Office of Curriculum and Instruction

Grade Seven Mathematics

Grade Seven Mathematics builds upon the concepts and skills in Grade Six Mathematics. It meets the New
Jersey Student Learning Standards for Grade Seven and supports students’ engagement in the Standards for
Mathematical Practice. The curriculum is set up to support students’ understanding of the following domains
of mathematics: Ratios and Proportional Relationships, The Number System, Expressions and Equations,
Geometry, and Statistics and Probability. Instruction prepares students for the New Jersey Student Learning
Assessment for Grade Seven Mathematics.
Written by: Diane Sobey

Reviewed by: Alexandra Lauri, Supervisor of Curriculum

Melissa Stager, Director of Curriculum

Adopted by the Somerville Board of Education on 9/3/2019

Subject Area: Math Grade Level: 7

Units and Pacing Unit 1: The Number Unit 2: Ratios and Unit 3: Expressions and Unit 4: Geometry Unit 5: Statistics and
System Proportional Equations Probability
Relationships
9 weeks 6 weeks 5 weeks 9 weeks 7 weeks
Transfer Goals 1. Solve mathematical 1. Model and identify 1. Create equivalent 1. Use scale drawings to 1. Draw inferences
and real-world problems proportional algebraic expressions by compute actual about a population, and
by adding, subtracting, relationships using properties of measurements or draw informal
multiplying, and dividing through graphs, tables, operations. reproduce a drawing comparative inferences
rational numbers. equations, and verbal using a different scale. about two populations
descriptions. 2. Solve real-life by using random
2. Represent real-world mathematical problems 2. Solve problems to sampling.
quantities and 2. Calculate or identify using numerical and calculate the
mathematical quantities the constant of algebraic expressions, measurement of an 2. Investigate chance
as rational numbers in proportionality in equations, and unknown angle using processes and develop,
the form a/b and tables, graphs, inequalities. facts about use, and evaluate
convert the quantities equations, or verbal supplementary, probability models.
into decimals that descriptions. complementary,
terminate or repeat. adjacent, and vertical
angles.
3. Use proportional
relationships to solve 3. Solve real-world and
real-world problems mathematical problems
involving mathematical involving area, surface
rate and percent. area, and volume.
 Enduring -Operations such as -A unit rate compares -Mathematical models, -A scale drawing shows -Random samples are
Understandings addition, subtraction, two quantities where such as number lines an object with its most effectively used
multiplication, and the second quantity is and bar diagrams, can measurements in when they represent the
division can be one. In a proportional be used in evaluating proportion to the actual whole population.
performed on rational relationship, the unit expressions and solving measurements of the -Inferences can be
numbers. rate is the constant of equations and object. drawn about a
-Approximations can proportionality. inequalities. - Triangles are formed population by
help you understand the -A complex fraction is -Equivalent expressions from slicing a right interpreting data from a
problem, judge the one where the have the same value. rectangular prism or random sample.
reasonableness of an numerator and/or Properties of operations right rectangular -Mean and mean
exact answer, and help denominator is a can be used as strategies pyramid. absolute deviation are
you think about whether fraction. It can be to add, subtract, factor, -An unknown angle can two quantities that can
the answer will be simplified with division, and expand linear be found using be used to compare
positive, negative, or the same way as expressions with rational supplementary, data.
zero. fractions that have coefficients. complementary, -A probability describes
-Operations can be whole number -The reasonableness of vertical, and adjacent the likelihood of an
modeled on a number numerators and answers can be assessed angles. event happening.
line. denominators. using mental -The area of a -The relative frequency
-The distance between -Proportional computation and composite figure can be of an event can be
two points on the relationships can be estimation strategies. determined by breaking approximated.
number line can be modeled through -Variables are letters it down into simpler -The probabilities of
found using the graphs, tables, that represent quantities shapes and adding the compound events can
absolute value of their equations, and verbal in a real-world areas. be found using
difference. descriptions. mathematical problem. -Area, volume, and organized lists, tables,
-A fraction can be -Percent change is a surface area of two and tree diagrams, and
rewritten as a ratio that compares the three-dimensional simulations.
terminating or repeating amount of change to objects composed of
decimal by dividing. the original amount. triangles, quadrilaterals,
-Proportional polygons, cubes, and
relationships can be right prisms can be
used to solve rate and determined or
percent problems. calculated using
formulas, as well as
addition to find the sum
of the area or volume of
 the component parts.

