Apr4-8

Standard 2.1.K1a-b The student identifies, states, and continues a pattern presented in various formats including numeric (list or table), algebraic (symbolic notation), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written using these attributes: a. ▲ counting numbers including perfect squares, cubes, and factors and multiples (number theory) (2.4.K1a); b. ▲ positive rational numbers including arithmetic and geometric sequences (arithmetic: sequence of numbers in which the difference of two consecutive numbers is the same, geometric: a sequence of numbers in which each succeeding term is obtained by multiplying the preceding term by the same number) (2.4.K1a), e.g., 2, ½, 1/8, 1/32, …; Standard 2.1.K4 The student ▲ ■ states the rule to find the nth term of a pattern with one operational change (addition or subtraction) between consecutive terms (2.4.K1a), e.g., given 3, 5, 7, and 9; the nth term is 2n +1. (This is the explicit rule for the pattern.) Opening Activity: Complete the following: 1. Write an algebraic expression for: 2. Evaluate each expression if x = 4 and y = 2: 3. Write an equation for:
 * Monday - Patterns and Nth Term **
 * the sum of a number and four
 * five less than a number
 * the product of a number and negative three
 * 8 - x
 * 3 - y
 * 16/x
 * -4y
 * = Ben has six more fish than Sally =
 * = Sharon has four fewer than twice as many quarters as her brother =

**What You'll Learn:** To extend patterns and find the nth term.

**What you'll do:** ** Tuesday - Writes and Evaluates Expressions ** Standard 2.2.A1 The student ▲ represents real-world problems using variables and symbols to write linear expressions, one- or two-step equations (2.4.A1e) ($), e.g., John has three times as much money as his sister. If M is the amount of money his sister has, what is the equality that represents the amount of money that John has? To represent the problem situation, J = 3M could be written. Standard 2.2.K8 The student ▲ evaluates simple algebraic expressions using positive rational numbers (2.4.K1c) ($), e.g., if x = 3/2, y = 2, then 5xy + 2 = 5(3/2)(2) + 2 = 17. Opening Activity: Complete the following. 1. Find the perimeter of a square with sides of 10 inches. 2. Find the circumference of a circle with a radius of 3 cm. 3. Find the area of a parallelogram with a base of 7 ft and a height of 8 ft. 4. Find the area of a circle with a diameter of 14 miles. 5. Find the area of a triangle with a base of 9 meters and a height of 12 meters.
 * Discuss patterns with a focus on square numbers.
 * Discuss nth term charts
 * Complete 10 Problems at [|IXL Math].
 * Complete 10 problems on study island
 * Assignment: Pattern and Nth Term Practice (Take home packet)
 * Marzano Strategy: Similarities and Differences

**What You'll Learn:** To write and evaluate expressions. To write one- or two-step equations.

**What you'll do:** ** Wednesday - Properties of triangles and quadrilaterals ** Standard 3.1.K3a-g The student 3. ▲ identifies angle and side properties of triangles and quadrilaterals (2.4.K1h): a. sum of the interior angles of any triangle is 180°; b. sum of the interior angles of any quadrilateral is 360°; c. parallelograms have opposite sides that are parallel and congruent; d. rectangles have angles of 90°, opposite sides are congruent; e. rhombi have all sides the same length, opposite angles are congruent; f. squares have angles of 90°, all sides congruent; g. trapezoids have one pair of opposite sides parallel and the other pair of opposite sides are not parallel. Opening Activity: Complete Expression and Equation Review Problems.
 * Review writing expressions using [|Algebraic Expressions site].
 * Review evaluating expressions using [|these expressions.]
 * Review [|writing equations from words].
 * Practice on the board.
 * Study Island - Algebraic Expressions and Real World Problems
 * Assignment: Expression and equation practice
 * Marzano Strategy: Similarities and Differences

