Grade 7 Pacing Guide: Q2 Mathematics

Overview

Week 1 - 11/5

Weeks 2/3 - 11/13

Week 4 - 11/26

Week 5 - 12/3

Week 6 - 12/10

Week 7 - 12/17

Week 8 - 1/7

Week 9 - 1/14

Week 10 - 1/22

Week 11 - 1/28

 

Module  2

Module 2: Place Value and Problem Solving with Units of Measure

Students explore measurement using kilograms, grams, liters, milliliters, and intervals of time in minutes.

Topic D: Two- and Three-Digit Measurement Addition Using the Standard Algorithm

Topic E: Two- and Three-Digit Measurement Subtraction Using the Standard Algorithm

 

Advanced Preparation

See Module p. 8&9

 

Module 3: Multiplication and Division with Units of 0, 1, 6–9, and Multiples of 10

Students extend the study of factors from 2, 3, 4, 5, and 10 to include all units from 0 to 10, as well as multiples of 10 within 100.

Topic A: The Properties of Multiplication and Division

Topic B: Multiplication and Division Using Units of 6 and 7

Topic C: Multiplication and Division Using Units up to 8

Topic D: Multiplication and Division Using Units of 9

Topic E: Analysis of Patterns and Problem Solving Including Units of 0 and 1

Topic F: Multiplication of Single-Digit Factors and Multiples of 10

 

Advanced Preparation

-Personal white boards

-Place value disks

 

Module 4: Multiplication and Area

Students explore area as an attribute of two-dimensional figures and relate it to their prior understandings of multiplication.

Topic A: Foundations for Understanding Area

Topic B: Concepts of Area Measurement

 

 

Assessment

 

Standards Addressed:

Topic B

7.NS.A.2

Weekly Overview

Lesson 13 (P)

The lesson refers to fractions being put in "simplest 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.

 

Lesson 16 (S)

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

 

Week 2

Module 2

Topic B

Topic C

Week 3

Topic C

Topic B

Lesson 17

Topic C

Lesson 18

Lesson 19

Standards Addressed:

Topic C

7.NS.A.3

7.EE.A.2

7.EE.B.4a

Assessment

Topic B

Mid Module Assessment before Lesson 17

Biweekly 1: Lesson 17 Exit Ticket

Topic C:  None

 

Standards Addressed:

Week 2

Mid Module

7.NS.A.1

7.NS.A.2

Week 2

One day this week is provided for Mid Module assessment.

Lesson 17 (P)

This lesson has been paced over two days. On day one consider doing expolatory 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.

 

Week 3

 

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 ticekt 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 explanantion facilitation.

 

Standards Addressed:

Biweekly 2

Exit ticket from lesson 20

 

Assessment

Topic C

7.NS.A.3

7.EE.A.2

7.EE.B.4a

 

Weekly Overview

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.

 

Module 2

Topic C

Module 3

Topic A

Topic C

Lesson 23

Topic A

Lesson 1

Lesson 2

Standards Addressed:

Topic C

7.NS.A.3

7.EE.A.2

7.EE.B.4a

 

Assessment

End of Module

 

Administer after lesson 23

 

Topic A

7.EE.A.1

7.EE.A.2

Standards Assessed:

End of Module

7.NS.A.1

7.NS.A.2

7.NS.A.3

7.EE.A.2

7.EE.B.4a

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

 

Module 3

Topic B

Assessment

Biweekly 3

 

Exit ticket from lesson 4

 

Standards Addressed:

Topic A

7.EE.A.1

7.EE.A.2

 

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.

 

Module 3

Topic B

Standards Addressed:

Topic A

7.EE.A.1

7.EE.A.2

 

 

 

Assessment

NWEA MOY Window 12/11 - 1/26

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 weeek.

 

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.

 

Module 3

Topic B

Assessment

 

Standards Addressed:

Topic B

7.EE.B.3

7.EE.B.4

7.EE.B.5

 

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.

 

Module 3

Topic B

 

Assessment

Mid Module

 

Administer after lesson 15

 

Standards Addressed:

Topic B

7.EE.B.3

7.EE.B.4

7.EE.B.5

 

Standards Assessed:

Mid Module

7.EE.A.1

7.EE.A.2

7.EE.B.3

7.EE.B.4

7.G.B.5

 

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 exercies. 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

 

Module 3

Topic C

 

Assessment

ANet

Standards Addressed:

Topic C

7.G.B.4

7.G.B.6

 

 

Standards Assessed:

End of Module 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 16 (M)

Students are introduced (discover)  the concept of pii. 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.