7th Grade Math 7th Grade Math Week of April 27 – May 1 | Monday 4/27/09 | Objective (Student will…) | OBJ: Understand the connections between linear equations and patters in the tables and graphs of those relations, including rate of change, and the x y intercepts | Teacher Activities | Summarize problem 2.1 discuss how it was solved, discuss the x and y intercepts | Student Activities | Moving Straight Ahead Investigation 2 problem 2.2 Crossing the line. | Assessment/Evaluation | Determined by participation in discussion, and correctness of answers. | Vocabulary | | Additional Resources | Graphing calculator, graph paper | | Tuesday 4/28/09 | Objective (Student will…) | OBJ: Understand the connections between linear equations and patters in the tables and graphs of those relations, including rate of change, and the x y intercepts | Teacher Activities | Summarize problem 2.1 discuss how it was solved, discuss the x and y intercepts | Student Activities | Moving Straight Ahead Investigation 2 problem 2.2 Crossing the line. | Assessment/Evaluation | Determined by participation in discussion, and correctness of answers. | Academic Vocabulary | | Additional Resources | Graphing calculator, graph paper | | Wednesday 4/29/09 | Objective (Student will…) | Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change and the x y intercepts. | Teacher Activities | Review equations from 2.1, ask students to relate what each variable stands for in the equations | Student Activities | Moving Straight Ahead Investigation 2 problem 2.2 crossing the line. | Assessment/Evaluation | Determined by participation in discussion and correctness of answers. | Academic Vocabulary | | Additional Resources | Graphing calculator, graph paper | | Thursday 4/30/09 | Objective (Student will…) | Understand the connections between linear equations and patterns in the tables and graphs of those relations, including the rate of change and the x y intercepts | Teacher Activities | Review the equations from 2.2, asking students what the variable from yesterday work is meant. | Student Activities | Moving Straight Ahead Investigation 2 problem 2.3 Comparing Costs | Assessment/Evaluation | Determined by participation in discussion and correctness of answers | Academic Vocabulary | | Additional Resources | Graphing calculator, graph paper | | Friday 5/01/09 | Objective (TSW) | Understand the connections between linear equations and patterns in the tables and graphs of those relations, including the rate of change and the x y intercepts | Teacher Activities | Review the equations from 2.2, asking students what the variable from yesterday work is meant. | Student Activities | Moving Straight Ahead Investigation 2 problem 2.3 Comparing Costs | Assessment/Evaluation | Determined by participation in discussion and correctness of answers | Academic Vocabulary | | Additional Resources | Graphing calculator, graph paper |
Week of March 30th – April 3rd | Monday 3/30/09 | Objective (Student will…) | Informally explore various strategies for presenting quantitative comparison information. Use the language of ratios | Teacher Activities | Ask: can you think of any commercials that compare one product to another or several others? Can you think of any that involve a comparison using numbers? Challenge students to move beyond finding the differences between the two colas. | Student Activities | Comparing and Scaling Investigation 1 problem 1.1 Comparing Ads that sell. | Assessment/Evaluation | Completion of assigned problems and class participation | Vocabulary | ratio | Additional Resources | | | Tuesday 3/31/09 | Objective (Student will…) | No Class CRT Testin | Teacher Activities | | Student Activities | | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | | | Wednesday 4/01/04 | Objective (Student will…) | Make judgments and choices on given comparative statements about quantities. | Teacher Activities | Discuss how to work on ratio comparison problems. Different ways they can be written and discussed. Discuss that fractions mean part to whole and ratios mean part to part. | Student Activities | Comparing and Scaling Investigation 1 problem 1.2 Targeting an Audience | Assessment/Evaluation | Completion of assigned problems and class participation | Academic Vocabulary | | Additional Resources | | | Thursday 4/02/09 | Objective (Student will…) | No class due to CRT testing | Teacher Activities | | Student Activities | | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | | | Friday 4/03/09 | Objective (TSW) | Make judgments and choices on given comparative statements about quantities. | Teacher Activities | Discuss how to work on ratio comparison problems. Different ways they can be written and discussed. Discuss that fractions mean part to whole and ratios mean part to part. | Student Activities | Comparing and Scaling Investigation 1 problem 1.2 Targeting an Audience | Assessment/Evaluation | Completion of assigned problems and class participation | Academic Vocabulary | Make judgments and choices on given comparative statements about quantities. | Additional Resources | |
