Weekly Lesson Plan "At A Glance"
7th Grade 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 
 
Tuesday 
*All late work/corrections are due by 3pm on Friday, 6/01!  None  
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 diameter or radius of a circle and its circumference?  I can answer the focus question. 
 Classwork: Problem 3.1 (A, B)  
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.  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)  
Friday  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) 
Weekly Lesson Plan "At A Glance"
7th Grade 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  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 do you determine probability using a spinner?  I can answer the focus question. 
 Classwork: Partner Quiz  
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. 
 Classwork: Problem 5.1 (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.  What do I know about probability?  I can answer the focus question. 
 Classwork: Unit Test Review  
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.  What do I know about probability?  I can answer the focus question. 
 Classwork: Unit Test  
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.  What do I know about probability?  I can answer the focus question. 
 Classwork: Unit Test 
Weekly Lesson Plan "At A Glance"
7th Grade Math
Teacher Name: Batenburg
Week of: 4/305/04
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.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 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. 
 Classwork: Problem 4.3 (A, B, C)  
Tuesday  MStep Math Test  
Wednesday  MStep Math Test  
Thursday  MStep Math Test  
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 to predict the number of times one particular combination will occur?  I can answer the focus question. 
 Classwork: Partner Quiz 
Weekly Lesson Plan "At A Glance"
7th Grade 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  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 probability using a spinner?  I can answer the focus question. 
 Classwork: Problem 3.1 (A, B, C, D)  
Tuesday  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.  When using a tool to simulate a fair game, what things must you consider?  I can answer the focus question. 
 Classwork: Vocabulary Quiz Problem 2.2 (A, B, C, D)  
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 does understanding probability help you design a winning strategy?  I can answer the focus question. 
 Classwork: Problem 3.3 (A, B, C) Homework: p. 59 #3, 6, 7, 913  
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. 
 Classwork: 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. 
 Classwork: Problem 4.2 (A, B, D) 
Weekly Lesson Plan "At A Glance"
7th Grade 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  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 does collecting more data help you predict the outcome of a situation?  I can answer the focus question. 
 Classwork: Problem 1.1 (A, B, C)  
Tuesday  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. 
 Classwork: Problem 1.3 (A) Homework: p. 17 #1, 4, 5, 2123  
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. 
 Classwork: Problem 1.3 (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. 
 Classwork: Problem 1.4 (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 determine whether the outcomes of a probability event are all equally likely, and why would this information matter?  I can answer the focus question. 
 Classwork: ACE p. 17 #7, 10, 1217, 19, 2429 Homework: Finish p. 17 #7, 10, 1217, 19, 2429 
Weekly Lesson Plan "At A Glance"
7th Grade 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  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  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: Unit Test  
Wednesday  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  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: Unit Test  
Thursday  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  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  Spring Break 
Weekly Lesson Plan "At A Glance"
7th Grade 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  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  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. 
 Classwork: Problem 4.4 (A, B, C)  
Thursday  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  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: Test Review  
Friday  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  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: Unit Test 
Weekly Lesson Plan "At A Glance"
7th Grade 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 2D figure results for slicing a 3D object at a specific angle?  I can answer the focus question. 
 Classwork: Module 10  
Tuesday  7.RP.A,2d: Explain what the point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.  How is the steepness of a set of stairs related to a straight line graph?  I can answer the focus question. 
 Classwork: Problem 4.1 (A, B)  
Wednesday  What is ℼ and how does it relate to circles?  I can answer the focus question. 
 Classwork: Pi Day Quiz  
Thursday  7.RP.A,2d: Explain what the point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.  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: Problem 4.2 (A, B) Homework: p. 98 #36, 812, 2023  
Friday  7.RP.A,2d: Explain what the point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.  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: Problem 4.3 (A, B, C) 
Weekly Lesson Plan "At A Glance"
7th Grade 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.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  What are some strategies for solving linear equations?  I can answer the focus question. 
 Classwork: Problem 3.4 (A, B) Solving Equations Worksheet  
Tuesday  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  What are some strategies for solving linear equations?  I can answer the focus question. 
 Classwork: Solving Equations Worksheet Homework: Finish worksheet from class (given out and worked on in class on Monday and Tuesday)  
Wednesday  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  What are some strategies for solving linear equations?  I can answer the focus question. 
 Classwork: Check Up 2 (quiz)  *Substitute* 
Thursday  7.RP.A,2d: Explain what the point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.  How is the steepness of a set of stairs related to a straight line graph?  I can answer the focus question. 
