Review at the beginning – fractions, complex fractions, and proportions, will need these concepts for Unit 1, can have review day,
build into warm-ups each day, etc.
Accentuate the Negative – Unit 1 (22 days)
7.NS.1.; 7.NS.2; 7.NS.3; 7.EE.1; 7.EE.4b
Investigations
1. Extending the Number System
Problem 1.1 – Playing Math Fever
 Using positive and negative numbers
 I can find the total value of a combination of positive and negative
integers
Problem 1.2 – Extending the Number Line
 I can use a number line to compare two numbers.
Problem 1.3 – From Sauna to Snowbank
 Using a number line
 I can use a number line to represent a number sentence and vice versa.
ACE ?’s
Notes
1-8, 56-58,
78
 DPI - Lessons for Learning – James Bond Game –
fun game for students to begin to understand
negative numbers
9-35, 5975, 79-87
34-48, 7677
49-55, 8890
 Important to have multiple representations, the
chips can be thought of as money and IOU’s
 These chips are the concrete piece of learning
about negatives, then moving to number line as
representational, and then to the abstract rules –
essential for students to understand the concepts
behind negative numbers
1-17, 60,
64
 Has a lots of fractions and decimals, so quick
review (can be built in warm-ups)
Problem 1.4 – In the Chips
 Using a chip model
 I can use a chip model to represent addition and subtraction.
2. Adding and Subtracting Rational Numbers
Problem 2.1 – Extending Addition to Rational Numbers
 I can predict whether the result of addition of two numbers will be
positive, negative, or zero.
Problem 2.2 – Extending Subtraction to Rational Numbers
 I can use a chip model or number line to determine an algorithm for
subtraction.
Problem 2.3 – The + / - Connection
 I can relate algorithms for addition and subtraction.
Problem 2.4 – Fact Families
 I can rewrite sentences to make it easier to solve for a variable.
18-37, 6162, 65-66
38-49, 63,
67-68
50-59, 69
 Do not have to do D and E
3. Multiplying and Dividing Rational Numbers
Problem 3.1 – Multiplication Patterns With Integers
1-9, 37,
 As a group do A, make on wall with runners, can
 I can represent multiplication of inters on a number line and chipboard.
Problem 3.2 – Multiplication of Rational Numbers
 I can use an algorithm for multiplying integers.
49-53
10-13, 3841, 54
Problem 3.3 – Division of Rational Numbers
 I can use an algorithm for dividing integers and relate it to
multiplication.
Problem 3.4 – Playing the Integer Product Game
 Applying multiplication and division integers
 I can observe a pattern in the game to help me win.
reference the number line on the wall the whole
year!
14-35, 4245, 55-59
36, 46-48,
60
 Fractions and decimals
 There are plenty of ACE questions students can
use to practice simplifying expressions
 Conversation as class around H
 DPI - Lessons for Learning – “Sign” Your Name
4. Properties of Operations
Problem 4.1 – Order of Operations
 I can apply the order of operations for integers.
Problem 4.2 – The Distributive Property
 I can use the Distributive Property to expand and factor expressions
involving integers.
Problem 4.3 – What Operations Are Needed?
 I can analyze a problem to decide what operation I will use to solve.
Practice with operations with negative numbers
1-7, 20-45,
53-63
 Review Order of Operations before, can be built in
warm-up, students should already know this, they
are just adding in working with negative numbers
8-18, 4652, 64-73
19
 Brining in profit, income, and expense problems
are also good here
 Traditional practice with operations with
negative numbers
 Variety of practice worksheets
 Online practice
Notes:
 Always utilizing the chips and number line. There are Lessons for Learning activities that can support this unit as well.
 Do not assign all of the ACE questions.
These are to pull for homework and good differentiation questions with the extensions,
but they are not meant to all be assigned.
Moving Straight Ahead – Unit 2 (20 days)
7.EE.1; 7.EE.2; 7.EE.3; 7.EE.4; 7.RP.2
Investigations
1. Supplement - Review
ACE ?’s
Notes
 Combining Like Terms – a great activity to get
students to sort cards in whatever way they feel
as a group, then come back together as a class to
discuss sorting methods
 Race to the Top Combining Like Terms – the final
answer is 655x
 Factoring and Distributing Using Area Model –
area models are used throughout middle and high
school
 Order of Operations Practice – this contains
different levels of worksheets, could use for
differentiation
Review of Combining Like Terms
 I can simplify expressions by combining like terms.
