Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 5/286/01
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  No School… Happy Memorial Day!  
Tuesday 
*All late work/corrections are due by 3pm on Friday, 6/01!  None  
Wednesday  8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.  If a triangle with side lengths a, b, and c satisfies the relationship , is the triangle a right triangle?  I can answer the focus question. 
 Classwork: Partner Quiz Homework: p. 88 #1, 7, 8, 17, 18, 3237  
Thursday  8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.  How do the lengths of the sides of a 306090 triangle related to each other?  I can answer the focus question. 
 Classwork: Problem 25.2 (C, D, E)  
Friday  8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.  What have I learned this year in math?  I can answer the focus question. 
 Classwork: 7th Grade Math Kahoot! 
Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 5/075/11
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.  How does knowing how to calculate areas of rectangles and triangles help in the calculation of irregular areas?  I can answer the focus question. 
 Classwork: Problem 1.3 (A, B, C)  
Tuesday  8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.  How many different square areas are possible to draw using the dots on a dot grid as vertices?  I can answer the focus question. 
 Classwork: Problem 2.1 (A, B)  
Wednesday  8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.  What does mean? How does it relate to ?  I can answer the focus question. 
 Classwork: Problem 2.2 (A, B, D)  
Thursday  8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.  How can you find the distance between any two points on a grid?  I can answer the focus question. 
 Classwork: Problem 2.3 (A, B) Homework: p. 29 #537 (odds only)  
Friday  8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.  What does it mean to take the cube root of a number?  I can answer the focus question. 
 Classwork: Problem 2.4 (A, B, C, D1) 
Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 4/234/27
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  What does a correlation coefficient of 1, 0, or 1 suggest to you about the relationship of two variables?  I can answer the focus question. 
 Classwork: Check Up 2 (quiz)  
Tuesday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  What strategies do you use in writing and solving linear inverse equations?  I can answer the focus question 
 Classwork: Test Review  
Wednesday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  What strategies do you use in writing and solving linear inverse equations?  I can answer the focus question. 
 Classwork: Unit Test  
Thursday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  What strategies do you use in writing and solving linear inverse equations?  I can answer the focus question. 
 Classwork: Unit Test  
Friday  I can answer the focus question. 
 Classwork: Online MStep Practice Username: math7samp Password: test1234 
Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 4/164/20
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  How does the cost per person change if a fixed total cost is split among increasing number of individual payers?  I can answer the focus question. 
 Classwork: Problem 3.3 (A, B, C)  
Tuesday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  If you have data relating two variables, how can you check to see whether a linear model is a good fit?  I can answer the focus question 
 Classwork: Problem 4.1 (A, B, C)  
Wednesday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  From a scatter plot, how do you know if a linear model is a good fit for the data? How do you know if there are outliers? How do you know if the correlation is positive or negative?  I can answer the focus question. 
 Classwork: Problem 4.2 (A, B, C)  
Thursday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  What does a correlation coefficient of 1, 0, or 1 suggest to you about the relationship of two variables?  I can answer the focus question. 
 Classwork: Problem 4.3 (A, then B, C, D, and E as a tablegroup jigsaw)  
Friday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  How do you calculate the standard deviation for a data distristribution and what does that statistic tell you about the distribution?  I can answer the focus question. 
 Classwork: Problem 4.4 (A, B, C, D) Homework: p. 100 #6, 913, 1719 
Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 4/094/13
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  When the graphs of two linear functions intersect, what do the coordinates of that intersection point tell you?  I can answer the focus question. 
 Classwork: Problem 2.5 (A, B)  
Tuesday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  What strategies do you use in writing and solving linear equations?  I can answer the focus question 
 Classwork: Partner Quiz Homework: p. 45 #2, 6, 7, 11, 12, 14, 16, 18, 19, 2830  
Wednesday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  What strategies do you use in writing and solving linear equations?  I can answer the focus question. 
 Classwork: Partner Quiz  
Thursday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  When the product of two variables is some fixed number, what is the pattern of change and how is the pattern of change reflected in tables and graphs of the relationship?  I can answer the focus question. 
 Classwork: Problem 3.1 (A, B, C)  
Friday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  What examples using distance, rate, and time show one variable inversely related to another?  I can answer the focus question. 
