Reflective Intervention Action Plan
Campus
Subject
Math
Grade
7th
Date Completed
e
.
Item #
SE
35, 48
7.01B
34%
20, 9
7.03A
38%
37, 16
7.02B
40%
30
7.01C
47%
38, 13
7.03B
49%
0
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Materials Needed
# of
Items
Readiness Standards
7.1.B
7.2.8
convert between fractions, decimals, whole numbers,
and percents mentally, on paper, or with a calculator
use addition, subtraction, multiplication, and division
Supporting Standards
7.1.A
7.1.0
7.2.A
to solve problems involving fractions and decimals
tea
ra t i
7.2.F
select and use appropriate operations to solve
problems and justify the selections
compare and order integers and positive rational numbers
represent squares and square roots using geometric models
represent multiplication and division situations involving fractions
and decimals with models, including concrete objects, pictures,
words, and numbers
7.2.0
use models, such as concrete objects, pictorial models, and
7.2.D
number lines, to add, subtract, multiply, and divide integers and
connect the actions to algorithms
use division to find unit rates and ratios in proportional
13
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STAAR Standards Snapshot - Grade 7 Math
relationships such as speed, density, price, recipes, and studentteacher ratio
7.2.E
simplify numerical expressions involving order of operations and
exponents
7.3.A
estimate and find solutions to application problems
involving percent
7.3.B
estimate and find solutions to application problems
cR
2
te l.
involving proportional relationships such as similarity,
scaling, unit costs, and related measurement units
13
7.5.B
7.2.G
determine the reasonableness of a solution to a problem
7.4.A
generate formulas involving unit conversions within the same
system (customary and metric), perimeter, area, circumference,
volume, and scaling
7.4.B
formulate problem situations when given a simple
equation and formulate an equation when given a
problem situation
graph data to demonstrate relationships in familiar concepts such
as conversions, perimeter, area, circumference, volume, and
scaling
7.4.0
use words and symbols to describe the relationship between the
terms in an arithmetic sequence (with a constant rate of change)
and their positions in the sequence
7.5.A
use concrete and pictorial models to solve equations and use
symbols to record the actions
7.6.D
use critical attributes to define similarity
7.7.B
graph reflections across the horizontal or vertical axis
3
Sp .
and graph translations on a coordinate plane
7.6.A
use angle measurements to classify pairs of angles as
complementary or supplementary
7.6.B
use properties to classify triangles and quadrilaterals
7.6.0
use properties to classify three-dimensional figures, including
7.7.A
pyramids, cones, prisms, and cylinders
locate and name points on a coordinate plane using ordered pairs
of integers
10
7.8.A
sketch three-dimensional figures when given the top, side, and
front views
7.8.B
7.8.0
make a net (two-dimensional model) of the surface area of a
three-dimensional figure
use geometric concepts and properties to solve problems in fields
such as art and architecture
4
Measu re
7.9.A
estimate measurements and solve application
7.9.8
connect models for volume of prisms (triangular and rectangular)
problems involving length (including perimeter and
and cylinders to formulas of prisms (triangular and rectangular)
circumference) and area of polygons and other
and cylinders
shapes
8
7.9.0
estimate measurements and solve application
problems involving volume of prisms (rectangular and
7.11.B
make inferences and convincing arguments based on
7.10.A
construct sample spaces for simple or composite experiments
7.12.8
an analysis of given or collected data
choose among mean, median, mode, or range to
7.10.8
7.11.A
find the probability of independent events
select and use an appropriate representation for presenting and
displaying relationships among collected data, including line plot,
describe a set of data and justify the choice for a
10
line graph, bar graph, stem and leaf plot, circle graph, and Venn
particular situation
7.12.A
Total
Items
diagrams, and justify the selection
describe a set of data using mean, median, mode, and range
32-35 test questions from Readiness Standards
54
19-22 test questions from Supporting Standards
Process Standards
7.13.A
identify and apply mathematics to everyday experiences, to activities in and outside of school, with other di sciplines, and with other
7.13.6
mathematical topics
use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the
?75%
of
Items
will be
7.13.0
dual
7.13.D
problem
select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and
7.14.A
number sense to solve problems
communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic
7.15.A
mathematical models
make conjectures from patterns or sets of examples and nonexamples
7.15.B
validate his/her conclusions using mathematical properties and relationships
coded
=41
items
will be
dual
coded
solution for reasonableness
select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a
pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a
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Sta t ist ics
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triangular) and cylinders
7.1B Readiness
(7.1) Number, operation, and quantitative reasoning. The student represents and
uses numbers in a variety of equivalent forms. The student is expected to
Grade 7 Math
(B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, [or with a calculator];
Rigor Implications
Content Builder
What do the students need to know?