Review of Distributive Property and Factoring
 I can apply the Distributive Property and factor
expressions.
Review of Order of Operations
 I can evaluate expressions by utilizing the Order of
Operations.
3. Solving Equations
Problem 3.1 – Solving Equations Using Tables and Graphs
 I can relate the coordinates of a point on a table to the
equation of the line.
Problem 3.2 – Mystery Pouches in the Kingdom of Montarek
 Exploring equality
 I can discover the meaning of equality.
Problem 3.3 – From Pouches to Variables
 Writing equations
 I can use the properties of equality to solve linear
equations
Problem 3.4 - Solving Linear Equations
 I can discover strategies to solve linear equations.
Practice - Solving Equations
 I can solve two-step equations.
1-4, 35,
37-38, 49
5-8, 36, 39,
40
 The equal sign is the heart of all mathematics!
Important to emphasize equality and what it
means.
9-16, 4243, 51
17-29, 41,
44-47, 50,
52-53, 5558
 Bring out whiteboards, relay race, games,
worksheets, etc. where students get lots of
practice solving
 Making sure to include problems with variables
other than x and when the variable is on the other
side of the equation as well
 Two-Step Equation Practice
4. Inequalities
Review – Inequalities with shading on number line
 I can represent solutions to inequalities.
Practice - Solving inequalities
 I can solve inequalities.
 Two-Step Inequalities Practice – includes number
line for students to shade
5. Writing equations and inequalities
 Can reference back to the geometry unit, when
finding angle measurements and students have to
set up equations for vertical, adjacent, compl, and
supp, angles
 Online practice
 DPI - Lessons for Learning – Number Tricks – the
“Four Column Solving” piece at the end is great!
 DPI - Lessons for Learning – Sweet Algebra
Practice – Writing Equations and Inequalities
 I can write equations and inequalities that represent
scenarios.
Practice – Writing and Solving Equations and Inequalities
 I can write and solve equations and inequalities.
Notes:
 Do not assign all of the ACE questions.
These are to pull for homework and good differentiation questions with the extensions,
but they are not meant to all be assigned.
Stretching and Shrinking – Unit 3 (20 days)
7.G.1; 7.G.2; 7.RP.2; 7.RP.3; 7.EE.4; 7.NS.3
Investigations
1. Enlarging and Reducing Shapes
Problem 1.1 – Solving a Mystery
 Introduction to similarity
 I can know when two figures are similar.
Notes
1-4, 8-17,
20-24
 This is a quick introduction, do not spend more
than 2 days on these two problems
 Can supplement on your own quickly, by bringing
similar objects (same shape, different size) and
having a quick class conversation about the side
lengths, area, corresponding sides, angles, etc. of
the similar objects
Problem 1.2 – Scaling Up and Down
 Corresponding sides and angles
 I can determine the relationship between scale factor and
the measurements of the new figure.
5-7, 18-19
2. Similar Figures
Problem 2.1 – Drawing Wumps
 Making similar figures
 I can determine if two shapes are similar by looking at a
coordinate rule.
Problem 2.2 – Hats Off to the Wumps
 Changing a figure’s size and location
 I can determine what types of coordinate rules produce
similar figures.
Problem 2.3 – Mouthing Off and Nosing Around
 Scale factors
 I can decide when two shapes are similar or not.
1-2, 14-15,
29
3-4, 16-18,
30-31
5-13, 1928, 32-36
3. Scaling Perimeter and Area
Problem 3.2 – Rep-Tile Triangles
 Forming rep-tiles with similar triangles
 I can determine which types of triangles are rep-tiles.
Problem 3.3 – Designing Under Constraints
 Scale factors and similar shapes
 I can use scale factors to draw similar figures or find
missing side lengths.
Problem 3.4 – Out of Reach
 Finding lengths with similar triangles
 I can use similar triangles to find a distance.