 Classwork: Problem 3.2 (A, B) Homework: p. 70 #47, 12, 13, 1520, 29, 30 
Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 3/263/30
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  I can answer the focus question. 
 Classwork: Financial Lesson (provided by TCU)  
Tuesday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  How can you find a linear function that is a good model for a set of data and then measure the accuracy of that model with residuals?  I can answer the focus question 
 Classwork: Problem 2.1 (A, B, C)  
Wednesday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  How do you write an equation for a linear function if you are given a graph, a table, or two points?  I can answer the focus question. 
 Classwork: Problem 2.2 (A, B, C)  
Thursday  How can you find the yintercept and the slope of a line from data in a table, graph , or equation?  I can answer the focus question. 
 Classwork: Online MStep Practice  
Friday 

Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 3/193/23
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  How has my spatial reasoning developed over the school year?  I can answer the focus question. 
 Classwork: Spatial Testing  
Tuesday  How has my spatial reasoning developed over the school year?  I can answer the focus question. 
 Classwork: Spatial Testing  
Wednesday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  How would you describe the pattern relating bridge strength to bridge length shown in your experimental data?  I can answer the focus question. 
 Classwork: Problem 1.2 (A, B, C, D) Homework: p. 19 #79, 11, 1417, 2128  
Thursday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  How can you predict if a pattern between variables will be linear or nonlinear?  I can answer the focus question. 
 Classwork: Problem 1.3 (A, B)  
Friday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  How can you find a linear function that is a good model for a set of data and then measure the accuracy of that model with residuals?  I can answer the focus question 
 Classwork: Problem 2.1 (A, B, C) 
Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 3/053/09
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  What do I know about the surface area and volume of different 3D figures?  I can answer the focus question 
 Classwork: Unit Test  
Tuesday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  What 2D figure results for slicing a 3D object at a specific angle?  I can answer the focus question. 
 Classwork: Module 10  
Wednesday  What is ℼ and how does it relate to circles?  I can answer the focus question. 
 Classwork: Pi Day Quiz  
Thursday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  How would you describe the relationship between bridge strength and bridge thickness revealed by your experiment?  I can answer the focus question. 
 Classwork: Problem 1.1 (A, B, C, D)  
Friday  8.F.A.3: Interpret the equation y=mx+b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.  How would you describe the pattern relating bridge strength to bridge length shown in your experimental data?  I can answer the focus question 
 Classwork: Problem 1.2 (A, B, D) 
Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 2/263/02
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.G.B.4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.  How does the area of a circle increase as the circle’s radius and diameter increase?  I can answer the focus question 
 Classwork: Problem 3.2 (A, B, C, D)  
Tuesday  7.G.B.4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.  What is the relationship between the area of a circle and its radius?  I can answer the focus question 
 Classwork: Problem 3.3 (A, B)  
Wednesday  7.G.B.4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.  What is the relationship between the circumference and area of a circle?  I can answer the focus question 
 Classwork: Problem 3.4 (A, B, D) Homework: p. 61 #23, 3032, 50  
Thursday  7.G.B.4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.  What is the relationship between the circumference and area of a circle?  I can answer the focus question. 
 Classwork: Check Up 2 (quiz)  
Friday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  How can you calculate the surface area of a cylinder?  I can answer the focus question 
 Classwork: Problem 4.1 (A, B) 
Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 2/122/16
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  What are the dimensions of a rectangular prism that has the least surface area for a given volume?  I can answer the focus question 
 Check Up 1 (quiz)  
Tuesday  What concepts and skills from 7th grade math have I mastered? Which do I still need to work on?  I can answer the focus question. 
 Edulastic Assignment  
Wednesday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  For a prism with fixed height and fixed lateral area, how do the volume and surface area of the prism change as the number of sides increase?  I can answer the focus question. 
 Problem 2.3 (A, B)  
Thursday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  What general strategy can be used to find the volume of any prism triangular, rectangular, pentagonal, and so on?  I can answer the focus question 
 Problem 2.2 (A, B, C) Homework: p. 37 #10, 11, 17, 18, 2022  
Friday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  What general strategy can be used to find the volume of any prism triangular, rectangular, pentagonal, and so on?  I can answer the focus question 
 Partner Quiz 
Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 2/052/09
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  SNOW DAY  
Tuesday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  Suppose you design a box in the shape of a rectangular prism with a fixed volume, what are the shape and dimensions of the box that has minimum surface area?  I can answer the focus question. 
