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Teacher: Subject/Grade Level: Date: 9/15/2014
Level of Bloom's:
Vocabulary:
Resources:
What is a complex fraction? (1.2)
Evaluate:
Learning Target (I Can…):
Technology Standard:
Public Schools of Robeson County6-12 Math Lesson Plan Template
McCallum, Collins, Bethea, Barnes/Felder Math/7th Grade
Mo
nd
ay
direct variation, equivalent ratios, nonproprotional, proportion, proportional, ordered pair, orgin, quadrants, rate, rate of change, slope, unit rate, unit ratio,
1. Make sense of problems and persevere in solving them.
…simplify complex fractions and find unit rates. (1.2)
Students will review math problems from most recent benchmark. Students will have discussion about the following: A boat travels 30 miles in 2 hours. This can be
represented by the ratio 30 miles/2 hours. How can you find the average speed of the boat in miles per hour? Divide the numerator by the denominator. What is the
average speed? 15 miles/1 hour Suppose the boat travels 10 miles in 2/3 hour. What ratio represents this situation? 10 miles/2/3 hour What is 10/2/3 written as a
division problem? 10 / 2/3 (1.2)
EXIT TICKET Students will simplify the complex fraction 8 / 1and3/5. (1.2)
Common Core Math Standards:
Mathematical Practices:
7.RP.1. Compute unit rates associated with ratios of fractions
7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers
3. Construct viable arguments and critique the reasoning of others.
21st Century Themes:
Engage:
Explore:
Explain:
Elaborate:
Reflection:
21st Century Skills:
Global Awareness Critical Thinking and Problem Solving
Licensed only for use by Robeson County © 2012 Janet Benincosa http://www.teacherspayteachers.com/Store/Janets-Tools-For-Schools
7.TT.1.1 Use appropriate technology & other resources to access
information.
complex fraction, constant of proportionality, constant rate of change, constant of variation, coordinate plane, cross products, dimensional analysis,
Essential Question:
x-axis, x-coordinate, y-axis, y-coordinate
Understanding
Strategies/Sequence of Instruction:
Oral class discussion, Thumbs Up-Thumbs Down, Exit Slip, teacher observes student behaviors/understanding
Internet, SmartBoard/presentation, PowerPoint, Textbook, InterWrite Pad
Students will complete a Common Core Word Problem about unit ratios as a gridded response. The top speed of a coyote is 43 miles per hour. Find the approximate
speed in kilometers per minute. (Hint: 1 mile ≈ 1,610 meters)
Students will complete example problems and "Got It?" problems and explain their mathematical reasoning for solving the problems. Students will complete Guided
Practice problems 1-6 on p20. (1.2)
Students will complete as classwork/homework Independent Practice problems 2-18 (EVEN) pp21-22. (1.2)
Assessment/Ways to Check for Understanding:
Teacher: Subject/Grade Level: Date: 9/16/2014
Level of Bloom's:
Vocabulary:
Resources:
What is a complex fraction? (1.2)
7.TT.1.1 Use appropriate technology & other resources to access
information.Applying
Mathematical Practices:
Learning Target (I Can…):
Technology Standard:
1. Make sense of problems and persevere in solving them.
Common Core Math Standards:
7.RP.1. Compute unit rates associated with ratios of fractions
7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers
Public Schools of Robeson County6-12 Math Lesson Plan Template
Tues
day
McCallum, Collins, Bethea, Barnes/Felder Math/7th Grade
Explore:
Students will have discussion about the classwork/homework from previous day (Independent Practice problems 2-18 (EVEN) pp21-22). (1.2)
Engage:
Students will complete a Common Core Word Problem about ratios as a gridded response. Caroline drove 350 miles to her grandmother’s house. The trip took her 5
1/4 hours. What was her average speed in miles per hour?
3. Construct viable arguments and critique the reasoning of others.
…simplify complex fractions and find unit rates. (1.2)
Strategies/Sequence of Instruction:
complex fraction, constant of proportionality, constant rate of change, constant of variation, coordinate plane, cross products, dimensional analysis,
Essential Question:
direct variation, equivalent ratios, nonproprotional, proportion, proportional, ordered pair, orgin, quadrants, rate, rate of change, slope, unit rate, unit ratio,
Oral class discussion, Thumbs Up-Thumbs Down, Exit Slip, teacher observes student behaviors/understanding
Internet, SmartBoard/presentation, PowerPoint, Textbook, InterWrite Pad
Explain:
Students will complete a "Multiplication and Division of Fractions Square Puzzle" to practice and reinforce their skills with fractions. (1.2) NCSCoS
activity
Global Awareness Critical Thinking and Problem Solving
21st Century Themes: 21st Century Skills:
Evaluate:
EXIT TICKET Students will simplify the complex fraction 5/12 / 3/4 and compare the steps required for multiplying fractions to the steps required for dividing fractions.
