1. Course Organizer CMS Math 7, Course II Course Standards: The
Teacher:
Time: 1st & 3rd Block
The
Course Organizer
Student:
Course Dates:
This Course:
Content:
Process:
Course Progress Graph
Course Questions: is
about
Course Standards: 3 1
CMS Math 7, Course II
What?
Calculations
Problem-Solving
Applications
Understanding
How?
Classwork
Homework
Quizzes
Tests
Value?
20%
10%
30%
40%
100%
emphasizing foundations of algebra by further developing arithmetic skills to include integer operations with a focus on real-life problem-solving and proportional reasoning.
Cooperative Learning
Concrete Materials
Technology Applications
Practical Work
Participation
Being Prepared
Teamwork
Manipulatives
Computers/Promethean Board
Paper/Pencil Practice
Student Involvement
Daily supplies brought to class 2
How do you model and solve practical problems involving integers? (SOL 7.3)
a.) How are a variety of numbers be represented, compared and contrasted? (SOL 7.1)
b.) How do I appropriately use variables, other algebraic terms, and the order of operations while applying the properties of real numbers? (SOLs 7.13 and 7.16)
How are sequences and functions represented using variables, tables, graphs, rules, and words? (SOLs 7.2 and 7.12)
What impact does an awareness of the power of data analysis and probability have? (SOLs 7.9, 7.10, and 7.11)
a.) How is proportional reasoning applied in a variety of problem-solving situations such as consumer math, measurement, similar plane figures, and probability? (SOLs 7.4 & 7.6)
b.) What are some considerations for choosing a problem-solving strategy when evaluating a word problem? (SOLs 7.4 and 7.6)
a.) How do the geometric properties of quadrilaterals compare and contrast? (SOL 7.7)
b.) In what ways can four geometric transformations of plane figures be demonstrated? (SOL 7.8)
How are surface area and volume measurements of various shapes in real life settings examined, used, and compared to describe differences when one dimension changes? (SOL 7.5)
a.) How are one- and two-step equations and inequalities solved using concrete materials as well as paper/pencil? (SOLs 7.14 and 7.15)
b.) How are solutions graphed on number lines? (SOL 7.15 b) 95 85 75 65 55 45 35 25 15 5
UNIT TESTS
Unit 1 2 3 4 6 7 8
Q1 Interim: ______ Q1 Final: ______
Q2 Interim: ______ Q2 Final: ______
Q3 Interim: ______ Q3 Final: ______
Q4 Interim: ______ Q4 Final: ______
A = 90 to 100
B = 80 to 89
C = 70 to 79
D = 64 to 69
Below 64 = Not Acceptable
Grading Scale:
University of Kansas Center for Research on Learning 2002

2. Course Map Part 2 is called the course map
Community
Principles
Learning Rituals
Course Map
This Course:
includes
Performance
Options
Student:
Critical Concepts
Learned in these
Units 8 7 4 5 6
CMS Math 7, Course II
P. R. I. D. E.
Individual Effort
Group Effort
Record-Keeping
SOL Success in Spring
Unit Organizers & Frames – co-construct and use for study
Ongoing organization of learning materials (notebook/dividers)
Group Problem Solving
Investigations using manipulatives and computers
Homework and Classwork
Regular checkups (quizzes & tests)
AimsWeb Benchmarks and Progress Monitoring
Review items from previous units on new tests
Practice Quizzes
Practice Tests
Peer Tutoring
After School Tutoring
WEB Visits
Proportional Reasoning
Number Sense
Order of Operations
Problem Solving
Algebra Basics
Applying Properties
Measurement Calculations
Geometric Transformations
Representing Relationships
Analyzing Data
Integer Operations
Part 2 is called the course map
I am going to walk you thought the construction of a CO.
First :You will see the sample from the manual on page 6
Clarifying Notes and samples follow
Third: A think aloud on how I organized this course for you
Finally: time to draft the segment in question.
There are blank templates on each table.
SOL 7.3
Volume & Surface Area
SOL 7.5
SOL 7.1, 7.13, 7.16
SOL 7.7, 7.8
Number Comparisons and Algebra Basics
SOL 7.9, 7.10, 7.11
SOL 7.14, 7.15
SOL 7.4, 7.6
SOL 7.2, 7.12
Quadrilaterals & Geometric Transformations
Practical Problems & Similar Figures
Sequences & Functions
Data Analysis & Probability
Equations & Inequalities
University of Kansas Center for Research on Learning 2002

