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Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL

DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Mathematics

Grade and Course Grade 7

Unit of Study Unit 1: Operations with Rational Numbers

Pacing 5 weeks

“Unwrapped” Georgia Standards of Excellence

Skills and Concepts Apply and Extend previous understanding of operations with fractions to add, subtract, multiply, and divide

rational numbers. M MGSE7.NS.1: APPLY and EXTEND previous understandings of addition and subtraction to ADD and

SUBTRACT rational numbers; REPRESENT addition and subtraction on a horizontal or vertical number line diagram.

MGSE7.NS.2: APPLY and EXTEND previous understandings of multiplication and division of fractions to

MULTIPLY and DIVIDE rational numbers. MGSE7.NS.3: SOLVE real-world and mathematical problems involving the four operations with rational

numbers.



“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.NS.1

• APPLY AND EXTEND

• ADD & SUBTRACT

• REPRESENT

• Understandings of addition and subtraction.

• Rational numbers

• Addition and subtraction on a horizontal or vertical number line.

• 3 (Apply)

• 2 (Understand)

• 2 (Understand)

• 2 (Skills and Concepts)

MGSE7.NS.2

• APPLY AND EXTEND

• MULTIPLY AND DIVIDE

● Previous and understandings of multiplication and division of fractions

● Rational numbers

● 3 (Apply)

● 2 (Understand) ● 2 (Skills and

Concepts)

MGSE7.NS.3

● SOLVE

● Real-world and mathematical problems involving the four operations with rational numbers.

● 3 (Apply) ● 2 (Skills and

Concepts)



Supporting Standards

Apply and Extend previous understanding of operations with fractions to add, subtract, multiply, and divide rational numbers MGSE7.NS.1a Show that a number and its opposite have a sum of 0 (are additive inverses). Describe situations in which opposite quantities combine to make 0. For example, your bank account balance is -$25.00. You deposit $25.00 into your account. The net balance is $0.00. MGSE7.NS.1b Understand p + q as the number located a distance from p, in the positive or negative direction depending on whether q is positive or negative. Interpret sums of rational numbers by describing real world contexts. MGSE7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (– q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real‐ world contexts. MGSE7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers. MGSE7.NS.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (- 1) (– 1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real‐ world contexts. MGSE7.NS.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non‐ zero divisor) is a rational number. If p and q are integers, then – (p/q) = (– p)/q = p/(–q). Interpret quotients of rational numbers by describing real‐ world contexts. MGSE7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers. MGSE7.NS.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.



Standards of 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.

Essential Questions Corresponding Big Ideas

1. Why are properties important when solving positive and negative rational numbers problems?

2. What strategies are most useful in helping develop algorithms for adding, subtracting, multiplying, and dividing positive and negative rational numbers?

3. How can we apply number relationships to develop efficient strategies for solving problems in everyday life?

1. The properties are used to provide multiple ways to solve positive and negative numbers and promote computational fluency.

2. Models, diagrams, manipulatives and patterns are useful in developing and remembering algorithms for computing with positive and negative numbers.

3. Positive and negative rational numbers are often used to solve problems in everyday life.



Unit Assessments

Pre-Assessment Post-Assessment

Student Version:

Gr7_MATH_Unit1_Preassessment_Student

Teacher Version:

Gr7_MATH_Unit1_Preassessment_Teacher

Student Version:

DeKalb Gr7 Benchmark Assessment

Teacher Version:



Performance Assessment

Engaging Scenario

Current Situation: After gaining the new position as Chief Financial Officer for “Bling Records”, you noticed that the company’s accounting books show a balance of $50,000 due to the lack of organization in the finance department.

Student Challenge: In order to prevent “Bling Records” from filing bankruptcy, you have a responsibility to analyze the current financial situation. First, you will need to balance the accounting ledger for “Bling Records”. Next, you will need to compare and contrast “Bling Records” royalties offer to a competing company. Then, you will compare two business solutions and determine the best solution for Bling Records. Finally, you will create a proposal outlining your final decision to correct the financial instability. Your proposal must show how Bling Records should generate income by creating growth.

