Major Content Supporting Content Additional Content

Curriculum and Instruction – MathematicsQuarter 4 Grade 7

Introduction

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

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

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

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Focus

The Standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. For grades K–8, each grade's time spent in instruction must meet or exceed the following percentages for the major work of the grade. 85% or more time spent in instruction in each grade Kindergarten, 1, and 2 align exclusively to the major work of the grade. For grade 7, more than 65% of instructional time is spent on the major focus standards.Supporting Content - informaiont that supports the understanding and implementation of the major work of the grade.Additional Content - content that does not explicitly connect to the major work of the grade yet it is required for proficiency.

Coherence

Thinking across grades:The Standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding on to foundations built in previous years. Each standard is not a new event, but an extension of previous learning. Linking to major topics:Instead of allowing additional or supporting topics to detract from the focus of the grade, these concepts serve the grade level focus. For example, instead of data displays as an end in themselves, they are an opportunity to do grade-level word problems.

Rigor

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Students are given opportunities to practice core functions such as single-digit multiplication so that they have access to more complex concepts and procedures.Application: The Standards call for students to use math flexibly for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.

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Curriculum and Instruction – MathematicsQuarter 4 Grade 7

The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in mathematics education. Throughout

the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:

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Mathematical Practices(MP)

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning

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Curriculum and Instruction – MathematicsQuarter 4 Grade 7

The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Standards for Mathematical PracticeMathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.

Purpose of the Mathematics Curriculum Maps

This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including sample questions, tasks and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each

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teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade-level specific standards, including purposeful support of literacy and language learning across the content areas.

Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades 6-8 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards; therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., engageny), have been evaluated by district staff to ensure that they meet the IMET criteria.

How to Use the Mathematics Curriculum Maps

OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide some non-summative assessment items.

Tennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards that supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teacher’s responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, etc.). Support for the development of these lesson objectives can be found under the column titled ‘Content’. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

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Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Resources column. Throughout the map you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

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Curriculum and Instruction – MathematicsQuarter 4 Grade 7

Topics Addressed in Quarter

Area and Circumference of a Circle Area, Volume & Surface Area of 2- and 3-D Objects Supplementary, Complementary, Vertical & Adjacent Angles

Overview In quarter 4 students continue their study of geometry topics they have been developing over the years, such as area, surface area, and volume. Students will explore the two-dimensional figures that result from taking slices of right rectangular prisms and right rectangular pyramids parallel to the base, parallel to a lateral face, and slices that are not parallel to the base nor lateral face, but are skewed slices (7.G.A.3).

Mid quarter students will discover the angle relationships formed by intersecting lines and use this information to calculate unknown angle measures in various figures (7.G.5). Later in the quarter students will expand their knowledge of the volume of right rectangular prisms (6.G.2) to discover the formula for volume (7.G.6) and use their knowledge of composing and decomposing two-dimensional shapes to calculate area (6.G.1) to extend that concept to volume.

The geometry standards covered in this quarter are part of the additional standards that engage students in content that is related to some of the focus standards. These standards are from the number system, expressions/equations and proportional relationships domains and are incorporated where appropriate. The inclusion of these standards should help students see the connection between these major work standards and the geometry standards and how they can be applied to real-world situations. Including these focus standards should also provide additional opportunities for students to engage with them prior to the state assessment. During the weeks after the assessment students will continue working with some of the remaining focus standards through use of performance tasks and lessons that reinforce grade-level standards and that provide opportunities for students to apply their knowledge to mathematical and real-world problems. Moreover, engaging students in meaningful work around these focus standards will serve as a bridge to success in learning 8 th grade math content.