Essential -How do you add, -How do you compute -How do you use -How do you use scale -How do you distinguish
Questions subtract, multiply and unit rates when given properties of operations drawings to compute between valid and
divide rational numbers rates including those as strategies to add, actual measurements or invalid population
on a number line and expressed as complex subtract, factor, and samples?
reproduce the drawing
with algorithms? fractions? expand linear -How do you use
-How do you convert a -How do you identify expressions with rational using a different scale? random sampling to
rational number into a and represent coefficients? -What two-dimensional develop inferences
decimal? proportional -How can rewriting an figures result from about a population?
-When a rational relationships between expression in equivalent slicing three- -How do you interpret
number is converted into quantities? forms help interpret the dimensional figures, as data displays to make
a decimal, what types of -How do you identify or problem and how the in plane sections of right comparative inferences
decimals are formed? calculate the constant quantities in it are rectangular prisms and about two populations?
-How do you solve real- of proportionality from related? right rectangular -How do you interpret
world and mathematical tables, graphs, -How do you solve multi- pyramids? and express the
problems involving the equations, or verbal step real-life -How do you use the likelihood of a chance
four operations with descriptions? mathematical problems area and circumference event? How do you
rational numbers? -How do you write with positive and formulas to solve predict the approximate
equations to model negative rational problems involving relative frequency of
proportional numbers in any form circles? chance events?
relationships? (whole numbers, -How do you create a
-How do you write and
-How do you model fractions, and decimals), sample space for
solve simple equations
real-world proportional using tools strategically? compound probability?
to find an unknown
relationships on a graph -How do you assess the
angle in a figure?
and interpret the points reasonableness of
-How do you solve real-
(x, y), including the answers using mental
world and mathematical
points (0,0) and (1, r)? computation and
problems involving area,
-How do you use estimation strategies?
volume, and surface
proportional -How do you use
area of two and three-
relationships to solve variables to represent
 multistep ratio and quantities in a real-world dimensional objects
percent problems, mathematical problem, composed of triangles,
including simple and construct simple quadrilaterals, polygons,
interest, tax, gratuities, equations and cubes, and right prisms?
percent increase or inequalities to solve
decrease? problems by reasoning
about the quantities?

Major Skills -Represent real-world -Compute unit rates -Use properties of -Draw, construct, and -Draw inferences about
mathematical problems associated with ratios, operations to add, describe geometrical a population, and draw
with rational numbers, including ratios of subtract, factor, and figures, and describe the informal comparative
and then solve the complex fractions. expand algebraic relationships between inferences about two
problems by finding the -Recognize and expressions to create them. populations through
sums, differences, represent proportional equivalent expressions. -Solve real-life and random sampling.
products, or quotients relationships between -Isolate variables to mathematical problems -Develop, use, and
of the rational numbers. quantities using graphs, solve problems, paying involving angle measure, evaluate probability
-Represent real-world tables, equations, and attention to performing circumference, area, models.
quantities mathematical verbal descriptions. operations on both sides surface area, and -Use organized lists,
quantities as rational -Use proportional of the “equals sign”. volume. tables, tree diagrams,
numbers in the form relationships to solve -Solve real-life and and simulations to find
a/b, where a and b are multi-step rate and mathematical problems Standards for the probability of events.
integers and b ≠ 0. percent problems. using numerical and Mathematical Practice
Then, convert the algebraic expressions, Standards for
quantities into decimals Standards for equations, and Mathematical Practice
that terminate or Mathematical Practice inequalities.
repeat.
Standards for
Standards for Mathematical Practice
Mathematical Practice
Performance Tasks PBL Name: Energy PBL Name: Baker PBL Name: Fuel Efficient PBL Name: Architect: PBL Name: Is It Fair?
Engineer: Building a Product “Cost Cars Tiny House Designer
Net-Zero School Analysis.” Goal: Play and analyze a
Goal: Find the best Goal: As a Tiny House game to determine if it
Goal: Help a school Goal: Research the cost method(s) to increase Architect, you will is fair. Create a tree
district build a new of the different gas mileage in an design a tiny house (a diagram to show all
middle school that will ingredients for your automobile company's house that is less than possible outcomes. If
be a Net-Zero Energy favorite bakery recipe. cars. Your findings, once 400 square feet) that is the game is not fair,
Building. Find the prices of each accepted, will become more affordable and create modifications so
Role: You are part of a ingredient at three part of a marketing environmentally that all players have an
team of energy different stores or campaign that will conscious than equal chance of
engineers that are websites. If different inform the public of the traditional housing. winning.
helping to build a new ingredients are a better changes the company is Role: You are part of a Role: You are part of a
middle school in your deal at different stores, making to help increase team of Tiny House team that field tests and
community. find the cheapest price fuel mileage. These architects. You will be modifies games to
Audience: Your for making your recipe changes are in reaction informing the public ensure their fairness.
