MSMB Topic Sample

ENGAGE DEVELOP TEAC H
at the Module level Read the Topic Overview and at the Lesson level
do the math to experience
the content development.
OVERVIEW: TOPIC 2
Proportionality
Where are we? 1 Session < 45 minutes
MODULE 1
Thinking TOPIC 1 TOPIC 2 TOPIC 3
Proportionally Circles and Ratio Proportionality Proportional
Relationships
TOPIC 2
Pacing 11 Sessions 18 Sessions 14 Sessions
How are the key concepts of MATH REPRESENTATION
Proportionality developed? Interpreting the Constant of

Proportionality
Students review the concepts of ratio and unit
Fish-Inches per Gallon
rate and represent each using tables and graphs. y
They extend their understanding to write complex 15
ratios and determine unit rates from complex ratios
Fish-Inches
to solve problems. Students decide whether two 10
quantities are in a proportional relationship. They
sort and explore graphs, equations, and scenarios
for various relationships and then classify their sorts 5
according to linear or nonlinear and proportional or
non-proportional. 0
Students set up and solve proportions given real- x
5 10 15
world contexts. Given a proportional relationship, Gallons
they determine the unknown quantity using inverse
operations. They determine whether proportional The point (1, __2 1 )  on the Fish-Inches per
relationships exist using means and extremes. Gallon graph represents the unit
Students learn about the constant of proportionality rate: 1 __2 1  fish-inches per gallon.
and recognize that its interpretation depends on the y Gallons per Fish-Inch
ratio's order. 15
Students graph proportional relationships and

© Carnegie Learning, Inc.
determine the constant of proportionality from 10

Gallons
the graphs. They interpret the meaning of points

on graphs in terms of a proportional relationship,
including the meaning of (1, y) and (0, 0). Students 5
use proportional relationships to create equivalent
representations, such as diagrams, equations,
0
tables, and graphs of situations. x
5 10 15
See Math Representations. Fish-Inches
The point (1, __  23 )  on the Gallons per

Fish-Inch graph represents the unit
 23  gallon per fish-inch.
rate: __
Module 1  Topic 2  Overview 85E
C2_M1_T2_TO_sampler.indd 5 10/28/20 8:24 PM

OVERVIEW: TOPIC 2 LESSON 1 LESSON 2
PLAN FOR Poultry in Motion How Does Your

12 class Solving Problems with Garden Grow?
sessions Ratios of Fractions Defining Proportional Relationships
and ,6
MATHia TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 1
Circles and Ratio
TOPIC 2
Proportionality
TOPIC 3
Proportional Relationships
sessions
Circles and Ratio Proportionality Proportional Relationships
1 Poultry in Motion 1 Poultry in Motion
2 How Does Your Garden

Grow? 2 How Does Your Garden Grow?
3 Tagging Sharks 3 Tagging Sharks
4 Complying with Title IX 4 Complying with Title IX
5 Fish-Inches 5 Fish-Inches
6 Minding Your Ps and Qs 6 Minding Your Ps and Qs
LESSON 1 LESSON 2
Poultry in Motion How Does Your Garden Grow?

Log in to
KEY TERMS
proportional
Solving Problems with Ratios of Fractions Proportional Relationships relationship
MyCL
direct variation
Learning Goals Learning Goals
• Compute unit rates associated with ratios of fractions. • Use tables and graphs to explore proportional relationships.
for lesson • Represent unit rates using tables and graphs.

• Use unit rates to solve problems.
• Decide whether two quantities in a table are in a proportional relationship by
testing for equivalent ratios.
support
• Decide whether two quantities graphed on a coordinate plane are in a
REVIEW (1–2 minutes)
proportional relationship by observing whether they form a straight line through
\ Determine each product or quotient. the origin.
including: 1
1 _÷4
2
1
_
2 3÷_
6
2
1 REVIEW (1–2 minutes)
\ Answer each question.