**What You'll Learn:** To identify triangles and quadrilaterals by their angle or side properties.

**What you'll do:** ** Thursday - Misleading Data and Scale ** Standard 4.2.A3 - The student ▲ recognizes and explains (2.4.A1k): a. ■ misleading representations of data; b. the effects of scale or interval changes on graphs of data sets. Opening Activity: Complete Geometry Review Questions
 * **7.3.1.K3 identifies angle and side properties of triangles and quadrilaterals:**
 * **7.3.1.K3.a sum of the interior angles of any triangle is 180¢X;**
 * [|Geometry: Find missing angles in triangles and quadrilaterals (Seventh grade - P.9)]
 * **7.3.1.K3.b sum of the interior angles of any quadrilateral is 360¢X;**
 * [|Geometry: Find missing angles in triangles and quadrilaterals (Seventh grade - P.9)]
 * **7.3.1.K3.c parallelograms have opposite sides that are parallel and congruent;**
 * [|Geometry: Classify quadrilaterals (Seventh grade - P.8)]
 * **7.3.1.K3.d rectangles have angles of 90¢X, sides may or may not be equal;**
 * [|Geometry: Classify quadrilaterals (Seventh grade - P.8)]
 * **7.3.1.K3.e rhombi have all sides the same length, opposite angles are congruent;**
 * [|Geometry: Classify quadrilaterals (Seventh grade - P.8)]
 * **7.3.1.K3.f squares have angles of 90¢X, all sides congruent;**
 * [|Geometry: Classify quadrilaterals (Seventh grade - P.8)]
 * **7.3.1.K3.g trapezoids have one pair of opposite sides parallel and the other pair of opposites sides are not parallel.**
 * [|Geometry: Classify quadrilaterals (Seventh grade - P.8)]
 * Assignment: Properties Review
 * Marzano Strategy: Similarities and Differences

**What You'll Learn:** To identify misleading data and the effects of scale on graphs.

**What you'll do:** ** Friday - Review Frequency Tables, graphs, Venn Diagrams, Charts, Tables, Stem and leaf plots, scatter plots and box-and-whisker plots ** Standard4.2.K1a-g The student ▲ organizes, displays, and reads quantitative (numerical) and qualitative (non-numerical) data in a clear, organized, and accurate manner including a title, labels, categories, and rational number intervals using these data displays (2.4.K1j) ($): a. frequency tables; b. bar, line, and circle graphs; c. Venn diagrams or other pictorial displays; d. charts and tables; e. stem-and-leaf plots (single); f. scatter plots; g. box-and-whiskers plots. Opening Activity: Complete Review on misleading data and scale.
 * Use example problems from 7th math book to talk about misleading stats and scale.
 * Complete experiment on scale.
 * Assignment: Misleading data review
 * Marzano Strategy: Similarities and Differences

**What You'll Learn:** To organize and read data in charts, tables, graphs and plots.

**What you'll do:**
 * **7.4.2.K1.a frequency tables;**
 * [|Charts and graphs: Interpret tables (Seventh grade - O.1)]
 * [|Charts and graphs: Create frequency charts (Seventh grade - O.9)]
 * **7.4.2.K1.b bar, line, and circle graphs;**
 * [|Charts and graphs: Interpret bar graphs (Seventh grade - O.5)]
 * [|Charts and graphs: Create bar graphs (Seventh grade - O.6)]
 * [|Charts and graphs: Interpret circle graphs (Seventh grade - O.10)]
 * [|Charts and graphs: Circle graphs and central angles (Seventh grade - O.11)]
 * [|Charts and graphs: Interpret line graphs (Seventh grade - O.12)]
 * [|Charts and graphs: Create line graphs (Seventh grade - O.13)]
 * **7.4.2.K1.c Venn diagrams or other pictorial displays;**
 * [|Problem solving and estimation: Use Venn diagrams to solve problems (Seventh grade - M.4)]
 * **7.4.2.K1.d charts and tables;**
 * [|Charts and graphs: Interpret tables (Seventh grade - O.1)]
 * [|Charts and graphs: Create frequency charts (Seventh grade - O.9)]
 * **7.4.2.K1.e stem-and-leaf plots (single);**
 * [|Charts and graphs: Interpret stem-and-leaf plots (Seventh grade - O.4)]
 * **7.4.2.K1.f scatter plots;**
 * [|Charts and graphs: Scatter plots (Seventh grade - O.15)]
 * **7.4.2.K1.g box-and-whiskers plots.**
 * [|Charts and graphs: Interpret box-and-whisker plots (Seventh grade - O.14)]
 * Assignment: Review
 * Marzano Strategy: Similarities and Differences