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Unit Goals and objectives

TEKS

7.2A Extend previous knowledge of sets and subsets using a visual representation to describe

relationships between sets of rational numbers.

7.3A Add, subtract, multiply, and divide rational numbers fluently.

7.3B Apply and extend previous understandings of operations to solve problems using addition,

subtraction, multiplication, and division of rational numbers.

7.4A Represent constant rates of change in mathematical and real‐world problems given pictorial,

tabular, verbal, numeric, graphical, and algebraic representations, including d = rt

7.4B Calculate unit rates from rates in mathematical and real‐world problems

7.4D Solve problems involving ratios, rates, and percents, including multi‐step problems involving

percent increase and percent decrease, and financial literacy problems

7.4E Convert between measurement systems, including the use of proportions and the use of unit rates.

*7.13A Calculate the sales tax for a given purchase and calculate income tax for earned wages

*7.13C Create and organize a financial assets and liabilities record and construct a net worth statement

(* need to supplement Agile Mind lesson)

use positive and negative rational numbers to represent real‐life situations;

use positive and negative rational numbers to solve real‐life problems;

use positive and negative rational numbers to convert measures across measurement systems;

apply the order of operations in a variety of problem situations.

Topic at a glance

This topic builds on students’ prior work with applying properties of operations to solve problems with positive

fractions and decimals, and with integers. Students have not yet investigated solving problems involving both positive

and negative fractions and decimals. Students will solve real‐world and mathematical problems involving the four

operations with positive and negative rational numbers including negative fractions and decimals.

The intent of this topic is to work towards fluency with addition, subtraction, multiplication, and division of rational

numbers. You may choose to let students use a calculator in some cases to check the computations in order to keep

the focus on how to use rational numbers to solve problems.

Six 45‐minute instructional blocks are recommended for this topic to allow time for instruction and formative

assessment.

Day 1 is a review of rational numbers and covers notes

on three different Student Activity Sheets.

The lesson:

provides students the opportunity to review and

process the technical vocabulary they should use to Overview- SAS 1 More practice

describe different types of numbers, including natural Probs 1‐14

Exploring "Operations with

numbers, whole numbers, integers, and rational

1 positive rational numbers" SAS 1 Questions 12a‐d and

numbers.

(p 1‐10) 13a‐c

develops students' skills in applying rational

numbers to real‐life scenarios and scaling up SAS 2 and SAS 3 SAS 3 Questions 5‐9

ratios. Students multiply and divide fractions.

engages students in the practice of scaling down

instead of up.

TEKS 7.2A, 7.3A

Day Description Resources Suggested assignment

The lesson:

Begin Exploring

uses animated graphical representations that help "Understanding rational More practice problems

students apply a vertical model for understanding 15‐18

2 number operations"

operations with positive and negative fractions. P 1‐7

supports students’ continued exploration of solving SAS 5 Questions10‐15

SAS 4 and SAS 5

problems involving positive and negative fractions.

TEKS 7.3A and 7.3B

Finish Exploring

Day 3 finishes the Exploring section started on Day 2. The More practice problems

lesson introduces tools and processes for converting across "Understanding rational 19‐22

3 measurement systems. number operations" p8‐

12 SAS 6 Questions 7a‐g

TEKS 7.4A, 7.4B, 7.4D, 7,4E

SAS 6

Begin Exploring "Applying

Day 4 begins the second Exploring section in Topic 5. The More practice problems

rational number

lesson gives students the opportunity to work on fluency operations" 23‐27

4

with all operations with rational numbers. P 1‐8

TEKS 7.4A, 7.4D Constructed response 1

SAS 7

Day 5 finishes the Exploring section started on Day 4 and Finish Exploring "Applying rational

Guided practice

the Summary. The lesson engages students in a real‐ number operations" p9‐12

world scenario wherestudents apply negative rational More practice

Summary

5 operations and theorder of operations to an expression Problems 28‐30

involving negative rational numbers and complex SAS 8

fractions. SAS 8 Q6

TEKS 7.3A, 7.3B, 7.4A

Day 6 provides time for a topic‐level assessment to make sure

6 that students understand the connections among all the Automatically scored

Assessment, with teacher None

representations of rational numbers. added items.