Student Role: Students are Chief Financial Officers of a major music label company.

Intended Audience: Students will present their finding to the Board of Directors.

Product or Performance: Persuasive proposal that includes: the current balance, revenue and

expenses, discusses the best options to generate income.

Performance Task Synopses

Task 1: MGSE7NS1, MGSE7NS1a-d The students will use a table (or check register) to record debits

and credits and calculate a running total balance.

Task 2: MGSE7NS2a-d The students will compare and contrast the dollar amounts after converting the

rational numbers of each record company, and will determine the amount of royalties that will be

generated based on the amount of CD sales. Also, students will identify which company will generate the

greatest royalties.

Task 3: MGSE7NS1, MGSE7NS2, MGSE7NS2 a- d The students will analyze two business solutions in

order to eliminate "Bling Record’s" debt, determine the best solution, and justify their decision.

Task 4: MGSE7NS1, MGSE7NS2, MGSE7NS3 Create a multimedia proposal to justify your plan to the

board of directors using the information in Task 1 – 3.



Performance Task 1 In Detail

Apply and Extend previous understanding of operations with fractions to add, subtract, multiply, and divide rational numbers MGSE7NS1, MGSE7NS1a-d: APPLY and EXTEND previous understandings of addition and subtraction to ADD and SUBTRACT rational numbers; REPRESENT addition and subtraction on a horizontal or vertical number line diagram. MGSE7.NS.1a Show that a number and its opposite have a sum of 0 (are additive inverses). Describe situations in which opposite quantities combine to make 0. For example, your bank account balance is -$25.00. You deposit $25.00 into your account. The net balance is $0.00. MGSE7.NS.1b Understand p + q as the number located a distance from p, in the positive or negative direction depending on whether q is positive or negative. Interpret sums of rational numbers by describing real world contexts. MGSE7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (– q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real‐world contexts.

MGSE7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers. Circumstances of Performance: In Class (Approximate Time 20 – 30 minutes)

Task 1 Student Directions: Create a table to sort and organize the expenses and income of "Bling

Records". There are two types of transactions that may take place, (1) deposits (money the company

receives), and (2) debits/payments (money which the company spends and withdrawal from the account). If

the total amount of credits is more than debits, the account balance is positive. If the total amount of debits

are more than credits, the account balance is in debt and shows a negative cash value.

Use the table record each transaction:

• Transactions (Determine if the transaction is a withdrawal or deposit)

• On August 15, the beginning balance was $50,000.00

• On August 16, paid for rental of studio time $2,000.35

• On August 16, paid for manufactured CD $162,050.03

• On August 16, received proceeds from concert ticket sales $25,000

• On August 17, received $22,000 in endorsements

• On August 17, paid for artist clothing allowance $3,350.00

• On August 18, paid for publishing $6,000

• On August 19, received proceed from download $5,098.99



Account Ledger

Date Transaction Description

Deposits (Credits)

Withdrawals (Debits)

Balance

In addition: 1. Use the table to determine the beginning and ending balance, and state if the company made

a profit or remained in debt. 2. What is the total running balance?

3. In what ways is it useful to develop an algorithm for adding and subtracting rational numbers?

4. How would you interpret the total running balance?

Task 1 Teacher Notes/Answer Key: Visual representations may be helpful as students begin this work. If

they do not have a visual to illustrate what is happening when they are adding and subtracting rational

numbers, they will get lost in the symbols and will not know how to combine the absolute value of the

rational numbers.

Differentiation: For advanced learners, students can create their own table to record the various

transactions. In addition, students can create a budget within a given income as an extension activity.

• Students may struggle with the vocabulary, since there are many different ways to debit your

account.

