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Mathematics Grade 7
Curriculum and Instruction Professional Learning Conference
August 17 and 18, 2009 © San Antonio Independent School District
The San Antonio Independent School District does not discriminate on the basis of race, color, gender, religion, national origin, age, disability, or any other basis prohibited by law.
Literacy with an Attitude: Tools for the Thinking Classroom Teaching and Learning Professional Learning Conference San Antonio Independent School District, August 2009
AGENDA
August 17 and 18, 2009 Department: Mathematics Presenter: Patty Carvajal, Lisa Sparks, Jenny Mendoza Grade Level: Middle School Contact Information: Patty Carvajal
Content NOTES
Norms
Participate actively o Ask questions o Take care of your neighbor o One person talks at a time
Take care of yourself. Electronic devices off or silent. It’s OK to have FUN!
Expectations
Preparation for Math Curriculum for 2009-2010 Academic Year Increase knowledge and encourage the use of best practices
Teaching and learning aligned with curriculum and assessments
Objectives & Overview
Day 1: Concurrent Sessions: Thomasenia Lott-Adams/What’s New in the Curriculum Guide
Day 2: Elements of a Successful Mathematics Classroom
Day 3: Writing in Math Class
Q&A/Evaluation
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s G
rade
7
Pag
e 1
of 1
3
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Mat
hem
atic
s –
Gra
de 7
U
nit o
f Stu
dy: I
nteg
ers,
Rat
iona
l Num
bers
and
Squ
are
Roo
t Fi
rst G
radi
ng P
erio
d –
Wee
ks 1
-3 (1
4 da
ys)
CURR
ICULU
M O
VERV
IEW
Endu
ring
Und
erst
andi
ngs
(Big
Idea
) U
nit R
atio
nale
U
nder
stan
din
g ho
w to
cre
ate
diffe
rent
form
s of
rat
iona
l num
bers
will
he
lp m
e to
und
erst
and
ho
w n
umbe
rs r
elat
e an
d m
ake
bette
r ch
oice
s in
my
ever
yda
y lif
e.
S
tude
nts
shou
ld u
nder
stan
d th
at::
fin
ding
the
equ
ival
ent
form
s of
diff
eren
t typ
es o
f nu
mb
ers
help
s us
to fi
gure
ou
t w
hich
num
bers
are
bi
gge
r an
d w
hic
h ar
e sm
alle
r.
Esse
ntia
l Que
stio
ns
Gui
ding
Que
stio
ns
Whe
n do
we
nee
d to
cre
ate
equ
ival
ent
form
s of
num
bers
?
Whe
n is
it u
sefu
l to
calc
ula
te t
he s
quar
e ro
ot o
f a n
umbe
r?
√H
ow
do
you
kno
w th
at fr
actio
ns a
re e
quiv
alen
t?
√H
ow
do
you
conv
ert f
rom
frac
tions
to d
ecim
als?
Dec
imal
s to
frac
tions
?
√H
ow
do
you
find
the
squa
re r
oot o
f a n
umb
er?
TEK
S TE
KS
Spec
ifici
ty -
Inte
nded
Out
com
e
Concepts
7.1
Num
ber,
oper
atio
n, a
nd q
uant
itativ
e re
ason
ing.
The
stu
dent
re
pre
sent
s an
d us
es r
atio
nal n
umb
ers
in a
var
iety
of
equ
ival
ent f
orm
s. T
he s
tude
nt is
exp
ecte
d to
:
7.1(
A)
com
pare
and
ord
er in
tege
rs a
nd p
ositi
ve ra
tiona
l num
bers
.
7.1(
B)
conv
ert b
etw
een
fract
ions
, dec
imal
s, w
hole
num
bers
, and
per
cent
s m
enta
lly, o
n pa
per,
or w
ith a
cal
cula
tor.
7.1(
C)
repr
esen
t squ
ares
and
squ
are
root
s us
ing
geom
etric
mod
els.
” I C
AN
” st
atem
ents
hig
hlig
hted
in y
ello
w a
nd
italic
ized
sho
uld
be d
ispl
ayed
for s
tude
nts.
I can
com
pare
and
ord
er fr
actio
ns, d
ecim
als
and
wh
ole
num
bers
by
mak
ing
the
m e
quiv
ale
nt fo
rms.
(7
.1A
,B)
I c
an g
uess
an
d ch
eck
to fi
nd t
he s
quar
e ro
ot o
f a
num
ber
an
d m
ultip
ly to
sq
uare
a n
umb
er. (
7.1C
)
Process Skills
7.13
Und
erly
ing
proc
esse
s an
d m
athe
mat
ical
tool
s. T
he s
tude
nt a
pplie
s G
rade
7 m
ath
emat
ics
to s
olv
e pr
obl
ems
conn
ecte
d to
eve
ryda
y e
xper
ienc
es, i
nves
tigat
ions
in o
ther
dis
cip
lines
, an
d ac
tiviti
es in
and
out
side
of s
choo
l. T
he
stud
ent i
s e
xpe
cted
to:
7.13
(C)
sele
ct o
r dev
elop
an
appr
opria
te p
robl
em-s
olvi
ng s
trate
gy fr
om a
var
iety
of d
iffer
ent t
ypes
, inc
ludi
ng d
raw
ing
a pi
ctur
e, lo
okin
g fo
r a p
atte
rn, s
yste
mat
ic g
uess
ing
and
chec
king
, act
ing
it ou
t, m
akin
g a
tabl
e, w
orki
ng a
sim
per
prob
lem
, or w
orki
ng b
ackw
ards
to s
olve
a p
robl
em.
7.13
(D)
sele
ct to
ols
such
as
real
obj
ects
, man
ipul
ativ
es, p
aper
/pen
cil,
and
tech
nolo
gy o
r tec
hniq
ue s
uch
as m
enta
l m
ath.
est
imat
ion,
and
num
ber s
ense
to s
olve
pro
blem
s..
7.14
Und
erly
ing
proc
esse
s an
d m
athe
mat
ical
tool
s. T
he s
tude
nt c
omm
unic
ates
ab
out
Gra
de 7
mat
hem
atic
s th
rou
gh
info
rmal
and
mat
hem
atic
al la
ngu
age
, res
pres
enta
tions
, and
mod
els
. T
he s
tude
nt is
exp
ecte
d to
:
7.14
(A)
com
mun
icat
e m
athe
mat
ical
idea
s us
ing
lang
uage
, effi
cien
t too
ls, a
ppro
pria
te u
nits
, and
gra
phic
al, n
umer
ical
,
” I C
AN
” st
atem
ents
hig
hlig
hted
in y
ello
w a
nd
italic
ized
sho
uld
be d
ispl
ayed
for s
tude
nts.
I can
use
str
ateg
ies
and
crea
te a
pla
n to
so
lve
prob
lem
s. (
7.13
A)
I c
an w
rite
abou
t my
mat
hem
atic
al
expe
rienc
es. (
7.14
A)
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s G
rade
7
Pag
e 2
of 1
3
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Ev
iden
ce o
f Lea
rnin
g (S
umm
ativ
e A
sses
smen
t) 80
% o
f the
tim
e, s
tude
nts
will
dem
onst
rate
on
pap
er o
r us
e m
ode
ls to
sho
w t
hat
the
y ca
n:
1.
solv
e pr
oble
ms
com
parin
g an
d or
derin
g di
ffere
nt ty
pes
of n
umbe
rs a
nd s
how
thei
r th
inki
ng in
writ
ing.
2.
so
lve
prob
lem
s to
find
the
squa
re r
oot a
nd s
quar
e o
f a n
umbe
r an
d sh
ow th
eir
thin
king
in w
ritin
g.
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s G
rade
7
Pag
e 3
of 1
3
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Mat
hem
atic
s –
Gra
de 7
U
nit o
f Stu
dy: R
atio
nal N
umbe
rs a
nd F
acto
rs
Firs
t Gra
ding
Per
iod
– W
eeks
1-3
(14
days
) CURR
ICULU
M G
UID
E Es
sent
ial P
re-r
equi
site
Ski
lls
6th G
rade
6.
1A:
com
pare
and
ord
er n
on-
nega
tive
ratio
nal n
umb
ers.
6.
1B:
gen
erat
e eq
uiv
alen
t fo
rms
of r
atio
nal n
umb
ers
incl
udin
g w
hol
e nu
mbe
rs, f
ract
ions
, an
d de
cim
als.
5TH
Gra
de
5.1A
: us
e pl
ace
valu
e to
rea
d,
writ
e, c
omp
are,
and
ord
er w
hole
num
ber
s th
rou
gh th
e 9
99,9
99,9
99,
999.
5.
1B:
use
plac
e va
lue
to r
ead
, w
rite,
com
par
e, a
nd o
rder
de
cim
als
thro
ugh
the
thou
sand
ths
plac
e.
5.2A
: ge
ner
ate
a fr
actio
n e
qui
vale
nt to
a g
iven
frac
tion
such
as
½ a
nd 3
/6 o
r 4/
12 a
nd 1
/3.
5.2B
: ge
ner
ate
a m
ixed
num
ber
equi
vale
nt to
a g
iven
impr
oper
frac
tion
or g
ener
ate
an im
prop
er fr
actio
n eq
uiv
alen
t to
a gi
ven
impr
op
er fr
actio
n or
gen
erat
e an
imp
rope
r fr
actio
n eq
uiv
alen
t to
a gi
ven
mix
ed n
um
ber.
The
Teac
hing
and
Lea
rnin
g Pl
an
Inst
ruct
iona
l Mod
el &
Tea
cher
Dire
ctio
ns
The
teac
her w
ill…
So
stu
dent
s ca
n…
Res
ourc
es
Not
e: T
wo
days
are
set
asi
de
for
FM
A’s
. A
n ad
diti
ona
l tw
o da
ys a
re p
rovi
ded
for
stud
ent
s to
pre
sent
thei
r pr
ojec
ts to
the
clas
s.