audience will be the if you ordered different to the need to become about your new Tiny Audience: Your
school district. The ingredients from more environmentally House Community as audience is the company
school leaders will be different stores. Finally, conscious. well as developing a that hired you to
interested in your plan use the cheapest prices Role: You have been model Tiny House. analyze and modify the
for how to make this you found in your hired by an automobile Audience: Your game.
new building “net zero”. research to determine maker to optimize fuel audience is the local Scenario: You and your
They will need to the cost to make 10 efficiency in the community and team have been asked
understand why this is batches, 40 batches, company’s automobiles. potential buyers. to field test a new game.
beneficial for the school and 100 batches of the Audience: You will be Scenario: Over the last You will collect data and
and the environment. recipe. Prove that the presenting new concepts decade, the tiny house create a tree diagram to
Scenario: A school relationship between to engineers and movement has been display all possible
district is growing and the cost and number of administrators of the spreading. A tiny house outcomes. Using the
needs to build a new batches prepared is or company that hired you. is a residential structure diagram, you will
middle school. Part of is not proportional. If your ideas are under 400 square feet. analyze the fairness of
the school’s mission is Role: You are a business accepted, you will need The most popular the game. Then, you will
to be as environmentally person who recently to develop information reasons a person modify the game if
friendly as possible. For decided to follow your to share with consumers chooses a tiny house needed in order to
this reason, they are dream to own a local about how the include environmental provide equal
hoping this new building bakery. You wish to automaker is making concerns, financial opportunities for
can be designed as a Net offer the freshest changes to increase fuel concerns, and the desire winning. You will
Zero Energy Building. product at the best mileage in automobiles. for more time and generate a rule that will
Net Zero Energy prices. Scenario: In the United freedom. As a Tiny determine the number
Buildings are able to Audience: Your States, the federal House Architect, you of possible outcomes
produce as much energy customers are your government has and your design team using any two spinners
in a year’s time as they audience as you plan to mandated improved will be creating a Tiny where outcomes of
use. There are many provide them with the automobile fuel House Community in spinners are equally
design considerations best bakery products at efficiency in the form of your area. You will be likely. Finally, you will
for creating a building the best prices in town. the Corporate Average informing the public write a letter to inform
like this. They are relying Scenario: To offer the Fuel Economy (CAFE). about your new Tiny Chance Toys about your
on you and your team to best prices at your averages to 54.5 mpg by House Community as findings.
advise them on the best bakery, you need to 2025. Your knowledge of well as developing a Product: A letter that
design choices for their research the prices of science and model Tiny House. informs Chance Toys
school. the ingredients in your manufacturing will be Remember that a Tiny about the findings and
U.S. Department of recipe. You decide to critical to the ongoing House is a house whose modifications of the
Energy: Zero Energy find the prices of each success of a small square footage must be game
Buildings: ingredient at three automaker. You will less than 400 sq ft. Standards: 7.SP.C
https://www.energy.go different stores or need to research ways Product: A scale model
v/eere/buildings/zero- websites. You will to increase fuel (blueprint) for the
energy-buildings create a cost analysis to economy in vehicles model tiny house
Product: Net-Zero show the final cost to through the use of Standards: 7.G.A.1,
Energy Brochure produce the recipe if lightweight materials for 9.1.8.E.4
Create a brochure that you purchase each certain parts and areas
can be shared with the ingredient at its of the automobile. The
school district and cheapest price. following resources may
community members Product: Cost Analysis be helpful:
explaining the concept Tables and Graphs Lightweight Materials
of a new Net- Zero Standards: 7.RP.A.1,2, for Cars and Trucks
Energy middle school. 9.1.8.E.6 Lightweight Materials
This should help clarify Pros and Cons
what net zero energy Product: Fact Sheet
means in relation to a You are to create a fact
building. Use a sheet that will be shared
numerical example with with the company’s
positive and negative engineers and
numbers that help them administrators as well as
understand how energy consumers. This fact
used and energy sheet should help
produced combine to people understand what
make zero. Also, include lightweighting is and the
information that will potential gas savings
inform community that consumers will gain
members of the from new, lighter
environmental benefits vehicles.
of creating a building Choose a pickup truck,
like this. Additionally, an SUV, and a sedan,
the financial savings of and research their
creating a Net -Energy current curb weights and
Zero building should be fuel consumption.
explained. Determine the annual
Standards: 7.NS.A 1-3, savings in fuel if each of
9.1.8.B.7 these autos were 10%
lighter. Show all
equations, calculations,
and a number line graph
showing the fuel
economy range of each
in your fact sheet. **The
US Department of
Energy estimates that a
10% reduction in a car's
weight equates to a 6% -
8% reduction in fuel
costs.
