M/J Grade 6, 7, & 8 Mathematics

Unit : 1 Dates: M/J Grade 6, 7, & 8 Sept 19 – Sept 23 Mathematics Modules 2

Florida Standard(s): Benchmarks, MAFS.6.NS.2.4 - Find the greatest common factor of two whole numbers less than descriptions, DOK or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole levels, standards numbers 1–100 with a common factor as a multiple of a sum of two whole numbers unpacked (know/do) with no common factor. For example, express 36 + 8 as 4 (9 + 2). highlighted  Fluently identify the factors of two whole numbers less than or equal to 100 and determine the greatest common factor.  Fluently identify the multiples of two whole numbers less than or equal to 12 and determine the least common multiple.  Apply the distributive property to rewrite addition problems by factoring out the greatest common factor. MAFS.7.NS.1.3 (DOK 2) Solve real-world and mathematical problems involving the four operations with rational numbers. (procedural, application)  Add, subtract, multiply, and divide rational numbers.  Solve real-world mathematical problems by adding, subtracting, multiplying, and dividing rational numbers, including complex fractions.

MAFS.8.EE.1.1: (DOK 1) Know and apply the properties of integers exponents to generate equivalent numerical expressions. For example, 3² ×3-5=3-3=1/3³=1/27. [procedural]  Explain the properties of integer exponents to generate equivalent numerical expressions. For example,  3² x 3-5 = 3-3 = 1/33 = 1/27.  Apply the properties of integer exponents to produce equivalent numerical expressions. Learning Goal: 6th Grade Module 2: The student is expected to find the GCF of two whole numbers less than or equal to 100 and the LCM of two whole numbers less than or equal to 12. The student is expected to use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor.

7th Grade Module 2: The students is expected to represent real-world quantities with integers, and then solve the problems by finding the products or quotients of integers.

8th Grade Module 2: The student is expected to simplify calculations with very large and very small numbers by first writing in scientific notation.

Assessments Pre Assessment : Schoology.com

Formative Assessments: MARS Task, EngageNY, IXL, HMH Quiz, Illustrative Mathematics, and CPALMS

Summative Assessment: eduphoria, schoology, HMH online Test Essential Question(s): 6th Grade Module 2: 1. How can you find and use the greatest common factor of two whole numbers? 2. How do you find and use the least common multiple of two whole numbers? 7th Grade Module: 1. How can you use multiplication and division of integers to solve real-world problems? 2. How do you multiply integers? 3. How do you divide integers?

8th Grade Module: 1. How can you use scientific notation to solve real-world problems? 2. How can you develop and use the properties of integer exponents? 3. How can you use scientific notation to express very large quantities? 4. How can you use scientific notation to express very small quantities? 5. How do you add, subtract, multiply, and divide using scientific notation? Progress Monitoring/ Pre-assessment, PL Flow, May do’s, Must do’s, Thinking maps, and post test. Feedback Loop Higher Order 6th Grade Module 2 Question(s)  How can you use factor lists or the prime factorizations to find the GCF?  How is the distributive property used to express a sum of two whole numbers?

7th Grade Module 2  What is the relationship of the quantities?  How would you represent ______?  What observations can you make about?

8th Grade Module 2:  What are some other problems that are similar to this one?  What is the relationship between ______and ______?  How would you represent ______?  What mathematic consistencies do you notice? Key Vocabulary 6th Grade Module 2:  Factor  Greatest Common Factor (GCF)  Multiple  Least Common Multiple (LCM)  Distributive Property

7th Grade Module 2:  Divide  Dividend  Divisor

8th Grade Module 2: Base  Exponents  Integers  Positive Number  Standard Notation  Power

Monday Unit: 1 Module 1 Rigor Level: 2 Daily Agenda Daily  Student can find the GCF and LCM of two numbers Objective BELL  Find the GCF of 72 and 112 RINGER I DO:  Review bell ringer. Review GCF and LCM WE DO:  GCF Packet. Answer any questions. YOU DO:  Finish your GCF packet in groups or alone. Homework  IF not on teacher pace you will need to complete assignments to catch up.

Tuesday Unit: 1 Module 1 Rigor Level: 2 Daily Agenda Daily  I can find the GCF and LCM of two numbers Objective BELL  Find the LCM of RINGER I DO:  Review Bellwork  Give notes out on LCM.  Small group in all classes as needed WE DO:  Take Cornell notes on LCM  LCM Packet  Work in groups or alone YOU DO:  Begin working on packet Homework  IF not on teacher pace you will need to complete assignments to catch up.

