7th grade Algebra Curriculum Guide

7th grade Algebra Curriculum Guide 2015 – 2016 Unit 1: Expressions Time Frame: Quarter 1 Connections to Previous Learning: Students in Grade 7 learn...
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7th grade Algebra Curriculum Guide

2015 – 2016

Unit 1: Expressions Time Frame: Quarter 1 Connections to Previous Learning: Students in Grade 7 learn to differentiate between terminating and repeating decimals. Students in Grades 6 and 7 have learned to use expressions, equations and inequalities to represent problem solving situations. Students use the properties of arithmetic learned in middle school to build and transform algebraic expressions of continued complexity. Students will build on their understanding of exponents and writing equivalent expressions are other areas students will build on. Focus within the Grade Level: Beginning with familiar number sense topics helps students transition into the Grade 8 content. Turning decimal expansions into fractions and deepening understanding of the meaning of decimal expansions sets a firm foundation for understanding irrational numbers. In Grade 8, students realize that terminating decimals are repeating decimals that repeat the digit zero. They use this concept to identify irrational numbers as decimals that do not repeat a pattern. They learn to use rational approximations of irrational numbers to represent the value of irrational numbers on a number line. Students in Grade 8 will expand upon those skills to include work with very large and very small numbers involving the use of integer exponents. Students understand that complex expressions are built of the basic operations; sums of terms and products of factors. Students will explore the properties of exponents with integer exponents and rational exponents and write equivalent expressions. Students will learn that the square roots of perfect squares are rational numbers, and that the square roots of non-perfect squares, such as √2 or √7, are examples of irrational numbers. Further work with exponents, including scientific notation, naturally flow from the understanding of squares and cubes. Connections to Subsequent Learning: Students apply the properties of operations to algebraic expressions and extend these properties to functions such as square root, exponential, and trigonometric.

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7th grade Algebra Curriculum Guide

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Common Core Standards in this unit: Reason quantitatively and use units to solve problems. N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. N.Q.2 Define appropriate quantities for the purpose of descriptive modeling. N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Interpret the structure of expressions. SSE.1 Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an expression, such as terms, factors, and coefficients. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. SSE. 3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. c. Use the properties of exponents to transform expressions for exponential functions. (will build on rational exponents in later unit) Perform arithmetic operations on polynomials APR.1 Understand that polynomials form a system analogous to the integers, namely they are closed under the operation of addition, subtraction, and multiplication; Add, subtract, multiply polynomials. (will build on multiply polynomials in quadratic unit) Estimated Days on the Unit: 20 – 25 days

Mathematical Practices 1. 2. 3. 4. 5. 6. 7. 8.

Unit 1

Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make sure of structure. Look for and express regularity in repeated reasoning.

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7th grade Algebra Curriculum Guide

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Common Core 8th grade Standards connected to Algebra Unit Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. 8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g.𝜋 2 ). Work with radical and integer exponents. 8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form 𝑥 2 = 𝑝 and 𝑥 3 = 𝑝, where p is a positive rational number. Evaluate square roots

of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. (Introduce square roots and cube roots, solving in unit 2, and later with Pythagorean Theorem and Volume.) 8.EE.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. 8.EE.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. Interpret scientific notation that has been generated by technology.

th

Common Core 7 grade Standards connected to Algebra Unit th

 taught in 6 ASP class

 7.NS.A Apply and extend previous understandings of operations with fractions.  7.EE.A Use properties of operations to generate equivalent expressions.  7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

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7th grade Algebra Curriculum Guide

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7th Grade ALSs

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7th grade Algebra Curriculum Guide

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8th Grade ALDs

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7th grade Algebra Curriculum Guide

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Algebra ALDs

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7th grade Algebra Curriculum Guide

2015 – 2016 Stage 1 Desired Results Transfer Goals

Students will be able to independently use their learning to… • • • • • •

Apply concepts and procedures involving expressions to represent real world examples. Reason quantitatively and use units. Interpret the structure of expressions. Write equivalent expressions Know that there are numbers that are not rational, and approximate them by rational numbers. Work with radical and integer exponents. Meaning Goals