 Problem 1.2 (A, B, C, D)  
Wednesday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  What are the dimensions of the rectangular prism that has the least surface area for a given volume?  I can answer the focus question. 
 Problem 1.3 (A, B) Homework: p. 15 #3, 10, 1319  
Thursday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  As you change the dimensions of a rectangular prism by a certain scale factor, how do the surface area and volume of the prism change?  I can answer the focus question 
 Problem 1.2 (A, B, C, D)  
Friday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  What are the dimensions of a rectangular prism that has the least surface area for a given volume?  I can answer the focus question 
 Check Up 1 (quiz) 
Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 1/292/02
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.SP.C.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.  If you do not know the answers to a true/false test, what is the probability that you can get a good score with random guesses?  I can answer the focus question. 
 Problem 5.1 (A, B, C, D)  
Tuesday  7.SP.C.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.  What patterns are there in models for binomial probability situations?  I can answer the focus question. 
 Problem 5.2 (A, B, C) Homework: p. 105 #210  
Wednesday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  How do you calculate the surface area and volume of a rectangular prism?  I can answer the focus question. 
 Problem 1.1 (A, B, C, E)  
Thursday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  What are the shape and dimensions of the box with a fixed volume that has minimum surface area?  I can answer the focus question 
 Problem 1.2 (A, B, C, D)  
Friday  7.G.B.6: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.  What are the dimensions of a rectangular prism that has the least surface area for a given volume?  I can answer the focus question 
 Problem 1.3 (A, B) Homework: p. 15 #3, 10, 1219 
Weekly Lesson Plan "At A Glance"
7th Grade Honors Math
Teacher Name: Batenburg
Week of: 1/221/26
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  What does a 3D object look like when it has been rotated a specific amount?  I can answer the focus question. 
 
Tuesday  What does a 3D object look like when it has been rotated a specific amount?  I can answer the focus question. 
 
Wednesday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How can you use experimental or theoretical probabilities of a compound event to predict the number of times one particular combination will occur out of any given number of repetitions of the event?  I can answer the focus question. 
 Partner Quiz  
Thursday  How have my math skills grown over the past 4 months? 
 
Friday  How have my math skills grown over the past 4 months? 

Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 1/151/19
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How can you use experimental or theoretical probabilities of a compound event to predict the number of times one particular combination will occur out of any given number of repetitions of the event?  I can answer the focus question. 
 Problem 4.2 (A, B, C, D) Homework: p. 82 #8, 14, 28, 31, 32, 34  
Tuesday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How is an area model for the oneandone free throw situation like or unlike the area model for the “Making Purple Game”?  I can answer the focus question. 
 Problem 4.3 (A, B, C)  
Wednesday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How can you use experimental or theoretical probabilities of a compound event to predict the number of times one particular combination will occur out of any given number of repetitions of the event?  I can answer the focus question. 
 Partner Quiz  
Thursday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How can you use experimental or theoretical probabilities of a compound event to predict the number of times one particular combination will occur out of any given number of repetitions of the event?  I can answer the focus question. 
 Partner Quiz  
Friday 
 ½ Day for students 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 1/081/12
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  I can answer the focus question. 
 Spatial Skills: Module 6  
Tuesday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  When using a tool to simulate a fair game, what things must you consider?  I can answer the focus question. 
 Problem 3.2 (A, B, C, D)  
Wednesday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How does understanding probability help you design a winning strategy?  I can answer the focus question. 
 Problem 3.3 (A, B) Homework: p. 60 #613, 3336  
Thursday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How can an area model represent a situation to help analyze probabilities?  I can answer the focus question. 
 Problem 4.1 (A, B, C)  
Friday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How can you use experimental or theoretical probabilities of a compound event to predict the number of times one particular combination will occur out of any given number of repetitions of the event?  I can answer the focus question. 
 Problem 34.2 (A, B, C, D) Homework: p. 82 #8, 14, 28, 31, 32, 34 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 12/1812/22
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How does experimental probability compare to theoretical probability for a given situation?  I can answer the focus question. 
