chips / score & chips / zero pairs 
Type 1 Tuesday Use 3+ real life examples to explain the difference between positive and negative numbers
+ 4 images – add to circle map 
Using the Algeblocks tiles as a visual model, students will try to combine +1 with 1 to create zero pairs. This will help them to see that when adding positives and negatives, they can combine to create zero in the simplification process  6 + 6
10 + 10 7 + 7 3 + 10 10 + 3 12 + 11 

WED
11/18 
Introduce Integers – modeling addition on a number line  Word Wall Wednesday
Rational Number 
Introduce another representation of integer operations – the number line  P E57 / E59 simple adding integer practice  
THU
11/19 
Module 2 Lesson 1
Opposite Quantities Combine to Make Zero 
This Student Thought Thursday
Jessica made the addition model below of the expression (−5)+(−2)+3. 
Play the integer game using a representation of choice  Write an equation to model the sum of the situation below.
A hydrogen atom has a zero charge because it has one negatively charged electron and one positively chargedproton. 

FRI
11/20 
Learning New Technology  Learning New Technology  Learning New Technology  Learning New Technology 
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Day  Objectives  Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
11/9 
7.RP.1 I can compare unit rates. 7.RP.2d I can create a graph of a realworld proportional situation.7.RP.2d I can explain the meaning of the coordinates on a proportional graph and connect it to unit rate.7.RP.2d I can identify and use the constant of proportionality.7.RP.2b I can determine the unit rate of a proportional relationship from a table, graph, equation, and diagram.7.RP.2c I can represent a proportional situation with an equation y = mx.7.RP.2c I can analyze a proportional equation and explain what each value means.7.RP.3 I can use proportional relationships to solve multistep ratio problems. 7.RP.3 I can use proportional relationships to solve multistep increase or decrease percent problems.7.G.A.1Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 
Lesson 17
The Unit Rate as the Scale Factor HW Due Wednesday 
Mixed Review Monday
Multiplying Mixed Numbers 
Students begin using scale factor to sketch scale drawings into notebooks and label with appropriate measurements  HW Lesson 17 Problem Set Due Wednesday 
TUES
11/10 
STAR Testing  Type 1 Tuesday Identify and Explain THREE reasons to give your very best effort on today’s STAR Test?  This assessment will be used as an overview for the teacher to gain understanding about each student’s individual level of learning. This assessment will also be used to determine which students may require tier 2 or tier 3 interventions.  None  
WED
11/11 
Lesson 18 Computing Actual Lengths from a Scale Drawing  Word Wall Wednesday
Scale drawing 
Students use given scale to identify missing length, width, radius, diameter, etc.  HW Lesson 18/19 Problem Set Due Friday  
THU
11/12 123 Half Day 
Lesson 19 Computing Actual Areas from a Scale Drawing  This Student Thought Thursday
Nellie thought that since the google earth image below has a scale of 1 in to 100 ft, that the football field would be 100 times bigger in real life than it is on the picture. 
Students use given scale to identify missing length, width, radius, diameter, etc, and calculate area given those measurements.  
FRI
11/13 
Unit Conversions  Unit Conversions  Real life scenarios often require the ability to combine the concept of scale factor with measurement conversions (cm to meters, etc). Students will utilize proportions within this context to do so. 
.
Day  Objectives  Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
11/2 
7.RP.1 I can compare unit rates.
7.RP.2d I can create a graph of a realworld proportional situation. 7.RP.2d I can explain the meaning of the coordinates on a proportional graph and connect it to unit rate. 7.RP.2d I can identify and use the constant of proportionality. 7.RP.2b I can determine the unit rate of a proportional relationship from a table, graph, equation, and diagram. 7.RP.2c I can represent a proportional situation with an equation y = mx. 7.RP.2c I can analyze a proportional equation and explain what each value means. 7.RP.3 I can use proportional relationships to solve multistep ratio problems. 7.RP.3 I can use proportional relationships to solve multistep increase or decrease percent problems. 
No Students  No Students  No Students  No Students 
TUES
11/3 
No Students  No Students  No Students  No Students  
WED
11/4 
Review for CFA – If not finished during class, it’s homework due the next day  T2W Similar v Not – Which triangle(s) resulted in a similar figure? Which did not? What is the evidence?  3 testable topics
Markups/Markdowns (Lesson 14) Reading Graphs of Fractional Unit Rates (Lesson 15) Similarity (Lesson 16) 
Review due Thursday  
THU
11/5 
CFA  No Warm Up, to allow time for CFA  Proving Similarity is necessary to support the upcoming objectives relating to scaling up and scaling down in geometric context  Submit CFA  
FRI
11/6 
No Students –
Half Day 4/5/6 Hours 
No Students –
Half Day 4/5/6 Hours 
No Students –
Half Day 4/5/6 Hours 
No Students –
Half Day 4/5/6 Hours 
.
