Major Content Supporting Content Additional Content

Curriculum and Instruction – MathematicsQuarter 2 Grade 7

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.

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Focus

The Standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. For grades K–8, each grade's time spent in instruction must meet or exceed the following percentages for the major work of the grade. 85% or more time spent in instruction in each grade Kindergarten, 1, and 2 align exclusively to the major work of the grade. For grade 7, more than 65% of instructional time is spent on the major focus standards.Supporting Content - informaiont that supports the understanding and implementation of the major work of the grade.Additional Content - content that does not explicitly connect to the major work of the grade yet it is required for proficiency.

Coherence

Thinking across grades:The Standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding on to foundations built in previous years. Each standard is not a new event, but an extension of previous learning. Linking to major topics:Instead of allowing additional or supporting topics to detract from the focus of the grade, these concepts serve the grade level focus. For example, instead of data displays as an end in themselves, they are an opportunity to do grade-level word problems.

Rigor

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Students are given opportunities to practice core functions such as single-digit multiplication so that they have access to more complex concepts and procedures.Application: The Standards call for students to use math flexibly for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.

Major Content Supporting Content Additional Content

Curriculum and Instruction – MathematicsQuarter 2 Grade 7

The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in mathematics education. Throughout

the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:

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Mathematical Practices(MP)

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning

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Curriculum and Instruction – MathematicsQuarter 2 Grade 7

The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Standards for Mathematical PracticeMathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.

Purpose of the Mathematics Curriculum Maps

This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including sample questions, tasks and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each

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teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade-level specific standards, including purposeful support of literacy and language learning across the content areas.

Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades 6-58 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards; therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.

How to Use the Mathematics Curriculum Maps

OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide some non-summative assessment items.

Tennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards that supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teacher’s responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, etc.). Support for the development of these lesson objectives can be found under the column titled ‘Content’. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

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Major Content Supporting Content Additional Content

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Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Resources column. Throughout the map you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

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Topics Addressed in Quarter

Properties of OperationsEquivalent Expressions

Problem Solving Using Positive and Negative Rational NumbersConstruct Simple Equations & Inequalities

Overview The topics in this quarter consolidate and expand upon students’ understanding of equivalent expressions as they apply the properties of operations to write expressions in both standard form and in factored form (7.EE.1, 7.EE.2). This work prepares students for later work in 8th grade as they provide examples of and solve linear equations (8.EE.7). Also during this quarter students will begin work on solving multi-step math problems posed with positive and negative rational numbers in any form (7.EE.3), which sets the stage for using scientific notation, radical and integer exponents (8.EE.4). Students will conclude the quarter by using 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 (7.EE.4) which is a precursor to analyzing and solving simultaneous linear equations in 8 th grade (8.EE.8).

Grade Level Standard Type of Rigor Foundational Standards Sample Assessment Items7.EE.1 Application 6.EE.3, 6.EE.4 TN Assessment Task: Fixing Up the Yard

7.EE.1-47.EE.2 Conceptual Understanding Learn Zillion Assessment: 7.EE.1, 2 & 47.EE.3 Procedural Skill & Fluency 7.NS.3 Learn Zillion Assessment: 7.EE.3 &

7.NS.1-37.EE.4 Procedural Skill & Fluency 6.EE.6, 6.EE.7, 6.EE.8 TN Assessment Task: Used Video Games

7.RP.2 & 7.EE.4

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Fluency NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.

The fluency standards for 7th grade listed below should be incorporated throughout your instruction over the course of the school year. Click Engage NY Fluency Support to access exercises that can be used as a supplement in conjunction with building conceptual understanding.

7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form. 7.EE.4 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.

References: https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESAlgebraic Expressions

(Allow approximately 3 weeks for instruction, review and assessment)Domain: Expressions and EquationsCluster: Use properties of operations to generate equivalent expressions

7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related

Enduring Understandings:Expressions can be written to represent scenarios in real life.

Essential Questions: How do algebraic representations relate and

compare to one another? How can you justify that multiple

representations in the context of a problem are equivalent expressions?