Content
• Fractions
• Decimals
• Whole numbers
• Percents
Verb
• Represents
• Uses
• Convert
Level of Bloom's Taxonomy
• Understanding
Connections
In previous years, students have converted between fractions,
decimals, and whole numbers. Percents have been introduced.
To what degree will this learning impact learning two years
down the road?
Students need to convert between fractions and decimals as they
are finding the slope of a line. Slope needs to have a proper or
improper fraction, and most students will get a decimal while doing the slope formula, so they need to know how to convert the
decimal back into a fraction, and that it is acceptable to have an
improper fraction.
41:A
‘
Academic Vocabulary
•
•
•
•
Fraction
Decimal
Percent
Equivalent
• Simplify
• Least common denominator
• Greatest common factor
Understand
Instructional Implications
Students will convert between equivalent forms of whole numbers, decimals (including repeating, terminating, and non-terminating), fractions
(including mixed numbers, proper and improper fractions, and complex
fractions), and percents in real world applications.
Distractor Factor
Students may not understand that a fraction indicates division (numerator divided by denominator). They must also understand the connection
of place value to decimals. Students need to understand why the decimal
moves when a percent is converted to a decimal and a decimal is converted
to a percent.
Level of Difficulty
❑ Moderate
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13
❑ Challenging
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7.3A Readiness
(7.3) Patterns, relationships, and algebraic thinking. The student solves problems
involving direct proportional relationships. The student is expected to
Grade 7 Math
(A) estimate and find solutions to application problems involving percent; and
Rigor Implications
Content Builder
What do the students need to know?
Verb
• Solve
• Estimate
• Find
Content
• Application problems
• Percent
Connections
Students have been introduced to representing percents with
models, fractions, and decimals. They have had practice with
Level of Bloom's Taxonomy
• Applying
• Evaluating
estimates, but not involving percents.
To what degree will this learning impact learning two years
down the road?
Students will be expected to understand proportional reasoning
as it relates to direct variation. Input relates directly to output by
some constant, k. The student will be expected to set up a function rule based on an application problem and correctly use the
function to get data.
Instructional Implications
Students will need to know how to solve application problems involving
percent, including percent increase, percent decrease, and percent of a
number (tax, discount, tip, rebate, and commission).
Distractor Factor
Academic Vocabulary
• Percent of change
• Percent of a number
• Proportions
Students often have difficulty identifying the part and the whole in a
problem situation. Percent bars may assist students.
Level of Difficulty
❑ Moderate
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16
111 Challenging
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7.2B Readiness
(7.2) Number, operation, and quantitative reasoning. The student adds, subtracts,
multiplies, or divides to solve problems and justify solutions. The student is expected
Grade 7 Math
to
(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;
Rigor Implications
Content Builder
What do the students need to know?
Content
• Addition, subtraction, multiplication, division
• Fractions
• Decimals
Verb
• Solve
• Justify
• Use
Level of Bloom's Taxonomy
• Applying
Connections
In grade 06, students added and subtracted with fractions and
decimals. Multiplication and division with fractions and decimals
are new in grade 07.
To what degree will this learning impact learning two years
down the road?
Students will be using all real numbers to solve linear functions
and quadratic functions for an unknown value. Further, if given an
unknown value, x, the student puts an input, x, into the function
and needs to get an output, y. Most functions have fractions or
Instructional Implications
Students use all operations with mixed numbers and proper and improper fractions with like and unlike denominators. Decimals with up to twodigit divisors, and three-digit dividends, or two digits times three digits
may be used without technology. Expose students to multiple forms of
numbers in a given situation.
decimals.
■
Be aware of students who confuse the rules for adding decimals and
multiplying decimals.
Academic Vocabulary
• Sum
• Difference
• Total
• Change
• Product
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Distractor Factor
• Dividend
• Divisor
• Quotient
• Factor
• Reciprocal
\-3,1 Level of Difficulty
❑ Moderate
14
❑ Challenging
© 2011 lead4ward
7.1C Supporting
(7.1) Number, operation, and quantitative reasoning. The student represents and
uses numbers in a variety of equivalent forms. The student is expected to
Grade 7 Math
(C) represent squares and square roots using geometric models.
'Jo
Supporting the Readiness Standards
•
What Readiness Standard(s) or concepts from the Readiness
Standards does it support?
Squares and square roots will be applied to the Pythagorean Theory in
Rigor Implications
Verb
• Represent
grade 08.
Level of Bloom's Taxonomy
• Remembering
How does it support the Readiness Standard(s)?
This standard provides a conceptual understanding of squares and
square roots.
