This lesson unit is intended to help you assess how well students are able to: solve simple problems involving ratio and direct proportion; choose an appropriate sampling method; and collect discrete data and record them using a frequency table.

This lesson unit is intended to help you assess how well students are able to model a situation, make sensible, realistic assumptions and estimates, and use assumptions and estimates to create a chain of reasoning in order to solve a problem. Students are asked to determine the hegith of a mattress after a sum of money has been removed and whether or not all of the money will fit in a particular suitcase.

This lesson unit is intended to help you assess how well students are able to: Model a situation; make sensible, realistic assumptions and estimates; and use assumptions and estimates to create a chain of reasoning, in order to solve a practical problem.

In this lesson, students find the area of regions in the plane with polygonal boundaries by decomposing the plane into triangles and quadrilaterals, including regions with polygonal holes. Students find composite area of regions in the plane by decomposing the plane into familiar figures (triangles, quadrilaterals, circles, semi-circles, and quarter circles).

In this lesson, students find the areas of triangles and simple polygonal regions in the coordinate plane with vertices at grid points by composing into rectangles and decomposing into triangles and quadrilaterals.

In this lesson, students find the surface area of three-dimensional objects whose surface area is composed of triangles and quadrilaterals, specifically focusing on pyramids. They use polyhedron nets to understand that surface area is simply the sum of the area of the lateral faces and the area of the base(s).

In this lesson, students find the surface area of three-dimensional objects whose surface area is composed of triangles and quadrilaterals. They use polyhedron nets to understand that surface area is simply the sum of the area of the lateral faces and the area of the base(s).

Students are introduced to the important concept of density with a focus is on the more easily understood densities of solids. Students use different methods to determine the densities of solid objects, including water displacement to determine volumes of irregularly-shaped objects. By comparing densities of various solids to the density of water, and by considering the behavior of different solids when placed in water, students conclude that ordinarily, objects with densities greater than water sink, while those with densities less than water float. Then they explore the principle of buoyancy, and through further experimentation arrive at Archimedes' principle that a floating object displaces a mass of water equal to its own mass. Students may be surprised to discover that a floating object displaces more water than a sinking object of the same volume.

This lesson introduces students to the important concept of density. The focus is on the more easily understood densities of solids, but students can also explore the densities of liquids and gases. Students devise methods to determine the densities of solid objects, including the method of water displacement to determine volumes of irregularly-shaped objects. By comparing densities of various solids to the density of water, and by considering the behavior of different solids when placed in water, students conclude that ordinarily, objects with densities greater than water will sink, while those with densities less than water will float. Density is an important material property for engineers to understand.

Students will review coordinate plane concepts, practice map skills, review shapes, transform geometric figures, and calculate the area and perimeter of figures.

The following lesson serves as a review surface area activity. Specifically, the students will explore the surface area of a three-dimensional Styrofoam cube using lima beans. To accommodate at-risk or diverse learners, cooperative learning groups will be utilized.

Students will use linear equations to solve unknown angle problems and other problems presented within context to understand that solving algebraic equations is all about the numbers. They use the number line to understand the properties of inequality and recognize when to preserve the inequality and when to reverse the inequality when solving problems leading to inequalities. They also interpret solutions within the context of problems. Additionally, students extend their study of geometric figures and the relationships between them as they apply their work with expressions and equations to solve problems

In this lesson, students use the formula for the volume of a right rectangular prism to answer questions about the capacity of tanks. Students compute volumes of right prisms involving fractional values for length.

Students are presented with a guide to rain garden construction in an activity that culminates the unit and pulls together what they have learned and prepared in materials during the three previous associated activities. They learn about the four vertical zones that make up a typical rain garden with the purpose to cultivate natural infiltration of stormwater. Student groups create personal rain gardens planted with native species that can be installed on the school campus, within the surrounding community, or at students' homes to provide a green infrastructure and low-impact development technology solution for areas with poor drainage that often flood during storm events.

Students take a hands-on look at the design of bridge piers (columns). First they brainstorm types of loads that might affect a Colorado bridge. Then they determine the maximum possible load for that scenario, and calculate the cross-sectional area of a column designed to support that load. Choosing from clay, foam or marshmallows, they create model columns and test their calculations.

This activity will serve as an interactive culminating activity for surface area. Specifically, the students will get an opportunity to create a rap, song, or chant utilizing information they have learned and discussed about surface area. Students may use notes or other information approved by the teacher on surface area. Teachers may allow students to incorporate instrumental music to enhance the activity. All performances will be videotaped.

This lesson unit is intended to help you assess how well students are able to: Interpret a situation and represent the variables mathematically; select appropriate mathematical methods to use; explore the effects on the area of a rectangle of systematically varying the dimensions whilst keeping the perimeter constant; interpret and evaluate the data generated and identify the optimum case; and communicate their reasoning clearly.

Driving Question: How can we as 7th grade math students use surface area to make a mug that retains heat for the longest amount of time possible?

Students find the volume and surface area of a rectangular box (e.g., a cereal box), and then figure out how to convert that box into a new, cubical box having the same volume as the original. As they construct the new, cube-shaped box from the original box material, students discover that the cubical box has less surface area than the original, and thus, a cube is a more efficient way to package things.

Students use their knowledge of scales and areas to determine the best locations in Alabraska for the underground caverns. They cut out rectangular paper pieces to represent caverns to scale with the maps and place the cut-outs on the maps to determine feasible locations.