
Shirley D Simmons Middle School
7^{th} Grade Math Syllabus
Course: Math
Grading Period: 1^{st} Nine Weeks
Instructor: Ms. Gray
tgray@madisonschools.com
School Statement:
The goal of each instructor at Shirley D. Simmons Middle School is to improve the lives of children and continuously strive to seek out new ways to improve instruction and equip students with the tools, resources, and knowledge needed to exceed their individual goals. It is also our goal to create a warm and positive climate within each classroom by identifying and considering students’ needs and interest. Everyone needs to succeed. In order to take the kinds of risks necessary to learn and grow, our students, must perceive that success is within their reach. It is our greatest challenge to start with them wherever they are and that is likely to be different from one child to another.
Course Overview:
Mathematics 7 is aligned with the Common Core Standards for 7^{th} grade Mathematics. The course has goals for the areas of Number Sense, Geometry, Statistics &. Probability, Ratios & Proportional Relationships, and Expressions and Equations as well as d language to assure students are able to strategically solve math problems confidently, in all subject areas. In the area of reading students will further develop their abilities to determines text’s main ideas and to analyze them with the utilization of textual evidence. Students will continue to develop their skills in math through both computation and solving problems from simple problems to more complex problems involving expressions and geometry. Developmentally students’ skills in both listening and speaking are aimed in learning to ask pertinent questions that lead to deeper thoughts and that initiate discussions with a focus to modify their own views in accordance with new information and ideas expressed by those around them.
Common Core 7^{th} Grade Mathematics State Standards: 1^{st} nine weeks
CCSS.MATH.CONTENT.7.RP.A.1
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.CCSS.MATH.CONTENT.7.RP.A.2
Recognize and represent proportional relationships between quantities.CCSS.MATH.CONTENT.7.RP.A.2.A
Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.CCSS.MATH.CONTENT.7.RP.A.2.B
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.CCSS.MATH.CONTENT.7.RP.A.2.C
Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.CCSS.MATH.CONTENT.7.RP.A.2.D
Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.CCSS.MATH.CONTENT.7.RP.A.3
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.CCSS.MATH.CONTENT.7.SP.C.5
Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.CCSS.MATH.CONTENT.7.SP.C.6
Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.CCSS.MATH.CONTENT.7.SP.C.7
Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.CCSS.MATH.CONTENT.7.SP.C.7.A
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.CCSS.MATH.CONTENT.7.SP.C.7.B
Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land openend down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?CCSS.MATH.CONTENT.7.SP.C.8
Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.CCSS.MATH.CONTENT.7.SP.C.8.A
Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.CCSS.MATH.CONTENT.7.SP.C.8.B
Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event.CCSS.MATH.CONTENT.7.SP.C.8.C
Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?
Materials: Sharpened Pencils, Composition notebook, loose leaf Paper, Colored Pencils 3Ring Binder
Instructional Method:
The textbook and vocabulary will be assigned to correlate with the standards of this course. Handouts will be provided to supplement the text. Topics will be introduced through lectures, discussions, and handson activities in order to meet the need of every child. Small and large groups will also be used to assist each student. The final grade for this clss will be given on the basis of the degree of the following:
 Homework
 Independent lass Assignments
 Major Projects
 Quizzes
 Exams
 Group Work
Missed Work/ Absence: If a student is absent, the deadline for missed work is equal to the number of days missed plus one day. It is the responsibility of the student to find out what assignments she/he has missed upon returning to school. If a child fails to turn in an assignment, she/he will receive lunch detention to complete the assignment.
Grading System ..90100 66% Major Tests & Projects
 ..80 89. 34% Class Assignments/ Homework/ *Quizzes/ Notebook
 ..70 79. * Khan Academy & Study Island will be counted as a quiz
 ..65 69. grade each at the end of the 9 weeks.