Prerequisite skills

To be successful with the material in this topic, students should already be able to:

Perform basic operations with fractions and decimals

Perform basic operations with integers

Apply the order of operations to simplify expressions

Carry out monetary conversions between cents and dollars

Resources

Computer with projection device Measuring cups (optional)

Sample recipe

Algebra tiles or two‐color counters

RELATED RESOURCES

Agile Mind Glossary Region 6 lessons for Unit 1

Language support

Although most words were introduced to students in previous topics or courses, all students will continue to build

proficiency with using the core vocabulary of whole number, integer, quotient, rational number, reciprocal,

order of operations, decimal, numerator, and denominator. Non‐native speakers may also struggle with

collateral vocabulary such as dollars, cents, percents, units, cups, ounces, pint, batch, serving, left, right,

increasing, decreasing, elevation, climbing, descending, and model.

Gr 7 GISD Modified Advice for Instruction |Agile Mind Topic 5. Rational numbers for Unit 1 | Day 1 of 6 Days

Day 1--Deliver instruction Note: These terms and operations are review and the

lesson should move quickly. Fifteen pages of animations (Overview and Exploring

Operations) and Student Activity Sheets 1, 2, and 3 are meant to be reviewed in

this lesson.

TEKS

7.2A Extend previous knowledge of sets and subsets using a visual representation to describe relationships

between sets of rational numbers.

7.3A Add, subtract, multiply, and divide rational numbers fluently.

7.3B Apply and extend previous understandings of operations to solve problems using

addition, subtraction, multiplication, and division of rational numbers.

Topic 5 Rational numbers:

Overview pages 1 - 5

Exploring "Operations with positive rational numbers" , pages 1 - 10

Student Activity Sheets : SAS1, SAS2, SAS3

How many of you have helped plan a school field trip?

Framing questions

What types of things need to be considered when planning such a trip?

What math skills might be needed to plan a successful trip?

Lesson activities

Overview

Page 1

Set up the scenario of the hiking trip using the framing questions.

Have students turn to a neighbor and tell them what they think a rational number is before moving on to

next page.

Pages 2‐3

Review the different types of numbers: natural, whole, integer, and rational. Pause throughout the

animation so students can record their ideas on the activity sheet. [SAS, questions 1‐10]

Classroom strategy. Ask students to share their own versions of each definition, correcting any

misconceptions as needed. Encourage students to not only record the definition given on the Agile Mind

page, but their own definition as well. This activity will increase understanding and retention of terms.

Use the language note on page 3 to introduce students to the vocabulary strategy of looking for meaning

through root words, tying it to the same strategy they use in language arts class. Have students highlight

the root word on their activity sheet.

Have students give non examples of each type of number as well as examples.

Page 4

Use the animation to show how the different numbers relate to one another and to make connections

among different representations: terminology, numbers, and the graphical representations of the number

line and the Venn diagram. Ask students to watch, listen, and respond without writing at first. Then replay

the animation, pausing after each example, so students can record the information. [SAS, question 11]

Classroom strategy. With panel 1, whole numbers are shown in red on the number line and with panel 2

integers are shown with orange. As you play panel 2, students should notice that all of the red points turn

to orange. Likewise, panel 3 shows points representing rational numbers in yellow and then turns all orange

points to yellow. Help students make connections among the colors, the types of numbers and the Venn

diagram. Promote the mathematical practice of looking for and making use of structure by asking:

Why do each of the points representing whole numbers turn to orange?

What are some other integers?

What are some other integers that are also whole numbers?

What are some numbers that are whole numbers but not integers? (impossible)

Why do each of the points representing integers turn to yellow?

What are some other rational numbers?

What are some numbers that are rational numbers but not integers?

What are some other numbers that are rational and integer and whole?

