NEWARK PUBLIC SCHOOLS · Web viewNEWARK PUBLIC SCHOOLS. A D M I N I S T R A T I O N. 2010-2011. ... Lesson 6 Counting Techniques. 6.1 Tree Diagrams. Lesson 7 Fundamental Counting

NEWARK PUBLIC SCHOOLS

MATHEMATICS – GRADE 7CURRICULUM GUIDE

2010-2011

Newark Public Schools 2010-2011 Mathematics

Office of Academic Services©2010 2-2011



NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS

2010-2011

Mr. Shavar Jeffries, Chairperson

Ms. Barbara King, Vice Chairperson

Ms. Ivan Lamourt

Mr. Marques-Aquil Lewis

Ms. Eliana Pintor

Mr. Juan Rivera

Ms. Arelis Romero

Ms. Shanique L. Davis-Speight

Ms. Nakia J. White


NEWARK PUBLIC SCHOOLS

A D M I N I S T R A T I O N2010-2011

Superintendent...................................................................................................................................................................Dr. Clifford B. Janey

School Business Administrator............................................................................................................................................Ms. Valerie Wilson

Chief of Staff.............................................................................................................................................................................Ms. Sadia White

Chief Academic Officer.............................................................................................................................................................Mr. Roger Leon

Regional Superintendent.........................................................................................................................................................XXXXXXXXXXNorth Region

Regional Superintendent............................................................................................................................................................Dr. Dale TalbertSouth Region

Regional Superintendent...................................................................................................................................................XXXXXXXXXXXXEast & Central Regions

Regional Superintendent........................................................................................................................................................Dr. Ronald TaylorWest Region


Newark Public Schools 2010-2011 Mathematics TABLE OF CONTENTS

Title Page...........................................................................................................................................................................................................1

Board Members..................................................................................................................................................................................................2

Administration...................................................................................................................................................................................................3

Table of Contents...............................................................................................................................................................................................4

District Mission Statement.................................................................................................................................................................................5

District Goals and Guiding Principles...............................................................................................................................................................6

Curriculum Committee......................................................................................................................................................................................8

Course Philosophy.............................................................................................................................................................................................9

Course Description...........................................................................................................................................................................................10

Recommended Textbooks................................................................................................................................................................................11

Course Proficiencies........................................................................................................................................................................................13

Curriculum Units.............................................................................................................................................................................................14

Course Pacing..................................................................................................................................................................................................18

Standards, Goals, and Objectives.....................................................................................................................................................................27

Appendix..........................................................................................................................................................................................................44



THE NEWARK PUBLIC SCHOOLS DISTRICTMISSION STATEMENT

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects of

academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that our policies

and practices will prepare our students for a world that is increasingly diverse and knowledge driven. We expect our schools

and classroom environments to be emotionally safe and intellectually challenging. We pledge to partner with parents,

groups, and organizations that add support to the mission by changing hearts and minds to value education.

Dr. Clifford B. JaneyState District Superintendent


Newark Public Schools 2010-2011 Mathematics GOALS AND PRIORITIES

Great Expectations: 2009-13 Strategic Plan

OUR SHARED GOAL: PREPARING ALL STUDENTS FOR COLLEGE, WORK, AND CITIZENSHIP

Our youth need to be able to compete in an increasingly complex, competitive, and diverse world. Many of the best new jobs require not just a high school diploma but at least two years of college. We need to raise the bar, and we are. Our goals for 2013 are very challenging. Students need to be:

Ready to learn by kindergarten. 80 percent of our students will be ready to learn by kindergarten, up from 64 percent in 2008–09.

Reading and writing at grade level by the end of 3rd grade. 80 percent will be reading and writing by the end of 3rd grade, up from 40 percent in 2008–09.

Ready for the middle grades. 80 percent of 5th graders will be proficient or above in language arts literacy and 85 proficient or above in math, up from 40 percent and 59 percent, respectively, in 2008–09.

Ready for high school. 80 percent will be “on track for graduation,” up from 38 percent of freshmen who are on track to begin the 2009–10 school year.

Ready for college or work. 80 percent will graduate, and 80 percent of graduates will enroll in college, up from 54 percent and 38 percent, respectively, in 2008–09.


Newark Public Schools 2010-2011 Mathematics GOALS AND PRIORITIES

Great Expectations: 2009-13 Strategic Plan

PRIORTIESPRIORITY 1. Ensure highly effective teachers and principals deliver strong curriculum, instruction, and assessment Strengthen and align curriculum with rigorous standards, ensuring that it is engaging, challenging, and consistently

implemented. Create a highly effective professional development system for teachers and administrators that is more focused on delivering

quality instruction and aligned to the learning needs of each student. Ensure there is a highly effective teacher in every classroom and a highly effective principal in every school by strengthening

the preparation, recruitment, induction, evaluation, recognition, and compensation of effective teachers and principals.

PRIORITY 2. Build a system of great schools that serve students, their families, and the community Build an aligned, supportive Pre-K–grade 3 pipeline that ensures students are ready for kindergarten, reading by grade 3, and prepared

to move forward. Transform the middle grades experience to ensure students are prepared for high school — academically, socially, and emotionally. Dramatically transform our high schools, building a system of themed, college and

career-oriented schools that ensure all students graduate prepared for college, work, and citizenship. Implement an aggressive strategy for turning around low-performing schools that includes reconstitution, external partnerships, full-

service “community schools,” and other effective strategies.

PRIORITY 3. Ensure that schools are safe, welcoming, and working collaboratively with parents, families, and community partners to support student success Ensure that all students, parents, families, and community members are respected and all schools are safe and “family-friendly.” Actively work to help parents and families become more informed and involved. Expand and strengthen quality partnerships, including the “full-service community school” model to provide services,

PRIORITY 4. Improve our educational practice by creating an accountability system that promotes data-informed, effective, and efficient management and operations Reorganize central and regional offices, and streamline operations to strengthen support to schools and students. Create a culture of accountability that uses data to inform decision-making at every level in support of the district’s strategic priorities. Increase the transparency of how we make decisions and report on outcomes of our work together.



CURRICULUM COMMITTEE

Michele Albruzzese, Math Coach

Lourdes M. Rocafort, Math Coach


Newark Public Schools 2010-2011 Mathematics Newark Public Schools

Mathematics – Grade 7

Course Philosophy

By the end of eighth grade, each student will use his/her mathematics background to recognize their individual ability to grow into a successful and healthy adult.

Each student will think, write, read and speak the language of mathematics inside and outside of the classroom. These learned skills will be demonstrated by the student’s ability to problem solve with reason, insight, inventiveness and technical proficiency.

