Download Lesson Plans 8-29 thru 9-2

Teacher(s):
Grade/Subject: MJ 2 Advanced
Unit : 1-Expressions and Equation
Dates:
The purpose of this unit is to ensure that students have a
strong foundation in manipulating and solving algebraic
Aug. 22-Sep. 2
expressions and equations. This unit builds on work within
the Expressions and Equations domain in Grade 6.
Florida Standard(s): MAFS.7.EE.1.1 (DOK 1): Apply properties of operations as strategies to add, subtract,
Benchmarks, descriptions, factor, and expand linear expressions with rational coefficients.
DOK levels, standards
MAFS.7.EE.1.2 (DOK 2): Understand that rewriting an expression in different forms in a
unpacked (know/do)
problem context can shed light on the problem and how the quantities in it are related.
highlighted
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.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-assessment To 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 Assessments Mid-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-moduleassessment.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/ NYS Common Core Lesson Module file:///C:/Users/grablev/Downloads/math-g7-m3-teacherFeedback Loop 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
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)
Unit Equations and Expressions
Daily Agenda
Rigor Level DOK 2
Unit Equations and Expressions
Daily Agenda
Rigor Level DOK 2
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Aug. 30 - LBA
Daily Objective
BELL RINGER
( 5 Minutes)
I DO: 
WE DO:
You DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Aug. 31 - LBA
Review Integers Activity Instructions/Expectations
Integers Activity
Unit Equations and Expressions
Daily Agenda
Daily Objective
BELL RINGER
( 5 Minutes)
I DO: 
WE DO:
You DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Review Progress on Integer Activity
Review of 2 step equations
Integer Activity
Rigor Level DOK 2
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)
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Sep. 2
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)
Unit Equations and Expressions
Daily Agenda
Rigor Level DOK 2
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Continue review of 2 Step Equations
Integer Timeline Activity is due
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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
• 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.
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
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
Problem solving in groups
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
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
 Allow student time to step
out to de-escalate
 Extended time on
assignments =1 day
 Read Aloud to Students
 Visual manipulatives
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Preferential seating
 Written direction given
 Break directions into
chunks
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.