Instructional Planning: Unit Plan (K-12) Template

Unit 6 Title:
Expressions and Subject/Course: 7th Grade Math
Equations
Name: Laura
Grade/s: 7th
Dell

Stage 1: Desired Results

Standards/Goals: Students will build on their 6th grade knowledge of pre-algebra. Students will learn key vocabulary to
help them understand expressions and equations. Students will learn how this unit applies to the real world and why it is
important.

Supporting/Repeating Standards:
7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with
rational coefficients.
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.
7.EE.4a 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
7.EE.4b Solve word problems leading to in equalities 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.
MP.1. Problem Solving
MP.4. Modeling
MP.7. Using structure
Understandings: Essential Questions:
Students will understand that
How do you add, subtract, factor, and multiply
An algebraic expression is another way of algebraic expressions?
representing the information from a verbal How do you use one-step equations with rational
expression coefficients to solve problems?
How do you write a two-step equation?
Addition and subtraction are inverse operations that How do you solve a two-step equation?
undo each other.

Multiplication and division are inverse operations that

undo each other

Writing two-step equations can represent real-world

problems by translating the words of the problems
into numbers, variables, and operations
Students will know Students will be able to
Vocabulary:
Use their knowledge of properties of operations to
Coefficient: The number that is multiplied by the variable write equivalent expressions
in an algebraic expression Write and solve real-world equations that require
two steps
Rational number: any number that can be expressed as

John Hopkins University School of Education

Unit Plan (K-12) Template 1
 Use the properties of addition along with the
ratio of two integers
Distributive Property to add and subtract algebraic
Equation: a mathematical sentence that shows that two expressions
expressions are equivalent Write an equation for a situation and solve the
equation by using inverse operations
Solution: the value for the variable that makes the
equation true Keep an equation balanced by performing exactly
the same operation on both sides
Factor: a number that is multiplied by another number to Choose a variable for the unknown value they are
get a product trying to find and use important words from the
problem to identify the correct operations and
number to use
Isolate the variable by performing the same
operation on both sides of the equation

How do these desired results align with your class vision?

These desired results align with my class vision because one goal is for students to demonstrate an average of 80%
mastery on all Module Tests. Breaking this unit down and spreading it out over 10 class periods gives students both in-
depth instruction and practice with the material to prepare them for the module test.

Another goal is for students to meet their individual projected score on their next STAR Math test. Students are given
the STAR Math assessment three times throughout the school year. After taking it in August, students were given a
projected score for the next time they take it. My vision is that in December, when students take it again they will meet
their projected scores. Through strengthening their pre-algebra and problem-solving skills students will be better
prepared taking the next STAR assessment.

Stage 2a: Assessment/Evidence

Explain any performance tasks you will use (major projects and core task, i.e., common assessments):

Pre Constructed Response Assessment: Students will be given a grade-level word problem on expressions and
equations. This constructed response data is used as a diagnostic and students will answer a similar question at the
end of the unit.

Module 6 Test: At the end of the unit, student will be given a module test to check for mastery of the material learned in
the unit.

Post-Constructed Response Assessment: Following the module test, students will be given the post-constructed
response. This is used to see growth between the pre and post-constructed responses.

John Hopkins University School of Education

Unit Plan (K-12) Template 2
Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples and observations):

Homework Quiz 1 and 2: On quiz 1, students will be tested on the material in the first half on Module 6 Quiz 2 will cover
material on the second half of Module 6. The quizzes are based off of the homework questions students were assigned.
These quizzes are formative assessment and check for student understanding.

How do these assessments measure your students progress toward your classes big goal(s)?

Pre- constructed Response: This is the diagnostic data to see where my students are coming into the unit.

Homework Quizzes: This is the formative information that lets me see how students are doing throughout the unit to
gage their understanding and what if anything needs to be reviewed so that students can reach 80% mastery on the
module test.

Module 6 Test: The test is given to test student mastery. The goal is that every student will score at or above 80% on
the assessment. If students can reach this then they will have fulfilled my vision for my students.

Post-constructed Response: This is used to see student growth from before the unit to after.

John Hopkins University School of Education

Unit Plan (K-12) Template 3
 Stage 2b: Summative Assessment for this Unit
Create and/or copy/paste the summative assessment that accompanies this unit here. Note if you have created the
summative assessment for this unit in another file, you may zip the two files together to submit to the gradebook.

Explain how you have designed your assessment, so you can easily track mastery by objective. You may
explain this here or if its easiest to track changes in your assessment and explain why you organized it as you
have, please feel free to do so.