7th Grade Math Week of March 16th – 20th | Monday 3/16/09 | Objective (Student will…) | Students will find patterns within multiplication families using integers | Teacher Activities | Ask students what various number sentences mean. Discuss patterns in the examples in their books. Have them work in pairs to solve math questions before coming to the teacher | Student Activities | Accentuate the negative page 46 3.2 multiplication patterns | Assessment/Evaluation | Correctness and completeness of answers | Vocabulary | | Additional Resources | | | Tuesday 3/17/09 | Objective (Student will…) | Explore the division of integers using the relationship between multiplication and division found in fact families. Recognize and solve problems involving multiplication and division of integers. Develop algorithms for dividing integers. | Teacher Activities | Discuss patterns in multiplication families and compare that information to the information provided within the text. | Student Activities | Accentuate the Negative investigation 3 problem 3.3 Introducing division of integers. | Assessment/Evaluation | Correctness and completeness of answers | Academic Vocabulary | | Additional Resources | | | Wednesday 3/18/04 | Objective (Student will…) | Explore the division of integers using the relationship between multiplication and division found in fact families. Recognize and solve problems involving multiplication and division of integers. Develop algorithms for dividing integers. | Teacher Activities | Discuss patterns in multiplication families and compare that information to the information provided within the text. | Student Activities | Accentuate the Negative investigation 3 problem 3.3 Introducing division of integers. | Assessment/Evaluation | Correctness and completeness of answers | Academic Vocabulary | | Additional Resources | | | Thursday 3/19/09 | Objective (Student will…) | Develop skill at multiplying and dividing integers. | Teacher Activities | Display the integer produce game board and ask members to explain the rules of the game. If students do not remember the rules refresh their memory with a rules review. | Student Activities | Accentuate the negative page 47 – 48, Investigation 3 problem 3.4 Playing the integer game. | Assessment/Evaluation | Ability to play the game with others | Academic Vocabulary | | Additional Resources | | | Friday 3/20/09 | Objective (TSW) | Students and will reflect on and summarize their learning at the end of the investigation. | Teacher Activities | Review the question on the investigation | Student Activities | Investigation 3 Accentuate the negative multiple choice test. | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | |
Week of March 9th – 13th | Monday 3/9/09 | Objective (Student will…) | Extend graphing with positive and negative coordinates to all four quadrants | Teacher Activities | Introduce the situation, help students see that the axes or the four quadrant grid are made by crossing two perpendicular number lines | Student Activities | Accentuate the negative, investigation 2 problem 2.5 coordinate graphing. | Assessment/Evaluation | Ability to draw and correctly map our coordinate points | Vocabulary | | Additional Resources | Graph paper | | Tuesday 3/10/09 | Objective (Student will…) | Students will reflect on and summarize their learning at the end o the investigation | Teacher Activities | Orally read the questions and lead the students in using standardized test taking techniques to solve the problems. | Student Activities | Multiple choice test over investigation 2 | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | | | Wednesday 3/11/04 | Objective (Student will…) | Students will reflect on and summarize their learning at the end o the investigation | Teacher Activities | Orally read the questions and lead the students in using standardized test taking techniques to solve the problems. | Student Activities | Multiple choice test over investigation 2 | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | | | Thursday 3/12/09 | Objective (Student will…) | Use a number line to model the relationship between repeated addition and multiplication integers. Develop algorithms for multiplying integers. | Teacher Activities | Explore the practical application of multiplying integers both positive and negative | Student Activities | Accentuate the negative, investigation 3 problem 3.1 introducing multiplication of integers | Assessment/Evaluation | Correctness of answers | Academic Vocabulary | | Additional Resources | | | Friday 3/13/09 | Objective (TSW) | Examine number patterns to confirm the algorithm for multiplication | Teacher Activities | Display a series of equations for students to observe, including the next in a series… | Student Activities | Accentuate the negative, investigation 3 problem 3.2 multiplication patterns | Assessment/Evaluation | Correctness of answers | Academic Vocabulary | | Additional Resources | |