(1.2)
Elaborate:
Students will complete a "Multiplication and Division of Fractions Square Puzzle" to practice and reinforce their skills with fractions. (1.2) NCSCoS
activity
Licensed only for use by Robeson County © 2012 Janet Benincosa http://www.teacherspayteachers.com/Store/Janets-Tools-For-Schools
Reflection:
Assessment/Ways to Check for Understanding:
Teacher: Subject/Grade Level: Date: 9/17/2014
Level of Bloom's:
Vocabulary:
Resources:
Math/7th Grade
Common Core Math Standards:
McCallum, Collins, Bethea, Barnes/Felder
6-12 Math Lesson Plan TemplatePublic Schools of Robeson County
What makes two quantities proportional? (1.4)
Wed
nes
day
Global Awareness
Students will complete a Common Core Word Problem as a gridded response. A small airplane used 5 2/3 gallons of fuel to fly a 2 hour trip. How many gallons were
used each hour?
EXIT TICKET Students will discuss the required criteria to determine proportionality and collaboratively share their answers from the Problem-Solving worksheet. (1.4)
21st Century Skills:
x-axis, x-coordinate, y-axis, y-coordinate
Essential Question:
…identify proportional and nonproportional relationships. (1.4)
Mathematical Practices:
Technology Standard:
1. Make sense of problems and persevere in solving them.
4. Model with mathematics.
7.TT.1.1 Use appropriate technology & other resources to access
information.
Learning Target (I Can…):
direct variation, equivalent ratios, nonproprotional, proportion, proportional, ordered pair, orgin, quadrants, rate, rate of change, slope, unit rate, unit ratio,
Explore:
Applying
complex fraction, constant of proportionality, constant rate of change, constant of variation, coordinate plane, cross products, dimensional analysis,
Strategies/Sequence of Instruction:Engage:
7.RP.2 Recognize & represent proportional relationships between quantities
7.RP.2.a. Decide whether two quantities are in a proportional relationship
7.RP.2.b. Identify constant of proportionality in tables, graphs, equations, diagrams, & verbal
Assessment/Ways to Check for Understanding:
Reflection:
Students will have discussion around the following: Write the following ratios on the board: 60mi/1h, 120mi/2h, and 190mi/3h. Which ratio is a unit rate? If a driver
travels 120 miles in 2 hours, is the average speed 60mi/1h? If a driver travels 190 miles in 3 hours, is the average speed 60mi/1h? (1.4)
Students will complete example problems and "Got It?" problems and explain their mathematical reasoning for solving the problems. Students will complete Guided
Practice problems 1-3 on p36. (1.4)
Elaborate:
Licensed only for use by Robeson County © 2012 Janet Benincosa http://www.teacherspayteachers.com/Store/Janets-Tools-For-Schools
Explain:
Evaluate:
Oral class discussion, Thumbs Up-Thumbs Down, Exit Slip, teacher observes student behaviors/understanding
Internet, SmartBoard/presentation, PowerPoint, Textbook, InterWrite Pad
21st Century Themes:
Students will complete Independent Practice problems 2-8 (EVEN) pp37-38. Students
will complete "Lesson 4 Problem-Solving Practice: Proportional ans Non-Proportional Relationships" curriculum worksheet.(1.4)
Critical Thinking and Problem Solving
Teacher: Subject/Grade Level: Date: 9/18/2014
Level of Bloom's:
Vocabulary:
Resources:
Mathematical Practices:
Learning Target (I Can…):
7.RP.2.a. Decide whether two quantities are in a proportional relationship
Math/7th Grade
6-12 Math Lesson Plan Template
McCallum, Collins, Bethea, Barnes/Felder
Public Schools of Robeson County
Thu
rsd
ay
…identify proportional and nonproportional relationships. (1.4)
Internet, SmartBoard/presentation, PowerPoint, Textbook, InterWrite Pad
Students will complete Problem-Based Learning Investigation 1: Proportional Relationships (curriculum support material). (1.4)
Critical Thinking and Problem Solving
Common Core Math Standards:
7.RP.2 Recognize & represent proportional relationships between quantities
Licensed only for use by Robeson County © 2012 Janet Benincosa http://www.teacherspayteachers.com/Store/Janets-Tools-For-Schools
21st Century Themes: 21st Century Skills:
Oral class discussion, Thumbs Up-Thumbs Down, Exit Slip, teacher observes student behaviors/understanding
Global Awareness
7.TT.1.1 Use appropriate technology & other resources to access
information.
