These ELOs need to be taught in sequential order! 

7.RP.1, 7.RP.2, 7.RP.3, proportional skills, are a continuation of compelling question 1.  These standards will allow students to write and solve one step equations, which will be review from 6th grade but build into later 7th grade standards.

PACING = 5 weeks

Essential Learning Outcomes (ELO)

∎ Students will be able to apply unit rates to quantities of measure of varying units.  (7.RP.1) (MP.2, MP.6)

Learning Targets:

• I can compute unit rates with complex fractions including length, area, and other quantities of measure. (7.RP.1)

Essential Learning Outcomes (ELO)

∎ Students will be able to make quantitative theories with proportional relationships to solve real-world and mathematical problems.  (7.RP.2) (MP.1)

Learning Targets:

• I can identify a constant relationship of unit rates in tables, graphs, equations, diagrams, and verbal descriptions. (7.RP.2.b)

• I can compare two ratios in a proportion. (7.RP.2.b)

• I can determine whether two quantities are in a proportional relationship by testing for equivalent ratios by graphing on a coordinate plane. (7.RP.2.a)

• I can determine whether two quantities are in a proportional relationship by testing for equivalent ratios in a table. (7.RP.2.a)

• I can create proportional relationships from equations. (7.RP.2.c)

• I can analyze a proportional equation and explain what each value means. (7.RP.2.b)

• I can explain a proportional situation using points on a graph. (7.RP.2.d)

Essential Learning Outcomes (ELO)

∎ Students will be able to accurately model the proportional relationships of ratios to help solve real-world and mathematical problems.  (7.RP.3) (MP.4)

Learning Targets:

• I can calculate percentage of increase and percentage of decrease. (7.RP.3)

• I can calculate tax, markups, markdowns, gratuities, commissions, and fees. (7.RP.3)

• I can calculate simple interest. (7.RP.3)

• I can calculate percent error and solve multistep ratio and percent problems using proportional relationships. (7.RP.3)

• I can justify multistep ratio and percent in real life situations. (7.RP.3)

• I can identify or describe errors to given multi-step problems and present corrected solutions. (7.RP.3)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

Use your Daily Math Fluency kit (Hand2Mind)  *This kit was part of the Essential Learning PD week.

This kit has math talks (one problem to collect all of your students' strategies - formative assessment to see if they have efficient strategies) and number strings (pose one problem at a time from a series that is building/practicing ONE strategy, so do NOT collect all strategies).  

*The computational strategies that you practice during number talks does NOT have to align with the core math content.  Number talks are meant to practice fluency strategies, not teach new content.

CAN DO / Additional Resources:

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 3: More Salsa, Please  &  Lesson 4:  Constant Graphing  & Lesson 5:  Building Bricks

Nearpod Math lessons Open Middle tasks

Interactive manipulatives

“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104

There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed.  Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).

Ideas for closure activities