Math 7 Curriculum.docx

GATEWAY REGIONAL HIGH SCHOOL

MATHEMATICS GRADE 7

PACING GUIDE

The seventh grade mathematics curriculum is comprised of the following major concepts or “Big Ideas”: Integers; Rational Numbers; Equations and Expressions; Graphing; Ratios and Proportions; Percents; Solving Equations; Angles and Geometry Shapes; Area and Volume; and Probability and Random Samples. In addition, there are applications related to fraction and decimal manipulations. While knowledge of content is developed, students will be engaged in direct instruction activities, differentiated lessons, hands-on activities and cooperative learning activities that encourage mathematical problem solving. The learning environment promotes mathematical reasoning, communication and higher order cognitive skills. Students will utilize technology such as calculators, lap top computers and scanners, cameras, and interactive white boards will be used to enhance instruction. Finally, evaluation of student performance will be accomplished through the use of primary, secondary, and support assessments. These may include but are not limited to tests, performance assessments, quizzes, informal assessments (both verbal and written), classroom observations, and homework.

PACING GUIDE

Month | # Days | Standards | Skills | Activities | Assessments |

September | 16 | 7.NS.1.A 7.NS.1.B 7.NS.2.A 7.NS.2.B 7.NS.2.C 7.NS.3 | Add, subtract, multiply, and divide integers Place value and rounding Add and subtract decimals LCM Add, subtract, multiply and divide fractions Use properties of operations to generate equivalent expressions | Collaborative discussions CRP12 Cooperative group work (eg. Placemat Activity, word sort)/ Differentiated group work CRP12 Bingo Spinner Activity Analyzing questions involving decimals. 8.1.8.A.2, CRP11 Interactive Whiteboard Lessons based on student need Flipped Classroom: Kahn Academy. https://www.khanacademy.org/math/in-seventh-grade-math/india-integers (8.1.B) | Quiz- Using EdConnect and TestNav Add, subtract, multiply, and divide integers. Quick Checks-place value and rounding Test- Solve real world problems using adding, subtracting, multiply, and divide integers, Place value and rounding, Add and subtract decimals, LCM, Add, subtract, multiply and divide fractions. Performance Assessment: |

October | 20 | 7.RP.1 7.RP.2.a 7.RP.2.b 7.RP.2.c 7.RP.2.d 7.G.1 | Equivalent Ratios Rates and Unit Rates Unit Conversions Proportionality in tables and Graphs Problem Solving Similar Figures and Scale Drawings | Collaborative discussions CRP12 http://www.mathplayground.com/howto_equalratios.html Cooperative group work (eg. Placemat Activity)/ Differentiated group work 8.1.8.A.2, CRP11, CRP4 https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-ratio-proportion#cc-7th-write-and-solve-proportions Analyzing questions8.1.8.A.2, CRP11 Three Act Videos: http://mrmeyer.com/threeacts/holes/ CRP8 Interactive Whiteboard Lessons based on student need – Demsos Number Line. | Quiz- In EdConnect. Equivalent Ratios, Rates and Unit Rates, Unit Conversions, Proportionality in tables and Graphs Quick Checks-unit rates and unit conversions Test- Equivalent Ratios, Rates and Unit Rates, Unit Conversions, Proportionality in tables and Graphs Problem Solving, Similar Figures and Scale Drawings Performance Assessment: 7.NS.A.2d Equivalent fractions approach to non-repeating decimals Performance Assessment: 7.RP.A.2 Sore Throats, Variation 1 |

November | 12 | 7.RP.A.3 7.EE.A.2 7.EE.B.3 7.NS.A.3 | Converting percents, decimals, and fractions Percent problems Percent Increase, application of percent increase, problem solving of percent increase Percent Decrease, application of percent decrease, problem solving of percent decrease |
Foldable (converting fractions, decimals and percents) 8.1.8.A.2, CRP2 Flipped Classrroom: http://www.mathplayground.com/mv_percent_change.html Cooperative group work (eg. Placemat Activity)/ Differentiated group work8.1.8.A.2, CRP11 Analyzing questions Three Act Videos: http://threeacts.mrmeyer.com/ditchdiggers/ Interactive Whiteboard Lessons based on student need Three Act Videos: http://threeacts.mrmeyer.com/ditchdiggers/ | Quiz- Converting percents, decimals, and fractions, Percent problems Quick Checks-Converting percents, decimals, and fractions Performance Assessments: 7.EE.B.4, 7.NS.A.1 Bookstore Account 7.EE.B.4b Sports Equipment Set |

