This resource is designed to assist students understanding of real-world applicaitono f mathematical concepts.  Students will complete their investigation over the course of 4-5 days, following the multi-segment program "Mathnet" from the PBS series "Square One Television" While watching the day's segment, students will be recording in their notebooks the following information: math concepts used/referred to, important clues about the investigation, and individuals who they believe are "persons of interest."  Following the last video segmnet, students will complete their I"Investigation Report" for submission to their supervisor (a.k.a the teacher).

Within the physical science strand of 7th grade science, students focus on the motion of objects. In this task, students will assume the role of school board members who must discuss and vote on the issue of including seatbelts in the district’s school buses. Students will read nonfiction passages regarding this issue to prepare for the board meeting that will take the form of a Socratic Seminar. Students will then individually cast their votes through written explanations of their decisions that reference the discussion and provided passages. The real-world and interdisciplinary aspects of this lesson allow students to build meaningful connections and promote the development of 21st Century Skills. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

For this interactive, students solve each equation rounding their responses to the nearest hundredth.

In this interactive order of operations activity, students will solve the expressions, then rearrange the online domino tiles in order to match the correct answers.

In this interactive order of operations activity, students will solve the expressions, then rearrange the online domino tiles in order to match the correct answers.

Using paper, paper clips and tape, student teams design flying/falling devices to stay in the air as long as possible and land as close as possible to a given target. Student teams use the steps of the engineering design process to guide them through the initial conception, evaluation, testing and re-design stages. The activity culminates with a classroom competition and scoring to evaluate how each team's design performed.

In this lesson, students solve real-world percent problems involving tax, gratuities, commissions, and fees. Students solve word problems involving percent using equations, tables, and graphs. Students identify the constant of proportionality (tax rate, commission rate, etc.) in graphs, equations, tables, and in the context of the situation.

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 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 partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 7th Grade Math.

This word problem is based estimating the height of a person over time. Note that there is a significant amount of rounding in the final answer. This is because people almost never report their heights more precisely than the closest half-inch. If we assume that the heights reported in the task stem are rounded to the nearest half-inch, then we should report the heights given in the solution at the same level of precision.

In this lesson, students solve simple interest problems using the formula I = Prt, where I = interest, P = principal, r = interest rate, and t = time. When using the formula I = Prt, students recognize that units for both interest rate and time must be compatible; students convert the units when necessary.

https://docs.google.com/document/d/1Ys37bjRWz_XM4ujZcRO3uGf98MLSUDzzOy1x7SAm_eA/copyTeaching, practicing, and assessing two-step equations in an advanced learning plan format! This resource was developed as part of a professional learning opportunity funded by the NCDPI Digital Learning Initiative Planning Grant.

https://docs.google.com/document/d/1ao7wAf9BC726REvQ0JO52YS1HrQGYkNjFLquLbeVFo4/copyTeaching, practicing and assessing two-step inequalities in an advanced learning plan format!This resource was developed as part of a professional learning opportunity funded by the NCDPI Digital Learning Initiative Planning Grant.

In this lesson, students understand and use the addition, subtraction, multiplication, division, and substitution properties of equality to solve word problems leading to equations of the form px + q = r and p(x + q) = r where p, q, and r are specific rational numbers. Students understand that any equation with rational coefficients can be written as an equation with expressions that involve only integer coefficients by multiplying both sides by the least common multiple of all the rational number terms.

In this lesson, students understand and use the addition, subtraction, multiplication, division, and substitution properties of equality to solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Students understand that any equation can be rewritten to an equivalent equation with expressions that involve only integer coefficients by multiplying both sides by the correct number.

On the 7th Student Materials page you will find: the Mathematical Foundation (an explanation of the mathematical content in each chapter), the Student Workbook (an overview of the chapter, daily class activities and matching homework sets, Practice Standards connections for the chapter, and student self-assessments), a link to purchasing a soft-cover version of the workbook (these are available at cost, however you are free to print all materials yourself), and a parent manual (this is the student workbook with selected answers and explanations.)

On the 7th Teacher Support Materials page you will find a Teachers’ Edition to the Student Workbook. It contains answers to all problems, pedagogical suggestions, and explanations of the mathematical flow of the workbook. Additionally, you will find the word version of the Student Workbook.

For this interactive, students complete web-based tasks to explore how percent is used in people's daily lives and to identify specific examples of how it is used in their daily lives.

I turned each 5-part episode (each segment  last about 14 mintues) in an end-of-class activity for students.  For days 1-4, students would review the first 4 parts and make notes in their individual investigation ntoebooks (a.k.a. compoisiton books).  They would record math concepts, questions they had about the investigation, and any people of interest.  On day 5, usually Friday, students would watch the last segment, and then complete their weekly investigation form, focusing on using their notebooks for math concepts, persons of itnerest, questions from the investigation, etc.,Two results of this activity are:Students are more engaged in learning about the day's content and less inclined to be passive learners.Students are seeing concepts covered in both my and previous math classes and how they can be utilized in everyday life.I believe this is asissting students in become not only more active learniers, but also in becoming practical learners where the can utilize content to assist in solving problems.I've attached two of the investigation forms.  One is a completed verison of "The Case of the Missing Baseball" and the other is a ready for completion verison of "The Case of the Dirty Money"  The videos themselves are available on various Youtube channels, and I have heard that the program is available on DVD.

This lesson is about cost limitations on mission design. Learners will be given a budget of $150,000 and an approved subcontractor list that has a listing of the materials and costs for construction. This is activity 6 of 7 in "Dynamic Design: Launch and Propulsion."