The assessment was designed to cover material from each lesson in module 6. The questions hit on the four essential
questions: How do you add, subtract, factor, and multiply algebraic expressions? How do you use one-step equations
with rational coefficients to solve problems? How do you write a two-step equation? How do you solve a two-step
equation? The questions are also designed to track mastery of each standard. The questions are a combination of both
multiple choice and short answer. The multiple-choice questions allow me to see where any confusion might lie and why
students might have chosen the wrong answer. The short answer questions let me see student thinking and their
thought process. The questions are broken down to 6 multiple-choice questions in the beginning followed by 4 short
answers.

1.Which of the following is the solution to the equation below?

x + 1.4 = 0.6
a. -0.8
b. 1.0
c. 1.2
d. -2.0

2. What is the value of y that satisfies the equation below?

y/4=12
a. 3
b. 4
c. 48
d. 42

3. What is the solution to the equation below?

0.5x = 6
a. 3
b. 12
c. 60

4. Alyson opened a savings account with $100. She saves $50 per month. Which of the following equations can be used
to find how much money she has in her account after x months?
a. 100 + 50x = y
b. 50 +100x = y
c. 600 + 50x = y

5. There are 60 members in the school glee club. The glee club needs to raise $5,000 for a trip to a national
competition. The school agreed to contribute $1,000 toward the trip. Which of the equations below shows the amount of
money that each glee club member needs to raise to help pay for the trip?
a. 60x + 1000 = 5000
b. 60x + 5000 = 1000
c. 1000x + 60 = 5000

6. Which of the following shows the simplification of (0.5) (4a + 6b) using the Distributive Property?
a. 3a + 2b
b. 2a + 3b
c. 4.5a + 6.5 b

7. Nadya solved the equation 4x -4 = 20. Her work is shown below.

John Hopkins University School of Education

Unit Plan (K-12) Template 4
Step 1: 4x -4 = 20
Step 2: 4x = 16
Step 3: x = 4
Where did Nadya make an error in her calculation? Explain

8. Solve the equation below for y.

(5/6)y = 12

9. Consuela earns a salary of $40,000 per year plus a commission of $1,000 for every 2 cars she sells. Write and solve
an equation that shows the number of cars Consuela must sell in order to make $60,000 in one year.

10. Simplify the expression below.

(3/4)(8a +4b -12c) 5b

John Hopkins University School of Education

Unit Plan (K-12) Template 5
 Stage 3: Learning Plan

Learning Plan (Activities and Resources):

Day 1: 1) SWBAT understand the success criteria for this unit and how module 6 applies to the real world. 2). SWBAT to
simplify expressions.

Day 2: 1). SWBAT correct their homework on simplifying expressions. 2) SWBAT take notes to understand what is
factoring. 3). SWBAT model factoring expressions with algebra tiles and practice modeling independently.

Day 3: 1). SWBAT compare Cornell notes with a partner and make corrections. 2). SWBAT work in groups to solve
independent practice question 6.1 in Go Math and present to the class. 3). SWBAT take the pre-constructed response.

Day 4: 1). SWBAT solve single step equations. 2). SWBAT use algebra tiles to solve single-step equations. 3). SWBAT
add important information to their Cornell Notes. 4). SWBAT Practice balancing the equation with all four operations

Day 5: 1).SWBAT correct homework questions on balancing equations. 2). SWBAT take a homework quiz. 3). SWBAT
practice balancing one-step equations

Day 6: 1). SWBAT write equations. 2). SWBAT say: what facts are known? What are you trying to find out? Is it a part or
a total? What key-words tell you integer signs or operations

Day 7: 1). SWBAT work in groups on independent practice questions 6.2 in Go Math. 2). SWBAT understand that the
online math program Think Through Math will be a part of their math grade going forward.

Day 8: 1). SWBAT take a homework quiz on writing equations

Day 9: 1). SWBAT practice using online math program Think Through Math 2). SWBAT solve practice problems in
small groups.

Day 10: 1). SWBAT write and solve two-step equations. 2). SWBAT take Module 6 test to demonstrate mastery of
material.

Day 11: 1). SWBAT take the post-constructed response to see improvement from the pre-constructed response

John Hopkins University School of Education

Unit Plan (K-12) Template 6
 Other Notes/Handouts/Rubrics:

Rubric for the constructed response (pre and post)

John Hopkins University School of Education

Unit Plan (K-12) Template 7
 Works Cited

Burger, E., Dixon, J., Kanold, T., Larson, M., Leinwand, S., & Sandoval-Martinez, M. (2004). Go Math. N.p.:

Houghton Mifflin Harcourt Publishing Company.

John Hopkins University School of Education

Unit Plan (K-12) Template 8