Wednesday Unit: 1 Module 1 Rigor Level: 2 Daily Agenda Daily  I can find the GCF and LCM of two numbers Objective BELL  LCM Word Problem RINGER I DO:  Review Bellwork  Review LCM Notes WE DO:  Go over notes  Answer any question about LCM YOU DO:  Finish LCM Packet Homework  IF not on teacher pace you will need to complete assignments to catch up.

Thursday Unit: 1 Module: 1 Rigor Level: 2 Daily Agenda Daily  I can find the GCF and LCM of two numbers and use the distributive property to Objective rewrite two numbers as the product of the GCF and the sum of 2 other numbers. BELL RINGER  LCM word problem on the board I DO:  Review Bellwork  Review for Posttest WE DO:  Answer any questions about the test. YOU DO:  Review on GCF and LCM Homework  Complete any assignment.

Friday Unit: 1 Module 1 Rigor Level: 2 Daily Agenda Daily  I can find the GCF and LCM of two numbers and use the distributive property to Objective rewrite two numbers as the product of the GCF and the sum of 2 other numbers BELL RINGER  GFC and LCM word problem I DO:  Review Bellwork  Go over instructions on posttest  Hand out posttest WE DO:  Answer any questions and concerns about the test.  You DO:  Take posttest on GCF/LCM and distributive property  Take pre-test on Rational Numbers Homework  Complete any missing assignments. Note: Learning Scales and Accommodations are below. WICR Strategies used during each unit. Writing Inquiry Collaboration Reading Writing activities that help Questioning strategies Working together with a Any strategies in reading students understand the that help students partner or in a group of that help students content understand the content students to understand, to understand problem solve, or to complete a task/project Writing-to-Learn Higher level questioning Think Pair Share Before reading activities • summaries in classes • vocabulary activities Process writing • Costa’s Level 1: Students Sharing ideas with a • accessing prior • using a rubric as find the answers right there partner or in a group knowledge evaluation in the text. • making predictions On-demand/Timed writing Carousel/Gallery Walk • writing that is completed • Costa’s Level 2: Students During reading activities Problem solving in groups in class within a set amount must figure out the answer • marking the text of time from information in the • Cornell notes text. Projects in groups • grade is evaluated using a • graphic organizers rubric • Cornell Notes Costa’s Level 3: Students After reading strategies apply what they have • taking notes on the most • summarizing learned or use what they important information • group projects • summarizing have learned to evaluate or create. • using the notes to study Reflective writing • students write about what they have learned and what they still need Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students  Read directions for the  Allow student time to step  Extended time on  Read Aloud to Students student out to de-escalate assignments =1 day  Visual manipulatives  Check for  Testing in small groups  Preferential seating  Cooperative Learning, understanding  Use of a planner/binder for  Written direction given  Vocabulary,  Allow to leave class for organization  Break directions into Description, assistance  English Language chunks Introduction,  Extra time for exams Dictionary  Differentiated  Daily agenda instructions .

Student Friendly Mathematical Practice Statements MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. • Make a plan! • Try different approaches when your problem is hard. • Solve your problem in more than one way. • Check whether your solution makes sense.

MAFS.K12.MP.2.1 Reason abstractly and quantitatively. • Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others. • Explain both what to do and why it works. • Work to make sense of others’ mathematical thinking. MAFS.K.12.MP.4.1 Model with mathematics. • Apply math to real-world situations. • Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems. MAFS.K12.MP.5.1 Use appropriate tools strategically. • Choose appropriate tools for your problem. • Use mathematical tools correctly and efficiently. • Estimate and use what you know to check the answers you find using tools.

MAFS.K12.MP.6.1 Attend to precision. • Communicate your mathematical thinking clearly and precisely. • Use the level of precision you need for your problem. • Be accurate when you count, measure, and calculate. MAFS.K12.MP.7.1 Look for and make use of structure. • Find, extend, analyze, and create patterns. • Use patterns and structures to solve problems. MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning. • Use patterns and structures to create and explain rules and shortcuts. • Use properties, rules, and shortcuts to solve problems. • Reflect on your thinking before, during, and after you solve a problem.