 Classwork: Problem 4.1 (A, B)  
Friday  7.RP.A,2d: Explain what the point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.  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: Problem 4.2 (A, B) 
Weekly Lesson Plan "At A Glance"
7th Grade 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.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  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. 
 Classwork: Problem 3.1 (A, B)  
Tuesday  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  What does equality mean?  I can answer the focus question. 
 Classwork: Problem 3.2 (A, B) Homework: p. 60 #1, 4(a and b only), 59, 35  
Wednesday  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. 
 Classwork: Problem 3.3 (A)  
Thursday  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  What are some strategies for solving linear equations?  I can answer the focus question. 
 Classwork: Problem 3.3 (B) Problem 3.4 (A, B)  
Friday  7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.  What are some strategies for solving linear equations?  I can answer the focus question. 
 Classwork: Problem 3.4 (C) Homework: p. 71 #1215, 1719, 24, 25 
Weekly Lesson Plan "At A Glance"
7th Grade Math
Teacher Name: Batenburg
Week of: 2/192/23
CCSS  Learning Target: Specific to Daily Lesson  Success Criteria: What does success look like?  Learning Activities  Performance Task/Assessment  Closure / Summary  
Monday  MidWinter Break = No School  
Tuesday  MidWinter Break = No School  
Wednesday  7.RP.A.2: Recognize and represent proportional relationships between quantities.  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: Partner Quiz  
Thursday  7.RP.A.2: Recognize and represent proportional relationships between quantities.  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: Partner Quiz  
Friday  How do rotations around multiple axes change the look of a 3D object?  I can answer the focus question. 
 Classwork: Spatial Skills Module 8 
Weekly Lesson Plan "At A Glance"
7th Grade 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.RP.A.2: Recognize and represent proportional relationships between quantities.  When is it helpful to use a graph or a table to solve a problem?  I can answer the focus question. 
 Problem 2.1 (A, B)  
Tuesday  7.NS.A.3 Solve real world and mathematical problems involving the four operations with rational numbers.  How can I use the four integer operations to solve mathematical problems?  I can answer the focus question. 
 Edulastic Assignment (Integer Operations)  
Wednesday  7.RP.A.2: Recognize and represent proportional relationships between quantities.  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. 
 Problem 2.2 (A, B, C, D)  
Thursday  7.RP.A.2: Recognize and represent proportional relationships between quantities.  How can you decide if a table or an equation represents a linear relationship?  I can answer the focus question. 
 Problem 2.3 (A) Homework: p. 38 #1, 7, 1114, 17, 35, 37  
Friday  7.RP.A.2: Recognize and represent proportional relationships between quantities.  How are solutions of an equation of the form y=mx+b related to the graph and the table for the same relationship?  I can answer the focus question. 
 Problem 2.4 (A, B) 
Weekly Lesson Plan "At A Glance"
7th Grade 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.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) Homework: p. 16 #1, 5, 6, 8, 9, 20  
Wednesday  7.RP.A.2: Recognize and represent proportional relationships between quantities.  How can you determine if a linear relationship is increasing or decreasing?  I can answer the focus question. 
*Check Up 1 (quiz) tomorrow!  Problem 1.4 (A, B, C)  
Thursday  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. 
 Check Up 1 (quiz)  
Friday  7.RP.A.2: Recognize and represent proportional relationships between quantities.  When is it helpful to use a graph or a table to solve a problem?  I can answer the focus question. 
 Problem 2.1 (A, B) 
Weekly Lesson Plan "At A Glance"
7th Grade 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  How does an orthographic pattern relate to a 3 dimensional object?  I can answer the focus question. 
 
Tuesday  7.RP.A.2: Recognize and represent proportional relationships between quantities.  What equation represents the relationship between the tie and the distance you walk at a constant rate?  I can answer the focus question. 
 Problem 1.1 (A, B)  
Wednesday  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?  I can answer the focus question. 
 Problem 1.2 (A, C)  
Thursday  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) Homework: p. 16 #1, 5, 6, 8, 9, 20  
Friday  7.RP.A.2: Recognize and represent proportional relationships between quantities.  How can you determine if a linear relationship is increasing or decreasing?  I can answer the focus question. 
*Check Up 1 (quiz) on Monday!!!  Problem 1.4 (A, B, C) 
Weekly Lesson Plan "At A Glance"
7th Grade 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.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  How can you use scale factors, rate tables, proportions, equations, or graphs to solve comparison problems?  I can answer the focus question. 
 Unit Test  
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 Math
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.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  How can you use unit rates, proportions, equations, and rate tables to scale a variety of units?  I can answer the focus question. 