Year at a Glance Document

Grade Level Standard Type of Rigor Foundational Standards Sample Assessment Items7.G.3 Conceptual Understanding Orglib.com: 7.g.3 Practice Test7.G.4 Conceptual Understanding &

Procedural6.G.1, 6.G.4 Math Shell: Octagon Tiles 7.G.4-6

7.G.5 Conceptual Understanding & Procedural

Learnzillion: 7.G.2 & 7.G.5

7.G.6 Application & Procedural 6.G.1, 6.G.2, 6.G.4 Learnzillion: 7.G.3 & 7.G.67.EE.4a (previously covered) Conceptual Understanding,

Procedural Skill, Application6.EE.6, 6.EE.7, 6.EE.8 Smarter Balance Test Items: #9, 12, 30 &

31

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7.NS.3 (previously covered) Procedural Skill, Application 6.NS.3 Math Shell: Lottery7.RP.3 (previously covered) Procedural Skill, Application 6.RP.3 Inside Mathematics Performance Task:

Which is Bigger?

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Fluency NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.

The fluency standards for 7th grade listed below should be incorporated throughout your instruction over the course of the school year. Click engage ny Fluency Support to access exercises that can be used as a supplement in conjunction with building conceptual understanding.

7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form. 7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by

reasoning about the quantities.

References: https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESGeometry: Draw and Describe Geometric Figures

(Allow approximately 4.5 weeks for instruction, review and assessment)Domain: GeometryCluster(s): Draw, construct and describe geometrical figures and describe the relationships between them.

7.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

Enduring Understandings: Geometric attributes, such as shapes, lines,

angles, and figures provide descriptive information about an object’s properties and support visualization and problem solving.

Essential Questions: What 2-D figure results from slicing 3-D

figures?

Objectives: Students will describe rectangular regions

that result from slicing a right rectangular prism by a plane perpendicular to one of the faces.

Additional Information: (7.G.2)Students draw geometric shapes with given parameters. Parameters could include parallel lines, angles, perpendicular lines, line segments, etc.

Example(s):Is it possible to draw a triangle with a 90˚ angle and one leg that is 4 inches long and one leg that is 3 inches long? If so, draw one. Is there more than one such triangle?

Draw a triangle with angles that are 60 degrees. Is this a unique triangle? Why or why not?

Draw an isosceles triangle with only one 80 degree angle. Is this the only possibility or can you draw another triangle that will also meet these conditions?

Use the Real-World Examples, Problem Solving and H.O.T. exercises from the

following book lessons.

Glencoe12-1D p. 688 (Key Concept Chart); p. 691 #24-3212-1E Polygons and Angles

Holt8-7 Classifying Quadrilaterals10-1 Lesson Extension Cross Sections

Additional Recommended Resources:engage ny : Slicing a Right Rectangular Prism Illustrative Math: Cube Ninjas 7.G.3

engage ny : Lessons 16-19 (7.G.3) Math Shell: Describing and Defining Quadrilaterals

Choose from the following resources and use them to deepen students' conceptual understanding of mathematical content and develop their ability to apply that knowledge to non-routine problems.

Optional Resources:Better Lesson: 7.G.3Khan Academy: Cross Sections 7.G.3Learnzillion: Draw Geometric ShapesLearn Zillion: Construct a TriangleCross Sections 7.G.3Lesson: Any Way You Slice It 7.G.3Learn zillion: Cross Section of a Rectangular PrismMath Station Activities: pp. 95, 102 & 110

Vocabulary: parallelogram, rectangle, square, rhombus, trapezoid, polygon, equilateral, equiangular, regular polygon

Writing in Math:Joseph drew a regular polygon and measured one of its interior angles. Explain why it is impossible for his angle measure to be 145°.(Sample Response: Regular decagons have equal angles measuring 144° and regular 11-sided polygons have angles measuring 147.27°.)

Graphic Organizer:Cross Sections

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Through exploration, students recognize that the sum of the angles of any triangle will be 180.

Additional Information: (7.G.3)Students need to describe the resulting face shape from cuts made parallel and perpendicular to the bases of right rectangular prisms and pyramids. Cuts made parallel will take the shape of the base; cuts made perpendicular will take the shape of the lateral (side) face. Cuts made at an angle through the right rectangular prism will producea parallelogram;

Correlated iReady Lesson(s): The iReady program includes a variety of resources that can be used to support teacher-led instruction in Tier 1 and guided small-group Tier 1, 2 or 3 instruction.