Day  Objectives  Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
10/26 
7.RP.1 I can compare unit rates. 7.RP.2d I can create a graph of a realworld proportional situation.
7.RP.2d I can explain the meaning of the coordinates on a proportional graph and connect it to unit rate. 7.RP.2d I can identify and use the constant of proportionality. 7.RP.2b I can determine the unit rate of a proportional relationship from a table, graph, equation, and diagram. 7.RP.2c I can represent a proportional situation with an equation y = mx. 7.RP.2c I can analyze a proportional equation and explain what each value means. 7.RP.3 I can use proportional relationships to solve multistep ratio problems. 7.RP.3 I can use proportional relationships to solve multistep increase or decrease percent problems. 
Presentation by Officer Hamilton  Mixed Review Monday
Do’s and don’ts for guest speakers 
Acceptable Use and Safety with Surface Pro 3s  None 
TUES
10/27 
Mod 1 Lesson 15 Proportional Relationships Involving Fractions
Homework Due Thursday 
Type __ Tuesday
IDENTIFY and ELABORATE x2: In what situations will you find unit rates that are not perfect whole numbers (i.e. When will the unit rates be fractional?) 
Strategies for developing tables and graphs, and understanding unit rates from a graph.  Use points on a graph to identify a unit rate, and pick the point on the graph that confirms this value.
Homework Lesson 15 Summary Due Thursday 

WED
10/28 
Morris Scaleyton –
How to Scale Figures to create Similar Figures 
Word Wall Wednesday
Scale Factor 
Understanding the meaning of similarity in plane figures  T1W Similar v Not – Which directions resulted in a similar figure? Which did not? What does this lead you to believe about similar figures?  
THU
10/29 
Review Similar/ Congruent
Lesson 16 Relating Scale Drawing to Ratios and Rates 
This Student Thought Thursday
A bicycle shop advertised a $327mountain bike priced at a 1/3 discount. Jenna asked her mom to buy the bike since it would only cost 
Scaling up and scaling down  Create a scale drawing, identify if the picture is a reduction or an enlargement, and identify the scale factor (the constant of proportionality).  
FRI
10/30 
Mod 1 Lesson 17
The Unit Rate as the Scale Factor 
Fluency Friday  The Connection: Finding the scale factor by finding unit rate  A rectangular pool in your friend’s yard is 150 ft. × 400 ft. Create a scale drawing with a scale factor of 1/600. Use a table or an equation to show how you computed the scale drawing lengths. 
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Day  Objectives  Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
10/19 
7.RP.1 I can compare unit rates. 7.RP.2d I can create a graph of a realworld proportional situation.
7.RP.2d I can explain the meaning of the coordinates on a proportional graph and connect it to unit rate. 7.RP.2d I can identify and use the constant of proportionality. 7.RP.2b I can determine the unit rate of a proportional relationship from a table, graph, equation, and diagram. 7.RP.2c I can represent a proportional situation with an equation y = mx. 7.RP.2c I can analyze a proportional equation and explain what each value means. 7.RP.3 I can use proportional relationships to solve multistep ratio problems. 7.RP.3 I can use proportional relationships to solve multistep increase or decrease percent problems. 
No Students  No Students  No Students  No Students 
TUES
10/20 
No Students  No Students  No Students  No Students  
WED
10/21 
Review of Lesson 12 &13 Finding Equivalent Ratios Given a Quantity  Numeracy Practice
Comparing Two Proportional Relationships 
Continued Emphasis on Constant of Proportionality, Independent, and Dependent Variables – more complicated with mixed numbers.  No Homework today –
The table below shows the combination of a dry prepackaged mix and water to make concrete. The mix says for every 1 gallon of water stir 60 pounds of dry mix. We know that 1 gallon of water is equal to 8 pounds of water. Using the information provided in the table, complete the remaining parts of the table. 