Standards: 7.EE.B.3,4a,
9.1.8.E.1
Benchmark iReady Diagnostic iReady Diagnostic iReady Diagnostic iReady Diagnostic iReady Diagnostic
Assessment Assessment Assessment Assessment Assessment Assessment
administered in the administered in the administered in the administered in the administered in the
beginning, middle and beginning, middle and beginning, middle and beginning, middle and beginning, middle and
end of the course end of the course end of the course end of the course end of the course
Formative ● Do Nows/“Use What ● Do Nows/“Use ● Do Nows/“Use What ● Do Nows/“Use What ● Do Nows/“Use What
Assessment You Know” What You Know” You Know” You Know” You Know”
● Turn and Talk/Pair ● Turn and Talk/Pair ● Turn and Talk/Pair ● Turn and Talk/Pair ● Turn and Talk/Pair
Share Share Share Share Share
● Guided ● Guided ● Guided ● Guided ● Guided
Practice/Independe Practice/Independe Practice/Independen Practice/Independe Practice/Independe
nt Practice nt Practice t Practice nt Practice nt Practice
● Self-checks in the ● Self-checks in the ● Self-checks in the ● Self-checks in the ● Self-checks in the
Unit Opener Unit Opener Unit Opener Unit Opener Unit Opener
(Teacher Toolbox) (Teacher Toolbox) (Teacher Toolbox) (Teacher Toolbox) (Teacher Toolbox)
● Exercises for each ● Exercises for each ● Exercises for each ● Exercises for each ● Exercises for each
lesson in the lesson in the lesson in the lesson in the lesson in the
Practice and Practice and Practice and Practice and Practice and
Problem Solving Problem Solving Problem Solving Problem Solving Problem Solving
book. book. book. book. book.
● Lesson Quizzes ● Lesson Quizzes ● Lesson Quizzes ● Lesson Quizzes ● Lesson Quizzes
● Mid-Unit ● Mid-Unit ● Mid-Unit ● Mid-Unit ● Mid-Unit
Assessments Assessments Assessments Assessments Assessments
● Interim Assessments ● Interim ● Interim Assessments ● Interim Assessments ● Interim Assessments
● Unit Games Assessments ● Unit Games ● Unit Games ● Unit Games
● Unit Practice ● Unit Games ● Unit Practice ● Unit Practice ● Unit Practice
Problems ● Unit Practice Problems Problems Problems
● Unit vocabulary Problems ● Unit vocabulary ● Unit vocabulary ● Unit vocabulary
● Quick Check and ● Unit vocabulary ● Quick Check and ● Quick Check and ● Quick Check and
Remediation in the ● Quick Check and Remediation in the Remediation in the Remediation in the
Teacher Instruction Remediation in the Teacher Instruction Teacher Instruction Teacher Instruction
book Teacher Instruction book book book
book
Summative *Unit 1 Assessment *Unit 2 Assessment *Unit 3 Assessment *Unit 4 Assessment *Unit 5 Assessment
Assessment
Other: Other: Other: Other: Other:
● Lesson Quizzes ● Lesson Quizzes ● Lesson Quizzes ● Lesson Quizzes ● Lesson Quizzes
● Mid-Unit ● Mid-Unit ● Mid-Unit ● Mid-Unit ● Mid-Unit
Assessments Assessments Assessments Assessments Assessments
● Interim Assessments ● Interim ● Interim Assessments ● Interim Assessments ● Interim Assessments
● Unit Performance Assessments ● Unit Performance ● Unit Performance ● Unit Performance
Tasks ● Unit Performance Tasks Tasks Tasks
Tasks
Alternate  ReadyMath Games  ReadyMath Games  ReadyMath Games  ReadyMath Games  ReadyMath Games
Assessment  ReadyMath  ReadyMath  ReadyMath  ReadyMath  ReadyMath
Performance Tasks Performance Tasks Performance Tasks Performance Tasks Performance Tasks

Technology ● iReady Diagnostic ● iReady Diagnostic ● iReady Diagnostic ● iReady Diagnostic ● iReady Diagnostic
Integration and Online and Online and Online and Online and Online
Instruction Instruction Instruction Instruction Instruction
● 3 Act Math ● 3 Act Math ● 3 Act Math ● 3 Act Math ● 3 Act Math
● Online tutorials in ● Online tutorials in ● Online tutorials in ● Online tutorials in ● Online tutorials in
ReadyMath Teacher ReadyMath Teacher ReadyMath Teacher ReadyMath Teacher ReadyMath Teacher
Toolbox Toolbox Toolbox Toolbox Toolbox

Resources ● ReadyMath Teacher ● ReadyMath Teacher ● ReadyMath Teacher ● ReadyMath Teacher ● ReadyMath Teacher
Toolbox Toolbox Toolbox Toolbox Toolbox
● iReady Diagnostic ● iReady Diagnostic ● iReady Diagnostic ● iReady Diagnostic ● iReady Diagnostic
and Online and Online and Online and Online and Online
Instruction Instruction Instruction Instruction Instruction
● ReadyMath Teacher ● ReadyMath Teacher ● ReadyMath Teacher ● ReadyMath Teacher ● ReadyMath Teacher
and Student and Student and Student and Student and Student
Instruction Book Instruction Book Instruction Book Instruction Book Instruction Book
 ● ReadyMath Practice ● ReadyMath Practice ● ReadyMath Practice ● ReadyMath Practice ● ReadyMath Practice
and Problem Solving and Problem and Problem Solving and Problem Solving and Problem Solving
Book Solving Book Book Book Book
● Defined STEM ● Defined STEM ● Defined STEM ● Defined STEM ● Defined STEM
● 3 Act Math ● 3 Act Math ● 3 Act Math ● 3 Act Math ● 3 Act Math

NJSLS 7.NS.A. Apply and 7.RP.A. Analyze 7.EE.A. Use properties of 7.G.A. Draw, construct, 7.SP.A. Use random
extend previous proportional operations to generate and describe sampling to draw
understandings of relationships and use equivalent expressions. geometrical figures and inferences about a
operations with them to solve real- 1. Apply properties of describe the population.