To develop versatile mathematics skills, each student will use prior knowledge to become an investigative, independent learner. The teacher will be the acting facilitator to guide, enhance and differentiate instruction. In addition, the teacher will ensure each student strengthens his/her mathematic skills and abilities.

Ultimately, each student will take his/her knowledge outside of the classroom walls to apply problem solving skills to solve real world situations and develop a successful future.


Newark Public Schools 2010-2011 Mathematics Newark Public SchoolsMathematics – Grade 7

Course Description

Grade 7 Curriculum focuses on four important areas: (1) developing understanding of and applying proportional relationships; (2) developing

understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings

and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and

volume; (4) drawing inferences about populations based on samples. The course is designed to help students and teachers to develop mathematical

knowledge, understanding, and skill along with an awareness of and appreciation for the rich connections among mathematical strands and between

mathematics and other disciplines. It also reflects the information-processing capabilities of calculators and computers and the fundamental changes

such tools are making in the way people learn mathematics and apply their knowledge of problem-solving tasks. Mathematical vocabulary will be

strengthened and extended and opportunities will be given to apply these concepts in solving real, mathematical problems.


Newark Public Schools 2010-2011 Mathematics Recommended Textbooks/Resources

This curriculum is primarily based on:

Connected Mathematics 2 Lappan, Fey, Fitzgerald, Friel, Phillips (2009) Pearson Prentice Hall

Teacher Reference Texts:

Teacher’s Wraparound Edition Lappan, Fey, Fitzgerald, Friel, Phillips (2009) Pearson Prentice Hall

Resources Recommended: ___________ (2009). Buckle Down New Jersey NJ ASK. Buckle Down Publishing. ISBN 0-7836-5299-2 Kaplan, Andrew. (2004). Math On Call. Houghton Mifflin Company. ISBN 10:0-669-5081 9-5 Kaplan, Jerome. (2010). New Jersey ASK Coach Grade 7.Triumph Learning, LLC. ISBN 13:978-1-58620-734-2 Neral, John T.( 2008). Barron’sNew Jersey Ask 7. Barron’s Educational Series, Inc. ISBN 13: 978-0-7641-3943-7 Rubenstein, Craine, Butts ( 2005). Integrated Mathematics.McDougald Little. ISBN 13: 978-0-618-07394-8

Online Resources:

http://www.math.newark.site.eboard.com

Figure This! (Math challenges for families of middle schoolers)

Annenberg/CPB K-12 Math and Science Project

Illuminations, part of NCTM


http://illuminations.nctm.org/

http://www.learner.org/k12/

http://www.figurethis.org/

http://www.math.newark.site.eboard.com/


Recommended Textbooks/Resources

http://www.math.msu.edu/cmp

http://www.mathforum.org

http://wwwti.com/calc/docs/resources.htmlTexas Instruments Calculator Resources for Educators

http:www.mathforum.org/sketchpad.htmlGeometer’s Sketchpad Activities

http//www.2.eboard.com/eboard/servlet/boardservlet?Balanced Mathematics: Middle School

http://www.math-play.comMath-Play.com

http://www.3.eboard.com/eboard/servlet/boardservlet?Math Exemplars I &II: 6-8


http://www.3.eboard.com/eboard/servlet/boardservlet?

http://www.math-play.com/

http://www.mathforum.org/sketchpad.html

http://wwwti.com/calc/docs/resources.html

http://www.mathforum.org/

http://www.math.msu.edu/cmp

Newark Public Schools 2010-2011 Mathematics Course Proficiencies

Students will be able to…..

1. Use numbers in various forms to solve problems.2. Reason proportionally in a variety of contexts using geometric and numerical reasoning, including scaling and solving proportions.3. Compare numbers in a variety of ways, including differences, rates, ratios, and percents and choose when each comparison is appropriate.4. Express rational numbers in equivalent forms.5. Develop understanding and skill with all four arithmetic operations on rational numbers.6. Use the order of operations to write, evaluate, and simplify numerical expressions.7. Develop fluency with paper and pencil computation, calculators, mental calculation, and estimation; and choose among these when solving

problems.8. Use the commutative and distributive properties to write equivalent numerical expressions.9. Design and carry out data collection strategies to gather data to answer questions.10. Organize, analyze, and interpret data to make predictions, construct arguments, and make decisions.11. Use measures of center and spread to describe and compare data sets.12. Read, create, and choose data representations (bar graphs, line plots, coordinate graphs, box-and-whisker plots, histograms, and stem-and-leaf

plot).13. Find and interpret expected value.14. Compute and compare the chances of various outcomes, including two-stage outcomes.15. Categorize, define, and relate figures in a variety of representations.16. Build and visualize three-dimensional figures from various two-dimensional representations and vice versa.17. Recognize and use standard, essential geometric vocabulary.18. Use scale factor and ratios to create similar figures or determine whether two or more shapes are similar or congruent.19. Predict ways that similarity and congruence transformations affect lengths, angle measures, perimeters, areas, volume, and orientation.20. Find area and perimeter of rectangles, parallelograms, triangles, circles, and irregular figures.21. Find surface area and volume of rectangular solids, cylinders, and prisms as well as cones and spheres.22. Use measurement concepts to solve problems.23. Connect geometric concepts to concepts in other areas of mathematics.24. Identify and use variables to describe relationships between quantitative variables in order to solve problems or make decisions.25. Construct tables, graphs, symbolic expressions and verbal descriptions and use them to describe and predict pattern of change in variables.26. Connect equations to problem situations.27. Use language of mathematics to express mathematical ideas by communicating their mathematical thinking to peers, teachers, and others through written and oral expressions.28. Analyze and evaluate the mathematical thinking and strategies of others.


Newark Public Schools 2010-2011 Mathematics Curriculum Units

Unit I: Computing with Decimals and PercentsLesson 1 Decimals 1.1 Estimating with Decimals 1.2 Adding and Subtracting Decimals 1.3 Using Fractions to Add and Subtract Decimals 1.4 Decimal Sum and Difference Algorithms Lesson 2 Multiplication of Decimals 2.1 Finding Missing Factors and Decimal Products 2.2 Factor-Product Relationship Lesson 3 Division of Decimals 3.1 Exploring Dividing Decimals (Use knowledge of computations with fractions, place value and inverse relationship

between multiplication and division) 3.2 Representing Fractions as Decimals (Terminating or Repeating)Lesson 4 Percents 4.1 Using percents in estimating or computing taxes, tips, and discounts 4.2 Finding what percent one number is of another numberLesson 5 Problem Solving using decimals and percents

Problem Solving Focus: Work backwards / Guess and checkPower Writing Focus: Problem Writing: Have students write a story problem that involves rational numbers.