THU
10/22 
Tape Diagrams for Markups and Markdowns Powerpoint
Start Mod 1 Lesson 14 MultiStep Ratio Problems Homework Lesson Summary 14 
Numeracy Practice
Comparing Two Proportional Relationships 
Diagramming can be helpful to students (tape diagrams) so this is a great week to review those.  Homework Lesson Summary 14 due Monday  
FRI
10/23 
Finish Mod 1 Lesson 14  Fluency Friday  Exit Ticket
1. A bicycle shop advertised all mountain bikes priced at a 1 3 discount. a. What is the amount of the discount if the bicycle originally costs $327? b. What is the discount price of the bicycle? c. Explain how you found your solution to part b. 2. A handheld digital music player was marked down by 1 4 of the original price. a. If the sales price is $128.00, what is the original price? b. If the item was marked up by 1 2 before it was placed on the sales floor, what was the price that the store paid for the digital player? c. What is the difference between the discount price and the price that the store paid for the digital player? 
.
Day  Objectives  Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
10/12 
7.RP.1 I can compute unit rates of ratios with the same and different measures of units. 7.RP.1 I can explain the meaning and purpose of a unit rate. 7.RP.1 I can compare unit rates.
7.RP.2a I can determine when two ratios are proportional. 7.RP.2a I can explain numbers in a table and decide whether or not it represents a proportional relationship. 7.RP.2a I can justify if a situation does or does not represent a proportional relationship. 7.RP.2d I can create a graph of a realworld proportional situation. 7.RP.2d I can explain the meaning of the coordinates on a proportional graph and connect it to unit rate. 7.RP.2d I can identify and use the constant of proportionality. 7.RP.2b I can determine the unit rate of a proportional relationship from a table, graph, equation, and diagram. 7.RP.2c I can represent a proportional situation with an equation y = mx. 7.RP.2c I can analyze a proportional equation and explain what each value means. 
Begin Part C Mod 1 Lesson 11
Ratios of Fractions and their Unit Rates Homework Lesson 11 Summary 
Mixed Review Monday
Multiplying and Dividing Fractions practice problems w/ units of measure 
Students are increasing difficulty of proportional situations as now they are dealing with fractional proportions.  Homework Due Wednesday 
TUES
10/13 
Mod 1 Lesson 12
Ratios of Fractions and their Unit Rates 
Type 1 Tuesday
321 Warm up 
Continue working on “Math in 4 Ways” which means that any proportional situation can be represented 4 ways –using a story, a table, a graph, and an equation.  Exit Ticket – #34  
WED
10/14 
Start Mod 1 Lesson 13
Finding Equivalent Ratios Given the Total Quantity 
Word Wall Wednesday
Complex Fraction 
Continued Emphasis on Constant of Proportionality, Independent, and Dependent Variables – more complicated with mixed numbers.  
THU
10/15 
Finish Mod 1 Lesson 13
Finding Equivalent Ratios Given the Total Quantity Homework Lesson 13 Summary 
This Student Thought Thursday Which car can travel further on 1 gallon of gas? Blue Car: travels 1825 miles using 0.8 gallons of gas
Red Car: travels 1725 miles using 0.75 gallons of gas Kara thinks it’s the red car. 
The next step in our module will be to calculate markups and markdowns. Diagramming can be helpful to students (tape diagrams) so this is a great week to review those.  Homework Due Monday
Which is the better buy? Show your work and explain your reasoning. 31/3 lb. of turkey for $10.50 21/2 lb. of turkey for $6.25 

SUB
FRI 10/16 
SUB
Multiplying and Dividing Fractions Practice C61 + C68 
SUB
Fluency Friday – 
SUB  SUB
Submit Practice 
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Day  Objectives  Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
10/5 
7.RP.1 I can compute unit rates of ratios with the same and different measures of units. 7.RP.1 I can explain the meaning and purpose of a unit rate. 7.RP.1 I can compare unit rates.
7.RP.2a I can determine when two ratios are proportional. 7.RP.2a I can explain numbers in a table and decide whether or not it represents a proportional relationship. 7.RP.2a I can justify if a situation does or does not represent a proportional relationship. 7.RP.2d I can create a graph of a realworld proportional situation. 7.RP.2d I can explain the meaning of the coordinates on a proportional graph and connect it to unit rate. 7.RP.2d I can identify and use the constant of proportionality. 7.RP.2b I can determine the unit rate of a proportional relationship from a table, graph, equation, and diagram. 7.RP.2c I can represent a proportional situation with an equation y = mx. 7.RP.2c I can analyze a proportional equation and explain what each value means. 
