Roselle School District
Grade 7 Pre-Algebra Honors Curriculum
Unit 8
Essential Question(s) / Enduring Understanding(s)How do we use three-dimensional objects in our world?
How do geometric relationships help in solving problems and/or make sense of phenomena?
How do we geometrically show solutions to problems? / Geometric properties can be used to construct figures.
Geometric relationships provide a means to make sense of a variety of phenomena.
Geometry is the study of two-and-three dimensional shapes and their relationships.
Common Core Standards, 2010
G 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.
G 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.
G 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.
Art 1.3.8.D.1 Incorporate various art elements and the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement in the creation of two- and three- dimensional artworks, using a broad array of art media and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern).
Social Studies 6.2.12.C.1.b Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New World’s economy and society.
Learning Expectations
TLWBAT… / Activities/Resources / Student Strategies / Formative Assessments / Technology Integration
Develop and apply strategies for finding perimeter and area.
Calculate the area and perimeter of geometric figures made by combining triangles, rectangles and circles or parts of circles
Recognize basic shapes within more complex figures and adding and subtracting basic shapes to find area and perimeter of more complex figures
Estimation of area using grids of various sizes / Students investigate area and perimeter utilizing geoboards
Students construct different figures given specific scenarios on the geoboards
(Area & Perimeter Activities Ap-3 from The Intermediate Geoboard Active Learning Series pgs. 69-74) / Small group instruction
Individualized instruction
Peer tutoring
Use of manipulatives
Chunking information
Rephrasing of questions
Working with partner / Exit ticket
Journal entry
Do now
Giselle’s sister just got her driver’s license. Her parents are giving her permission to drive within a 25-mile radius of his home. What is the area to which her sister is restricted when driving?
Quiz
Test
Oral questioning
Directed paraphrasing
Homework / http://www.ixl.com/math/grade-7/area-and-perimeter-word-problems
http://www.ixl.com/math/grade-7/area-of-rectangles-and-parallelograms
http://www.ixl.com/math/grade-7/circles-calculate-area-circumference-radius-and-diameter
http://www.nbclearn.com/nfl/cuecard/51220
Using variables to represent unknown quantities
Use formulas to calculate the volume of a Prism and Cylinder. / Students find volume of prisms and cylinders using formula V = B*H
Use Activity Lab in Teaching Resources to reinforce concept
(Algebra Readiness Text pgs. 538-541) / Small group instruction
Individualized instruction
Peer tutoring
Chunking information
Rephrasing of questions
Working with partner / Exit ticket
Do now
Quiz
Test
Oral questioning
Directed paraphrasing
Homework / http://www.ixl.com/math/grade-7/perimeter-area-and-volume-changes-in-scale
http://www.harcourtschool.com/activity/mmath/mmath_dr_gee.html
http://www.ixl.com/math/grade-7/nets-of-3-dimensional-figures
http://www.flocabulary.com/subjects/math/
Use formulas to calculate the volume of a Pyramid and Cone.
Recognize that the volume of a pyramid or cone is one-third of the volume of the prism or cylinder with the same base and height (e.g., use rice to compare volumes of figures with same base and height). / Students will use a net to build prisms and cylinders. They will calculate the height and radius in inches. / Small group instruction
Individualized instruction
Peer tutoring
Chunking information
Rephrasing of questions
Working with partner / Exit ticket:
A small waffle cone is 2 inches across and 6 inches deep. Ice cream is filled even with the top. If it sells for $2, what is the cost per cubic inch?
Journal entry
Do now
Quiz
Test
Oral questioning
Directed paraphrasing / http://www.quia.com/rr/170613.html
Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids / Review two-dimensional and three-dimensional figures with video clip at brainpop.com
Activity Lab: Three Views of an Object (pg. 518)
Students review how to draw different views of three-dimensional figures and identify common space figures by constructing nets
(pgs. 519-523)
Introduce three-dimensional figures with nets manipulatives so students can visualize the net of the figure by manipulating the nets themselves
Activity Lab: Cross Section of Space Figures
Students describe how two or more objects are related in space (pg. 524)
Activity Lab: Surface Area of Rectangular Prisms
Students compute the length of the perimeter and surface area of the faces of a three-dimensional object built from rectangular solids (pg. 525)
Students find surface area of prisms and cylinders using formulas for surface area (pgs. 527 – 532) / Small group instruction
Individualized instruction
Peer tutoring
Use of manipulatives
Computer activities for remediation
Chunking information
Rephrasing of questions
Working with partner / Exit ticket
Journal entry
Do now
Quiz
Test
Oral questioning
Homework / http://www.ixl.com/math/grade-7/names-and-bases-of-3-dimensional-figures
http://www.harcourtschool.com/activity/mmath/mmath_dr_gee.html
http://www.sadlier-oxford.com/math/enrichment/gr4/EN0411b/EN0411b.htm
http://www.ixl.com/math/grade-7/nets-of-3-dimensional-figures
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
Enhance students’ understanding of two- dimensional polygons as well as their problem solving skills to create three-dimensional shapes from a flat two-dimensional surface / Performance Task I: Building a Dog Pen!
