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Instructional Planning: Identifying & Unpacking Standards Worksheet

Name: Briana Wallington

1. List the sets of standards for the grade level and subject areas you teach. Indicate the source (e.g.,
Common Core State Standards), the name of the standard set (e.g., Mathematics, High School
Algebra, Reasoning with Equations & Inequalities), and grade level or grade range (e.g., grades 9–
12). Include any national, state, district, or Common Core standards required by your district. You
may add more rows if necessary. You may also input the standards in a different format as long as
the source, standard name and grade level are clearly indicated.
Source Name of Standard Grade-Level Range
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Math 7 Unit 1: Ratio and Proportional 7 Grade
PGCPS Common Relationships
Core State Standards
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PGCPS Common Math 7 Unit 2: Operations with Rational 7 Grade
Core State Standards Numbers
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Math 7 Unit 3: Expressions and Equations 7 Grade
PGCPS Common
Core State Standards
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PGCPS Common Math 7 Unit 4 and 5: Geometry and Statistics 7 Grade
Core State Standards

2. Select two standards from the standards sets you listed above. Choose standards that are either
vague or complex and require some analysis and unpacking. For each standard, identify three
examples of knowledge and/or skills embedded in the standard.
7.RP.2: Recognize and represent proportional relationships between quantities.

This standard focuses a lot on Mathematical Practice 2 which is to reason
abstractly and quantitatively. Scholars will be working on identifying proportional
relationships. However, they will need to explain why a table or a graph
represents proportionality and how they can use that knowledge to find the
constant rate of proportionality. A lot of the equation work they will have to do in
Standard this standard requires them to reason and explain why the constant rate of
proportionality is what it is for a straight line that passes through the origin. David
Conley discussed that scholars need to first formulate a problem before
generating solutions to the problem; this will help them explore more possible
solutions to the problem (Conley, 2011). This standard focuses a lot on scholars
understanding what is being asked of them and predicting what the constant rate
of proportionality is and using different tools and strategies to recognize
proportional relationships.

1. Scholars need to know what is a proportional relationship and identify whether
two quantities are in a proportional relationship. 7.RP.2 extends from 7.RP.1
Knowledge,
because scholars would need to test proportionality by know what equivalent
Understandings, and
ratios are and test the proportional relationship by using equivalent ratio tables.
Skills Embedded in
Scholars would also need to recognize a proportional relationship using a graph
the Standard
and identify that when a straight line passes through an origin the quantities x and
y are proportional.

John Hopkins University School of Education
Identifying & Unpacking Standards Worksheet 1
3. 7.RP.2 requires scholars to identify the constant rate of proportionality using a
graph. In other words, scholars are using their skills from 7.RP.1 to identify
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the unit rate between two proportional quantities. In 8 grade, they will learn
that a constant rate of proportionality is also the slope of a straight line that
passes through the origin. They will also need to understand how to calculate
the constant rate of proportionality by looking at a graph or table.

3. Scholars will also need to identify the constant rate of proportionality using
equations and write their own equations from a graph, table, or written description
of a proportional relationship. Scholars will not learn about equations until Unit 3:
Expressions and equations. However, they would need to recognize and identify
what is an equation and the parts that make up an equation for a proportional
relationship. Scholars will also need to identify what a variable is. A constant rate
of proportionality is often represented as a variable or some part of the
proportional relationship is represented as a variable.

7.NS.1: Apply and extend previous understanding of addition and subtraction to
add and subtract rational numbers; represent addition and subtraction on a
horizontal or vertical number line.

As teachers, sometimes we focus on teaching in isolation. However, this standard
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for my 7 graders focus a lot on making connections. “The brain functions by
organizing information into schemas. The brain then crates richer, deeper, and
Standard
more complex connections necessary for understanding” (Conley, 2011). This
standard focuses a lot on using previous knowledge from previous years and
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previous standards and future standards within the 7 grade curriculum to help
them understand how adding and subtracting whole numbers apply to adding and
subtracting positive and negative fractions. This standard is going to carry on in
Unit 3, and it is important that I do not teach in isolation. I have to make sure I am
making the connections and helping my scholars make he connections so that
they can retain the information they need (Conley 2011).

1. Scholars need to identify that rules of adding and subtracting negative and
positive integers/whole numbers apply to adding and subtracting negative and
positive rational numbers/fractions. There may need to be a review of the rules of
adding and subtracting negative and positive integers so they can apply it to
adding and subtracting fractions.

2. Scholars will also need to use a number line to add and subtract positive and
Knowledge, negative rational numbers. Scholars would need to convert fractions to decimals
Understandings, and to understand where they will fall on the number line in order to use the number
Skills Embedded in line to solve addition and subtraction problems of fractions. Scholars will also
the Standard need to know how to move along the number line when it comes to addition and
subtraction; moving a left fro subtraction and moving right for addition.

3. Scholars would also need to know how to add and subtract fractions. I know
my scholars struggle with adding and subtracting fractions. We would need to
apply those skills to this standard. Scholars need to recognize the rules of adding
and subtracting fractions still apply even when we are working with negative
fractions.

John Hopkins University School of Education
Identifying & Unpacking Standards Worksheet 2
John Hopkins University School of Education
Identifying & Unpacking Standards Worksheet 3