Week of March 2nd - 6th | Monday 3/2/09 | Objective (Student will…) | Develop algorithms for subtracting integers, model subtraction using distance / direction on a number line, *** Observe that the Commutative property does NOT work for subtraction of rational numbers. | Teacher Activities | Discuss the commutative property, use of the number line, | Student Activities | Accentuate the Negative Investigation 2 Problem 2.2 Introducing Subtraction of Integers. | Assessment/Evaluation | Correctness of answers. | Vocabulary | | Additional Resources | | | Tuesday 3/3/09 | Objective (Student will…) | Develop algorithms for subtracting integers, model subtraction using distance / direction on a number line, *** Observe that the Commutative property does NOT work for subtraction of rational numbers. | Teacher Activities | Discuss the commutative property, use of the number line, | Student Activities | Accentuate the Negative Investigation 2 Problem 2.2 Introducing Subtraction of Integers. | Assessment/Evaluation | Correctness of answers. | Academic Vocabulary | | Additional Resources | | | Wednesday 3/3/04 | Objective (Student will…) | Understand and use the relationship between addition and subtraction to simplify computation by changing problems to addition or vice versa | Teacher Activities | Help students build the +/- connection by challenging students to solve problems using either + or -. | Student Activities | Accentuate that Negative Investigation 2 Problems 2.3 The +/- connection | Assessment/Evaluation | Correctness of answers | Academic Vocabulary | | Additional Resources | | | Thursday 3/4/09 | Objective (Student will…) | Understand and use the relationship between addition and subtraction to simplify computation by changing problems to addition or vice versa | Teacher Activities | Help students build the +/- connection by challenging students to solve problems using either + or -. | Student Activities | Accentuate that Negative Investigation 2 Problems 2.3 The +/- connection | Assessment/Evaluation | Correctness of answers | Academic Vocabulary | | Additional Resources | | | Friday 3/5/09 | Objective (TSW) | Completion of Accentuate the Negative Investigation 2 | Teacher Activities | | Student Activities | | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | |
Week of February 23-27 | Monday 2/23/09 | Objective (Student will…) | Learn the operations for positive and negative integers using a foldable. | Teacher Activities | Present the foldable, explain how it is used and demonstrate its use. | Student Activities | Complete the integer worksheet using their foldables | Assessment/Evaluation | Correctness of completed answers | Vocabulary | | Additional Resources | | | Tuesday 2/24/09 | Objective (Student will…) | Develop algorithms for adding integers, model of addition if integers using distance/directions in a number line, observe that the commutative property holds for additional of rational numbers | Teacher Activities | Discuss the commutative property, help students create their own algorithms using number lines | Student Activities | Accentuate the Negative Investigation 2 Problem 2.1 Introducing Addition of Integers | Assessment/Evaluation | Correctness of numbers | Academic Vocabulary | | Additional Resources | | | Wednesday 2/25/09 | Objective (Student will…) | Develop algorithms for subtracting integers, model subtraction using distance / direction on a number line, *** Observe that the Commutative property does NOT work for subtraction of rational numbers. | Teacher Activities | Discuss the commutative property, use of the number line, | Student Activities | Accentuate the Negative Investigation 2 Problem 2.2 Introducing Subtraction of Integers. | Assessment/Evaluation | Correctness of answers. | Academic Vocabulary | | Additional Resources | | | Thursday 2/26/09 | Objective (Student will…) | Understand and use the relationship between addition and subtraction to simplify computation by changing problems to addition or vice versa | Teacher Activities | Help students build the +/- connection by challenging students to solve problems using either + or -. | Student Activities | Accentuate that Negative Investigation 2 Problems 2.3 The +/- connection | Assessment/Evaluation | Correctness of answers | Academic Vocabulary | | Additional Resources | | | Friday 2/27/09 | Objective (Student will…) | Completion of Accentuate the Negative Investigation 2 | Teacher Activities | | Student Activities | | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | |
Week of February 16-20 | Monday 2/16/09 | Objective (Student will…) | NO SCHOOL PRESIDENTS DAY | Teacher Activities | | Student Activities | | Assessment/Evaluation | | Vocabulary | | Additional Resources | | | Tuesday 2/17/09 | Objective (Student will…) | Students will reflect on and summarize their learning at the end of the investigation. | Teacher Activities | Lead a discussion on the reflection questions for the unit. Read the test questions out loud for better clarity. | Student Activities | Complete the mathematical reflections, Multiple Choice test. | Assessment/Evaluation | Correctness of verbal and written responses. | Academic Vocabulary | | Additional Resources | | | Wednesday 2/18/09 | Objective (Student will…) | Create a foldable to use when working with positive and negative integers and then work with the foldable on a