Con
cept
s th
at s
how
a w
eak
ness
as
per
the
FM
A’s
w
ill b
e sp
iral
ed
in d
urin
g fu
ture
9 W
eeks
.
9 W
eeks
Pro
ject
: T
his
proj
ect i
s to
be
assi
gne
d at
the
beg
inni
ng o
f the
9 w
eek
s an
d it
is d
ue d
urin
g w
eek
s 8
or 9
. S
ee th
e lin
k b
elo
w f
or r
ubric
. (G
rada
ble
Act
ivity
) R
AFT
: S
tude
nts
are
pro
vid
ed c
hoic
es fo
r th
e w
ays
in w
hic
h th
ey
sho
w th
at th
ey
kno
w a
nd c
an d
o th
eir
asse
ssm
ent t
ask.
The
tabl
e is
des
igne
d as
follo
ws.
A
cop
y ca
n be
foun
d to
co
py
and
dist
ribu
te to
stu
dent
s at
the
last
pa
ge o
f the
gu
ide
.
Rol
e A
udie
nce
Form
at
Topi
c 1.
Stu
dent
1.
Prin
cipa
l 1.
Lette
r 1.
Com
par
ing/
ord
erin
g in
teg
ers
and
ratio
nal
num
ber
s 2.
Tea
cher
2.
Stu
dent
2.
Car
too
n st
rip
2.M
ultip
ly fr
actio
ns
3.P
aren
t 3.
Tea
cher
3.
Pet
ition
3.
Div
ide
frac
tions
4.
Prin
cipa
l 4.
Con
veni
ence
sto
re
ow
ner
4.
Po
wer
4.
Vol
ume
Stu
dent
s ca
n ra
ndom
ly c
hoos
e th
e R
ole,
Au
die
nce,
For
mat
and
Top
ic u
sin
g a
four
cho
ice
spi
nner
. T
hey
will
spi
n 4
time
s an
d ch
oos
e o
ne it
em fr
om e
ach
colu
mn.
T
hey
are
to
com
plet
e a
writ
ing
task
bas
ed o
n th
e ch
oice
s th
ey
have
ma
de.
S
ince
thes
e a
re th
e to
pics
stu
die
d th
rou
gho
ut th
e 9
we
eks
, the
se ta
sks
shou
ld b
e d
ue n
ear
the
end
of
the
nine
w
eek
s.
Use
the
follo
win
g to
sco
re:
rubr
ic
Day
1:
For
tod
ay,
cla
ss w
ill b
egin
with
a j
our
nal
wri
ting
activ
ity.
Stu
dent
s ar
e
to
writ
e th
eir
Mat
hem
atic
al A
utob
iogr
aphy
. T
his
auto
biog
raph
y sh
ould
in
clud
e
the
stud
ents
ex
per
ienc
es,
feel
ings
, lik
es,
di
slik
es,
succ
esse
s, s
trug
gle
s, e
tc.
with
mat
hem
atic
s.
Gra
de t
he a
utob
iogr
aph
y us
ing
the
rubr
ic li
sted
in th
e R
eso
urce
col
um
n.
Stu
dent
s w
ill c
ompl
ete
thei
r m
athe
mat
ical
aut
obio
gra
phy
in th
eir
jour
nals
. (T
EK
S 7
.14A
)
Jour
nal
s ru
bric
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s G
rade
7
Pag
e 4
of 1
3
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Gro
upin
g St
rate
gy:
Fac
ilita
te
as
stud
ents
m
ake
appo
intm
ents
. G
ive
the
stud
ent
s ab
out 1
or
2 m
inut
es to
vis
it w
ith t
hei
r pa
rtne
rs.
M
ake
App
oint
men
ts:
Stu
dent
s cr
eate
a c
lock
in th
eir
jour
nals
. T
hey
labe
l the
clo
cks
with
12,
3, 6
, and
9.
At e
ach
qu
arte
r h
our,
stu
dent
s w
ill m
ake
an
“ap
poin
tmen
t”.
The
y w
ill
find
som
eon
e th
ey
wa
nt to
wo
rk w
ith a
nd b
egin
ning
with
12
o’cl
ock.
T
hey
will
vis
it fo
r 2
min
utes
and
the
n th
e te
ach
er w
ill
ask
them
to fi
nd a
noth
er p
artn
er fo
r 3
o’cl
ock.
A
t the
end
of
the
proc
ess,
the
stud
ents
will
hav
e 4
diff
eren
t pa
rtne
r gr
oupi
ngs
.
Jour
nal
s
Day
s 2&
3 D
ay 2
B
egin
eac
h da
y w
ith p
rob
lem
sol
vin
g.
for
10 m
inut
es.
Use
th
e
follo
win
g
exp
erie
nce
s fr
om
the
La
ne C
ount
y M
athe
mat
ics
Pro
ject
.
The
id
ent
ifie
d pr
obl
ems
will
b
e
teac
her
di
rect
ed
for
the
pu
rpos
es o
f bu
ildin
g a
bac
kgro
und
in p
robl
em
sol
vin
g st
rate
gies
. St
ep 1
: Pr
oble
m S
olvi
ng:
Gue
ss a
nd C
hec
k:
Wee
k 1-
Da
y 1
Stu
dent
s ca
n u
se th
e st
rate
gy
of g
uess
ing
and
chec
king
in
orde
r to
sol
ve p
rob
lem
s.(T
EK
S 7
.13B
)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.,
p.
7-8
Jour
nal
s
Step
2:
Inte
ract
ive
Lear
ning
:
√F
or E
xam
ples
1&
2, p
p. 5
6-5
7, b
egin
by
pos
ing
the
ques
tion
abo
ve
the
key
conc
ept o
n pa
ge
56.
Mod
el f
or th
e st
uden
ts h
ow
to c
reat
e th
e pl
ace
valu
e ch
art s
how
n o
n p
age
56.
N
ext
, mod
el h
ow
to li
ne u
p th
e nu
mb
ers
with
out
the
plac
e va
lue
char
t as
seen
in E
xam
ple
1.
Fin
ally
, us
e th
e sa
me
num
ber
s an
d m
ode
l ho
w to
use
a n
umb
er li
ne to
ord
er
them
. A
sk th
e st
uden
ts, “
Whi
ch m
etho
ds a
re m
ost e
ffect
ive
for
com
pari
ng d
ecim
als,
ord
erin
g de
cim
als?
W
hich
met
hods
are
mos
t ef
ficie
nt?
Wh
y?
For
Exa
mpl
e 3,
p. 5
7, u
se th
e pl
ace
valu
e c
hart
to
mod
el h
ow
to r
oun
d de
cim
als.
Stu
dent
s w
ill u
se p
lace
val
ue c
hart
s an
d n
um
ber
lines
to
roun
d, c
ompa
re, a
nd o
rder
de
cim
als.
(TE
KS
7.1
A)
McD
ouga
l Litt
ell M
ath
Cou
rse
2,
Sec
tion
2.1:
Com
parin
g, O
rder
ing,
and
R
ound
ing
Dec
imal
s, p
p. 5
6-59
.
Day
3
Step
1:
Prob
lem
Sol
ving
: G
uess
and
Ch
eck:
W
eek
1-D
ay
2 S
tude
nts
can
use
the
stra
teg
y of
gue
ssin
g an
d ch
ecki
ng in
or
der
to s
olve
pro
ble
ms.
(TE
KS
7.1
3B)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.,
pp.
7-8
Jour
nal
s St
ep 3
: Vi
sual
Lea
rnin
g an
d Pr
actic
e:
Hav
e th
e st
ude
nts
prac
tice
how
to
com
pare
, or
der
and
ro
und
deci
mal
s w
ith p
robl
ems
16-1
8 fr
om th
e O
rder
ing
Dec
imal
s po
rtio
n of
the
Ski
lls
Pra
ctic
e on
pa
ge 5
8.
The
y ar
e to
com
pare
and
ord
er w
ith e
ach
gro
up
of n
umbe
rs.
Hav
e th
e st
uden
ts p
ract
ice
rou
ndin
g w
ith 2
2-2
4 of
the
Rou
ndin
g D
ecim
als
sect
ion.
A
s yo
u ci
rcul
ate
arou
nd th
e ro
om,
enco
urag
e th
e st
uden
ts to
use
pla
ce v
alu
e ch
arts
and
num
ber
lin
es a
s ne
ede
d to
ass
ist t
hem
. H
ave
base
ten
bloc
ks a
vaila
ble
if th
ey
nee
d th
em.
If st
uden
ts n
eed
add
ition
al p
ract
ice,
cho
ose
mor
e ite
ms
from
th
e S
kills
Pra
ctic
e.
Stu
dent
s w
ill fo
rm p
airs
usi
ng M
ix-P
air-
Dis
cuss
. (s
ee
link
und
er r
eso
urce
s) S
tude
nts
use
plac
e va
lue
char
ts, n
umbe
r lin
es a
nd b
ase
ten
bloc
ks to
com
pare
, ord
er,
and
rou
nd
deci
mal
s. (
TE
KS
7.1
A)
McD
ouga
l Litt
ell M
ath
Cou
rse
2,
Sec
tion
2.1:
Com
parin
g, O
rder
ing,
and
R
ound
ing
Dec
imal
s, p
p. 5
8 co
oper
ativ
e_le
arni
ng_s
trat
egie
s
Step
4:
Diff
eren
tiate
/Ass
essm
ent:
On
Leve
l Lea
rner
s:
Hav
e th
e st
ude
nts
com
plet
e 3
9-41
42-4
5. o
n pa
ge
59 a
nd a
sses
s fo
r 80
% a
ccur
acy.
Tea
cher
will
mon
itor
stud
ents
and
/or
wor
k w
ith s
mal
l gr
oups
to p
rovi
de in
terv
entio
ns
for
stud
ents
wh
o ar
e st
rugg
ling.