 .. 0—64
 .. Incomplete
Classroom Rules
 Be Safe (keep hands, feet, and objects to yourself), Be Respectful (to teacher, substitute teacher and classmates), Be Ready (bring all supplies & materials)
 No eating or drinking, or gum chewing in the classroom.
 Do not groom (comb/ Brush/ Pick/ Twist your hair or put on makeup) in the classroom.
 Remain Seated throughout class, raising hand for questions and to move about the class.
 No Talking/ Yelling across the classroom
Consequences:
 Verbal Warning
 Teacher –Student Conference
 Silent Detention(lunch)
 Parent Contact
 Office Referral/ Counselor Referral
Positive Behavior Rewards:
 Snacks
 Homework Passes
 Positive Calls/ Notes
 Fun Center Time
 Educational Games
Routines and Policies
DAILY CLASSROOM PROCEDURES
 ENTER AND EXIT CLASS IN AN ORDERLY MANNER, DISMISSED BY TABLES/ GROUP AFTER FLOOR AND GROUP MATERIALS HAVE BEEN CLEANED AND RETURNED.
 SHARPEN PENCILS PRIOR TO THE BEGINNING OF CLASS
 HAVE YOUR PENCILS AND NOTEBOOK ON DESK BEFORE CLASS BEGINS
 ALL ASSIGNMENTS ARE TO BE DONE IN PENCIL.
 CHECK BOARD FOr BELL RINGER ACTIVITY EACH DAY AND BEGIN AS SOON AS POSSIBLE
 NOTEBOOK SHOULD BE DIVIDED INTO THREE SECTIONS BELLRINGERS, NOTES AND HOMEWORK.
 HEAD YOUR PAPERS WITH FULL NAME DATE AND BLOCK, WILL NOT BE GRADED WITHOUT A HEADING
 DO NOT LEAVE THE CLASSROOM WITHOUT TEACHER’S PERMISSION.
HOMEWORK POLICY
Homework is due the following day after it is assigned. * Circumstances beyond your control and medical issues will be reviewed for consideration.
LATE ASSIGNMENTS will lose 20% after 1 day late, after which a grade of Zero will be given.
CLASSWORK
Assignments deemed as classwork that is not completed within the allotted time within the class will be deemed late and will in turn be subject to the 20% deduction of a late assignment. Only one copy of an assignment will be provided, additional copies will not be provided.
**Lastly there will be no Extra Credit, student have enough opportunities to complete assignments in the allotted time.
Test/ Exam Retake Policy
If an exam is failed student will receive a test failure notification. The makeup will be provided only when a parent or guardian has placed their signature on the form and the student returns both the form and the test with corrections.
 Expectations
Khan Academy: Mandatory
Chapter books should be selected by students and tested on every week. A total of 2 points per week should be acquired through AR quizzes. Books should be read every evening and test opportunities will be given every morning during Z Block in the Library. Books/Quizzes are an important part of your grade.
Study Island Expectations: Mandatory
Students are required to continuously work on Study Island throughout the school year. Study Island offers an opportunity for extra work, remediation and enrichment in all MSCCR Standards for English Language Arts, Math and Science. Each student will complete a retest and receive an Individual Learning Path to build on their personal strengths and help strengthen and develop their weaknesses. Study Island activities can be and should be practiced at home. A weekly Grade will be assigned for Study Island.
**Khan Academy & Study Island are Mandatory, and both are worth a grade at the conclusion of the term. Additionally, both COUNT TWICE IN THE GRADEBOOK! **
Computer Expectations:
When working on Laptops students are expected to visit ONLY the sites specified by the teacher for the assignment. Students caught visiting inappropriate sites, etc., the laptop will be taken, and students’ assignments will be given a zero.
Group Expectations:
Students will work within groups. Students should add to both the completion of work and the discussion within the groups setting. Each student will be responsible for the work discussed or worked on within the group. Every student should turn in their own assignment with work that was discussed and/or completed within the group. Conversations should remain academic within the groups and remain at a voice level of one. Conversations will be monitored, and a group focus grade will be given in addition to the assignment itself.