8
1 A bus travels 18 miles in 15 minutes. 2 A copy machine averages 210
At the same rate, what distance will copies in 5 minutes. At the same

2 3 3 1
3 _÷_ 4 _ ÷ 1_ the bus travel in 1 hour? rate, how many copies can the
3 8 4 2
7 1 18 × 4 _
_ 72 machine make in 1 minute?
Slides 15 × 4 = 60
1_
9
_
2 210 ÷ 5 _
_ 42
72 miles 5 ÷ 5 = 1
42 copies
How can you determine
Videos
How can you represent ratios of whether a proportional
fractions as unit rates in order You have learned about the relationship between ratios, a
You have learned about ratios, rates, and unit rates. comparison of two quantities, and proportions. relationship exists between
to solve problems? two quantities?
Lesson 1 \ Poultry in Motion 1 Lesson 2 \ How Does Your Garden Grow? 65
learning 3 Sessions 2 Sessions

together
standards 7.RP.1 7.RP.2a

Students review the multiple Students explore graphs and tables
representations of ratios and unit rates. of proportional and non-proportional
They write complex rates and rewrite relationships. They determine that the
them as unit rates and use ratio reasoning graphs of proportional relationships are
Activities to convert units of measures. Students straight lines that pass through the origin.
sequenced to then write proportions and use rates to They also learn that tables of proportional
address standards
and meet determine miles per hour. relationships have a constant ratio of
content goals. corresponding values of the quantities.
Students learn the term direct variation
and relate it to proportional relationships.
materials None None
learning
individually Median time for students to complete MATHia for this topic is ,275 minutes.
• Recognizing Proportional Relationships • Exploring Proportions

• Determining Characteristics of Graphs of
Workspaces aligned • Fractional Rates
at the lesson
level to support
• Determining and Comparing Unit Rates
benchmarking • Solving Proportions Using
through self-paced Equivalent Ratios
MATHia.
For students Problem sets for additional practice of the lesson skills.
without access
to MATHia. • Writing and Comparing Complex Rates •
Identifying Proportional Relationships
from Tables and Graphs
85F Module 1  Topic 2  Overview

LESSON 3 LESSON 4
Tagging Sharks Complying with Title IX

Solving Proportions Using Means Constant of Proportionality
and Extremes
TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 1 TOPIC 2 TOPIC 3

Circles and Ratio Proportionality Proportional Relationships Circles and Ratio Proportionality Proportional Relationships

Grow? 2 How Does Your Garden
Grow?
LESSON 3 LESSON 4
Tagging Sharks KEY TERMS

Complying with Title IX KEY TERM
means constant of
Solving Proportions Using Means extremes Constant of Proportionality proportionality
and Extremes solve a

proportion Learning Goals
Learning Goals isolate the • Determine whether there is a constant ratio between two variables.
variable
• Rewrite proportions to maintain equality. • Identify the constant of proportionality in proportional relationships.
inverse
• Represent proportional relationships by equations. operations • Identify the constant of proportionality in equations.
• Develop strategies to solve proportions. • Represent proportional relationships by equations.
• Use proportional relationships to solve multistep problems. REVIEW (1–2 minutes)
REVIEW (1–2 minutes) \ Use the scenario to answer each question.

\ Solve each equation. Washington Middle School collects canned food for a local community food bank.
Last year, there were 180 students enrolled at the school and they collected 102
3 2 9x = 990
1 2g = _
4 cans of food.

3
g = _ x = 110 3 This year, the school enrolls 210
1 Write the ratio representing the
TOPIC 2
8
number of cans of food contributed students. Assume the number of
c to the total number of students in cans of food contributed per
3 _ = 48 student for both years is the same.
12 the school.
c = 576 How many cans of food should the
2 What is the unit rate of cans school expect students to
contributed per student? contribute this year?
Is there a more efficient strategy How do you represent

You have learned how to write proportions and calculate that works for any unknown in You know how to recognize proportional relationships from proportional relationships
unknown values through scaling up and scaling down. any proportion? tables and graphs. with equations?
Lesson 3 \ Tagging Sharks 1 Lesson 4 \ Complying with Title IX 1
2 Sessions 2 Sessions
7.RP.2c, 7.RP.3, 7.G.1 7.RP.2b, 7.RP.2c

Students solve several proportions embedded Students explore equations of proportional
in real-world contexts. They use inverse relationships. They determine the constant
operations to solve for unknown values in of proportionality, the constant ratio of
proportional relationships. Students learn that the outputs to the inputs in a proportional
in a proportion written a : b = c : d, the product relationship. Students explore the reciprocal
of the two values in the middle (the means) relationship of constants of proportionality
equals the product of the two values on the in equations. They then use the constant of
outside (the extremes). proportionality to write and solve equations.
None None
For the most up-to-date MATHia alignment, log in to MyCL.
• Rewriting Proportions as Products •