 Problem 3.2 (A, B) Homework: p. 71 #1, 4, 6, 810, 16, 17, 21, 40, 47  
Tuesday  7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  How can you use scale factors, rate tables, proportions, equations, or graphs to find amounts of a mixture, given the proportion?  I can answer the focus question. 
 Problem 3.3 (A, B, C)  
Wednesday  7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  How can you use scale factors, rate tables, proportions, equations, or graphs to solve comparison problems?  I can answer the focus question. 
 Unit Test Review  
Thursday  7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  How can you use scale factors, rate tables, proportions, equations, or graphs to solve comparison problems?  I can answer the focus question. 
 Unit Test  
Friday  PRIDE Sessions and PRIDE Assembly (no classes)  ½ Day for students 
Weekly Lesson Plan "At A Glance"
7th Grade Math
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.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  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)  
Tuesday  7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  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  
Wednesday  7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  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  
Thursday  I can answer the focus question. 
 Spatial Skills: Module 6  
Friday  7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  How can you use unit rates, proportions, equations, and rate tables to scale a variety of units?  I can answer the focus question. 
 Problem 3.2 (A, B) 
Weekly Lesson Plan "At A Glance"
7th Grade
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.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  What strategies can you use to find a missing value in a proportion?  I can answer the focus question. 
 Problem 1.4 (A, B, D) Homework: p. 19 #2, 3, 8, 2432  
Tuesday  7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  What strategies can you use to find a missing value in a proportion?  I can answer the focus question. 
 Check Up (quiz)  
Wednesday  7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  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 (parts A, B, C)  
Thursday  7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  How can you use rate tables to find missing values?  I can answer the focus question. 
 Problem 2.2 (A, 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.  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
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.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  
Tuesday  7.RP.A.2: Recognize and represent proportional relationships between quantities.  What do different comparisons of quantities tell you about their relationships?  I can answer the focus question. 
 Problem 1.1 (A1, A2, A3, B)  
Wednesday  7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  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)  
Thursday  7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  When you scale up a recipe and change the 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)  
Friday  7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.  What strategies can you use to find a missing value in a proportion?  I can answer the focus question. 
 Problem 1.4 (A, B, D) Homework: p. 19 #2, 3, 8, 2432 
Weekly Lesson Plan "At A Glance"
7th Grade
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.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 question. 
 Check Up 2 Correction Worksheet  
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, B, C)  
Wednesday  7.RP.A.2: Recognize and represent proportional relationships between 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)  
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.  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) Homework: p. 91 #37, 31, 38, 39  
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.  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 Review 
Weekly Lesson Plan "At A Glance"
7th Grade
Teacher Name: Batenburg
Week of: 11/2712/01
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 use scale factors to draw similar figures or to find missing side lengths in similar figures?  I can answer the focus question. 
 Problem 3.3 (A) P. 65 #22, 23, 31, 32, 34  
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 use scale factors to draw similar figures or to find missing side lengths in similar figures?  I can answer the focus question. 
 Problem 3.3 (B, C)  
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 use similar triangles to find a distance that is difficult to measure directly?  I can answer the focus question. 
 Problem 3.4 (A, B, D)  
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 question. 
 P. 63 #818  
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 scale factors to draw similar figures or to find missing side lengths in similar figures?  I can answer the focus question. 
 Check Up Quiz 
Weekly Lesson Plan "At A Glance"
7th Grade
Teacher Name: Batenburg
Week of: 11/2011/24
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. 
 Partner Quiz  
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 question. 
 Partner Quiz  
Wednesday  I can answer the focus question. 
 
Thursday  I can answer the focus question. 
 
Friday  I can answer the focus question. 

Weekly Lesson Plan "At A Glance"
7th Grade
Teacher Name: Batenburg
Week of: 11/1311/17
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 determine if two shapes are similar by looking at the rule for producing specific coordinates for the image?  I can answer the focus question. 
 Problem 2.1 (A, B, C)  
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.  What types of coordinate rules produce similar figures? Nonsimilar figures? For a pair of similar figures, how can you use a coordinate rule to predict the side lengths of the image?  I can answer the focus question. 
 Problem 2.2 (A, B, C)  
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 question. 
 Warm Up 2.2 (D) Problem 2.3 (A, B, C) Homework P. 36 #5, 6, 8, 10bd, 14, 16, 17  
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 decide whether or not two shapes are similar?  I can answer the focus question. 
 Partner Quiz  
Friday  I can answer the focus question. 

