Overview

Students build on their understanding of rational numbers to add, subtract, multiply, and divide signed numbers.

Topic B: Multiplication and Division of Integers and Rational Numbers

Topic C: Applying Operations with Rational Numbers to Expressions and Equations

Advanced Preparation:

- Integer Game (See explanation on page 11)
- Number Line
- Tape Diagram
- Personal Whiteboards

Module 3: Expressions and Equations

This module consolidates and expands upon studentsâ€™ understanding of equivalent expressions as they apply the properties of operations (associative, commutative, and distributive) to write expressions in both standard form (by expanding products into sums) and in factored form (by expanding sums into products).

Topic A: Use Properties of Operations to Generate Equivalent Expressions

Topic B: Solve Problems Using Expressions, Equations, and Inequalities

Topic C: Use Equations and Inequalities to Solve Geometry Problems

Advanced Preparation:

- Area Model
- Coordinate Plane
- Equations and Inequalities
- Expressions
- Geometric Figures
- Nets for Three-Dimensional Figures
- Number Line
- Protractor
- Tape Diagram
- Personal Whiteboards

ANet Resources

Module Tip Sheet for Parents

These documents provide parents an opportunity to see what their children are learning in the current module including:

- Standards
- Key vocabulary
- Example Problems
- Pictorial Models
- Ideas for how to can help children at home
- Coherence of learning with past and future modules

Week 1: November 7

Notes:

Lesson 13 (P)

The lesson refers to fractions being put in "simplist form". Consider referring to fractions being put in "equivalent form".

Teachers may want to have a place value chart ready to refer to during lesson.

Lesson 14 (P)

Consider reading the calculator policy for PARCC to best guide how you inform students about calculator usage.

Lesson 15 (P)

For exercise 1, consider sharing a exemplar from one group in the class for the whole group to see.

Week 2: November 14

Assessment

Mid Module Assessment: Administer after lesson 16

Biweekly: Exit ticket from lesson 17

Standards Addressed in Week's Lessons

Topic B

7.NS.A.2

Topic C

7.NS.A.3

7.EE.A.2

7.EE.B.4a

Notes:

Lesson 16 (S)

Consider posting the Properties of Operations chart in the room for all students to refer to.

Lesson 17 (P)

This lesson has been paced over two days. On day one consider doing exploratory challenge in groups with whole group discussion to follow. On day two consider doing exercise 5 and the problem set questions. Teachers need to have scenarios ready for each group. There should be enough copies of each scenario for each person in the group so they can bring this information with them to the next group.

One day this week is provided for Mid Module assessment.

Standards Addressed in Assessment

Mid Module

7.NS.A.1

7.NS.A.2

Week 3: November 21

Notes:

Lesson 18 (P)

If pacing is an issue, consider omitting exercise 3. Problem set questions can be used during small group time this week.

Lesson 19 (P)

Lesson is paced over two days. Day one, do tic tac toe game, example 2, discussion, and problem set question 1a-c. Day 2, do example 3-4, closing, exit ticket and problem set question 1d & 2. For day 1, example 1, consider giving answers to one table captain so they can check individual answers as teacher continues whole group tic tac toe game and explanation facilitation.

Week 4: November 28

Assessment

Biweekly #2

Exit Ticket from Lesson 20

Standards Addressed in Week's Lessons

Topic C

7.NS.A.3

7.EE.A.2

7.EE.B.4a

Notes:

Lesson 19 (P)

Continue lesson for second day. See notes from previous week.

Lesson 20 (M)

If pacing is an issue, the exercise following the classwork modeling problem can be omitted. Please note that End of Module assessment includes problem similar to exit ticket.

Lesson 21 (E)

Prepare integer cards from -2 to 2 to be passed out to students individually as they come into the classroom.

Lesson 22 (P)

Consider clearly labeling when problems use the additive or multiplicative inverse by using various colors on board when it occurs.

Week 5: December 5

Assessment

End of Module: Administer after lesson 23

Standards Addressed in Week's Lessons

Topic C

7.NS.A.3

7.EE.A.2

7.EE.B.4a

Topic A

7.EE.A.1

7.EE.A.2

Notes:

Lesson 23 (P)

Students should set up to work in teams to share out their solutions on chart paper.

Lesson 1 (P)

Associative and Commutative properties were introduced in Grade 6 Module 4. Consider reviewing to help build content understanding to best assist kids with this lesson. Prepare a classroom set of manila envelopes (non translucent). Cut and place four triangles and two quadrilaterals in each envelope (provided at the end of this lesson). These envelopes are used in the Opening Exercise of this lesson.

Lesson 2 (P)

Consider continuously using the terms associative property, commutative property, additive inverse, and multiplicative inverse when talking to students and when helping them talk to class or other students.

One day this week is provided for End of Module Assessment

Standards Addressed in Assessment

End of Module

7.NS.A.1

7.NS.A.2

7.NS.A.3

7.EE.A.2

7.EE.B.4a

Week 6: December 12

Notes:

Lesson 3 (P)

Distributive property is covered in both lesson 3 and lesson 4 and is a major work of the grade. Refer back to grade 6, module 2, lesson 10 to see how this concept was introduced to students previously. Consider omitting exercise 4 if time is an issue.