Toothpick Patterning Performance Task
Update Concept Map Begin Mod 1 Lesson 10 Identifying Proportional vs. NonProportional Relationships in Tables HOMEWORK Lesson 10 Summary 
Mixed Review Monday
Math in 4 ways – representing a proportional recipe by table, graph, equation and story. 
Students are continuing to struggle with writing equations for proportional situations. Specifically, identifying the independent and dependent variables. This will help students to identify the constant of proportionality as well as scaffold the learning.  Homework Due Wednesday
Study for MidModule Assessment on Wednesday 
TUES
10/6 
Finish Mod 1 Lesson 10
Identifying Proportional vs. NonProportional Relationships in Tables 
Type 1 Tuesday
321 Warm up 
Continue working on “Math in 4 Ways” which means that any proportional situation can be represented 4 ways –using a story, a table, a graph, and an equation.  Great Rapids White Water Rafting Company rents rafts for $125 per hour. Explain why the point (0,0) and (1,125) are on the graph of the relationship, and what these points mean in the context of the problem.  
WED
10/7 
Vocabulary Summary and Study Session  Word Wall Wednesday
Constant of Proportionality 
Focus on Constant of Proportionality, Independent, and Dependent Variables.  
THU
10/8 
MidModule Assessment  This Student Thought Thursday
The cost of renting a snowmobile is $37.50 for 5 hours. The constant of proportionality is 37.50, so the equation I would use is y=37.50x. 
None – Review MidModule Assessment  
FRI
10/9 
Fraction Operations Review – Multiplying and Dividing Fractions  Numeracy Friday – Proportional Relationship of the day  Scaffolding into Part C of Module 1  Submit Practice 
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Day  Objectives  Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
9/28 
7.RP.1 I can compute unit rates of ratios with the same and different measures of units. 7.RP.1 I can explain the meaning and purpose of a unit rate. 7.RP.1 I can compare unit rates.
7.RP.2a I can determine when two ratios are proportional. 7.RP.2a I can explain numbers in a table and decide whether or not it represents a proportional relationship. 7.RP.2a I can justify if a situation does or does not represent a proportional relationship. 7.RP.2d I can create a graph of a realworld proportional situation. 7.RP.2d I can explain the meaning of the coordinates on a proportional graph and connect it to unit rate. 7.RP.2d I can identify and use the constant of proportionality. 7.RP.2b I can determine the unit rate of a proportional relationship from a table, graph, equation, and diagram. 7.RP.2c I can represent a proportional situation with an equation y = mx. 7.RP.2c I can analyze a proportional equation and explain what each value means. 
Mod 1 Lesson 7
Unit Rates as the Constant of Proportionality HOMEWORK: Lesson 7 Summary 
Mixed Review Monday
“Wow that was amazing! That means the dog went about 5 meters in 1 second!” Is your classmate correct, and how do you know? 
Tillman Video
http://www.youtube.com/watch?feature=player_embedded&v=tCKstDXMslQ 
Homework Due Wednesday 
TUES
9/29 
Mod 1 Lesson 8
Representing Proportional Relationships with Equations 
Type 1 Tuesday
What I know about proportions: What strategies have been helpful: Example of a helpful strategy: Reflect on the topic: 
Continue working on “Math in 4 Ways” which means that any proportional situation can be represented 4 ways –using a story, a table, a graph, and an equation.  Determine John’s and Amber’s constant of proportionality and write an equation for each.  
WED
9/30 
Scaffolding into Mod 1 Lesson 9 w/ a Matching Activity
Proportional Relationships with Equations HOMEWORK: Practice Graphing and Writing Equations for Proportional Situations 
Word Wall Wednesday
proportion 
Beginning to determine whether or not a scaled up ratio is actually proportional to the initial comparison.  Lesson 8 Exit Ticket
(#34) Homework Due Friday 

THU
10/1 
Mod 1 Lesson 9 Representing Proportional Relationships with Equations  This Student Thought Thursday
Ms. Albero made juice to serve along with the pizza at the Student Government party. The directions said to mix 2 scoops of powdered drink mix with a half gallon of water to make each pitcher of juice. One of Ms. Albero’s students said she will mix 8 scoops with 2 gallons of water to make 4 pitchers. Use a table and graph to show whether or not the student is correct. 
