Teacher(S):Grade/Subject: MJ 2 Advanced

Teacher(S):Grade/Subject: MJ 2 Advanced

Teacher(s):Grade/Subject: MJ 2 Advanced

Unit: 1-Expressions and Equation
The purpose of this unit is to ensure that students have a strong foundation in manipulating and solving algebraic expressions and equations. This unit builds on work within the Expressions and Equations domain in Grade 6. / Dates:
Aug. 22-Sep. 2
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / MAFS.7.EE.1.1 (DOK 1): Applyproperties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
MAFS.7.EE.1.2 (DOK 2): Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
MAFS.7.EE.2.3 (DOK 2): Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Applyproperties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers usingmental computation and estimation strategies.
MAFS.7.EE.2.4 (DOK 3): 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.
Learning Goal: / Students will understand and apply operations with rational numbers while working with expressions and linear equations involving one variable.
Essential Question /  How are verbal expressions translated to algebraic expressions?  How do equations help us analyze and solve problems when working in the real world?  How is solving an inequality similar to solving an equation? How is it different?  How do you know when you need to use an inequality instead of an equation to model a given situation?
Assessments / Pre-assessmentTo begin this module, students will generate equivalent expressions using the fact that addition and multiplication can be done in any order with any grouping and will extend this understanding to subtraction (adding the inverse) and division (multiplying by the multiplicative inverse, also known as the reciprocal) (7.EE.A.1).
Formative AssessmentsMid-Module Assessment Task After Topic B Constructed response with rubric 7.EE.A.1, 7.EE.A.2, 7.EE.B.3, See attached with Rubrics and scoring guides file:///C:/Users/grablev/Downloads/math-g7-m3-mid-module-assessment.pdf
Summative Assessments
End-of-Module Assessment Task After Topic C Constructed response with rubric 7.EE.A.1, 7.EE.A.2, 7.G.B.4, 7.G.B.5, 7.G.B.6 file:///C:/Users/grablev/Downloads/math-g7-m3-end-of-module-assessment.pdf
Writing in Math: Writing Connections  Rewrite ______in an equivalent form and prove that it is equivalent.  Write a real-world scenario using the distributive property to solve an equation.  Write an equation or inequality to model a given situation. Explain how you determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution.  Compare an algebraic solution to an arithmetic solution by identifying the sequence
Progress Monitoring/Feedback Loop / NYS Common Core Lesson Module file:///C:/Users/grablev/Downloads/math-g7-m3-teacher-materials.pdf
Eduphoria, Mini Assessments, Rubrics and Scales, Student self-monitoring and reflections
Higher Order Question(s) / How do you apply properties of operations to calculate with numbers?
Why did you ______?  Is there more than one way to represent a linear equation?  What are some ways to represent the quantities?  Why is it possible to have more than one solution?  What inequality symbol represents “is more than”? Why?  Is it possible for an inequality to have exactly one solution? Exactly two solutions? Why or why not? W
Key Vocabulary / Algebraic Expression  Coefficient  Constant  Term  Like Terms  Variable  Equation  Linear Equation  Distributive Property  Numerical Expression  Inverse Operations  Identity  Factor
Aug. 29 - LBA / Unit Equations and Expressions / Rigor Level DOK 2
Daily Agenda
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)
Aug. 30 - LBA / Unit Equations and Expressions / Rigor Level DOK 2
Daily Agenda
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO: / Review Integers Activity Instructions/Expectations
You DO: /
  • Integers Activity

Homework
EXIT TICKET:
(5 minutes)
Aug. 31 - LBA / Unit Equations and Expressions / Rigor Level DOK 2
Daily Agenda
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO: / Review Progress on Integer Activity
Review of 2 step equations
You DO: /
  • Integer Activity

Homework
EXIT TICKET:
(5 minutes)
Sep. 1 – 7th Day Math Collaboration Day / Unit Equations and Expressions / Rigor Level DOK 2
Daily Agenda
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)
Sep. 2 / Unit Equations and Expressions / Rigor Level DOK 2
Daily Agenda
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO: /
  • Continue review of 2 Step Equations

You DO: / Integer Timeline Activity is due
Homework
EXIT TICKET:
(5 minutes)

Mathematical Principal Standards

MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them. MAFS.K12.MP.2.1: Reason abstractly and quantitatively. MAFS.K12.MP.4.1: Model with mathematics. MAFS.K12.MP.7.1: Look for and make use of structure.

Resources include: Supplemental Resources 7th Grade Flip Book – A user-friendly resources for understanding the specifications of the Common Core Standards. MARS Classroom Challenge: Steps to Solving Equations - A Formative Assessment Lesson with all necessary materials which may be used to help students understand and use directed numbers in context. Generating Equivalent Expressions McDougal Littell 7.1-7.2 Engage NY Grade 7 Module 3: Lesson 1 & 2 Expressions and the Distributive Property  Engage NY Grade 7 Module 3: Lesson 3 & 4 Use Identity & Inverse to Write Equivalent Expressions  Engage NY Grade 7 Module 3: Lesson 5 Collecting Rational Number Like Terms  Engage NY Grade 7 Module 3: Lesson 6 Creating Equations to Solve Word Problems  McDougal Littell 7.3-7.5  Engage NY Grade 7 Module 3: Lesson 7

Learning Scales and Accommodations:

Noun Verb

OPERATIONS AND ALGEBRA
Expressions and Equations
Grade 7
Score 4.0 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.
Score 3.5 In addition to score 3.0 performance, partial success at score 4.0 content
Score 3.0 The student will:
• Applyproperties of operations as strategiesto add, subtract, factor, and expandlinear expressions with rational coefficients (7.EE.A.1)
• Rewriteexpressions in different forms in a problem context to demonstrate how quantities are related
same as “multiply by 1.05”) (7.EE.A.2)
Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content
Score 2.0 The student will recognize or recall specific vocabulary, such as:
• Add, coefficient, expand, expression, factor, linear, operation, property, quantity, rational, relate, strategy, subtract
The student will perform basic processes, such as:
• Applyproperties of operations to simplify linear expressions with rational coefficients
Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content
Score 1.0 With help, partial success at score 2.0 content and score 3.0 content
Score 0.5 With help, partial success at score 2.0 content but not at score 3.0 content
Score 0.0 Even with help, no success
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
  • Read directions for the student
  • Check for understanding
  • Allow to leave class for assistance
  • Extra time for exams
  • Daily agenda
/
  • Allow student time to step out to de-escalate
  • Testing in small groups
  • Use of a planner/binder for organization
  • English Language Dictionary
/
  • Extended time on assignments =1 day
  • Preferential seating
  • Written direction given
  • Break directions into chunks
/
  • Read Aloud to Students
  • Visual manipulatives
  • Cooperative Learning,
  • Vocabulary, Description, Introduction,
.
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