Stimulus
Activities
Word Problem
(everyday
situation)
STAAR 2014-15 STAAR 2015-16
District Campus District Campus
54
Verbal
Description
28
41
27
31
Graph
48
54
(bar graph, stem
and leaf; frequency
table, scatterplot,
histogram, precent)
NT
NT
59
65
24
27
35
39
NT
NT
34
30
31
33
Chart/Table
Algebra TIles
Number
Sentence,
Equation,
Inequality
Diagram, Image
Number Line
Formula
Gr 7 Math - 1st 6 Wks (NOTE: unit 2 continues to 2nd 6 wks)
Unit 2 : One Variable Equations and Inequalities
16 days
7.10 Expressions, equations, and relationships. Use one-variable
equations and inequalities to represent situations.
7.11 Expressions, equations, and relationships. Solve variable
equations and inequalities.
7.11(A) model and solve one-variable, two-step equations
and inequalities
7.10(A) write one-variable, two-step equations and
inequalities to represent constraints or conditions
within problems
7.10(B) represent solutions for one-variable, two-step
equations and inequalities on number lines
7.10(C) write a corresponding real-world problem given a
one-variable, two-step equation or inequality
7.11(B) determine if the given value(s) make(s) one-variable,
two-step equations and inequalities true
7.11(C) write and solve equations using geometry concepts,
including the sum of the angles in a triangle, and angle
relationships
7.13(D) use a family budget estimator to determine the
minimum household budget and avg hourly wage
needed for a family to meet its basic needs in the
student’s city or another large city nearby
7.13(E) calculate and compare simple interest and compound
interest earnings
7.13(F) analyze and compare monetary incentives, including
sales, rebates, and coupons
Recording
Guide
3-2-1
Summary
R
Topic
# of Days
Comments
S
S
Geometric
Figures
S
Timeline/
Plan
S
Verbal and
Written
Justifications
S
Anchor Chart
Quick Write
(1 minute
paper,
graffiti)
S
S
Unit Test
Media
Presentations
Exit Ticket
Thinkalouds
Vocabulary
Activities
(two- and threedimensional)
RecordReportReflect
Teach-back
Brochures
S
Misconceptions: Some students might think that…
 operations involving negatives when solving inequalities always require the inequality symbol to
be reversed instead of applying the rule of reversing the inequality symbol when dividing or
multiplying both sides of an inequality by a negative value.
 a constant term can be combined with a variable term (e.g., 2x + 5 = 7x).
 answers to both equations and inequalities are exact answers instead of correctly identifying the
solutions to equations as exact answers and the solutions to inequalities as range of answers.
 variables are letters representing an object as opposed to representing a number or quantity of
objects.
 the equal sign means, “solve this” or “the answer is” rather than understanding that equal sign
represents a quantitative and balanced relationship.
Measurement
Tool
(% on a clock)
Evidence of
Learning
Engaging Experiences
Graphic
adjacent angles
basic needs
budget
coefficient
constraint
coupon
equation
inequality
rebate
simple interest
solution set
straight angle
complementary
angles
order of
operations
supplementary
angles
compound
interest
rational
numbers
congruent
angles
constant
per
principal of an
investment
variable
vertical angles
wage
Organizers,
Thinking
Maps®, or
Foldables
Notes
Gr 7 Math - 1st Six Weeks
Unit 2: One Variable Equations and Inequalities
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.