Writing Proportional Relationships with
• Solving Proportions Using Means Equations
and Extremes • Converting Between Forms of
Problem sets for additional practice of the lesson skills.
• Solving Proportions Using Equivalent Ratios •

Identifying and Using the Constant of
• Solving Proportions Using Means Proportionality to Solve Problems
and Extremes
Module 1  Topic 2  Overview 85G

LESSON 5 LESSON 6
Fish-Inches Minding Your Ps and Qs

Identifying the Constant of Constant of Proportionality in
Proportionality in Graphs Multiple Representations
TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 1 TOPIC 2 TOPIC 3

Circles and Ratio Proportionality Proportional Relationships Circles and Ratio Proportionality Proportional Relationships

Grow? 2 How Does Your Garden
Grow?
LESSON 5 LESSON 6
Fish-Inches Minding Your Ps and Qs

Log in to Identifying the Constant of Proportionality Constant of Proportionality in Multiple
MyCL in Graphs
Learning Goals
Representations
Learning Goals
for lesson • Determine whether relationships represented in words, tables, equations, or

graphs are proportional.
• Determine whether relationships represented in words, tables, equations, or
graphs are proportional.
support • Interpret the meaning of linear proportional relationships represented in words,

tables, equations, and graphs.
• Identify and interpret the constant of proportionality for quantities that are
• Interpret the meaning of linear proportional relationships represented in words,
tables, equations, and graphs.
• Determine and interpret the constant of proportionality for quantities that are
including: proportional and represented in words, tables, equations, and graphs.

• Explain what a point on the graph of a proportional relationship means in terms of
the problem situation.
proportional and represented in words, tables, equations, and graphs.
REVIEW (1–2 minutes)
\ Solve each equation.

• Explain what the points (0, 0) and (1, r) mean on the graph of a proportional

relationship, where r is the unit rate. 1 5p = 2.5 1

2 _j = 9
3
p = 0.5
Slides
REVIEW (1–2 minutes) j = 27
\ Solve each equation for the variable.
p 3 0.12k = 10.08 4 8k = 0
1 3 6 _ 1
1 _a = 5 2 _1 = 2 3 3x = _ 4 _
z = 6
2 _ 2
3 2 1
k = 84 k = 0
a = 10 p = _
3 x = _
2
z = 36
Videos
How can you represent the How can you solve problems
You have determined the constant of proportionality in constant of proportionality You have learned how to determine these constant of using this constant in tables,
problem situations and from equations. in graphs? proportionality. graphs, and diagrams?
Lesson 5 \ Fish-Inches 1 Lesson 6 \ Minding Your Ps and Qs 1
learning 1 Session 2 Sessions

together
standards 7.RP.2d 7.RP.2a, 7.RP.2b, 7.RP.2c, 7.RP.2d

Students analyze real-world and Students recognize and represent
mathematical situations, both proportional proportional relationships between
and non-proportional, represented on quantities. They determine and interpret
graphs and then identify the constant the constant of proportionality for
Activities of proportionality when appropriate. quantities that are proportional and
sequenced to Throughout the lesson, students interpret represented in words, tables, equations,
address standards
and meet the meaning of points on graphs in terms and graphs.
content goals. of a proportional relationship, including the
meaning of (1, y) and (0, 0).
materials None None
learning
individually Median time for students to complete MATHia for this topic is ,275 minutes.
• Modeling the Constant of Proportionality
Workspaces aligned
at the lesson
level to support
benchmarking
through self-paced
MATHia.
For students Problem sets for additional practice of the lesson skills.
without access
to MATHia. •
Representing Proportional Relationships •
Using the Constant of Proportionality to
with Graphs and Equations Represent a Situation
85H Module 1  Topic 2  Overview

Connection to Prior Learning
What is the entry point for students?