Weekly Lesson Plan "At A Glance"
7th Grade
Teacher Name: Batenburg
Week of: 11/0611/10
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 Reasoning Worksheet  
Tuesday  7.NS.A.3 Solve real world and mathematical problems involving the four operations with rational numbers.  How do you use number lines to compare integers? How do you add, subtract, multiply, and divide integers?  I can answer the focus question. 
 Unit Test  
Wednesday  7.RP.A.2 Recognize and represent proportional relationships between quantities.  What does it mean for two figures to be similar?  I can answer the focus question. 
 Problem 1.1 (worksheet)  
Thursday  7.RP.A.2 Recognize and represent proportional relationships between quantities.  When you copy a figure at a certain scale factor (e.g.150%), how does this value affect the measurements of the new figure?  I can answer the focus question. 
 Problem 1.2 (worksheet) P. 16 # 1, 2, 5, 811, 1317  
Friday  7.RP.A.2 Recognize and represent proportional relationships between quantities.  What does it mean for two figures to be similar? When you copy a figure at a certain scale factor (e.g.150%), how does this value affect the measurements of the new figure?  I can answer the focus question. 
 Check Up Quiz 
Weekly Lesson Plan "At A Glance"
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.NS.A.1d Apply properties of operations as strategies to add and subtract rational numbers.  Does the Order of Operations work for integers? Explain.  I can answer the focus question. 
 Problem 4.1 (A, B, C)  
Tuesday  7.NS.A2a Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then (p/q) = (p)/q = p/(q). Interpret quotients of rational numbers by describing realworld contexts  How can you use the Distributive Property to expand an expression or factor an expression that involves integers?  I can answer the focus question. 
 Warm Up 4.1 (D) Problem 4.2 (A, B, C, D)  
Wednesday  7.NS.A.3 Solve real world and mathematical problems involving the four operations with rational numbers.  What information in a problem is useful to help you decide which operation to use to solve the problem?  I can answer the focus question. 
 Warm Up 4.2 (F) Problem 4.3 (A, C, E) Homework: p. 86 # 2, 4, 6, 8, 11, 12ac, 1316  
Thursday  7.NS.A.3 Solve real world and mathematical problems involving the four operations with rational numbers.  How do you use number lines to compare integers? How do you add, subtract, multiply, and divide integers?  I can answer the focus question. 
 Test Review  
Friday  7.NS.A.3 Solve real world and mathematical problems involving the four operations with rational numbers.  How do you use number lines to compare integers? How do you add, subtract, multiply, and divide integers?  I can answer the focus question. 
 Test Review 
Weekly Lesson Plan "At A Glance"
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.NS.A.2c Apply properties of operations as strategies to multiply and divide rational numbers.  How is multiplication of two integers represented on a number line and a chip board?  I can answer the focus question. 
 Problem 3.1 (A, B, C, D)  
Tuesday  7.NS.A.2c Apply properties of operations as strategies to multiply and divide rational numbers.  What algorithm can you use for multiplying integers?  I can answer the focus question. 
 Problem 3.2 (A, B, C, D)  
Wednesday  7.NS.A.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.  What algorithm can you use for dividing integers? How are multiplication and division of integers related?  I can answer the focus question. 
 Warmup (3.2 E) Problem 3.3 (A, B, C, D, G) Homework: p. 66 #2, 13, 15ad, 17, 20, 23, 24, 25, 28, 29, 31)  
Thursday  7.NS.A.2c Apply properties of operations as strategies to multiply and divide rational numbers.  What pattern do you notice on the game board for the Integer Product Game that can help you win?  I can answer the focus question. 
 Problem 3.4 (A, B, D, E)  
Friday  7.NS.A.2c Apply properties of operations as strategies to multiply and divide rational numbers.  How can we use algorithms, number lines, and chipboards to multiply and divide integers?  I can answer the focus question. 
 Check Up Quiz #2 
Weekly Lesson Plan "At A Glance"
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.NS.A.1c Understand subtraction of rational numbers as adding the additive inverse, p  q = p + (q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in realworld contexts  What related sentence is equivalent to 4 + n = 43 and makes it easier to find the value of n? How do I use the algorithms for addition and subtraction to solve expressions?  I can answer the focus question. 
 Partner Quiz  
Tuesday  7.NS.A.1c Understand subtraction of rational numbers as adding the additive inverse, p  q = p + (q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in realworld contexts  What related sentence is equivalent to 4 + n = 43 and makes it easier to find the value of n? How do I use the algorithms for addition and subtraction to solve expressions?  I can answer the focus question. 