4-6, 33-38,
45-47
7-21, 39,
48-52
22-28, 4042, 53
 These wumps will be referenced throughout,
could be helpful to make large ones and laminate
so you can hang up and reference throughout year
 Have conversation predicting what will happen to
the Wumps by looking at the rule before diving in
to the problems
 Can separate columns into different groups to
help save time and then have them present to the
class
 Can save time by having each group plot a
different hat and show to the class, all students
can fill in the table, but they would only plot 1
column
 DPI - Lessons for Learning – Murphy to Manteo
 Could also have them draw scale drawing of
classroom, school, bedroom, etc.
Practice – Scale drawings
 I can compute actual lengths from a scale drawing.
4. Similarity and Ratios
Problem 4.1 – Ratios Within Similar Parallelograms
 I can find information from the ratio of adjacent side
lengths within a rectangle.
Problem 4.2 – Ratios Within Similar Triangles
 I can use ratios of side lengths to determine if triangles are
similar.
Problem 4.3 – Finding Missing Parts
 Using Similarity to find measurements
 I can find unknown side lengths, perimeters, and area.
Problem 4.4 – Using Shadows to Find Heights
 I can estimate heights of tall objects.
1-2, 41-43
3-14, 4950
15-18, 1931, 44-48
32-39, 40,
51
 Students can go outside and find heights of trees,
flag poles, etc. by measure shadow of object and
compare to themselves with how tall they are and
their own shadow
Notes:
 The unit project is a good one for this unit dealing with scaling up and down
 Do not assign all of the ACE questions.
These are to pull for homework and good differentiation questions with the extensions,
but they are not meant to all be assigned.
Comparing and Scaling – Unit 4 (18 days)
7.RP.1; 7.RP.2; 7.RP.3, 7.NS.3
Investigations
1. Ways of Comparing: Ratios and Proportions
Problem 1.1 – Surveying Opinions
 Analyzing comparison statements
 I can compare the relationship between two different
quantities.
Problem 1.2 – Mixing Juice
ACE ?’s
1-9, 33-38,
66-74
10-12, 39-
Notes
 Comparing ratios
 I can discover strategies to help determine which mix is
more concentrated.
Problem 1.3 – Time to Concentrate
 Scaling ratios
 I can scale up or down to change units.
Problem 1.4 – Keeping Things in Proportion
 Scaling to solve proportions
 I can find missing values in a proportion.
Practice – More practice solving
 I can solve for missing side lengths.
43
13-18, 4456
19-32, 5765, 75-78
 Can pull questions from unpacking documents
 Practice Worksheets
2. Comparing and Scaling Rates
Problem 2.1 – Sharing Pizza
 Comparison strategies
 I can determine whether two ratios are equivalent.
Problem 2.2 – Comparing Pizza Prices
 Scaling rates
 I can use rate tables to find missing values.
Problem 2.3 – Finding Costs
 Unit rate and constant of proportionality
 I can find a unit rate in a description, an equation, a table,
and a graph.
Practice - More graphs, constant of proportionality, solving for
tax and commissions
1-3, 14-17,
28
4-8, 18-23,
29
 Unit rate both ways
9-13, 2426, 27
 Pull questions from unpacking documents
 Variety of options
 Comparing price reductions
3. Using Ratios, Percents, and Proportions
Problem 3.1 – Commissions, Markups, and Discounts
 Proportions with percents
 I can use proportions and percent tables to find various
percentages.
Problem 3.2 – Measuring to the Unit
 Measurement conversions
 I can use unit rates, proportions, equations, and rate tables
1-14, 3538, 54
15-25, 3950, 55

Incorporate practice with complex fractions
to scale a variety of units.
Notes:
 Do not assign all of the ACE questions.
These are to pull for homework and good differentiation questions with the extensions,
but they are not meant to all be assigned.
Shapes and Design – Unit 5 (10 days)
7.G.2, 7.G.5, 7.EE.2, 7.EE.4
Investigations
1. The Family of Polygons
Problem 1.1 – Sorting and Sketching Polygons
 I can analyze and sort polygons by their properties
Problem 1.2 – In a Spin
 Angles and rotations
 I can understand angle measures and their rotations.
Problem 1.4 – Measuring Angles
 I can measure an angle with a protractor and/or angle ruler.