What are some numbers that are rational and integer but not whole?

What are some numbers that are integers but not rational numbers? (impossible)

Have you ever seen or studied numbers that would not belong in this Venn diagram?

Page 5

Review the different types of numbers represented in the Venn diagram. Be sure to review not only the

formal definitions, but also the student versions, making connections between mathematical and common

language for clarity.

Further questions

What are some other ways you see different kinds of rational numbers being used every day?

How can you compare the different representations of rational numbers (fractions, decimals, percents) so

they can be properly ordered on the number line?

Language strategy. This Exploring incorporates many different units for measuring. Cups, pints, dollars,

cents, as well as working with conversions are presented throughout the topic and included in the

Constructed response. It may be a good idea to use actual objects to present the new terms prior to this

Exploring, to ensure that language learners can make the appropriate connections between different units.

Items that are used in this way are referred to as realia. For example, borrow some measuring cups from a

colleague; show students how many cups of soda are contained in one can. You may also need to review

different types of U.S. coins and have a discussion about exchange rates.

Pages 1‐2

Give students time to discuss and respond to the framing questions.

Use the puzzles to review key terms that were introduced in the Overview. [SAS, questions 1 and 2]

Classroom strategy. Use think‐pair‐share techniques in conjunction with the activity sheets as a way to

engage all students in this review. After students have had an opportunity to record their answers

individually, have them pair with a partner to compare and discuss solutions. Call on pairs to match tiles

online.

Page 3

Use the diagram from panel 1 of the animation to reinforce the placement of the integers in the set of

rational numbers. Relate the diagram to the definitions, both formal and student‐created, discussed in the

previous lesson.

Show the animation to review how whole numbers, integers, and rational numbers are related. Use activity

sheet questions to guide conversation. [SAS, questions 3‐5]

Classroom strategy. Students may ask about decimals that don’t terminate or repeat. You can let students

know that such numbers exist and that they called “irrational” numbers, and include pi. Irrational numbers

and other number sets will be studied in future courses.

Pages 4‐5

Use page 4 to introduce the new problem situation. Use the animation on page 5 to show Gina's approach.

Ask students to predict the values on each line of the table before advancing the animation to show them

filled in. Make sure students understand the difference between a serving and a batch. [SAS, question 6]

What does Gina know at this point about the amount of raisins she will need?

What is a batch?

Will 36 servings of trail mix be enough?

Page 6

After the class agrees that 36 servings will be sufficient for the 32 members, give them time to work in

groups to complete the puzzle on page 6. [SAS, question 7] Then explain that, because of cost, the club

sponsor wants Gina to make exactly the number of servings of people who go on the hike, which will be 32

people at most.

What does Gina need to know in order to make 32 servings?

How can she figure this out?

Classroom strategy. Emphasize understanding of reasonableness and operation selection. When students

complete a computation, ask them to focus on the reasonableness of the answer to justify their operation

selection and computation.

Further questions

How many cups of each ingredient would we need to make enough servings for our class?

Pages 7‐9

Have students actually double and halve the recipe from the Opening.

Discuss the teacher’s concerns on page 7. How could they address them?

Once students realize they can use division to find the amount of each ingredient needed for 1 serving,

play the animation on page 8 to demonstrate. Have students predict each entry before advancing the

animation. Students may relate this method to finding unit rates. [SAS, question 1]

Classroom strategy. Promote the mathematical practice of looking for and making use of structure, as the

students work through the animation on page 8, by asking students to explain why dividing by a fraction

yields the same answer as multiplying by its reciprocal. Students who understand this structure become

more flexible in their approaches to proportional reasoning with unit rates.