Unit II: Integers and Rational NumbersLesson 1 Positive and Negative Numbers 1.1 Using positive and negative numbers in applied settings 1.2 Comparing and Ordering Rational Numbers 1.3 Using Number Line to add and subtract rational numbersLesson 2 Computations with Rational Numbers 2.1 Addition and Subtraction of Positive and Negative Numbers 2.2 Multiplication and Division of Positive and Negative Numbers 2.3 Coordinate Graphing with Positive and Negative Coordinates to All Four QuadrantsLesson3 Properties of Operations 3.1 Order of Operations 3.2 The Distributive Property and Subtraction



Problem Solving Focus: Computation of rational numbers to solve mathematical and real-world problems.Power Writing Focus: Explanations: Have students explain how they solve a problem. Then, let students write a “how to” piece for another student. (Burns, 2004; Fortescue, 1994; Brandenburg, 2002; Evans, 1984)

Unit III: Understanding SimilarityLesson 1 Enlarging and Reducing Shapes 1.1 Introduction to Similarity 1.2 Comparing Similar Figures 1.3 Corresponding Sides and Angles Lesson 2 Similar Figures 2.1 The use of algebraic rules to produce similar figures on a coordinate grid 2.2 The role multiplication plays in similarity relationships 2.3 Relationships of angles, side lengths, perimeters, and areas of similar polygons

Lesson 3 Similar Polygons 3.1 Construction of quadrilaterals and triangles from smaller, congruent figures

3.2 Relationship between scale factor and area and scale factors less than 1 3.3 The use of scale factor to make similar shapes and find missing measures in similar figures Lesson 4 Similarity and Ratios

4.1 Ratios within Similar Parallelograms and Similar Triangles 4.2 Using Similarity to Find MeasurementsLesson 5 Using similar Triangles and Rectangles 5.1 The use of shadows and mirrors to estimate the height of real-world object 5.2 Solving problems using the concepts of similar triangles and similar quadrilaterals

Problem Solving Focus: Draw a picture / Look for a PatternPower Writing Focus: Definitions: Have students write “mathematical definitions” in their own terms. (Burns, 1995)

Unit IV: Ratio, Proportion, and PercentLesson 1 Making Comparisons 1.1 Exploring Ratios and Rates 1.2 Analyzing Comparison Statements 1.3 Writing Comparison StatementsLesson 2 Comparing Ratios, Percents, and Fractions 2.1 Developing Comparison Strategies 2.2 Finding Equivalent RatiosLesson 3 Comparing and Scaling Rates


http://library.thinkquest.org/25459/learning/problem/pspattern.html

Newark Public Schools 2010-2011 Mathematics 3.1 Making and Using a Rate Table 3.2 Finding Rates 3.3 Unit Rates and Equations Lesson 4 Proportions 4.1 Setting Up and Dividing Proportions 4.2 Applications of Proportions ( The use of ratios and scaling up or scaling down to find the missing value in a

proportion.) 4.3 Strategies for Solving Proportions

Problem Solving Focus: Guess and check / Work backwards / Make a Table, Graph, and EquationsPower Writing Focus: Cubing: A writing strategy that “allows students to examine a problem from six viewpoints”. Prompts can be written on a cube and modified to meet learning objective. Students will share informal responses with their classmates. (Pugalee, DiBiase & Wood, 1999)

Unit V: Introduction to Algebra Lesson 1 Variables, Tables, and Coordinate Graphs

1.1 Making, Interpreting, and Reading Data from Tables 1.2 Making, Interpreting, and Reading Data from Graphs

Lesson 2 Analyzing Graphs and Tables 2.1 Making and Analyzing a Table and a Graph

2.2 Interpreting Graphs Lesson 3 Rules and Equations

3.1 Equations with One Operation 3.2 Equations with Two Operations

3.3 Writing Equations to Represent Varied Situations Lesson 4 Graphing Calculator 4.1 Making and Using Graphical Representations on a Graphing Calculator

4.2 Using a Graphing Calculator to Support Problem Solving

Problem Solving Focus: Find a Pattern / Write a Number Sentence Power Writing Focus: Problem Writing: Have student write a math problem using the skills they have learned in class.

Unit VI: Data Analysis Lesson 1 Measures of Central Tendency (Mean, Median, Mode, Range, and Quartiles)

Lesson 2 Organizing Data and Choosing a Graph 2.1 Graphs (bar graphs, line graphs, circle graphs)

2.2 Displaying and Interpreting DataOffice of Academic Services©2010 17-2011

http://library.thinkquest.org/25459/learning/problem/psback.html

http://library.thinkquest.org/25459/learning/problem/psguess.html


Lesson 3 Box-and-Whisker Plots Lesson 4 Scatter Plots

4.1 Correlation and Trend lines Lesson 5 Sampling Lesson 6 Venn Diagrams

Lesson 7 Vertex-Edge Graphs

Problem Solving Focus: Draw a Picture / Make a List Power Writing Focus: Problem Writing: Write a step-by-step explanation on how to represent data using appropriate graphs. Unit VII: Probability and Discrete Mathematics Lesson 1 Theoretical Probability

Lesson 2 Simple Events Lesson 3 Compound Events 3.1 Independent Events

3.2 Dependent Events 3.3 Mutually Exclusive Events

Lesson 4 Experimental Probability Lesson 5 Expected Value 5.1 Binomial Probability Lesson 6 Counting Techniques 6.1 Tree Diagrams

Lesson 7 Fundamental Counting Principle 7.1 Tables 7.2 Organized Lists

Lesson 8 Arrangements 8.1 Combinations

8.2 Permutations

Problem Solving Focus: Use Logical Reasoning Power Writing Focus: Explanations: Have students explain how they solve a problem. Then, let students write a “how to” piece for another student. (Burns, 2004; Fortescue, 1994; Brandenburg, 2002; Evans, 1984)


Newark Public Schools 2010-2011 Mathematics Suggested Course Pacing

Mathematics Grade 7CONTENT: SEMESTER ONE NUMBER OF DAYS

UNIT I: Computing with Decimals and PercentsLesson 1 Decimals

1.1 Estimating with Decimals 1.2 Adding and Subtracting Decimals 1.3 Using Fractions to Add and Subtract Decimals 1.4 Decimal Sum and Difference Algorithms Mathematical Reflections Assessment: Check Up #1

1111½1

Lesson 2 Multiplication of Decimals 2.1 Finding Missing Factors and Decimal Products 2.2 Multiplying Decimals 2.3 Factor-Product Relationship Mathematical ReflectionsLesson 3 Division of Decimals 3.1 Dividing Decimals 3.2 Fractions as Decimals (Terminating/Repeating Decimals) Mathematical Reflections Assessment Check Up #2Lesson 4 Percents 4.1 Using Percents to estimate or compute taxes, tips, and discounts 4.2 Finding What percent One Number Is of Another Number Mathematical ReflectionsLesson 5 Problem Solving Using Decimals and PercentsPower Writing Focus: Extended Power Writing ParagraphAssessments: Unit Test ( Review Included) Unit Project Focus: Detailed Power Writing Paragraph TOTAL # OF DAYS