In grade 6, students associated ratios with multiplicative comparisons. They modeled
and determined equivalent ratios in real-world and mathematical problems using tape
diagrams, double number lines, scaling up and down, tables, and graphs. Students
investigated the graphs of proportional and non-proportional relationships to recognize
graphs of equivalent ratios as those that form straight lines that pass through the origin.
MATH REPRESENTATION
y Admission Prices
Each graphed line represents
the ratio of the number 70
of tickets : cost for adults,
60
TOPIC 2
students, and pre-school KEY
children. 50
Adult
Cost ($)
The cost per ticket is highest 40 Student
for the adults, and the line is 30 Pre-School Age
steepest. Likewise, the cost
per ticket is lowest for the 20
pre-schoolers, and the line is 10
the flattest. 0
x
1 2 3 4 5
Tickets
Connection to Future Learning

Why is Proportionality important?
Students will continue to use the constant of proportionality to solve multistep ratio and
percent problems in the next topic, Proportional Relationships.
MATH REPRESENTATION
You can also use a percent equation to determine a 15% tip

amount on a $45 restaurant bill.
(tip percent) of (total bill) 5 amount of the tip

15
  ____  
  or 0.15 3 45 5 t
100
6.75 5 t
The characteristics of proportional relationships, their graphs, and their equations provide
the underpinnings of algebra and the study of functions. In grade 8, students use the
connections between proportional relationships, lines, and linear relationships to interpret
the unit rate as the graph's slope. They will use similar triangles to explain why the slope
is the same between any two distinct points on a non-vertical line. Students then derive
the equation y = mx for a line through the origin and the equation y = mx + b for a line
intercepting the vertical axis at b.
Module 1  Topic 2  Overview 85I

NOTES
85J Module 1  Notes

Log in to MyCL
for resources
How does a student demonstrate understanding? that support student
Students will demonstrate an understanding of the standards meta-cognition.
in Proportionality when they can:
Represent unit rates using tables and graphs.
Compute unit rates associated with ratios of fractions.
Solve problems with ratios of fractions.
Represent proportional relationships by writing equations.
TOPIC 2
Solve proportions using formal strategies.
Determine whether a proportional relationship exists between two quantities

represented in tables, graphs, or equations.
Represent proportional relationships with equations.
Define the constant of proportionality as a rate.
Identify the constant of proportionality (unit rate) from tables, graphs, equations,
and verbal descriptions of proportional relationships.
Interpret the meaning of the constant of proportionality in real-world situations.
Interpret the meaning of any point on the graph of a proportional relationship.
Interpret the meaning of (0, 0) and (1, r) on the graph of a proportional

relationship, where r is the unit rate.
Recognize a proportional relationship as a direct variation relationship.
habits of mind
How do the activities in Proportionality promote student expertise
in the mathematical practice standards?
All Carnegie Learning topics are written with the goal of creating mathematical thinkers who are
active participants in class discourse, so elements of the habits of mind should be evident in all
lessons. Students are expected to make sense of problems and work towards solutions, reason
using concrete and abstract ideas, and communicate their thinking while providing a critical ear
to the thinking of others.
Throughout Proportionality, students notice that the structure and interpretation of ratios do
not change because the types of numbers change. They will model real-life scenarios with
mathematics and use different mathematical tools and representations to analyze those
scenarios. Students should notice similarities in the graphs and equations of proportional
relationships to generalize the characteristics common to all proportional relationships.
Module 1  Topic 2  Overview 85K

OVERVIEW: TOPIC 2 TOPIC-LEVEL RESOURCES
Mixed Practice MIXED PRACTICE

 This Mixed Practice worksheet includes two sections: Spaced Review and
End-of-Topic Review. Use a separate piece of paper to show your work.
At the end of each topic, a Mixed Practice Spaced Review

worksheet provides practice with skills from  Practice concepts from previous topics.
1 Evaluate each expression. 5 Determine the area of each rectangle.
previous topics and this topic. a
b
28 – 4(5) 1 24
10 4 (1 1 4) 1 32
a
5 in.
9.5 in.
Spaced Review 2 Determine each quotient.

a 67.36 4 3.2
b
12 cm
Fluency and problem solving from previous topics

6 cm
b 3401.74 4 7.9
3 Determine each number.
End of Topic Review a
b
49 is 70% of what number?
99 is 36% of what number?
6 Ben’s dog, Tripp, is on a leash that is
6 feet long. What is the approximate
Review problems from this topic 4

circular area of Tripp’s play area?
Plot each ordered pair on a
Use 3.14 for p. Round to the nearest
coordinate plane.
hundredth.
7
a A (1, 4.75) b B (_
2 , 1)
7 Use the circle shown to answer each
1
c C (–2, 8) d D (–4, –_
2) question. Use 3.14 for p. Round to the
5 nearest hundredth.
e E (0, 0) f F (5, –_
2)
Log in to MyCL for digital resources. C 9