• For students that are demonstrating exemplary knowledge, have students create the ledger on



0

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

All Proficient criteria plus: o Explains how

developing an

algorithm helps to

add and subtract

rational numbers and

provides example

using the task.

o Attends to precision

with all calculations

with the balances

after each

transaction.

o Provides an accurate

ending balance.

o Explains the

meaning of the

balance using

mathematical

terminology.

o Provides calculations

with errors for some

of the balances after

various transactions

with an error in the

ending balance.

o Explains the balance

without using

appropriate

mathematical

terminology.

o Provides

explanations and/or

mathematical

representations that

could not be clearly

understood or

interpreted.

their own.

Account Ledger

Date Transaction Description

Deposits (Credits)

Withdrawals (Debits)

Balance

8/15 Beginning Balance $50,000.00

8/16 Studio Rental $2,000.35 $47,999.65

8/16 Manufactured CD $162,050.03 -$114,050.38

8/16 Concert ticket sales $25,000.00 -$89,050.38

8/17 Endorsement $22,000.00 -$67,050.38

8/17 Clothing Allowance $3,350.00 -$70,400.38

8/18 Publishing $6,000.00 -$76,400.38

8/19 Downloads $5,098.99 -$71,301.39



1


Apply and Extend previous understanding of operations with fractions to add, subtract, multiply, and divide rational numbers MGSE7.NS.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (- 1) (– 1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real‐ world contexts. MGSE7.NS.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non‐ zero divisor) is a rational number. If p and q are integers, then – (p/q) = (– p)/q = p/(–q). Interpret quotients of rational numbers by describing real‐ world contexts. MGSE7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers.

MGSE7.NS.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.

Circumstances of Performance: In-Class (Approximate Time 60 – 70 minutes)

Task 2 Student Directions:

A new band is trying to decide if they are going to sign with your company or "New Edge Records." A band of 4 that writes their own material, and they must determine which company's offer is the best deal.

A) New Edge Records will sell each CD for $16. Your deal is to receive a royalty rate of 11% per band member. The retailer receives 30%, the distributor receives 22% and the producer receives 4%. If you sell 500,000 records, how much will each individual receive?

B) Bling Records will sell each CD for $15. Our deal is to receive a royalty rate of 1/8 of sales per band member. The retailer receives ¼, the distributor receives 1/5, and the producer receives 1/20 of the sales. If you sell 500,000 CDs, how much will each individual receive?

C) Some band members are having a difficult time deciding which company to choose, and a representative approached one member from New Edge Records. The smooth-talking representative suggests to him that the band should sign with their company because they sell each CD for more money than Bling Records; therefore, you will make more money. Do you agree or disagree with this advice? Explain why you agree or disagree using your calculations from each company to justify your position.



2

Task 2 Teacher Notes:

Differentiation: Provide a table to organize calculations for students that require a visual aid.

Extension Activity: Negotiate with the record company whose offer you originally rejected, determine what

change in royalty percentages or ratios are necessary to make you select that particular company, and

write a counteroffer to present.

Answer A:

500,000($16) = $8,000,000 This represents the amount of money collected from CD sales.

$8,000,000(.11) = $880,000 This represents the amount each band member will receive in royalties.

$8,000,000(.3) = $2,400,000 This represents the amount the retailer will receive.

$8,000,000(.22) = $1,760,000 This represents the amount the distributor will receive.

$8,000,000(.04) = $320,000 This represents the amount the producer will receive.

Answer B:

500,000($15) = $7,500,000: This represent the amount of money collected from CD sales.

$7,500,000(1/8) = $937,500: This represent the amount each band member will receive in royalties.

$7,500,000(¼) = $1,875,000: This represents the amount the retailer will receive.

$7,500,000(1/5) = $1,500,000: This represent the amount the distributor will receive.

$7,500,000(1/20) = $375,000: This represent the amount the producer will receive.

