Unit Title: The Language of Mathematics Grade level: 7 Length of unit: 2 weeks Stage 1 Desired Results Meaning Learning

g Goals: Iowa Common Core Standards for Math

7.EE.1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 7.EE.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. 7.EE.3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, 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. 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. 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. 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.

Your name: Kevin D. Gilbert

Enduring Understandings: Mathematics is a language similar to that of the English language.

Essential Questions: Is the language of mathematics a universal language? Are mathematical expressions the same thing as verbal and written expressions?

Knowledge & Skills Acquisition Students will know how the syntax of a sentence is similar to the syntax of an equation. how variables change the meaning of an equation. Students will be able to read a word problem in such a way to find the meaning and express that meaning using mathematical symbols and operators. find the meaning in mathematical expressions to a degree that they can express their meaning verbally or by creating a word problem that fits the expression.

Stage 2 Evidence (Assessment) Types of assessment: Selected-Response (Tests, quizzes); Personal Communication (Interview, Oral exam); Written Response (Short constructed response, essay); Performance Assessment (Role-play, Simulation, Lab, Dramatization) Pre-assessment: Students will have the opportunity to express prior knowledge during the class discussions when they will be asked the meanings of mathematical operators symbols. Survey to determine which students already know a language other than English. These students should be familiar with translating and may need to be equally distributed across the groups.

Formative Assessments: The students knowledge and skills should progress during the course of the unit. Weekly quizzes will be given, for the first three weeks, to determine how well the students learning is progressing 1. Quiz 1 will assess the students knowledge of translation methods and their relative effectiveness, the actions that different operations imply and their knowledge of different ways of describing the meaning of mathematical expressions.

By the end of the first week, each group of students will submit a rough draft of their unit project, a phrasebook for tanaslating between math and English. By the end of the second week, each group will submit the final draft of their phrasebook. The teacher will review the texts and discuss them with the students to ensure clarity and understanding according to the rubric for the project

Summative Assessment:

Groups of students will create translation guides that other students can use to translate between word problems and math equations. The phrasebook will demonstrate the students mastery of standard 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. The guides should be clear, accurate, and fun to use. It will need a title, illustrations, and a front and back cover designed. a. Each guide will be reviewed by members of a different group to determine if its useful and worth using. They should ask themselves, If I had to solve a word problem and had this guide, would I use it?. b. Each guide will be reviewed by the teacher to determine how well it fulfills the requirements of the rubric. c. These two reviewed will be combined to determine the grade for the project. Students will take a unit exam that will demonstrate skills and knowledge theyve acquired from lessons, collaborative and group work during the previous 2 weeks. It will highlight their ability to construct mathematical expressions based on written instructions, describe in writing what given mathematical expressions mean, and create a word problem when given a mathematical expression. They will have seen and performed each of these a number of times in the previous 2 weeks.

Stage 3 Learning Plan

How many days will your unit last? How will you sequence/organize learning your unit in an iterative/incremental way? What opening activity will you use to hook or engage student learning in this unit? How will you ensure students know where the learning is headed in this unit? How will you introduce students to your Enduring Understandings and Essential Questions? At what points will you have your students re-consider these understandings/questions? How will you sequence/organize your assessments in an iterative/incremental way? How will you foster critical thinking and problem solving in this unit? Self-reflection? Curiosity and imagination? Collaboration? Innovation/Creativity? Adaptive thinking? Accessing and analyzing information? Oral and written communication? What active instructional strategies/learning activities might you use to engage students in learning (You need to use at least 3 different types of instructional strategies)? How will you differentiate for individual student needs in this unit? What differentiated instructional strategies will you use (e.g., student choice, flexible grouping, jigsaw, choice boards/menus, tiered assignments, anchor activities, etc.)? How will you use technology to support and facilitate student learning in this unit?