3 | 7.RP.A.3 7.EE.A.2 7.EE.B.3 7.NS.A.3 | Benchmark | Cooperative group work/ Differentiated group work Analyzing questions | Benchmark Assessment-Number Sense, Ratios, Percents to solve real world problems. | |

December | 5 | 7.RP.A.3 7.EE.A.2 7.EE.B.3 7.NS.A.3 | Simple Interest Review | Collaborative discussions Analyzing questions Interactive Whiteboard Lessons based on student need | Test- Converting percents, decimals, and fractions, Percent problems, Percent Increase, application of percent increase, problem solving of percent increase, Percent Decrease, application of percent decrease, problem solving of percent decrease, Simple Interest Performance Assessment: |

8 | 7.NS.1.d 7.NS.2.c - 7.EE.1
- 7.EE.2
- 7.EE.4.a
| Number and Variable Expressions Order of Operations Properties Evaluating expressions | Collaborative discussions: Desmos Activity Builder: Variables. Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons: PMI evaluating expressions Pick-Up Sticks activity (review) | Quiz- Number and Variable Expressions, Order of Operations, Properties Quick Checks-Order of Operations | |

January | 12 | 7.NS.1.d 7.NS.2.c - 7.EE.1
- 7.EE.2
7.EE.4.a | Combining like terms Solving 1-step equations Solving 2-step equations | Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions - https://www.khanacademy.org/math/algebra/one-variable-linear-equations/alg1-linear-eq-word-probs/e/linear-equation-world-problems-2 Interactive Whiteboard Lessons: Using Smart responders for solving equations. | Quick Checks-Combining like terms Test- Number and Variable Expressions, Order of Operations, Properties, Evaluating expressions, Combining like terms, Solving 1-step equations, Solving 2-step equations |

5 | 7.RP.A.3 7.EE.A.2 7.EE.B.3 7.NS.A.3 7.NS.1.d 7.NS.2.c - 7.EE.1
- 7.EE.2
7.EE.4.a | Benchmark | Cooperative group work/ Differentiated group work Analyzing questions | Benchmark Assessment-Using EdConnect and TestNav: Order of Operations, Solving 1 and 2-step equations to solve real world equations. | |

February | 8 | 7.NS.1.c - 7.NS.1.d
- 7.NS.2.c
7.EE.1 7.EE.2 7.E.E.4.b 7.NS.1.c - 7.NS.1.d
- 7.NS.2.c
7.EE.1 7.EE.2 7.E.E.4.b | Graphing Inequalities Writing Inequalities Solving 1-Step Inequalities Solving 2-Step Inequalities Review | Collaborative discussions: Kahn Academy Cooperative group work (eg. Placemat Activity)/ Differentiated group work: Smart Responders. Analyzing questions -https://www.khanacademy.org/math/algebra/one-variable-linear-inequalities/alg1-two-step-inequalities/v/writing-and-using-inequalities-3 Interactive Whiteboard Lessons based on student need using smart responders. | Quick Checks-Solving Inequalities Test- Graphing Inequalities, Writing Inequalities, Solving 1-Step Inequalities , Solving 2-Step Inequalities |

12 | 7.G.1 7.G.4 7.G.5 7.G.6 | Angle Relationships Complementary and Supplementary Angles Classifying Triangles by sides and angles Classifying Quadrilaterals Perimeter and Circumference Area Perimeter | Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions – Desmos Angle Relationships. Interactive Whiteboard Lessons based on student need | Quiz- Angle Relationships, Complementary and Supplementary Angles, Classifying Triangles by sides and angles, Classifying Quadrilaterals Quick Checks-Classifying Triangles, Area | |