St
rugg
ling
Lear
ners
: R
etea
ch T
EK
S 7
.1A
usi
ng th
e T
AK
S fo
rmat
ted
ques
tions
A
dvan
ced
Lear
ners
: M
cDou
gal L
ittel
l Cou
rse
2 A
ctiv
ity G
ener
ator
– In
vest
igat
ion
2.1
Stu
dent
s w
ill w
ork
ind
epe
nde
ntly
to c
ompa
re, o
rder
an
d ro
und
deci
mal
s in
ord
er to
sol
ve w
ord
prob
lem
s. (
TE
KS
7.1
A)
McD
ouga
l Litt
ell M
ath
Cou
rse
2,
Sec
tion
2.1:
Com
parin
g, O
rder
ing,
and
R
ound
ing
Dec
imal
s, p
p. 5
8-59
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s G
rade
7
Pag
e 5
of 1
3
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Act
ivity
C
. S
tude
nts
sho
uld
wor
k w
ith a
par
tner
to c
ompl
ete
the
activ
ity.
Rec
omm
ende
d H
omew
ork:
Ass
ign
1-1
5 o
n pa
ge
58.
Diff
eren
tiate
ho
me
wor
k ac
cord
ing
to s
tud
ent n
eeds
an
d ab
ilitie
s.
D
ays
4&5:
D
ay 4
:
Beg
in e
ach
day
with
pro
ble
m s
olvi
ng.
fo
r 10
min
utes
. U
se
the
fo
llow
ing
e
xper
ien
ces
from
th
e
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.
T
he
ide
ntifi
ed
pro
blem
s w
ill
be
te
ach
er
dire
cted
fo
r th
e
purp
oses
of b
uild
ing
a b
ackg
roun
d in
pro
ble
m s
olvi
ng
stra
tegi
es.
Step
1:
Prob
lem
Sol
ving
: G
uess
and
Ch
eck:
W
eek
1-D
ay
3
Stu
dent
s ca
n u
se th
e st
rate
gy
of g
uess
ing
and
chec
king
in
orde
r to
sol
ve p
rob
lem
s.(T
EK
S 7
.13B
)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.,
p.
7-8
Jour
nal
s
Step
2:
Inte
ract
ive
Lear
ning
:
For
exa
mpl
es 1
&3,
p. 1
89, r
evi
ew
the
conc
ept
of l
east
com
mon
de
nom
inat
or.
Pos
e th
e ka
yak
prob
lem
to t
he c
lass
. A
sk t
hem
to
try
to
solv
e it
usin
g le
ast c
omm
on d
enom
inat
or.
In p
airs
, hav
e th
e st
ude
nts
wo
rk to
geth
er to
sol
ve th
e pr
obl
em.
Ask
them
to c
heck
thei
r w
ork
by
grap
hin
g th
e n
umbe
rs o
n a
num
ber
line.
T
hen
look
at E
xam
ple
3.
Pro
vid
e m
anip
ulat
ives
so
that
the
stud
ents
can
use
them
to
dem
ons
trat
e h
ow
to
use
app
roxi
mat
ion
to s
ho
w t
hat 1
3/2
4 is
> ½
and
th
at 1
7/36
< ½
. Li
ne u
p bl
ocks
with
13
abov
e 24
an
d 17
abo
ve 3
6 so
st
uden
ts c
an
see
wh
ere
the
hal
f poi
nts
are
and
wh
ere
thes
e fr
actio
ns
fall.
Stu
dent
s w
ill u
se a
num
ber
line
to h
elp
the
com
pare
an
d o
rder
fr
actio
ns w
ith d
iffer
ent d
enom
inat
ors
usin
g th
e le
ast c
omm
on
den
omin
ator
. T
hen,
the
y ar
e to
use
man
ipu
lativ
es to
use
ap
pro
xim
atio
n to
com
pare
nu
mbe
rs. (
TE
KS
7.1
A)
McD
ouga
l Litt
ell M
ath
Cou
rse
2,
Sec
tion
4.5:
Com
parin
g an
d O
rder
ing,
Fr
actio
ns, p
p. 1
89-1
93
Day
5:
St
ep 1
: Pr
oble
m S
olvi
ng:
Gue
ss a
nd C
hec
k:
Wee
k 1-
Da
y 4
Stu
dent
s ca
n u
se th
e st
rate
gy
of g
uess
ing
and
chec
king
in
orde
r to
sol
ve p
rob
lem
s.(T
EK
S 7
.13B
)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.,
pp.
9-10
Jo
urn
als
Step
3:
Visu
al L
earn
ing
and
Prac
tice:
H
ave
the
stud
ents
wor
k in
pai
rs to
sol
ve E
xam
ple
2 us
ing
the
met
hod
s of
lea
st c
omm
on d
enom
inat
or a
nd
appr
oxi
mat
ion.
T
he t
each
er w
ill
circ
ulat
e th
rou
gho
ut t
he c
lass
room
to
ens
ure
that
the
stu
dent
s ar
e
solv
ing
the
pro
blem
cor
rect
ly
Stu
dent
s w
ill u
se th
eir
12 o
’clo
ck a
ppoi
ntm
ent t
o fo
rm p
airs
.
Stu
dent
s w
ill w
ork
in p
airs
to c
ompa
re a
nd
orde
r fr
actio
ns b
y fin
ding
the
leas
t com
mon
den
omin
ator
. (T
EK
S 7
.1A
)
McD
ouga
l Litt
ell M
ath
Cou
rse
2,
Sec
tion
4.5:
Com
parin
g an
d O
rder
ing,
Fr
actio
ns, p
p. 1
89-1
93
Step
4:
Diff
eren
tiate
/Ass
essm
ent:
O
n Le
vel L
earn
ers:
H
ave
the
stu
dent
s co
mpl
ete
pro
blem
s 38
-42
and
asse
ss fo
r 80
%
accu
racy
. T
each
er w
ill m
onito
r st
uden
ts a
nd/
or w
ork
with
sm
all g
roup
s to
pro
vid
e in
terv
entio
ns fo
r st
uden
ts w
ho
are
stru
gglin
g.
Stru
gglin
g Le
arne
rs:
Ret
each
TE
KS
7.1
A u
sing
the
TA
KS
form
atte
d qu
estio
ns 3
5-3
7, p
p. 1
92-1
93.
Adv
ance
d Le
arne
rs:
McD
ouga
l Litt
ell C
ours
e 2
Act
ivity
Gen
erat
or –
Inve
stig
atio
n 4.
5 A
ctiv
ity
C.
Stu
dent
s sh
oul
d w
ork
with
a p
artn
er to
com
plet
e th
e ac
tivity
.
Rec
omm
ende
d H
omew
ork:
Pro
blem
s 1-
15, p
. 191
. D
iffer
entia
te h
om
ew
ork
acco
rdin
g to
stu
den
t nee
ds a
nd
abili
ties.
Stu
dent
s w
ill w
ork
ind
epe
nde
ntly
to c
ompa
re a
nd o
rder
fr
actio
ns in
ord
er to
sol
ve w
ord
prob
lem
s. (
TE
KS
7.1
A)
McD
ouga
l Litt
ell M
ath
Cou
rse
2,
Sec
tion
4.5:
Com
parin
g an
d O
rder
ing,
Fr
actio
ns, p
p. 1
89-1
93
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s G
rade
7
Pag
e 6
of 1
3
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Day
6:
Beg
in e
ach
day
with
pro
ble
m s
olvi
ng.
fo
r 10
min
utes
. U
se
the
fo
llow
ing
e
xper
ien
ces
from
th
e
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.
T
he
ide
ntifi
ed
pro
blem
s w
ill
be
te
ach
er
dire
cted
fo
r th
e
purp
oses
of b
uild
ing
a b
ackg
roun
d in
pro
ble
m s
olvi
ng
stra
tegi
es.
Step
1:
Prob
lem
Sol
ving
: G
uess
and
Ch
eck:
W
eek
1-D
ay
5
Stu
dent
s ca
n u
se th
e st
rate
gy
of g
uess
ing
and
chec
king
in
orde
r to
sol
ve p
rob
lem
s.(T
EK
S 7
.13B
)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.,
pp.
9-10
Jo
urn
als
Step
2:
Inte
ract
ive
Lear
ning
:
For
Exa
mpl
es 3
and
4,
p. 1
96,
ass
ign
the
stu
dent
s to
com
plet
e t
hese
E
xam
ples
in
pai
rs.
Gui
de t
hem
to
use
all
that
the
y h
ave
lea
rned
in
pr
evio
us l
esso
ns t
o co
mpa
re a
nd o
rder
the
fra
ctio
ns.
The
y ca
n us
e th
e lo
wes
t co
mm
on
den
omin
ator
m
etho
d
or
a nu
mb
er
line
with
be
nchm
arks
. T
he t
each
er w
ill c
ircu
late
thr
oug
hout
the
cla
ssro
om t
o
ensu
re th
at th
e s
tude
nts
are
solv
ing
the
prob
lem
cor
rect
ly.
The
stu
dent
s w
ill u
se th
eir
3 o’
cloc
k ap
poin
tmen
t to
wor
k in
pa
irs to
sol
ve th
ese
prob
lem
s an
d ch
oos
e th
e to
ols
the
y n
eed
in
ord
er to
do
so.
Whe
n th
ey
have
com
plet
ed
the
task
, se
vera
l gro
ups
will
be
aske
d to
sha
re th
eir
wor
k w
ith th
e cl
ass.
(T
EK
S 7
.1A
)
McD
ouga
l Litt
ell M
ath
Cou
rse
2,
Sec
tion
4.6:
Mix
ed N
umbe
rs a
nd
Impr
oper
Fra
ctio
ns, p
p. 1
94-1
98
Step
3:
Visu
al L
earn
ing
and
Prac
tice:
S
tude
nts
will
com
plet
e G
uide
d Pr
actic
e q
uest
ions
1-9
, pp.
