grade 7 unit 2 - dekalb county school district

—Unit Planning Organizer Blank

Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.

1

DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Mathematics

Grade and Course

Grade 7

Unit of Study Unit 2: Expressions and Equations

Pacing 6 weeks

“Unwrapped” Priority Georgia Standards of Excellence

Skills and Concepts

Use properties of operations to generate equivalent expressions. MGSE7.EE.1 APPLY properties of operations as strategies to add, subtract, factor, and EXPAND linear expressions with rational coefficients. MGSE 7.EE.4 USE variables to REPRESENT quantities in a real world or mathematical problem, and CONSTRUCT simple equations and inequalities to SOLVE problems by reasoning about the quantities.

“Unwrapped” Priority Standards

“Unwrapped” Concepts

(Students Need to Know)

“Unwrapped” Skills (Students Need

to Be Able to Do)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

MGSE7.EE.1

• USE

• APPLY

• EXPAND

• Properties of Operations

• Properties of Operations

• Linear Expressions with Rational Coefficients

• 3 (Apply) • 2 (Skills and

Concepts)

MGSE7.EE.4

• USE

• REPRESENT

• CONSTRUCT

• SOLVE

• Variables

• Quantities

• Simple Equations

• Problems from Reasoning

• 2 (Understand)

• 3 (Apply)

• 6 (Create)

• 2 (Skills and Concepts)



2

Supporting Standards

Use properties of operations to generate equivalent expressions. MGSE7.EE.2 Understand that rewriting an expression in different forms in a problem context can clarify the problem and how the quantities in it are related. For example a + 0.05a = 1.05a means that adding a 5% tax to a total is the same as multiplying the total by 1.05. MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals) by applying properties of operations as strategies to calculate with numbers, converting between forms as appropriate, and assessing the reasonableness of answers using mental computation and estimation strategies. For example: • If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. • If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. MGSE7.EE.4a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?

MGSE7.EE.4b Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example, as a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. MGSE7.EE.4b Solve real-world and mathematical problems by writing and solving equations of the form x+p = q and px = q in which p and q are rational numbers.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them. (Daily) 2. Reason abstractly and quantitatively. (Daily) 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. (Daily) 7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.



3

Essential Questions Corresponding Big Ideas

1. How can we represent quantities using variables? 2. What properties are required in order to rewrite and evaluate algebraic expressions and solve equations? 3. What similarities and differences exist between equations and inequalities?

1. Variables can be used to represent numbers in any type mathematical problem.

2. Properties of real numbers are used to write and solve multi-step equations consisting of rational numbers.

3. Similarities and differences exist between equations and inequalities which help to define the solution set to a given mathematical problem.



4

Unit Assessments

Pre-Assessment Post-Assessment

Student Version: Gr7_MATH_Unit2_Preassessment_Student Teacher Version: Gr7_MATH_Unit2_Preassessment_Teacher

Student Version:

DeKalb Benchmark Assessment

Teacher Version:



5

Performance Assessment

Engaging Scenario

Current Situation: You just landed at Hartsfield-Jackson International Airport from your Spring Break Trip to the Bahamas. You had an awesome time; although, your flight arrived later than expected. Due to your late arrival, you were unable to find someone to pick you up from the airport. You have to make a decision as to whether or not you are going to catch a taxi or use Uber. During your research, you determine that other companies exist that might be more economical. Your mother decided to give you $20 a month so that you will never find yourself in that situation again. Your frustration caused you to start your own transportation company. Create a speech to present to city officials as to why your company is the best. Include evidence stating which is better and why. Develop an advertisement for your own company that is a better deal than any of the other transportation services.

Student Challenge: During your research, you determine that other companies exist that might be more economical. Your mother decided to give you $20 a month so that you will never find yourself in that situation again. Your frustration caused you to start your own transportation company. Create a speech to present to city officials as to why your company is the best. Include evidence stating which is better and why. Develop an advertisement for your own company that is a better deal than any of the other transportation services.

Student Role: Complete the following tasks: Write an expression to represent the amount of money need to take a taxi or take Uber, create a table to determine cost, compare modes of transportation.

Intended Audience: Students will present speech to city officials promoting your company.

Product of Performance: Develop an advertisement for your own company that outlining cost and comparisons to other companies and construct viable arguments.