 Problem 2.1 (A, B, C, D)  
Tuesday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  What are some properties of theoretical probabilities?  I can answer the focus question. 
 Problem 2.2 (A, B, C, D)  
Wednesday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How can you determine all of the probabilities for a compound event?  I can answer the focus question. 
 Problem 2.4 (A, B, C)  
Thursday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How does experimental probability compare to theoretical probability for a given situation?  I can answer the focus question. 
 Check Up  
Friday  7.G,A,1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  After the Grinch’s heart grows “3 sizes that day”, is it similar to his old heart?  I can answer the focus question. 
 Grinchy Math Activity 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 12/1112/15
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.EE.B.3: Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form, using tool strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.  What information do you need to write an equation for a linear relationship? Is the expression for the dependent variable always the same?  I can answer the focus question. 
 Unit Test Review  
Tuesday  7.EE.B.3: Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form, using tool strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.  What information do you need to write an equation for a linear relationship? Is the expression for the dependent variable always the same?  I can answer the focus question. 
 Unit Test  
Wednesday  7.SP.C.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.  How do you determine the relative frequency of an outcome?  I can answer the focus question. 
 Problem 1.3 (A, B, C, D)  
Thursday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How can you determine whether the outcomes of a probability event are all equally likely, and why would this information matter?  I can answer the focus question. 
 Problem 1.4 (A, B, C) Homework: p. 17 #4, 10, 16, 31  
Friday  7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability.  How does experimental probability compare to theoretical probability for a given situation?  I can answer the focus question. 
 Problem 2.1 (A, B, C, D) 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 12/0412/08
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  How can the properties of equality be used to solve linear equations?  I can answer the focus question. 
 Solving Equations Practice Worksheet  
Tuesday  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  How can the properties of equality be used to solve linear equations?  I can answer the focus question. 
 Check Up 2 (quiz)  
Wednesday  7.EE.B.3: Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form, using tool strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.  How is the steepness of a set of stairs related to a straightline graph? How can you find the yintercept and the slope of a line from data in a table, graph, or equation?  I can answer the focus question. 
 Problem 4.1 (A, B) Problem 4.2 (A, B)  
Thursday  7.EE.B.3: Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form, using tool strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.  How can you predict if two lines are parallel or perpendicular from their equations?  I can answer the focus question. 
 Problem 4.3 (A, B, C) Homework: p. 99 #811, 2023, 28, 40, 44, 48  
Friday  7.EE.B.3: Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form, using tool strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.  What information do you need to write an equation for a linear relationship? Is the expression for the dependent variable always the same?  I can answer the focus question. 
 Problem 4.4 (A, B, C) 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 11/27  12/01
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.EE.A.2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.  How are the coordinates of a point on a line or in a table related to the equation of the line?  I can answer the focus question. 
 Problem 3.1 (A, B)  
Tuesday  7.EE.B.3: Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form, using tool strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.  What does equality mean?  I can answer the focus question. 
 Problem 3.2 (A, B)  
Wednesday  7.EE.B.3: Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form, using tool strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.  How can the properties of equality be used to solve linear equations?  I can answer the focus question. 
 Problem 3.3 (A, B) P. 70 #510, 13, 4447  
Thursday  7.EE.B.3: Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form, using tool strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.  What are some strategies for solving linear equations?  I can answer the focus question. 
 Problem 3.4 (A1, A2)  
Friday  7.EE.B.3: Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form, using tool strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.  What are some strategies for solving linear equations?  I can answer the focus question. 
 Problem 3.4 (A3, B) 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 11/20  11/24
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.  How are solutions of an equation of the form y=b + mx related to the graph and the table for the same relationship?  I can answer the focus question. 
 Problem 2.4  
Tuesday  7.EE.B.4: Use variables to represent quantities in a realworld or mathematical problem and construct simple equations and inequalities to solve problems by reasoning about the quantities.  When is it helpful to use a graph or a table to solve a problem? How does the pattern of change for a linear relationship appear in a table, a graph, or an equation?  I can answer the focus question. 
