General Ed. 7th Grade Math Lesson Plans 8.11.14 (Daily)

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General Ed. 7th Grade Math Lesson Plans 8.11.14 (Daily)

© All Rights Reserved

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2. What thinking skill are you working on? Summarizing; 2 to 3 times daily

3. What question are you answering today.

4. How are you doing to use this in real life?

5. How would you rate your learning?

Standards Driven Instruction

Teacher: Nickole Perkins Date: August 11 to August 15 Lesson 1 of

Course: 7

th

/ Math Period(s): 1, 2, 5, 6_ Week of: Unit 1

Key Learning: Time to Teach, classroom rules and expectations

Standard(s): (I can)

Lesson Essential Question(s):

1. How do I add, subtract, multiply, and divide integers?

2. What models can be used to show addition and subtraction of positive and negative rational numbers?

3. What strategies are most useful in helping develop algorithms for adding, subtracting, multiplying, and dividing positive and negative rational numbers?

4. How can models be used to prove that opposites combine to 0?

5. What real life situations combine to make 0?

6. How can a number line model addition or subtraction of rational numbers?

7. What are the steps to converting a rational number to a decimal using long division?

Activating Strategies:

____K-W-L _____Word

Splash

____Frayer Model _____Student

Learning Map

____Anticipation Guide _____Dear

Teacher

____Brainstorm/Categorize _____Visual

Prediction

____Acrostic ____ Who Can

Tell Me?

____Thought Bubble ____What?

Why? When?

Extending Thinking Strategies:

_____ Abstracting __x___Compare/Contrast

____ Classify/Categorize ______Constructing Support

_____ Analyzing Perspectives ______ Inductive Reasoning

_____ Deductive Reasoning _____ Error Analysis

__x__ Summarizing ______ Absent Student Letter

Technology Integration:

____ActivInspire

_____ActivExpressions

_____Interactive Lab

_____e-Learn Site

_____Technology Lab

_____ Multimedia

1. What is the Big Idea? Strategies used daily:

2. What thinking skill are you working on? Summarizing; 2 to 3 times daily

3. What question are you answering today.

4. How are you doing to use this in real life?

5. How would you rate your learning?

Standards Driven Instruction

C

O

N

C

E

P

T

S

Monday

Warm Up: Adding

integer review

Work Session- Page

17, page 18 (showing

new process for

differentiation).

Independent Practice-

Page 18 (ALL), page

22 #s 1-5, Page 23 #s

1-9

Closing- page 23 # 10

HOMEWORK- page

15-17 plus extras

DIFFERENTIATION-

PROCESS

Tuesday

Warm Up: Page 24 #s 13-

14 and 18

Work Session/Independent

Practice- Page 25 (ALL)

Page 26 #s 31-33

Work Session- Page 29

(subtracting integers using

t-chart)

Closing- page 29 #s 7 and

8

HOMEWORK- teacher

made

DIFFERENTIATION-

PROCESS

Wednesday

Warm Up: page 34 #s 1-4

Work Session- page 34 #s 5-6 and

page 35 #s 1-6

Independent Practice- Page 35 #s 7-13

and page 36 #s 14-16

Closing- page 36 #18

HOMEWORK- teacher made

DIFFERENTIATION-

PROCESS

Thursday

Warm Up: page 36#s 19 and 21

Work Session- page 37#s 22-24

Independent Practice- Page 37 #s 25-34,

page 38 #s 36-37, and 38-44

Closing- compare and contrast adding

and subtracting integers.

PROGRESSIVE ASSESSMENT

TOMORROW!!

HOMEWORK- teacher made

DIFFERENTIATION-

PROCESS

Friday

Warm Up: 3 minute partner study/

question time

Work Session- assessment

Independent Practice- assessment

DIFFERENTIATION-

PROCESS

1. What is the Big Idea? Strategies used daily:

2. What thinking skill are you working on? Summarizing; 2 to 3 times daily

3. What question are you answering today.

4. How are you doing to use this in real life?

5. How would you rate your learning?

Standards Driven Instruction

Level of Learning:

__x__Acquisition

__x__HOTS

____Mastery

Level of Learning:

__x__Acquisition

__x__HOTS

__x___Mastery

Level of Learning:

__x__Acquisition

__x__HOTS

_____Mastery

Level of Learning:

__x__Acquisition

__x__HOTS

__x___Mastery

Level of Learning:

____Acquisition

____HOTS

_X___Mastery

Launch Activity: FROM TEXT BOOK Materials: Paper, pencil, listening ears, textbook, counters, computer

Differentiation: Lecture, writing on board, note taking, Q/A, process, product

Knowledge Assessments:

__x___ Multiple Choice

___x___ True/False

______ Matching

_____ Fill-in-the-blank

___x___ Short Answer

______ Interview

______Essay

______ Other

Understanding Assessments:

______ Constructed Response

_____ Essay

___x__ Performance Task

___x___ Product/Project

______ Simulation

______ Presentation

______ Journal Entries

______ Interview

Skills (DO) Assessments:

__x___ Teacher Observations

______ Checklists

______ Portfolio

__x___ Student Work Samples

______ Role Play

____ Products/Projects

__x___ Performance

_____x_ Written/non-verbal

descriptions of thinking skills and

processes.

1. What is the Big Idea? Strategies used daily:

2. What thinking skill are you working on? Summarizing; 2 to 3 times daily

3. What question are you answering today.

4. How are you doing to use this in real life?

5. How would you rate your learning?

Standards Driven Instruction

Vocabulary:

Model

Explain

Convert

Integer, rational number, additive inverse,

commutative property, associative

property

Students Will Know/ Understand:

What models can be used to show addition and subtraction of positive and negative rational numbers?

What strategies are most useful in helping develop algorithms for adding, subtracting, multiplying, and

dividing positive and negative rational numbers?

How can models be used to prove that opposites combine to 0?

What real life situations combine to make 0?

How can a number line model addition or subtraction of rational numbers?

What are the steps to converting a rational number to a decimal using long division?

Students Will Do:

Advanced Students can use algorithms

to solve integer operation

problems.

Guide students to make

connections between

conceptual understanding and

algorithms.

Students will use algorithms to solve

problems with integers.

Ready Understands that the sum

and difference of two rational

numbers represents a

distance and that the sum of

any number and its opposite

is zero.

Model the addition and

subtraction of rational numbers

and the property of additive

inverses with:

Vertical and Horizontal

Number Lines

Two Color Counters

Computes the sums and differences of

numerical expressions containing

positive and negative rational

numbers. Uses the properties to do so

strategically & to interpret the sum or

difference in the context of a given

problem

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