UNDERSTANDINGS Students will understand that… • Every number has a decimal expansion. • The value of any real number can be represented in relation to other real numbers such as with decimals converted to fractions, scientific notation and numbers written with exponents (8 = 23 ). • Properties of operations with whole and rational numbers also apply to all real numbers. • Properties of operations with whole and rational numbers also apply to all real numbers. • Square roots can be rational or irrational. • Properties of integer exponents can be used to generate equivalent numerical expressions. • All real numbers can be plotted on a number line. • Exponents are useful for representing very large or very small numbers. • Scientific Notation can be used to estimate very large or very small numbers.

Unit 1

ESSENTIAL QUESTIONS • • • • • • • • •

Why are procedures and properties necessary when manipulating numeric or algebraic expressions? How can the structure of expressions help determine a solution strategy? Why are quantities represented in multiple ways? How is the universal nature of properties applied to real numbers? When are exponents used and why are they important? How can I represent very small and large numbers using integer exponents and scientific notation? What are applications using scientific notation? What is the difference between rational and irrational numbers? Why do we approximate numbers?

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7th grade Algebra Curriculum Guide

2015 – 2016 Acquisition Goals

Students will know… • • • • • • • • •

Unit 1

Decimals that “terminate” actually repeat the digit zero. (2.5 = 2.500000….) Numbers that repeat in their decimal form are called rational. Numbers that do not repeat in their decimal form are called irrational. Exponent operation properties. The inverse operations. The number √2 is irrational. The square root of the area of a square represents the side length of the square. Exponent operation properties. The cube root of the volume of a cube represents the side length of the cube.

Students will be skilled at… • Identify the different parts of the expression and explain their meaning within context. (i.e. terms, factors, coefficients, constants, exponents). • Define, explain and describe the components of a complicated expression using decomposition. • Write equivalent expressions. • Finding patterns in expressions. • Distinguishing between rational and irrational numbers. • Converting a decimal expansion which repeats eventually into a rational number. • Finding rational approximations of irrational numbers. • Using rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line, and estimate the value of expressions. • Evaluating square roots of small perfect squares and cube roots of small perfect cubes. • Using square root and cube root symbols to solve and represent solutions of equations. • Applying the properties of integer exponents to generate equivalent numerical expressions. • Estimating very large or very small quantities using a single digit times a power of ten. • Expressing how much larger one number expressed as a single digit times a power of ten is than another in the context of the situation. • Expressing numbers in scientific notation. • Performing operations with numbers expressed in scientific notation and a mix of scientific notation and decimal notation. • Choosing appropriate units of measurements for a given number in scientific notation. • Interpreting scientific notation that has been generated by technology.

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Stage 1 Established Goals: Common Core State Standards for Mathematics Students will be able to independently use their learning to… Reason quantitatively and use units to solve problems. N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. N.Q.2 Define appropriate quantities for the purpose of descriptive modeling. N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Stage 3 MATERIALS BY STANDARD(S):

Explanations, Examples, and Comments N.Q.1 Include word problems where quantities are given in different units, which must be converted to make sense of the problem. For example, a problem might have an object moving 12 feet per second and another at 5 miles per hour. To compare speeds, students convert 12 feet per second to miles per hour: Graphical representations and data displays include, but are not limited to: line graphs, circle graphs, histograms, multi‐line graphs, scatterplots, and multi‐bar graphs.

Teacher should use assessment data to determine which of the materials below best meet student instructional needs. All materials listed may not be needed.

These standards are looked at throughout the unit and in additional units.

N.Q.2 What type of measurements would one use to determine their income and expenses for one month? How could one express the number of accidents in Arizona? N.Q.3 The margin of error and tolerance limit varies according to the measure, tool used, and context.