UNIT II: Integers and Rational NumbersLesson 1 Positive and Negative Numbers

111½

21½1

22½2

12

23


Newark Public Schools 2010-2011 Mathematics CONTENT: SEMESTER ONE NUMBER OF DAYS 1.1 Using Positive and Negative Numbers in Applied Settings 1.2 Comparing and Ordering Positive and Negative Numbers 1.3 Using Number Line and Chip Models Mathematical Reflections Assessment: Check Up # 1Lesson 2 Computations with Rational Numbers 2.1 Addition and Subtraction of Positive and Negative Numbers 2.2 Multiplication and Division of Positive and Negative Numbers 2.3 Coordinate Graphing with Positive & Negative Coordinates to All Four

Quadrants Mathematical Reflections Assessment: Partner Quiz Lesson 3 Properties of Operations 3.1 Order of Operations 3.2 The Distributive Property and Subtraction Mathematical Reflections Assessment: Check Up # 2Power Writing Focus: Extended Power Writing ParagraphAssessments: Self Assessment Unit Test ( Review Included) Unit Project Focus: Detailed Power Writing Paragraph TOTAL # OF DAYS

111½1

222½1

22½1

Take Home11

19½

UNIT III: Understanding SimilarityLesson 1 Enlarging and Reducing Shapes 1.1 Introduction to Similarity 1.2 Comparing Similar Figures 1.3 Corresponding Sides and Angles Mathematical ReflectionsLesson 2 Similar Figures 2.1 The Use of Algebraic Rules to Produce Similar Figures on a Coordinate Grid 2.2 The Role Multiplication Plays in Similarity Relationships 2.3 Relationships of angles, side lengths, perimeters, and areas of similar polygons Mathematical Reflections Assessment: Check Up #1

111½

212½1

1Office of Academic Services©2010 20-2011

Newark Public Schools 2010-2011 Mathematics CONTENT: SEMESTER ONE NUMBER OF DAYSLesson 3 Similar Polygons 3.1 Construction of Quadrilaterals and Triangles from smaller, congruent figures 3.2 Relationship between Scale factor and area and scale factors less than 1 3.3 The Use of Scale Factor to Make Similar Shapes & Find Missing Measures in Similar Figures Mathematical Reflections Assessment: Partner QuizLesson 4 Similarity and Ratios 4.1 Ratios Within Similar Parallelograms and Similar Triangles 4.2 Using Similarity to Find Measurements Mathematical Reflections Assessment: Check Up #2Lesson 5 Reflections, Rotations, Translations, and Dilations on a Coordinate PlaneLesson 6 Combining Transformations Mathematical Reflections Assessment: Check Up # 3Lesson 7 Using Similar Triangles and Rectangles 5.1 The Use of Shadows and Mirrors to Estimate the Height of real-world object 5.2 Problem solving involving similar triangles and similar quadrilaterals Mathematical ReflectionsPower Writing Focus: CubingAssessments: Self Assessment Unit Test (Review included) Unit Project Focus: Math Essays TOTAL # OF DAYS

2

2½1

22½122½1

11½

Take Home11

32


Newark Public Schools 2010-2011 Mathematics CONTENT: SEMESTER ONE NUMBER OF DAYSUNIT IV: Ratio, Proportion, and PercentLesson 1 Making Comparison 1.1 Exploring Ratios and Rates 1.2 Analyzing Comparison Statements 1.3 Writing Comparison Statements Mathematical ReflectionsLesson 2 Comparing Ratios, Percents, and Fractions 2.1 Developing Comparison Strategies 2.2 Finding Equivalent Ratios Mathematical Reflections Assessment: Check Up #1

TOTAL # OF DAYS MID-TERM EXAM SUBTOTAL

111½

11½1

7

1

82½



CONTENT: SEMESTER TWO NUMBER OF DAYSContinue Unit IV: Ratio, Proportion , and Percent

Lesson 3 Comparing and Scaling Rates 3.1 Making and Using a Rate Table 3.2 Finding Rates 3.3 Unit Rates and Equations Mathematical Reflections Assessment: Partner QuizLesson 4 Proportions 4.1 Setting Up and Dividing Proportions 4.2 Finding Missing Value in a Proportion 4.3 Problem Solving Involving Proportions Mathematical Reflections

Power Writing Focus: Guided Response Strategy ( Students are required to rewrite problems in their own words, come up with a plan for solving it, solve, and analyze their strategy.)

Assessments: Self Assessment Unit Test (Review Included) Unit Project Focus: Explanations (Have students write a “how to” piece for another

student)

TOTAL # OF DAYS

222½1

112½

Take Home12

15



CONTENT: SEMESTER TWONUMBER OF DAYS

UNIT V: Introduction to Algebra

Lesson 1 Extending Patterns

Lesson 2 Properties of Rational Numbers Mathematical Reflections

Lesson 3 Writing and Evaluating Expressions

Lesson 4 Simplifying Expressions by Combining Like Terms Mathematical Reflections Assessment: Check Up # 1

Lesson 5 Variables, Tables, and Coordinate Graphs 1.1 Making, Interpreting, and Reading Data from Tables 1.2 Making, Interpreting, and Reading Data from Graphs Mathematical Reflections

Lesson 6 Analyzing Graphs and Tables 2.1 Making and Analyzing a Table and a Graph 2.2 Interpreting Graphs Mathematical Reflections Assessment: Check Up #2

Lesson 7 Functional Relationships Mathematical Reflections

Lesson 8 Drawing Graphs of Functions Mathematical Reflections Assessment: Check Up #2

Lesson 5 Rules and Equations 3.1 Equations with One Operations

1

1½

1

2½1

11½

11½1

2½

2½1

11


Newark Public Schools 2010-2011 Mathematics 3.2 Equations with Two Operations 3.3 Writing Equations to Represent Varied Situations Mathematical Reflections Assessment: Partner Quiz

Lesson 6 Graphing Calculator 4.1 Making and Using Graphical Representations on a Graphing Calculator 4.2 Using a Graphing Calculator to Support Problem Solving Mathematical Reflections Assessments: Self Assessment Unit Test ( Review included)

Power Writing Focus: Detailed Power Writing Paragraph TOTAL # OF DAYS

2½1

11½

Take Home1

28

UNIT VI: Data Analysis

Lesson1 Measures of Central Tendency (Mean, Median, Mode, Range, Quartiles) Mathematical Reflections Assessment: Check Up # 1