Answer C:

As a result of disagreeing with this advice, the band should decide to sign with “Bling Records”, because

they will receive will $937,500 in royalties compared to New Edge Records. If the band chose New Edge

Records they will receive a royalty amount of $880,000, which is less than Bling Records, and would not

be the best decision. In addition, the band would receive $57,500 less by signing with New Edge

Records.



3



All Proficient criteria plus: o Attends to precision

with the calculation

of the new

percentages and

ratios.

o Justifies with math

examples which

change in royalties

are necessary for

selection of a band.


with calculating the

amount of money

received by each

individual using

percentage.


with calculating the

amount of money

received by each

individual using a

fraction.

o Provides a viable

argument using

math examples to

justify the selection

of a record

company.

o Calculates most of

the amount of money

received by each

individual accurately

using a percent

and/or fraction.

o Provides an

explanation of the

selection of a record

company without any

math examples.

o Provides

explanations and/or

mathematical



understood or

interpreted.



4


M Apply and Extend previous understanding of operations with fractions to add, subtract, multiply, and divide rational numbers.

M MGSE7.NS.1: APPLY and EXTEND previous understandings of addition and subtraction to ADD and SUBTRACT rational numbers; REPRESENT addition and subtraction on a horizontal or vertical number line diagram.


MULTIPLY and DIVIDE rational numbers.

MGSE7.NS.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (- 1) (– 1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real‐ world contexts. MGSE7.NS.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non‐ zero divisor) is a rational number. If p and q are integers, then – (p/q) = (– p)/q = p/(–q). Interpret quotients of rational numbers by describing real‐ world contexts. MGSE7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers.

MGSE7.NS.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.

Circumstances of Performances: In Class (Approximate Time 55 – 60 minutes)

Task 3 Student Directions: Your company's research and development department discovered two possible solutions to eliminate the debt over time, and generate revenue. The possible solutions are either selling digital releases of sounds through iTunes, or selling your songs as ringtones through major cell phone providers. Determine the best solution if given a 36-month timeframe to get out of debt and make a profit. Then, justify your decision using your data and calculations.

Solution 1: Digital Downloads and Releases

The cost for a digital release is $0.09 per song that must be paid to the songwriter and iTunes. "Bling Records" decided to sell each artist's song for $1.99.

a. What is the potential profit per digital release?

b. How much is your potential profit per month?

c. If your average sales per month are 2,525 songs, how long will it take to eliminate the debt of $71,301.39? (Round answer to nearest whole number).



5

d. At the end of the 36 months, how much is your potential revenue?

e. Chart the quarterly trend for the possible revenue of selling digital releases over a 36-month timeframe.

Solution 2: Ringtones

The cost for producing a ringtone is $0.24 that must be paid to the songwriter and the cell phone provider. "Bling Records" decided to sell each ringtone $0.99.

a. What is the potential profit per sale of ringtone?

b. How much is your potential profit per month?

c. If you sell 3,750 ringtones per month on average, how long with it take to eliminate the debt of $71,301.39? (Round answer to the nearest whole number).

d. At the end of the 36 months, how much is your potential revenue?

e. Chart the quarterly trend for the possible revenue of selling ringtones over a 36-month timeframe.

Which solution would you choose to help eliminate the company's debt and generate a profit? Justify your decision.

Task 3 Teacher Notes: Students may have difficulty with question d for both solutions, it would be

helpful to discuss how many months it took to eliminate the debt and break even at zero dollars. Then,

students must subtract the time it takes to eliminate the debt from 36 months, in order to calculate the

profit at the end of the timeframe. The concept of changing a percent to a decimal will need to be

explored before administering this task. (See GDOE Framework Task Unit 1) A math talk discussing the

various ways data can be displayed will be needed along with proper labels on graphs.

Differentiation:

• A calculator may be provided to complete this task.

• Visuals and/or videos about digital downloads and ringtones may be helpful to grasp students'

attention and to conceptualize the importance of the task.

• Teacher may provide students with graph paper in order to chart the trends for both solutions, or

students can utilize Microsoft Excel to create both graphs.