195
-196
. S
tude
nts
will
form
pai
rs u
sing
Mix
-Pai
r-D
iscu
ss (s
ee li
nk
und
er r
eso
urce
s) a
nd c
ompl
ete
the
Gui
ded
Prac
tice
prob
lem
s b
y co
mpa
ring
and
orde
ring
frac
tion
s.(7
.1A
)
McD
ouga
l Litt
ell M
ath
Cou
rse
2,
Sec
tion
4.6:
Mix
ed N
umbe
rs a
nd
Impr
oper
Fra
ctio
ns, p
p. 1
95-1
96
coop
erat
ive_
lear
ning
_str
ateg
ies
St
ep 4
: D
iffer
entia
te/A
sses
smen
t: O
n Le
vel L
earn
ers
Hav
e th
e st
ude
nts
com
plet
e p
robl
ems
39-4
1, p
p. 1
97-1
98 a
nd a
sses
s fo
r 80
% a
ccur
acy
. T
each
er w
ill m
onito
r st
ude
nts
and/
or w
ork
with
sm
all g
roup
s to
pro
vid
e in
terv
entio
ns fo
r st
uden
ts w
ho
are
stru
gglin
g.
Stru
gglin
g Le
arne
rs:
Ret
each
TE
KS
7.1
A u
sing
the
TA
KS
form
atte
d qu
estio
ns 4
4-4
6, p
. 198
. A
dvan
ced
Lear
ners
: M
cDou
gal L
ittel
l Cou
rse
2 A
ctiv
ity G
ener
ator
– In
vest
igat
ion
4.6.
A
ctiv
ity
C.
Stu
dent
s sh
oul
d w
ork
with
a p
artn
er to
com
plet
e th
e ac
tivity
.
Sugg
este
d H
omew
ork:
Pro
blem
s 1-
14,
p. 1
96.
Diff
eren
tiate
ho
me
wo
rk a
ccor
ding
to s
tude
nt n
eeds
and
abi
litie
s.
Stu
dent
s w
ill w
ork
ind
epe
nde
ntly
to c
ompa
re a
nd o
rder
fr
actio
ns in
ord
er to
sol
ve w
ord
prob
lem
s. (
TE
KS
7.1
A)
McD
ouga
l Litt
ell M
ath
Cou
rse
2,
Sec
tion
4.6:
Mix
ed N
umbe
rs a
nd
Impr
oper
Fra
ctio
ns, p
p. 1
97-1
98
Day
7:
Beg
in e
ach
day
with
pro
ble
m s
olvi
ng.
fo
r 10
min
utes
. U
se
the
fo
llow
ing
e
xper
ien
ces
from
th
e
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.
T
he
ide
ntifi
ed
pro
blem
s w
ill
be
te
ach
er
dire
cted
fo
r th
e
purp
oses
of b
uild
ing
a b
ackg
roun
d in
pro
ble
m s
olvi
ng
stra
tegi
es.
Step
1:
Prob
lem
Sol
ving
: Lo
ok fo
r a
Pat
tern
: W
eek
2-D
ay
1
Stu
dent
s ca
n u
se th
e st
rate
gy
of lo
okin
g fo
r a
patte
rn in
ord
er
to s
olve
pro
blem
s.(T
EK
S 7
.13B
)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct. ,
pp.
13-1
4 Jo
urn
als
Step
2:
Inte
ract
ive
Lear
ning
: R
evie
w t
he
defin
itio
n of
rat
iona
l n
umbe
rs a
nd h
ow
to
ord
er r
atio
nal
num
ber
s on
a n
umb
er li
ne.
Stu
dent
s w
ill c
ompl
ete
writ
ing
in th
e m
athe
mat
ics
clas
sroo
m fo
r th
e te
rm ra
tiona
l num
ber i
n th
eir
jour
nals
.(T
EK
S 7
.1A
)
7.1a
_cla
rifyi
ng_a
ctiv
ities
vo
cabu
lary
_str
ateg
ies
Step
3:
Visu
al L
earn
ing
and
Prac
tice:
U
sing
Mix
-Fre
eze-
Gro
up b
reak
the
stud
ent
s in
to g
rou
ps o
f 4 o
r 5.
T
he te
ache
r w
ill c
reat
e on
e st
atio
n p
er g
roup
. E
ach
grou
p w
ill b
e nu
mb
ered
and
get
a s
et o
f car
ds a
nd a
num
ber
lin
e. T
he s
tude
nts
are
to g
et o
ne c
ard
per
per
son.
The
teac
her
will
let t
he s
tude
nts
kno
w
wh
en
the
y ar
e to
go
to th
eir
nex
t sta
tion.
Stu
dent
s w
ill fo
rm g
roup
s of
4no
r 5
usin
g M
ix-F
reez
e-G
roup
. (s
ee li
nk u
nder
res
ou
rces
) T
he s
tude
nts
are
com
par
e th
e ra
tion
al n
um
bers
on
the
ir ca
rds
and
put t
heir
card
s in
ord
er
with
in th
e gr
ou
ps.
The
gro
ups
will
rot
ate
thro
ugh
each
sta
tion.
(T
EK
S 7
.1A
)
7.1a
_cla
rifyi
ng_a
ctiv
ities
co
oper
ativ
e_le
arni
ng_s
trat
egie
s
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s G
rade
7
Pag
e 7
of 1
3
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Step
4:
Diff
eren
tiate
/Ass
essm
ent:
On
Leve
l Lea
rner
s: S
tude
nts
will
be
give
n a
new
set
of n
um
bers
an
d as
ked
to c
reat
e th
eir
ow
n nu
mbe
r lin
e an
d or
der
and
com
pare
the
num
ber
s.
Ret
each
Sug
gest
ions
: R
etea
ch T
EK
S 7
.1A
usi
ng th
e T
AK
S
form
atte
d qu
estio
ns (
see
McD
oug
al L
itte
ll T
AK
S O
bjec
tives
Rev
iew
an
d P
ract
ice)
A
dvan
ced
Lear
ners
: m
athb
ench
mar
ks_7
.1a
Sugg
este
d H
omew
orK
:
Stu
dent
s w
ill c
ompa
re a
nd
orde
r w
hol
e n
umbe
rs a
nd
frac
tions
. (T
EK
S 7
.1A
) 7.
1a_c
larif
ying
_act
iviti
es
McD
ouga
l Litt
ell T
AK
S O
bjec
tives
R
evie
w a
nd P
ract
ice)
, pp
. 4-
5
Day
8:
Beg
in e
ach
day
with
pro
ble
m s
olvi
ng.
fo
r 10
min
utes
. U
se
the
fo
llow
ing
e
xper
ien
ces
from
th
e
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.
T
he
ide
ntifi
ed
pro
blem
s w
ill
be
te
ach
er
dire
cted
fo
r th
e
purp
oses
of b
uild
ing
a b
ackg
roun
d in
pro
ble
m s
olvi
ng
stra
tegi
es.
Step
1:
Prob
lem
Sol
ving
: Lo
ok fo
r a
Pat
tern
: W
eek
2-D
ay
2
Stu
dent
s ca
n u
se th
e st
rate
gy
of lo
okin
g fo
r a
patte
rn in
ord
er
to s
olve
pro
blem
s.(T
EK
S 7
.13B
)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.,
pp.
13-1
4 Jo
urn
als
Step
2:
Inte
ract
ive
Lear
ning
: R
efer
to
th
e pa
ge
nu
mbe
rs
belo
w
for
the
Laun
ch
and
E
xplo
re/S
umm
ariz
e se
ctio
ns fo
r a
deta
iled
scrip
t of t
he le
sso
n.
Laun
ch, p
. 15a
: A
ctiv
ate
prio
r kn
ow
led
ge r
egar
din
g ad
vert
isem
ents
. S
how
sev
eral
exa
mp
les
of a
dve
rtis
eme
nts
and
ask
the
stud
ents
to
com
pare
an
d co
ntra
st.
The
n di
spla
y T
rans
pare
ncy
1.1,
p 1
24, f
or th
e cl
ass.
W
rite
the
thre
e qu
estio
ns fr
om th
is s
ectio
n on
the
boar
d so
that
th
e st
ude
nts
will
be
abl
e to
ref
lect
on
them
as
the
y E
xplo
re/S
umm
ariz
e.
Laun
ch:
The
stu
dent
s w
ill o
rally
com
pare
and
con
tras
t the
tw
o ad
vert
isem
ents
. (T
EK
S 7
.1A
)
Com
parin
g an
d S
calin
g In
vest
igat
ion
1.1
Writ
ing
Ads
, pp.
15a
, 124
Step
3:
Visu
al L
earn
ing
and
Prac
tice:
Ex
plor
e/Su
mm
ariz
e, p
p. 1
5a-b
: T
he te
ache
r w
ill c
ircul
ate
thro
ugho
ut
the
clas
sro
om to
ans
we
r an
y q
uest
ions
the
stud
ent
s m
ight
hav
e w
hile
w
ork
ing
on p
robl
em 1
.1.
The
stu
dent
s w
ill fo
rm g
roup
s of
2-3
usi
ng
Mix
-Fre
eze-
Gro
up.
(see
link
und
er r
eso
urc
es)
The
stu
dent
s w
ill w
ork
in
grou
ps o
f tw
o or
thre
e to
sol
ve P
robl
em 1
.1.