 Partner Quiz  
Wednesday  7.EE.B.4: Use variables to represent quantities in a realworld or mathematical problem and construct simple equations and inequalities to solve problems by reasoning about the quantities.  When is it helpful to use a graph or a table to solve a problem? How does the pattern of change for a linear relationship appear in a table, a graph, or an equation?  I can answer the focus question. 
 Partner Quiz  
Thursday  I can answer the focus question. 
 
Friday 

Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 11/13  11/17
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.EE.B.4: Use variables to represent quantities in a realworld or mathematical problem and construct simple equations and inequalities to solve problems by reasoning about the quantities.  How can you determine if a linear relationship is increasing or decreasing?  I can answer the focus question. 
 Classwork: Problem 1.4 (parts A, B, C)  
Tuesday  7.EE.B.4: Use variables to represent quantities in a realworld or mathematical problem and construct simple equations and inequalities to solve problems by reasoning about the quantities.  How can you determine if a linear relationship is increasing or decreasing?  I can answer the focus question. 
 Check Up 1  
Wednesday  7.EE.B.4: Use variables to represent quantities in a realworld or mathematical problem and construct simple equations and inequalities to solve problems by reasoning about the quantities.  When is it helpful to use a graph or a table to solve a problem? How does the pattern of change for a linear relationship appear in a table, a graph, or an equation?  I can answer the focus question. 
 Classwork: Problem 2.1 (A, B) Problem 2.2 (A, B, D)  
Thursday  7.EE.B.4: Use variables to represent quantities in a realworld or mathematical problem and construct simple equations and inequalities to solve problems by reasoning about the quantities.  How can you decide if a table or an equation represents a linear relationship?  I can answer the focus question. 
 Classwork: Problem 2.3 (A, B) Homework: p. 41 #6, 7, 1114, 17, 33  
Friday  Wonder Field Trip 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 11/06  11/10
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions.  How can you use scale factors, rate tables, proportions, equations, or graphs to find amounts of a mixture, given the proportions?  I can answer the focus question. 
 Problem 3.3 (A, B, D) Homework: p. 71 #6, 9, 16, 18, 22, 34  
Tuesday  7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions.  How can you use scale factors, rate tables, proportions, equations, or graphs to find amounts of a mixture, given the proportions?  I can answer the focus question. 
 Test Review  
Wednesday  7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions.  How can you use scale factors, rate tables, proportions, equations, or graphs to find amounts of a mixture, given the proportions?  I can answer the focus question. 
 Unit Test  
Thursday  7.RP.A.2: Recognize and represent proportional relationships between quantities.  How can you predict whether a relationship is linear from a table, a graph, or an equation that represents the relationship?  I can answer the focus question. 
 Problem 1.2 (A, B, C)  
Friday  7.RP.A.2: Recognize and represent proportional relationships between quantities.  What is the pattern of change in a linear relationship?  I can answer the focus question. 
 Problem 1.3 (A, B, C)

Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 10/30  11/03
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.RP.A.2 Recognize and represent proportional relationships between quantities.  How can you use rate tables to find missing values? How are rate tables similar to scaling quantities and solving proportions?  I can answer the focus question. 
 Warm Up 2.1 (C) Problem 2.2 (A, B, C)  
Tuesday  7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions.  How can you find a unit rate in a description, an equation, a table, or a graph?  I can answer the focus question. 
 Problem 2.3 (A, B) Homework: p.51 # 3, 5, 7, 9, 12  
Wednesday  7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions.  How can you find a unit rate in a description, an equation, a table, or a graph?  I can answer the focus question. 
 Warm Up 2.3 (C) Partner Quiz  
Thursday  7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions.  How can you find a unit rate in a description, an equation, a table, or a graph?  I can answer the focus question. 
 Partner Quiz  
Friday  7.RP.A.2d Recognize and represent proportional relationships between quantities.  How can you use rate tables to find missing values? How are rate tables similar to scaling quantities and solving proportions?  I can answer the focus question. 
 Problem 3.2 (A, B) 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 10/23  10/27
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.RP.A.2 REcognize and represent proportional relationships between quantities.  What strategies do you use to determine which mix is the most orangey?  I can answer the focus question. 
 Problem 1.2 (A, B, C) Homework: p. 19 #1, 3, 5, 9, 10, 12, 37  
Tuesday  7.RP.A.2 REcognize and represent proportional relationships between quantities.  What strategies do you use to determine which mix is the most orangey?  I can answer the focus question. 