Lesson 2 Organizing Data and Choosing a Graph 2.1 Graphs ( Bar Graphs, Line Graphs, Circle Graphs) 2.2 Displaying and Interpreting Data Mathematical Reflections

Lesson 3 Box-and-Whisker Plots Mathematical Reflections

Lesson 4 Scatter Plots 4.1 Correlation and Trend Lines Mathematical Reflections Assessment: Partner Quiz

2½1

22½

2½

2½1



Lesson 5 Sampling Mathematical Reflections

Lesson 6 Venn Diagrams Mathematical Reflections

Lesson 7 Vertex-Edge Graphs Mathematical Reflections

Assessments: Self Assessment Unit Test ( Review Included) Unit Project Power writing Focus: Problem Writing ( Have students write math problems using the

skill that is being learned in class.) TOTAL # OF DAYS

2½

1½

2½

Take Home11

22½

UNIT VII: Probability and Discrete Mathematics

Lesson 1 Theoretical Probability Mathematical Reflections

Lesson 2 Simple Events Mathematical Reflections Assessment: Check Up #1

Lesson 3 Compound Events 3.1 Independent Events 3.2 Dependent Events 3.3 Mutually Exclusive Events Mathematical Reflections

1½

1½1

111½


Newark Public Schools 2010-2011 Mathematics Lesson 4 Experimental Probability Mathematical Reflections Assessment: Partner Quiz

Lesson 5 Expected Value 5.1 Binomial Probability Mathematical Reflections

Lesson 6 Counting Techniques 6.1 Tree Diagrams Mathematical Reflections

Lesson 7 Fundamental Counting Principle 7.1 Tables 7.2 Organized Lists Mathematical Reflections

Lesson 8 Arrangements 8.1 Combinations 8.2 Permutations Mathematical Reflections

Assessments: Self Assessment Unit Test ( Review included) Unit Project Power Writing Focus: Troubleshooting ( Have students explain their errors) TOTAL # OF DAYS

1½1

1½

1½

11½

22½

Take Home11

22

FINAL EXAM 2

SUBTOTAL 88.5

TOTAL 171






CCSSI Cluster: Analyze proportional relationships and use them to solve real-world and mathematical problems.

Domain 7.RPRatios and Proportional Relationships

Essential Questions Instructional Objectives / Skill and Benchmarks (CCSSI standards)

Types of Research Based Activities and Assessments

that could illustrate Objectives

Suggested Resources

How can we use ratios, proportions and percents to solve real-world and mathematical problems?

(CCSSI 7.RP.1) Students will use ratios to compute unit rates, including ratios of lengths, areas and other quantities, using like or different units (specify level of accuracy).

(CCSSI 7.RP.2a) Students will determine whether two quantities are in a proportional relationship to test for equivalency in a table or on a graph (specify level of accuracy).

(CCSSI 7.RP.2b,c) Students will identify the constant of proportionality using tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships (specify level of accuracy).

(CCSSI 7.RP.2d) Students will explain what a point (x, y) on the graph of a proportional relationship means to identify the point of origin (0, 0) and the unit rate (1, r) (specify level of accuracy).

Technology On Sale (Comparing & Scaling, page 55)

Time, Rate, and Distance(Comparing & Scaling, pages 57-58)

Ratios within Similar Parallelograms (Stretching & Shrinking, pages 77-78)

Ratios Within Similar Triangles (Stretching & Shrinking, page 81)

Finding Missing Parts(Stretching & Shrinking, page 85)

Finding and Using Rates (Moving Straight Ahead page 6)

Comparing & Scaling Investigation 3

pages 56 & 60ACE Questions,

pages 69-72

Additional Practice & Skills Workbook pages 39, 41, 43, 46-52

Stretching & Shrinking Investigation 4,

pages 78, 82, 86ACE Questions,

pages 87-89Moving Straight Ahead

Investigation 1.1 pages 16-18

Additional Practice & Skills Workbook, pages 31-34

Integrated Algebra, pages 303 - 305





Essential Questions Instructional Objectives / Skills and Benchmarks (CCSSI

standards)



Suggested Resources

What kinds of questions can be answered using proportional reasoning?

(CCSSI – 7.RP.3) Students will solve multi-step ratio and percent problems using proportional thinking (specify level of accuracy).

(NPS 7.RP) Given a set of data, students will write, analyze, and use comparative statements to make judgments and choices about quantitative comparisons with (specify level of accuracy)

Analyzing Comparison Statements (Comparing & Scaling, pg. 7)

Writing Comparison Statements(Comparing & Scaling, pg. 9)

NJ ASK CoachPages 42-43, 48-49

NJASK Coach Jumpstart

Barron’s NJ ASK 7, pages 29-34

Math on CallPages 424 - 454

Math at HandPages 424 - 454

Comparing & Scaling Investigation 1,

Problems 1.2 & 1.3, pgs. 19-26ACE Questions, pg. 11

#4,5,7; pg. 16 # 36-41

Measuring UPPeople’s Education, Inc.

(2009Pages 28 – 29, 30 – 31, 34

– 41

http://www.mth.msu.edu/cmphttp://www.mathforum.orghttp://www.math.newark.site.eboard.com

http://www.mth.msu.edu/cmp










standards)



Suggested Resources

Texas Instrument Activities:Are You Normal Size?Banquet MealCan You Walk 3 Miles Per Hour?Two Friends' MethodsCreating Word ProblemsSmart Shoppers

ExemplarsCharmin® Choices Dense RocksDouble DilemmaFat IntakeGearsNewspaper

AdvertisementsOlympic Trophy DesignRaisinsSneakersThe Great Kayak ExpeditionGum-dilly-icious!



http://www.mathforum.org

Texas Instruments Calculator Resources for Educators

Geometer's_Sketchpad_Activities

Balanced Mathematics: Middle School

Math-Play.com

http://education.ti.com/educationportal/activityexchange/Activity.do?cid=US&aId=12357







http://www.nps.k12.nj.us/math2/html/task131.html














http://www.ti.com/calc/docs/resource.htm


http://mathforum.org/sketchpad/sketchpad.html

http://www2.eboard.com/eboard/servlet/BoardServlet?ACTION=NOTE_SHOW&ACTION_ON=NOTE&OBJECT_ID=1395728&SITE_NAME=newark&BOARD_NAME=Math&SESSION_ID=j18jp81s7e4k13034&TAB_ID=258022





CCSSI Cluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply and divide rational numbers.

Domain7.NSThe Number System


standards)



Suggested Resources

What makes a computational strategy both effective and efficient?

(CCSSI 7.NS.1a) Student will communicate a clear understanding of how to add and subtract rational numbers utilizing a number line (specify level of accuracy).