6

Teacher may ask students the following questions to summarize, analyze, organize, or evaluate:

• What is a better solution to help eliminate the company's debt, and generate revenue?

• How would you defend your position about the particular solution you determined to be best in

the company's interest?

Teacher may ask students the following questions to apply or relate:

• How would you interpret the trends for both solutions over a course of 3 years?

Teacher may ask students the following questions to recall facts, make observations, or demonstrate

understanding:

• What did you observe about the length of time that was required to eliminate the company's debt

for each possible solution?

Answer Key

Solution 1: Digital Downloads and Releases

The cost for a digital release is $0.09 that must be paid to the songwriter and iTunes. "Bling Records" decided to sell each artist's song for $1.99.

a. What is the potential profit per digital release? Answer: $1.90

b. If your average sales per month is 2525 songs, how long will it take to eliminate the debt of $71,301.39? Answer: 15 months.

c. How much is your potential profit per month? Answer: $4797.50 a month

d. At the end of the 36 months, how much is your potential revenue? Answer: $100,747.50

e. Chart the trend for the possible revenue of selling digital releases over a 36-month timeframe.

Solution 2: Ringtones

The cost for producing a ringtone is $0.24 that must be paid to the songwriter and the cell phone provider. "Bling Records" decided to sell each ringtone $0.99.

a. What is the potential profit per sale of ringtone? Answer: $0.75

b. If you sell 3,750 ringtones per month on average, how long with it take to eliminate the debt of $71,301.39? Answer: 25 months.



7

c. How much is your potential profit per month? Answer: $2812.50 a month

d. At the end of the 36 months, how much is your potential revenue? Answer: $30,937.50

e. Chart the trend for the possible revenue of selling ringtones over a 36-month timeframe.

Which solution would you choose to help eliminate the company's debt and generate a profit? Justify your decision. Students should state they would choose solution one, digital downloads and releases, because they earned more money overall. In addition, students should state that the digital downloads and releases required the least amount of time.



All Proficient criteria plus: o Justifies solution to

include words and a

visual (table/chart)

that shows the

potential for profit,

the amount of time to

eliminate each debt

with specific

examples from the

task.


with calculating…

1. The potential profit

for each solution.

2. The amount of

time required

eliminating the

debt for each

solution.

3. The amount of

potential profit per

month for each

solution.

4. The amount of

potential revenue

for each solution.

o Graphs the trends for each solution with correct amounts and values over the 30-month period.

o Graphs with precision intervals, a title, labeled axes for each solution.

o Calculates solutions

but has errors in

potential profit and/or

amount of time

required to eliminate

the debt for each

solution.

o Provides graphs that

are inaccurate.

o Provides

explanations and/or

mathematical



understood or

interpreted.



8


Ap Apply and Extend previous understanding of operations with fractions to add, subtract, multiply, and divide rational numbers.

M MGSE7.NS.1: APPLY and EXTEND previous understandings of addition and subtraction to ADD and

SUBTRACT rational numbers; REPRESENT addition and subtraction on a horizontal or vertical number line diagram.


MULTIPLY and DIVIDE rational numbers.

MGSE7.NS.3: SOLVE real-world and mathematical problems involving the four operations with rational numbers.

Circumstances of Performance: In-Class (Approximate Time 75 – 120 minutes)

Task 4 Student Directions: You have the choice of creating the following: A Prezi, PowerPoint Presentation, or a persuasive letter to justify your plan to the Board of Directors. Your detailed plan must contain the following:

• Discuss the company's current financial balance.

• Summarize the company's revenues and expenses.

• Discuss the company's options to generate revenue and reduce debt.

• Justify your position about which solution best meets the needs of "Bling Records" current financial status.

• Use appropriate visuals, charts, and/or figures to support your proposal.

• Mathematical evidence/calculations to support your proposal.