fractions to add, world and operations as strategies relationships between 1. Understand that
subtract, multiply, and mathematical problems. to add, subtract, factor, them. statistics can be used to
divide rational numbers. 1. Compute unit rates and expand linear 1. Solve problems gain information about a
1. Apply and extend associated with ratios of expressions with rational involving scale drawings population by examining
previous understandings fractions, including coefficients. of geometric figures, a sample of the
of addition and ratios of lengths, areas 2. Understand that including computing population;
subtraction to add and and other quantities rewriting an expression actual lengths and areas generalizations about a
subtract rational measured in like or in different forms in a from a scale drawing population from a
numbers; represent different units. For problem context can and reproducing a scale sample are valid only if
addition and subtraction example, if a person shed light on the drawing at a different the sample is
on a horizontal or walks 1/2 mile in each problem and how the scale. representative of that
vertical number line 1/4 hour, compute the quantities in it are 2. Draw (with population. Understand
diagram. unit rate as the complex related. technology, with a ruler that random sampling
2. Apply and extend fraction 1/2/1/4 miles 7.EE.B. Solve real-life and protractor, as well tends to produce
previous understandings per hour, equivalently 2 and mathematical as freehand) geometric representative samples
of multiplication and miles per hour. problems using shapes with given and support valid
division and of fractions 2. Recognize and numerical and algebraic conditions. Focus on inferences.
to multiply and divide represent proportional expressions and constructing triangles 2. Use data from a
rational numbers. relationships between equations. from three measures of random sample to draw
3. Solve real-world and quantities. 3. Solve multi-step real- angles or sides, noticing inferences about a
mathematical problems 3. Use proportional life and mathematical when the conditions population with an
involving the four relationships to solve problems posed with determine a unique unknown characteristic
operations with rational multistep ratio and positive and negative triangle, more than one of interest. Generate
numbers. percent problems. rational numbers in any triangle, or no triangle. multiple samples (or
Examples: simple form (whole numbers, simulated samples) of
7th Grade NJSLS interest, tax, markups fractions, and decimals), 3. Describe the two- the same size to gauge
and markdowns, using tools strategically. dimensional figures that the variation in
gratuities and Apply properties of result from slicing three- estimates or
commissions, fees, operations to calculate dimensional figures, as predictions.
percent increase and with numbers in any in plane sections of right 7.SP.B. Draw informal
decrease, percent error. form; convert between rectangular prisms and comparative inferences
forms as appropriate; right rectangular about two populations.
7th Grade NJSLS and assess the pyramids. 3. Informally assess the
reasonableness of 7.G.B. Solve real-life and degree of visual overlap
answers using mental mathematical problems of two numerical data
computation and involving angle measure, distributions with similar
estimation strategies area, surface area, and variabilities, measuring
4. Use variables to volume. the difference between
represent quantities in a 4. Know the formulas of the centers by
real-world or the area and expressing it as a
mathematical problem, circumference of a circle multiple of a measure of
and construct simple and use them to solve variability.
equations and problems; give an 4. Use measures of
inequalities to solve informal derivation of center and measures of
problems by reasoning the relationship variability for numerical
about the quantities. between the data from random
circumference and area samples to draw
7th Grade NJSLS of a circle. informal comparative
5. Use facts about inferences about two
supplementary, populations.
complementary, 7.SP.C. Investigate
vertical, and adjacent chance processes and
angles in a multi-step develop, use, and
problem to write and evaluate probability
solve simple equations models. 5. Understand
for an unknown angle in that the probability of a
a figure. chance event is a
6. Solve real-world and number between 0 and
mathematical problems 1 that expresses the
involving area, volume likelihood of the event
and surface area of two occurring. Larger
and three-dimensional numbers indicate
objects composed of greater likelihood. A
triangles, quadrilaterals, probability near 0
polygons, cubes, and indicates an unlikely
right prisms. event, a probability
around 1/2 indicates an
7th Grade NJSLS event that is neither
unlikely nor likely, and a
probability near 1
indicates a likely event.