Create
May be adjusted according to local curriculum.
Evaluate
Analyze
Apply
Academic Vocabulary
• Power
• Exponent
• Base
Understand
• Perfect square
• Square root
• Radical sign
Remember
Instructional Implications
Represent squares and square roots using geometric models. Models are
important in grade 07 and will be used in grade 08 with the Pythagorean
Theorem.
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26
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7.3B Readiness
(7.3) Patterns, relationships, and algebraic thinking. The student solves problems
involving direct proportional relationships. The student is expected to
Grade 7 Math
(B) estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit
costs, and related measurement units.
Content Builder
Rigor Implications
What do the students need to know?
Content
• Application problems
• Proportional relationships
Verb
• Solve
• Estimate
• Find
Create
Evaluate
• Similarity
• Scaling
• Unit costs
• Related measurement units
Analyze
Level of Bloom's Taxonomy
• Applying
Apply
• Analyzing
Understand
Remember
Connections
In previous grades, students used ratios to describe proportional
relationships and made predictions in proportional situations.
To what degree will this learning impact learning two years
down the road?
The student will be asked to find a rule for a given situation and
solve correctly for some input. The student is expected to understand how a coefficient can scale a function either up, down, or
Instructional Implications
Some things to consider for this standard are: data in a table, use of customary and metric units, unit conversions, the set up of a proportion from
a word problem, scale (Ex. 1 inch = 2 miles), and best buy determined by
unit price.
Distractor Factor
steeper.
Academic Vocabulary
• Unit cost
• Constant rate of change
• Scale factor
• Similarity
• Scale
Students may have difficulty setting up proportions from problem situations- labels may help. When choosing the correct proportion in multiple
choice situations, students need to be aware of the four ways of writing
their proportion.
00.
Level of Difficulty
❑ Moderate
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17
❑
Challenging
© 2011 lead4ward
Taught
35
Readiness 01
to fractiott
convert
7.01 B convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator
The box below contains equivalent values.
12
3
13
-P
00k
3
a
34.06%
J
29.38%
B
, 14
40
335%
89
C
11
D
25.38% 336
% 146
335
100
70
3 200
3.35
Which number is equivalent to the values in the box?
\frac{67}{20}
B
3.35%
C
6\frac{7}{20}
D
335
Readiness 01
convert perc:
convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator
1-RecraH
Which two values are both equivalent to 240%?
2.4 and 2\frac{2}{25}
13
12
F
16.84% 223
59.37% 786
2.4 and 2\frac25
H
0.24 and 2 \frac2 5
0.24 and 2\frac{2}{2 5}
H
13.82% 183
J
9.37% 124
!
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71
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-
determine the reasonableness of a solution to a problem
12
use a problem -solving model that incorporates understanding the problem, making a plan, carrying out the plan,
and evaluating the solution for reasonableness
The 5 members of the math team at Nielsen Middle School are raising money to go to the state
competition. They need between $55 and $80 per person for each day of the trip. Which of the following
is a reasonable estimate of the total amount of money they will need for the 2-day trip?
13
noK
2-Skid'cn-, - , t
A
1
B
8% 250
28.1% 372
40.56% 537
A
$275
"g
$400
(C
J$700
(1j
)
D
12.31% 163
$900
Percpritane
'C
7 03A
use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and
evaluating the solution for reasonableness
Of the 250 sheep in a flock, 34% are white. What is the total number of white sheep in the flock?
(A
85
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216
Lci
165
LE)
7 .03A
.13B
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-
3
3
DOK
13
3
2-Skill/Concept
A
51.21% 678
B
17.67% 234
C
D
9.52% 126
21.37% 283
Readiness 02
n*=12P
estimate and find solutions to application problems involving percent
12
3
13
3
use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and
evaluating the solution for reasonableness
A total of 40 people made cakes for a bake sale. Each person made 3 cakes. Mrs. Sanchez found that
15% of these cakes were chocolate. How many chocolate cakes were made for the bake sale?
IF
12
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C
Readiness 02
estimate and find solutions to application problems involving percent
DOK
F
G
J
18
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10.42%
.
138
.24% 215
38.37% 508
120
6
2-Skill/Concept
34.97% 463
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U1C
represent squares and square roots using geometric models
1, 1
12
communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical,
physical, or algebraic mathematical models
The model below has an area of 16 square units.
D
13
h•.,
F
5
%
72
:3)4
G
46.83%
H
J
(
5.8
ci
20
77
Which expression represents the side length of the model in units?