Task 4 Teacher Notes: The teacher may want to provide students with a handout that summarizes the

completed solutions from the previous tasks, as this particular task is focusing on creating a proposal.



9

The teacher may pose the following questions for students:

• How would you design a presentation to persuade a Board of Directors to select your proposal?

• How would you illustrate a trend for the company's income?

• Can you apply what you know to any other real-world problem?

• How would you collect the data for Bling Records' finances?



All Proficient criteria

plus:

o Provides examples and counterexamples to support the viable argument.


with all calculations

provided in the

justification.

o Provides a viable

argument with

mathematical

accuracy of

supporting details

(visuals, graphs,

calculations, etc.)

containing the

following:

1. The company's current financial balance (surplus or deficit).

2. The company’s finances.

3. The mathematical justification to sell digital downloads or ringtones.

o Provides an

explanation that

contains errors in

calculations,

supporting details

and/or mathematical

understanding of the

task.

o Demonstrates errors

in computation skills

and use of math

strategies.

o Provides

explanations and/or

mathematical



understood or

interpreted.



0

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



1

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



2

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



3

Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Math Tools:

o Number line o Double Number Line o Virtual Manipulatives o Two-color counters o Tiles o Area Model o Arrays o Fraction Manipulatives

Explanation of Standards:

GADOE Grade Level Curriculum Overview Seventh Grade

GADOE Grade 7 Framework Unit 1

Carnegie Learning Textbook – Chapters 1 and 4 Example of a Checkbook Ledger

http://www.activitiesforkids.com/afkpdf/printable-check-register.pdf Virtual Manipulatives

http://nlvm.usu.edu/en/nav/category_g_2_t_1.html

Technology Resources: GADOE Grade Level Curriculum Overview -Grade 7 Illustrative Mathematics https://www.illustrativemathematics.org/7.NS Math Shell – Using Positive and Negative Numbers in context http://map.mathshell.org/lessons.php?unit=7105&collection=8 Unit 1 Framework https://www.georgiastandards.org/Georgia-Standards/Frameworks/7th-Math-Unit-1.pdf Khan Academy – Adding and Subtracting Negative Numbers https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-negative-numbers-add-and-subtract/cc-7th-sub-neg-intro/v/adding-and-subtracting-negative-number-examples Negative Number Word Problems https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-negative-numbers-add-and-subtract/cc-7th-add-sub-word-problems-w-negatives/v/negative-number-word-problems-1 Modeling Integer Multiplication http://www.brainingcamp.com/legacy/content/concepts/integer-multiplication/lesson.php How to Start and Run a Record Label http://smallbusiness.chron.com/start-run-record-label-4755.html

http://www.activitiesforkids.com/afkpdf/printable-check-register.pdf

http://www.activitiesforkids.com/afkpdf/printable-check-register.pdf



https://www.illustrativemathematics.org/7.NS

http://map.mathshell.org/lessons.php?unit=7105&collection=8


https://www.georgiastandards.org/Georgia-Standards/Frameworks/7th-Math-Unit-1.pdf

https://www.georgiastandards.org/Georgia-Standards/Frameworks/7th-Math-Unit-1.pdf

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-negative-numbers-add-and-subtract/cc-7th-sub-neg-intro/v/adding-and-subtracting-negative-number-examples




https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-negative-numbers-add-and-subtract/cc-7th-add-sub-word-problems-w-negatives/v/negative-number-word-problems-1




http://www.brainingcamp.com/legacy/content/concepts/integer-multiplication/lesson.php

http://www.brainingcamp.com/legacy/content/concepts/integer-multiplication/lesson.php

http://smallbusiness.chron.com/start-run-record-label-4755.html

http://smallbusiness.chron.com/start-run-record-label-4755.html



4

Unit Vocabulary

Unit Vocabulary Terms Interdisciplinary Connections

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

Balance Bankruptcy Credit Debt Debit Deposits Distributor Expense Income Inherit Ledger Producer Profit Retailer Revenue Royalty Transaction Trend

