Download Grade 7 Unit 5 Table of Contents Ratios and Proportions

Grade 7
Unit 5
Table of Contents
Ratios and Proportions
Section
Page Number
Unit Description
Unit Standards
Unit Essential Questions
Unit Proficiencies (Learning Targets)
Unit Vocabulary and Language Support
Sample Unit Calendar and Possible Supporting Materials
Student Proficiencies Handout
Unit Assessments and Rubric/Commentary
1|Page
This Unit Developed by: Althea Beam, Robert Shearer, and Brad
Agenbroad (June, 2014)
Grade 7
Content Unit 5
Dates of Unit:
9/8 – 10/17/ 2014
Unit Title:
Stage 1
Unit
Description:
Standards:
Ratios and Proportions
Identify Desired Results
Essential
Questions:
Standard
Proficiencies
1. How is an understanding of ratios and proportions useful in problem solving?
(Learning Targets)
In this unit students will use ratios and proportions to determine similarity among various shapes.
7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in
like or different units. For example, If a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction
(1/2)/(1/4) miles per hour, equivalently 2 miles per hour.
7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale
drawing and reproducing a scale drawing at a different scale.
7.G.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on
constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more
than one triangle, or no triangle.
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve
simple equations for an unknown angle in a figure.
7.RP.1
I can compute unit rates for
ratios of fractions, in like or
different units.
7.RP.3
I can recognize and
use proportional
relationships to solve
multi-step problems.
7.G.1
I can use scale factors
and proportional
relationships to solve
problems involving
scale drawings.
7.G.2
I can draw geometric
shapes with given
conditions, using
appropriate tools,
including freehand,
rulers, protractors and
technology.
7.G.5
I can find unknown
angle measures by
writing and solving
algebraic equations
based on the
relationships between
angles.
2|Page
This Unit Developed by: Althea Beam, Robert Shearer, and Brad Agenbroad (June, 2014)
I can analyze the given
conditions, based on 3
measures of sides or
of angles, of a triangle
and determine when
there is one, more
than one, or no
triangle.
3|Page
This Unit Developed by: Althea Beam, Robert Shearer, and Brad Agenbroad (June, 2014)
Stage 2
Determine Assessment Evidence
Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
4|Page
This Unit Developed by: Althea Beam, Robert Shearer, and Brad Agenbroad (June, 2014)
Stage 3
Plan Learning Experiences and Instruction
Pacing Calendar
Proficiency
Material
Time Allotment
5|Page
This Unit Developed by: Althea Beam, Robert Shearer, and Brad Agenbroad (June, 2014)
Prime number
Median
Composite number
Even number
Odd number
Distributive Property
Whole number
Decimal
Number Line
Factor
Mode
Product
Base (of an exponent)
Greatest common factor
Digit
Positive number
Negative number
Zero
Least common multiple
Range
Addend
Sum
Difference
Multiple
Mean
Quotient
Operations
6|Page
This Unit Developed by: Althea Beam, Robert Shearer, and Brad
Agenbroad (June, 2014)
Proficiency Assessment…
Name _________________________________
Date _______________________ Period ____
Proficiency # – “I can ….”
7|Page
This Unit Developed by: Althea Beam, Robert Shearer, and Brad
Agenbroad (June, 2014)
Proficiency
Score
4
Percentage
3
83%
2
67%
1
50%
100%
Description
WOW!
I have shown proficiency and deeper understanding by:

You got it 
I have shown proficiency by:

Help is needed
I have shown partial understanding by:

Uh-oh…
I have not yet shown my understanding of the math.
8|Page
This Unit Developed by: Althea Beam, Robert Shearer, and Brad
Agenbroad (June, 2014)