6. Approximate the
probability of a chance
event by collecting data
on the chance process
that produces it and
observing its long-run
relative frequency, and
predict the approximate
relative frequency given
the probability.
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.
8. Find probabilities of
compound events using
organized lists, tables,
 tree diagrams, and
simulation.

7th Grade NJSLS

CRP Standards & CRP Standards: CRP Standards: CRP Standards: CRP Standards: CRP Standards:
21st Century Life
and Skills CRP1. Act as a CRP7. Employ valid and CRP5. Consider the CRP2. Apply appropriate CRP1. Act as a
responsible and reliable research environmental, social academic and technical responsible and
contributing citizen and strategies. and economic impacts of skills contributing citizen and
employee. CRP11. Use technology decisions. employee.
CRP5. Consider the to enhance CRP8. Utilize critical CRP3. Attend to CRP4. Communicate
environmental, social productivity. thinking to make sense personal health and clearly and effectively
and economic impacts of problems and financial well-being. and with reason.
of decisions. 21st Century Life and persevere in solving CRP9. Model integrity,
CRP6. Demonstrate Skills: them. 21st Century Life and ethical leadership and
creativity and CRP12. Work Skills: effective management.
innovation. 9.1.8.E.1 Explain what it productively in teams
means to be a while using cultural 9.1.8.F.1 Explain how
21st Century Life and responsible consumer global competence. the economic system of 21st Century Life and
Skills: and the factors to production and Skills:
consider when making consumption may be a
9.1.8.F.1 Explain how consumer decisions. 21st Century Life and means to achieve 9.1.8.A.2 Relate how
the economic system of 9.1.8.E.6 Compare the Skills: significant societal goals. career choices,
production and value of goods or 9.1.8.E.4 Prioritize education choices, skills,
consumption may be a services from different 9.1.8.E.1 Explain what it personal wants and entrepreneurship, and
means to achieve sellers when purchasing means to be a needs when making economic conditions
significant societal goals. large quantities and responsible consumer purchases. affect income.
9.1.8.B.7 Construct a small quantities. and the factors to
budget to save for long- consider when Through the PBL,
term, short-term and Through the PBL, making consumer students will explain the Students will compare
charitable goals. students will learn how decisions. societal benefits of a incomes for different
to be responsible 9.1.8.E.6 Compare the tiny house including careers and levels of
consumers by making value of goods or environmental concerns, education to draw
 Through the PBL, financial decisions services from different financial concerns, and inferences about a
students will explore and through the exploration sellers when purchasing the desire for more time population, and draw
explain how the of price comparison. large quantities and and freedom. informal comparative
production and small quantities. inferences about
consumption of energy populations.
would net zero which Through the PBL,
would lead to financial students will explain the
savings and financial and
environmental benefits. environmental
importance of fuel
efficiency when
purchasing a vehicle. In
addition, students will
compare the cost of fuel
to find the annual
savings with fuel
efficient automobiles.
Interdisciplinary Technology Standards: Technology Standards: Technology Standards: Technology Standards: Technology Standards:
Standards
8.1.8.A.2 Create a 8.1.8.A.1 Demonstrate 8.2.8.A.1 Research a 8.1.8.E.1 Effectively use 8.1.8.A.2 Create a
document (e.g. knowledge of a real product that was a variety of search tools document (e.g.
newsletter, reports, world problem using designed for a specific and filters in newsletter, reports,
personalized learning digital tools. demand and identify professional public personalized learning
plan, business letters or how the databases to find plan, business letters or
flyers) using one or Students will research product has changed to information to solve a flyers) using one or
more digital prices to make informed meet new demands. real world problem. more digital applications
applications. consumer decisions by to be critiqued by
using digital tools for 8.2.8.A.4 Redesign an ELA Standards: professionals for
Students will create a the PBL. existing product that usability.
brochure using a digital impacts the NJSLSA.W8. Gather
application for the PBL. 8.1.8.A.4 Graph and environment to lessen relevant information Through the PBL,
calculate data within a its impact(s) on the from multiple print and students will create a
ELA Standards: spreadsheet and environment. digital sources, assess report and business
present a summary of the credibility and letter.