Cross-sections of Prisms and Pyramids

Geometry: Angle Measures, Area, Surface Area and VolumeDomain: GeometryCluster: Solve real-life and mathematical problems involving angle measure, area, surface area and volume.

7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

7.EE.4 Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where

Enduring Understanding(s): Formulas for calculating key aspects of

geometric figures can be developed by using existing knowledge of the shapes.

Intersecting lines can form various types of angles.

Essential Question(s): How do you find the surface area and

volume of a 3D figure? What is the total number of degrees in

supplementary and complementary angles? What is the relationship between vertical and

adjacent angles?

Objective(s): Students will derive the formulas for the

area and circumference of a circle.

Focus on Real-World Examples, Problem Solving and H.O.T. Exercises of the

following book lessons.

GlencoeCh. 10 All Lessons (Exclude 1D, 1F, 2C & 2F)

Holt8-3 Line and Angle Relationships9-2 Circumference (Examples 3, 4 & #17-27)9-5 Area of Circles10-1 Intro to 3D Figures10-2 Hands-on Lab10-2 Volume of Prisms and Cylinders ( Prisms only)10-3 Volume of Pyramids (Cones are not part of the standard)10-4 Surface Area of Prisms (Cylinders are not part of the standard)

Vocabulary: area, circumference, supplementary, complementary, vertical, and adjacent angles, surface area, volume, 2D figure, 3D figure, polygon, quadrilateral, right prism, cube, lateral face, lateral area, internal face

Writing in Math:Describe how to calculate the area of a circle when given only the circumference of the circle.

Explain what conditions make angles complimentary, supplementary, vertical and adjacent.

Have students discuss their own definitions for volume and surface area. Have them share

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESp, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.

(These standards correlate with 7.G.4 because they involve solving equations, involving rational numbers, in the form of the area and circumference formula for a circle.)

7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

7.RP.A.3 Use proportional relationships to solve multi-step ratio and percent problems. (Some volume, area and surface area contextual problems may require the use of scale factors or unit rates to solve.)

Students will apply understanding of area and circumference of circles to solve real-world and mathematical problems.

Students will determine the relationships between angles formed by intersecting lines and use that information to solve for unknown angles in a figure.

Additional Information: (7.G.B.4)Students understand the relationship between radius and diameter. Students also understand the ratio of circumference to diameter can be expressed as pi. Building on these understandings, students generate the formulas for circumference and area.

The illustration below shows the relationship between the circumference and area. If a circle is cut into wedges and laid out as shown, a parallelogram results. Half of an end wedge can be moved to the other end and a rectangle results. The height of the rectangle is the same as the radius of the circle. The

base length is

12 the circumference (2πr).

The area of the rectangle (and therefore the circle) is found by the following calculations:

Area = Base x Height

10-5 Hands –on Lab10-5 Surface Area of Pyramids (Cones are not part of the standard)

Additional Recommended Resources:Math Shell Lesson: Finding Areas of CirclesIllustrative Math: Eight Circles 7.G.4Illustrative Math: Illustrate the Area of a Circle 7.G.4Illustrative Math: Sand Under the Swing Set 7.G.6 & 7.RP.3Currently Illustrative Math does not have tasks for 7.G.5

Choose from the following resources and use them to deepen students' conceptual understanding of mathematical content and develop their ability to apply that knowledge to non-routine problems.

Optional Resources:Learnzillion: Area and Circumference of a Circle 7.G.B.4 Learnzillion: Various Types of Angles 7.G.B.5 Math Shell Lesson: Designing a 3D Product in 2D- A Sports BagMath Station Activities

Correlated iReady Lesson: The iReady program includes a variety of resources that can be used to support teacher-led instruction in Tier 1 and guided small-group Tier 1, 2 or 3 instruction.

Area and Circumference of a Circle Problem Solving with Angles Surface Area of Composed Figures Volume of Composed Figures Area of Composed Figures

some examples of common objects that have volume and surface area.