Use page 9 to summarize the process Gina used and to extend the process to find the amount of raisins for

32 servings. [SAS, questions 2‐3]

Page 10

Have students use the process discussed on page 9 to find the amount in cups needed for 32 servings of

each ingredient. [SAS, question 4]

Technology tip. When using rational numbers, emphasize the selection of appropriate representations and

operations. Practice with operations is critical to build automaticity. However, allowing the use of a

calculator if needed for timely computation may be necessary in some places in this exploring. Always ask

students to consider whether an answer is reasonable for a given problem situation. Relating the symbols

for division (÷ and /), may be noteworthy for students, as well as understanding how to properly enter a

fraction in the calculator. Additionally, this may be a good opportunity to use the fraction/decimal feature

that is built into the calculator to help relate equivalencies among decimals, fractions, and percents.

Suggested assignment

More practice, problems 1‐14

SAS 1 Questions 12a‐d and 13a‐c

SAS 3 Questions 5‐9

Gr 7 GISD Modified Advice for Instruction |Agile Mind Topic 5. Rational numbers for Unit 1 | Day 2 of 6 Days

Rational Number Operations, ;pages 1 - 7) and Student Activity Sheets 4 and 5 are meant

to be used in this lesson.

TEKS

7.3A Add, subtract, multiply, and divide rational numbers fluently.

7.3B Apply and extend previous understandings of operations to solve problems using addition,

subtraction, multiplication, and division of rational numbers.

Agile Mind materials

Topic 5 Rational numbers:

Exploring "Understanding rational number operations" pages 1 – 7

Student Activity Sheet : SAS 4

How many of you have ever been hiking or on a trail with distance and elevation markers?

Framing questions

What is elevation and how is it measured?

How is "sea level" like zero on a number line?

How can numbers below sea level be represented?

Lesson activities

Exploring "Understanding rational number operations"

Page 1

Revisit the hiking trip scenario, making sure that students understand how the number line relates to the

mountain trail. [SAS, questions 1‐3]

Use these questions to help students relate the context to the number line:

Where are the telescopes located in relation to sea level?

Where is the picnic area in relation to sea level?

Where is the water fountain in relation to sea level?

Page 2

Play the animation, asking students to give the changes in elevation for each scenario before advancing the

animation to show the related calculation. [SAS, questions 4‐8]

Classroom strategy. Instead of referring to rules for integer operations, link student questions to a real‐

world context or concrete model, such as a thermometer or number line, to allow them to "act out" the

problem in a meaningful way. This strategy engages the students in making sense of the problem versus

remembering rules they may not yet fully understand. This is the first time in the course when students

have to compute with negative rational numbers. This may be confusing for students, so go through each

panel carefully. Throughout this block of instruction, promote the mathematical practice of reasoning

abstractly and computationally by encouraging students to relate the values in their number sentences to

the scenario, particularly how those values represent the elevation or change in elevation.

Classroom strategy. Since this is students’ first time representing situations using negative fractions, they

may need to proceed slowly through this first scenario. Use the remaining class time to engage students

with the questions in the suggested assignment. You can share and discuss the questions as a whole class or

take students to the computer lab to answer the questions individually or with a partner. Use the Further

questions to connect the ideas in this b lock to students’ prior understanding of modeling situations with

integers.

Further questions

How have we used positive and negative rational numbers to model the hiking scenario?

What are some additional number sentences that can model a different hike along this route?

Classroom strategy. In this block, have students work together in mixed‐math ability pair/share partnerships to

complete. Give students dry‐erase boards or other types of response cards to share solutions.

Page 3

Give students time to solve the puzzle. [SAS, questions 1‐5] Share solutions, taking time to ask student

pairs how they derived their answers. Be sure to ask if anyone found the same solution in a different way.

Tie solution methods together so students can see multiple ways of viewing the mathematics correctly.

Pages 4‐5

Give students time to solve the puzzle on each page. [SAS, questions 6‐7]. After students pairs work on a

puzzle and share a solution ask:

How does the equation represent what is happening on the vertical number line?

Did anyone see it differently?

Page 6

Give students time to solve the puzzle. [SAS, question 7] After a student pair has shared its solution, ask:

How does the equation represent what is happening on the vertical number line?

Did anyone see it differently?

