7th grade Math Guide

who they agree with (Mai or Kiran). Call on students to restate and/or revoice the explanations presented using mathematical language (e.g., distributive property, equivalent equation, etc.). Consider giving students time to practice restating what they heard to a partner, before selecting one or two students to share with the class. This will provide more students with an opportunity to produce language to explain whether two equations are equivalent. From Lesson 13 “Are You Ready for More?”: Before there were standard units of measurement, people often measured things using their hands or feet. 2. How many foot-lengths long is your classroom? Try to determine this as precisely as possible by carefully placing your heel next to your toe as you pace off the room. 3. Use this information to estimate the length of your classroom in centimeters. 4. Use a tape measure to measure the length of your classroom. What is the difference between the two measurements? Which one do you think is more accurate? 1. Measure the length of your foot to the nearest centimeter with your shoe on.

Extension

RESOURCES

4.13 is a shorter lesson 4.15 is not optional Simple Interest is not found explicitly here. You may want to teach the formula I = prt

Unit 4 Lesson Notes Vocabulary Resources Information about Practice Problems

ILLUSTRATIVE MATHEMATICS AND CORE ALIGNMENT

Standard

Section(s)

7.RP.1

4.1, 4.2, 4.3

7.RP.2

4.1, 4.3, 4.4, 4.5

7.RP.3

4.6, 4.7, 4.8, 4.9, 4.10, 4.11, 4.12, 4.13, 4.14, 4.15, 4.16

Pre-Assessment

Previous Standards with Example Problems