March | 8 | 7.G.1 7.G.4 7.G.5 7.G.6 | Shaded area Proportions and Scale Drawings Review | Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions – Scale Drawing Project Interactive Whiteboard Lessons based on student need | Quick Check-Shaded Area Test- Angle Relationships, Complementary and Supplementary Angles, Classifying Triangles by sides and angles, Classifying Quadrilaterals Perimeter, Circumference Area, Shaded area, Proportions and Scale Drawings |

4 | 7.NS.1.c - 7.NS.1.d
- 7.NS.2.c
7.EE.1 7.EE.2 7.E.E.4.b 7.NS.1.c - 7.NS.1.d
- 7.NS.2.c
7.EE.1 7.EE.2 7.E.E.4.b 7.G.1 7.G.4 7.G.5 7.G.6 7.G.1 7.G.4 7.G.5 7.G.6 | Benchmark | Cooperative group work/ Differentiated group work Analyzing questions | Benchmark Assessment-Solving Inequalities, 2-D Geometry | |

6 | 7.G.3 7.G.6 | Identifying 3-D figures Cross Sections Volume Review | Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need | Quiz- Identifying 3-D figures, Cross Sections, Volume Quick Checks-Volume | |

April | 12 | 7.G.3 7.G.6 | Surface Area of Pyramids Surface Area of Cylinders Review | Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions – Visual representation of 3-D figures. http://nlvm.usu.edu/en/nav/vlibrary.html Interactive Whiteboard Lessons based on student need | Quick Check-Surface Area Test- Identifying 3-D figures, Cross Sections, Volume, Surface Area of Pyramids, Surface Area of Cylinders |

6 | 7.EE.4 8.EE.8 8.F.4 8.F.5 | Analyze table and graphs Make tables and graphs | Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need | ||

May | 12 | 8.F.4 8.F.5 | Writing Equations with 1 Operations Writing Equations with 2 Operations Linear Problem Solving Review Graphing Calculator Tables and Graphs | Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions - Interactive Whiteboard Lessons based on student need | Quick Check Quiz- Writing Equations with 1 Operations, Writing Equations with 2 Operations, Linear Problem Solving Test- Writing Equations with 1 Operations, Writing Equations with 2 Operations, Linear Problem Solving. |

12 | 7.SP.3 7.SP.4 7.SP.5 7.SP.6 7.SP.7 | Central Tendencies Data Anaylsis Box-and-Whisker Plot Samples Selecting Samples Review Probability and expected value Experimental and Theoretical Probability | Collaborative discussions – Creating a survey using central tendencies. Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need Spinner Activity | Quick Check-Box-and Whisker, Theoretecial and Experimental Quiz- Central Tendencies, Data Anaylsis, Box-and-Whisker Plot, Samples, Selecting Samples | |

June | 6 | 7.SP.8 | Counting Trees and Lists Counting Principle | Flipped Classroom – Kahn Academy 7th Grade Probability. Cooperative group work (eg. Placemat Activity)/ Differentiated group work. Analyzing questions – Using Demsos Counting Trees. Interactive Whiteboard Lessons based on student need | Performance Assessment – Probability Carnival. |

5 | 7.G.3 7.G.6 7.G.3 7.G.6 7.EE.4 8.EE.8 8.F.4 8.F.5 8.F.4 8.F.5 7.SP.3 7.SP.4 7.SP.5 7.SP.6 7.SP.7 7.SP.8 | Benchmark | Cooperative group work/ Differentiated group work Analyzing questions | Benchmark Assessment-Linear Functions, Probability, Data Analysis | |

GATEWAY GROUP CURRICULUM UNIT PLAN | ||||

Content Area: Mathematics | ||||

Unit Title: Operations on Rational Numbers & Expressions | Timeframe: 16 Days | |||