Suppose the height of a square pyramid is doubled. Explain what happens to the volume of the pyramid. Support your reasoning with an example.

Graphic Organizers:Printable Nets for 3-D FiguresGeometry Formula Sheet

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Area=

12

(2πr)(r)Area = (πr)(r)Area = πr2

http://mathworld.wolfram.com/Circle.html

Example:The center of the circle is at (5, -5). What is the area of the circle?Solution:The radius of the circle is 4. Using the formula, Area = Πr2, the area of the circle is approximately 50.24 units2.

Additional Information: (7.G.5)Students use understandings of angles and deductive reasoning to write and solve equationsExample:Write and solve an equation to find the measure of angle x.

Solution:Find the measure of the missing angle inside the triangle (180 – 90 – 40), or 50°.The measure of angle x is supplementary to 50°, so subtract 50 from 180 to get a measure of 130° for x.

Additional Information: (7.G.6)

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESStudents do not need to memorize formulas. They must have an understanding of why the formula works and how the formula relates to the measure (area and volume) and the figure. This understanding should be for all students.Example(s):A triangle has an area of 6 square feet. The height is four feet. What is the length of the base?Solution:One possible solution is to use the formula for the area of a triangle and substitute in the known values, then solve for the missing dimension. The length of the base would be 3 feet.

The surface area of a cube is 96 in2. What is the volume of the cube?Solution:The area of each face of the cube is equal. Dividing 96 by 6 gives the area of 16 in2 for each face. Because each face is a square, the length of the edge would be 4 in. The volume could then be found by multiplying 4 x 4 x 4 or 64 in3.

Rational Numbers, proportional relationships, Expressions and Equations(Allow approximately 4 weeks for instruction, review and assessment)

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

Correlation to Grade 8 Focus Standards

8.EE.B Understand the connections between proportional relationships, lines and linear equations.

Lesson Plans 7.RP.1 and 7.RP.2 Scroll to HCPSS Lessons and Tasks

Lessons for Learning Lesson Plans (pp. 28-30 & 36-40).

Online Math Learning: Scroll to 7.RP section

7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply and divide rational

Correlation to Grade 8 Focus Standards

8.EE.A Work with radicals and integer

Online Math Learning: Scroll to 7.NS section

Lessons for Learning Lesson Plans (pp. 5-11)

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESnumbers. exponents.

Lesson Plans: 7.NS.1 Scroll to HCPSS Lessons and Tasks

Lesson Plans: 7.NS Scroll to HCPSS Lessons and Tasks

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

Correlation to Grade 8 Focus Standards

8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.

Online Math Learning: Scroll to 7.EE section

Lesson Plans: 7.EE.A Scroll to HCPSS Lessons and Tasks

Lessons for Learning Lesson Plans (pp. 12-27)7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Correlation to Grade 8 Focus Standards

8.EE.A Work with radicals and integer exponents.

8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.

Online Math Learning: Scroll to 7.EE section

Lesson Plans 7.EE.B.4

Lessons for Learning Lesson Plans (pp. 12-27)

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RESOURCE TOOLBOXNWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook Resourceswww.myhrw.comwww.connected.mcgraw-hill.com

Standards SupportTNReady Math StandardsAchieve the CoreEdutoolbox

VideosKhan AcademyWatch Know LearnLearn ZillionVirtual NerdMath PlaygroundStudyJams

CalculatorTexas Instruments Education CASIO ActivitiesTI-73 ActivitiesTI-Inspire for Middle Grades

Interactive Manipulatives:National Library of Virtual ManipulativesGlencoe Virtual Manipulatives

Additional Sites:PBS: Grades 6-8 Lesson PlansFrayer Model Templatehttp://www.betterlessons.comhttp://www.insidemathematics.orgFoldablesVocabulary Math CardsMiddle School Mathematics Vocabulary Word Wall CardsGrade 7 Flip Book(This book contains valuable resources that help develop the intent, the understanding and the implementation of the state standards.)

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