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Stage 1 Established Goals: Common Core State Standards for Mathematics Students will be able to independently use their learning to… Know that there are numbers that are not rational, and approximate them by rational numbers.  8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.  8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g.𝜋 2 ). Explanations, Examples, and Comments

Stage 3 MATERIALS BY STANDARD(S):

Vocabulary: Cards

Estimate days 7-9

-

Real numbers Rational numbers Irrational numbers Integers Whole Natural Decimals: terminating and repeating Expansion Value Approximation Estimate Number line Square root

-

Cube root Exponents Powers Base Radical Evaluate

-

Unit 1

Variable Constant

Holt Course 3: 4-5 Squares and Square Roots Holt Course 3: 4-6 Estimating Square Roots Holt Course 3: 4-7 Real Numbers Holt Course 3 Curriculum Companion: 4-7A Identify and Graphing Irrational Numbers Holt Algebra 1: 1-5 Square Roots and Real Number Additional Resources Graphing Organizers - Real Number System 1 - Real Number system 2 - Real Number System 3 - Power Point of Real Number System Lab on Irrational: Is it Rational? Rational or Irrational Card Game - Directions - Cards - Power Point Clover Park School District 6/2/15

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7th grade Algebra Curriculum Guide

2015 – 2016 Ordering of Real Numbers: Activity Rational or Irrational Reasoning (Georgia Task): worksheet Radicals and irrational Numbers : Station Activity

Prerequisite skills: 6-8 vocabulary cards -

Place value Adding integers Subtracting integers Multiplying integers Dividing integers Rounding

-

Students can use graphic organizers to show the relationship between the subsets of the real number system.

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For example by truncating the decimal expansion of√2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue to get better approximations.

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Students can approximate square roots by iterative processes.

Using Rational Approximations of Irrational Numbers: Station Activity Finding the Square Root: Worksheets Square and Square Roots: Worksheets Square Root Word Problem: worksheets Estimating Square Roots Application word problems: worksheet Estimating Square Roots word problems: worksheet

Examples: -

Approximate the value of

5 to the nearest hundredth.

Solution: Students start with a rough estimate based upon perfect squares. 5 falls 2 2 between 2 and 3 because 5 falls between 2 = 4 and 3 = 9. The value will be closer to 2 than to 3. Students continue the iterative process with the tenths place value. 5 2 2 falls between 2.2 and 2.3 because 5 falls between 2.2 = 4.84 and 2.3 = 5.29. The value is closer to 2.2. Further iteration shows that the value of 2 2 since 2.23 is 4.9729 and 2.24 is 5.0176.

Unit 1

5 is between 2.23 and 2.24

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Compare √2 and √3 by estimating their values, plotting them on a number line, and making comparative statements. Solution: Statements for the comparison could include:

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√2 is approximately 0.3 less than √3

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√2 is between the whole numbers 1 and 2

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√3 is between 1.7 and 1.8

Example Problems: -

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7th grade Algebra Curriculum Guide

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Stage 1 Established Goals: Common Core State Standards for Mathematics Students will be able to independently use their learning to… Work with radical and integer exponents.  8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions.  8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form 𝑥 2 = 𝑝 and 𝑥 3 = 𝑝, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. (standard will be covered again with Pythagorean Theorem and Volume) Interpret the structure of expressions. A.SSE. 3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. a. Use the properties of exponents to transform expressions for exponential functions. Explanations, Examples, and Comments

Estimate days 7-9

Vocabulary: Cards -

-

Holt Algebra 1: 1-4 Powers and Exponents Holt Algebra 1: 1-6 Order of Operations Holt Algebra 1: 7-1 Integer Exponents Holt Algebra 1: 7-3 Multiplication Properties of Exponents Holt Algebra 1: 7-4 Division Properties of Exponents Holt Algebra 2: 1-5 Properties of Exponents Holt Algebra 1: 11-6 Radical Expressions

Base Evaluate Exponent Power Variable Term Radical Radicand

Pre-requisite skills: -

Evaluating variables Combining like terms Distributive property

For example, 32 ∙ 3−5 = 3−3 = Examples:

Unit 1

Stage 3 MATERIALS BY STANDARD(S):

1

33

=

1

27

Additional Resources Explorations in text - Holt Algebra 7-1 - Holt Algebra 7-3 - Holt Algebra 7-4 Challenge in text - Holt Algebra 7-1 - Holt Algebra 7-4 Power Points - Exponents introduction Clover Park School District 6/2/15

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7th grade Algebra Curriculum Guide • •

43 5

2

43 47

=

64 25

= 43 − 7 = 4 − 4 =

• Example Problems: 1.