Lesson Components | ||||

UNIT SUMMARY | ||||

A summary of what the unit will contain and the learning students will be engaged in. Describe and model, on a horizontal and vertical number line, real-world situations in which rational numbers are combined. Apply the additive inverse property to subtraction problems and develop the argument that the distance between two points is the absolute value of the difference between their coordinates. Students will solve problems using all arithmetic operations involving integers. Explain why a divisor cannot be zero and why division of integers results in a rational number. Model the multiplication and division of signed numbers using real-world contexts, such as taking multiple steps backwards. Convert a rational number to a decimal using long division and explain in oral or written language why the decimal is either a terminating or repeating decimal. Apply properties of operations as strategies to add, subtract, multiply, and divide rational numbers. Solve mathematical and real-world problems involving addition, subtraction, multiplication, and division of rational numbers. | ||||

LEARNING TARGETS | ||||

ESSENTIAL QUESTIONS What is an integer? How can you develop an understanding of arithmetic operations with positive and negative integers? How do you graph a point on a coordinate grid? What is a variable expression? How do you evaluate an expression? | ENDURING UNDERSTANDINGS | |||

An integer is the group of positive whole numbers, negative whole numbers, and zero. By creating an algorithm for addition, subtraction, multiplication, and division of integers. Use positive and negative number coordinates and arithmetic operations to locate and move points around a coordinate grid. A variable expression is a mathematical phrase that uses numbers, variables, and operation symbols. Use substitution and order of operations to find the value of expressions. |

21st Century Themes/Career Readiness Practices | ||

Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT Literacy-Information, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed. | ||

EVIDENCE OF LEARNING | ||

Assessment (attach benchmarks/unit tests) - Benchmark Assessment-Number Sense, Ratios, Percents
| ||

Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks | ||

Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences. - Projects are designed so teacher may add or omit criteria based on student needs.
- Extended time is allotted for students when directed by IEP’s or 504 plans.
- Modification of project dimensions or materials for students with special needs.
- Small groups/Flexible groupings
- Shortened assignments
- Assignment notebooks
- Study sheets/summary sheets/outlines of most important facts
- Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
- Visual demonstrations
- Presentation of material in small steps
- Read or paraphrase subject matter
- Instructions/directions given in different channels (written, spoken, demonstration)
- Visual or multisensory materials
- Functional level materials
- Mnemonic aids/devices
- Additional time for test preparation
- Review/testing matched to student pace
- Test directions read/explained thoroughly
- Oral, short-answer, modified tests
- Emphasis on successes
- Graphic Organizers
- Student choice of texts, projects, writing prompts, etc.
| ||

Resources Provided: Textbook, Internet resources, graph paper 7.NS.A.1 Comparing Freezing Points 7.NS.A.1b-c Differences of Integers 7.NS.A.2 Why is a Negative Times a Negative Always Positive 7.NS.A.2d Equivalent fractions approach to non-repeating decimals 7.NS.A.2d Repeating decimal as approximation |

Technology Standards: | Career Ready Practices: (See Pacing Guide for Specific Integration) |

Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. - 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. - 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. - 8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.
- 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.
- 8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.
- 8.1.8.D.4 Assess the credibility and accuracy of digital content.
- 8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. - 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.
| CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. |

GATEWAY GROUP CURRICULUM UNIT PLAN | ||||

Content Area: Mathematics | ||||

Unit Title: Equations and Ratios and Proportions | Timeframe: 20 Days | |||

Lesson Components | ||||

UNIT SUMMARY | ||||

A summary of what the unit will contain and the learning students will be engaged in. #### Solve real-life and mathematical problems using numerical and algebraic expressions and equations
#### Analyze proportional relationships and use them to solve real-world and mathematical problems
#### Draw, construct, and describe geometrical figures and describe the relationships between them.
| ||||

LEARNING TARGETS | ||||

ESSENTIAL QUESTIONS What is a ratio? What operations can be used to make comparisons? What is the relationship between ratios and similar figures? How can we use proportions to solve problems? What is a unit rate? | ENDURING UNDERSTANDINGS | |||

A ratio is a comparison of two numbers by division. Subtraction for difference statements. Division for ratio statements. Multiplication to scale ratios. The ratios of corresponding sides of similar figures are equal. Pose problems in the form . A rate in which the second number is 1 of a quantity. |

21st Century Themes/Career Readiness Practices | ||

Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT Literacy-Information, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed. | ||

