Download Lesson Plans 9-19-23

Grade/Subject:
Unit 1
Florida Standard(s):
Benchmarks, descriptions,
DOK levels, standards
unpacked (know/do)
highlighted
MJ 2
Dates:
Sept. 19-23
MAFS.7.NS.1.1 (DOK 2):
Apply and extend previous understandings of addition and subtraction to add and subtract rational
numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
a. Describe situations in which opposite quantities combine to make 0. For example, a
hydrogen atom has 0 charge because its two constituents are oppositely charged.
b. Understand p + q as the number located a distance |q| from p, in the positive or negative
direction depending on whether q is positive or negative. Show that a number and its
opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by
describing real- world contexts.
c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–
q). Show that the distance between two rational numbers on the number line is the
absolute value of their difference, and apply this principle in real-world contexts.
d. Apply properties of operations as strategies to add and subtract rational numbers.
.
MAFS.7.NS.1.3 (DOK 3): Solve real-world and mathematical problems involving the four
operations with rational numbers.
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. Apply properties of operations to calculate with numbers in any form; convert
between forms as appropriate; and assess the reasonableness of answers using mental computation
and estimation strategies.
MAFS.7.NS.1.2(DOK 2): Apply and extend previous understandings of
multiplication and division and of fractions to multiply and divide rational
numbers.
a. 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.
b. Interpret products of rational numbers by describing real- world
contexts.
c. 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 –(p/q) = (–p)/q = p/(–q). Interpret
quotients of rational numbers by describing real-world contexts.
d. Apply properties of operations as strategies to multiply and divide
rational numbers.
e. 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.
 Recognize that the process for multiplying fractions can be used to multiply
rational numbers including integers.
 Know and describe the rules when multiplying signed numbers.
 Explain why integers can be divided except when the divisor is 0.
 Describe why the quotient is always a rational number.
 Know and describe the rules when dividing signed numbers, integers.
 Recognize that –(p/q) = (-p)/q = p/(-q)
 Identify how properties of operations can be used to multiply and divide
rational numbers.
 Convert a rational number to a decimal using long division.
 Explain that the decimal form of a rational number terminates (stops) in
zeroes or repeats.
 Apply the properties of operations, particularly distributive property to
multiply rational numbers.
 Interpret the products of rational numbers by describing real-world
contexts.
 Interpret the quotient of rational numbers by describing real-world
contexts.
 Apply properties of operations as strategies to multiply and divide rational
numbers.
Learning Goal:
Essential Question
Students will be able to understand the rules for addition and subtraction of rational numbers and
be able to give contextual examples of integer operations, write and solve equations for real-world
problems, and explain how the properties of operations apply.
In what real-world scenarios would the use of integer operations exist?

How do operations with integers compare to operations with whole numbers?

What is the relationship between integers and rational numbers?
Assessments
Pre-assessment 5 Problems
Formative Assessments Mini assessment Integers, Unit Assessment.
Summative Assessments Teacher observation, student binders, and math
journal.
Writing in Math: Writing Connections

Write to explain why the product of two negative values results in a positive
value.
 If I have a negative quotient, what must be true about the signs of the dividend
and/or divisor? What must be true if the quotient is positive?
 Explain your process.
 Justify your answer.
Progress Monitoring/ Eduphoria, Mini Assessments, Rubrics and Scales, Student self-monitoring and reflections
Feedback Loop

What is a situation in which opposite quantities combine to make 0?
Higher Order Question(s)




Key Vocabulary
Mon. Sept. 19
What conclusions can you draw from the graph?
Which operation should be used to find the solution? How do you know?
Is your answer reasonable? How do you know?
Represent the situation in two different ways.
Additive Inverse, Absolute Value, Associative Property, Commutative Property, Integer, Additive
Identity, Rational Number
Unit: 1
Daily Agenda
Daily Students will explore rational numbers.
Objective
BELL RINGER  Review
I DO: 
WE DO: 
Cornell notes
Extended practice if needed
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)

Think, pair, share
Identify Learning Scale level and write a reflection in notebook.
Unit: 1
Tues. Sept. 20
Daily Agenda
Daily
Objective MAFS.7.NS.1.3 (DOK 3): Solve real-world and mathematical problems involving the four operations with rational
numbers.
BELL RINGER 
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)





Review
Cornell notes
Extended practice if needed
Think, pair, share
Identify Learning Scale level and write a reflection in notebook.
Unit: 1
Wed. Sept. 21
Daily Agenda
Daily MAFS.7.NS.1.3 (DOK 3): Solve real-world and mathematical problems involving the four operations with rational
Objective numbers.
BELL RINGER 
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)






Review
Cornell notes
Extended practice if needed
Think, pair, share
Identify Learning Scale level and write a reflection in notebook.
Unit: 1
Thurs. Sept. 22
Daily Agenda
Daily MAFS.7.NS.1.3 (DOK 3): Solve real-world and mathematical problems involving the four operations with rational
Objective numbers.
BELL RINGER 
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)





Review
Cornell notes
Extended practice if needed
Think, pair, share
Identify Learning Scale level and write a reflection in notebook.

Unit: 1
Fri. Sept. 23
Daily Agenda
Daily
Objective
MAFS.7.NS.1.3 (DOK 3): Solve real-world and mathematical problems involving the four operations with rational
numbers.
BELL RINGER 
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)





Review
Cornell notes
Extended practice if needed
Think, pair, share
Identify Learning Scale level and write a reflection in notebook.

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: www.classzone.com 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:
• Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients (7.EE.A.1)
• Rewrite expressions 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:
• Apply properties 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
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
Think Pair Share
Sharing ideas with a
partner or in a group
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
• 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
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
Problem solving in groups
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
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,
.