2.

1 44

=

1 256

2015 – 2016 - Zero and Negative Exponents - Fractions with Negative Exponents - Multiplying Exponents - Factoring, Fraction Exponents - Divide Powers, Multiply & Divide Monomials - Review Game - Review of All Chess- Wager: Activity http://www.pbslearningmedia.org/asset/vtl07_vid_chesswager/ Ants versus Humans: Activity https://www.illustrativemathematics.org/contentstandards/8/EE/A/1/tasks/823 Extending the Definitions of Exponents: Activity https://www.illustrativemathematics.org/contentstandards/8/EE/A/1/tasks/395 The Roots of a Cube: lab Cube and Cube Roots Worksheet Rational and Irrational Numbers: Stations Activity

3.

Unit 1

Perfect Patterns: worksheet Rational and Irrational: Lesson, PowerPoint may need to change ( + √ )( + √ ) Evaluate Rational and Irrational: Lesson, PowerPoint may need to change ( + √ )( + √ ) Fractional Exponents Lesson Exploring Rational Exponents: Worksheet Exploring Exponents TI Activity - Student papers - Teacher papers Exponent Rules TI Activity - Student papers - Teacher papers Clover Park School District 6/2/15

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7th grade Algebra Curriculum Guide

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Stage 1 Established Goals: Common Core State Standards for Mathematics Students will be able to independently use their learning to Work with radical and integer exponents.

 8.EE.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.  8.EE.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. Interpret scientific notation that has been generated by technology. Explanations, Examples, Comments, and Pre-requisite Material Vocabulary -

Exponent Power Scientific notation Power of tens

-

Place value Rounding Exponent Power

Teacher should use assessment data to determine which of the materials below best meet student instructional needs. All materials listed may not be needed.

Book resources Holt Algebra 1: 7-2 Power of 10 and Scientific Notation

Pre-requisite

Additional resources Pennies to Heaven: Activity

For example, estimate the population of the United States as 3 𝑥 108 and the population of the world as 7 𝑥 109 , and determine that the world population is more than 20 times larger. Also, remember to help students with reading scientific notation on their calculator: 4.5 E12 means 4.5 𝑥 1012

e.g., use millimeters per year for seafloor spreading. Students can convert decimal forms to scientific notation and apply rules of exponents to simplify expressions. In working with calculators or spreadsheets, it is important that students recognize scientific notation. Students should recognize that the output of 2.45E+23 is 2.45 x 1023 and 3.5E-4 is 3.5 x 10-4. Students enter scientific notation using E or EE (scientific notation), * (multiplication), and ^ (exponent) symbols. Unit 1

Stage 3 MATERIALS BY STANDARD(S):

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https://www.illustrativemathematics.org/contentstandards/8/EE/A/3/tasks/1291 Orders of Magnitude: Activity https://www.illustrativemathematics.org/contentstandards/8/EE/A/3/tasks/1593 Scientific Notation: worksheet Additional Packet of Practice Worksheets Problem Solving with Exponents and Scientific Page 15

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Example Problems: 1.

Notation: Stations Activity 100 people and key: Activity, Key A million dollars and key: Activity, Key What on Earth?: I.12 Making Sense of Problem Solving: I.12 Micro world: Reading and Questions E. Coli (Georgia Task): Worksheet Giant Burgers (Georgia Task): Worksheet

2.

Choosing Appropriate Units: Activity https://www.illustrativemathematics.org/contentstandards/8/EE/A/4/tasks/1981

3.

