Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. (7.RP.3.) (DOK 1,2) Mathematical Practice Standards are addressed within the Number System domain. Almost Never 1 Rarely 2 Occasionally 3 Frequently 4 Almost Always 5 Specific mathematical practice standard(s) that were addressed: . The Number System: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 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.(7.NS.1.) (DOK 1,2) 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. 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. 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. Apply properties of operations as strategies to add and subtract rational numbers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. (7.NS.2.) (DOK 1,2) Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of
*Rating Descriptors Operationally Defined: Almost Never – grade level standard/skill is demonstrated/observed very little or not at all (with appropriate accommodations) with no generalization of skill across days and novel tasks. Rarely – grade level standard/skill is demonstrated/observed infrequently (with appropriate accommodations) with little or no generalization of skill across days and novel tasks; teacher prompting does not always result in demonstration of skill. Occasionally – grade level standard/skill is demonstrated/observed periodically (with appropriate accommodations) with inconsistent generalization across days and novel tasks; teacher prompting is often necessary for skill to be generalized. Frequently – grade level standard/skill is demonstrated/observed often (with appropriate accommodations) with consistent generalization of skill across days and novel tasks; occasional teacher prompting is necessary for skill to be generalized. Almost Always – grade level standard/skill is demonstrated/observed most of the time (with appropriate accommodations) with consistent and independent generalization of skill across days and novel tasks. Place calendar date next to the numeral to signify date of data summary, and a listing of utilized data sources, summary and next steps in the appropriate spaces Date #1: Baseline Data Sources Date #2: Data Sources: Summary: Next Steps: Date #3: Data Sources: Summary: Next Steps: Date #4: Data Sources: Summary: Next Steps: Date #5: Data Sources: Summary: Next Steps: Date #6: Data Sources: Summary: Next Steps: Date #7: Data Sources: Summary: Next Steps: Date #8: Data Sources: Summary: Next Steps: Date #9: Data Sources: Summary: Next Steps: Date #10: Data Sources: Summary: Next Steps: Date #11: Data Sources: Summary: Next Steps: Date #12: Data Sources: Summary Next Steps:
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