This is a task from the Illustrative Mathematics website that is one …

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Malia is at an amusement park. She bought 14 tickets, and each ride requires 2 tickets. Write an expression that gives the number of tickets Malia has ...

This 7th grade Math parent guide explains the content in straightforward terms so they …

This 7th grade Math parent guide explains the content in straightforward terms so they can support their children’s learning at home and will encourage caretaker engagement with lessons.

Our Teacher Guides are meant to support the use of our online …

Our Teacher Guides are meant to support the use of our online course and unit content. Please use these to accompany the use of our content and for ideas to support struggling learners, those needing extension and for additional resources.

The purpose of this task is to directly address a common misconception …

The purpose of this task is to directly address a common misconception held by many students who are learning to solve equations. Because a frequent strategy for solving an equation with fractions is to multiply both sides by a common denominator (so all the coefficients are integers), students often forget why this is an "allowable" move in an equation and try to apply the same strategy when they see an expression.

Students will use an Integer Card Game that creates a conceptual understanding …

Students will use an Integer Card Game that creates a conceptual understanding of integer operations and serves as a mental model students can rely on during the module. They will build on their understanding of rational numbers to add, subtract, multiply, and divide signed numbers.

Students will use linear equations to solve unknown angle problems and other …

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

This lesson unit is intended to help teachers assess how well students …

This lesson unit is intended to help teachers assess how well students are able to interpret percent increase and decrease, and in particular, to identify and help students who have the following difficulties: translating between percents, decimals, and fractions; representing percent increase and decrease as multiplication; and recognizing the relationship between increases and decreases.

In this task students are asked to write two expressions from verbal …

In this task students are asked to write two expressions from verbal descriptions and determine if they are equivalent. The expressions involve both percent and fractions. This task is most appropriate for a classroom discussion since the statement of the problem has some ambiguity.

In this lesson, students will compute and solve problems using rational numbers. …

In this lesson, students will compute and solve problems using rational numbers. They will: multiply and divide rational numbers and solve real-world problems by multiplying and dividing rational numbers.

This course was created by the Rethink Education Content Development Team in …

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 7th Grade Math.

This course was created by the Rethink Education Content Development Team in …

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 7th Grade Math.

This course was created by the Rethink Education Content Development Team in …

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 7th Grade Math.

This lesson is intended to help you assess how well students are …

This lesson is intended to help you assess how well students are able to: ? Form and solve linear equations involving factorizing and using the distributive law. In particular, this unit aims to help you identify and assist students who have difficulties in: ? Using variables to represent quantities in a real-world or mathematical problem. ? Solving word problems leading to equations of the form px + q = r and p(x + q) = r.

In this lesson, students use an area model to write products as …

In this lesson, students use an area model to write products as sums and sums as products. Students use the fact that the opposite of a number is the same as multiplying by -1 to write the opposite of a sum in standard form. Students recognize that rewriting an expression in a different form can shed light on the problem and how the quantities in it are related.

In this lesson, students use an area/rectangular array model and distributive property …

In this lesson, students use an area/rectangular array model and distributive property to write products as sums and sums as products. Students use the fact that the opposite of a number is the same as multiplying by -1 to write the opposite of a sum in standard form. Students recognize that rewriting an expression in a different form can shed light on the problem and how the quantities in it are related.

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