Continuing to determine whether or not a scaled up ratio is actually proportional to the initial comparison.  Homework Due Friday  
FRI
10/2 
Continue Lesson 9  Fluency Friday  Friday practice will provide time to do reteaching (student intervention centers) for students who need it.  None 
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Day  Objectives  Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
9/21 
7.RP.1 I can compute unit rates of ratios with the same and different measures of units. 7.RP.1 I can explain the meaning and purpose of a unit rate. 7.RP.1 I can compare unit rates.7.RP.1 I can scale up and scale down ratios.7.RP.2a I can determine when two ratios are proportional.7.RP.2a I can explain numbers in a table and decide whether or not it represents a proportional relationship. 7.RP.2a I can justify if a situation does or does not represent a proportional relationship.7.RP.2d I can create a graph of a realworld proportional situation.7.RP.2d I can explain the meaning of the coordinates on a proportional graph and connect it to unit rate. 
No Students  No Students  No Students  No Students 
TUES
9/22 
No Students  No Students  No Students  No Students  
WED
9/23 
Mod 1 Lesson 5 Identifying Proportional and NonProportional Relationships using Graphs
HOMEWORK: Lesson 5 Summary: Due Friday 
“Fluency” Wednesday  Identify two+ important characteristics of a graph that indicate whether or not the graph represents a proportional relationship.  No exit ticket – allow students to begin the homework assignment and ask questions  
THU
9/24 
Mod 1 Lesson 6
Identifying Proportional and NonProportional Relationships using Graphs 
Number Sense Thursday – Rate of the Day  Produce a set of posters that display the first three parts “math in 4 ways” – Math in 4 ways means that any proportional situation can be represented 4 ways –using a story, a table, a graph, and an equation.  Given a problem, students use the “math in 4 ways” prompt to determine whether or not the situation is proportional  
FRI
9/25 
QUIZ over Module 1 – Lesson 15
Pizzazz Practice Sheet Homework if not finished, Due Monday

Number Sense Friday –
Proportional Relationship of the Day 
Friday quiz will be utilized to identify the need for reteaching.  No exit ticket – quiz will be used for an assessment grade 
Day  Objectives  Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
9/14 
7.RP.1 I can compute unit rates of ratios with the same and different measures of units. 7.RP.1 I can explain the meaning and purpose of a unit rate. 7.RP.1 I can compare unit rates.7.RP.1 I can scale up and scale down ratios.7.RP.2a I can determine when two ratios are proportional.7.RP.2a I can explain numbers in a table and decide whether or not it represents a proportional relationship. 7.RP.2a I can justify if a situation does or does not represent a proportional relationship. 
Mod 1 Lesson 1 Part B
Ratios and Unit Rates HOMEWORK: Lesson 1 Summary: Due Wednesday 
Mixed Review Monday
Simplify these ratios: 10:2 8:12 6:15 Find the unit rates: It costs $3.99 for 6 bottles of Mt. Dew. It took 56 minutes to run 7 miles. 
After seeing this video, another dog owner trained his dog, Lightning, to try to break Tillman’s skateboarding record. Lightning’s fastest recorded time was on a 75meter stretch where it took him 15.5 seconds. Based on this data, did Lightning break Tillman’s record for fastest dog on a skateboard? Explain how you know.  
TUES
9/15 
Mod 1 Lesson 2
Proportional Relationships 
Type 1 Tuesday
List three examples of rates and explain the context in the real world 
Beginning to scale up and scale down using frozen yogurt (price per ounce) as an example.  Ms. Albero decided to make juice to serve along with the pizza at the Student Government party. The directions said to mix 2 scoops of powdered drink mix with a half gallon of water to make each pitcher of juice. One of Ms. Albero’s students said she will mix 8 scoops with 2 gallons of water to make 4 pitchers. How can you use the concept of proportional relationships to decide whether the student is correct?  
WED
9/16 
Mod 1 Lesson 3
Identifying Proportional vs. NonProportional Relationships in Tables Ratios and Unit Rates HOMEWORK: Lesson 3 Summary: Due Friday 
Word Wall Wednesday
Equivalent ratio 
Beginning to determine whether or not a scaled up ratio is actually proportional to the initial comparison.  Refer to table in Lesson 3:
1. Is the price proportional to the number of roses? How do you know? 2. Find the cost of purchasing 30 roses. 

THU
9/17 
Mod 1 Lesson 4
Identifying Proportional vs. NonProportional Relationships in Tables 
This Student Thought Thursday
I should only spend $1.49 for a bottle of Faygo. $24.99 for a 24 pack is way more expensive. 
