Mrs. S. Lopez Lesson Plans 7th Grade CMP Math Week of May 11-15, 2009 | Monday | Objective (Student will…) | · Apply concepts learned in Moving Straight Ahead. | Teacher Activities & Strategies | Finish MSA Unit Test Pass out graded papers | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: Unit Test Homework: None | Assessment/Evaluation | Summary: Grade Unit Test | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, Notebook | | Tuesday | Objective (Student will…) | · Review concepts learned in Data Distributions, Comparing and Scaling, Accentuate the Negative, and Moving Straight Ahead. | Teacher Activities & Strategies | Complete 1st and 2nd pages (Front and back) of Review packet. | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: 1st and 2nd pages of Review Packet Homework: None | Assessment/Evaluation | Summary: Check Student work throughout class period. | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, Notebook | | Wednesday | Objective (Student will…) | · Review concepts learned in Data Distributions, Comparing and Scaling, Accentuate the Negative, and Moving Straight Ahead. | Teacher Activities & Strategies | Complete 3rd and 4th pages (front and back) of Review Packet | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: 3rd and 4th pages of Review Packet Homework: None | Assessment/Evaluation | Summary: Check student work throughout class period | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, Notebook | | Thursday | Objective (Student will…) | Review concepts learned in Data Distributions, Comparing and Scaling, Accentuate the Negative, and Moving Straight Ahead. | Teacher Activities & Strategies | Complete 5th and 6th (front and back) pages of Review Packet | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: 5th and 6th pages of Review Packet Homework: None | Assessment/Evaluation | Summary: Check student work throughout class. | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, Notebook | | Friday | Objective (Student will…) | · Review concepts learned in Data Distributions, Comparing and Scaling, Accentuate the Negative, and Moving Straight Ahead. | Teacher Activities & Strategies | Complete 7th page (front and back) of Review Packet Grade Packet as a class. | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: 7th Page of Review Packet Homework: None | Assessment/Evaluation | Summary: Take grade on the Review Packet | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, Notebook |
Mrs. S. Lopez Lesson Plans 7th Grade CMP Math Week of April 20-24, 2009 | Monday | Objective (Student will…) | Continue MSA Problem 2.4 from Friday. Mathematical Reflection 2 Pg. 45 | Teacher Activities & Strategies | Refer to Friday | Student Activities Make Up Work!!! | Bellwork: See Spiral Homework: Reflection if not finished in class. | Assessment/Evaluation | Summary: Refer to Friday | Academic Vocabulary | KIM: none | Additional Resources | CMP Book, Notebook | | Tuesday | Objective (Student will…) | · Describe the information the variables and numbers in an equation represent · Solve linear equations in one variable using tables, graphs, and symbols · Connect solutions to equations to a table or graph of the equation | Teacher Activities & Strategies | MSA Problem 3.1: Solving Equations Using Tables and Graphs Launch: The graph and table are for Alana’s pledge plan that is represented by the equation: a = 5+0.5d, where A is the amount of money that Alana collects from each sponsor for walking d kilometers. Find points and discuss how they are related to the equation. Students will work in groups of 2 to 3. Explore: Look for interesting solutions. Ask questions to check students’ understanding of the connection between solutions t equations and tables and graphs and that using graphs and tables are also viable methods for finding the solution to an equation. | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: MSA Problem 3.1 Homework: MSA ACE 3.1 #2-4, 28, 30 Pg. 57 | Assessment/Evaluation | Summary: Go over all parts of the problem. | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, Notebook | | Wednesday | Objective (Student will…) | · Apply concepts learned in Investigation 2. | Teacher Activities & Strategies | MSA Quiz 2 | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: Quiz Homework: None | Assessment/Evaluation | Summary: Grade Quizzes | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, Notebook | | Thursday | Objective (Student will…) | · Develop understanding of equality · Begin to use the properties of equality to solve equations that are represented pictorially | Teacher Activities & Strategies | MSA Problem 3.2: Exploring Equality Launch: Discuss the Getting Ready. Write the statement: 85=70+15. Ask if this is a true statement and why. Now pose each of the questions in the Getting Ready, one at a time, always using the original equation. Summarize what they know about maintaining equality. May need to have students work on Question A and then summarize it or do it as a whole class activity. As you discuss their strategies, you can script their work as you go. Students work in pairs. Explore: Encourage students to make a record of their strategies. Students can put their work on large poster paper. | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: MSA Problem 3.2 Homework: MSA ACE 3.2 #5-8 Pg. 58 | Assessment/Evaluation | Summary: Have student pairs discuss their work for a problem. Ask how they checked their answer. Use one of the situations from QuestionB to make a transition from pouches to variables. Emphasize that in a given equation, the value of x or the number of coins in each pouch is the same. Checking the answer provides an opportunity for students to practice work with parentheses and review the Distributive Property. Another opportunity to revisit and apply the Distributive Property occurs in Question B, part 3. | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, Notebook, Labsheet 3.2 | | Friday | Objective (Student will…) | · Use the properties of equality to solve equations · Check solutions to equations | Teacher Activities & Strategies | MSA Problem 3.3: From Pouches to Variables