Lesson 4 (P)

Keep in mind that distributive property when discussed in grade 6 does not include negative values.

Lesson 5 (P)

Consider adding additive inverse and additive identity property of zero to word wall or anchor chart to be regularly referred to. Work in this lesson sets stage for proofs in future math topics.

Lesson 6(P)

Lesson is paced over 2 days. Day 1, consider reviewing operations with fractions and exercise 1-3. Day 2, consider doing exercise 4, problem set, discussion, and exit ticket. Carefully provide scaffolding with fractions while making the focus of lesson distributive property.

Standards Addressed in Week's Lessons

Topic A

7.EE.A.1

7.EE.A.2

Week 7: December 19

Standards Addressed in Week's Lessons

Topic A

7.EE.A.1

7.EE.A.2

Topic B

7.EE.B.3

7.EE.B.4

7.EE.B.5

Notes:

Lesson 6 (P)

See notes from previous week.

Lesson 7 (P)

The difference between equations and expressions can be emphasized in this lesson. Exit ticket may take longer then 7 minutes for this lesson. Consider using problem set during small group time this week.

Lesson 8 (P)

Consider at first showing each move when describing how to solve an equation, remove parts as class becomes more comfortable with conceptual understanding. Carefully read "if-then moves" in lesson notes prior to teaching lesson. Consider using problems from problem set during small group time this week.

Week 8: January 9

Module

Notes:

Lesson 9 (P)

Consider omitting example 2 if pacing is an issue. Game boards can be found and copied in advance from end of lesson.

Lesson 10 (P) & 11 (P) Combine

These lessons have the same Student Outcomes and can be consolidated. Cover the opening, example 2, and exercises 3 & 4 from lesson 10. Complete exercise 1, example 4, and exit ticket from lesson 11. Note that this topic is covered again in Module 6 Topic A. Review Mid Module question 7 to see how these lesson outcomes are represented in the assessment.

Lesson 12 (E)

Prepare cubes from end of lesson in advance to organize the four stations for this lesson.

Lesson 13 (P)

Consider using true and false cards with students (one per student) when discussing if an integer is a solution for any particular problem to get a good check for understanding.

Standards Addressed in Week's Lessons

Topic B

7.EE.B.3

7.EE.B.4

7.EE.B.5

Week 9: January 16

Module

Notes:

Lesson 14 (P)

Consider previewing question 4b and 5 in the Mid Module assessment to see how lesson outcomes are assessed.

Lesson 15 (P)

Have whiteboards ready for opening exercises. Consider having students pair to complete game puzzle. Those that finish early can be given an answer guide to help check others.

One day this week is provided for Mid Module Assessment

Assessment

Mid Module Assessment: Administer after lesson 15

Standards Addressed in Week's Lessons

Topic B

7.EE.B.3

7.EE.B.4

7.EE.B.5

Standards Addressed in Assessment

Mid Module

7.EE.A.1

7.EE.A.2

7.EE.B.3

7.EE.B.4

7.G.B.5

Week 10: January 23

Module

Notes:

Lesson 16 (M)

Students are introduced (discover) the concept of pi. Advanced preparation of materials is needed for lesson: straightedge, chalk, large picture of bike wheel, string, tape, if time, paper plates.

Lesson 17 (E)

Consider reviewing grade 6, module 5, lesson 8 to see how students were introduced to finding the area of certain polygons using the coordinate plane.

Lesson 18 (P)

Encourage discussion when students demonstrate multiple solution methods to composition area problems.

Assessment

ANet

Standards Addressed in Week's Lessons

Topic C

7.G.B.4

7.G.B.6

Standards Addressed in Assessment

ANet

Major

7.EE.A.1

7.NS.A.1

7.NS.A.2a,b,c,d

7.NS.A.3

Review

7.NS.A.1d

7.RP.A.1

7.RP.A.2c,d

Week 11: January 30

Assessment

ANet

Standards Addressed in Week's Lessons

Topic C

7.G.B.4

7.G.B.6

Standards Addressed in Assessment

ANet

Major

7.EE.A.1

7.NS.A.1

7.NS.A.2a,b,c,d

7.NS.A.3

Review

7.NS.A.1d

7.RP.A.1

7.RP.A.2c,d

Notes:

Lesson 19 (P)

Consider using an anchor chart with relevant geometry vocabulary and formulas from lesson.

Lesson 20 (P)

Consider omitting exercise 3 if pacing is an issue.

Lesson 21 (P) & 22 (P) Combine

Surface area was introduced in grade 6 module 5 topic D and again in Lessons 21 and 22 of this module; therefore, these two lessons can be consolidated. Consider doing example 1 of lesson 21, example 1 & 2 and exit ticket from lesson 22. Note that surface area is also covered in Module 6 Topic D.