Next Nine Weeks
Within the next nine weeks we are preparing our minds and work ethic to become efficient and hardworking eighth graders. Homework will be given each evening during the week. So, parents expect they will need to complete these assignments as homework is an extension of the learning that we have. worked on in class and need to be practiced on more. There is never a new concept placed on students during a homework assignment.
As we prepare for our beginning of the year assessment to gauge where students are academically and. set the path and pace for the remainder of seventh grade, Students’ scores are important as a starting point and my goal is to make sure we get your child on track and beyond to prepare them for eighth grade. The diligent use of Study Island, Khan Academy, and homework in addition to direct instruction and group discussion within the classroom, students can get back to setting goals and attaining them with ease.
Projects: 1
There will be 1 math project this quarter, two every other quarter of this school year. Please be on the lookout for more information on the project next week.
DETAILS WILL BE PROVIDED TO THE STUDENT
*****RETURN THIS PAGE*****
After You have carefully and mindfully read this course syllabus, please sign and have your student sign. Return this sheet to Ms. Gray and the student should keep the course syllabus in their own notebook/binder.
My Child __________________ and I have read this syllabus dated January,2019 and have accepted all terms.
Student Name __________________________________(Printed)
Student Name __________________________________(Signature ) Date _______________
Parent ______________________________________(Signature). Date ________________
Parent’s Email Address ________________________________________@_____________________
Phone Number (________) ________________________________ (cell or home) Circle one
Best Time to Call:
___________morning ___________afternoon ______________________evening
Teacher Name: Ms. Theresa Gray (Printed)
Teacher Signature : Ms. Theresa Gray. September 4, 2020

Distance Learning  Week 1
7^{th} Grade Math Strategic Lesson Plan
Teacher: Ms. Gray
Dates: March 2327, 2020
Lesson and/or Unit Title: Ratios and Slopes
Stage 1 – Desired Results
Amount of Time: 25 minutes per Day
Common Core Standards: 7.RP.2.b, 7.RP.2d
Student Learning Objective (s): TSW practice Ratios and Proportions . TSW practice finding Slope
Essential Questions: How to calculate proportions? How do you use two points on a line to calculate slope?
Lesson Outcome (s): To understand different methods of calculating Proportions
Key Vocabulary: ratios, Cross Multiplication, variables, points, slope, rise, run, rise over run.
Stage 2 – Assessment Evidence
Summative Task: Submit assignments for Grade Review Ratios and Proportions (QUIZ)
Stage 3 – Learning Plan
Anticipatory Set (5):
Monday Thursday
TTW present examples via online and Khan Academy as examples for assignment. Additionally, Available via email and Canvas for help
Input/Modeling/Crafting (5):
MondayThursday
TTW model examples from Daily Assignments
Guided Practice (25):
Mon. We will find proportional relationships between Fractions by cross Multiplying and solving the new equation.
Tues. We will set up proportional relationships between Fractions by cross Multiplying and solving the new equation from Word Problems
Wed. We will find the slope from two point using the formula Y2Y1/ X2X1 (numerals being subscript)
Thurs. We will Find the slope using graphs by using the graph to determine two points on the line(slope)
Fri. We will review this week’s lesson Review Ratios and Proportions (QUIZ
Independent Practice (20):
Monday – Friday
students will view videos and practice on Khan Academy. Ratio and Proportions Monday through Thursday for preparation on assessment.
Closure (14):
Send a Thank you for all that logged on to join the lesson via Microsoft Classroom
Monday – Friday
students will view videos and practice on Khan Academy. Ratio and Proportions Monday through Thursday for preparation on assessment.
Differentiation Notes:
Small groups and oneonone and resource teacher
Technology Integration:
q Internet Resources
q Canvas and Microsoft Office / Classroom
Materials/Items Needed
Laptops
online access
Pencil
Scratch Paper
Notebook with years notes
Strategies:
q )