the results. accuracy of each source,
NJSLSA.W2. Write Through the PBL, and integrate the ELA Standards:
informative/explanatory Students will display students will research information while
texts to examine and price comparison and materials used to make avoiding plagiarism. NJSLSA.W4. Produce
convey complex ideas proportional automobiles to redesign clear and coherent
and information clearly relationships by them using lighter To achieve both of the writing in which the
and accurately through graphing and materials which leads to above standards, development,
the effective selection, calculating data within better fuel efficiency and students will research organization, and style
organization, and a spreadsheet. a lessened the design and benefits are appropriate to task,
analysis of content. environmental impact. of tiny houses in order to purpose, and audience.
ELA Standards: create a scale drawing
Students will create a ELA Standards: of an original tiny house Students will write
brochure for the PBL. NJSLSA.R7. Integrate and to explain the business letters to a toy
and evaluate content NJSLSW.7.1. Write benefits of a tiny house. company to explain their
presented in diverse arguments to support findings and
media and formats, claims with clear reasons modifications to create
including visually and and relevant evidence. a fair game.
quantitatively. B. Support claim(s) with
logical reasoning and
NJSLSA.W7. Conduct relevant evidence, using
short as well as more accurate, credible
sustained research sources and
projects, utilizing an demonstrating an
inquiry-based research understanding of the
process, based on topic or text.
focused questions, C. Use words, phrases,
demonstrating an and clauses to create
understanding of the cohesion and clarify the
subject under relationships among
investigation. claim(s), reasons, and
evidence.
Students will meet the E. Provide a concluding
above standards statement or section
through researching that follows from and
price comparisons to supports the argument
complete the PBL. presented.
 Through the PBL,
students will produce
facts to argue for the
manufacturing and
purchasing of fuel
efficient automobiles
supported by claims with
clear reasons and
relevant evidence for
financial and
environmental gains.
Modifications/ Struggling Learners: Struggling Learners: Struggling Learners: Struggling Learners: Struggling Learners:
Accommodation ● Prerequisite lessons ● Prerequisite lessons ● Prerequisite lessons ● Prerequisite lessons ● Prerequisite lessons
(“Reteach”) for each (“Reteach”) for (“Reteach”) for each (“Reteach”) for each (“Reteach”) for each
grade-level lesson in each grade-level grade-level lesson in grade-level lesson in grade-level lesson in
the Teacher Toolbox lesson in the the Teacher Toolbox the Teacher Toolbox the Teacher Toolbox
for small-group Teacher Toolbox for for small-group for small-group for small-group
intervention. small-group intervention. intervention. intervention.
● iReady online intervention. ● iReady online ● iReady online ● iReady online
instruction 45 ● iReady online instruction 45 instruction 45 instruction 45
minutes per week. instruction 45 minutes per week. minutes per week. minutes per week.
● Mathematical minutes per week. ● Mathematical ● Mathematical ● Mathematical
Discourse in ● Mathematical Discourse in Discourse in Discourse in
individual lessons Discourse in individual lessons individual lessons individual lessons
(“100 Questions individual lessons (“100 Questions that (“100 Questions (“100 Questions
that Promote (“100 Questions Promote that Promote that Promote
Mathematical that Promote Mathematical Mathematical Mathematical
Discourse”) Mathematical Discourse”) Discourse”) Discourse”)
● Visual modeling in Discourse”) ● Visual modeling in ● Visual modeling in ● Visual modeling in
individual lessons. ● Visual modeling in individual lessons. individual lessons. individual lessons.
