This is the calendar for math exploratory. I will put up all of the activities that we will be doing a week in advance. Your child will not have homework in this class unless they are not using their time wisely during their block. Any announcements that need to be made from me to you will also be on this page.
6th Six Weeks
Moneday  Tuesday  Wednesday  Thursday  Friday 
April 16, 2012 TEKS 7 (7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to: (A) locate and name points on a coordinate plane using ordered pairs of integers Learning Goal: Can I locate and name points on a coordinate plane using ordered pairs of integers? 1. Warm Up 2. Cornell Notes: Coordinate Graph 3. Activity: What do you know about coordinate graphing?

April 17, 2012 TEKS 7 (7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to: (A) locate and name points on a coordinate plane using ordered pairs of integers Learning Goal: Can I locate and name points on a coordinate plane using ordered pairs of integers? 1. Warm Up 2. Battleship Tournament

April 18, 2012 TEKS 7 (7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to: (A) locate and name points on a coordinate plane using ordered pairs of integers Learning Goal: Can I locate and name points on a coordinate plane using ordered pairs of integers? 1. Warm Up 2. Battleship Tournament 3. Begin 1st graphing picture once they are knocked out of the tournament 
April 19, 2012 TEKS 7 (7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to: (A) locate and name points on a coordinate plane using ordered pairs of integers Learning Goal: Can I locate and name points on a coordinate plane using ordered pairs of integers? 1. Warm Up 2. Graphing Picture Activity

April 20, 2012 TEKS 7 (7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to: (A) locate and name points on a coordinate plane using ordered pairs of integers Learning Goal: Can I locate and name points on a coordinate plane using ordered pairs of integers? 1. Finish Graphing Picture Activity

April 23, 2012 TEKS 7 (9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; Learning Goal: Can I estimate and solve application problems involving circumference and perimeter? Agenda: 1. Warm Up 2. Cornell Notes: Perimeter 3. Class Practice: Perimeter 
April 24, 2012 STARR Testing

April 25, 2012 STARR Testing

April 26, 2012 STARR Testing

April 27, 2012 STARR Testing

April 30, 2012 TEKS 7 (9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; Learning Goal: Can I estimate and solve application problems involving circumference and perimeter? Agenda: 1. Warm Up 2. Cornell Notes: Irregular Polygons 3. Class Practice: Irregular Polygons 
May 1, 2012 TEKS 7 (9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; Learning Goal: Can I estimate and solve application problems involving circumference and perimeter? Agenda: 1. Warm Up 2. Cornell Notes: Circumference 3. Class practice: Circumference 
May 2, 2012 TEKS 7 (9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; Learning Goal: Can I estimate and solve application problems involving circumference and perimeter? Agenda: 1. Warm Up 2. Circumference stations

May 3, 2012 TEKS 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) Estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes Learning Goal: Can I solve to find the area of polygons? Agenda: 1. Warm Up 2. Cornell Notes: Area of squares, rectangles, and parallelograms 3. Class Practice: Area of squares, rectangles, and parallelograms

May 4, 2012 TEKS 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) Estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes Learning Goal: Can I solve to find the area of polygons? Agenda: 1. Warm Up 2. Cornell Notes: Area of triangles and Trapezoids 3. Class Practice: Area of triangles and trapezoids

May 7, 2012 TEKS 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) Estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes Learning Goal: Can I solve to find the area of polygons? Agenda: 1. Warm Up 2. Review/ Cornell Notes: Area of Circles 3. Practice: Circle Project

May 8, 2012 TEKS 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) Estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes Learning Goal: Can I solve to find the area of polygons? Agenda: 1. Warm Up 2. Finish Circle Project

May 9, 2012 TEKS 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) Estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes Learning Goal: Can I solve to find the area of polygons? Agenda: 1. Warm Up 2. Test Area

May 10, 2012 TEK 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes Learning Goal: Can I solve problems to find area of polygons and other shapes? Agenda: 1. Warm Up 2. Quick Write: Composite figures 3. Cornell Notes: Composite figuresAirplane Hanger 
May 11, 2012 TEK 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes Learning Goal: Can I solve problems to find area of polygons and other shapes? Agenda: 1. Warm Up 2. Write your own composite figure questions

May 14, 2012 TEK 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes Learning Goal: Can I solve problems to find area of polygons and other shapes? Agenda: 1. Warm Up 2. Middle school math with PizzazzComposite figures 
May 15, 2012 TEK 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes Learning Goal: Can I solve problems to find area of polygons and other shapes? Agenda: 1. Warm Up 2. Make it/Take it with the student written questions 
May 16, 2012 TEK 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes Learning Goal: Can I solve problems to find area of polygons and other shapes? Agenda: 1. Warm Up 2. Make it take it with the composite figure questions 
May 17, 2012 TEK 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes Learning Goal: Can I solve problems to find area of polygons and other shapes? Agenda: 1. Warm Up 2. Area Review Stations 
May 18, 2012 TEKS 7. (6) Geometry and spatial reasoning. The student compares and classifies two and threedimensional figures using geometric vocabulary and properties. The student is expected to: (C) use properties to classify threedimensional figures, including pyramids, cones, prisms, and cylinders. Learning Goal: Can I identify 3d figures based on their characteristics? Agenda: 1. Warm Up 2. Cornell Notes: Identifying 3D figuresPrisms 
May 21, 2012 TEKS 7. (6) Geometry and spatial reasoning. The student compares and classifies two and threedimensional figures using geometric vocabulary and properties. The student is expected to: (C) use properties to classify threedimensional figures, including pyramids, cones, prisms, and cylinders. Learning Goal: Can I identify 3d figures based on their characteristics? Agenda: 1. Warm Up 2. Cornell Notes: Identifying 3D FiguresPyramids, Cylinders, and cones

May 22, 2012 TEKS 7. (9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and (C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders. Learning Goal: Can I find the volume of different 3D figures using their formulas? Agenda: 1. Warm Up 2. Cornell Notes: Volume of Prisms 3. Class Practice: Volume of Prisms

May 23, 2012 TEKS 7. (9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and (C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders. Learning Goal: Can I identify 3d figures based on their characteristics? Can I find the volume of different 3D figures using their formulas? Agenda: 1. Warm UP 2. Cornell Notes: Volume of cylinders 3. Class Practice: Volume of Cylinders

May 24, 2012 TEKS 7. (6) Geometry and spatial reasoning. The student compares and classifies two and threedimensional figures using geometric vocabulary and properties. The student is expected to: (C) use properties to classify threedimensional figures, including pyramids, cones, prisms, and cylinders. TEKS 7. (9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and (C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders. Learning Goal: Can I identify 3d figures based on their characteristics? Can I find the volume of different 3D figures using their formulas? Agenda: 1. Warm Up 2. Review Game: 3D figures and volume

May 25, 2012 Learning Goal: I will demonstrate my knowledge of math so far in seventh grade. TEKS 7 (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms (6) Geometry and spatial reasoning. The student compares and classifies two and threedimensional figures using geometric vocabulary and properties. The student is expected to: (C) use properties to classify threedimensional figures, including pyramids, cones, prisms, and cylinders (7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to: (A) locate and name points on a coordinate plane using ordered pairs of integers (8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to: (C) use geometric concepts and properties to solve problems in fields such as art and architecture. (9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; (B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and (C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders. Agenda: 1. Warm Up 2. Final Exam Review 
May 28, 2012 School Holiday

May 29, 2012 Learning Goal: I will demonstrate my knowledge of math so far in seventh grade. TEKS 7 (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms (6) Geometry and spatial reasoning. The student compares and classifies two and threedimensional figures using geometric vocabulary and properties. The student is expected to: (C) use properties to classify threedimensional figures, including pyramids, cones, prisms, and cylinders (7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to: (A) locate and name points on a coordinate plane using ordered pairs of integers (8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to: (C) use geometric concepts and properties to solve problems in fields such as art and architecture. (9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; (B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and (C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders. Agenda: 1. Final Exam

May 30, 2012 Learning Goal: I will demonstrate my knowledge of math so far in seventh grade. TEKS 7 (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms (6) Geometry and spatial reasoning. The student compares and classifies two and threedimensional figures using geometric vocabulary and properties. The student is expected to: (C) use properties to classify threedimensional figures, including pyramids, cones, prisms, and cylinders (7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to: (A) locate and name points on a coordinate plane using ordered pairs of integers (8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to: (C) use geometric concepts and properties to solve problems in fields such as art and architecture. (9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; (B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and (C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders. Agenda: 1. Warm Up 2. Final Exam Review 
May 31, 2012 Learning Goal: I will demonstrate my knowledge of math so far in seventh grade. TEKS 7 (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms (6) Geometry and spatial reasoning. The student compares and classifies two and threedimensional figures using geometric vocabulary and properties. The student is expected to: (C) use properties to classify threedimensional figures, including pyramids, cones, prisms, and cylinders (7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to: (A) locate and name points on a coordinate plane using ordered pairs of integers (8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to: (C) use geometric concepts and properties to solve problems in fields such as art and architecture. (9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; (B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and (C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders. Agenda: 1. Final Exam Review

June 1, 2012 No SchoolHappy Summer!!!!

5th Six Weeks
Monday  Tuesday  Wednesday  Thursday  Friday 
February 27, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; Learning Goal: Can I divide fractions? Agenda: 1. Warm Up 2. BrainPop video: Dividing Fractions 3. Review Dividing Fractions 4. Posters on Topic

February 28, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; Learning Goal: Can I divide fractions with models? Agenda: 1. Warm Up 2. Review Divide Fractions with models 3. Practice Dividing Fractions with models

February 29, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; Learning Goal: Can I divide fractions using simple and mixed fractions? Agenda: 1. Warm Up 2. Review Notes: Dividing Mixed Numbers 3. Board Races: Dividing Fractions 
March 1, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; Learning Goal: Can I multiply and divide fractions using both models and algorithms? Agenda: 1. Warm Up 2. Multiplying and dividing fractions Review Stations

March 2, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; Learning goal: I will demonstrate my knowledge of multiplying and dividing fractions using both models and algorithms. Agenda: 1. Warm Up 2. Test: Multiplying and dividing fractions

March 5, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals? Agenda: 1. Warm Up 2. Review steps for multiplying decimals 3. 6 Review Questions

March 6, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals? Agenda: 1. Warm Up 2. Review multiplying deciamals with pictures 3. 4 review questions for modeling multiplying decimals 
March 7, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals? Agenda: 1. Warm Up 2. Stations for multiplying decimals

March 8, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals? Agenda: 1. Warm Up 2. Daily Checkbook Activity 3. 5 Review Questions to be worked out on the board 4. Board Races 
March 9, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals? Agenda: 1. Warm Up 2. Grocery Shopping Activity with multiplying Decimals

March 19, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals? Agenda: 1. Warm Up 2. Review Notes: Dividing Decimals 3. 10 mixed review questions with 5 multiplying decimals and 5 dividing decimals

March 20, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals? Agenda: 1. Warm Up 2. Project Board Game: Work on board game in class Come up with a theme, rules, markers, and playing cards Each game the playing cards have to deal with either multiplying or dividing decimals 
March 21, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals? Agenda: 1. Warm Up 2. Project Board Game: Work on board game in class Come up with a theme, rules, markers, and playing cards Each game the playing cards have to deal with either multiplying or dividing decimals 
March 22, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals? Agenda: 1. Warm Up 2. Project Board Game: Work on board game in class Come up with a theme, rules, markers, and playing cards Each game the playing cards have to deal with either multiplying or dividing decimals 
March 23, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals? Agenda: 1. Warm Up 2. Project Board Game: Play other students board games

March 26, 2012 TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Learning Goal: Can I use both models and algorithms to show my knowledge of multiplying decimals? Agenda: 1. Warm Up 2. Project Board Game: Play other students board games 
March 27, 2012 (After 7^{th} grade writing STAAR) TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers? Agenda: 1. Warm Up 2. Review Integers with pictures

March 28, 2012(After 7^{th} grade writing STAAR) TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers? Agenda: 1. Warm Up 2. Review Integers with number lines

March 29, 2012 TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers? Agenda: 1. Warm Up 2. Magic Candy Activity with the red and yellow counters

March 30, 2012 TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers? Agenda: 1. Warm Up 2. Review Integers with pictures and number lines stations

April 2, 2012 TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers? Agenda: 1. Warm Up 2. Review Adding Integers Rules 3. 5 Practice Questions to be worked out by students on the board 
April 3, 2012 TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers? Agenda: 1.Warm Up 2. Review Subtracting Integers Rules 3. 5 Practice Problems to be worked out by students on the board 
April 4, 2012 TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers? Agenda: 1. Warm Up 2. Scavenger Hunt: Adding and Subtracting Integers with Rules ONLY!!!!

April 5, 2012 TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use counters, number lines, pictures, and algorithms to solve questions involving adding and subtracting integers? Agenda: 1. Warm Up 2. Integers Project: Balancing a checkbook (project grade)

No School :) 
April 9, 2012 TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use my knowledge of adding and subtracting decimals in all forms, and my knowledge of integers to be an adult for the week? Agenda: 1. Warm Up 2. Computer Lab: Pick a career , Buy a house, Buy a car

April 10, 2012 TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use my knowledge of adding and subtracting decimals in all forms, and my knowledge of integers to be an adult for the week? Agenda: 1. Warm Up 2. Time to pay bills electricity, water, car payment, mortgage, cell phone, car insurance, and cable bill 
April 11, 2012 TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use my knowledge of adding and subtracting decimals in all forms, and my knowledge of integers to be an adult for the week? Agenda: 1. Warm Up 2. Grocery Shopping Plan a party and get all of the needed supplies for your party

April 12, 2012 TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use my knowledge of adding and subtracting decimals in all forms, and my knowledge of integers to be an adult for the week? Agenda: 1. Warm Up 2. Time to fill up: you need gas in your car 3. Begin Booklet

April 13, 2012 TEKS (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; Learning Goal: Can I use my knowledge of adding and subtracting decimals in all forms, and my knowledge of integers to be an adult for the week? Agenda: 1. Warm Up 2. Finish Adult Booklet

4th Six Weeks
Monday  Tuesday  Wednesday  Thursday  Friday 
January 16 NO SCHOOL 
January 17 Learning Goal: The studen will understand the expectations in math exploratory.

January 18 TEKS 7.1 Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (A) compare and order integers and positive rational numbers Learning Goal:Can I use both the positive and negitive side of a number line to represent my life?

January 19 TEKS 7.1 Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (A) compare and order integers and positive rational numbers Learning Goal: Can I use both the positive and negitive side of a number line to represent my life?

January 20 TEKS 7.1 Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (A) compare and order integers and positive rational numbers Learning Goal: Can I use both the positive and negitive side of a number line to represent my life?

January 23, 2012 Learning Goal: I will demonstrate my knowledge of math so far in seventh grade. TEKS: TEKS 7 (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms (6) Geometry and spatial reasoning. The student compares and classifies two and threedimensional figures using geometric vocabulary and properties. The student is expected to: (C) use properties to classify threedimensional figures, including pyramids, cones, prisms, and cylinders (7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to: (A) locate and name points on a coordinate plane using ordered pairs of integers (8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to: (C) use geometric concepts and properties to solve problems in fields such as art and architecture. (9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; (B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; an (C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders. Agenda: 1. Warm Up: Fraction, Decimal, and Percent Practice 2. Benchmark: How much of what we are covering this semester do the students already know? 
January 24, 2012 Learning Goal: Can I use both positive and negative numbers on a timeline to represent my life? TEKS: 7 (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (A) compare and order integers and positive rational numbers Agenda: 1. Warm UpFractions, Decimals, and Percents Practice 2. Present Timelines

January 25, 2012
Learning Goal: Can I use my knowledge of fractions, decimals, and percents to change between all of the different forms? TEKS: 7 (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator Agenda: 1. Warm UpFractions, decimals, and percents practice 2. Talk about decimals, fractions, and percents a. why is it important to be able to change between the forms? b. how do you change the different forms? c. What are different ways that you see fractions, decimals, and percents? 3. Common FDP Chart

January 26, 2012
Learning Goal: Can I use my knowledge of fractions, decimals, and percents to change between all of the different forms? TEKS: 7 (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator Agenda: 1. Warm up: fractions, decimals, and percents practice 2. Finish Common FDP Chart 3. FDP Scavenger hunt

January 27, 2012
Learning Goal: Can I use my knowledge of fractions, decimals, and percents to change between all of the different forms? TEKS: 7 (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator Agenda: 1. Turn in warm up from the week 2. Math and Art Activity

Monday, January 30, 2012 Learning Goal: Can I use addition to solve problems involving fractions? TEKS: 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals Agenda: 1. Warm Up: Pizzazz book pg. C37 2. Cornell Notes: Adding Fractions 3. Guided Practice Adding Fractions

Tuesday, January 31, 2012 Learning Goal: Can I use addition to solve problems involving fractions? TEKS: 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals Agenda: 1. Warm up: Pizzazz book pg. C37 2. Adding Fractions: With pictures

Wednesday, February 1, 2012 Learning Goal: Can I use addition to solve problems involving fractions? TEKS: 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals Agenda: 1. Warm up: Pizzazz book pg. C37 2. Adding Fractions: Pizzazz book pg. C38 &C39

Thursday, February 2, 2012 Learning Goal: Can I use addition to solve problems involving fractions? TEKS: 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals Agenda: 1. Warm up: Pizzazz book pg. C 37 2. Adding Fractions with recipesStations 
Friday, February 3, 2012 Learning Goal: Can I use addition to solve problems involving fractions? TEKS: 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals Agenda: 1. Warm Up: Pizzazz Book pg. C 37 2. Adding Fractions BINGO!!! 
February 6, 2012 Learning Goal: Can I use subtraction to solve problems involving fractions? TEKS: 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals Agenda: 1. Warm Up: Pizzazz book 2. Cornell Notes: Subtracting Fractions 3. Guided Practice Subtracting Fractions

February 7, 2012 Learning Goal: Can I use subtraction to solve problems involving fractions? TEKS: 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals Agenda: 1. Warm up: Pizzazz book pg. C37 2. Subtracting Fractions: With pictures

February 8, 2012 Learning Goal: Can I use subtraction to solve problems involving fractions? TEKS: 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals Agenda: 1. Warm up: Pizzazz book 2. Subtracting Fractions: Borrowing

February 9, 2012 Learning Goal: Can I use subtraction to solve problems involving fractions? TEKS: 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use subtraction, subtraction, multiplication, and division to solve problems involving fractions and decimals Agenda: 1. Warm up: Pizzazz book pg. C 37 2. Subtracting Fractions Pizzazz Book 
February 10, 2012 Learning Goal: Can I use subtraction to solve problems involving fractions? TEKS: 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use subtraction, subtraction, multiplication, and division to solve problems involving fractions and decimals Agenda: 1. Warm Up: Pizzazz Book pg. C 37 2. Test 41: FDP, Adding and Subtracting Fractions 
February 13, 2012 Learning Goal: Can I solve problems involving adding and subtracting decimals? TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals. Agenda: 1. Warm Up 2. Go over test from Friday 3. Cornell Notes: Adding and Subtracting Decimals 4. BrainPop: Adding and Subtracting Decimals 5. Independent Practice: Adding and Subtracting Decimals 
February 14, 2012 Learning Goal: Can I solve problems involving adding and subtracting decimals? TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals. Agenda: 1. Warm Up 2. Adding and subtracting decimals activity: Planning a family meal on a budget

February 15, 2012 Learning Goal: Can I solve problems involving adding and subtracting decimals? TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals. Agenda: 1. Warm Up 2. Adding and subtracting decimals activity: Going out to dinner

February 16, 2012 Learning Goal: Can I solve problems involving adding and subtracting decimals? TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals. Agenda: 1. Warm Up 2. Adding and subtracting decimals activity: Going out to dinner

February 17, 2012 Learning Goal: Can I solve problems involving adding and subtracting decimals? TEKS 7 (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals. Agenda: 1. Warm Up 2. Adding and subtracting decimals activity: Finish going out to dinner 3. Go over going out to dinner activity

No School :) 
February 21, 2012 Learning Goal: I will demonstrate my knowledge of adding and subtracting decimals. 1. Review Multiplying Fractions 2. Brain popMultiplying Fractions (You will have to stop it early before it hits dividing as well) 3. Class Practice: Multiplying Fractions 
February 22, 2012 Learning Goal: Can I multiply fractions using models? 1. Warm Up 2. Practice Multiplying Fractions with models (Folding Paper Activitiy)

February 23, 2012 Learning goal: Can I multiply fractions using an algorithm? 1. Warm Up 2. Fraction Match Up 3. Drawing models to represent fractions

February 24, 2012 Learning Goal: Can I multiply fractions using both models and algorithms? 1. Mixed practice with multiplying fractions, mixed numbers and modeling 2. Multiplying fractions Board Races 
5th Six Weeks