Problem 1.5 – Design Challenge I
 Drawing with tools—ruler and protractor
 I can determine how to draw a unique triangle by using the minimum
number of sides and angles.
ACE ?’s
1-4, 37-44,
46, 64-65
5-9, 45,
47-48, 6667
19-28, 3032, 55-57,
68-69
33-36, 5863
Notes
 Shapes set
 Polystrips
 Ruler, angle rulers, protractors
 Rules, angle rulers, protractors
3. Designing Triangles and Quadrilaterals
Problem 3.1 – Building Triangles
 I can discover ways to make triangles with side lengths and how many
unique triangles can be made.
1-5, 28
 Breaking spaghetti is a good/easy/cheap thing for
students to break into 3 pieces and make
triangles. Go to some students and break it for
them so it won’t make a triangle.
Problem 3.2 – Design Challenge II
 Drawing Triangles
 I can determine the smallest number of side and angle measurements
to draw an exact copy of a triangle.
6-9, 40
Problem 3.4 – Parallel Lines and Transversals
 I can discover what is true about angle measures of parallel lines cut by
transversals.
17, 39
 Can do A-C as a whole class
 You could also have students discover the
relationships themselves by giving them a parallel
lines cut by a transversal and a protractor and
have them measure the angles to see what they
observe pretty easy
 Not as much with solving equations, again will
come back later
 Online practice
 Online questions
Practice with vertical, adjacent, supplementary, and
complementary angles
Notes:
 Do not assign all of the ACE questions.
These are to pull for homework and good differentiation questions with the
extensions, but they are not meant to all be assigned.
Filling and Wrapping – Unit 6 (25 days)
7.G.3; 7.G.4; 7.G.6; 7.NS.3
Investigations
2. Polygonal Prisms Launch - Conversation around volume
 I can explain and understand what volume is.
Problem 2.2 – Packing a Prism
 Calculating volume of prisms
 I can discover a general strategy to find the volume of any
prism.
Problem 2.3 – Slicing Prisms and Pyramids
 I can determine what shapes are made when slicing 3D
figures.
Practice - Volume
 I can calculate the volume of objects.
Practice – Surface Area
 I can calculate the surface area of objects.
ACE ?’s
Notes
 Stacks of paper is easy to start
3-12, 2024, 30
13-14, 2529, 31
 Think about Fruit Ninja or slicing a loaf of bread
 Stick to right rectangular prisms and right
rectangular pyramids
 Interactive Cross Section Cutter
 Easy to pick items in the classroom and have
students find surface area and volume
 DPI - Lessons for Learning – Packing to Perfection
 Surface area formulas are NOT expect at this level,
thinking about making nets and solving by
decomposing figures, building on what students’
learned from 6th grade
 DPI - Lessons for Learning – Changing Surface
Areas
 Finding Missing Lengths
 Practice Worksheets
Supplement – Finding Proportions
3. Area and Circumference of Circles Problem 3.1 – Going Around in Circles
 Circumference
 I can determine the relationship between diameter/radius
of a circle and its circumference
Problem 3.2 – Pricing Pizza
 Connecting area, diameter, and radius
 I can determine how the area of a circle increases as the
circle’s radius/diameter increases.
Problem 3.4 – Connecting Circumference and Area
 I can discover the relationship between the circumference
and area of a circle.
Practice – Finding circumference and area
 I can find the circumference and area of a circle.
1-9, 35, 48
 It’s key for students to discover pi for themselves,
and students can just use the estimation of 3 for
many problems involving pi
 Have objects already in mind for students to
measure and a string is usually easier for students
to use to measure
 Circle Worksheet Aligned with Investigation – can
be used to pull Problems 3.1-3.4 together
10-22, 36,
49
30-34, 4447
 The connection between the circle and the
parallelogram is great, can have students cut out
the circle and challenge them to make another
shape out of it so they can see how it forms a
parallelogram
 Can replace this investigation with this DPI Lessons for Learning – Slicing Pi
 Pull questions from unpacking documents
 Variety of Worksheets
 Online Practice
Notes:
 Do not assign all of the ACE questions.
These are to pull for homework and good differentiation questions with the extensions,
but they are not meant to all be assigned.