(CCSSI 7.NS.1b,c) On a number line students will demonstrate and model situations which a number and its opposite (additive inverse) have a sum of zero (specify level of accuracy).

(CCSSI 7.NS.1d) Students will choose strategies to add and subtract opposite numbers using properties of operations to solve real world and mathematical problems (specify level of accuracy) .

(CCSSI 7.NS.2a) Students will multiply rational numbers using the Distributive Property for Multiplication (specify level of accuracy).

Playing Math Fever (Accentuate the Negative, pages 15-17)

From Sauna to Snowbank(Accentuate the Negative, pages 21-24)

What’s the Change? (Accentuate the Negative, pages 25-27)

In the Chips (Accentuate the Negative, pages 29-31)

Introducing Subtraction of Integers ( Accentuate the Negative, pages 41-44)

The “+/-“ Connection (Accentuate the Negative, pages 45-47)

Coordinate Graphing (Accentuate the Negative, pages 53-55)

Introducing Multiplication of Integers (Accentuate the Negative, pages 63-68)

Accentuate the Negative (TG)Investigation 1,

pages 17-32Investigation 2,



pages 87-98ACE Questions, pages

33-35, 57-61, 81-85, 99-102

Additional Practice & Skills Workbook, pages 58 - 82

Math on Call, pages, 46-47

New Jersey Ask Coach Grade 7, pages 50-80 & 71

Measuring Up, pages 2-15

Barron’s NJ Ask 7, pages 1-5, 18-29Lesson 9, pgs. 38-42



CCSSI Cluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply and divide rational numbers.



standards)



Suggested Resources

How do operations affect numbers?

How do negative and positive numbers help in describing real world situations?

(CCSSI 7.NS.2a) Student will compile rules for multiplying signed numbers to a interpret products of rational numbers; describing real-world contexts (specify level of accuracy).

(CCSSI 7.NS.2b) Student will compile rules for dividing signed numbers to interpret quotients of rational numbers describing real-world contexts (specify level of accuracy).

(CCSSI 7NS.2c) Students will choose strategies to multiply and divide opposite numbers, using properties of operations to solve real world and mathematical problems (specify level of accuracy).

(CCSSI 7NS.2d) Student will convert rational numbers to repeating or terminating decimals using long division (specify level of accuracy),

Introducing Division of Integers (Accentuate the Negative, pgs.73-76Playing the Integer Product Game (Accentuate the Negative, pgs.77-80)Order of Operations (Accentuate the Negative, pgs. 87-90)

Distributing Operations(Accentuate the Negative, pgs.91-94)

The Distributive Property and Subtraction (Accentuate the Negative, pgs.95-98

Texas Instrument Activities:Absolute ValuesAdding Integers - A Modeling ApproachDivision of IntegersIntegersMining with FoursMultiplication of Integers






















CCSSI Cluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply and divide rational



standard)



Suggested Resources

What information and strategies would you use to solve multi-step word problem?

9. (CCSSI 7NS.3) Students will add, subtract, multiply, and divide rational numbers to solve real-world problems(specify level of accuracy).

10. (NPS 7.NS) Students use equivalent representations of numbers such as fractions, decimals, and percents to develop estimation strategies with (specify level of accuracy).

11. (NPS 7.NS) Students will compare and order numbers of all named types with (specify level of accuracy).

Exemplars:Baffling BacteriaCavity-Less CaperFrugal Freda's Fruit ForayLA to NYNewspaper AdvertisementsVariable DilemmaWinning the MegabucksSki Pass Possibilities

Estimating with Decimals (Bits & Pieces III, pgs. 6-7)

Estimation (Explore ASK 7 Mathematics, pg. 45)

NJ ASK Coach 7, pgs. 38-39

Barron’s NJ ASK 7, pgs. 19-22

Project:Dealing Down Report(Accentuate the Negative, pages 105-106)

The Math Forum (Swarthmore College)

Mathematics Internet Sites



Bits & Pieces IIIInvestigation 1, Problem

1.1, pgs. 19-20ACE Questions, pg. 13

#1-7

Explore ASK 7 Mathematics, Lesson 10, pgs. 43-44












http://forum.swarthmore.edu/


http://www.wimmera.net.au/maths/mathres1.html






CCSSI Cluster: Use properties of operations to generate equivalent expressions.

Domain 7.EEExpressions and Equations


standards)



Suggested Resources

What makes mathematical expressions and equations both effective and efficient?

(CCSSI 7.EE.1) Students will apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients with (specify level of accuracy).

(CCSSI 7.EE.2) Students will rewrite expressions to clarify problems and show how quantities are related with (specify level of accuracy).

Variable , Tables, and Coordinate Graphs (Variable &Patterns, pgs.5-14)

Analyzing Graphs and Tables (Variable &Patterns, pgs. 30-34)

Rules and Equations (Variable &Patterns, pgs 49-54)

Calculators Tables and Graph (Variable &Patterns, pgs. 64-71)

Walking Rates and Linear Relationships (Moving Straight Ahead, pgs. 19-24)

Raising Money (Moving Straight Ahead, pgs. 25-30)

Using the Marathon Money (Moving Straight Ahead, pgs. 31-34)

Variables and Patterns Investigation 1

pages 15 - 36Ace Questions

pages 37 - 43 Investigation 2

pages 45-58Ace Questions

pages 59-67Investigation 3


pages 81-85Investigation 4


pages 99-105


Math Exemplars II: 6-8

Texas Instruments

http://www3.eboard.com/eboard/servlet/BoardServlet?ACTION=NOTE_SHOW&ACTION_ON=NOTE&OBJECT_ID=2425468&SITE_NAME=newark&BOARD_NAME=Math&SESSION_ID=v6ur212qtbp6p6n8007&TAB_ID=258022

mailto:[email protected]



CCSSI Cluster: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.



standards)



Suggested Resources

How are algebraic and numerical expressions used to represent and solve real-world situations?

(CCSSI 7.EE.3) Using properties of operations, students will solve multi-step real-life and mathematical problems involving positive and negative rational numbers in various forms (specify level of accuracy).

(CCSSI 7.EE.4) Students will convert positive and negative rational numbers in various forms and assess the reasonableness of their answers by using mental computation and estimation strategies (specify level of accuracy).

(CCSSI 7.EE.4) Students will construct simple equations and inequalities to solve problems using variables to represent quantities in real-world or mathematical problems (specify level of accuracy).

Texas Instrument Activities:

Adding Up The OperationsCDs Anyone?Concrete Algebra: Equation BuilderCreating Word ProblemsExpanding Space StationFunction JunctionInequalities

The Best Cell Phone Plan

Rent a Video Game

Exemplar:

Math Team Fundraiser

Moving Straight AheadInvestigation 1.2, 1.3, &

1.4 pages 19-34Ace Questions

pages 35-40
































CCSSI Cluster: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.