The
y ar
e to
wri
te
thei
r an
swe
rs a
nd p
roce
ss d
ow
n in
the
ir m
ath
jour
nals
. (T
EK
S
7.1A
)
Com
parin
g an
d S
calin
g In
vest
igat
ion
1.1
Writ
ing
Ads
, pp
. 15
a, b
. co
oper
ativ
e_le
arni
ng_s
trat
egie
s
Step
4:
Diff
eren
tiate
/Ass
essm
ent:
On
Leve
l Lea
rner
s A
ssig
n st
uden
ts to
AC
E Q
uest
ions
6-1
0, p
. 12
and
asse
ss fo
r 80
%
accu
racy
. T
each
er w
ill m
onito
r st
uden
ts a
nd/
or r
etea
ch T
EK
S 7
.1B
w
ith s
mal
l gro
ups
for
stud
ents
wh
o ar
e st
rug
glin
g.
Stru
gglin
g Le
arne
rs:
Ret
each
TE
KS
7.1
B u
sing
the
TA
KS
form
atte
d qu
estio
ns
Adv
ance
d Le
arne
rs:
Stu
dent
s w
ill c
reat
e a
pro
blem
for
thei
r cl
assm
ates
to s
olve
as
optio
nal
hom
ew
ork
.
Rec
omm
ende
d H
omew
ork:
Ass
ign
prob
lem
s
.Diff
eren
tiate
ho
me
wo
rk a
ccor
ding
to s
tude
nt n
eeds
and
abi
litie
s.
The
stu
dent
s w
ill w
ork
ind
epe
nde
ntly
to s
olve
pro
ble
ms
invo
lvin
g th
e co
mpa
ring
and
ord
erin
g of
pos
itive
rat
iona
l nu
mbe
rs. (
TE
KS
7.1
A)
Com
parin
g an
d S
calin
g In
vest
igat
ion
1.1
Writ
ing
Ads
, p. 1
2
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s G
rade
7
Pag
e 8
of 1
3
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Day
9:
B
egin
eac
h da
y w
ith p
rob
lem
sol
vin
g.
for
10 m
inut
es.
Use
th
e
follo
win
g
exp
erie
nce
s fr
om
the
La
ne C
ount
y M
athe
mat
ics
Pro
ject
.
The
id
ent
ifie
d pr
obl
ems
will
b
e
teac
her
di
rect
ed
for
the
pu
rpos
es o
f bu
ildin
g a
bac
kgro
und
in p
robl
em
sol
vin
g st
rate
gies
. St
ep 1
: Pr
oble
m S
olvi
ng:
Look
for
a P
atte
rn:
Wee
k 2-
Da
y 3
Stu
dent
s ca
n u
se th
e st
rate
gy
of lo
okin
g fo
r a
patte
rn in
ord
er
to s
olve
pro
blem
s.(T
EK
S 7
.13B
)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct. ,
pp.
15-1
6 Jo
urn
als
Step
2:
Inte
ract
ive
Lear
ning
: R
efer
to
th
e p
age
num
be
rs b
elo
w f
or
the
Lau
nch
and
Exp
lore
/Sum
mar
ize
sect
ion
s fo
r a
deta
iled
scr
ipt
of t
he
less
on.
Laun
ch, p
. 15b
: In
trod
uce
the
pro
blem
on
SE
p.
7 b
y di
scus
sin
g th
e
info
rmat
ion
in t
he p
arag
raph
titl
ed T
arge
ting
an A
udie
nce.
Le
ad
a
clas
s di
scus
sion
on
the
setti
ng o
f th
e p
robl
em.
Put
Tra
nspa
renc
y 1.
2A o
n th
e ov
erhe
ad a
nd r
ead
the
7 st
atem
ents
as
a cl
ass
Laun
ch:
The
stu
dent
s ar
e to
par
ticip
ate
in a
cla
ss d
iscu
ssio
n
and
read
al
ou
d th
e 7
stat
em
ents
lis
ted
on
Tran
spar
ency
1.
2A. (
TE
KS
7.1
B)
Com
parin
g an
d S
calin
g In
vest
igat
ion
1.2:
Tar
getin
g an
Aud
ienc
e, p
p. 1
5b,
7.
Step
3:
Visu
al L
earn
ing
and
Prac
tice:
Ex
plor
e/Su
mm
ariz
e, p
p. 1
5b-c
: A
ssig
n th
e st
uden
ts t
o co
mpl
ete
Prob
lem
1.2
, SE
p.
7.
As
the
stud
ents
are
wo
rkin
g, c
ircul
ate
arou
nd
the
room
an
d lo
ok f
or g
roup
s th
at a
re s
tru
gglin
g.
Qu
estio
n th
em t
o
help
th
em
sort
ou
t th
e in
form
atio
n.
Ask
st
uden
ts
to
repo
rt
out
. C
hoos
e gr
oup
s b
y lis
teni
ng
for
good
ar
gum
ents
as
to
w
hy
each
st
atem
ent
is a
ccur
ate.
T
ry t
o re
solv
e a
ny
disa
gre
eme
nts
that
the
gr
oups
mig
ht h
ave
Expl
ore/
Sum
mar
ize:
The
stu
dent
s w
ill f
orm
gro
ups
of 3
us
ing
Mix
-Fre
eze-
Gro
up.
(se
e lin
k un
der
reso
urce
s)
The
st
uden
ts w
ill w
ork
toge
ther
to
sol
ve P
robl
em 1
.2.
Stu
dent
s ar
e re
quire
d to
sha
re a
nd ju
stify
the
ir re
spon
ses.
(T
EK
S 7
.1B
)
Com
parin
g an
d S
calin
g In
vest
igat
ion
1.2:
Tar
getin
g an
Aud
ienc
e, p
p. 1
5b-c
, 7.
co
oper
ativ
e_le
arni
ng_s
trat
egie
s
Step
4:
Diff
eren
tiate
/Ass
essm
ent:
On
Leve
l Lea
rner
s:
Ass
ign
stud
ents
to c
ompl
ete
Com
plet
e 1.
2 F
ollo
w-U
p, p
. 8 a
nd a
sses
s fo
r 80
% a
ccur
acy
. T
each
er w
ill m
onito
r st
uden
ts a
nd/o
r re
teac
h T
EK
S 7
.1B
with
sm
all g
roup
s fo
r st
uden
ts w
ho
are
stru
gglin
g.
Stru
gglin
g Le
arne
rs:
Ret
each
TE
KS
7.1
B u
sing
the
TA
KS
form
atte
d qu
estio
ns fr
om M
cDou
gal L
ittel
l TA
KS
Obj
ectiv
es R
evie
w a
nd P
ract
ice
Adv
ance
d Le
arne
rs: A
CE
Qu
estio
ns 1
-5, 1
3, S
E p
p. 1
2-13
Ace
Que
stio
ns:
The
stu
dent
s w
ill w
ork
ind
epe
nde
ntly
to
solv
e pr
oble
ms
invo
lvin
g th
e co
nver
sion
of
frac
tions
, per
cen
ts
and
ratio
s. (
TE
KS
7.1
B)
Com
parin
g an
d S
calin
g In
vest
igat
ion
1.2:
Tar
getin
g an
Aud
ienc
e, p
p. 1
2-13
M
cDou
gal L
ittel
l TA
KS
Obj
ectiv
es
Rev
iew
and
Pra
ctic
e
Day
10:
B
egin
eac
h da
y w
ith p
rob
lem
sol
vin
g.
for
10 m
inut
es.
Use
th
e
follo
win
g
exp
erie
nce
s fr
om
the
La
ne C
ount
y M
athe
mat
ics
Pro
ject
.
The
id
ent
ifie
d pr
obl
ems
will
b
e
teac
her
di
rect
ed
for
the
pu
rpos
es o
f bu
ildin
g a
bac
kgro
und
in p
robl
em
sol
vin
g st
rate
gies
. St
ep 1
: Pr
oble
m S
olvi
ng:
Look
for
a P
atte
rn:
Wee
k 2-
Da
y 4
Stu
dent
s ca
n u
se th
e st
rate
gy
of lo
okin
g fo
r a
patte
rn in
ord
er
to s
olve
pro
blem
s.(T
EK
S 7
.13B
)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct. ,
pp.
15-1
6 Jo
urn
als
Step
2:
Inte
ract
ive
Lear
ning
: R
efer
to
the
pag
e nu
mbe
rs b
elo
w f
or
the
Lau
nch
and
Exp
lore
/Sum
mar
ize
sect
ion
s fo
r a
deta
iled
scr
ipt
of t
he
less
on.
√La
unch
, p. 1
5c:
Beg
in b
y as
kin
g th
e st
ude
nts,
Ho
w m
any
of y
ou
ha
ve e
ver
gon
e ca
mpi
ng?
Wha
t ty
pe o
f sh
elte
r d
id y
ou
use?
R
ecor
d
the
stud
ent
re
spon
ses
on a
cha
rt a
nd d
iscu
ss t
he d
iffer
ent
typ
e of
ra
tios
that
you
see
. H
ave
the
stud
ents
lo
ok a
t th
e da
ta o
n S
E p
. 9
and
let
them
kno
w t
hat
the
y w
ill b
e w
ritin
g a
ne
ws
stor
y b
ased
on
the
dat
a.
Laun
ch:
Stu
dent
s w
ill s
hare
the
ir ca
mp
ing
expe
rien
ces.
T
hey
will
ver
baliz
e th
e ra
tio o
f cam
pers
to n
on-
cam
per
s. T
ent
cam
pers
to s
hel
ter
cam
per
s. (
TE
KS
7.1
B)
Com
parin
g an
d S
calin
g In
vest
igat
ion
1.3,
p. 1
5c, S
E, p
. 69-
70
Gra
ph p
ape
r co
mpa
sses
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s G
rade
7
Pag
e 9
of 1
3
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Step
3:
Visu
al L
earn
ing
and
Prac
tice:
√Ex
plor
e/Su
mm
ariz
e, p
. 15c
-d:
If th
e st
ude
nts
are
unc
om
fort
able
in
wo
rkin
g w
ith l
arg
e nu
mbe
rs,
guid
e th
em b
y as
king
the
m,
Ho
w d
o th
e
final
th
ree
zero
s ef
fect
ra
tio
com
pari
sons
?