worksheet | Teacher Activities | Model the making of the foldable, then lead using the foldable to solve various problems using positive and negative integers | Student Activities | Bell work: Students will collect the needed supplies to create their foldable. Create Foldable. Check information written on foldable. Use foldable to solve various problems using varying integers. | Assessment/Evaluation | completion | Academic Vocabulary | Integers, Positive, Negative | Additional Resources | Construction paper, scissors | | Thursday 2/19/09 | Objective (Student will…) | Independently practice using their integer foldable to solve various mathematical problems | Teacher Activities | Remind student on the how to’s of the foldable | Student Activities | Complete a worksheet of 25 problems using the integer foldable. | Assessment/Evaluation | Correctness of answers by using the foldable | Academic Vocabulary | | Additional Resources | | | Friday 2/20/09 | Objective (Student will…) | Improve their test taking abilities by practicing test taking strategies in the NMSBA Practice test booklet | Teacher Activities | Teach students how to isolate correct answers by finding key words and stem clues within the test questions themselves. | Student Activities | NMSBA Test Prep book page 1-5 | Assessment/Evaluation | Correctness of answers. | Academic Vocabulary | | Additional Resources | |
Week of February 9-13 | Monday 2/9/09 | Objective (Student will…) | Decide when to use the mean or median to describe a distribution. Develop and use strategies for comparing equal size data sets to solve problems. | Teacher Activities | Launch will use the lab sheets that discuss reaction time. The students will then work in small groups to discuss what they see on the cards, what they know about the information on the cards, and what can be determined by these observations. | Student Activities | Bell work: activate prior knowledge (mean, median, mode and range) DD Investigation 3 problem 3.3 Comparing More Than A Few Students | Assessment/Evaluation | Correctness of answers. | Vocabulary | | Additional Resources | Copies of lab sheets | | Tuesday 2/10/09 | Objective (Student will…) | Decide when to use the mean or the median to describe the distribution. Develop and use strategies for comparing equal size data sets to solve problems. | Teacher Activities | Open class with a discussion on who plays video games, and why is reaction time important when you play them? | Student Activities | Bell work: Activation prior knowledge (mean, median, mode and range) DD Investigation 3 Problem 3.4 Comparing Fastest and Slowest Trials | Assessment/Evaluation | Correctness of verbal and written answers. | Academic Vocabulary | | Additional Resources | | | Wednesday 2/11/09 | Objective (Student will…) | Students will reflect on and summarize their learning at the end of the investigation. | Teacher Activities | Lead a discussion on the reflection questions for the unit. Read the test questions out loud for better clarity. | Student Activities | Complete the mathematical reflections, Multiple Choice test. | Assessment/Evaluation | Correctness of verbal and written responses. | Academic Vocabulary | | Additional Resources | | | Thursday 2/12/09 | Objective (Student will…) | Students will reflect on and summarize their learning at the end of the investigation. | Teacher Activities | Lead a discussion on the reflection questions for the unit. Read the test questions out loud for better clarity. | Student Activities | Complete the mathematical reflections, Multiple Choice test. | Assessment/Evaluation | Correctness of verbal and written responses. | Academic Vocabulary | | Additional Resources | | | Friday 2/13/09 | Objective (Student will…) | Improve their test taking abilities by practicing test taking strategies in the NMSBA Practice test booklet | Teacher Activities | Teach students how to isolate correct answers by finding key words and stem clues within the test questions themselves. | Student Activities | NMSBA Test Prep book page 1-5 | Assessment/Evaluation | Correctness of answers. | Academic Vocabulary | | Additional Resources | |
Week of February 2 - 6 | Monday 2/2/09 | Objective (Student will…) | Decide if the difference among data values measures matter, recognize the importance of having the same scales on graphs that are used to compare data. | Teacher Activities | Discuss what is reaction time and why is it important? | Student Activities | Bell work: mean, median, mode and range review. DD investigation 3 problem 3.1 measuring and describing reaction time | Assessment/Evaluation | Correctness of student answers. | Vocabulary | | Additional Resources | | | Tuesday 2/3/09 | Objective (Student will…) | Develop and use strategies for comparing equal size data sets to solve problems. Recognize the importance of having the same scales on graphs that are used to compare data. | Teacher Activities | Show students a graph that will open the discussion of same scale / different scale. Have students work in teams to complete problem 3.2 | Student Activities | Bellwork: Activate prior knowledge (mean, median, mode, and