Performance Task Synopses

Task 1: MGSE7.EE.1, MGSE7.EE.2 Students will write and evaluate an expression to represent the amount of money need to take a Taxi or Uber for an unknown number of miles. Task 2: MGSE7.EE.3, MGSE7.EE.4 Student will write and solve equations to determine which transportation company will allow you to travel the greatest number of miles. Task 3: MGSE7.EE.3, MGSE7.EE.4 Students will write, solve and graph inequalities give a maximum number of miles that you can travel within a month. Task 4: MGSE7.EE.1, MGSE7.EE.2, MGSE7.EE.3, MGSE7.EE.4 Students will write a speech and create an advertisement to convince citizens to use their newly developed company.



6

Performance Task 1 In Detail

Use properties of operations to generate equivalent expressions. MGSE7.EE.1 APPLY properties of operations as strategies to add, subtract, factor, and EXPAND linear expressions with rational coefficients. MGSE7.EE.2 Understand that rewriting an expression in different forms in a problem context can clarify the problem and how the quantities in it are related. Circumstances of Performance: In-Class (Approximate Time 30 – 45 minutes) Task 1 Student Directions: The taxi fare in Atlanta is $2.40 for the first 1/2 miles and additional mileage charged at the rate $0.20 for each additional 0.1 mile. You plan to give the driver a $2 tip. The Uber base fare is $1. There is a charge of $1.05 per mile. You also plan to give the driver a $2 tip. Write an expression to represent the amount of money need to take a taxi or take Uber. (x = the number of miles.) Create a table to determine how much it will cost to go 12 miles, 20 miles and 50 miles. Which mode of transportation is better, use information from the table to support your answer? Task 1 Teacher Notes: Answer: The minimum charge is for 1/2 mile, so let x be the number of miles we can travel in the taxi past the first half mile. Each additional tenth of a mile costs 20 cents so each additional mile costs $2. So it costs 2x dollars to travel the x miles beyond the first half mile. Since the first half mile costs $2.40 and the tip will be $2.00, the total cost of the trip is 2x+2.40+2.00 or

Taxi Expression: 2x+4.40 Let x be the number of miles we can travel using Uber. Each mile cost $1.05. So it cost 1.05x to travel x miles. Since the base fare is $1.00 and the tip will be $2.00, the total cost of the trip 1.05x + 1.00 + 2.00 or

Uber Expression: 1.05x +3.00

Taxi Uber

X (miles)

2x+4.40

X (miles)

1.05x + 3.00

12 $28.40 12 $15.60

20 $44.40 20 $24.00

50 $104.40 50 $55.50

Advanced Criteria: Students must also create a graph with the information. Students must correctly graph the information. Students’ answers will vary.



7

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

All Proficient criteria plus: o Creates a graph of

the data from the table complete with appropriate labels and intervals.

o Writes an accurate expression for the cost of catching a Taxi and Uber.

o Creates a table with the correct cost for 12, 20 or 50 mile trip.

o Provides an explanation justified by table an expression of which company was better with appropriate explanation.

o Writes correctly an expression for the cost of catching a Taxi or Uber.

o Creates tables but has errors in calculations of cost.

o Provides incomplete explanations.

o Provided explanations and/or mathematical representations that could not be clearly understood or interpreted.



8


Use properties of operations to generate equivalent expressions. MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals) by applying properties of operations as strategies to calculate with numbers, converting between forms as appropriate, and assessing the reasonableness of answers using mental computation and estimation strategies. MGSE 7.EE.4 USE variables to REPRESENT quantities in a real world or mathematical problem, and CONSTRUCT simple equations and inequalities to SOLVE problems by reasoning about the quantities. Circumstances of Performance: In-Class (Approximate Time 15 – 20 minutes) Task 2 Student Directions: While trying to determine which mode of transportation you were going to use in leaving the airport, you discovered Lyft was another mode of transportation. The base fare for Lyft is $1.35 and $0.95 per mile. You plan to give the Lyft driver a tip of $2. Determine the expression that represents the amount of money needed to use Lyft as your transportation service. (x = the number of miles). You realize that you only have $10.00 left from you trip. You are trying to determine whether or not you have enough money to make it home using either Uber or Lyft service. Remember the expression for using Uber is 1.05x + 3.00. Write and solve an equation to determine the number of miles you can travel using Lyft and Uber. Which company will allow you to travel the greatest number of miles? Task 2 Teacher Notes: Let x be the number of miles we can travel using Lyft. Each mile cost $0.95. So it

cost 0.95x to travel x miles. Since the base fare is $1.35 and the tip will be $2.00, the total cost of the trip 0.95x +

1.35 + 2.00 or

Lyft Expression: 0.95x + 3.35

Uber Lyft 1.05x + 3 = 10 0.95x + 3.45 = 10 -3 -3 -3.45 -3.35 1.05x = 7 0.95x = 6.65 x = 6 2/3 miles x = 7 miles The person can travel 7 miles using Lyft and 6 2/3 miles using Uber. You can travel the greatest distance using Lyft. Advanced Learner: How many miles can you travel if you have $15 or $23?