Ho
w
can
you
cre
ate
fr
iend
lier
num
ber
s?
Use
the
que
stio
ns o
n p
. 15
d t
o e
xten
d st
uden
ts’
thin
king
abo
ut th
e da
ta.
Cre
ate
pairs
usi
ng s
tude
nts
6’oc
lock
app
oint
men
t. S
tude
nts
will
wo
rk t
oget
her
in p
airs
to
solv
e Pr
oble
m 1
.3.
The
gro
ups
will
sh
are
the
ir h
ead
lines
an
d fir
st s
ente
nces
. S
tude
nts
will
di
spla
y th
eir
com
paris
on s
ente
nces
. A
s a
grou
p, d
eter
min
e if
the
stat
emen
ts a
re a
ccur
ate.
(T
EK
S 7
.1B
)
Com
par
ing
and
Sca
ling
Inve
stig
atio
n 1.
3, p
p. 1
5c-d
, S
E, p
. 70
char
t pap
er
mar
kers
Step
4:
Diff
eren
tiate
/Ass
essm
ent:
On
Leve
l Lea
rner
s:
Ass
ign
stud
ents
to c
ompl
ete
AC
E Q
uest
ion
s 12
&14
, SE
pp.
12&
14
and
asse
ss fo
r 80
% a
ccur
acy
. T
each
er w
ill m
onito
r st
uden
ts a
nd/o
r re
teac
h T
EK
S 7
.1B
with
sm
all g
roup
s fo
r st
ude
nts
wh
o ar
e st
rugg
ling.
St
rugg
ling
Lear
ners
: R
etea
ch T
EK
S 7
.1B
usi
ng th
e T
AK
S fo
rmat
ted
ques
tions
(se
e M
cDou
gal L
ittel
l TA
KS
Obj
ectiv
es R
evie
w a
nd
Pra
ctic
e).
Adv
ance
d Le
arne
rs:
McD
ouga
l Litt
ell I
nves
tigat
ion
4.7
The
stu
dent
s w
ill w
ork
ind
epe
nde
ntly
to s
olve
pro
ble
ms
invo
lvin
g th
e u
se o
f dat
a an
d th
e co
nver
sio
n of
rat
ios
to
frac
tions
or
perc
ents
. (T
EK
S 7
.1B
)
Com
parin
g an
d S
calin
g In
vest
igat
ion
1.3,
SE
, pp.
12&
14
McD
ouga
l Litt
ell T
AK
S O
bjec
tives
R
evie
w a
nd P
ract
ice
McD
ouga
l Litt
ell I
nves
tigat
ion
4.7
Day
s 11
&12
: D
ay 1
1:
Beg
in e
ach
day
with
pro
ble
m s
olvi
ng.
fo
r 10
min
utes
. U
se
the
fo
llow
ing
e
xper
ien
ces
from
th
e
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.
T
he
ide
ntifi
ed
pro
blem
s w
ill
be
te
ach
er
dire
cted
fo
r th
e
purp
oses
of b
uild
ing
a b
ackg
roun
d in
pro
ble
m s
olvi
ng
stra
tegi
es.
Step
1:
Prob
lem
Sol
ving
: Lo
ok fo
r a
Pat
tern
: W
eek
2-D
ay
5
Stu
dent
s ca
n u
se th
e st
rate
gy
of lo
okin
g fo
r a
patte
rn in
ord
er
to s
olve
pro
blem
s.(T
EK
S 7
.13B
)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.,
pp.
21-2
2 Jo
urn
als
Step
2:
Inte
ract
ive
Lear
ning
:
√D
urin
g th
e e
ngag
e se
ctio
n, t
he t
eac
her
will
mov
e a
rou
nd t
he
room
an
d m
oni
tor
the
stud
ents
’ pr
oces
s.
Use
the
Fac
ilita
tion
Que
stio
ns
on p
age
16
in o
rder
to
gui
de
stud
ent
inst
ruct
ion.
A
s th
e st
uden
ts
com
plet
e Pe
rcen
t B
ars,
the
teac
her
is
to m
ove
arou
nd t
he
room
and
gu
ide
and
red
irec
t st
uden
ts u
sing
th
e Fa
cilit
atio
n Q
uest
ions
on
pag
e
19.
The
tea
cher
will
lea
d a
wh
ole
grou
p di
scus
sion
of
the
less
on’s
co
nce
pts
usin
g th
e Fa
cilit
atio
n Q
uest
ions
on
p
age
20
as
th
e
stud
ents
exp
lain
thei
r an
swe
rs to
the
Perc
ent B
ars
activ
ity s
heet
.
The
stu
dent
s w
ill fo
rm g
roup
s of
3-4
usi
ng
Mix
-Fre
eze-
Gro
up (
see
link
unde
r re
sour
ces)
and
wo
rk to
geth
er a
nd
pla
y I
Hav
e…, W
ho H
as…
? U
ntil
all q
uest
ions
are
ans
we
red.
(T
EK
S 7
.1B
) S
tude
nts
will
form
gro
ups
of 2
-4 u
sin
g M
ix-F
reez
e-G
roup
and
th
e st
ude
nts
will
use
a c
ent
imet
er r
uler
to c
ompl
ete
the
Perc
ent B
ars
activ
ity s
heet
. (
TE
KS
7.1
B)
Stu
dent
s w
ill s
hare
th
eir
answ
ers
to
the
Perc
ent B
ars
activ
ity
shee
t an
d pa
rtic
ipat
e in
a
wh
ole
gro
up
disc
ussi
on
of
the
co
ncep
ts in
volv
ed in
the
less
on. (
TE
KS
7.1
B)
TAK
S M
athe
mat
ics
Pre
para
tion
Gra
de
7, E
quiv
alen
ce L
esso
n, p
p. 1
6-21
, 26
-27
C
entim
eter
rul
er
coop
erat
ive_
lear
ning
_str
ateg
ies
Day
12:
B
egin
eac
h da
y w
ith p
rob
lem
sol
vin
g.
for
10 m
inut
es.
Use
th
e
follo
win
g
exp
erie
nce
s fr
om
the
La
ne C
ount
y M
athe
mat
ics
Pro
ject
.
The
id
ent
ifie
d pr
obl
ems
will
b
e
teac
her
di
rect
ed
for
the
pu
rpos
es o
f bu
ildin
g a
bac
kgro
und
in p
robl
em
sol
vin
g st
rate
gies
. St
ep 1
: Pr
oble
m S
olvi
ng:
Mak
e a
Sys
tem
atic
Lis
t: W
eek
3-D
ay
1
Stu
dent
s ca
n u
se th
e st
rate
gy
of m
akin
g a
syst
emat
ic li
st in
or
der
to s
olve
pro
ble
ms.
(TE
KS
7.1
3B)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct. ,
pp.
21-2
2 Jo
urn
als
√St
ep 3
: Vi
sual
Lea
rnin
g an
d Pr
actic
e:
As
the
stud
ents
com
plet
e A
ctiv
ity A
, the
tea
cher
is to
mov
e a
roun
d th
e ro
om a
nd
gui
de
and
redi
rect
stu
dent
s us
ing
the
Faci
litat
ion
Que
stio
ns o
n pa
ge
22.
The
goa
l is
for
the
stud
ents
to u
se t
he
Faci
litat
ion
Que
stio
ns in
thei
r o
wn
prob
lem
-sol
vin
g pr
oces
s.
Stu
dent
s w
ill fo
rm g
roup
s of
2-4
usi
ng
(see
lin
k un
der
reso
urce
s) M
ix-F
reez
e-G
roup
and
wor
k co
oper
ativ
ely
to
com
plet
e th
e A
ctiv
ity A
act
ivity
she
et.
(TE
KS
7.1
B)
TAK
S M
athe
mat
ics
Pre
para
tion
Gra
de
7– p
p. 2
2-24
, 28-
29
coop
erat
ive_
lear
ning
_str
ateg
ies
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s G
rade
7
Pag
e 10
of 1
3
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Step
4:
Diff
eren
tiate
/Ass
essm
ent:
On
Leve
l Lea
rner
s:
The
teac
her
will
pro
vide
the
stud
ent
s w
ith th
e e
valu
atio
n qu
est
ion
and
the
goa
l is
to a
sses
s th
e st
uden
t w
ith a
t le
ast a
3 fr
om th
e M
athe
mat
ics
Perf
orm
ance
Ass
essm
ent R
ubric
on
pag
e 29
7.
Stru
gglin
g Le
arne
rs:
Use
TA
KS
form
atte
d pr
oble
ms
from
McD
ouga
l Li
ttell
TAK
S O
bjec
tives
Rev
iew
and
Pra
ctic
e to
ret
each
TE
KS
7.1
B.
Diff
eren
tiate
ho
me
wor
k ac
cord
ing
to s
tud
ent n
eeds
an
d ab
ilitie
s.
Adv
ance
d Le
arne
rs:
mat
hben
chm
arks
_7.1
b
Stu
dent
s w
ill w
ork
ind
epe
nde
ntly
to c
ompl
ete
the
eval
uatio
n qu
estio
n fo
llow
ing
the
pro
ble
m_s
olvi
ng_c
he
cklis
t (
TE
KS
7.
1B)
TAK
S M
athe
mat
ics
Pre
para
tion
Gra
de
7, p
. 25,
p. 3
0 M
athe
mat
ics
Per
form
ance
Ass
essm
ent
Rub
ric, p
. 29
7 pr
oble
m_s
olvi
ng_
chec
klis
t M
cDou
gal L
ittel
l TA
KS
Obj
ectiv
es
Rev
iew
and
Pra
ctic
e
Day
s 13
&14
: D
ay 1
3:
Beg
in e
ach
day
with
pro
ble
m s
olvi
ng.
fo
r 10
min
utes
. U
se
the
fo
llow
ing
e
xper
ien
ces
from
th
e
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.