7.RP.2.b. Identify constant of proportionality in tables, graphs, equations, diagrams, & verbal
Essential Question:
1. Make sense of problems and persevere in solving them.
4. Model with mathematics.
What makes two quantities proportional? (1.4)
Reflection:
Assessment/Ways to Check for Understanding:
Applying
complex fraction, constant of proportionality, constant rate of change, constant of variation, coordinate plane, cross products, dimensional analysis,
direct variation, equivalent ratios, nonproprotional, proportion, proportional, ordered pair, orgin, quadrants, rate, rate of change, slope, unit rate, unit ratio,
Strategies/Sequence of Instruction:
Technology Standard:
x-axis, x-coordinate, y-axis, y-coordinate
Explain:
Engage:
Students will complete a Common Core Word Problem as a gridded response. Madison wants to make cookies for her little sister’s birthday party. She is cutting a roll of
cookie dough into pieces that are 1/2 inch thick. If the roll is 13 inches long, how many cookies can she make?
Explore:
Students will have discussion about the classwork/homework from the previous day (Independent Practice problems 2-8 (EVEN) pp37-38). (1.4)
Elaborate:
Students will complete Problem-Based Learning Investigation 1: Proportional Relationships (curriculum support material). (1.4)
Evaluate:
EXIT TICKET Students will compare proportional and nonproportional relationships. (1.4)
Teacher: Subject/Grade Level: Date: 9/19/2014
Level of Bloom's:
Vocabulary:
Resources:
21st Century Skills:
Common Core Math Standards:
7.RP.1. Compute unit rates associated with ratios of fractions
Math/7th Grade
Engage:
complex fraction, constant of proportionality, constant rate of change, constant of variation, coordinate plane, cross products, dimensional analysis,
Public Schools of Robeson County
What is a complex fraction? (1.2) What makes two quantities proportional? (1.4)
6-12 Math Lesson Plan Template
Frid
ay
McCallum, Collins, Bethea, Barnes/Felder
1. Make sense of problems and persevere in solving them.
3. Construct viable arguments and critique the reasoning of others.
…simplify complex fractions and find unit rates. (1.2) …identify
proportional and nonproportional relationships. (1.4)
Applying
Learning Target (I Can…):
Essential Question:
Technology Standard:7.TT.1.1 Use appropriate technology & other resources to access
information.
x-axis, x-coordinate, y-axis, y-coordinate
7.RP.2.a. Decide whether two quantities are in a proportional relationship
7.RP.2.b. Identify constant of proportionality in tables, graphs, equations, diagrams, & verbal
Global Awareness Critical Thinking and Problem Solving
Reflection:
Licensed only for use by Robeson County © 2012 Janet Benincosa http://www.teacherspayteachers.com/Store/Janets-Tools-For-Schools
Mathematical Practices:
21st Century Themes:
Students will complete a Common Core Word Problem as a gridded response. Anita is making a curtain to surround a table. She bought 3 1/4 yards of fabric. Her total
cost was $13. What was the cost per yard?
Oral class discussion, Thumbs Up-Thumbs Down, Exit Slip, teacher observes student behaviors/understanding
Internet, SmartBoard/presentation, PowerPoint, Textbook, InterWrite Pad
Students will take teacher-made assessment covering 1.2 (complex fractions and unit rates) and 1.4 (proportional and non-proportional relationships).
Evaluate:
Assessment/Ways to Check for Understanding:
Explore:
Students will take teacher-made assessment covering 1.2 (complex fractions and unit rates) and 1.4 (proportional and non-proportional relationships).
direct variation, equivalent ratios, nonproprotional, proportion, proportional, ordered pair, orgin, quadrants, rate, rate of change, slope, unit rate, unit ratio,
EXIT TICKET Students will share their own reflections about any difficulties or confidence builders they experienced during this assessment.
Students will take teacher-made assessment covering 1.2 (complex fractions and unit rates) and 1.4 (proportional and non-proportional relationships).
Elaborate:
Strategies/Sequence of Instruction:
Explain:
