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Institute Student Achievement Toolkit

Entering 8th Grade Mathematics: Overview and Unit Plan
This ISAT includes Common Core Math Standards from 7
th
grade

Please read this document in its entirety before planning your Math Block lessons.
This document contains:
Connection to Summer Learning Goals
Connection to the Common Core National Standards
Big Ideas in this Grade Level
Mathematical Practices
Stages of Math Instruction
Authors Notes
(insert grade level here) Unit Plans
o Table 1. Common Addition and Subtraction Situations
o Assessment Rubrics

Summer Learning Goal
Goal

Our summer institute student achievement goal is that on average, students will achieve 100% of their individual growth goals.


Common Core State Standards
The objectives in this grade level ISAT were derived from the Common Core State Standards. The Common Core State Standards is a state-led
effort to provide clarity and consistently among states and they have been adopted by 45 states. For more information please see the Common
Core State Standards Initiative homepage.

Access California's Common Core Standards Here




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Big Ideas in this Grade Level
The following explanation is taken from the Arizona's Common Core State Standards. This ISAT includes standards and objectives from the first
three areas.

In Grade 7, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and
using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the
system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing
understanding of statistical thinking.

(1) Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and
rates as deriving from, and extending, pairs of rows (or columns) in the multiplication table, and by analyzing simple drawings that indicate the
relative size of quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope
of problems for which they can use multiplication and division to solve problems, and they connect ratios and fractions. Students solve a wide
variety of problems involving ratios and rates.

(2) Students use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to
understand and explain why the procedures for dividing fractions make sense. Students use these operations to solve problems. Students extend
their previous understandings of number and the ordering of numbers to the full system of rational numbers, which includes negative rational
numbers, and in particular negative integers. They reason about the order and absolute value of rational numbers and about the location of points
in all four quadrants of the coordinate plane.

(3) Students understand the use of variables in mathematical expressions. They write expressions and equations that correspond to given
situations, evaluate expressions, and use expressions and formulas to solve problems. Students understand that expressions in different forms
can be equivalent, and they use the properties of operations to rewrite expressions in equivalent forms. Students know that the solutions of an
equation are the values of the variables that make the equation true. Students use properties of operations and the idea of maintaining the
equality of both sides of an equation to solve simple one-step equations. Students construct and analyze tables, such as tables of quantities that
are in equivalent ratios, and they use equations (such as 3x = y) to describe relationships between quantities.

Mathematical Practices

The standards give teachers and students an understanding of the content that must be taught. In the Common Core documents, there are also
Mathematical Practices listed along with the standards. The same eight mathematical practices should be utilized in all grade levels and can be
thought of as the way we engage with and teach math. The standards tell us the content (what to teach) and the mathematical practices give us
a better understanding of how to teach.

Although the units do not specify specific mathematical practices, the ones that are embedded most often are included below. The explanations
are taken from Arizona's Common Core State Standards documents for 7
th
grade.

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7.MP.1
Makes sense of problems and
persevere in solving them
In grade 7, students solve problems involving ratios and rates and discuss how they solved them.
Students solve real world problems through the application of algebraic and geometric concepts.
Students seek the meaning of a problem and look for efficient ways to represent and solve it. They
may check their thinking by asking themselves, What is the most efficient way to solve the problem?,
Does this make sense?, and Can I solve the problem in a different way?.

7.MP.3
Construct viable arguments and
critique the reasoning of others
In grade 7, students construct arguments using verbal or written explanations accompanied by
expressions, equations, inequalities, models, and graphs, tables, and other data displays (i.e. box
plots, dot plots, histograms, etc.). They further refine their mathematical communication skills through
mathematical discussions in which they critically evaluate their own thinking and the thinking of other
students. They pose questions like How did you get that?, Why is that true? Does that always
work?. They explain their thinking to others and respond to others thinking.

7.MP.4
Model with mathematics
In grade 7, students model problem situations symbolically, graphically, tabularly, and contextually.
Students form expressions, equations, or inequalities from real world contexts and connect symbolic
and graphical representations. Students explore covariance and represent two quantities
simultaneously. They use measures of center and variability and data displays (i.e. box plots and
histograms) to draw inferences, make comparisons and formulate predictions. Students use
experiments or simulations to generate data sets and create probability models. Students need many
opportunities to connect and explain the connections between the different representations. They
should be able to use all of these representations as appropriate to a problem context.

7.MP6
Attend to precision
In grade 7, students continue to refine their mathematical communication skills by using clear and
precise language in their discussions with others and in their own reasoning. Students define variables,
specify units of measure, and label axes accurately. Students use appropriate terminology when
referring to rates, ratios, probability models, geometric figures, data displays, and components of
expressions, equations or inequalities.

For more information on the mathematical practices and how they can be integrated into daily lessons, please refer to the Elementary Math Core
Components Document.







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Stages of Math Instruction

At various times throughout this unit plan, you will notice references to teaching math using concrete or abstract instructional methods. For many
concepts, you will teach the same content over multiple objectives. In the first objective, you will be asked to teach it using some type of
manipulative* or to represent the concept with pictures. The second objective will focus on teaching the objective using numbers (the most
abstract method). This sequence is based on the idea that students should learn math concepts in stages, starting with the most concrete and
moving towards more abstract. Below is an explanation of each stage and what students should be doing in that stage.

In the younger grades the progression from concrete to abstract is broken down even further, however, by the time students reach upper
elementary and middle school math classes, the expectation is that they have developed the conceptual understanding for most content. As
states, districts, and schools complete the implementation of the Common Core State Standards, there may be some lag time in coherence
between grades for this process. At this level teachers should consider gaps and misunderstandings related to conceptual understanding on the
diagnostic assessment and how they can build intervention experiences to fill those. This could even include concepts related to addition and
subtraction (do students understand what is happening during addition and subtraction?). An effort has been made to bridge some of these gaps
in multiplication and division.

For more information on the stages of math instruction click here.

*Manipulatives are any items that can be used hands-on by students to help them better understand a math concept. This may include (but is
definitely not limited to) items such as red/yellow counters, base ten blocks, beans, paper clips, blocks or unifix cubes.
Concrete
In the concrete stage, students are using concrete objects to develop an understanding of math at a conceptual level.
In this stage, students are using a lot of manipulatives and doing hands-on work to understand the concept behind
the numbers.

Representational
In the representational stage, students are able to represent their understandings from the concrete stage using
pictures. These pictures may include drawings of the manipulatives used, tallies or other visual representations of the
concept.
This stage is a bridge between the concrete and the abstract stage.

Abstract
In the abstract stage, students are using numbers to represent their conceptual understanding of math.
This is the last stage of development and should come after students have had the opportunity to explore and
understand a concept in the concrete stage.




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Authors Notes
Topic Notes
Sequencing of
Objectives
Teaching Blocks
For the most part, objectives in this unit plan are sequenced in a logical order for teaching. However, teachers should use the
diagnostic assessment data to determine, not only what objectives need to be taught, but also the order that makes the most
sense for student learning. Conversations with school site staff, especially faculty advisors (FAs), will help teachers develop an
understanding of what is most important for students at this grade level.
Assessment
Administration
The assessment for each unit contains one question per objective. Assessment items should be used to help teachers build
their daily lesson assessments. In order to complete some of the assessment items students may need manipulatives, colored
pencils, or other materials. Be sure to read the assessment in advance to determine the materials necessary for student
completion. Additionally, some items may require teachers meet with students one-on-one to hear their thinking. Teachers
should work together, along with their faculty advisor, to ensure these problems can be completed during the assessment.

Several assessment items require that students explain their thinking. The answers provided in the answer document should be
used as a guide. Students may explain in different ways that still demonstrate mastery of the objective. Teachers should use
their best judgment when scoring students explanation.
Assessment rubrics will be used to score the summative assessment. These rubrics should also be used to develop daily lesson
assessments and drive students towards mastery on a daily basis. The rubrics and an explanation can be found in this
document.
Rigor
Each objectives student action (SWBAT identify, compute, create, etc.) is specifically aligned to the level of rigor called for in the
standard.
Much of the rigor for these objectives comes from students demonstrating an ability to explain their thinking and the
mathematical concepts behind the math they are doing. Some objectives require students demonstrate their understanding
through a pictorial representation. To support students in developing these skills, daily lessons must have a focus on discussion
and written explanation.
Supporting
English
Language
Learners
There are many strategies that can be used to support English Language Learners. The list below includes a few low-prep,
high-yield strategies that should be used in every lesson.
Sentence Frames provide students with the language needed to express their ideas. They allow students to focus on
the content. Sentence frames should be used each lesson to promote mathematical discourse in the classroom.
Incorporating Student Talk. Throughout the lesson students should have the opportunity to stop, think about content,
and engage in conversation with their classmates. This promotes both their speaking and listening skills, as well as their
understanding of mathematical content. Teachers should provide explicit instruction on partner talk during the first days
of school.
Explicit Vocabulary Instruction. Teaching English Language Learners academic language is important to their
success in the content and in developing English language proficiency. At a minimum explicit vocabulary instruction

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should include a teacher-provided definition and visual. For more ideas on mathematical vocabulary development see
Anita Archer Vocabulary Videos. Although these videos focus on language arts, the techniques used apply to all content
areas.
The use of maniputlatives is another strategy for English Language Learners. Objectives that lend themselves to the
use of manipulatives have been identified. If it makes sense to incorporate their use in additional objectives to support
the needs of your students, please do so.
Helpful Websites
for all Standards
http://learnzillion.com/explore
You can filter your search by selecting the Domain and Standard that match the ones listed at the top of the unit you are
teaching.
o Check Grade 7 because this ISAT is based on

7
th
Grade standards
o Domain: At the beginning of each of the following units you will find the Common Core Standard listed,
including a domain
G = Geometry
NS = Number System
EE = Expressions and Equations
RP = Ratios and Proportional Relationships
o Standard: Within each domain, choose the standard that matches the one listed and explained at the top of
the unit plan.
Once you search using this criteria, you will see many lessons and explanations that align with the daily objectives in the
unit plan.

http://www.k-5mathteachingresources.com/
On the left side, you can filter using grade level. Just remember, this ISAT is written based on 6
th
grade standards.
Once you choose a grade level, you can browse for resources and lesson ideas by standard (which can be found at the
top of each unit plan).
Although written for younger grades, resources may be adapted or utilized for intervention opportunities

www.illustrativemathematics.org
According to the website, Illustrative Mathematics provides guidance to states, assessment consortia, testing
companies, and curriculum developers by illustrating the range and types of mathematical work that students experience
in a faithful implementation of the Common Core State Standards, and by publishing other tools that support
implementation of the standards.

www.khanacademy.org
This website provides videos and tutorials around a number of math concepts
They also have a twitter handle @khanacademy

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www.insidemathematics.org
Provides sample plans and videos for high quality math instruction, especially around mathematical discourse
Can search by standard or mathematical practice

Mathematical
Terminology
Throughout the unit plans there are math specific terms that may need explanation as teachers develop their content
knowledge. The following resources provide glossaries that can be used throughout the learning process.
Math.Com
Math Words
Cut the Knot
Culturally
Responsive
Teaching and
Resources
There are several websites that provide guidance around designing instruction to be Culturally Responsive. Those resources are included
below. When considering which resources you are going to use be sure that the math is strong and aligned to the objective and standard.
Radical Math includes some additional considerations when choosing lesson methods that are culturally responsive.
Radical Math provides guidance around designing mathematics instruction with social and economic justice in mind. It provides over
700 lesson plans, articles, charts, etc. to support in lesson plan design.
Culturally Situated Design Tools
This article from tolerance.org provides rationale about the purpose of combining mathematics instruction and social and economic
justice.
Teaching Tolerance provides a bank of resources, including activities and lesson plans.
Rethinking Schools has some sample resources that can be accessed by clicking on the link for supplemental resources (on the right
hand side). If you would like more information, there is also a book, Rethinking Schools, that has additional resources (although
mostly for middle and high school).
















8
Lesson Warm Up for Entering 8
th
ISAT
Lesson Warm-
Ups
At the beginning of each lesson, students should engage in a math warm-up (5 minutes) which has them practicing
foundational skills. Below are some ideas for the skills that students at this grade level may need to practice. This can be
a time when students stand up, move around and have fun with math. Some of the warm-up concepts included are
pulled from the standards for this grade level and should not be included until students have learned those concepts in
class. When developing materials for the warm up (insert hyperlink to math drills) problems can be printed for an entire
week for environmental and monetary sustainability.
o Multiplication and Division of Whole Numbers
Students should have work with multiplication and division of whole number on a daily basis, using
visual models and the standard algorithm.
o Addition, Subtraction, and Multiplication of Decimals and Fractions
This ISAT focuses on multiplication and division of decimals and the division of decimals. Students
should have repeated exposure and ongoing practice with decimals and fractions and all the
operations. Please see the Common Core State Standard Progression Documents for information
on how these concepts have been introduced and practiced in previous grade levels.
o As objectives are taught, teachers may want to incorporate them into the warm-up so that students are
continuously practicing and solidifying their mastery of the content.

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8th Grade Mathematics: Addition and Subtraction of Rational Numbers Unit Plan
Number Common Core Standard
7.NS.1

Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and
subtraction on a horizontal or vertical number line diagram.
a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its
two constituents are oppositely charged.
b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is
positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational
numbers by describing real-world contexts.
c. Understand subtraction of rational numbers as adding the additive inverse, p q = p + (q). Show that the distance between
two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
d. Apply properties of operations as strategies to add and subtract rational numbers.
Resources This unit contains nine objectives. This content is the foundation on which more advanced algebraic concepts are built on. Students
need to know how to work with negative and positive rational numbers when performing all four operations. One concept students
may be rusty on is converting and comparing fractions to decimals to percentages. Knowledge of long division with decimals is
essential in doing this. This skill may not be completely mastered by your students, and may need to be included in warm-up
work/do-now activities.

You can find additional resources at the EngageNY website.
Number Objective Notes Assessment Item Answer
1a
7.NS.1.A




SWBAT explain using a
number line that two
opposite quantities combine
to make zero.


This concept is essential later on in 8
th
grade
and high school for understanding algebraic
concepts such as inverse operations and
canceling out.
Solve and explain using a
number line. -4+4
Solution: 0 because if you start
at -4 on a number line and go 4
spaces positive you will be at 0.
1b
7.NS.1.A





SWBAT describe situations
where opposites cancel out
to make zero.



This objective connects the one above to the
real world, making it more meaningful to our
students.
Describe a real-world example
involving you borrowing money
from a friend of when two
opposite values cancel out and
make zero.
Solution: I owed my friend 52
dollars (-52). Yesterday I paid
him 48 and today I paid him 4.
Since the positive sum I paid
him equals the negative value I
owed him, I am now at a zero
balance with my friend. -
52=48+4

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1c
7.NS.1.A
SWBAT explain using a
number line how adding
integers of negative/positive
value will move the sum
toward the negative or
positive side depending on
the values.


What frequently happens when teaching
integers is that the students are taught a trick
or a song to remember what to do with
negatives and positives when
adding/subtracting larger numbers where a
number line is not helpful. Understanding this
objective will help our students conceptualize
what happens on a smaller scale and then aid
in solving negative and positive values later on
down the road. For example, 5+(-10)=-5
worked out on a number line, students would
start at positive 5 then travel ten spots toward
the negative side of the number line. This
would have them end up on -5. Showing them
how this also connects to having the stronger
integer, (-10) being negative would result in
our answer also being negative.
Use a number line to add -5 + 7. Solution:
Students find -5 on the number
line and move 7 in a positive
direction (to the right). The
stopping point of 2
is the sum of this expression.
1d
7.NS.1.A
SWBAT explain using a
number line how two
negative integers will have
a negative sum.

Same idea as above. Creating this conceptual
framework for our students will help them
further on down the line when dealing with
more complex algebraic routines.
Solve and show using a number
line. -44 + -3
Solution: Student will draw a
number line showing the start at
-44 and how adding a negative
3 will move you more toward
the negative side of the number
line, equaling -47.
1e
7.NS.1.B

SWBAT create real world
scenarios with
interpretations of sums of
negative and positive
integers.
This objective will help students see how
integer operations relate to the real world and
how translate situations into mathematical
language. It is important that students are
shown how to write a problem from a real
world situation. They should be able to write
the problem, then translate into math.
Write a math problem including
your solution that involves a real
world example using integers.
Solution: A scuba diver started
at the surface (0) and dove
down to 50 feet below sea level.
She then came up 15 feet.
How far below sea level was
she? 35 feet below sea level.
0-50+15=-35
1f
7.NS.1.C

SWBAT explain how
subtraction of integers is
the same as adding the
inverse.

In this objective, students explore the
relationship when p is negative and q is
positive and when both p and q are negative
(p and q being any numberyou can also use
any variable to represent any number). You
want your students to see that when you are
subtracting integers of any value, negative or
positive, you are adding the inverse. This
objective builds on objective 1cstudents
Use a number line to illustrate
the solution to these two
problems:

7 4 and 7 + ( 4)

Explain why your answer is the
same for both problems.

Solution: -3

Explanation: For the first
problem, starting at 7 on the
number line, and subtracting 4
would end up on the 3 of the
number line. For the second,
starting at 7 and going toward
the negative 4 times would also

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need to have a concrete understanding of how
negative and positive integers are added in
order to start working with subtraction. A lot of
times, you will see a student try to flip a
subtraction problem around because they
have been taught to think that you cannot
subtract when the smaller number comes
first. For example, 5-13. A student will flip it
around saying 13-5=8 and their answer will be
8. Explaining to the students that you are
starting with 5, not 13, and you are taking 13
away from that 5, will leave you with a
negative value (-8). Connecting this to the real
world concept of money. If I start with $5 and
want to buy something for $13, will I have $8
left in my wallet after I pay? Your students
will say, No, of course not, that makes no
sense. They will come to the conclusion that
they will have to borrow $8 from a friend and
therefore be $8 in debt (-8).
This brings this concept back to 7.NS.1.B 1a,
where students write real world examples
where negative and positive integers come
into play.
end up on the 3. Therefore,
adding the inverse is the same
as subtracting.
1g
7.NS.1.C

SWBAT explain using a
number line how the
absolute value of the
difference between two
integers is the same as the
distance between them.



This objective builds on the previous one by
bringing subtracting integers back to our
number line. Example: -5-(4)=-9, when plotted
on a number line, -5 and 4 are 9 spaces away
from each other.
Using the provided number line
prove the following statement
and explain your answer. Show
your answer using

5 (-2)= 7


Solution: student will plot of -2
and 5, showing there are 7
spaces between them. | 7 | = 7

1h
7.NS.1.C
SWBAT describe a real
world situation where the
distance between two
numbers on a number line
is the same as the
difference between them.
Showing real world examples with the aid of a
number line will help greatly in teaching this
objective. Label the number line with
students, showing starting spot, ending spot
and then counting the spaces between them.
Try more complex problems too such as, -4-(-
Morgan has $4 and she needs
to pay a friend $3. How much
will Morgan have after paying
her friend? Show with labels on
a number line.
Solution:
4 + (-3) = 1 or (-3) + 4 = 1

Student will draw number line,
have the start ($4) labeled have
the three spots moved labeled,

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9)=5 2-(-6)=8 and then have the answer
labeled.
1i
7.NS.1.D
SWBAT apply properties of
operations as strategies for
adding and subtracting
rational numbers.

See rational numbers link above as well as the
link below for reinforcement of properties of
operations.

Explanation for properties of operations
Solve and explain what property
applies and why.

4/5+32%-24= -24+4/5+32%
Solution:
-22.88=-22.88 using
commutative property of
addition-no matter what order
the terms are in, the answer will
be the same.

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8th Grade Mathematics: Multiplication and Division of Rational Numbers Unit Plan

Number Common Core Standard
7. NS.2

Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy
the properties of operations, particularly the distributive property, leading to products such as (1)(1) = 1 and the rules for
multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero
divisor) is a rational number. If p and q are integers, then (p/q) = (p)/q = p/(q). Interpret quotients of rational numbers by
describing real-world contexts.
c. Apply properties of operations as strategies to multiply and divide rational numbers.
d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or
eventually repeats.

Resources This unit has eight objectives. The content draws on the last unit by expanding from addition and subtraction with integers to
multiplication and division. When teaching rules of integers, beware of memorization. Students need to be able to understand how
we get the rules, not just know them. This will help them remember the rules and use them in more creative ways. Conceptual
understanding of integer rules will also enable our students to work with more advanced problems.
Number Objective Notes Assessment Item Answer
2a
7.NS.2.A
SWBAT apply the rules for
multiplication and division of
integers.

Multiplying and dividing integer rules:
Same sign or an even number of
negative factors = a positive answer
(the negative signs cancel out) Ex: -
4(4)-4=64
Different sign or an odd number of
negative factors = a negative answer
Ex: -4(4)4=-64

Explanation for rules

Solve. -9(10)-5/3 Explain why your
answer is negative or positive.


150 positive Explanation:
My answer is positive
because two negative
signs cancel each other
out to make a positive.
2b
7.NS.2.A

SWBAT describe real world
scenarios involving the products
of rational numbers.

This objective helps students connect to
the real world that if you have a negative
amount, multiplying it by a positive would
get you just more negative.
Create a real-world scenario where
you might need to find the product of
rational numbers. Set up the problem
and solve.

Each week, I have to pay
$35 to the bank. This
would be -35. If I did this
for 3 weeks, -35(3)
would equal a total of -
105, meaning I would

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have to pay (being in the
negative) $105.
2c
7.NS.2.B

SWBAT explain how negative
signs are manipulated when
dividing negative and positive
integers and why.

Example: (p/q) = (p)/q = p/(
q)


This objective helps the students to
understand how the connection is made
between the rules above and the fact one
can move the negative sign around in a
fraction or division problem to get the
same answer. One thing that is important
to make understood is that there is only
one negative sign. A common
misconception when dealing with
negative fractions or division problems is
that the negative is just floating out in
front of the problem. Students should
know that the sign can be designated to
either the numerator or
denominator/divisor or dividend, NOT
both. If it were designated for both, the
negatives would end up canceling out
and equaling a positive answer.
Which of the following fractions is
equivalent to -4/5? Explain your
answer giving reasons for each option.

a) 4/-5
b) -16/20
c)-4/-5
Solution: a) is equivalent
because the negative
sign just moved to the
denominator. If the
changed to a decimal,
both would equal -.8 and
b) is equivalent because
simplified and turned into
a decimal it would also
equal -.8. For c) -4/-
5 would not be equivalent
because it would equal
positive .8.
2d
7.NS.2.C
SWBAT identify properties of
operations: commutative,
associative and distributive.




When teaching the following 3 objectives,
the CM may need to be allow practice in
identifying as well as applying each
property depending on specific classroom
need. This is background knowledge that
will be built upon later in 8
th
grade and
Algebra 1.

Explanation for properties of
operations

Commutative Property in Word
Problems Video

Commutative and Associative

Distributive Property lesson


Identifying assessment item:
What property of operations are
demonstrated below?

a) 3(x+4)=3x+12
b) 4c(3ab)=(4c)3ab
c) 6y(5)=6(5y)


a) is distributive because
the 3 is distributed by
multiplication to the x and
the 4.

b) is associative because
the grouping symbols are
rearranged

c) is commutative
because the order of the
factors was rearranged.

15
2e
7.NS.2.C
SWBAT explain how each
property is used and why each is
useful.
This PO is a way to check whether
students are able to apply their
knowledge of properties.
Explain how each of the properties
below are used and how each is
useful.

Commutative

Associative

Distributive
Commutative: This is
used by moving around
the order of the numbers
being multiplied. It is
useful if you would like to
multiply two numbers
before you multiply
another.

Associative: This is used
by moving around
grouping symbols in the
problem. It is useful if
you would like to change
the grouping and order of
the problem.

Distributive: This property
is used by giving out a
number outside the
parenthesis to the factors
inside by multiplication. It
is useful by getting rid of
grouping symbols.
2f
7.NS.2.C
SWBAT apply knowledge of
properties of operations as
strategies to multiply and divide
numbers

This objective will be needed later on in
7.EE.1 when combining like terms and
solving algebraic equations.

Simplify and explain what properties
you used to find your answer.
4(x+5)(3)

Solution: 12x+60
Students could have gone
about this two different
ways. First would be
using commutative
property and multiplying 4
and 3 first, getting 12 and
then distributing the 12 to
the x and the five.
Second would be using
distributive property first,
distributing the 4 to the x
and the five, then
multiplying 20 times 3.


16
2g
7.NS.2.D
SWBAT convert rational
numbers to decimals using long
division.

Students will have to be versed in long-
division in order to be able to do this.
CMs may want to pre-assess this skill in
order to see if it needs remediation.



Using long division, express the
following fractions as decimals.

a) 2/3
b) b) 4/3
c) c) 9 1/8
a) .666
b) 1.333
c) 9.125
2h
7.NS.2.D
SWBAT determine that a rational
number terminates in zeros or
eventually repeats.




Students need to see that in order to tell if
numbers are rational, fractions need to be
turned into decimals. This way it can be
determined whether or not the number
terminates in zeros or repeats with a
pattern. The use of () should be
explained as going on forever.
Assessment:
Which numbers are rational and why?
a) 0.33333
b) b) .593281
c) c) 28/7
d) d) 1/5
a) Yes, it is
repeating
b) No, it is not
repeating or
ending in 0.
c) Yes, it is a whole
number
d) Yes, it terminates
in 0


17
8th Grade Mathematics: Problem Solving and Linear Equations Unit Plan


Number Common Core Standard
7.NS.3.


7.EE.1

7.EE.2
Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers
extend the rules for manipulating fractions to complex fractions.)

Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities
in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05.

Resources This unit has four objectives. It is mainly focused on the four operations and applying properties to solve them. 7.EE.1 also focuses
on factoring and expanding linear expressions, which is very important for building background knowledge for algebra.
Number Objective Notes Assessment Item Answer
3a
7.NS.3.



SWBAT solve real world
problems involving addition and
subtraction.


Objective 3a and 3b of 7.NS.3 will pull
together all four operations and relate
them to real world situations. The
important part is using all different types of
rational numbersfractions, decimals and
percentagesin order to prepare our
students for the real world.
Jims cell phone bill is automatically
deducting $32 from his bank
account every month. How much
will the deductions total for the
year?
Solution:
-32 + (-32) + (-32) + (-32)+
(-32) + (-32) + (-32) + (-32)
+ (-32) + (-32) + (-32) + (-
32) = 12 (-32)
3b
7.NS.3.




SWBAT solve real world
problems using multiplication
and division with manipulating
fractions.
See above. A newspaper reports these changes
in the price of a stock over four
days: -1/8, -5/8, 3/8, -9/8.

What is the average daily change?
The sum is -12/8; dividing
by 4 will give a daily
average of -3/8
3c
7.EE.1
SWBAT identify each property
of operations and why it is
important.
The properties are something introduced
in earlier grades, but specifically the
distributive and commutative are
imperative for students in Algebra. For
students to factor algebraic
expressions/equations as well as
understand that combining like terms
doesnt change the value, they must
understand the 3 properties.
Which property of operations is
demonstrated in each example
below?
d) 3(1+4)=3+12
Why is this property useful?
e) 4(3 x 6)=(4 x 3)6
Why is this property useful?
f) 6 x 2 x 5 = 5 x 2 x 6
Why is this property useful?
When applying properties,
this mainly means
distributive property for
getting rid of grouping
symbols and commutative
for combing like terms

When teaching this
objective, vocabulary is key.

18

See the link below for reinforcement of
properties of operations.

Explanation for properties of operations

Linear Equations and
combining like terms

Expanding linear equations
using distributive property

Factoring linear equations

Distributive: to get rid of
grouping symbols

Associative: to regroup
numerical and algebraic
expressions/equations

Commutative: for combining
like terms in Algebra
3d
7.EE.1
SWBAT Apply properties of
operations as strategies to add,
subtract, factor, and expand
linear expressions with rational
coefficients.



When applying properties, this mainly
means distributive property for getting rid
of grouping symbols and commutative for
combing like terms When teaching this
objective, vocabulary is key.
Linear Equations and combining like terms

Expanding linear equations using
distributive property

Factoring linear equations
Which expression below is
equivalent to 4/3x +4 2/3 ?

a. 4/3(x+2)
b. 1/3(4x+5)
c. 2/3(2x+4)
d. 2/3(2x+7)
d
3e
7.EE.2
SWBAT rewrite expressions in
different forms.
This objective will help students
manipulate problems so they can
understand them better in order to solve.

For example, a + 0.05a is rewritten as
1.05a . This means that increase by 5%
is the same as multiply by 1.05.
Rewrite this expression in different
forms

1/3(x+4)
Possible answers:
.3(x+4)

.3x + .3(4)

1/3x + 1/3(4/1)

1/3x + 4/3

1/3x + 1 1/3

19
8th Grade Mathematics: Modeling and Solving Equations Unit Plan

Number Common Core Standard
7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients
7.EE.3
Solve reallife and mathematical problems using numerical and algebraic expressions and equations.
a. Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form (whole
numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any
form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her
salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door
that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check
on the exact computation.
7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve
problems by reasoning about the quantities.
a. 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. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the
sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm.
What is its width?
Resources This unit is a major capstone standard for arithmetic and its application, touching heavily upon the CCSSM focus standards of applying
and extending previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers, and using
properties of operations to generate equivalent expressions. Students will use and solve real-life mathematical problems using
numerical and algebraic expressions and equations, and will additionally will use variables to represent quantities in a real-world or
mathematical problem to construct and solve simple equations in one and two step with positive and negative rational numbers in any
form (whole numbers, fractions, and decimals), using tools appropriately and strategically. While gaining the understanding of solving
the one and two-step equations, students will make sense of the quantities and their relationships in problem situations, working on
their ability to decontextualize (to represent a given situation symbolically and manipulate the representing symbols as if they have a
life of their own) as well as the ability to contextualize (to pause as needed during the manipulation process in order to consider the
units involves and attending to the meaning of the quantities). In this unit, students are starting to interact more frequently with
variables and unknown amounts. Different manipulatives can be helpful when trying to balance equations, while problem solving
frameworks can help students break down wordy scenarios and find the stuff that really matters.
Number Objective Notes Assessment Item Answer
6.a
7.EE.2
SWBAT
translate
sentences
This lesson will be the
foundation for building
equations to model real world
Write an expression for
the sequence of
operations.
[1- (X + 3)] x 2

2(x+3) - 1

20
into
correspond
ing
numerical
expression
s.
situations. Students need to be
able to represent words with
numbers and operations.
Make sure to have student
focus on vocabulary in the
sentence that leads them to
use certain operations, and the
use of words like than can
change the order of your
expression. Students need to
make sure they are always
connecting back to order of
operations and using
parenthesis to help.

Add 3 to x, subtract the
result from 1, then double
what you have.
Add 3 to x, double what you
have, then subtract 1 from
the result.
6.b
7.EE.2
SWBAT
create
variable
expression
s to
represent
quantities
in a real
world
problem.
Building off the previous
lesson, students will now be
building expressions to model
real world situations. While
order is not always of the most
importance, it is necessary the
order still supports the same
scenario. Here, -2 represents
taking away 2 tickets from the
original 14 when going on
each ride.

When building expressions,
keep in mind the vocabulary
and wording of the scenario.
Malia is at an amusement
park. She bought 14
tickets, and each ride
requires 2 tickets.
Write an expression
that shows the
number of tickets
Malia has left if she
goes on X amount of
rides.

Expression:
__________________

How can each of the
following numbers and
expressions be
interpreted in terms of
tickets and rides?
Expression: 14 2x

14 = total tickets purchased
-2 = each ride takes away two tickets
2x = the number tickets multiplied by amount of rides

21
14 =
2 =
2x =

6.c
7.EE.1
SWBAT
translate
real-world
scenarios
into
correspond
ing
numerical
equations.
Extension of the previous
objective, but involving an
equation that can be solved. t
may help to start by asking
students to figure out the
elements that belong in the
equations (James, Tom, twice)
and how each of those should
be represented. Once they put
it together, students can solve
one step equations (learned
from 6
th
grade). Try scaffolding
up with simple one step
equations, The total bill at the
store was $32, Jill bought 8
items. How much was each
item if they all cost the same
amount?
Tom is 57 years old. Tom
has a son called James.
In three years, Tom will
be twice as old as James.

Write an equation to help
find out James age.

How old is James?
57 + 3 Tom
60 Tom
60/2 James

60 = 2j

J = 30

Right now, James is 27.
6.d
7.EE.4a
SWBAT
solve one
and two
step
equations
with
fluency.
This lesson builds off of the
previous lesson to incorporate
two-step equations. In this
lesson, it will be important to
incorporate the vocabulary:
coefficient, constant and
inverse operations. There is
an opportunity use
manipulatives in this lesson to
represent how equations can
be balanced.
Please look at the following
resource to learn more about
Solve the following
equation.

3 + 2x = 17

Describe the order you
used in solving this
equation.
Subtract three from both sides)
2x = 14
(Divide both sides by 2)
X = 7
I decided to move all of my constants to one side using the
inverse operation of -3, then I used the inverse operation
of division to separate the coefficient and variable to see
that x = 7.

22
how to represent solving
equations with manipulatives.
http://www.doe.virginia.gov/testin
g/solsearch/sol/math/A/m_ess_a-
4bd_2.pdf
http://www.slideshare.net/gemmab
ean/solving-two-step-equations-
using-algebra-tiles-161399

http://illuminations.nctm.org/Acti
vity.aspx?id=3482
6.e
7.EE.4
SWBAT
translate
real-world
scenarios
into
correspond
ing two
step
numerical
equations.
This objective ties back to 4a-
4c calling on students to tie
together real world vocabulary
and operations/variables, as
well as solving equations.
Encourage students to build
their skill of explaining all parts
of the equation after building it,
for example: 3 = the number of
known cans of soda x = the
number of six packs and 6
represents the number of cans
in a six pack.
A person bought 3 cans of
soda as well as several
six-packs of soda. Write
and solve an equation if
the person has a total of
27 cans.


Equation:

Solution:


3 + 6x = 27

3 = the number of known cans of soda x = the number of
six packs and 6 represents the number of cans in a six
pack. 27 is equal to the total number of cans.

Solution: Four 6 packs
6.f
7.EE.1
SWBAT to
apply
properties
of
operations
to solve
multi-step
equations
with
rational
numbers.
Students will need to combine
their prior knowledge of the
commutative property in the
previous unit to solving
equations in this unit.
Combining like terms is an
essential part of being
prepared to solve systems of
equations and multi-step
equations in Algebra 1.
Solve the following
equation.

4b + 3b + 7 = 70

Describe the order you
used in solving this
equation.
Soltution:9

Combine the like terms of 4b and 3b first to get one term
with a variable. Use inverse operations to subtract 7 from
both sides. Use inverse operations to separate the
variable and coefficient (divide). X=9
6.g SWBAT This objective ties back to 4a- The taxi fare in Gotham 10 = 2.40 + 0.2(x-1) +2

23
7.EE.4a use
algebraic
equations
to
represent
complex
real world
situations.
4c calling on students to tie
together real world vocabulary
and operations/variables, as
well as solving equations. The
added component in this
equation is the flat fee vs. the
variable cost and then
combining like terms before
solving the equation.
City is $2.40 for the
first mile and additional
mileage charged at the
rate $0.20 for each
additional mile. You plan
to give the driver a $2 tip.
How many miles can you
ride for $10?

Write an equation to
represent this situation:
Solve the equation to
determine how many
miles you can ride for
$10.

29 miles
6.h
7.EE.4
SWBAT
use
algebraic
solutions
to solve
multi-step
real world
problems.
The use of a problem solving
framework could be very
useful here. Since the
question has multiple parts,
and a lot of information,
students may need a way to
organize their calculations and
then synthesize them at the
end.

Student work and explanation
may vary, and even the order
in which they choose to solve.
Encourage students to discuss
their solution methods and
agree/disagree with other
students to find the most
efficient way to solve.

Jane and Eric are helping
their teacher buy supplies
for a research project.
Every student will get a
bag with 2 pencils and 30
index cards.
The teacher gave Jane
$17 to buy pencils from
the school store. The
pencils come in boxes of
12 and cost $1.69 per
box.
Eric was given $19 to buy
index cards at an office
supply store. Index cards
17 = 1.69x
X = 10.05
You have to round down because you cant by 11 packs or
incomplete packs.
-10 total boxes
-10 x 12 = 120 pencils

19 = 2.99x
X = 6.35
You have to round down because you cant buy 7 packs or
incomplete packs.
-6 total packs
-6 x 150 = 900 cards

120 pencils = 60 bags
900 cards = 30 bags

30 complete bags of supplies

24
are sold in packs of 150
cards and cost $2.99 per
pack.
Jane buys as many boxes
of pencils as she can
afford. Eric buys as many
packages of index cards
as he can afford. How
many complete bags of
supplies can they make?





Explanation of Assessment Rubric
You will use the following rubric on the summative assessment. In order to master an objective, students must be able to score a 3 or 4. The rubric
should also be utilized to help plan your daily lesson assessments and drive your students towards mastery. Assessing students on their ability to answer
correctly and explain their thinking, ensures they develop a deeper conceptual understanding of the concept. There may be some objectives where an
explanation is not required. Teachers should score on the elements required by the assessment question.

Score Level Mathematical Knowledge and Explanation
4 The answer is correct and all steps necessary to solve are shown.
If necessary, the answer is labeled (typically for word problems)
The written or oral explanation includes details about what they did and why they did it with
specific correct vocabulary
If specified by the question, includes a picture or model with a clear explanation of all components
3 The answer is correct and all steps necessary to solve are shown
If necessary, the answer is labeled (typically for word problems)
The written or oral explanation includes details about what they did, but may be less specific with
why they did it
If specified by the question, includes a picture or provides a model with a mostly clear explanation
of all components
2 The answer is correct, but the explanation provided is incorrect or minimal
The answer is incorrect, but the explanation provided demonstrates understanding of most of the concept

If the assessment item requires a picture or model, but it is not included, students score a 2 (even with a
correct answer and explanation)
1 Both the answer and the explanation are incorrect
0 The answer is incorrect and an explanation is not provided