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Stage 1 Established Goals: Common Core State Standards for Mathematics Students will be able to independently use their learning to 8.EE.C.7B Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. Interpret the structure of expressions. SSE.1 Interpret expressions that represent a quantity in terms of its context. b. Interpret parts of an expression, such as terms, factors, and coefficients. c. Interpret complicated expressions by viewing one or more of their parts as a single entity. Perform arithmetic operations on polynomials APR.1 Understand that polynomials form a system analogous to the integers, namely they are closed under the operation of addition, subtraction, and multiplication; Add, subtract, multiply polynomials. Explanations, Examples, Comments, and Pre-requisite Material Explanation: -

-

Interpret the structure of expressions. Limit to linear expression and to exponential expressions with integer exponents. Students should understand the vocabulary for the parts that make up the whole expression and be able to identify those parts and interpret their meaning in terms of a context. th Variables, Expressions, Exponents are review from 8 grade curriculum.

Vocabulary: Cards -

Unit 1

Real Numbers Rational and Irrational Numbers Integers, Whole, Natural Expansion Value Approximation Estimate Number line Square Root Numerical Expression Algebraic Expression Variable Constant

Stage 3 MATERIALS BY STANDARD(S):

Teacher should use assessment data to determine which of the materials below best meet student instructional needs. All materials listed may not be needed.

Book Resources Holt Algebra 1: 1-1Variables and Expressions Holt Algebra 1: 1-7 Simplifying Expressions Holt Algebra 1: 7-1 Integer Exponents Holt Algebra 1: 7-5 Polynomials Holt Algebra 1: 7-6 Add/Subtract Polynomials (Combining Like Terms ) Holt Algebra 1: 7-7 Multiplying Polynomials Holt Algebra 1: 7-8 Special Products of Binomials Additional Resources Checkerboard Borders: Develop Understanding Task page 4 (multiply polynomials) Building More Checkerboard Borders: Develop

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Evaluate Term Like-Terms Coefficient Perfect Square Trinomials

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Place value Adding integers Subtracting integers Multiplying integers Dividing integers Rounding Order of operation Combine like terms Distributive property

2015 – 2016 Understanding Task page 9 (multiply polynomials) Go the Distance: Develop Understanding Task page 3 Algebraic Expressions with Some Geometry: Lesson and worksheets

Pre-requisite skills:

Simplify Algebraic Expressions with Some Geometry: Worksheets Algebraic Expressions with Some Geometry: Worksheets

Pre-requisite:

Holt Algebra 1: 1-2 Adding and Subtracting Real Numbers Holt Algebra 1: 1-4 Powers and Exponents Holt Algebra 1: 1-5 Square Roots and Real Numbers Holt Algebra 1: 1-6 Order of Operations

SSE.2 Examples: 1.

APR.1 Examples: 1.

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7th grade Algebra Curriculum Guide Evaluative Criteria:

SBAC Sample Items from 8th 8.EE.1 (B.203) 8.EE.3 (B.494) 8.EE.2 (B.144) 8.EE.2 (B.323) 8.EE.3 and 8.NS.2 (A.133) 8.EE.4 (A.145) 8.NS.1 (A.136) 8.EE.2 (E.138)

2015 – 2016 Stage 2 - Evidence SAMPLE Assessment Evidence PERFORMANCE TASK(S): Kevin Durant vs. LeBron James Hexagons (Noyce Foundation) Estimating Length Using Scientific Notation Projector Resources Lesson Formative assessments 8th Grade 8.NS.1 and 8.NS.2: #1, #2, #3, #4, MC 1, MC 2 8.EE.1: #1, #2, #3, #4, MC 1, MC2 8.EE.3 and 8.EE.4: #1, #2, #3, #4, MC 1, MC 2

SBA Review by Target Target A Target A MT Target B1 Target B2

Formative assessments Algebra A.SSE.1 and APR.1: #1, #2, #3, #4, MC 1, MC 2 A.SSE.3: #1, #2, #3, #4, MC 1, MC 2