Scenario:
Certain cities or neighborhoods require that any dog that is kept outside must be in an enclosed pen. You are planning to get a dog from the animal shelter so you need to design a pen. Someone has given you a 48-foot roll of fencing material.
You must identify any measurements you need to know or make before designing your pen, then determine the dimensions for a rectangular pen that will give your dog the largest area in which to live, and produce a design on paper illustrating your design with its dimensions.
Present your design to the class and explain how you determined what dimensions to use.
Performance Task II:
(Optional Lesson)Building a Dog Run!
Scenario:
Upon completion of the original design for your dog pen, someone told you that you might be better off with an enclosed dog run rather than a pen that you designed. (A dog run means you want a long rectangular pen in which the dog can run in one direction!)
Using the same 48-foot roll of fencing, create a new design that gives your dog the longest run possible within the fence. Compare the measurements of the two enclosed areas; decide which pen to build and explain why you made that choice.
(Performance-Based Curriculum for Mathematics: From Knowing to Showing pg. 44
Students create a “lesson” with an introductory power point presentation including vocabulary for the topic, examples with solutions, practice problems within the power point, homework worksheet with an answer key, a video clip, at least two activities that students can use to practice their newly acquired skills, and an assessment tool with an answer key provided by student – rubric provided
Introduce the meaning of “Origami” and how it relates to Math through a PPT presentation.
View instructional video clips on how to create geometric origami. Students will work on an Origami project independently where they will select 1 geometric figure to create (cube, rectangular box or triangular prism).
Along with creating the origami geometric shape, students will calculate the surface area and volume of their geometric figure
Instructions and rubric will be given. / Small group instruction
Individualized instruction
Peer tutoring
Use of manipulatives
Computer activities for remediation
Working with partner
Video tutorials from textbook / Exit ticket
Journal entry
Do now
Quiz
Test
Oral questioning
Homework / http://www.ixl.com/math/grade-7/nets-of-3-dimensional-figures
http://www.ixl.com/math/grade-7/volume
http://www.ixl.com/math/grade-7/names-and-bases-of-3-dimensional-figures
http://www.youtube.com/watch?v=r3MSYKgpaAo
http://www.youtube.com/watch?v=vKu8vBZdCVw
http://www.teacher-lesson-plan-and-resource.com/origami-cube.html
Summative Assessment Task
Unit # and Timeline / Topic(s) / Skill(s)
Unit 1
Sept. 2012 – October 22, 2012
( 7 weeks) / Fraction / · Fraction Operation
Integers / · Integer Operation
Unit 2
October 24, 2012– January 04, 2012
(6 weeks)
*Hurricane Sandy, Thanksgiving break + Winter Break / Equations / · Distributive Property
· Creating, and solving equations from real-world problems.
Inequalities / · Isolating the Variable
· Creating, Solving and graphing inequalities from real world problems
Unit 3
January 7, 2013 –January 24, 2013
(3 weeks) / Rational Numbers / · Fraction Operation
· Converting Fraction to Decimal to Percent
Unit 4
January 28, 2013 – February 7, 2013
(2 weeks) / Functions and Patterns / · Creating functions from word problems and patterns
· Plotting Coordinates
Unit 5
February 11, 2013 – February 26, 2013
(2 weeks) / Ratios and Proportions / · Creating and Solving Proportions from real-world word problems
Percent / · Calculating Discount and Sales price
· Calculating Commission
· Calculating Tip and Tax
· Calculating Markup Price
Simple Interest / · Solving for Interest, rate, time or principal from a real-world world problem using the formula for simple interest.
Unit 6
February 28, 2013 – March 8, 2013
(1 week) / Similar Figures/ Scale Drawings / · Using Proportions to solve for unknown part of a shape.
Transformations / · Identifying rotations, reflections, transitions and dilations
Unit 7
March 11, 2013 – March 22, 2013
(2 weeks) / Angle Measurements / · Identifying and Classifying angle types (vertical angles, congruent angles, supplemental angles, complementary angles, corresponding angles, same-sided angles, alternate interior angles)
Unit 8
March 25, 2013 – April 19, 2013
(2 weeks)
*Spring break / Area and Perimeter / · Calculating Area of 2D shapes
· Calculate Perimeter of 2D, Composite and Irregular Shapes
· Area of Composite and Irregular Shapes
Volume of 3D Figures / · Calculate Volume of Prisms, Cylinders, Pyramids and Cones
Surface Area / · Calculate Surface Area of 3D shapes