Objectives: Students will represent mathematical

situations using algebraic symbols. Students will simplify and evaluate algebraic

expressions using arithmetic operations. Students will use properties of operations to

rewrite expressions.

Additional Information: Students are using what was learned, in 6th

grade, about using properties of operations and combining like terms to write equivalent expressions.

Example(s): a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”

Write an equivalent expression for 3(x + 5) – 2.Solution:3x + 15 – 2 Distribute the 33x + 13 Combine like terms

Write an equivalent expression for : 3x+12Students can factor: 3(x+4)Students can also write an expression like x + 2x+7+5

Focus on Real-World Examples, Problem Solving and H.O.T. Exercises of the

following book lessons.

Glencoe1-1C Algebraic Expressions (p. 33-37)1-1D Properties (p. 38-41)Additional Lesson 6: Factor Linear Expressions (p. 775-779)

Holt1-6 Variables and Expression (p. 30-33)1-7 Translating Words into Math (p. 34-37)1-8 Simplifying Algebraic Expression (p. 38-

41)

Building Conceptual Understanding:Common Core Teacher Book Investigation 2: Equivalent Expressions

Common Core Student Book Investigation 2: Equivalent Expressions

Choose from the following resources and use them to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.

Recommended Additional Lessons:Engage NY Lesson: Writing Products as Sums and Sums as Products 7.EE.1 & 2Engage NY: Lesson 4 Writing Products as Sums and Sums as ProductsEngage NY: Lesson 6 Collecting Rational Number Like TermsConnected Math Lesson: Moving Straight

Vocabulary:coefficient, like term, distributive property,factor, expand, equivalent expression

Writing in Math:Discuss the meanings of the words commutative and associative in the real world (commute, associate) and how they relate to distributive.

Explain how the GCF is used to factor an expression. Use the term Distributive Property in your response.

Graphic Organizer - Create a Frayer Model booklet for term, product, factor, quotient and coefficient. Frayer Model Example

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Students understand the reason for rewriting an expression in terms of a contextual situation.

Example(s):XMart sells three varieties of a brand of bottle detergent. Each variety is $4.75. A person buys the Linen Fresh scented detergent and the Fresh Rain scented version. Write an expression that represents the total cost, T, of the detergent if L represents the number of Linen Fresh and R represents the number of Fresh Rain.Solution:Students could find the cost of each variety of detergent and then add to find the total.T = 4.75L + 4.75RcOr students could recognize that multiplying 4.75 by the total number of bottles (regardless of variety) will give the same total.T = 4.75(L +R)

Ahead Investigation 3Learn Zillion Lessons: Solving Equations

Tasks:You must establish a free account to access Edutoolbox.org resources.TN Task: Fixing Up The YardTN Task: Shipping RatesMath Shell: Fencing

Additional Resources: Correlated iReady Lesson(s):

Linear Expressions Equivalent Expressions

Solving Real-World Equations(Allow approximately 3 weeks for instruction, review and assessment)

Domain: Expressions and EquationsCluster: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form

Enduring Understanding(s): Algebraic solutions can be compared to

arithmetic solutions to identify the sequence of operations used in each approach.

Mathematical properties using numbers reveal appropriate methods to manipulate values in algebraic expressions, equations, and inequalities.

Focus on Real-World Examples, Problem Solving and H.O.T. Exercises of the

following book lessons.

Glencoe4-1A Problem Investigation (Pg. 202 -203)4-1D Solve One-step Equations(Pg. 208 – 211)4-2B Solve One-step Multiplication and

Vocabulary: one-step equations, two-step equations, multiplicative inverse

Writing in Math:Students will use the CUBES method to solve real-world and mathematical problems involving the four operations with rational numbers.

C- Circle key wordsShelby County Schools

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

(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.

Standards that support coherence. 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. 7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. 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. (7.NS.A.1, 2 & 3 provide support for 7.EE.3 and call for students to apply understandings of operations with positive rational numbers to solve real-world problems. For 7.EE.3 students are expected to extend this work to include calculating with negative rational numbers. As with 7.NS.A.1-3, 7.RP.3 provides a foundation for 7.EE.3 because students are asked to extend their

Essential Question(s): How can algebraic expressions and

equations be used to model, analyze and solve mathematical situations?