All Proficient criteria plus: o Correctly determines

the number of miles you can travel with $15 and $23 with each company.

o Provides a detailed explanation of when

o Writes an accurate expression to represent the fees involved with Lyft.

o Writes and solves the equation for Uber.

o Determines which service would yield

o Writes the correct expression for Lyft or the equation for Uber.

o Compares the 2 companies but does not discuss which would yield the greater distance.




9


comparing the 2 companies which would give you the greatest distance for the money spent.

the greatest distance traveled based on parameters.


Use properties of operations to generate equivalent expressions. MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals) by applying properties of operations as strategies to calculate with numbers, converting between forms as appropriate, and assessing the reasonableness of answers using mental computation and estimation strategies. MGSE 7.EE.4 USE variables to REPRESENT quantities in a real world or mathematical problem, and CONSTRUCT simple equations and inequalities to SOLVE problems by reasoning about the quantities. Circumstances of Performance: In-Class (Approximate Time 20 – 30 minutes) Task 3 Student Directions: You were able to safely make it home from the airport. Your mother decided to give you $20 in January on your Lyft account so that you will not be in the same situation again. Each mile cost $0.95. The base fare is $1.35 and the tip will be $2.00 per trip.

Write and solve the inequality for each situation. Graph the solution to the inequality and write a sentence to describe the meaning of the solution. Round to the nearest hundredth.

1. What is the greatest number of miles that you travel in January for one trip?

Sentence _________________________________________________________

2. What is the greatest number of miles that you can travel in January for two trips?

Sentence _________________________________________________________



10


The local university decided to ban Lyft from coming on campus. You decided to use Uber instead. Your mother decided to continue to add $20 to your account each month. Let x equal the number of miles you can travel using Uber. Each mile cost $1.05. The base fare is $1.00 and the tip will be $2.00 for each trip.

Write and solve the inequality for each situation. Graph the solution to the inequality and write a sentence to describe the meaning of the solution. Round to the nearest hundredth.

3. What is the greatest number of miles that you travel in January for one trip?

Sentence _________________________________________________________ 4. What is the greatest number of miles that you can travel in January for two trips?

Sentence _________________________________________________________ Task 3 Teacher Notes:

1. Inequality 0.95x + 3.35 ≤ 20 Solution x ≤ 17.53

17.53

Sentence: I cannot travel more than 17.53 miles for one trip.

2. Inequality 0.95x + 6.70 ≤ 20 (Note: Multiply the base fare and the tip by 2 because two trips were taken) Solution x ≤ 14 14 Sentence: I cannot travel more than 14 miles for two trips.



11


3. Inequality 1.05x + 3 ≤ 20

Solution x ≤ 16.19 16.19 Sentence: I cannot travel more than 16.19 miles for one trip.

4. Inequality 1.05x + 6 ≤ 20 (Note: Multiply the base fare and the tip by 2 because two trips were taken) Solution x ≤13.33 13.33 Sentence: I cannot travel more than 13.33 miles for two trips.

Extension: Give the students a budget and have them research transportation companies and how many miles they would be able to travel and still remain within their budget. What would be the cheapest company? What would be the most expensive?


4 Advanced 3 Proficient 2 Basic .1 Below Basic

All Proficient criteria plus: o Researched a

transportation company and determined how many miles they could travel and remain in budget.

o Attends to precision when calculating the cheapest company and the most expensive company.

o Writes an accurate inequality for each situation.

o Attends to precision when solving the inequality.

o Graphs the inequality on the number line justifying the solution set.

o Provides an explanation of the solution using the details from the graphs and inequality to justify answers.

o Provides inequalities and graphs, but errors exist in one or more representations.

o Explains solutions but is unable to justify data from the representations provided.




12


Use properties of operations to generate equivalent expressions. MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals) by applying properties of operations as strategies to calculate with numbers, converting between forms as appropriate, and assessing the reasonableness of answers using mental computation and estimation strategies. MGSE 7.EE.4 USE variables to REPRESENT quantities in a real world or mathematical problem, and CONSTRUCT simple equations and inequalities to SOLVE problems by reasoning about the quantities. Circumstances of Performance: In-Class (Approximate Time 50 – 75 minutes) Task 4 Student Directions: The citizens must vote on which transportation company is best to service the citizens of the city. You have to convince the citizens to choose your company. In order to do that you will have to create an advertisement for you company and deliver a speech convincing the citizens to select your company. As you prepare for both, use the data and information from the previous task to assist you.

o Include the cost per mile, base fair and recommended tip amount per trip for your company.

o Create a table for each company that will make it easy for consumers to determine the cost per trip.

o Justify and support mathematically why your company is better than both Uber and Lyft.