range) DD Investigation 3 problem 3.2 Comparing Reaction Time. Page | Assessment/Evaluation | Correctness of Answers both verbal an written. | Academic Vocabulary | | Additional Resources | | | Wednesday 2/4/09 | Objective (Student will…) | Decide when to use the mean or median to describe a distribution. Develop and use strategies for comparing equal size data sets to solve problems. | Teacher Activities | Launch will use the lab sheets that discuss reaction time. The students will then work in small groups to discuss what they see on the cards, what they know about the information on the cards, and what can be determined by these observations. | Student Activities | Bell work: activate prior knowledge (mean, median, mode and range) DD Investigation 3 problem 3.3 Comparing More Than A Few Students | Assessment/Evaluation | Correctness of answers. | Academic Vocabulary | | Additional Resources | Copies of lab sheets | | Thursday 2/5/09 | Objective (Student will…) | Decide when to use the mean or the median to describe the distribution. Develop and use strategies for comparing equal size data sets to solve problems. | Teacher Activities | Open class with a discussion on who plays video games, and why is reaction time important when you play them? | Student Activities | Bell work: Activation prior knowledge (mean, median, mode and range) DD Investigation 3 Problem 3.4 Comparing Fastest and Slowest Trials | Assessment/Evaluation | Correctness of verbal and written answers. | Academic Vocabulary | | Additional Resources | | | Friday 2/6/09 | Objective (Student will…) | Students will reflect on and summarize their learning at the end of the investigation. | Teacher Activities | Lead a discussion on the reflection questions for the unit. Read the test questions out loud for better clarity. | Student Activities | Complete the mathematical reflections, Multiple Choice test. | Assessment/Evaluation | Correctness of verbal and written responses. | Academic Vocabulary | | Additional Resources | |
Week of January 26-30 | Monday 1/26 | Objective (Student will…) | Read and understand line plots and bar graphs used to display data distributions. Recognized that variability occurs whenever data are collected. Use properties of distributions to describe variability within a set of numbers | Teacher Activities | Review of mean median mode and range. Lead a discussion on two different graphs making sure students recall how to identify the mode and compute the median. | Student Activities | Bell Work: review of mean, median, mode, and range. Data Distributions investigations 2 problem 2.3 | Assessment/Evaluation | | Vocabulary | | Additional Resources | | | Tuesday 1/27 | Objective (Student will…) | Read and understand line plots and bar graphs used to display data distributions. Recognized that variability occurs whenever data are collected. Use properties of distributions to describe variability within a set of numbers | Teacher Activities | Introduce the problem different and similar means or medians | Student Activities | Bell Work: review of mean, median, mode and range, DD investigation 2 problem 2.4 Median, mean, and the shapes of distribution | Assessment/Evaluation | Correctness of answers | Academic Vocabulary | | Additional Resources | | | Wednesday 1/28 | Objective (Student will…) | Read and understand line plots and bar graphs used to display data distributions. Recognized that variability occurs whenever data are collected. Use properties of distributions to describe variability within a set of numbers | Teacher Activities | Lead a reflective discussion on mean, median, mode and range. Assess students in their ability understand the math taught within this unit. | Student Activities | Bell work: review of mean, median, mode, and range. Additional practice worksheets. | Assessment/Evaluation | Correctness of answers | Academic Vocabulary | | Additional Resources | | | Thursday 1/29 | Objective (Student will…) | Read and understand line plots and bar graphs used to display data distributions. Recognized that variability occurs whenever data are collected. Use properties of distributions to describe variability within a set of numbers | Teacher Activities | Lead a reflective discussion on mean, median, mode and range. Assess students in their ability understand the math taught within this unit. | Student Activities | Bell work: review of mean, median, mode, and range. Multiple choice test on the unit. | Assessment/Evaluation | Correctness of answers on the test | Academic Vocabulary | | Additional Resources | | | Friday 1/30 | Objective (Student will…) | Decide if the difference among data values measures matter, recognize the importance of having the same scales on graphs that are used to compare data. | Teacher Activities | Discuss what is reaction time and why is it important? | Student Activities | Bell work: mean, median, mode and range review. DD investigation 3 problem 3.1 measuring and describing reaction time | Assessment/Evaluation | Correctness of student answers. | Academic Vocabulary | | Additional Resources | |
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