Amanda Larner- 7th Grade Math Lesson Plans: Week of September 21, 2015 Duty Week: NO
CCSS / Student Objective / Mathematical Practices / Lesson / Assessment / HomeworkMonday / 7.RP.A.2.
Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. / TSW…
Use equations and graphs to represent proportional relationships arising from ratios and rates involving fractions. They interpret what points on the graph of the relationship mean in terms of the situation or context of the problem. / MP.3 Construct viable arguments
MP.8 Repeated reasoning. / Equations of Graphs of Proportional Relationships Involving Fractions (Module 1, Lesson 15)
§ Opening: Review with students the meaning of unit rate, the meaning of an ordered pair in the proportional relationship context, the meaning of (0, 0) and the meaning of (1, ) from Lesson 10. The goal here is to help students see the relationship between the unit rate and the changes in and .
§ Example 1: Mother’s 10K Race (whole group)
o Discuss with your elbow partner: Can you find Sam’s mother’s average rate for the entire race based on her previous race time?
o Discuss the responses with the class and draw a conclusion.
o Have students write the equation that models the data in the chart. Record the student responses so that they can see all responses.
§ Example 2: Organic Cooking (Partners)
o Complete the table, graph, and questions with a partner
o Students should complete these problems in cooperative groups and then be assigned one problem per group to present in a gallery walk. As groups of students walk around the room to view the work, have them write feedback on sticky notes about presentations, clarity of explanations, etc. Students should compare their answers and have a class discussion after the walk about any solutions in which groups disagreed or found incomplete.
§ Closing: After the gallery walk, refer back to the graphs and charts that students presented.
§ Are all graphs straight lines through the origin?
§ Did each group write the equations that models the situation in their problem?
§ Did each group find the correct constant of proportionality (unit rate) for their problem and describe its meaning in the context of the problem using appropriate units? / Exit Ticket / Problem Set
#1-4 due 9/22
Study for quiz
Tuesday / 7.RP.A.3.
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax. / TSW…
will solve multi-step ratio problems including fractional markdowns, markups, commissions, fees, etc. / MP.3 Construct viable arguments
MP.8 Repeated reasoning. / · Quiz: Covers Lessons 10-15
· DOUBLE DISCOUNT TASK DUE TODAY! / Individual Student Assessments / NONE
DOUBLE DISCOUNT TASK DUE TODAY!
Wednesday / 7.G.A.1.
Solve problems involving scale drawings of geometric figures, such as computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. / TSW…
understand that a scale drawing is either the reduction or the enlargement of a two-dimensional picture. / MP.3 Construct viable arguments
MP.8 Repeated reasoning. / Relating Scale Drawings to Ratio and Rates (Module 1, Lesson 16)
· Intro Activity: Can you guess the image? (3 minutes)
· Example 1: Enlargement or reduction?
o Students identify whether an image is an enlargement or a reduction.
o What are possible uses for enlarged drawings/pictures?
o What are the possible purposes of reduced drawings/pictures?
· Example 2: Whole group
o Students identify if the map is an accurate reduction.
o Why doesn’t point V correspond with point R?
o What must we consider before identifying correspond points?
· Exercises 1 and 2:
o Students will practice creating an enlargement of a picture and a reduction of a picture
o Class discussion on challenges/success in creating the new drawings
· Closing:
o What is a scale drawing?
o What is an enlargement? What is a reduction?
o What is the importance of matching points and figures from one picture/drawing to the next?
o How do scale drawings related to rates and ratios? / Exit Ticket / Problem Set
Lesson 16
#1-5
Due 9/24
Thursday / 7.G.A.1.
Solve problems involving scale drawings of geometric figures, such as computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. / TSW…
recognize that the enlarged or reduced distances in a scale drawing are proportional to the corresponding distance in the original picture and students recognize the scale factor to be the constant of proportionality. / MP.3 Construct viable arguments
MP.8 Repeated reasoning. / The Unit Rate as the Scale Factor (Module 1, Lesson 17)
· Example 1: Rubin’s Icon
o What type of scale drawing is the sticker? What is the importance of proportionality for Rubin? How could we go about checking for proportionality of these two images?
o Exercise 1: students complete in pairs, share out.
· Example 2: Begin this example by giving the scale factor 3. Demonstrate how to make a scale drawing with the scale factor. Students use a table or equation to show how they computed their actual lengths.
o Exercise 2: students complete in pairs with a scale factor this time of ½
· Example 3: Family Portrait
· Closing: Where is the constant of proportionality represented in scale drawings? What step(s) are used to calculate scale factors? What operation(s) is (are) used to create scale drawings? / Exit Ticket / Problem Set
#1-6 due 9/25
Friday / 7.G.A.1.
Solve problems involving scale drawings of geometric figures, such as computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. / TSW…
Given a scale drawing, compute the lengths in the actual picture using the scale, identify the scale factor in order to make intuitive comparisons of size then devise a strategy for efficiently finding actual lengths using the scale. / MP.3 Construct viable arguments
MP.8 Repeated reasoning. / Computing Actual Lengths from a Scale Drawing (Module 1, Lesson18)
· Example 1: Basketball at Recess?
o Based upon the picture, what are the actual dimensions that the half-court will be? Will the lot be big enough if its width is 25 feet and its length is 75 feet? Explain.
o How can we use the scale factor to determine the actual measurements?
o How can we use the scale factor to write an equation relating the scale drawing lengths to the actual lengths?
· Examples 2 and 3: Students complete with table groups and share out methods.
· Closing: What does the scale factor tell us about the relationship between the actual picture and the scale drawing? How does a scale drawing differ from other drawings? / Exit Ticket / NONE