Additive Inverse Multiplicative Inverse Absolute Value Integers Long Division Natural Numbers Negative Numbers Opposite Numbers Positive Numbers Rational Numbers Repeating Decimal Terminating Decimal Zero Pair

ELAGSE7W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and

analysis of relevant content. Banking Engineering Construction Weather Stock Market Accounting



5

Weekly Planner Course: Grade 7 Mathematics Unit: Unit 1: Operations with Rational Numbers

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. Unit Expectations

o Performance Assessment (4 Tasks and Scoring Guide) Weekly core instruction should include the implementation of instructional tasks from the Georgia Department of Education (GADOE)



6

o Formative Assessment Lessons o GADOE Instructional Tasks

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.NS.1 MGSE7.NS.3 MGSE7.NS.1a MGSE7.NS.1b MGSE7.NS.1c MGSE7.NS.1d

Intro Engaging Scenario

o Review Adding and

Subtracting Integers

Adding and Subtracting Rational Numbers

o Carnegie Learning Chapter 4, Lessons 4.1 and 4.2

o Georgia Framework Task:

o Show Me Your Sign 1

o Show Me Your Sign 2

o Subtracting Integers

o Hot Air Balloon o https://learnzillion.com/les

son_plans/4001-2-use-distance-and-direction-to-find-sums-of-integers-fp

o Interactive Math Journals

o Number Talk o Math Talk

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

http://www.georgiastandards.org/

https://learnzillion.com/lesson_plans/4001-2-use-distance-and-direction-to-find-sums-of-integers-fp






7

Week 2


Task 1: Balance ledger Formative Assessment Lesson: Using Positive and Negative Numbers http://map.mathshell.org/lessons.php?unit=7105&collection=8

o Adding and Subtracting Rational Numbers

o Carnegie Learning Chapter 4, Lessons 4.3, 4.4 and 4.5


o Debits and Credits o Interactive Math

Journals o Number Talk o Math Talk

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

Week 3

MGSE7.NS.1 MGSE7.NS.2 MGSE7.NS.2a MGSE7.NS.2b MGSE7.NS.2c MGSE7.NS.2d MGSE7.NS.3

Task 2: Compare and contrast company’s royalty offers.

o https://learnzillion.com/lesson_plans/3921-7-use-properties-to-multiply-rational-numbers-fp

GADOE Gr. 7 Unit 1: Multiplying Integers GADOE Gr. 7 Unit 1: Do it Yourself Revisited o o Multiplying and Dividing

Rational Numbers o Carnegie

Learning Chapter 5





https://learnzillion.com/lesson_plans/3921-7-use-properties-to-multiply-rational-numbers-fp






8

Week 4


Task 3: Analyze two business solutions.

o Multiplying and Dividing rational Numbers

o Carnegie Learning Chapter 5


o Converting Fractions to Decimals

o Interactive Math Journals

o Number Talk o Math Talk


Week 5

MGSE7.NS.1 MGSE7.NS.2 MGSE7.NS.3 MGSE7.NS.1a MGSE7.NS.1b MGSE7.NS.1b MGSE7.NS.1c MGSE7.NS.1d MGSE7.NS.2a MGSE7.NS.2b MGSE7.NS.2c MGSE7.NS.2d

Task 4: Create persuasive proposal.

o Review Multiplication and Division of Rational Numbers

o Carnegie Learning Chapter 5


o The Repeater vs. Terminator

o A Poster o Whodunit? The

undoing of (-7) o Interactive Math

Journals o Number Talk

o Math Talk

Task 4 Scoring Guide Post Assessment Chapter 4 and Chapter 5 Suggested informal progress monitoring checks: Ticket Out the Door Hot Seat Discussion of the Essential Questions Parking Lot Students’ Presentation KWL

Post Assessment (District Benchmark)

rigorous curriculum design unit planning organizer blank ... · rigorous curriculum design—unit...

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