Essential Questions Instructional Objectives / Skills and Benchmarks (CCSSI standards)



Suggested Resources

Why are mathematical rules necessary?

Why are equations and inequalities useful?

(CCSSI 7.EE.4a) Students will solve word problems using equation forms px + 2 = r and p(x + q) = r (specify level of accuracy).

(CCSSI 7.EE.4a) Student will compare an algebraic solution to an arithmetic solution identifying the sequence of the operations used in each approach (specify level of accuracy).

(CCSSI 7.EE.4b) Students will solve, graph and interpret word problems to illustrate inequalities using the form px + q > r or px + q < r (specify level of accuracy).

Exemplars:Checkerboard DilemmaSwinging TimeMath Team Fundraiser

Games:Algebraic Expressions MillionaireOne-Step Equation Game7th Grade Algebra Jeopardy

Project:Wasted Water

Experiment(Moving Straight Ahead, pages 123-125)

Barron’s NJ ASK 7, pgs. 11-123

NJ ASK Coach 7, Lesson 27, pgs. 188-194




Math-Play.com.




http://www.math-play.com/Algebraic-Expressions-Millionaire/algebraic-expressions-millionaire.html

http://www.math-play.com/Algebraic-Expressions-Millionaire/algebraic-expressions-millionaire.html

http://www.math-play.com/One-Step-Equation-Game.html

http://www.math-play.com/One-Step-Equation-Game.html

http://www.math-play.com/7th-Grade-Algebra-Jeopardy/7th-Grade-Algebra-Jeopardy.html

http://www.math-play.com/7th-Grade-Algebra-Jeopardy/7th-Grade-Algebra-Jeopardy.html









CCCSI Cluster: Draw, construct, and describe geometrical figures and describe the relationship between them.

Domain 7.GGeometry

Essential Questions Instructional Objectives / Skills and Benchmarks (CCCSI

standards)



Suggested Resources

How can figures be represented and compared using geometric attributes?

(CCSSI 7.G.1) Given drawings of various geometric figures, students will accurately compute actual lengths and areas of the original figures then reproduce a scale drawing of the figures (specify level of accuracy).

(CCSSI 7.G.2) Given a set of conditions, students will use various tools (freehand, ruler, protractor and technology) to draw geometric figures (specify level of accuracy).

(CCSSI 7.G.2) Students will accurately construct triangles from three measures of angles or sides and classify them as unique triangles, more than one triangle, or no triangle (specify level of accuracy).

(CCSSI 7.G.3) Students will accurately describe two-dimensional figures that result from slicing three-dimensional figures using right rectangular prisms and right rectangular pyramids (specify level of accuracy).

Solving a Mystery (Stretching & Shrinking, pages 15-17)

Stretching a Figure (Stretching & Shrinking, pages 19-24)

Scaling Up and Down (Stretching & Shrinking, pages 25-27)

Drawing Wumps (Stretching & Shrinking, pages 33-37)

Hats Off to the Wumps (Stretching & Shrinking, pages 39-42)

Mouthing Off and Nosing Around (Stretching & Shrinking pages 43-48)

Rep-Tile Quadrilaterals (Stretching & Shrinking, pages 55-60)

Rep-Tile Triangles (Stretching &Shrinking , pages 61-64)

Stretching & Shrinking (TG)Investigation 1, pages 14-28

ACE Questions, pages 12-19 (SP)

Investigation 2, pages 32-48

ACE Questions,pages 28-36 (SP)

Investigation 3, pages 54-68ACE Questions, pages 44-56 (SP)

Filling & Wrapping (TG)Problems 5.2 & 5.3, pages 101-108

ACE Questions, pages 67-74 (SP)

Additional Practice & Skills Workbook, pages 21-38, 136-138



CCSSI Cluster: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Domain 7.GGeometry


standards)



Suggested Resources

How do the dimensions of a geometric figure affect area, surface area, and volume?

How do geometric relationships help to solve problems and/or make sense of phenomena?

(CCSSI 7.G.4) Using formulas for the area and circumference of a circle, student will accurately solve real-life and mathematical problems (specify level of accuracy)

(CCSSI 7.G.4) Using mathematical and logical arguments, students will compare and contrast the relationship between the area and circumference of a circle (specify level of accuracy).

(CCSSI 7.G.5) Using facts about supplementary, complementary, vertical, and adjacent angles, students will write equations and solve multi-step problems to find an unknown angle in a figure (specify level of accuracy).

(CCSSI 7.G.6) Using various strategies, students will accurately solve real-world and mathematical problems involving area, volume and surface area of two and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms (specify level of accuracy).

Scale Factors & Similar Shapes (Stretching & Shrinking, pgs. 65-68)

Scaling Up the Compost Box (Filling & Wrapping, pages 101-104)

Building Model Ships (Filling & Wrapping, pages 105-108)

Texas Instrument Activities:Proportional FlagWhat's the Scale?Area PatternsBuilding a Garden FenceGeometric Swimming PoolsGoing Around in CirclesSlam Dunk!

Exemplars:Fences for GrazingOlympic Trophy DesignStained GlassJohn's FieldPacking PredicamentRectangular Box vs.

Cube

Project: Shrinking or Enlarging Pictures (Stretching & Shrinking, pages 106-107)

Math at Hand, pages 293-312

Math on Call, pages 328-377

Buckle Down, pages 122-133

Barron’s NJ ASK 7, pages 59-110









































CCSSI Cluster: Use random sampling to draw inferences about a population

Domain7. SPStatistics and Probability


standards)



Suggested Resources

What is the best way to collect, organize, interpret, and display data to get desired information?

What strategies work best to predict outcomes?

(CCSSI 7.SP.1) Students will articulate how statistics can be used to gain information and make valid inferences about a population by examining a representative sampling of that population (specify level of accuracy).

(CCSSI 7.SP.2) Students will estimate, predict, and infer information about a population by using data from a random sample and gauge how far off the estimation or prediction is to generate multiple samples of the same size (specify level of accuracy).

(CCSSI 7.SP.3) Student will

informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability (specify level of accuracy).

Guessing Answers (What Do You Expect, pages 79-82)

Ortonville(What Do You Expect, pages 83-86)

A Baseball Series (What Do You Expect, pages 89-90)

Variability in Categorical Data(Data Distributions, pages 20-24)

Variability in Numerical Counts(Data Distributions, pages 25-28)

Variability in Numerical Measurements (Data Distributions, pages 29-32)

Two Kinds of Variability(Data Distributions, pages 33-36)

What do You Expect?Investigation 4, pages 78-90ACE Questions, pages 54-59 (SP)

Data DistributionsInvestigation 1, pages 19-36ACE Questions, pages 16-26 (SP)

Additional Practice & Skills Workbook, pages 139-155, 156-163, 164-166,

Barron’s NJ ASK 7, pg. 135

NJ ASK Coach 7 Lesson 7, pgs. 139-143



CCSSI Cluster: Draw informal comparative inferences about two populations.