Objective(s): Students will use commutative, associative,

distributive, identity, and inverse properties to calculate with numbers in any form (whole numbers, fractions and decimals).

Students will solve multi-step real-life problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals) using tools strategically.

Students will use mental computation and estimation strategies to assess the reasonableness of the answer.

Additional Information:Launch a variety of problems for students to develop comfort with estimation strategies. Estimation strategies for calculations with fractions and decimals extend from students’ work with whole number operations.

Students write an equation to model the situation. Students explain how they determined the properties of the real number system that was used to find a solution. In contextual problems, students define the variable and use appropriate units.

Division Equations (Pg. 215-219)4-2D Solve Equations with Rational Coefficients (Pg. 221-226)4-3B Solve Two-step Equations (Pg. 230-234)4- 3D Solve Equations with Variables on Each Side (Pg. 236-239)Impact Math Unit J, Inv. 1-3 pp. 159-163

Holt3-11 Solving Equations Containing Fractions (p. 194-197)12-1 Solving Two Equations (p. 696-699)12-2 Solving Multi-Step Equations (p. 700-703)12-3 Solving Equations with variables on Both Sides (p. 704-707)

Building Conceptual Understanding:Engage NY: Lesson 7 Understanding EquationsMath Shell: Solving Equations

Choose from the following resources and use them to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.

Recommended Additional Lessons:Math Shell Problem Solving Lesson: 7:EE.3Learn Zillion Lessons: Solving Equations

Tasks:Illustrative Math: Discounted Books (EE.B.3) Math Shell: Short Equation TasksMath Shell: Fencing Tasks

Additional Resources:Math Station Activities: Refer to p. 14Solving EquationsSolving Two-Step Equations

U- Underline the question B-Box any action words E- evaluate the problem S- solve and check

How do I apply the properties of operations to solve equations?How can I formulate and use different strategies to solve one-and two-step real-world problems?

Have students partner using a Think-Pair-Share to discuss the following:Suzanne thinks the following two expressions, 2(3a - 2) + 4a and 10a - 2 are equivalentIs she correct? Explain why or why not?

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESknowledge of solving multi-step percent problems to solving problems such as percent increase, which calls for converting percent to decimals and vice versa, and for students to convert numbers as appropriate. 7.NS.A.3 and 7.RP.A.1 are closely connected because they both deal with complex fractions.)

Correlated iReady Lesson: Problem Solving with Rational

Numbers

Solving Real-World Problems Using Equations and Inequalities( Allow approximately 3 weeks for instruction, review and assessment)

Domain: Expressions and EquationsCluster: Solve real-life and mathematical problems using numerical and algebraic expressions and equations

7.EE.B.4 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.

7.EE.B.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. 7.EE.B.4b Solve word problems leading to inequalities of the form px + q>r or px + q<r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.

Enduring Understanding(s): Using variables permit writing expressions

whose values are not known or vary under different circumstances.

Using variables permits representing varying quantities. This use of variables is particularly important in studying relationships between varying quantities.

Equations and inequalities are powerful tools for exploring, reasoning about, and representing situations.

An inequality is another way to describe a relationship between expressions; instead of showing that the values of two expressions are equal, inequalities indicate that the value of one expression is greater than (or greater than or equal to) the value of the other expression.

Essential Question(s): How can you interpret the solutions for

equations and inequalities in the context of the problem?

How can you assess the reasonableness of my answer?

Objective(s): Students will solve one-step equations and

inequalities using addition, subtraction,

The following lessons provide practice to enhance procedural skill for solving

equations and inequalities.

