Stimulus
Activities
Word Problem
(everyday
situation)
Verbal
Description
Chart/Table
Gr 7 Math - 1st 6 Wks
District Campus District Campus
Unit 1: Rational Number Representations & Operations
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56
34
42
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53
11
16
7.2 Number and operations. represent and use rational
numbers in a variety of forms.
7.3 Number and operations. add, subtract, multiply, and
solvingprevious
problems
and justifying solutions.
7.3B divide
apply while
and extend
understandings
of
operations to solve problems using addition,
subtraction, multiplication, and division of rational
numbers
7.2A extend previous knowledge of sets and subsets using a
visual representation to describe relationships
between sets of rational numbers
7.3A add, subtract, multiply, and divide rational numbers
fluently
7.13A calculate the sales tax for a given purchase and
calculate income tax for earned wages
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32
7.13C create and organize a financial assets and liabilities
record and construct a net worth statement
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54
53
Graph
(bar graph, stem
and leaf; frequency
table, scatterplot,
histogram, precent)
Algebra TIles
Number
Sentence,
Equation,
Inequality
Diagram, Image
Number Line
Formula
Measurement
Tool
(% on a clock)
Geometric
Figures
Vocabulary
Activities
(two- and threedimensional)
Recording
Guide
3-2-1
Summary
R
Topic
S
Divisor
Earned wages
Financial asset
Per
Positive rational
numbers
Whole numbers
Rational numbers
Income tax
Integers
Net worth
Sales tax
# of Days
Comments
RecordReportReflect
Teach-back
Brochures
S
S
S
Misconceptions: Some students may think …
 the sum of any two rational numbers is always greater than each of the two
addends.
 the difference of any two rational numbers is always less than the minuend.
 the product of any two rational numbers is always greater than each of the factors.
 the quotient of any two rational numbers is always less than the dividend.
 the value of a property or home is a liability, rather than an asset, if there is an
outstanding mortgage on the property or home.
 the sales tax is the total cost, rather than the amount added to the price to
determine the total cost.
 that a percent may not exceed 100% or that a percent may not be less than 1%.
 that changing a percent to a number means multiplying by 100 and moving the
decimal to the right
 the value of 43% of 35 is the same value of 43% of 45 because the percents are the
same
 they can perform computations with percents without converting them to
equivalent decimals or fractions before multiplying or dividing.
Counting (natural)
numbers
Evidence of
Learning
Engaging Experiences
STAAR 2014- STAAR 201515
16
Fractions (proper,
improper, mixed)
Repeating
decimal
Terminating
decimal
Timeline/
Plan
Verbal and
Written
Justifications
Anchor Chart
Quick Write
(1 minute
paper,
graffiti)
Unit Test
Media
Presentations
Exit Ticket
Thinkalouds
Graphic
Organizers,
Thinking
Maps®, or
Foldables
Notes
Gr 7 Math - 1st Six Weeks
Unit 1: Rational Number Representations and Operations
Thinking:
Analyze,
Interpret
Apply
Cause, Effect
Compare
Classify,
Categorize
Create,
Develop
Draw
Conclusions
Evaluate
Generalize
Pre-planned Questions
Look at __. Read __. What do you notice?
What does __ mean?
Do we have all the information?
What else do we need?
Now that we know __, what else could we find? How?
What strategy should we use?
What other items might be like the one we just solved?
Why did this answer come out to be __?
What would happen if this ____ was changed to __?
How are these alike? How are they different?
Group all of the __ together.
Tell whether this is __ or __. Explain.
Write __.
Sketch/draw __.
Complete __.
Come up with __.
What else do you know?
Based on __, what else must be true?
Does this make sense? Why or why not?
Will this work?
Which is better? Why?
What do all of these have in common?
Develop a rule or definition.
Is it safe to say that all __ are __?
What are the exceptions to this rule?
Infer
Since we know __ and __, what else is probably true?
Make
Connections
In what way is this like __?
Remind me why we did all this. What was the point?
Predict,
Estimate
What might the answer be? What is it close to?
Take a guess.
Do you think that this guess is too high or too low?
Sequence/
Order
Complete the pattern.
Which is greater/greatest? Which is less/least?
What should we do first? Next? Last?
Summarize
What’s another way to say this?
Put this in your own words.