13 cm
5 cm
7 12 cm
5 A
A version with additional 3 a Determine the exact area of

B the circle.
space for students to –5 –3
1
–1
E
1 3 5
b Calculate the circumference of
the circle.
D –1
write their answers. –3

F c Determine the total area of the
shaded region.
8 Which is a better deal—a 16-inch

diameter pizza for $12.99 or an 8-inch
Downloadable and
diameter pizza for $6?
editable in Word Module 1  Topic 3  Mixed Practice 1
C2_M1_T2_MP.indd 1 10/19/20 4:44 PM
Editable via Edulastic
Topic Summary TOPIC 2: Summary
Log
LoginintotoMyCL fordigital
MyCLfor
Name:
digitalresources.
resources. Watch
Watchaavideo eachWorked
videoofofeach WorkedExample.
Example.
Available online, a Topic Summary reviews Let’s review what you learned about KEY TERMS
Proportionality complex ratio solve a
the main concepts for the topic. You can use unit rates, including those composed
of fractions, to write and solve proportions. You may
proportional
relationship
proportion
isolate the
direct variable
see proportional relationships in the form of a written
variation inverse
scenario, a table of values that show a constant of operations
y means
proportionality (k) as a constant ratio _
x , an equation in constant of
extremes
the form y = kx, or as a graph that forms a straight line proportionality
Essential Ideas for each lesson.

passing through the origin and the point (1, r).
LESSON 1
Poultry in Motion
Remember • aCTIVITY
A unit rate is2a (continued)
rate in which the numerator or denominator (or both) is 1.
• You can represent a unit rate by the ordered pair (1, r) on a coordinate plane.
• A ratio in which one or both of the compared quantities are fractions is a
complex
To compare ratio.
speeds, let’s determine the unit rate in miles per hour for each bird.
Log in to MyCL for digital resources. • To

Consider theconvert
numbers and units
a complex rateoftothe original
a unit ratecan
rate, you to multiply
choose the
a strategy.
numeratorAnalyze
and the
denominator by the reciprocal of the denominator, or you can use the definition
worked example.
of division.
• Tothat
You know compare unit rates
the Greater that are given
Roadrunner ran in
600different
yards units, you can use proportions
in 1 minute. TaKE NOTE...
and conversion rates.
There are 1760
A version with additional

WORKEd EXaMPLE
WORKED EXAMPLE yards in 1 mile.
The GreaterThe rate of theruns

Roadrunner Greater Roadrunner
at a rate is written
of 600 yards in yardsYou
per minute. percan use conversion
minute.
rates to rewrite the You
ratecan use conversion
in miles per hour. rates to rewrite the rate in
space for students to miles per hour.
600 yd _
_ 60 min _ 1 mi
1 min ∙ 1 hr ∙ 1760 yd
write their answers. 600yd _

_ 60min _ 1 mi
1 min ⋅ 1 h ⋅ 1760 yd
600 _
_ 60 _ 1 _ mi
1 ⋅ 1 ⋅ 1760 hr
1 mi 20.5 mi
600 ⋅ 60 ⋅ _ _ _
1760 hr ≈ 1 hr
A video of the 6 Why is the fractional representation of each conversion rate important?
Worked Example
Answers will vary. The fractional representation is important because it allows
Review these
MATHia workspaces
• Fractional Rates
for more practice. • Determining
you to see the units. and Comparing Unit Rates
• Solving Proportions Using Equivalent
being solved
Ratios
7 Determine the quail’s and pheasant’s speeds in miles per hour.
a quail’s speed:
Middle School Math Solution Course 2 Module 1  Topic 2  Summary 1
The quail’s speed is 8 yd per second, which is 28,800 yd per hour, or
approximately 16.4 mi/h.
C02_M01_T02_TS.indd 1 10/20/20 8:30 AM

b pheasant’s speed:
The pheasant’s speed is 240 yd per minute, which is 14,400 yd per hour, or
approximately 8.2 mi/h.
MATHia Workspaces are 8 Write the birds in order from the fastest rate to the slowest rate.
Ostrich, roadrunner, quail, pheasant
highlighted in select lessons to help

you understand the connections
and what you might want to review.
8 Topic 2 \ Fractional Rates
85L Module 1  Topic 2  Overview

