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You are on page 1of 3

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

th

Math 7 Unit 1: Ratio and Proportional 7 Grade

PGCPS Common Relationships

Core State Standards

th

PGCPS Common Math 7 Unit 2: Operations with Rational 7 Grade

Core State Standards Numbers

th

Math 7 Unit 3: Expressions and Equations 7 Grade

PGCPS Common

Core State Standards

th

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

th

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
**

th

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

th

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

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