Uber Lyft Your Company

____________________

The Uber base fare is $1.00. There is a charge of $1.05 per mile and the tip will be $2.00 per trip.

Number of Miles

Cost of the Trip

5

10

15

20

25

Each mile cost $0.95. The base fare is $1.35 and the tip will be $2.00 per trip.

Number of Miles

Cost of the Trip

5

10

15

20

25

Cost per mile: _____________ Base fare: ________________ Tip Amount: ______________

Number of Miles

Cost of the Trip

5

10

15

20

25



13


Task 4 Teacher Notes: Answer Key:

Number of Miles

Cost of the Trip

5

$8.25

10

$13.50

15

$18.75

20

$24.00

25

$29.25

Number of Miles

Cost of the Trip

5

$8.10

10

$12.85

15

$17.60

20

$22.35

25

$27.10

Answers will vary for the student’s company that they create.

Enrichment: Create a website promoting your new company.



All proficient criteria plus: o Designs a website

that includes the cost per trip, cost per mile, recommended tip amount, and the table with rates.

o Attends to precision calculating the cost per trip for Uber and Lyft.

o Provides the cost per trip for the newly created company.

o Creates a detailed advertisement which includes the cost analysis using the data from the tables.

o Exhibited mathematical thinking in speech when comparing the new company to both Uber and Lyft and justifies why this company is better using the data from tables.

o Provided calculations that were inaccurate.

o Explains solutions but is unable to justify data from the representations provided.




14

Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other



15

Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text

sets

Providing additional guided practice

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in different media

Pair-share

Modeling

Language scaffolds: eg, sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for

student-student talk

Strategic vocabulary instruction

Additional think time



16

Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest,

Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration



17

Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Math Tools: o Algebra Tiles o Cups and counters o Scales/Balances o Calculators o Hands on Equations Kit o Number Lines

Explanation of Standards: o GADOE Grade Level Curriculum Overview

-Grade 7 o GADOE Grade 7 Framework Unit 2

Carnegie Learning Textbook (Chapters 6, 7, 8) Algebra Tiles https://illuminations.nctm.org/activity.aspx?id=3482

Technology Resources o GADOE Grade Level Curriculum

Overview -Grade 7

o GADOE Grade 7 Framework Unit 2

Math Instructional Sites https://www.illustrativemathematics.org/content-standards/7/EE

Math Shell - Fencing Task

http://map.mathshell.org/tasks.php?unit=MA12&collection=9&redir=1

Formative Assessment Lesson – Solving Linear Equations

http://map.mathshell.org/lessons.php?unit=7220&collection=8

Unit 2 Framework

https://www.georgiastandards.org/Georgia-Standards/Frameworks/7th-Math-Unit-2.pdf

Khan Academy - Worked example: two-step equations

https://www.khanacademy.org/math/algebra/one-variable-linear-equations/alg1-two-steps-equations-intro/v/solving-equations-1

https://learnzillion.com/lesson_plans/51-represent-real-life-scenarios-by-writing-numerical-and-algebraic-expressions

https://illuminations.nctm.org/activity.aspx?id=3482

https://www.illustrativemathematics.org/content-standards/7/EE

https://www.illustrativemathematics.org/content-standards/7/EE















18

Unit Vocabulary

Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

• Base fare

• Tip

• Account

• Algebraic expression

• Coefficient

• Constant

• Equation

• Inequality

• Term

• Numerical expression

• Variable

• Solution Set

ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence



19

Weekly Planner Course: Grade 7 Mathematics Unit: Unit 2: Expressions and Equations

Pacing Priority (in bold) and Supporting Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional resources

Formative Assessments

Mathematical Literacy: The ability to read, listen, think creatively, and communicate about problem situations, mathematical representations, and the validation of solutions will help students to develop and deepen their understanding of mathematics. (National Council of Teachers of Mathematics, 2000)

6 weeks Make modifications to the

pacing based upon student pre-assessment results and the daily analysis of

student work.

See CAAG for a listing of all standards. Instruction should be supported with the implementation of the Standards for Mathematical Practice (SMP).