Continuing to determine whether or not a scaled up ratio is actually proportional to the initial comparison.  Complete the table from Lesson 4.
If Gabby wants to make a regular octagon with a side length of 20 inches using wire, how much wire does she need? Justify your reasoning with an explanation of whether perimeter is proportional to the side length. 

FRI
9/18 
Pizzazz Practice Sheet
Homework if not finished, Due Monday 
Fluency Friday  Friday practice will provide time to do reteaching (student intervention centers) for students who need it.  No exit ticket 
Day  Objectives  Task  Warm Up  Guiding Questions /
Additional Info 
Wrap Up/ Exit Ticket 
MON
9/7 
7.RP.1 I can compute unit rates of ratios with the same and different measures of units. 7.RP.1 I can explain the meaning and purpose of a unit rate. 7.RP.1 I can compare unit rates. 
No School  No School  No School  No School 
TUES
9/8 
Common Growth Assessment Pre Test  Type2 Tuesday
Today you will be given your pretest. I will use the pretest to figure out what you’re already good at, and what you need help at. Make a prediction about how you think you will do. 
This pretest will be used to assess current preconceptions for each student, as well as demonstrate student growth.  No Exit Ticket – Assessment will be graded  
WED
9/9 
STAR Math Assessment  Word Wall Wednesday
No Warm Up, move to computer lab for the day 
This assessment will be used as an overview for the teacher to gain understanding about each student’s individual level of learning. This assessment will also be used to determine which students may require tier 2 or tier 3 interventions.  No Exit Ticket – Teacher will review student reports  
THU
9/10 
Unit Overview  This Student Thought Thursday https://www.youtube.com/watch?v=4uejibRYTi0
If a basketball player’s ratio of shots made to shots missed in the first quarter is 6:2, that means that by the end of the game they’ll have a ratio of 12:4. 
Students will view two brief video clips which introduce them to a real life “proportional” situation. This will help them ask the essential and supporting questions for the unit, and teacher will support the questioning process.  No Exit Ticket – if there is time left at the end of the hour, students can begin vocabulary study  
FRI
9/11 
Module 1 Lesson 1
Ratios as Relationships that Measure Rate 
Fluency Friday  Students will understand that a ratio is a comparison of two quantities and calculate a unit rate based on the given ratio.
Tillman the English Bulldog http://www.youtube.com/watch?feature=player_embedded&v=tCKstDXMslQ 
Watch the video clip of Tillman the English bulldog, the Guinness World Record holder for Fastest Dog on a Skateboard.
1. At the conclusion of the video, your classmate takes out his or her calculator and says, “Wow that was amazing! That means the dog went about 5 meters in 1 second!” Is your classmate correct, and how do you know? 
Sequence of Grade 7 Modules Aligned with the Standards
Module 1: Ratios and Proportional Relationships
Module 2: Rational Numbers
Module 3: Expressions and Equations
Module 4: Percent and Proportional Relationships
Module 5: Statistics and Probability
Module 6: Geometry
Summary of Year
Seventh grade mathematics is about (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two and threedimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.
Key Areas of Focus for Grade 7: Ratios and proportional reasoning; arithmetic of rational numbers
Rationale for Module Sequence in Grade 7
In Module 1, students build on their Grade 6 experiences with ratios, unit rates, and fraction division to analyze proportional relationships. They decide whether two quantities are in a proportional relationship, identify constants of proportionality, and represent the relationship by equations. These skills are then applied to realworld problems including scale drawings.
Students continue to build an understanding of the number line in Module 2 from their work in Grade 6. They learn to add, subtract, multiply, and divide rational numbers. Module 2 includes rational numbers as they appear in expressions and equations—work that is continued in Module 3.
Module 3 consolidates and expands students’ previous work with generating equivalent expressions and solving equations. Students solve reallife and mathematical problems using numerical and algebraic expressions and equations. Their work with expressions and equations is applied to finding unknown angles and problems involving area, volume, and surface area.
Module 4 parallels Module 1’s coverage of ratio and proportion, but this time with a concentration on percent. Problems in this module include simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error. Additionally, this module includes percent problems about populations, which prepare students for probability models about populations covered in the next module.
In Module 5, students learn to draw inferences about populations based on random samples. Through the study of chance processes, students learn to develop, use and evaluate probability models.
The year concludes with students drawing and constructing geometrical figures in Module 6. They also revisit unknown angle, area, volume, and surface area problems, which now include problems involving percentages of areas or volumes.