T
he
ide
ntifi
ed
pro
blem
s w
ill
be
te
ach
er
dire
cted
fo
r th
e
purp
oses
of b
uild
ing
a b
ackg
roun
d in
pro
ble
m s
olvi
ng
stra
tegi
es.
Step
1:
Prob
lem
Sol
ving
: M
ake
a S
yste
mat
ic L
ist:
Wee
k 3-
Da
y 2
Stu
dent
s ca
n u
se th
e st
rate
gy
of m
akin
g a
syst
emat
ic li
st in
or
der
to s
olve
pro
ble
ms.
(TE
KS
6.1
1C)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.,
pp.
21-2
2 Jo
urn
als
Step
2:
Inte
ract
ive
Lear
ning
:
√U
sing
the
faci
litat
ion
que
stio
ns o
n p
age
384
, the
teac
her
will
act
ive
ly
mon
itor
stu
den
t w
ork
wh
ile c
ompl
etin
g th
e en
gag
e po
rtio
n.
For
the
ex
plor
e po
rtio
n of
the
les
son,
the
te
ache
r w
ill u
se t
he
faci
litat
ion
ques
tions
on
pag
e 38
7 an
d ac
tivel
y m
oni
tor
stud
ent
wor
k.
Stu
dent
s w
ill fo
rm p
airs
usi
ng t
heir
9 o’
cloc
k ap
poin
tmen
t an
d us
e co
lor
tiles
an
d tw
o co
lor
coun
ters
to c
reat
e ar
rays
and
co
mpl
ete
Squ
are
it U
p. S
E p
p. 1
96-1
97.
The
n, in
gro
ups
of 4
, st
uden
ts w
ill u
se c
olor
tile
s to
com
plet
e S
qua
re R
oots
an
d S
quar
es.
SE
pp.
198
-199
(7.
1C
)
Acc
eler
ated
Cur
ricul
um fo
r Mat
hem
atic
s G
rade
7 U
nit 8
Les
son
4, T
E p
p. 3
84-
387,
SE
pp.
19
6-19
9 C
olor
Tile
s T
wo
Col
or C
ount
ers
Cal
cula
tors
D
ay 1
4:
Beg
in e
ach
day
with
pro
ble
m s
olvi
ng.
fo
r 10
min
utes
. U
se
the
fo
llow
ing
e
xper
ien
ces
from
th
e
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.
T
he
ide
ntifi
ed
pro
blem
s w
ill
be
te
ach
er
dire
cted
fo
r th
e
purp
oses
of b
uild
ing
a b
ackg
roun
d in
pro
ble
m s
olvi
ng
stra
tegi
es.
Step
1:
Prob
lem
Sol
ving
: M
ake
a S
yste
mat
ic L
ist:
Wee
k 3-
Da
y 3
Stu
dent
s ca
n u
se th
e st
rate
gy
of m
akin
g a
syst
emat
ic li
st in
or
der
to s
olve
pro
ble
ms.
(TE
KS
7.1
3B)
Lane
Cou
nty
Mat
hem
atic
s P
roje
ct.,
pp.
23-2
4 Jo
urn
als
Step
3:
Visu
al L
earn
ing
and
Prac
tice:
√U
sing
th
e fa
cilit
atio
n qu
estio
ns
on
pag
e 3
90,
the
teac
her
will
de
brie
f Squ
are
Roo
ts a
nd S
qua
res
with
the
clas
s.
The
stu
dent
s w
ill p
artic
ipat
e in
a c
lass
dis
cuss
reg
ard
ing
wh
at
the
y di
scov
ere
d w
ho
le c
omp
letin
g S
qua
re R
oots
and
Squ
ares
. (7
.1C
)
Acc
eler
ated
Cur
ricul
um fo
r Mat
hem
atic
s G
rade
7 U
nit 8
Les
son
4, T
E p
p. 3
90
Step
4:
Diff
eren
tiate
/Ass
essm
ent:
On
Leve
l Lea
rner
s:
Upo
n co
mpl
etio
n of
the
task
, the
teac
her
will
gra
de th
e ta
sk u
sing
the
rubr
ic fo
und
on
pag
e vi
ii.
The
teac
her
will
mo
nito
r as
the
stu
dent
s co
mpl
ete
Taki
ng a
Wal
k in
depe
nden
tly a
nd/
or w
ork
with
sm
all g
roup
s to
ret
each
TE
KS
7.1
C fo
r st
uden
ts w
ho a
re s
trug
glin
g.
Stru
gglin
g Le
arne
rs:
Use
cal
cula
tors
, cou
nter
s an
d co
lor
tiles
to
rete
ach
TE
KS
7.1
C to
exp
lore
TA
KS
form
atte
d pr
oble
ms
1-4
on S
E
pp. 2
04-2
05
Adv
ance
d Le
arne
rs:
mat
hben
chm
arks
_7.1
c
The
stu
dent
s w
ill c
omp
lete
Tak
ing
a W
alk
SE
p. 2
03 u
sing
the
pr
oble
m_s
olvi
ng_
chec
klis
t (7
.1C
) A
ccel
erat
ed C
urric
ulum
for M
athe
mat
ics
Gra
de 7
Uni
t 8 L
esso
n 4,
TE
pp.
392
-39
5 S
E p
p. 2
00-2
05
McD
ouga
l Litt
ell M
ath
Cou
rse
2 TA
KS
O
bjec
tives
Rev
iew
and
Pra
ctic
e, p
p. 6
-7
McD
ouga
l-Litt
ell M
ath
Cou
rse
2 P
ract
ice
Wor
kboo
k, S
ectio
n 1.
3 pr
oble
m_s
olvi
ng_
chec
klis
t
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s G
rade
7
Pag
e 11
of 1
3
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Sugg
este
d H
omew
ork:
A
ssig
n th
e In
dep
end
ent P
ract
ice
from
the
Less
on, S
E p
p.
200-
202
or
choo
se p
robl
em
s fr
om th
e M
cDou
gal-L
ittel
l Mat
h C
ours
e 2
Pra
ctic
e W
ork
book
, se
ctio
n 1.
3.
Con
tent
Voc
abul
ary:
Le
ast c
omm
on
den
omin
ator
M
ixed
num
ber
P
rope
r fr
actio
n
Impr
oper
frac
tion
Rat
iona
l num
ber
Verb
s:
Rep
rese
nts
Use
s C
omp
are
Ord
er
Con
vert
Evid
ence
of L
earn
ing
Form
ativ
e M
ini A
sses
smen
ts
TAK
S C
olle
ge-R
eadi
ness
i.e.
, A
ntic
ipat
ed S
kills
for S
AT/
AC
T/C
olle
ge B
oard
/Car
eer/L
ife
(Sep
tem
ber 2
008
FMA
, TEK
S 7.
1A)
(Rel
ease
d TA
KS
Mat
h Te
st, 7
.1A
)
(Rel
ease
d TA
KS
Mat
h Te
st, 8
.1A
)
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s G
rade
7
Pag
e 12
of 1
3
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
(Rel
ease
d TA
KS
Mat
h Te
st, 7
.1B
)
(R
elea
sed
TAK
S M
ath
Test
, 7.1
C)
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d M
athe
mat
ics
Gra
de 6
P
age
13 o
f 13
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
1st 9
- Wee
ks W
ritin
g Pr
ojec
t T
his
proj
ect i
s as
sign
ed o
n D
ay 1
of t
he c
ours
e w
ith th
e st
uden
t RA
FT
cho
ices
to b
e su
bmitt
ed to
the
teac
her
by S
ep 4
th a
nd th
e fin
al
prod
uct d
ue o
n O
ct 1
6th.
Stu
dent
s ar
e pr
ovid
ed t
he f
ollo
win
g ch
oice
s (R
AF
T)
for
the
deta
ils o
f ho
w th
ey in
dica
te a
sol
id k
now
ledg
e of
the
topi
c.
Rol
e A
udie
nce
Form
at
Topi
c
1.M
ath
Stu
dent
1.
Prin
cipa
l 1.
Lette
r 1.
Com
parin
g/or
derin
g in
tege
rs a
nd r
atio
nal n
umbe
rs
2.M
ath
Tea
cher
2.
Stu
dent
2.
Car
toon
Str
ip
2.M
ultip
ly fr
actio
ns
3.P
aren
t 3.
Tea
cher
3.
Pet
ition
3.D
ivid
e fr
actio
ns
4.P
rinci
pal
4.C
onve
nien
ce
Sto
re O
wne
r 4.
Pow
er P
oint
4.
Vol
ume
Stu
dent
s m
ay r
ando
mly
cho
ose
the
Rol
e, A
udie
nce,
For
mat
and
Top
ic b
y sp
inni
ng a
4 c
hoic
e sp
inne
r.
The
writ
ing
task
is to
be
com
plet
ed b
ased
on
the
stud
ent’s
sub
mitt
ed c
hoic
es.
Sin
ce th
ese
are
the
topi
cs s
tudi
ed th
roug
hout
the
9 w
eeks
, th
is p
roje
ct is
due
late
r in
the
nine
wee
ks.
What to Look For in a Mathematics Classroom
7th Grade
Evidence Chart
Environment Tools Communication/Discourse
‐ I Can statements are
posted and aligned with
instruction.
‐ Evidence of group work
involving investigations
and discovery is visible.
‐ Math Work Stations are
organized and accessible
(Grades K‐8)
‐ Manipulatives are
readily accessible and
available for student use.
‐ A mathematically, print‐
rich environment is
observable.
‐ Math vocabulary is
posted and accessible for
student use.
‐ Problem Solving
Strategies are posted
and routinely used.
‐ Problem Solving
Checklist is posted and
routinely used.
‐ TAKS Mathematics
Charts are available and
easily accessible for all
students.