Students should complete the listed experiences to support understanding and mastery of the math standards. Students are expected to exhibit the SMP.

Teachers should implement the listed experiences to support core instruction on the math standards. Teachers should model the SMP during the 3-Part Lesson Structure.

Teachers should use the assessments to support student learning at all levels. The unit pre-assessment should be administered prior to unit instruction for diagnostic purposes.

o Differentiate instruction based upon the pre-assessment results. o Make modifications to the pacing based upon student pre-assessment results and the daily analysis of student work. o Implement the Formative Assessment Lesson (FAL) to monitor the progress of students during the instructional unit. o Introduce the learning targets on a daily basis in kid friendly language using “I Can” statements. o Provide instruction using the Concrete-Representational-Abstract (CRA) sequence of instruction. o Utilize the Gradual Release Model of Responsibility (I do, We do, You do) during instruction to support student learning of

concepts/skills. o Use UPS Check and the 3 Read Protocol for the Problem Solving Process. o Use Newman’s Prompt to diagnose the hurdles students face while problem solving. o Incorporate Mathematical Visualization to model math concepts, skills, and problem solving.

o Remind students that mistakes are respected, expected, and inspected in the mathematics classroom.



20





Unit Expectations o Performance Assessment (4 Tasks and Scoring Guide) o Formative Assessment Lessons o GADOE Instructional Tasks

Weekly core instruction should include the implementation of instructional tasks from the Georgia Department of Education (GADOE) located at www.georgiastandards.org along with other district and supplemental instructional resources. Included in the planner are possible suggestions for GADOE tasks.

Week 1

MGSE7.EE.1 MGSE7.EE.2

Intro Engaging Scenario GADOE Gr. 7 Unit 2: Distributing and Factoring Using Area

Apply number properties (distributive, commutative and associative) to write and evaluate expressions and equations. Carnegie Learning Chapter 6 Carnegie Learning Chapter 6 Assessment Items Number Talks Interactive Notebooks https://learnzillion.com/lesson_plans/51-represent-real-life-scenarios-by-writing-numerical-and-algebraic-expressions

Pre-Assessment (Unit Pre-Assessment) Suggested informal progress monitoring checks: Ticket Out the Door Hot Seat Discussion of the Essential Questions

Week 2 MGSE7.EE.1 MGSE7.EE.2

Task 1: Evaluate expressions for a given variable. GADOE Gr. 7 Unit 2: Area and Algebra

Apply number properties (distributive, commutative and associative) to write and evaluate expressions and equations. Carnegie Learning Chapter 6 Carnegie Learning Chapter 6 Assessment Items

Task 1 Scoring Guide Suggested informal progress monitoring checks: Ticket Out the Door Hot Seat Discussion of the Essential Questions

http://www.georgiastandards.org/







21





Number Talks Interactive Notebooks


Task 2: Solve Equations GADOE Gr. 7 Unit 2: Guess My Number

Carnegie Learning Chapter 6 Chapter 7 Chapter 8 Carnegie Learning Chapter Assessment Items Number Talks Interactive Notebooks



Formative Assessment Lesson Solving Linear Equations GADOE Gr. 7 Unit 2: Deconstructing Word Problems Task 3: Solve and Graph Inequalities

Carnegie Learning Chapter 6 Chapter 7 Chapter 8 Carnegie Learning Chapter Assessment Items Number Talks Interactive Notebooks





22






GADOE Gr. 7 Unit 2: T.V. Time and Video Games Task 4: Write a speech and create an advertisement to convince citizens to use their newly developed company.

Carnegie Learning Chapter 6 Chapter 6 Carnegie Learning Chapter Assessment Items Number Talks Interactive Notebooks


Week 6

MGSE7.EE.1 MGSE7.EE.2 MGSE7.EE.3 MGSE7.EE.4

Learn Zillion Comparing and Contrasting inequalities with equations GADOE Gr. 7 Unit 2: Population Equations

Carnegie Learning Chapter 6 Chapter 7 Carnegie Learning Chapter Assessment Items Number Talks Interactive Notebooks

Post-Assessment (District Benchmark) Suggested informal progress monitoring checks: Ticket Out the Door Hot Seat Discussion of the Essential Questions

https://learnzillion.com/lesson_plans/37-understand-situations-that-represent-inequalities-by-comparing-and-contrasting-inequalities-with-equations

https://learnzillion.com/lesson_plans/37-understand-situations-that-represent-inequalities-by-comparing-and-contrasting-inequalities-with-equations

grade 7 unit 2 - dekalb county school district

Documents