 None  
Wednesday  7.RP.A.2 REcognize and represent proportional relationships between quantities.  When you scale up a recipe and change units, like from cups to ounces, what are some of the issues you have to deal with?  I can answer the focus question. 
 Problem 1.3 (A, B, C, D)  
Thursday  7.RP.A.2 REcognize and represent proportional relationships between quantities.  What do different comparisons of quantities tell you about their relationship?  I can answer the focus question. 
 Check Up Quiz  
Friday  7.RP.A.2 REcognize and represent proportional relationships between quantities.  How can you determine whether two ratios are equivalent or find which of two ratios is more favorable?  I can answer the focus question. 
 Problem 2.1 (A, B) 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 10/16  10/20
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.G,A,1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  I can answer the focus question. 
 Spatial Lesson  
Tuesday  7.G,A,1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  If two shapes are similar, how can you use information about the shapes to find unknown side lengths, perimeters, and areas?  I can answer the focus question. 
 Unit Test  
Wednesday  I can answer the focus question. 
 Spatial Lesson  
Thursday  I can answer the focus question. 
 Spatial Lesson  
Friday  What do different comparisons of quantities tell you about their relationship?  I can answer the focus question. 
 Problem 1.1 (B) 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 10/9  10/13
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.G,A,1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  How can you decide whether or not two shapes are similar?  I can answer the focus question. 
 Check Up Quiz  
Tuesday  7.RP.A.2 REcognize and represent proportional relationships between quantities.  What information does the ratio of adjacent side lengths within a rectangle give you?  I can answer the focus question. 
 Problem 4.1 (A, C1)  
Wednesday  7.EE.B.4 Use variables to represent quantities in a realworld or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.  For a pair of triangles, if the measures of corresponding angles are equal, how can you use ratios of side lengths to determine whether or not the triangles are similar?  I can answer the focus question. 
 Problem 4.2 (A, B, C, D) Homework: p.92 4, 6, 11, 12, 15, 17  
Thursday  7G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from scale drawing and reproducing a scale drawing of different scale.  If two shapes are similar, how can you use information about the shapes to find unknown side lengths, perimeters, and areas?  I can answer the focus question. 
 Problem 4.3 (A, B, C, D)  
Friday  7.G,A,1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  How can you use ratios to determine if shapes are similar? How can you use ratios to find unknown side lengths, perimeters, and areas?  I can answer the focus question. 
 Test Review 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 10/2  10/6
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.G,A,1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  How can you decide whether or not two shapes are similar?  I can answer the focus questions. 
 Problem 2.3 (A, B, C) Homework: p. 36 #5, 6, 8, 10, 14, 15, 18)  
Tuesday  7.G,A,1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  How can you decide whether or not two shapes are similar?  I can answer the focus questions. 
 Partner Quiz  
Wednesday  7.G,A,1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  How can you decide whether or not two shapes are similar?  I can answer the focus questions. 
 Partner Quiz  
Thursday  7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  How can you use scale factors to draw similar figures or to find missing side lengths in similar figures?  I can answer the focus questions. 
 Problem 3.3 (A, B, C)  
Friday  7.G,A,1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  How can you use similar triangles to find a distance that is difficult to measure directly?  I can answer the focus questions. 
 Problem 3.4 (A, B, C, D) Homework: p.64 #922, 3638, 40 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 9/25  9/29
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.G.B.5 Use facts about complementary, supplementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.  How can I classify polygons? How can I measure and calculate exterior and interior angles?  I can answer the focus questions. 
 Test Review  
Tuesday  7.G.B.5 Use facts about complementary, supplementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.  How can I classify polygons? How can I measure and calculate exterior and interior angles?
 I can answer the focus questions. 
 Unit Test  
Wednesday  7.G,A,1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  How can I determine if two shapes are similar by looking at the rule for producing specific coordinates for the images?  I can answer the focus questions. 
 S&S Problem 2.1 (A, B, C)  
Thursday  7.G,A,1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  What types of coordinate rules produce similar figures?  I can answer the focus questions. 
 S&S Problem 2.2 (A, B, C)  
Friday  7.G,A,1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.  How can you decide whether or not two shapes are similar?  I can answer the focus questions. 