Launch: Use the summary from Problem 3.2 to launch this problem. Use the Getting Ready as a launch or another check to see if students have a general idea of the procedures. Students should be able to generalize that adding, subtracting, multiplying, and dividing by the same number maintains equality. Be sure to stress that we cannot multiply or divide by 0, since multiplying by 0 would make any statement always true. Dividing by zero has no meaning. Class will work in pairs. Explore: Be sure students are recording their methods and checking their answers. See how students are translating the situation in Question A part 2. Students can write it as (x+2) + (x+2) + (x+2) or as 3(x+2) on the left side and 12 on the right. Return to this in the summary and ask if the two expressions are equivalent and why. This will review the Distributive Property that was developed in the Accentuate the Negative Unit. | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: MSA Problem 3.3 Homework: None | Assessment/Evaluation | Summary: Post the solutions around the room. Call on different students to describe how they solved the equations. Generally, we want to isolate the variable on one side of the equation and a number on the other side. To do this, we can use properties of equality to isolate the variables or undo the operations until we have the variable alone on one side and a number on the other side of the equality. We sue this number that the variable equals to check our solution. We substitute the number for the value of the variable in the original equation to see if we have a true statement. | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, Notebook, Labsheet 3.3 |
Mrs. S. Lopez Lesson Plans 7th Grade CMP Math Week of April 13-17, 2009 | Monday | Objective (Student will…) | · Find solutions to a problem using a table or graph | Teacher Activities & Strategies | MSA Problem 2.1: Walking to Win Launch: Tell the story of the race between Emile and Henri. This problem is just for students to explore the race, so let students use whatever method makes sense to them. Problem 2.2 will serve as a summary. Because the problem asks “how long” the race should be, some student will choose to focus on length and some on time. The class will work in groups of 2 to 3. Explore: Circulate and ask groups to explain their thinking. Encourage all groups to listen to each member and reach a consensus on a single answer or to agree that more than one choice is reasonable and why. Look for interesting strategies. You could have the groups present their solutions and arguments on poster paper or transparencies. | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: MSA Problem 2.1 Homework: MSA ACE 2.1 #1, 29-32 Pg. 31 | Assessment/Evaluation | Summary: Collect some strategies form the class. Mathematically, we would probably find the intersection of the two lines for the equations and choose a race length less than the length at which Emile overtakes Henri. Students will have more informal ways of thinking about the problem. Transition to more formal means should proceed slowly so students can develop their intuitions. | Academic Vocabulary | KIM: x-intercept | Additional Resources | CMP Book, Notebook | | Tuesday | Objective (Student will…) | · Map Testing | Teacher Activities & Strategies | Map Testing Once students have completed the math portion of MAP testing they will work on a Skills worksheet. | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: MAP Testing/Skills Worksheet Homework: None | Assessment/Evaluation | Summary: None | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, Notebook | | Wednesday | 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- and y-intercepts · Translate information about linear relations given in a table, a graph, or an equation to one of the other forms. · Find solutions to a problem using a table or graph · Connect solutions in graphs and tables to solutions of equiations. | Teacher Activities & Strategies | MSA Problem 2.2: Crossing the Line Launch: Use the summary of Problem 2.1 to launch this problem. Students should make their own table, graph, and equation, but discuss the strategies for using them to find information with the group. Explore: As I circulate, ask additional question about features of the graph or table. | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: MSA Problem 2.2 Homework: None | Assessment/Evaluation | Summary: Pick a point on the graph of one of the brothers and ask a question that can be answered with this point. The questions in Question B are a preliminary introduction to solving equations. Students can answer them using a table, graph, or reasoning about the situation. | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, Notebook | | Thursday | 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- and y-intercepts · Translate information about linear relations given in a table, a graph, or an equation to one of the other forms · Find solutions to a problem using a table or graph · Connect solutions in graphs and tables to solutions of equations · Understand how the y-intercept appears in tables and equations | Teacher Activities & Strategies | MSA Problem 2.3: Comparing Costs Launch: Start by putting the equations from Problem 2.2 on the promethean board. Once the class is comfortable with how to read these equations, tell the story of the cost plans offered by two T-shirt companies. You could let the class work on Question A, summarize it, and then assign Question B. Let the class work in pairs and then move to larger groups to share. Explore: Look for interesting strategies. Be sure to have a representative of the strategies presented: numerical reasoning, some tables, some graphs, and some equations. | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: MSA Problem 2.3 Homework: MSA ACE 2.3 #6-12 Pg. 35 | Assessment/Evaluation | Summary: Be sure to discuss Question B. It will give information about what the students know about linear relationships. | Academic Vocabulary | KIM: y-intercept, coefficient | Additional Resources | CMP Book, Notebook | | Friday | Objective (Student will…) | · Refer to Thursday, plus… · Write equations for linear relationships and describe what information the variables and numbers represent | Teacher Activities & Strategies | MSA Problem 2.4: Connecting Tables, Graphs, and Equations Launch: Do the Getting ready with students. Pick 2 or 3 other points on the line and repeat the preceding questions. Explore: Students may need help with the negative coefficients. | Student Activities Make Up Work!!! | Bellwork: See Spiral Classwork: MSA Problem 2.4 Homework: None | Assessment/Evaluation | Summary: Check to be sure students understand the relationship between the points on a line and the solutions to the equation of the line. | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, Notebook |