Assessment Log in to MyCL for assessment.
An Assessment Overview identifies the
standard(s) aligned with each item on every test. A version with additional
space for students to
Assessments aligned to this topic: write their answers.
1. Pre-test
2. Post-test Downloadable and
editable in Word
3. End of Topic Test (Form A)
4. End of Topic Test (Form B)
5. Standardized Test Practice Editable via Edulastic
6. Performance Task with Rubric
Home Connection
Teachers, encourage your families to log into HOME CONNECTION
 Read and share with your student.
the Home Connection to access a collection of How to support your student as they learn about
resources that supports their students as they Proportionality
learn about Proportionality.
Mathematics is a connected set of ideas, and your student knows a lot. Encourage them to use the
mathematics they already know when encountering new concepts in this topic.
Where are we?
www.carnegielearning.com/home-connection
MODULE 1
Thinking TOPIC 1 TOPIC 2 TOPIC 3
Proportionally Circle and Ratio Proportionality Proportional
Relationships
In this MATHbook topic, students extend their work with rates to include rates and unit rates
For families with limited online access, with fractional values and learn about the constant of proportionality: the ratio between two
quantities being compared. They graph proportional relationships and determine the constant of
proportionality from the graphs, interpreting this constant in terms of a context. Students practice
print and send home the Home Connection. using the constant of proportionality to solve problems.
Where have we been? Where are we going?
In grade 6, students used ratio and Students will continue to use the constant of
rate reasoning to solve problems. proportionality to solve multistep problems involving
In the previous topic, students percents and scale drawings in the next topic. The
reviewed these skills and learned characteristics of proportional relationships provide
to solve proportions. the underpinnings of algebra and the study of
functions.
MATHia
Encourage your students to work through the sequence of MATHia assigned to them. These workspaces
deepen their understanding and provide practice with the concepts of Proportionality.
Ratio Representations Using Means and Extremes to

• Recognizing Proportional Relationships Solve Proportions
• Determining Characteristics of Graphs of Proportional • Rewriting Proportions as Products
Relationships • Solving Proportions Using Means and Extremes
Rates of Fractions Determining the Constant of Proportionality
• Fractional Rates • Writing Proportional Relationships with Equations
• •

Determining and Comparing Unit Rates Converting Between Forms of Proportional Relationships
• Solving Proportions Using Equivalent Ratios Constant of Proportionality in
Defining Proportional Relationships Multiple Representations
• Exploring Proportions • Modeling the Constant of Proportionality
ONLINE RESOURCES FOR FAMILIES MARK YOUR CALENDAR

End of Topic Test:
www.carnegielearning.com/home-connection
Middle School Math Solution Course 2 Module 1  Topic 3  Family Connection 1
C2_HomeConnection_Sampler.indd 1 10/20/20 4:44 PM
Module 1  Topic 2  Overview 85M

OVERVIEW: TOPIC 2 SAMPLE TOPIC PLAN
Proportionality
 Scope out MATHbook and MATHia sessions for this topic,
keeping in mind your long term plan. Log in to MyCL for:
You can schedule MATHia sessions any time; however, • Editable templates
if you are using Skills Practice as the alternative,
schedule those sessions after a completed lesson.
• Alternative plans
for longer sessions
• Implementations
1 Session < 45 minutes not using MATHia
core implementation PLAN with flexible access to computers/tablets.
Session 1 Session 2 Session 3 Session 4 Session 5

7.RP.1 LESSON 1 continued LESSON 1 continued 7.RP.2a
ACTIVITY 2 ACTIVITY 3
LESSON 1 LESSON 2
TALK THE TALK
Poultry in Motion How Does Your
GETTING STARTED Use LiveLab Garden Grow?
and Reports GETTING STARTED
ACTIVITY 1 to monitor
students’ ACTIVITY 1
progress

LESSON 2 continued 7.RP.2c, 7.RP.3, 7.G.1 LESSON 3 continued
ACTIVITY 2 ACTIVITY 2
LESSON 3
TALK THE TALK ACTIVITY 3
Tagging Sharks
Use LiveLab GETTING STARTED TALK THE TALK Use LiveLab
and Reports and Reports
to monitor ACTIVITY 1 to monitor
students’ students’
progress progress