‐ Student journals are
used for purposeful
writing and to routinely
assess students’
understandings.
Graphing calculators
are used, daily (HS)
‐ Cooperative Learning
activities are structured and
engaging for all students.
‐ Teachers model appropriate
mathematics language.
‐ Teachers involve students in
real‐world applications of
mathematical concepts.
‐ Teachers actively engage
students in mathematics
through reading, writing, and
oral communication.
‐ Students routinely use
multiple representations to
model thinking.
‐ Teachers ask more questions
to draw out high levels of
thinking, such as “why”,
“explain”, “justify”,
“elaborate”.
Guiding Questions
1. What evidence is there that students have learned the mathematics being taught?
2. What strategies were used to assess student understanding?
3. How is evidence of student learning gathered?
4. What kinds of questions predominate in your classroom?
5. How do you tend to respond to students’ answers to the questions you have posed, and how do you
encourage students to ask questions themselves?
Student Expectations
Weeks 1‐3 7.1(A) compare and order integers and positive rational numbers.
7.1(B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with
a calculator.
7.1(C) represent squares and square roots using geometric models.
Weeks 4‐5 7.2(A) represent multiplication and division situations involving fractions and decimals with models,
including concrete objects, pictures, words, and numbers.
Weeks 5‐7 7.4(B) graph data to demonstrate relationships in familiar concepts such as conversations, perimeter,
area, circumference, volume, and scaling.
7.4(C) use words and symbols to describe the relationship between the terms in an arithmetic
sequence (with a constant rate of change) and their positions in the sequence
Weeks 7‐9 7.4(A) generate formulas involving unit conversations, perimeter, area, circumference, volume, and
scaling.
7.9(A) estimate measurements and solve application problems involving length (including perimeter
and circumference) and area of polygons and other shapes.
7.9(B) connect models for volume.
7.9(C) estimate measurements and solve application problems involving volume of prisms
(rectangular and triangular) and cylinders.
59 writing prompts for math teachers
Prompts for math journals (assessing disposition)
• My best experience with math was when____________.• My worst experience with math was when____________.• I love math because…• I hate math because____________.• I want to become better at math so that I____________. • Is math your favorite subject? Why or why not?• What did you like most about your math class last year? What did
you like the least? • People who are good at math____________.• One mathematics activity I really enjoy is ____________ because
____________.• When I study for a test, I____________. • When it comes to math, I find it difficult to____________. • When I hear someone say math is fun, I____________. • When I see a word problem, the first thing I do is ____________.
Then I ____________.• Does mathematics or math class scare you in any way? • Draw a picture of a mathematician and describe what a
mathematician does.• Explain how you feel about mathematics now as compared to before
you took this class.
Prompts for learning logs (assessing learning)
• My three personal goals for this term are____________.• Explain everything you know about ____________. • What is a ____________? Write all you can about ____________.• Find something that you learned today that is similar to something
you already knew. Write about these similarities.• How would you use what you learned today in your life? • The main idea today’s lesson was____________. • Write a definition in your own words of a ____________. • What is the most significant thing you learned this week?• What questions are still unanswered at the end of this week?• Last week in math I learned __________.• My favorite part of math last week was __________.
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• The hardest part of math last week was __________. • This is how I used math this week (outside of
school)____________. • Describe any discoveries you made about mathematics today, this
week/month/year. • Give two examples of situations in which you have used, seen or can
find the concept of ____________. OUTSIDE of this classroom. • I want to learn more about ___________. • I wish I knew more about____________.• I need more help understanding ____________. • My math grade now is ____________ because____________.• What was your grade on the exam/quiz/project? If you were not
satisfied with your score, what can you do to improve? If you were happy with your score, what did you do well?
• Write instructions for a (insert grade level here) grader to follow when (adding fractions, finding percentages, calculating averages, etc.)
• How would you describe a ____________? • The difference between____________ and ____________
is____________.• Compare and contrast the terms ____________.• What patterns do you notice in ____________. • You know several ways to____________(solve an equation, add
fractions, etc.) Which method is your favorite? Why? • Make a list of objects or figures in the room which have
____________. How can you tell? • Write a letter to your teacher explaining what you understand about
________, and what is still giving you trouble. • Write and solve a word problem whose solution involves
____________.• Describe practical uses for ____________.• Write___ possible test questions for this unit. • Write a letter to a student who will be taking this class next year,
giving some advice about this class.
Prompts to use for problem-solving (assessing process)
• The most important part of solving a problem is____________. • Describe the process you undertook to solve this problem. (Problem
needs to be provided.)
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• I knew I was right when____________.• Tips I would give a friend to solve this problem
are____________.____________.____________.• Could you have found the answer by doing something different?
What?• What strategy did you use to solve this problem and why?• Was this problem difficult or easy? Why?• Were you frustrated with this problem? Why or why not?• Where else could you use this type of problem solving?• What would happen if you missed a step? Why?• What other strategies could you use to solve this problem?
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Read Think
Do Check
This document comes from The Writing Across the Curriculum Page at http://writingfix.com. Classroom teachers may make multiple copies of this resource. All others must write the website for permission.
How can a well-designed R.A.F.T.S. prompt promote focus and excitement from a student writer?
R.A.F.T.S. are assignments to assign when you’ve planned larger amounts of time in class
to let students compose and talk to each other about what they’re composing. R.A.F.T.S. are assignments that should challenge students to explore the depth of thinking they have about your content.
The National Commission on Writing in America’s Schools and Colleges notes, “If students are to make knowledge their own, they must struggle with the details, wrestle with the facts, and rework raw information and dimly understood concepts into language they can communicate to someone else. In short, if students are to learn, they must write.” (Shellard & Protheroe, 2004). R.A.F.T.S. do this by challenging students to write to an audience (imaginary or real) other than their teacher and from a perspective (imaginary or real) other than their own. When writing to a R.A.F.T.S. prompt in any content area, students must access higher level thinking in order to respond. This process, if the assignment is designed well, will not allow the regurgitated information that other types of assigned writing often do. While most writing assignments ask students to simply report on information they’ve learned, R.A.F.T.S. ask students to shift perspective in order to show their knowledge on a topic. Let’s contrast a traditional writing assignment with a R.A.F.T.S. assignment. Let’s say you are taking a college class and the professor asks you (your Role) to write a traditional paper about effective group work strategies for ELL students (your Topic), you would most likely write a standard report (your Format) that explained (your Strong verb) to your professor (your Audience) situations from your current classroom, your past experiences, and any research you have looked over. But imagine the assignment was as follows:
Here’s your writing assignment: You are an English Language Learner in a classroom at the school where you work. You have been inspired to (with an aide’s assistance, if necessary) compose a letter to the editor of the local paper. The letter must convince the literate public that traditional group work doesn’t always help ELLs feel safe in a classroom. Before writing a draft, go through this quick re-cap:
What’s your Role:__________________________________________ What’s your Audience:______________________________________ What’s your Format:________________________________________ What’s your Topic:_________________________________________ What’s your Strong verb:____________________________________
What do you do as a student to even write to this prompt? What would you have to know to get started? Why would the professor want students to write in this way rather than a traditional report? Wouldn’t taking a quiz be just as indicative of learning? Is writing in this format (as opposed to a traditional report) more or less likely to generate student discussion?
Our students often feel confused about a teacher’s expectations when it comes to writing assignments. R.A.F.T.S. prompts help clarify a writing assignment’s expectations and gets your students engaged in a completely different way.
This copyrighted document comes from The Writing Across the Curriculum Guide, published by the Northern Nevada Writing Project. Information on ordering this guide can be located at WritingFix’s Writing Across the Curriculum Page. http://writingfix.com
This document comes from The Writing Across the Curriculum Page at http://writingfix.com. Classroom teachers may make multiple copies of this resource. All others must write the website for permission.
Objective assessments are definitely a faster and easier way to find out what students know, and they have their place. However, when students are assessed in a more meaningful way, the learning that takes place has staying power. Students will remember what they wrote, how they expressed their understanding, the purpose of the assignment, and where they might use this knowledge in the “real world.” Using R.A.F.T.S. prompts and the writing generated by them will give your students the keys to accessing the door to higher thinking.
What important topics are you teaching in the next month that might be enhanced by requiring a R.A.F.T.S. writing assignment from your students?
This copyrighted document comes from The Writing Across the Curriculum Guide, published by the Northern Nevada Writing Project. Information on ordering this guide can be located at WritingFix’s Writing Across the Curriculum Page. http://writingfix.com
© 2008 Corbett Harrison. (http://corbettharrison.com) All rights reserved. Found at http://writingfix.com Teachers may freely reprint for classroom use; for use outside of the classroom, please request permission to reprint at either website.
This rough draft belongs to:
Rough Draft: Focus on Your Word Choice Skills This drafting worksheet was found on-line at WritingFix (http://writingfix.com)
Instructions: Compose your rough draft on these two pages; use an additional piece of paper, if you need more room to complete your writing. When you have written your rough draft, complete the self-rating checklist on the second page to think about your word choice skills. Use your self-ratings as a conversation starter when you go into a response group. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
© 2008 Corbett Harrison. (http://corbettharrison.com) All rights reserved. Found at http://writingfix.com Teachers may freely reprint for classroom use; for use outside of the classroom, please request permission to reprint at either website.
________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
Self-Reflecting on your Rough Draft: Read over your rough draft before rating yourself on these five word choice skills. Draw a ☺ next to your strongest two word choice skills, a next to the two skills you might still need to work on, and a
next to the one skill you promise to think harder about when you write your second draft. _____ I used a healthy dose of action verbs. _____ I used high-quality (though not too many) adjectives to describe my important nouns.
_____ My reader will easily know what (or who) all of my pronouns are referring to.
_____ If possible, I used precise nouns instead of words like something, nothing and thing.
_____ I took risks by using less common and “new to me” words in my rough draft.