Give students time to solve the puzzle on page 6. [SAS, question 8] After student pairs have shared

solutions, ask the class to compare the three problems they just solved. Use these questions to guide the

discussion:

What pattern did you discover when finding changes in elevation for locations above sea level? How

is that pattern expressed when writing a mathematical sentence that represents this type of

situation?

What pattern did you discover when finding changes in elevation for locations below sea level? How

is that pattern expressed when writing a mathematical sentence that represents this type of

situation? Compare and contrast this pattern to those created by locations above sea level.

What pattern did you discover when finding changes in elevation for locations both above and

below sea level? How is that pattern expressed when writing a mathematical sentence that

represents this type of situation? Compare and contrast that pattern to those where both locations

are on the same side of sea level.

While in groups ask pairs to write their own “puzzles” that classmates can solve. You could direct puzzles

to include only hikes below sea level, only hikes above sea level, and then a mix, to help see the patterns

you want to generalize in the conversations that summarize the online puzzles.

Page 7

Give students time to respond to the question on page 7. This is the first time we have discussed rates in

this exploring, so take a moment to relate this to previous experiences with rates. Remind students of the

formula distance = (rate)(time). Discuss what this would mean if the answer were negative, as in a negative

rate. [SAS, question 9] After students have shared their solutions, probe further with these questions:

Which problem situation you've previously explored is this scenario most like?

Compare and contrast the math sentences you wrote for each. How are they alike? How are they

different?

How would you write a general description of each of the patterns that could apply to any rational

number situation?

Language strategy. Listen for students who may be having trouble with the integer operations when

working collaboratively on the puzzles. This is a great opportunity to informally assess the students'

problem solving skills. Ensure that the students are comfortable with the conceptual understanding of the

terms in each of the puzzles. Encourage them read and apply the key vocabulary associated with the

scenario by directing them to practice incorporating the language associated with the activities into their

discussions, e.g. using the phrase, "The change in elevation..."

Classroom strategy. As with the previous block, take time for students to practice operating with positive

and negative rational numbers. The activity sheet provides opportunities to build fluency, while the Guided

practice provides additional work in apply these operations in contexts. It will be important for students to

discuss their ideas and strategies with their classmates and to correct and learn from common errors.

Further questions

How is operating (adding, subtracting, multiplying, and dividing) with positive and negative rational

numbers similar to operating with integers? How is it different?

Suggested assignment

How is moving up and down a football field similar to moving up and down the mountain trail? How is it

different?

How is moving up and down a thermometer similar to moving up and down the mountain trail?

How can budgeting be related to the mountain trail?

Suggested assignment

SAS 5 questions 10 - 15

Gr 7 GISD Modified Advice for Instruction |Agile Mind Topic 5. Rational numbers for Unit 1 | Day 3 of 6 Days

Day 3--Deliver instruction Important teaching note: This lesson uses the idea of a unit rate

(page 9, animations 2 – 4) to use as a scale factor to calculate conversions. Introduce the phrase

“constant rate of change” to describe the unit rate. It is a constant rate that can be used to find

multiple conversions. For instance, since 1 ft = 0.3048 meters, then there are 0.0348 meters per ft (or

0.3048 m

). We can find the number of meters in 5 feet or 7 feet or any number of feet by multiplying

1ft

0.3048 m

the number of feet by the constant . This unit rate is a “constant rate” to determine the

1ft

number of meters, which changes depending on how many feet are used.

TEKS

7.4A represent constant rates of change in mathematical and real‐world problems given pictorial,

tabular, verbal, numeric, graphical, and algebraic representations, including d = rt

7.4B Calculate unit rates from rates in mathematical and real‐world problems

7.4D Solve problems involving ratios, rates, and percents, including multi‐step problems involving

percent increase and percent decrease, and financial literacy problems

7.4E Convert between measurement systems, including the use of proportions and the use of unit rates.

Exploring "Understanding rational number operations" start at page 8 – 12

Student Activity Sheet: SAS 6

Engage students in a brief discussion of the measurement systems they are familiar with in the United States

or elsewhere.