What Do You Expect? – Unit 7 (20 days)
7.SP.5; 7.SP.6; 7.SP.7.; 7.SP.8
Investigations
1. A First Look at Chance Problem 1.1 – Choosing Cereal
 Tossing coins to find probabilities
 I can determine how collecting more data can help predict
outcomes.
Problem 1.2 – Tossing Paper Cups
 Finding more probabilities
 I can model with an experiment to help determine possible
outcomes and the likelihood of each outcome.
Problem 1.3 – One More Try
 Finding experimental probabilities
 I can determine the relative frequency of an outcome.
Problem 1.4 – Analyzing Events
 Understanding equally likely
 I can determine whether the outcomes of an even are
equally likely.
2. Experimental and Theoretical Probability Problem 2.1 – Predicting to Win
 Finding theoretical probabilities
 I can compare experimental probability to theoretical
probability.
Problem 2.2 – Choosing Marbles
 Developing probability models
 I can discover properties of theoretical probabilities.
Problem 2.3 – Designing a Fair Game
 Pondering possible and probable
 I can decide whether a game is fair or not.
Problem 2.4 – Winning the Bonus Prize
 Using strategies to find theoretical probabilities
 I can determine all of the probabilities for a compound
ACE ?’s
1-5, 19-20,
30
Notes
 Coins or chips with two different colors
 Also good to keep data, get groups to compile data
onto one paper and can reference throughout unit
and gives more data to compare
 Paper cups, smaller ones work a little easier
6-8, 21-23,
31
9-10, 2425
11-18, 2629
1-3, 14-17,
35
 Bucket containing 9 red blocks, 6 yellow blocks,
and 3 blue blocks
4-7, 18-25
8-10, 2627, 36
11-13, 2834, 37-38
 Coins or chips with two different colors
event.
3. Making Decisions With Probability Problem 3.1 – Designing a Spinner to Find Probabilities
 I can determine probability using a spinner
Problem 3.2 – Making Decisions
 Analyzing fairness
 I can determine what things we must consider when using
a tool to simulate a fair game.
1-4, 15-25,
41-42
 Can also use the spinner on Smart Notebook
 ACE #15 is a good question to review fractions,
decimals, and percents
 A and B only
5-8, 26-30
4. Analyzing Compound Events Using an Area Model Problem 4.1 – Drawing Area Models to Find the Sample Space
 I can use an area model to represent a situation to help
analyze probabilities.
Problem 4.2 – Making Purple
 Area models and probability
 I can use an area model to analyze probabilities with twostage outcomes.
Problem 4.3 – One-and-One Free Throws
 Simulating a probability situation
 I can compare area models for different situations.
1-6, 23-28,
46-49
 Area models are something students will use
through middle school and in high school – they
will need area models when they get to high
school probability
7-14, 2933, 50
15-17, 3440, 51-52
 Making sure to have conversation around
expected value
Notes:
 Do not assign all of the ACE questions.
These are to pull for homework and good differentiation questions with the extensions,
but they are not meant to all be assigned.
Samples and Populations – Unit 8
Supplement Unit (14 days)
7.SP.1; 7.SP.2; 7.SP.3; 7.SP.4
Resources






Georgia Statistics Unit – can use this entire unit. This unit
has several real life aspects of students collecting,
organizing, and analyzing data.
Samples and Populations Unit from Connected Math,
can do whole unit with class or supplement throughout
with investigations and ACE questions.
Variety of Resources – you will find a variety of resources
here that you can pull from.
Options by Standard – this website lets you click on the
specific standard and will then come up with a variety of
activities, videos, etc. for each standard.
NC DPI - Lessons for Learning – X Marks the Spot – 7.SP.3
Fruit Loops Vs. Cheerios
I Can Statements







I can make inferences and predictions about populations.
I can collect and use multiple samples of data to make
generalizations.
I can compare two data sets.
I can collect, organize, and analyze data.
I can determine and compare measures of center.
I can generate multiple representations of data.
I can utilize measures of center and variability to draw
inferences about multiple populations.
Notes:



Helpful to review box and whisker plots and other representations of data at the beginning, can build into warm-ups or have
a review day before diving into this unit
For 7th Grade, the emphasize is more on analyze data, rather than creating data displays
Grades is always a good topic to tie in here