[F)
\sqrt64
G
\sqrt4
\sqrt16
:3
\sqrt8
Tr
Readiness 01
1*.1'
:)2B use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals
12
3
13
3
identify and apply mathematics to everyday experiences, to activities in and outside of school, with other
disciplines, and with other mathematical topics
Mr. Stein is purchasing 2.25 pounds of meat that costs $2.80 per pound. How much change should Mr.
Stein receive if he gives the cashier $20.00?
DOK
2-Skill/Concept
1,
F
7% 189
46.22°f 612
$6.30
H
36. A 482
J
G
$13.70
H
$14.95
.02%
40
$2.52
iJse
Readiness 01
' LE use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals
12
3
13
3
identify and apply mathematics to everyday experiences, to activities in and outside of school, with other
disciplines, and with other mathematical topics
Mr. Atkinson has 5\fracl4 lb of dry fish food. He will put an equal amount of food into 3 containers. How
much fish food will be in each container?
A
1\frac23 lb
DOK
A
(c]
2\fracl4 lb
(D
8\frac34 lb
14.8% 196
60.57% 802
C
D
1\frac34 lb
2-Skill/Concept
18.96% 251
5.59%
74
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use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals
12
13
3
identify and apply mathematics to everyday experiences, to activities in and outside of school, with other
Dov
disciplines, and with other mathematical topics
Scott was 63\frac38 inches tall when he started seventh grade and 65\fracl4 inches tall when he
started eighth grade. How many inches did he grow during this time?
A
2\frac58 in.
B
1\frac34 in.
C
2\fracl2 in.
rip),
1 \frac78 in.
7 02E
B
24.85%
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Supporting 01
- sir , - , s
simplify numerical expressions involving order of operations and exponents
What is the value of the expression shown below?
12 + 96 \div 3 \cdot 2^3
12
1
DOK
13
(
C
18.2% 241
B
13.14% 174
52.87% 700
204
D
)
D
1
2 - Skill/Concept
A
288
B
329
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nr
Taught
A
2-SK1 , ECE)
15.63% 207
268
216
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Readiness
'
select and use appropriate operations to solve problems and justify the selections
12
3
1
13
3
validate his/her conclusions using mathematical properties and relationships
DOK
2-Skill/Concept
Jackie has a puzzle book that contains a total of 65 puzzles. She has completed \frac25of the
puzzles in the book. If Jackie completes 13 more puzzles, what is the total number of puzzles that she
will have completed in the book?
A
1 .,% 166
B
18.81% 249
^
A
C
50.76% 672
D
17.82% 236
FIST
26, because \frac25(65) = 26
52, because \frac25 + \frac25 =\frac45 and \frac45(65) = 52
c
39, because \frac25(65) = 26 and 26 + 13 = 39
D
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estimate and find solutions to application problems involving percent
12 3
use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and
evaluating the solution for reasonableness
Carrie missed 9.6 0/0 of the problems on a test. The test had a total of 125 problems. Which of the
following is the best estimate of the number of problems Carrie missed?
123
F
11)
DnK
13.37% 177
F
63.9% 846
H
7.78% 103
J
14.73% 195
Readiness 02
Taught
estimate and find solutions to application problems involving proportional relationships such as similarity, scaling,
7
2,
13
12
unit costs, and related measurement units
identify and apply mathematics to everyday experiences, to activities in and outside of school, with other
3
DOK
13
3
2 -Skill/Concept
disciplines, and with other mathematical topics
51.13% 677
A recipe for a dessert requires 3 cups of strawberries for every 1 \frac12 cups of yogurt used. At this
rate, how much yogurt should be used if 2 cups of strawberries are used?
1c
B
9c
C
\frac34 c
D
\fracl2 c
38
7
7`
is
-,''
P
-
,
B
8.31% 110
C
23.04% 305
D
17.52% 232
n
estimate and find solutions to application problems involving proportional relationships such as similarity, scaling,
12
unit costs, and related measurement units
identify and apply mathematics to everyday experiences, to activities in and outside of school, with other
✓
12
unit costs, and related measurement units
identify and apply mathematics to everyday experiences, to activities in and outside of school, with other
IIII=r
X
estimate and find solutions to application problems involving proportional relationships such as similarity, scaling,
nr);-,
13
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DOK
disciplines, and with other mathematical topics
At a concession stand 6 hot dogs cost $6.72. At this rate, how much would 8 hot dogs cost, in dollars
and cents?
Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place
value.
3
49.32%
ap
50.68
671
3
13
e_
disciplines, and with other mathematical topics
One-half gallon is equivalent to 4 pints. How many gallons are the equivalent of 72 pints?
A
B
64 gal
9 gal
80 gal
D
576 gal
A
17.82% 236
B
67.82% 898
C
8.76% 116
D
5.29%
70