Framing questions

The United States customary unit systems include feet, miles, ounces, and gallons. What other measurement

systems are you familiar with?

Who has travelled to another country and what measurement systems did you encounter?

What would you do if you needed to translate from one system to another? For example, how many liters do you

think you can fit in a gallon?

Lesson activities

Exploring "Understanding rational number operations"

Page 8

Use the opening and the framing questions to set the stage for today’s lesson. Show page 8 to introduce the

scenario. Assess students' prior knowledge of the units by asking questions such as:

Approximately how tall is 233 meters? Approximately how tall is 1 meter? How can we get an

estimate?

What do you know about the differences between Celsius and Fahrenheit?

Approximately how warm or cold are these temperatures in Fahrenheit? How can we get an

estimate?

Use the “Did you know” button to alert students to the uniqueness of U.S. systems of measurement.

Page 9 See note at the beginning of Day 3 about “constant rate of change”

Show panel 1 of the animation and orient students to the slider and the image of the slider on their Student

Activity Sheets. Ask students to describe the relationship that is modeled by this panel. Have a few students

take turns sliding the slider to a location that interests them. Ask them to record a few measures that interest

them and discuss what they notice. [SAS, question 1] Ask students to consider if the relationship is

proportional by asking questions such as:

How can we determine if this relationship is proportional?

If I double the number of feet, does the number of meters double?

What if I triple the number of feet?

After gathering some initial information about the relationship between feet and meters, ask student to

work in pairs to determine the number of feet in 6 meters. [SAS, question 2]

Classroom strategy. An idea for increasing engagement without diminishing the challenge of the task is to

allow a handful of students to select a slider location without saying why it interests them. Suggest that

other students may want to record those values on the image on their Student Activity Sheets in case that

information is helpful. You might also collect those ratios in a table. At this point, do not suggest methods

or have students share their ideas publically.

Classroom strategy. As students arrive at solutions, ask them consider other ways they could have solved

the problem. Identify a small number of pairs with different approaches to solving the problem. Debrief

this first conversion by asking pairs to share how they reasoned about the situation. Encourage them to

describe how they used the sliders, if appropriate.

Use panels 2‐4 of the animation to clarify the unit rates involved and to model strategies for solving the

problem using unit rates and proportions. For each of these methods, engage students in the processes

modeled with questions such as:

What is a reasonable estimate for the answer?

How can we use the given information to write a proportion?

What process can we apply to solve the proportion?

Once we have written this equation, what process can we apply to solve it?

How can we verify that our answer makes sense in the situation?

Use panel 5 of the animation to explore the relationship between Celsius and Fahrenheit. Have students record

several measures that interest them [SAS, question 3] Ask students to consider if the relationship is proportional

by asking questions such as:

How can we determine if this relationship is proportional?

If I double the number of degrees Celsius, does the number of degrees Fahrenheit double? What if I triple

the number of degrees Celsius?

Help students use benchmark values to help them reason about the situation. They can use the sliders to answer

the question, or some students may suggest that they have used a formula before. Ask them to consider if they can

solve it with proportional reasoning and disprove this approach.

Use panel 6 of the animation to introduce the formulas and model the use of one of them. [SAS, question 4]

Page 10

Use page 10 to check for understanding with using the conversion rates. Allow students to think on their

own for 1‐2 minutes, then compare and discuss with a partner. Encourage students to apply both processes

to answer these questions, before debriefing as a whole class to discuss the answer and the benefits of

using each solution method. [SAS, question 5]

Pages 11‐12

Use page 11 to check for understanding. As before, allow individual “think time” before working with a

partner. [SAS, question 6]

Use page 12 to wrap up this Exploring.

Further questions

What are US customary and metric units for length? For weight/mass? For volume?

