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Q01 W04 Mathematics Steward Perkins Garrett Aug 18 2014

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You are on page 1of 5

Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6

Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

Week of August 18, 2014

DOK Level Possible Aligned Activities and Questions Resources

(on/offline)

2 Compute:

Convert

to a decimal

Textbook, CCGPS Framework

Tasks, National Library Virtual

Manipulatives

2,3

Write a story problem that could be represented by the expression

-1.25 2

Textbook, CCGPS Framework

Tasks, National Library Virtual

Manipulatives

3,4

DOE Unit 1 Frameworks

Multiplying Integers

Multiplying Rational Numbers

Patterns in Multiplication & Division

Repeater vs. Terminator

Textbook, CCGPS Framework

Tasks, National Library Virtual

Manipulatives

Content Area Math: Steward, Perkins, Garrett

Grade/Course 7

Unit of Study Operations with Rational Numbers

Instructional Period 1

st

,2

nd

,5

th

, 6th

Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to be able to do and

UNDERLINE the CONCEPTS that students need to know.

MCC.7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide

rational numbers.

MCC.7.NS.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue

to satisfy the properties of operations, particularly the distributive property, leading to products such as 1 ) 1 )( 1 ( and the

rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.

MCC.7.NS.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with

non-zero divisor) is a rational number. If p and q are integers then

) (

) (

) (

q

p

q

p

q

p

numbers by describing real-world contexts.

MCC.7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers.

MCC.7.NS.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number

terminates in 0s or eventually repeats.

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

List Behaviors

(what students

should be able to

do; focus on

verbs)

List Content

(what students should know; focus on concepts)

Determine DOK

(align to instruction and assessment)

Ask, answer,

describe,

write,

recount,

demonstrate,

identify and

locate

Computation with positive and negative numbers is often

necessary to determine relationships between quantities.

Models, diagrams, manipulatives and patterns are useful in

developing and remembering algorithms for computing with

positive and negative numbers.

Properties of real numbers hold for all rational numbers.

Positive and negative numbers are often used to solve

problems in everyday life.

DOK Levels DOK Ceiling

2,3 4

TAPS 1, 2

TAPS 2, 3, 4, 5

LESSON PLANNING GUIDE Math Grade 7

Conyers Middle School 2014-2015

Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6

Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

Who Done It

DOK Level Possible Aligned Assessment Items/Tasks Resources

(on/offline)

2

Assess: Informally monitor mastery while students complete

tasks/assignments; use probing questions to confirm mastery

Textbook, CCGPS Framework

Tasks, National Library Virtual

Manipulatives

3,4

RCPS Required Assessment

Poster

Textbook, CCGPS Framework

Tasks, National Library Virtual

Manipulatives

TAPS 2, 3, 4, 5

LESSON PLANNING GUIDE Math Grade 7

Conyers Middle School 2014-2015

Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6

Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

Standards (Primary) DOK (Ceiling) Integrated

4

KNOW/UNDERSTAND

Essential Question/Enduring Understanding:

EQ:

What strategies are most useful in helping develop algorithms for adding,

subtracting, multiplying, and dividing positive and negative rational numbers?

What are the steps to converting a rational number to a decimal using long

division?

EU:

Computation with positive and negative numbers is often necessary to

determine relationships between quantities.

Models, diagrams, manipulatives and patterns are useful in developing and

remembering algorithms for computing with positive and negative numbers.

Properties of real numbers hold for all rational numbers.

Positive and negative numbers are often used to solve problems in everyday life.

KNOWLEDGE & SKILLS

(Key Vocabulary)

Vocabulary- Tier 1

Words using to teach

Tiers 2-3

Model

Explain

Convert

Vocabulary Tier 2

Academic vocabulary

across content-areas

Distributive property,

integer, terminating

decimal, rational

number, commutative

property, associative

property

Vocabulary Tier 3

Content-specific, domain-specific

Distributive property, integer,

terminating decimal, rational

number, commutative property,

associative property

Pre-assessment to Inform Instruction

Assessment for Learning or Assessment of Learning

Quiz: Absolute Value, Integer Operations

DO

Content Process Product

Advanced Students can use

algorithms to solve

integer operation

problems.

Guide students to

make connections

between conceptual

understanding and

algorithms.

RCPS Required Task

Poster

Ready

Using what

students already

know about

positive and

negative whole

numbers and

multiplication with

its relationship to

Students can use

number lines with

arrows and hops,

groups of colored

chips or logic to

explain their

reasoning. When

using number lines,

RCPS Required Task

Poster

TAPS 2, 3, 5

TAPS 2, 3

TAPS 2, 3, 4

LESSON PLANNING GUIDE Math Grade 7

Conyers Middle School 2014-2015

Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6

Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

division, students

should generalize

rules for

multiplying and

dividing rational

numbers. Multiply

or divide the same

as for positive

numbers, then

designate the sign

according to the

number of negative

factors. Students

should analyze and

solve problems

leading to the

generalization of

the rules for

operations with

integers.

establishing which

factor will represent

the length, number

and direction of the

hops will facilitate

understanding.

Through discussion,

generalization of

the rules for

multiplying integers

would result

Need

Prerequisites

Students have

some

understanding of

rational numbers

Guide students to

use modeling

strategies to

multiply/divide

integers.

RCPS Required Task

Poster

Steps to Deliver the Lesson Using WICOR AVID

Engage

(Hook, introduction to lesson

concepts)

WICOR:

Warm-up

Review Absolute Value, Adding/Subtracting Integers

Explore/Explain

(teaching content all students need to

know, understand and be able to do

as determined by unpacked standard)

WICOR:

multiply and divide rational numbers (NS.7.2)

interpret products of rational numbers in real-life contexts (NS.7.2)

convert a rational number to a decimal using long division (NS.7.2)

identify terminating or repeating decimal representations of rational

numbers (NS.7.2)

solve real-world and mathematical problems involving the four

operations or rational numbers (NS.7.3)

use and apply order of operations to solve problems involving rational

numbers (NS.7.3)

Enrich/Elaborate

(differentiation of process )

Ultimately, students should solve other mathematical and real-world problems requiring

the application of these rules with fractions and decimals.

In Grade 7 the awareness of rational and irrational numbers is initiated by observing the

TAPS 2, 3, 5, 6, 8

LESSON PLANNING GUIDE Math Grade 7

Conyers Middle School 2014-2015

Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6

Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

WICOR:

result of changing fractions to decimals. Students should be provided with families of

fractions, such as, sevenths, ninths, thirds, etc. to convert to decimals using long division.

The equivalents can be grouped and named (terminating or repeating). Students should

begin to see why these patterns occur. Knowing the formal vocabulary rational and

irrational is not expected.

Evaluation

(Formative assessment)

WICOR:

Formative Assessment, CCGPS Performance Task

Resources

Textbook, CCGPS Frameworks, RCPS Frameworks, National Library Virtual

Manipulatives

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