Washington State Common Core State Mathematics Standards Transition OTHER ASSESSMENT EVIDENCE: Document: https://www.k12.wa.us/CoreStandards/pubdocs/Transition8th.pdf For the vertical progression, see the University of Arizona progression documents. Washington State: Materials to help districts and others understand the organization and content of the standards and the content and evidence base used to support the standards: http://achieve.org/achieving-common-core

Stage 3 – Learning Plan Sample Summary of Key Learning Events and Instruction that serves as a guide to a detailed lesson planning Unit 1

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7th grade Algebra Curriculum Guide LEARNING ACTIVITIES: A suggested guide to layout of unit by days

2015 – 2016 Stage 3 – Learning Plan Sample

NOTES:

8.NS.1 and 8.NS.2 Day 1: Square Roots (perfect squares) - Holt Course 3: 4-5 - Ordering Real Number Activity (only rational adding some perfect squares to the mix) Day 2: Irrational Numbers - Holt Course 3: 4-6 - Lab on Irrational Day 3: Real Number System - Holt Course 3: 4-7 - Graphic Organizer of the Real Number System - Rational/Irrational Card Game Day 4: Rational and irrational - Lesson and PowerPoint - Holt Algebra 1: 1-5 Square Roots and Real Numbers Day 5: Evaluate Rational and irrational - Lesson and PowerPoint - Holt Algebra 1: 11-6 Radical Expressions 8.EE.1, 8.EE.2, 8.EE.3, 8.EE.4, A. SSE.3 Day 1: Variables, Expressions, Exponents - Holt Algebra 1: 1-4 Powers and Exponents - Chess-Wager Activity Day 2: Exponent Properties - Holt Algebra 1: 7-1 Integer Exponents - Holt Algebra 1: 1-6 Order of Operations Unit 1

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7th grade Algebra Curriculum Guide -

Chess-Wager Activity

2015 – 2016 Stage 3 – Learning Plan Sample

Day 3: Exponent Properties - Holt Algebra 1: 7-3 Multiplication Properties of Exponents Day 4: Exponent Properties - Holt Algebra 1: 7-4 Division properties of Exponents Day 5: Exponent Properties - Holt Algebra 2: 1-5 Properties of Exponents Day 6: Scientific Notation - Holt Course 3: 4-4 Scientific Notation - Holt Algebra 1: 7-2 Power of 10 and Scientific Notation - Micro bug article Day 7: Scientific Notation - Pennies to Heaven: Activity or - Orders of Magnitude: Activity - Scientific Notation worksheet Day 8: Scientific Notation - Adding and Subtracting with Scientific Notation steps and practice - E. Coli (Georgia Task) or - Giant Burgers (Georgia Task) Day 9: Scientific Notation - Multiplying and Dividing with Scientific Notation steps and practice - What on Earth? 1.12 Making Sense of Problem Solving Day 10: Cube Roots - Lab on cube roots - Perfect Patterns Unit 1

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2015 – 2016 Stage 3 – Learning Plan Sample

Day 11: Rational Exponents (now or later in More Functions unit) - Lesson - Exploring Rational Exponents Day 12: Rational Exponents (now or later in More Functions Unit) - Lesson - Assignment SSE.1 and APR.1 Day 1: Simplifying Expressions - Holt Algebra 1: 1-7 Simplifying Expressions - Holt Algebra 2: 1-4 Simplifying Algebraic Expressions Day 2: Simplifying Expressions - Go the Distance Day 3: Polynomials - Algebraic Expression Card Match - Holt Algebra 1: 7-5 Polynomials - Holt Algebra 1: 7-6 Add/Subtract Polynomials (Combining Like Terms ) Day 4: Polynomials (Multiply) (now or later in Quadratic unit) - Checkerboard Borders - Holt Algebra 1: 7-7 Multiplying Polynomials Day 5: Polynomials (Multiply) (now or later in Quadratic unit) - Building More Checkerboard Borders - Holt Algebra 1: 7-8 Special Products of Binomials

Unit 1

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