GlencoeAdditional Lessons Solve Equations and Inequalities 7-9 (p.780-790)

4-1D Solve One-step Equations(Pg. 208 – 211)4-2B Solve One-step Multiplication and Division Equations (Pg. 215-219)4- 2C-D Solve Equations with Rational Coefficients (Pg. 220-226)4-3B Solve Two-step Equations (Pg. 230-234)4- 3C Variables on Both Sides (Pg. 235)4- 3D Solve Equations with Variables on Each Side (Pg. 236-239)4-4B Solve Inequalities by Addition or Subtraction (p. 244-248)4-4C Solve Inequalities by Multiplication or Division (p. 249-253)Impact Math Unit J, Inv. 4 pp. 164-166

Holt12-1 Solving Two-Step Equations12-2 Solving Multi-Step Equations12-3 Solving Equations with variables on Both Sides.

Vocabulary:algebraic expression, numeric expression, solution set

Writing in Math:Have students write about how to define a variable in the context of a problem.

Graphic Organizer(s):Solving Inequalities Graphic OrganizerSolving Word Problems

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESmultiplication and division.

Students will solve two-step equations using addition, subtraction, multiplication and division.

Students will solve multi-step equations with variables on both sides of the equal sign.

Students will write and solve an equation or inequality that models a situation.

Students will graph the solution set of an inequality.

Additional Information: Students write an equation or inequality to

model the situation. Students explain how they determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. In contextual problems, students define the variable and use appropriate units.

Students should be provided plenty of opportunities to explore inequalities such as 1/2x +3 > 2 in order to solve and graph their solution on a number line.

Example(s):Amy had $26 dollars to spend on school supplies. After buying 10 pens, she had $14.30 left. How much did each pen cost including tax?Solution:x = number of pens26 = 14.30 + 10xSolving for x gives $1.17 for each pen.

Steven has $25 dollars to spend. He spent $10.81, including tax, to buy a new DVD. He needs to save $10.00 but he wants to buy a

12-3A Extension Examine Solution Methods

Building Conceptual Understanding:TN Task Arc: Investigating InequalitiesEngage NY Lesson: 7.EE.4aEngage NY Lesson: 7.EE.4bMath Shell: Solving Equations

Choose from the following resources and use them to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.

Recommended Additional Lesson(s):CMP: Variables and Patterns Investigation 1, 2 & 3CMP: Variables and Patterns Teacher GuideCMP: Moving Straight Ahead Investigations 1-4Moving Straight Ahead Teacher ResourcesLearn Zillion Lessons: Solving Equations

Task(s):You must establish a free account to access Edutoolbox.org resources.Illustrative Math: Drill RigIllustrative Math: Gotham City TaxisIllustrative Math: Bookstore AccountMath Shell: Short Equation TasksMath Shell: Fencing TasksTN eReader Sales(EE.B.4)TN Fixing Up the Yard(EE.B.4)TN Holiday Party(EE.B.4)TN Scuba Dive(EE.B.4)TN Shipping Rates(EE.B.3&4)TN Used Video Games

Additional Resources:Math Station Activities: p. 88

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESsnack. If peanuts cost $0.38 per package including tax, what is the maximum number of packages that Steven can buy?Solution:x = number of packages of peanuts25 ≥ 10.81 + 10.00 + 0.38xx = 11.03 Steven can buy 11 packages of peanuts

Solve -0.5x – 5 < -1.5 and graph the solution on a number line. Solution: x > -7

Solving Two-Step Equations

Correlated iReady Lesson(s): Using Equations to Solve Problems Problem Solving with Equations Problem Solving with Inequalities

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RESOURCE TOOLBOXNWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook Resourceswww.myhrw.comwww.connected.mcgraw-hill.com

Tennessee State StandardsTennessee’s State Mathematics Standards TN CoreThe Mathematics Common Core ToolboxTN Math e matics Curricu lum Center http://www.edutoolbox.org

VideosKhan Academy

OtherGrade 7 Flip Book(This book contains valuable resources that help develop the intent, the understanding and the implementation of the state standards)

CalculatorTexas Instruments Education CASIO Activities

Interactive Manipulatives:National Library of Virtual Manipulatives

Additional Sites:http://www.Learn Zillion.comhttp://www.betterlessons.comhttp://www.insidemathematics.org

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