3. Course Organizer CMS Math 7, Course II Course Standards: The
Teacher:
Time:
The
Course Organizer
Student:
Course Dates:
This Course:
Content:
Process:
Course Progress Graph
Course Questions: is
about
Course Standards: 3 1
CMS Math 7, Course II
What?
Calculations
Problem-Solving
Applications
Understanding
How?
Classwork
Homework
Quizzes
Tests
Value?
20%
10%
30%
40%
100%
emphasizing foundations of algebra by further developing arithmetic skills to include integer operations with a focus on real-life problem-solving and proportional reasoning.
Cooperative Learning
Concrete Materials
Technology Applications
Practical Work
Participation
Being Prepared
Teamwork
Manipulatives
Computers/Promethean Board
Paper/Pencil Practice
Student Involvement
Daily supplies brought to class 2
How do you model and solve practical problems involving integers? (SOL 7.3)
a.) How are a variety of numbers be represented, compared and contrasted? (SOL 7.1)
b.) How do I appropriately use variables, other algebraic terms, and the order of operations while applying the properties of real numbers? (SOLs 7.13 and 7.16)
How are sequences and functions represented using variables, tables, graphs, rules, and words? (SOLs 7.2 and 7.12)
What impact does an awareness of the power of data analysis and probability have? (SOLs 7.9, 7.10, and 7.11)
a.) How is proportional reasoning applied in a variety of problem-solving situations such as consumer math, measurement, similar plane figures, and probability? (SOLs 7.4 & 7.6)
b.) What are some considerations for choosing a problem-solving strategy when evaluating a word problem? (SOLs 7.4 and 7.6)
a.) How do the geometric properties of quadrilaterals compare and contrast? (SOL 7.7)
b.) In what ways can four geometric transformations of plane figures be demonstrated? (SOL 7.8)
How are surface area and volume measurements of various shapes in real life settings examined, used, and compared to describe differences when one dimension changes? (SOL 7.5)
a.) How are one- and two-step equations and inequalities solved using concrete materials as well as paper/pencil? (SOLs 7.14 and 7.15)
b.) How are solutions graphed on number lines? (SOL 7.15 b) 95 85 75 65 55 45 35 25 15 5
UNIT TESTS
Unit 1 2 3 4 6 7 8
Q1 Interim: ______ Q1 Final: ______
Q2 Interim: ______ Q2 Final: ______
Q3 Interim: ______ Q3 Final: ______
Q4 Interim: ______ Q4 Final: ______
A = 90 to 100
B = 80 to 89
C = 70 to 79
D = 64 to 69
Below 64 = Not Acceptable
Grading Scale:
University of Kansas Center for Research on Learning 2002

4. Course Map Part 2 is called the course map
Community
Principles
Learning Rituals
Course Map
This Course:
includes
Performance
Options
Student:
Critical Concepts
Learned in these
Units 8 7 4 5 6
CMS Math 7, Course II
Unit Organizers & Frames – co-construct and use for study
Ongoing organization of learning materials (notebook/dividers)
Group Problem Solving
Investigations using manipulatives and computers
Homework and Classwork
Regular checkups (quizzes & tests)
AimsWeb Benchmarks and Progress Monitoring
Review items from previous units on new tests
Proportional Reasoning
Number Sense
Order of Operations
Problem Solving
Algebra Basics
Applying Properties
Measurement Calculations
Geometric Transformations
Representing Relationships
Analyzing Data
Integer Operations
Part 2 is called the course map
I am going to walk you thought the construction of a CO.
First :You will see the sample from the manual on page 6
Clarifying Notes and samples follow
Third: A think aloud on how I organized this course for you
Finally: time to draft the segment in question.
There are blank templates on each table.
SOL 7.3
Volume & Surface Area
SOL 7.5
SOL 7.1, 7.13, 7.16
SOL 7.7, 7.8
Number Comparisons and Algebra Basics
SOL 7.9, 7.10, 7.11
SOL 7.14, 7.15
SOL 7.4, 7.6
SOL 7.2, 7.12
Quadrilaterals & Geometric Transformations
Practical Problems & Similar Figures
Sequences & Functions
Data Analysis & Probability
Equations & Inequalities
University of Kansas Center for Research on Learning 2002