7.RP.2b, 7.RP.2c LESSON 4 continued 7.RP.2d
ACTIVITY 3
LESSON 4 LESSON 5
ACTIVITY 4
Complying with Fish-Inches
Title IX TALK THE TALK Use LiveLab GETTING STARTED Use LiveLab
GETTING STARTED and Reports and Reports
to monitor ACTIVITY 1 to monitor
ACTIVITY 1 students’ ACTIVITY 2 students’
ACTIVITY 2 progress progress
Session 16 Session 17 Session 18

7.RP.2a, 7.RP.2b, LESSON 6 continued
7.RP.2c, 7.RP.2d TALK THE TALK
LESSON 6
Minding Your Ps
Use LiveLab
and Qs and Reports
GETTING STARTED to monitor
ACTIVITY 1 students’
progress
Complete End-of-Topic Review and Assess
This activity highlights a key term or concept that is essential to the learning goals of the lesson.
85N Module 1  Topic 2  Overview

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ENGAGE DEVELOP TEAC H

How are the key concepts of MATH REPRESENTATION

Proportionality developed? Interpreting the Constant of

Students graph proportional relationships and

determine the constant of proportionality from 10

the graphs. They interpret the meaning of points

The point (1, __ ​ 23 ) on the Gallons per

Module 1  Topic 2  Overview 85E

C2_M1_T2_TO_sampler.indd 5 10/28/20 8:24 PM

PLAN FOR Poultry in Motion How Does Your

1 Poultry in Motion 1 Poultry in Motion

2 How Does Your Garden

3 Tagging Sharks 3 Tagging Sharks

4 Complying with Title IX 4 Complying with Title IX

6 Minding Your Ps and Qs 6 Minding Your Ps and Qs

Poultry in Motion How Does Your Garden Grow?

for lesson • Represent unit rates using tables and graphs.

\ Answer each question.

© Carnegie Learning, Inc.

How can you determine

Lesson 1 \ Poultry in Motion 1 Lesson 2 \ How Does Your Garden Grow? 65

learning 3 Sessions 2 Sessions

standards 7.RP.1 7.RP.2a

materials None None

• Recognizing Proportional Relationships • Exploring Proportions

85F Module 1  Topic 2  Overview

C2_M1_T2_TO_sampler.indd 6 10/28/20 8:24 PM

Tagging Sharks Complying with Title IX

TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 1 TOPIC 2 TOPIC 3

1 Poultry in Motion 1 Poultry in Motion

2 How Does Your Garden

3 Tagging Sharks 3 Tagging Sharks

4 Complying with Title IX 4 Complying with Title IX

6 Minding Your Ps and Qs 6 Minding Your Ps and Qs

Tagging Sharks KEY TERMS

and Extremes solve a

REVIEW (1–2 minutes) \ Use the scenario to answer each question.

© Carnegie Learning, Inc.

Is there a more efficient strategy How do you represent

Lesson 3 \ Tagging Sharks 1 Lesson 4 \ Complying with Title IX 1

7.RP.2c, 7.RP.3, 7.G.1 7.RP.2b, 7.RP.2c

For the most up-to-date MATHia alignment, log in to MyCL.

• Rewriting Proportions as Products • 

Problem sets for additional practice of the lesson skills.

• Solving Proportions Using Equivalent Ratios • 

Module 1  Topic 2  Overview 85G

C2_M1_T2_TO_sampler.indd 7 10/28/20 8:24 PM

Fish-Inches Minding Your Ps and Qs

TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 1 TOPIC 2 TOPIC 3

1 Poultry in Motion 1 Poultry in Motion

2 How Does Your Garden

3 Tagging Sharks 3 Tagging Sharks

4 Complying with Title IX 4 Complying with Title IX

6 Minding Your Ps and Qs 6 Minding Your Ps and Qs

Fish-Inches Minding Your Ps and Qs

for lesson • Determine whether relationships represented in words, tables, equations, or

support • Interpret the meaning of linear proportional relationships represented in words,

including: proportional and represented in words, tables, equations, and graphs.

REVIEW (1–2 minutes)

\ Solve each equation.

© Carnegie Learning, Inc.

relationship, where r is the unit rate. 1 5p = 2.5 1

Lesson 5 \ Fish-Inches 1 Lesson 6 \ Minding Your Ps and Qs 1

The point (1, __  23 )  on the Gallons per

• Rewriting Proportions as Products •

• Solving Proportions Using Equivalent Ratios •

previous topics and this topic. a