● “Reflect” questions individual lessons. ● “Reflect” questions ● “Reflect” questions ● “Reflect” questions
● Unit vocabulary ● “Reflect” questions ● Unit vocabulary ● Unit vocabulary ● Unit vocabulary
● Small Group ● Unit vocabulary ● Small Group ● Small Group ● Small Group
instruction instruction instruction instruction
● Hands-on learning ● Small Group ● Hands-on learning ● Hands-on learning ● Hands-on learning
IEP: instruction IEP: IEP: IEP:
● Prerequisite lessons ● Hands-on learning ● Prerequisite lessons ● Prerequisite lessons ● Prerequisite lessons
(“Reteach”) for each IEP: (“Reteach”) for each (“Reteach”) for each (“Reteach”) for each
grade-level lesson in ● Prerequisite lessons grade-level lesson in grade-level lesson in grade-level lesson in
the Teacher Toolbox (“Reteach”) for the Teacher Toolbox the Teacher Toolbox the Teacher Toolbox
for small-group each grade-level for small-group for small-group for small-group
intervention lesson in the intervention intervention intervention
● iReady online Teacher Toolbox for ● iReady online ● iReady online ● iReady online
instruction 45 small-group instruction 45 instruction 45 instruction 45
minutes per week intervention minutes per week minutes per week minutes per week
● Visual modeling in ● iReady online ● Visual modeling in ● Visual modeling in ● Visual modeling in
individual lessons instruction 45 individual lessons individual lessons individual lessons
● Small Group minutes per week ● Small Group ● Small Group ● Small Group
instruction ● Visual modeling in instruction instruction instruction
● Hands-on learning individual lessons ● Hands-on learning ● Hands-on learning ● Hands-on learning
● Specific ● Small Group ● Specific ● Specific ● Specific
accommodations instruction accommodations accommodations accommodations
per individual ● Hands-on learning per individual per individual per individual
student plan such as ● Specific student plan such as student plan such as student plan such as
extended time, accommodations extended time, extended time, extended time,
rephrasing per individual rephrasing rephrasing rephrasing
directions, chunking student plan such directions, chunking directions, chunking directions, chunking
assignments, as extended time, assignments, assignments, assignments,
calculator use, rephrasing calculator use, calculator use, calculator use,
frequent teacher directions, chunking frequent teacher frequent teacher frequent teacher
check-in with assignments, check-in with check-in with check-in with
student, modified calculator use, student, modified student, modified student, modified
assignments and frequent teacher assignments and assignments and assignments and
assessments check-in with assessments assessments assessments
504: student, modified 504: 504: 504:
● Prerequisite lessons assignments and ● Prerequisite lessons ● Prerequisite lessons ● Prerequisite lessons
(“Reteach”) for each assessments (“Reteach”) for each (“Reteach”) for each (“Reteach”) for each
grade-level lesson in 504: grade-level lesson in grade-level lesson in grade-level lesson in
the Teacher Toolbox the Teacher Toolbox the Teacher Toolbox the Teacher Toolbox
 for small-group ● Prerequisite lessons for small-group for small-group for small-group
intervention (“Reteach”) for intervention intervention intervention
● iReady online each grade-level ● iReady online ● iReady online ● iReady online
instruction 45 lesson in the instruction 45 instruction 45 instruction 45
minutes per week Teacher Toolbox for minutes per week minutes per week minutes per week
● Visual modeling in small-group ● Visual modeling in ● Visual modeling in ● Visual modeling in
individual lessons intervention individual lessons individual lessons individual lessons
● Small Group ● iReady online ● Small Group ● Small Group ● Small Group
instruction instruction 45 instruction instruction instruction
● Hands-on learning minutes per week ● Hands-on learning ● Hands-on learning ● Hands-on learning
● Specific ● Visual modeling in ● Specific ● Specific ● Specific
accommodations individual lessons accommodations accommodations accommodations
per individual ● Small Group per individual per individual per individual
student plan such as instruction student plan such as student plan such as student plan such as
extended time, ● Hands-on learning extended time, extended time, extended time,
rephrasing ● Specific rephrasing rephrasing rephrasing
directions, chunking accommodations directions, chunking directions, chunking directions, chunking
assignments, per individual assignments, assignments, assignments,
calculator use, student plan such calculator use, calculator use, calculator use,
frequent teacher as extended time, frequent teacher frequent teacher frequent teacher
check-in with rephrasing check-in with check-in with check-in with
student directions, chunking student student student
English Language assignments, English Language English Language English Language
Learners: Lesson-by- calculator use, Learners: Lesson-by- Learners: Lesson-by- Learners: Lesson-by-
lesson accommodations frequent teacher lesson accommodations lesson accommodations lesson accommodations
for English Language check-in with for English Language for English Language for English Language
Learners are included in student Learners are included in Learners are included in Learners are included in
the ReadyMath Teacher English Language the ReadyMath Teacher the ReadyMath Teacher the ReadyMath Teacher
Instruction Book Learners: Lesson-by- Instruction Book Instruction Book Instruction Book
Gifted and Talented: lesson accommodations Gifted and Talented: Gifted and Talented: Gifted and Talented:
the ReadyMath Teacher for English Language the ReadyMath Teacher the ReadyMath Teacher the ReadyMath Teacher
Instruction Book Learners are included in Instruction Book Instruction Book Instruction Book
includes: the ReadyMath Teacher includes: includes: includes:
● Concept Extensions Instruction Book ● Concept Extensions ● Concept Extensions ● Concept Extensions
● Challenge Activities ● Challenge Activities ● Challenge Activities ● Challenge Activities
Gifted and Talented:
the ReadyMath Teacher
Instruction Book
includes:
● Concept Extensions
● Challenge Activities