Mrs. S Lopez Lesson Plans 7th Grade CMP Math Week of March 30-April 3, 2009 | Monday/March 30, 2009 | Objective (Student will…) | • Compare sample distributions using measures of center (mean and median), measures of variability (range, percentiles) and data displays that group data (box and whisker plots). | Teacher Activities & Strategies | Box and Whisker Plots Launch: Walk the students through the graphing of a box plot (Transparency 1.3A. Ask the students to construct a box plot showing the distribution of quality ratings for the regular brands on the same scale as the box plot for the natural brands (Transparency 1.3B). Compare their box plot to those shown in their packet. Have the students work in pairs to answer the questions in the daily problem. Use question D in the Summary. Explore: Help students focus on the percent divisions of data in a box plot (Transparency 1.3D). • About what percent of the data is before the median? Above the median? • About what percent of the data is before the lower quartile? Above the upper quartile? • About what percent of the data are between the median and the lower quartile? Between the median and the upper quartile? | Student Activities Make Up Work! | Bell Work: Word Problem Class Work: Box and Whisker Plots Homework: None J | Assessment/Evaluation | Summary: Review the procedure for making a box plot for a set of data. Ask the students how the numbers that summarize the data separate the data into standard percent groupings. | Academic Vocabulary | KIM: none | Additional Resources | CMP Book, notebook, calculators | | Tuesday/March 31, 2009 | Objective (Student will…) | • Introduce the concept of patterns of change between the independent and dependent variables for linear relationships | Teacher Activities & Strategies | MSA 1.1: Walking Marathons Launch: Tell a story about walkathons. Tell them that they will have a chance to check their guesses. Describe the experiment. Students can work in groups of four. Explore: Mark off a 10-meter distance in the hall and provide a stopwatch or clock with seconds. Students should do the experiment twice to get a good walking rate. They can choose either the one they want or the average of the two. As the groups get done with their data, they can work on the Questions in the Problem. You could ask some groups to represent their data on a graph. | Student Activities Make Up Work! | Bell Work: None Class Work: MSA 1.1: Walking Marathons Homework: None J | Assessment/Evaluation | Summary: Ask for some rates. You could collect the rates on a bar chart or line plot to quickly represent the class. Use one or two of the more typical walking rates to answer the Questions in the Problem. | Academic Vocabulary | KIM: Linear relationships, Linear functions | Additional Resources | CMP Book, notebook, Meter sticks, stop watches, graph paper | Class Name | Wednesday/April 1, 2009 | Objective (Student will…) | SAME AS TUESDAY | Teacher Activities & Strategies | MSA 1.1: Walking Marathons Launch: SAME AS TUESDAY Explore: SAME AS TUESDAY | Student Activities Make Up Work! | Bell Work: None Class Work: MSA 1.1: Walking Marathons Homework: None J | Assessment/Evaluation | Summary: SAME AS TUESDAY | Academic Vocabulary | KIM: Linear relationships, Linear functions | Additional Resources | CMP Book, notebook, Meter sticks, stop watches, graph paper | Class Name | Thursday/April 2, 2009 | Objective (Student will…) | • Describe the patterns 0f change between the independent and dependent variables for linear relationships that are represented in tables • Construct tables, graphs, and equations to represent linear patterns of change | Teacher Activities & Strategies | MSA 1.2: Walking Rates and Linear Relationships Launch: Introduce the three students and their walking rates. Put up the graphs and tables from the last Problem. Explore: Students should each make their own tables and graphs. Check to see if students are picking up on the patterns in Elizabeth’s table. | Student Activities Make Up Work! | Bell Work: None Class Work: MSA 1.2: Walking Rates and Linear Relationships Homework: None J | Assessment/Evaluation | Summary: Discuss Questions A and B first, ask: • How does the constant walking rate show up in the table, graph and equation? It may be difficult for students to recognize the effect of changing the rate of walking on a table. Consider asking: • What would a graph look like if someone walked 3 meters per second? 2 meters per second? meters per second? meter per second? • How would each of these change the table? The equation? Pick one or two of the situations in Question C: • What are the variables? • Describe the patterns of change between the two variables. For all of the 4 situations in Question C, ask: • After 5 seconds, who is ahead? To which situation does (2, 3) belong? Explain. | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, notebook, | Class Name | Friday/April 3, 2009 | Objective (Student will…) | SAME AS THURSDAY | Teacher Activities & Strategies | MSA 1.2: Walking Rates and Linear Relationships Launch: SAME AS THURSDAY Explore: SAME AS THURSDAY | Student Activities Make Up Work! | Bell Work: None Class Work: MSA 1.2: Walking Rates and Linear Relationships Homework: None J | Assessment/Evaluation | Summary: SAME AS THURSDAY | Academic Vocabulary | KIM: None | Additional Resources | CMP Book, notebook, |
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