This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Complex Fractions: | Students are asked to rewrite complex fractions as simple fractions in lowest terms. |
| Positive and Negative Fractions: | Students are asked to add, subtract, multiply, and divide positive and negative fractions. |
| Trail Mix Munchies: | Students are asked to solve a word problem involving division of fractions. |
| A Rational Number Expression: | Students are given a numerical expression to evaluate. |
| Monitoring Water Temperatures: | Students are asked to solve a word problem that involves finding the average of positive and negative decimal numbers. |
| Using Estimation: | Students are asked to assess the reasonableness of answers using estimation strategies. |
| Alexa’s Account: | Students are asked to assess the reasonableness of an answer using mental computation and estimation strategies. |
| Rational Water Management: | Students are asked to combine rational numbers, including fractions and decimals, and use the properties of operations to simplify calculations. |
| Understanding Products: | Students are asked to explain why the product of a positive and a negative rational number is negative. |
| Negatives Explained: | Students are asked to describe a real-world context for a given expression involving the product of two rational numbers. |
| Applying Rational Number Properties: | Students are asked to evaluate expressions involving multiplication of rational numbers and use the properties of operations to simplify calculations. |
| Name |
Description |
| Who's in the House? Part 3: | Students will use percentages and states' apportionment of representatives in the House to determine how much funding should be allocated to each state, in this integrated lesson plan. |
| Who's in the House? Part 2: | Use data from U.S. Census Bureau that shows Apportionment Population, Resident Population, and Overseas Population for 2020 & 2010 Census to create and compare ratios in this integrated lesson plan. |
| Which Services can we Afford? Part 2 of 3: | In this lesson, students will be presented with the same scenario as lesson 1. Now there are additional taxes revenues that came in due to new developments in the area. The budget has a 12.5% increase but due to the new developments, there are allocation constraints to the budget. After dispersing their new funds students will compare their results with their original analysis. This is lesson 2 of 3 in a mini-unit integrating math and civics. |
| Which Services can we Afford? Part 3 of 3: | In this lesson, students will peer review their assignments from lessons 1 and 2 to compare their solutions and determine the validity of the classmate’s process according to the provided rubric. This is lesson 3 of 3 in a mini-unit integrating math and civics. |
| Which Services can we Afford? Part 1of 3: | In this lesson, students will be re-introduced to ratios and percentages and explain how we use them for budgeting and taxes. Students will get information on tax income funds and use the information to allocate funds for providing the different services in a community (Police, Fire, Schools, Hospitals, Roads, etc.) This is lesson 1 of 3 in a mini-unit integrating civics and math. |
| Civic Responsibility Ads: | Students will work collaboratively to rank civic duties and responsibilities needed to keep a constitutional republic. They will utilize mathematical strategies to convert measurements of time as they calculate costs using the four operations with decimals and create an effective schedule for the ads within a budget in this model eliciting activity.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Bias in Media: | Students will analyze the mathematical accuracy of fictitious political messages to explain bias in media. |
| Budget Committee: | In this MEA, students will take on the role as a member of the Sunshine County Budget Committee. Members will collaborate to determine the optimal sales tax rate, use that rate to calculate how much money can be used for special projects, then decide which special projects to include in the budget proposal. Students will use percentages to problem-solve in context while considering citizen input and constraints on spending.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Breaking Up is Hard to Do: | Student will use geoboards to decompose composite figures and polygons into squares, rectangles, and triangles in order to find the total area. |
| Radioactive Dating: Half-Life & Geologic Time: | In this Model Eliciting Activity (MEA), students must use their knowledge of radioactive dating and geologic time to select an effective elemental isotope to be used to date three rare specimens. This decision requires an understanding of the concept of a half-life and the benefits and limitations of radiometric dating. Students must complete mathematical calculations involving equations and operations with fractions and percentages. Students completing this MEA must develop two essays that respond in a professional manner to a client in the scientific industry.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| How Fast Can One Travel on a Bicycle?: | Students investigate how the pedal and rear wheel gears affect the speed of a bicycle. A GeoGebra sketch is included that allows a simulation of the turning of the pedal and the rear wheel. A key goal is to provide an experience for the students to apply and integrate the key concepts in seventh-grade mathematics in a familiar context. |
| Independent Compound Probability: | During this lesson, students will use Punnett Squares to determine the probability of an offspring's characteristics. |
| Building Graduation Caps: | Students will apply skills from the Geometry Domain to build graduation caps for themselves using heavyweight poster paper. They will also apply some basic mathematical skills to determine dimensions and to determine minimum cost. Some of the Geometric skills reinforced in Building Graduation Caps: Cooperative Assignment are finding area, applying the concept of similarity, and the application of the properties of parallelograms. Other skills also involved in this application are measuring, and statistical calculations, such as finding the mean and the range. In addition to the hands-on group project that takes place during the lesson, there is the Prerequisite Skills Assessment: Area that should be administered before the group activity and a home-learning activity. Building Graduation Caps: Individual Assignment is the home-learning assignment; it is designed to reinforce the skills learned in the group activity. |
| Decisions, Decisions!: | In this Model Eliciting Activity, MEA, students will research a list of companies to invest in through purchasing stocks. Students will calculate the amount invested and readjust their investment choices. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Selecting a Sample Population: | The student explores several strategies for selecting a sample population to support making inferences about the population. |
| Generating Multiple Samples to Gauge Variation: | Students explore variation in random samples and use random samples to make generalizations about the population. |
| Method to My Mathness: | In this lesson, students will complete proof tables to justify the steps taken to solve multi-step equations. Justifications include mathematical properties and definitions.. |
| Finding Area with Hands-On Measurement: | This lesson allows students to apply the area of triangles, quadrilaterals, and trapezoids to composite figures, and gives students a chance to work with classmates to find the area by taking measurements and making the necessary calculations. Students will also see the relationship between the area formulas for rectangles, triangles, trapezoids, and polygons. |
| Math in Mishaps: | Students will explore how percentages, proportions, and solving for unknowns are used in important jobs. This interactive activity will open their minds and address the question, "When is this ever used in real life?" |
| Justly Justifying: | Students will review the properties used in solving simple equations through a quiz-quiz-trade activity. As a class, they will then associate these properties with individual steps in solving equations. The students will then participate in a Simultaneous Round Table to practice their justifications. Finish the lesson with a discussion on the different methods that students could use to acquire the correct answer. The following day, students will take a short quiz to identify misconceptions. |
Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