Domain 7.SPStatistics and Probability

Essential Questions Instructional Objectives / Skills and Benchmarks (CCSSI standards)



Suggested Resources

What is the purpose of data displays and statistical measures?

(CCSSI 7.SP.4) Student will develop informal comparative inferences about two populations by using measures of center and variability for numerical data (specify level of accuracy).

(CCSSI 7.SP.5) Students will use probability to make a decision by interpreting the chances of an event occurring as a number between 0 and 1(specify level of accuracy). A probability near 0 indicates an unlikely occurrence, ½ indicates neither likely nor unlikely, and near 1 a likely occurrence.

(CCSSI 7.SP.6) After collecting data on a chance event and observing its long-run relative frequency, students will estimate and predict the frequency the event will occur (specify level of accuracy).

The Mean as an Equal Share ( Data Distributions, pages 46-50)

The Mean as a Balance Point in a Distribution (Data Distributions, pages 51-54)

Repeated Values in a Distribution (Data Distributions, pages 55-60)

Median and Mean and Shapes of Distributions (Data Distributions, pages 61-66)

Matching Colors (What Do You Expect? pages 18-22)

Red and Blue Is a Winner(What do You Expect? pages 23-26)

Playing the Multiplication Game (What Do You Expect? pages 27-32)

Data DistributionsInvestigation 2, pages 46-66ACE Questions, pages 44-53 (SP)



CCSSI Cluster: Investigate chance processes and develop, use, and evaluate probability models.



standards)



Suggested Resources

How can data representation influence conclusions?

7. (CPI 7.SP.7) Students will find probabilities of events, compare probabilities, observe frequencies and explain possible discrepancies by developing probability models (specify level of accuracy).

8. (CPI 7.SP.7a) Students will determine the probability of events by developing a uniform probability model by assigning equal probability to all outcomes (specify level of accuracy).

9. (CPI 7.SP.7b) Students will develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process (specify level of accuracy).

Making Purple (What Do You Expect? pages 38-42)

Choosing Paths (What Do You Expect,pgs 43 – 48)

What Do Finding the Best Arrangement (What Do You Expect? pages 49-54)

Barron’s NJ ASK 7, Lesson 4, pg. 154-156

Exemplars:

Winning the MegabucksWhat Does Mother Nature Have Planned for My Birthday?Ski Pass Possibilities

What Do You Expect?Investigations 1- 3. pages 18-72ACE Questions, pages 43-48 (SP)




























standards)



Suggested Resources

How do compound events affect probability?

10. (CPI 7.SP.8) Students will find probabilities of compound events by using organized lists, tables, tree diagrams, and simulations (specify level of accuracy).

11. (CPI 7.SP.8a) Students will determine the probability of a simple event by calculating the fraction of outcomes in the sample space for which the simple event occurs (specify level of accuracy).

12. (NPS 7.SP) Students determine the total number of possibilities for various events by using permutations and combinations to calculate outcomes with (specify level of proficiency)

13. (NPS 7.SP) Students will present, interpret, and analyze data by organizing information in appropriate types of graphs with (specify level of proficiency)

One-and-One Free-Throws (What Do You Expect? pages 63-64)

Finding Expected Value (What do You Expect? pages 65-68)

Choosing Play Plans (What Do You Expect?) pages 69-72

Texas Instruments:Active Wear - Adventure 10

A Wet WelcomeBox Plots: How Many Pairs of SocksCalculator Controlled Robots - Mission 5: Game SpinnerHat TrickHow Much Water Can Abe Hold?Keeping Up with the Joneses

Project:The Carnival Game (What Do You Expect? pages 96-104




Math-Play.com.

Barron’s NJ ASK 7 pgs. 143-162

NJ ASK Coach 7 218-271

























standards)



Suggested Resources

How can experimental and theoretical probabilities be used to make predictions or draw conclusions?

(CCSSI 7.SP.8b) Students will determine the probability of compound events by calculating the fraction of outcomes in the sample space for which the compound event occurs (specify level of accuracy).

(CCSSI 7.SP.8c) Students will generate frequencies for compound events by designing and using a simulation to estimate the probability of the event (specify level of accuracy).

Representing Survey Data(Data Distributions, pages 99-102)

Are Steel Coasters Faster than Wood Coasters? (Data Distributions, pages 103-114)

Data DistributionsInvestigation 4, pages 99-114ACE Questions, pages 78-84


Measuring Up, chapter 4, pages 120-155

Barron’s NJ ASK 7, chapter 4, pages 139-162

I Play Math Games.com

Nick's Mathematical Puzzles

http://www.iplaymathgames.com/

http://www.qbyte.org/puzzles/

Newark Public Schools 2010-2011 Mathematics Appendix

Mathematics Resources – Grade 7Texas Instruments Absolute Values Adding Integers - A Modeling Approach Division of Integers Integers Mining with Fours Multiplication of Integers Are You Normal Size? Banquet Meal Can You Walk 3 Miles Per Hour? Two Friends' Methods Creating Word Problems Smart Shoppers Adding Up The Operations CDs Anyone? Concrete Algebra: Equation Builder Creating Word Problems Expanding Space Station Function Junction Inequalities

The Best Cell Phone Plan Rent a Video Game Proportional Flag What's the Scale? Area Patterns Building a Garden Fence Geometric Swimming Pools Going Around in Circles Slam Dunk!

Exemplars Baffling Bacteria Cavity-Less Caper Frugal Freda's Fruit Foray LA to NY Newspaper Advertisements Variable Dilemma Winning the Megabucks Ski Pass Possibilities Charmin® Choices Dense Rocks Double Dilemma Fat Intake Gears Newspaper Advertisements Olympic Trophy Design Raisins Sneakers The Great Kayak Expedition Gum-dilly-icious! Math Team Fundraiser Fences for Grazing Olympic Trophy Design Stained Glass John's Field Packing Predicament Rectangular Box vs. Cube Winning the Megabucks What Does Mother Nature Have Planned for My Birthday? Ski Pass Possibilities

Writing Resources

http://www.thewritingsite.org/articles/vol2num2a.asp


http://www.thewritingsite.org/articles/vol2num2a.asp





















































Documents

NEWARK PUBLIC SCHOOLS · Web viewNEWARK PUBLIC SCHOOLS. A D M I N I S T R A T I O N. 2010-2011. ... Lesson 6 Counting Techniques. 6.1 Tree Diagrams. Lesson 7 Fundamental Counting