 Partner Quiz  
Wednesday  I can answer the focus question. 
 Spatial Lesson  
Thursday  I can answer the focus question. 
 Spatial Lesson  
Friday  I can answer the focus question. 
 Spatial Lesson 
Weekly Lesson Plan "At A Glance"
Teacher Name: Batenburg
Week of: 10/09  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.NS.A.1b Understand p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing realworld contexts  How can you predict whether the result of addition or two numbers will be positive, negative, or zero?  I can answer the focus question. 
 Problem 2.1 (A, B, C, D, G)  
Tuesday  7.NS.A.1c Understand subtraction of rational numbers as adding the additive inverse, p  q = p + (q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in realworld contexts.  How is a chip model or number line useful in determining an algorithm for subtraction?  I can answer the focus question. 
 Problem 2.2 (A, B, C, D, E) Homework: p. 44 #411, 13, 14, 1722, 2528, 30  
Wednesday  7.NS.A.1c Understand subtraction of rational numbers as adding the additive inverse, p  q = p + (q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in realworld contexts.  How are the algorithms for addition and subtraction of integers related?  I can answer the focus question. 
 Problem 2.3 (A, B, C, D)  
Thursday  7.NS.A.1c Understand subtraction of rational numbers as adding the additive inverse, p  q = p + (q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in realworld contexts.  What related sentence is equivalent to 4 + n = 43 and makes it easier to find the value of n?  I can answer the focus question. 
 Problem 2.4 (B, C, D)  
Friday  7. NS.A.1b Understand p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses).  How can you predict whether the result of addition or two numbers will be positive, negative, or zero?  I can answer the focus question. 

Weekly Lesson Plan "At A Glance"
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.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.  How can you use a number line to compare two numbers?  I can answer the focus questions. 
 Problem 1.2 (A, B, C, E) Homework: p.20 #5, 7, 9, 1121  
Tuesday  7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.  How can you write a number sentence to represent a change on a number line, and how can you use a number line to represent a number sentence?  I can answer the focus questions. 
 Problem 1.3 (A, B, C, D, E)  
Wednesday  7.NS.A.1a Describe situations in which opposite quantities combine to make 0.  How can you use a chip model to represent addition and subtraction?  I can answer the focus questions. 
 Problem 1.4 (A, C, D, E, F) Homework: p. 22 #2529, 31, 32, 3641, 47, 54  
Thursday  7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.  What strategies can I use to solve addition and subtraction problems?  I can answer the focus questions. 
 Check Up Quiz #1  
Friday  7. NS.A.1b Understand p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses).  How can you predict whether the result of addition or two numbers will be positive, negative, or zero?  I can answer the focus questions. 
 Problem 2.1 (A, B, C, D, G) 
Weekly Lesson Plan "At A Glance"
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 are squares, rhombuses, rectangles, and trapezoids similar? How are they different?  I can answer the focus questions. 
 Problem 3.5 (A, B1)  
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. 
 Test Review  
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.  How can I classify polygons? How can I measure and calculate exterior and interior angles?
 I can answer the focus questions. 
 Unit Test  
Thursday  7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.  How can I find the total value of a combination of positive and negative integers?  I can answer the focus questions. 
 Accentuate the Negative Problem 1.1 (A, B, C) Exit Ticket (1.1 D)  
Friday  7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.  How can you use a number line to compare two numbers?  I can answer the focus questions. 
 Problem 1.2 (A, B, C, E) 
Weekly Lesson Plan "At A Glance"
Teacher Name: Batenburg
Week of: 9/18/17 9/22/17
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.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 regular polygons with n sides?  I can answer the focus question. 
 Classwork: Partner Quiz  
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 combination of three side lengths can be used to make a triangle?  I can answer the focus question. 
 Classwork: Problem 3.1 (A, B)  
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 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, B)  
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.  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 (A, B, C) Homework: p. 76 # 15, 8, 17, 28 
Weekly Lesson Plan "At A Glance"
7th Grade
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  What properties do all polygons share? What properties do some subgroups of polygons share?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. 
 Math Reflections (p.39) Check Up (quiz)  
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 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)  
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 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) Homework: p. 52 #13, 5, 810, 1214 
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 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)  
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 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)  
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.  When a drawing shows two rays with a common endpoint, how many rotation angles are there? How would you estimate the measure of each angle?  I can answer the focus question. 
 Classwork: Problem 1.3 (A, B, C, D) Homework: p. 24 #1, 6, 8, 10, 11, 46, 47  
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. 
 Problem 1.4 (part A, B, C, E) 
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  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 