EVIDENCE OF LEARNING | ||

Assessment (attach benchmarks/unit tests) - Benchmark Assessment-Number Sense, Ratios, Percents
| ||

Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks | ||

Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences. - Projects are designed so teacher may add or omit criteria based on student needs.
- Extended time is allotted for students when directed by IEP’s or 504 plans.
- Modification of project dimensions or materials for students with special needs.
- Small groups/Flexible groupings
- Shortened assignments
- Assignment notebooks
- Study sheets/summary sheets/outlines of most important facts
- Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
- Visual demonstrations
- Presentation of material in small steps
- Read or paraphrase subject matter
- Instructions/directions given in different channels (written, spoken, demonstration)
- Visual or multisensory materials
- Functional level materials
- Mnemonic aids/devices
- Additional time for test preparation
- Review/testing matched to student pace
- Test directions read/explained thoroughly
- Oral, short-answer, modified tests
- Emphasis on successes
- Graphic Organizers
- Student choice of texts, projects, writing prompts, etc.
| ||

Resources Provided: Textbook, Internet resources, graph paper 7.EE.B.4, 7.NS.A.1 Bookstore Account 7.EE.B.4b Sports Equipment Set |

Technology Standards: | Career Ready Practices: (See Pacing Guide for Specific Integration) |

Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. - 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. - 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. - 8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.
- 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.
- 8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.
- 8.1.8.D.4 Assess the credibility and accuracy of digital content.
- 8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. - 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.
| CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. |

GATEWAY GROUP CURRICULUM UNIT PLAN | ||||

Content Area: Mathematics | ||||

Unit Title: Fractions, Decimals, and Percents | Timeframe: 20 Days | |||

Lesson Components | ||||

UNIT SUMMARY | ||||

A summary of what the unit will contain and the learning students will be engaged in. Students will write and apply proportions to solve problems. Students will write ratios as fractions, decimals, and percents. Students will solve real world problems involving percents. | ||||

LEARNING TARGETS | ||||

ESSENTIAL QUESTIONS How can percents be used to compare two quantities? What operations can be used to make comparisons? How can we use proportions to solve problems? What is a unit rate? | ENDURING UNDERSTANDINGS | |||

Writing differences, ratios, fractions, and percents. Writing and solving proportions to solve different types percent problems. Subtraction for difference statements. Division for ratio statements. Multiplication to scale ratios. |

21st Century Themes/Career Readiness Practices | ||

Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT Literacy-Information, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed. | ||

EVIDENCE OF LEARNING | ||

Assessment (attach benchmarks/unit tests) - Benchmark Assessment-Number Sense, Ratios, Percents
| ||

Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks | ||

Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences. - Projects are designed so teacher may add or omit criteria based on student needs.
- Extended time is allotted for students when directed by IEP’s or 504 plans.
- Modification of project dimensions or materials for students with special needs.
- Small groups/Flexible groupings
- Shortened assignments
- Assignment notebooks
- Study sheets/summary sheets/outlines of most important facts
- Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
- Visual demonstrations
- Presentation of material in small steps
- Read or paraphrase subject matter
- Instructions/directions given in different channels (written, spoken, demonstration)
- Visual or multisensory materials
- Functional level materials
- Mnemonic aids/devices
- Additional time for test preparation
- Review/testing matched to student pace
- Test directions read/explained thoroughly
- Oral, short-answer, modified tests
- Emphasis on successes
- Graphic Organizers
- Student choice of texts, projects, writing prompts, etc.
| ||

Resources Provided: Textbook, Internet resources, graph paper 7.RP.A.1 Cooking with the Whole Cup 7.RP.A.2 Sore Throats, Variation 1 7.RP.A.2c Gym Membership Plans |

Technology Standards: | Career Ready Practices: (See Pacing Guide for Specific Integration) |

Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. - 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. - 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. - 8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.
- 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.
- 8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.
- 8.1.8.D.4 Assess the credibility and accuracy of digital content.
- 8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. - 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.
| CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. |

GATEWAY GROUP CURRICULUM UNIT PLAN | ||||

Content Area: Mathematics | ||||

Unit Title: Operations on Rational Numbers & Expressions | Timeframe: 33 Days | |||