Suggested assignment

More practice, pages 19‐22

Student Activity Sheet 6, question 7a‐g

Gr 7 GISD Modified Advice for Instruction |Agile Mind Topic 5. Rational numbers for Unit 1 | 6 Days

Gr 7 GISD Modified Advice for Instruction |Agile Mind Topic 5. Rational numbers for Unit 1 | Day 4 of 6 Days

Day 4--Deliver instruction Note: This lessons uses unit rates and unit costs as scale

factors. Continue using “constant rate of change” to describe a unit rate or unit cost. Sixth

grade TEKS include independent and dependent variables. In this scenario, the total amount

of any ingredient “depends” on how many servings are needed. The same is true for the cost

of any ingredient—the cost “depends” on the number of servings. The unit cost is a “constant

rate” for a cost that changes, depending on how many servings are needed.

TEKS

7.4A represent constant rates of change in mathematical and real‐world problems given pictorial,

tabular, verbal, numeric, graphical, and algebraic representations, including d = rt

7.4D Solve problems involving ratios, rates, and percents, including multi‐step problems involving

percent increase and percent decrease, and financial literacy problems

Exploring "Applying rational number operations" p 1 - 8

Constructed response 1

Student Activity Sheet: SAS 7

Think of a time you went to a grocery store. Did you notice how items were being sold? Give some examples

of items that are sold by weight, volume, piece.

Framing questions

Why do you think some things are sold by weight and some by volume?

What units are potato chips usually sold in? Why?

Lesson activities

Exploring "Applying rational number operations"

Page 1

Be sure to give students enough time to discuss the approach Gina is taking. Also discuss what it means forsomething to

be sold by the pint. Although it is more common for pints to be used as a liquid measure, deli items and bulk items are

often sold in pints or ½ pints. Spend some time discussing liquid vs. dry measurements. Tell students that this store

sells dry ingredients in pint sized containers. If possible, bring one in to show. Discuss the conversion to cups.

Page 2

Discuss the method of finding the cost for one serving. [SAS, question 1]

Page 3

Students apply their understanding of unit rate to write number sentences that they can use to determinethe amount

of peanuts and sunflower seeds that are needed for 1 serving. Give students time to develop their own number

sentences, then share them. Illuminate that students could write a multiplication or a division number sentence to

represent this scenario, reiterating that dividing by a fraction is equivalent to multiplying by the reciprocal of that

fraction. Use the Check buttons as needed. [SAS, questions 2‐3]

Page 4

Students continue to apply their understanding of unit rate as they determine the cost per serving for thepeanuts

and sunflower seeds. Have students work individually, then compare their answers with a partner before using

the Check buttons. [SAS, question 4]

Page 5

Use this page to engage students in a process for applying the cost per serving to determine the cost for 32

servings of those same ingredients. Encourage students to use the information they have found (amount per

serving and cost per serving) to write and solve equations for each cell in the table. Students can work in

pairs. Then, play the animation and ask students to compare their number sentences and solutions. [SAS,

question 5]

Page 6

This page engages students in a slightly different process for thinking about the total cost for 32 servings of the

trail mix by applying the cost per cup rather than the cost per serving. Have students work with a partner to

complete the table, then use the Check buttons as needed. [SAS, question 6]

Classroom strategy. Use this page to promote the mathematical practice of attending to precision.

Students will be working with fractions, mixed numbers and decimals in the same scenario. Working with

recipes and purchasing ingredients is a common situation in which fractions and decimals are used

together. Allow students to grapple with this issue with their partners, rather than suggesting a particular

strategy. Some students may choose to convert the fractions to decimals, while other may prefer to

convert the decimals to fractions. Depending on which method they choose and how and when they decide

to round, students may get slightly different answers. Monitor students’ progress and identify different

processes and answers to highlight as you debrief this page. These variations in process provide an

opportunity for rich discussion about how and when to round and the implications for those decisions in

terms of the degree of precision that is appropriate when estimating costs.

Page 7

Before showing this page bring in a container and some bags. Fill a few and have students guess how many

it will take to empty the container. Then show the page. [SAS, questions 7‐8] Ask:

What is your prediction for the number of 2/3 ‐cup bags that can be filled?

Play the animation and discuss the results.

