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

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

. Interpret quotients of rational

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