Lesson Components | ||||

UNIT SUMMARY | ||||

A summary of what the unit will contain and the learning students will be engaged in. Students will be able to develop a basic understanding of properties of numbers. Students will solve one-step and two-step equations and inequalities. Students will be able to graph equations/inequalities and to identify equations/inequalities by looking at graphs. Solve mathematical and real-world problems involving addition, subtraction, multiplication, and division of equations. | ||||

LEARNING TARGETS | ||||

ESSENTIAL QUESTIONS What are the properties of numbers? How do you solve a one-step equation or inequality? How do you graph an equation or inequality? | ENDURING UNDERSTANDINGS | |||

The algebraic properties are Commutative, Associative, Distributive, and Inverse. By using inverses to simplify equations and inequalities. By using a number line and open and closed circles, graph the solutions to equations and inequalities |

21st Century Themes/Career Readiness Practices | ||

EVIDENCE OF LEARNING | ||

Assessment (attach benchmarks/unit tests) - Benchmark Assessment-Number Sense, Ratios, Percents
| ||

Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks | ||

Differentiation/Adaptations/Modifications: - Projects are designed so teacher may add or omit criteria based on student needs.
- Extended time is allotted for students when directed by IEP’s or 504 plans.
- Modification of project dimensions or materials for students with special needs.
- Small groups/Flexible groupings
- Shortened assignments
- Assignment notebooks
- Study sheets/summary sheets/outlines of most important facts
- Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
- Visual demonstrations
- Presentation of material in small steps
- Read or paraphrase subject matter
- Instructions/directions given in different channels (written, spoken, demonstration)
- Visual or multisensory materials
- Functional level materials
- Mnemonic aids/devices
- Additional time for test preparation
- Review/testing matched to student pace
- Test directions read/explained thoroughly
- Oral, short-answer, modified tests
- Emphasis on successes
- Graphic Organizers
- Student choice of texts, projects, writing prompts, etc.
| ||

Resources Provided: Textbook, Internet resources, graph paper |

Technology Standards: | Career Ready Practices: (See Pacing Guide for Specific Integration) |

- 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.
- 8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.
- 8.1.8.D.4 Assess the credibility and accuracy of digital content.
- 8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.
| CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. |

GATEWAY GROUP CURRICULUM UNIT PLAN | ||||

Content Area: Mathematics | ||||

Unit Title: Geometry | Timeframe: 51 Days | |||

Lesson Components | ||||

UNIT SUMMARY | ||||

A summary of what the unit will contain and the learning students will be engaged in. Students will identify special pairs of angles and lines. (supplementary, complementary, vertical, and adjacent) Students will use angle measurements and line relationships to classify triangles and quadrilaterals. Students will classify and identify corresponding parts of polygons. Students will draw and construct two dimensional figures and slices from three dimensional figures. Students will find the circumference of circles. Students will experiment with transformations on a coordinate grid. ## Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.## Draw, construct, and describe geometrical figures and describe the relationships between them.## Solve real-life and mathematical problems using numerical and algebraic expressions and equations | ||||

LEARNING TARGETS | ||||

ESSENTIAL QUESTIONS What are the special pairs of angles? What are special pairs of lines? What are triangles and quadrilaterals? How do you know if two polygons are congruent? How do you find the circumference of a circle? How do you graph a translation or reflection? | ENDURING UNDERSTANDINGS | |||

They are supplementary, complementary, vertical, and adjacent angles. Lines are intersecting, parallel, perpendicular, or skew. By classifying triangles and quadrilaterals by their angle and side measurements. By identifying relationships of the corresponding parts. By using the diameter or radius measurement and pi. By using algebraic rules on a coordinate grid. |

21st Century Themes/Career Readiness Practices | ||

EVIDENCE OF LEARNING | ||

Assessment (attach benchmarks/unit tests) - Benchmark Assessment-Transformation Assessments
| ||

Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks | ||

Differentiation/Adaptations/Modifications: - Projects are designed so teacher may add or omit criteria based on student needs.
- Extended time is allotted for students when directed by IEP’s or 504 plans.
- Modification of project dimensions or materials for students with special needs.
- Small groups/Flexible groupings
- Shortened assignments
- Assignment notebooks
- Study sheets/summary sheets/outlines of most important facts
- Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
- Visual demonstrations
- Presentation of material in small steps
- Read or paraphrase subject matter
- Instructions/directions given in different channels (written, spoken, demonstration)
- Visual or multisensory materials
- Functional level materials
- Mnemonic aids/devices
- Additional time for test preparation
- Review/testing matched to student pace
- Test directions read/explained thoroughly
- Oral, short-answer, modified tests
- Emphasis on successes
- Graphic Organizers
- Student choice of texts, projects, writing prompts, etc.
| ||

7.G.B.6, 7.RP.A.3 Sand under the Swing Set 7.G.A.2 A task related to 7.G.A.2 7.RP.A.3, 7.EE.B.3,4 Gotham City Taxis |

Technology Standards: | Career Ready Practices: (See Pacing Guide for Specific Integration) |

- 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.
- 8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.
- 8.1.8.D.4 Assess the credibility and accuracy of digital content.
- 8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.
| CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. |

GATEWAY GROUP CURRICULUM UNIT PLAN | ||||

Content Area: Mathematics | ||||

Unit Title: Geometry | Timeframe: 15 Days | |||

Lesson Components | ||||

UNIT SUMMARY | ||||

A summary of what the unit will contain and the learning students will be engaged in. Students will identify special pairs of angles and lines. (supplementary, complementary, vertical, and adjacent) Students will use angle measurements and line relationships to classify triangles and quadrilaterals. Students will classify and identify corresponding parts of polygons. Students will draw and construct two dimensional figures and slices from three dimensional figures. Students will find the circumference of circles. Students will experiment with transformations on a coordinate grid. ## Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.## Draw, construct, and describe geometrical figures and describe the relationships between them.## Solve real-life and mathematical problems using numerical and algebraic expressions and equations | ||||

LEARNING TARGETS | ||||

ESSENTIAL QUESTIONS What are the special pairs of angles? What are special pairs of lines? What are triangles and quadrilaterals? How do you know if two polygons are congruent? How do you find the circumference of a circle? How do you graph a translation or reflection? | ENDURING UNDERSTANDINGS | |||

They are supplementary, complementary, vertical, and adjacent angles. Lines are intersecting, parallel, perpendicular, or skew. By classifying triangles and quadrilaterals by their angle and side measurements. By identifying relationships of the corresponding parts. By using the diameter or radius measurement and pi. By using algebraic rules on a coordinate grid. |

21st Century Themes/Career Readiness Practices | ||

EVIDENCE OF LEARNING | ||

Assessment (attach benchmarks/unit tests) - Benchmark Assessment-Transformation Assessments
| ||

Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks | ||

Differentiation/Adaptations/Modifications: - Projects are designed so teacher may add or omit criteria based on student needs.
- Extended time is allotted for students when directed by IEP’s or 504 plans.
- Modification of project dimensions or materials for students with special needs.
- Small groups/Flexible groupings
- Shortened assignments
- Assignment notebooks
- Study sheets/summary sheets/outlines of most important facts
- Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
- Visual demonstrations
- Presentation of material in small steps
- Read or paraphrase subject matter
- Instructions/directions given in different channels (written, spoken, demonstration)
- Visual or multisensory materials
- Functional level materials
- Mnemonic aids/devices
- Additional time for test preparation
- Review/testing matched to student pace
- Test directions read/explained thoroughly
- Oral, short-answer, modified tests
- Emphasis on successes
- Graphic Organizers
- Student choice of texts, projects, writing prompts, etc.
| ||

7.G.B.6, 7.RP.A.3 Sand under the Swing Set 7.G.A.2 A task related to 7.G.A.2 7.RP.A.3, 7.EE.B.3,4 Gotham City Taxis |

Technology Standards: | Career Ready Practices: (See Pacing Guide for Specific Integration) |

- 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.
- 8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.
- 8.1.8.D.4 Assess the credibility and accuracy of digital content.
- 8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.
| CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. |