Discuss the two different approaches to simplifying the fraction. Could they think of other ways?

Page 8

Use this page to engage students in the process of determining how much to charge for the bags of trail

mix. With panels 1 and 2, make sure students understand the meaning of the entries in the ledger.

With panel 3, allow students time to determine how much the hiking club should charge per bag in order to

break even. [SAS, question 9a]

With panel 4, allow students time to consider the snack fund balance if the club charges $1 per bag. Then

ask a student to use the class computer to enter his or her answers. Discuss and resolve any disagreements

before clicking the Check button. [SAS, question 9b]

Further questions

If each bag held ½ cup, would they be able to fill more of the bags or fewer? How many more or fewer?

Suggested assignment

More practice, pages 23‐27

Constructed response 1

Gr 7 GISD Modified Advice for Instruction |Agile Mind Topic 5. Rational numbers for Unit 1 | Day 5 of 6 Days

Day 5--Deliver instruction Note:The divers in this scenario create great discussion

about constant rate of change vs a varying rate of change. The divers go down at a

constant rate, butr because of the dangers ascending too fast, divers come partially up,

stop for a while, and change their speed.Use tables, verbal descriprions, and graphs to

describe the situations.

This day is also used to practice operations using order of operations with rational numbers. It

would be a good day to introduce some personal finance problems to match TEKS 7.13 A and 7.13C

as a way to practice operations with rational numbers.

7.3B Apply and extend previous understandings of operations to solve problems using addition,

subtraction, multiplication, and division of rational numbers.

7.4A Represent constant rates of change in mathematical and real‐world problems given pictorial,

tabular, verbal, numeric, graphical, and algebraic representations, including d = rt

Optional

*7.13A Calculate the sales tax for a given purchase and calculate income tax for earned wages

*7.13C Create and organize a financial assets and liabilities record and construct a net worth statement

Exploring "Applying rational number operations" p 9 - 12

Summary

Student Activity Sheet: SAS 8

Framing questions

How many different operations are needed in order to simplify this expression?

Which of these operations make sense to complete first?

Lesson activities

Exploring "Applying rational number operations"

Pages 9‐11

Use these pages to give students another opportunity to apply and extend their understandings of operations to

solve a series of scuba diving problems that require work with positive and negative rational numbers.

On page 9, students use a table to build their solution for the divers’ depth as she descends at a certain rate. [SAS,

question 1]

To reinforce students’ understanding of the computations they preformed to fill in the table, Ask:

What number sentence could you have used to find Gina’s depth after 4 minutes and 20 seconds?

[SAS, question 2]

On page 10, students work with a more complex series of operations that involves various rates. To help students

understand the series of operations, have a volunteer come to the board to draw the ascent with labeled depths and

rates. [SAS, question 3]

On page 11, students again work with rational numbers as they consider the speeds of the descent and ascent for

the world‐record holder for the deepest dive. [SAS, question 4]

Page 12

Have students discuss with each other the operations contained in the expression. Have them decide which

would be evaluated first.

Pick volunteers to come up and click the mouse on the operation. Before they click, have students simplify

that portion of the expression, then click to check. [SAS, question 5]

Summary

Use pages 1‐3 to summarize the big ideas of the topic.

Further questions

Consider the expression. 5 – 2 8 + 72

What is the value of the expression?

Where would you insert grouping symbols to change the value to 73?

Where would you insert grouping symbols to change the value to −445?

Where would you insert grouping symbols to change the value to −524?

Can you use grouping symbols to make a different value than the ones already given?

Suggested assignment

Guided practice

More practice, pages 28‐30

Gr 7 GISD Modified Advice for Instruction |Agile Mind Topic 5. Rational numbers for Unit 1 | Day 6 of 6 Days

Agile Mind materials: Topic 5 Rational numbers:

Automatically scored

Constructed response 2

Lesson activities

This block is intended for a topic level assessment. The Automatically scored questions or Constructed response 2

can be used as such an assessment.

Suggested assignment

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