Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6 Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans
Week of August 11, 2014 DOK Level Possible Aligned Activities and Questions Resources (on/offline) 2
Textbook, CCGPS Framework Tasks, National Library Virtual Manipulatives 2,3 Write a story that would result in the problem: (-3)+6+5.7- 8 Model the solution in two different ways Textbook, CCGPS Framework Tasks, National Library Virtual Manipulatives Content Area Math: Steward, Perkins, Garrett Grade/Course 7 Unit of Study Operations with Rational Numbers Instructional Period 1 st ,2 nd ,5 th , 6th Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. MCC.7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram MCC.7.NS.1a Describe situations in which opposite quantities combine to make 0. MCC.7.NS.1b Understand q p as the number located a distance q from p , in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. MCC.7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, ) ( q p q p . Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real- world contexts. MCC.7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers. List Behaviors (what students should be able to do; focus on verbs) List Content (what students should know; focus on concepts) Determine DOK (align to instruction and assessment) Ask, answer, describe, write, recount, demonstrate, identify and locate Computation with positive and negative numbers is often necessary to determine relationships between quantities. Models, diagrams, manipulatives and patterns are useful in developing and remembering algorithms for computing with positive and negative numbers. Properties of real numbers hold for all rational numbers. Positive and negative numbers are often used to solve problems in everyday life.
DOK Levels DOK Ceiling 2,3 4 TAPS 1, 2 TAPS 2, 3, 4, 5 LESSON PLANNING GUIDE Math Grade 7 Conyers Middle School 2014-2015 Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6 Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans
Mark a random number x between 1 & 2(at a spot only you would think of) on a number line. Plot the opposite of each of the following on your number line
a. x b. x + 5 c. x 4 d. 6 x
Textbook, CCGPS Framework Tasks, National Library Virtual Manipulatives 3, 4 Doe Grade 7 Unit 1 Frameworks Whats Your Sign Helicopters & Submarines Hot Air Balloons Debits & Credits Who Done It Textbook, CCGPS Framework Tasks, National Library Virtual Manipulatives DOK Level Possible Aligned Assessment Items/Tasks Resources (on/offline) 2 Assess: Informally monitor mastery while students complete tasks/assignments; use probing questions to confirm mastery
TAPS 2, 3, 4, 5 LESSON PLANNING GUIDE Math Grade 7 Conyers Middle School 2014-2015 Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6 Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans
Standards (Primary) DOK (Ceiling) Integrated 4 KNOW/UNDERSTAND
Essential Question/Enduring Understanding: What models can be used to show addition and subtraction of positive and negative rational numbers? What strategies are most useful in helping develop algorithms for adding, subtracting, multiplying, and dividing positive and negative rational numbers? How can models be used to prove that opposites combine to 0? What real life situations combine to make 0? How can a number line model addition or subtraction of rational numbers? What are the steps to converting a rational number to a decimal using long division? KNOWLEDGE & SKILLS (Key Vocabulary) Vocabulary- Tier 1 Words using to teach Tiers 2-3
Model Explain Convert
Vocabulary Tier 2 Academic vocabulary across content-areas
Content Process Product Advanced Students can use algorithms to solve integer operation problems. Guide students to make connections between conceptual understanding and algorithms. Students will use algorithms to solve problems with integers. Ready Understands that the sum and difference of two rational numbers represents a distance and that Model the addition and subtraction of rational numbers and the property of additive inverses with: Computes the sums and differences of numerical expressions containing positive and negative rational numbers. Uses the properties to do so TAPS 2, 3, 5 TAPS 2, 3 TAPS 2, 3, 4 LESSON PLANNING GUIDE Math Grade 7 Conyers Middle School 2014-2015 Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6 Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans
the sum of any number and its opposite is zero.
Vertical and Horizontal Number Lines Two Color Counters
strategically & to interpret the sum or difference in the context of a given problem
Need Prerequisites Students have some understanding of rational numbers Guide students to use modeling strategies to add/subtract integers. Students will solve problems with integers using modeling (color chips and number lines). Steps to Deliver the Lesson Using WICOR AVID Engage (Hook, introduction to lesson concepts)
Explore/Explain (teaching content all students need to know, understand and be able to do as determined by unpacked standard) WICOR: add and subtract rational numbers (NS.7.1) represent addition and subtraction using at least one method such as a horizontal/vertical number line or two color counters method (NS.7.1) use words, visuals, and symbols to describe computational and real- world situations in which opposite quantities combine to make zero, incorporating the term additive inverse (NS.7.1) explain, model, and apply commutative, associative, distributive, identity, and inverse properties to add and subtract rational numbers (NS.7.1) apply the principle of absolute value in real-world contexts to describe the distance between two rational numbers on the number line (NS.7.1)
Enrich/Elaborate (differentiation of process )
WICOR:
Repeated opportunities over time will allow students to compare the results of adding and subtracting pairs of numbers, leading to the generalization of the rules. Fractional rational numbers and whole numbers should be used in computations and explorations. Students should be able to give contextual examples of integer operations, write and solve equations for real-world problems and explain how the properties of operations apply. Real-world situations could include: profit/loss, money, weight, sea level, debit/credit, football yardage, etc
TAPS 2, 3, 5, 6, 8 LESSON PLANNING GUIDE Math Grade 7 Conyers Middle School 2014-2015 Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6 Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans
Evaluation (Formative assessment)
WICOR:
Formative Assessment, CCGPS Performance Task
Resources Textbook, CCGPS Frameworks, RCPS Frameworks, National Library Virtual Manipulatives