Week 1 - 2/4
Week 2 - 2/11
Week 3 - 2/18
Week 4 - 2/25
Week 5- 3/4
Week 6 - 3/11
Week 7 - 3/18
Week 8 - 3/25
Week 9 - 4/1
This module consolidates and expands upon students’ understanding of equivalent expressions, linear equations to solve unknown angle problems, and solving problems leading to inequalities. They interpret solutions within the context of problems. Students extend their sixth-grade study of geometric figures and the relationships between them as they apply their work with expressions and equations to solve problems involving area of a circle and composite area in the plane, as well as volume and surface area of right prisms.
Topic B: Solve Problems Using Expressions, Equations, and Inequalities
Topic C: Use Equations and Inequalities to Solve Geometry Problems
Students deepen their understanding of ratios and proportional relationships from Module 1 by solving a variety of percent problems using visual models/equations in early lessons and using calculators in later lessons. They convert between fractions, decimals, and percents to further develop a conceptual understanding of percent and use algebraic expressions and equations to solve multi-step percent problems. An initial focus on relating 100% to “the whole” serves as a foundation for students.
Topic A: Finding the Whole
Topic B: Percent Problems Including more than One Whole (Topic C: Scale Drawings is omitted for Quarter 3)
Topic D: Population, Mixture, and Counting Problems Involving Percents
Students begin their study of probability, learning how to interpret probabilities and how to compute probabilities in simple settings. They also learn how to estimate probabilities empirically. Additionally, students build on their knowledge of data distributions that they studied in Grade 6, compare data distributions of two or more populations, and are introduced to the idea of drawing informal inferences based on data from random samples.
Topic A: Calculating and Interpreting Probabilities
Topic B: Estimating Probabilities
Lesson 23 (E)
After completion of Exploratory Challenge, complete exercises from Problem Set for practice and application. Review fraction to decimal conversions.
Lesson 24 (E)
Builds on work completed from lesson 23; focus on calculating the maximum volume in given situations. Consider completing Problem Set #1-3 plus one more exercise from the remaining problems.
Lesson 25 (P)
Continue volume of right prisms; add on surface area. Complete the Opening Exercise, Exercise 1 (Fish Tank designs) and Problem Set #1. Finish with exti ticket. Consider assigning Exercise 2 (Design a Fish Tank) for a Problem of the Day for students who are ready to extend their learning.
Lesson 26 (P)
Culmination of work completed in lessons 22-25. Complete Opening Exercise and Problem Set #1. Finish with Exit ticket. Consider assigning Exercise 2 (Design a Feeder) for a Problem of the Day for students who are ready to extend their thinking.
End of Module assessment
Give before beginning Module 4.
Exit ticket from Lesson 3
Lesson 1 (P)
Use as a pre-assessment of what your students may or may not know about percents. Consider cutting out the Matching table used in the Opening Activity so students can sort the information to determine the pairings first then record their findings on the worksheet.
Lesson 2 (P)
This lesson focuses on the relationship, Part=Percent×Whole,and writing equations to problem solve. Consider saving the tape diagram for small group instruction where needed,
Lesson 3 (P)
If low on time, provide the part/whole rounds as homework or break this up into multiple days of 2-3 minute fluency throughout the module.
One additional day added for End of Module assessment.
Lesson 4 (P)
This lesson focuses on Quantity= Percent x Whole. Select exercises from Problem Set for practice; conclude with Exit Ticket.
Lesson 5 (P)
Utilizes double bar lines and mental math using factors of 100 to compute percents of a number.
Lesson 6 (P) Omit
Has been omitted because it combines the different types of percent problems introduced in the first five lessons. Consider using this lesson's components as homework or review where needed.
Lesson 7 (P)
In this lesson, students use algebraic equations to solve multi-step word problems involving markups and markdowns. Also introduces students to new finance terms (e.g., retail price, consumer, cost price, and wholesale price).
Exit ticket from lesson 11
Lesson 8 (S)
There are two cases in which percent error is discussed in the seventh grade curriculum. The first case is when the exact value is known, and the second case is when the exact value is not known. The following definitions are used throughout this module as the teacher presents students with examples and exercises for both cases. Also utilizes absolute value.
Lesson 9 (P)
Utilize double bar lines and algebraic equations to investigate percent changes. Consider working through examples then practice with Problem Set.
Lesson 10 (P)
Provide adequate practice utilizing I = prt formula, stressing r written as a decimal and t given in years. Opportunity for fluency practice.
Lesson 11 (P)
Students have the opportunity to apply their knowledge through real world situations (e.g., school board budgets athletic team budgets).
Lesson 12-15: Omit
The lessons are not assessed in ANet A3.
Note: PARCC dates may effect when the lessons are completed between weeks 5 and 7. Adjust based on your schools PARCC schedule.
End of Module Assessment
Lesson 16 (P)
Pre-create tape diagrams for students since lesson focuses on utilizing this method; connects to algebraic equations. Consider pairing students up to complete exercises.
Lesson 17 (P)
Consider simulating the orange mixture problem from the Opening Exercise so that students make visual connections between the actual liquids and their calculations in the chart.
Lesson 18 (P)
No prior knowledge of probability formulas are needed, percents are used to solve the problems in this lesson.
An additional day added this week for End of Module assessment. Assessment split up into Day One (Calculator Active) and Day Two (Calculator Inactive).
Lesson 2 / 3
Exit ticket from Lesson 5
Lesson 1 (P)
Introduction to probability; stress that probability is a number from 0 to 1, make predictions for outcomes to place on the probability scale and discuss rationale for placement.
Lessons 2/3: Combine (P)
These lessons have been combined due to similar objectives. Complete all examples and exercises form lesson 3 and Problem Set and Exit Ticket from lesson 2. Probability questions on graphs will be seen again in lesson 5.
Lesson 4 (P)
Create anchor chart of formulas from Lesson Summary. Practice includes exercise 1-4 and conclude with Exit Ticket. Consider Problem Set for homework.
Lesson 5 (P)
Review adding fractions with uncommon denominators for students who may need it.
Lesson 6 (P)
In addition to examples in lesson, bring in other situations that could be represented by tree diagrams (e.g., making pizzas, ice cream sundaes, outfit combinations). Create Pyramidial die in advance of lesson.
Lesson 7 (P)
Deliberately similar to lesson 6, build in components of student misconception from the previous day to ensure mastery by end of lesson.
Only two lessons in consideration of the PARCC exam.
Lesson 10 / 11
Lesson 8 (P)
Stress that Relative Frequency is an ongoing calculation, it requires students to keep accurate record of each outcome. Consider a focus on one outcome at a time to avoid confusion (re: heads first then tails).
Lesson 9 (E)
Complete the experiment on your own before presenting it to your students. Read the preparation for students to record their results carefully; provide supportive materials to students who you feel may struggle with assembling their own charts
Lessons 10/11: Combine (P)
These lessons have been combined due to similar objectives. For your lesson, pre-select simulations for students to complete. Complete simulations prior to class time. Provide tabulation sheets for students to record findings. Consider using Lesson 10 exit ticket to check for student understanding.
One additional day is provided for ANet testing.
Lesson 12 (P)
Presents opportunities for students to complete experiments. Consider splitting your class in half to distribute so simulations from example 2 (exercises 3 and 4-5) can run concurrently. Conclude class time with student group share out their findings.
Lesson 13 (P)
Read preparation notes closely prior to lesson. Review student discourse protocol/routines and procedures with students at beginning of lesson.
Lesson 14 (P)
Prepare Handout and mean table prior to class. Connect discussion on random samples with lesson 13 discussion and findings.