 S&S Problem 2.3 (A, B, C) Homework:P. 36 #5, 6, 8, 10, 14, 15, 18) 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 9/18  9/22
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.G.A.2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.  What is the size of each interior and exterior angle and the sum of all angles in regular polygons with n sides?  I can answer the focus question. 
 Classwork: Partner Quiz  
Tuesday  7.G.B.5 Use facts about complementary, supplementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.  What combination of three side lengths can be used to make a triangle?  I can answer the focus question. 
 Classwork: Problem 3.1 (A, B)  
Wednesday  7.G.B.5 Use facts about complementary, supplementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.  What is the smallest number of side and angle measurements that will tell you how to draw an exact copy of any given triangle?  I can answer the focus question. 
 Classwork: Problem 3.2 (A, C) Homework: p. 77 #8, 9, 28  
Thursday  7.G.B.5 Use facts about complementary, supplementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.  When two parallel lines are cut by a transversal, what can be said about the eight angles that are formed?  I can answer the focus question. 
 Classwork: Problem 3.4 (B, C, D, E)  
Friday  7.G.B.5 Use facts about complementary, supplementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.  How are squares, rhombuses, rectangles, and trapezoids similar? How are they different?  I can answer the focus question. 
 Classwork: Problem 3.5 (A, B1) Homework: p. 78 #1722, 30, 34 
Weekly Lesson Plan "At A Glance"
7th Grade Honors
Teacher Name: Batenburg
Week of: 9/11  9/15
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  7.G.B.5 Use facts about complementary, supplementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.  What is the size of each angle and the sum of all angles in regular polygons with n sides?  I can answer the focus question. 
 Problem 2.1 (A, C, D) Homework p. 53 #312  
Tuesday  I can answer the focus question. 
 none  
Wednesday  I can answer the focus question. 
 none  
Thursday  7.G.B.5 Use facts about complementary, supplementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.  What is an exterior angle of a polygon, and what do you know about the measures of exterior angles?  I can answer the focus question. 
 Problem 2.4 (A1, B1,3, C, D)  
Friday  7.G.B.5 Use facts about complementary, supplementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.  What is the size of each angle and the sum of all angles in regular polygons with n sides? What is an exterior angle of a polygon, and what do you know about the measures of exterior angles?  I can answer the focus question. 
 Partner Quiz 
Weekly Lesson Plan "At A Glance"
Teacher Name: Batenburg
Week of: 9/05/17 9/08/17
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  No School… Labor Day Break  
Tuesday  7.G.A.2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.  What are some common benchmark angles? What part of a full turn is each angle equal to?  I can answer the focus question. 
 Classwork: Problem 1.2 (part A) Problem 1.3 (parts AE) Homework: p. 27 #9, 11, 1316, 56, 57  
Wednesday  7.G.A.2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.  How do you measure an angle with an angle ruler and a protractor?  I can answer the focus question. 
 Classwork: Problem 1.3 (parts AE) Problem 1.4 (parts CE)  
Thursday  7.G.A.2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.  What are some common benchmark angles? What part of a full turn is each angle equal to? How do I estimate and measure angles?  I can answer the focus question. 
 Classwork: Math Reflections (p. 39) Check Up (quiz)  
Friday  7.G.A.2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.  What is the size of each angle and the sum of all angles in a regular polygon with n sides?  I can answer the focus question. 
 Classwork: Problem 2.1 (A, C, D) Homework: p. 53 #312 
Weekly Lesson Plan "At A Glance"
Teacher Name: Batenburg
Week of: 8/28/178/31/17
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  What do I need to know about cafeteria behavior expectations this year?  I can answer the focus question. 
 
Tuesday  What do I need to know about classroom behavior expectations in math class?  I can answer the focus question. 
 
Wednesday  7.G.A.2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.  What properties do all polygons share? What properties do some subgroups of polygons share?  I can answer the focus question. 
 Problem 1.1 (part A, B, C, D)  
Thursday  7.G.A.2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.  What are some common benchmark angles? What part of a full turn is each angle equal to?  I can answer the focus question. 
 Problem 1.2 (part A, B)  
Friday  No School… Labor Day Break 