Unit Plan Format Requirements:

Unit Title and Subject Area Equations and Inequalities, Math

Grade Level: 7th grade
Time: 3 weeks
State Standards:
CCSS.MATH.CONTENT.7.EE.A.1:Studentswillbeabletoapplypropertiesof
operationssuchasaddition,subtraction,multiplication,division,andfactoring.
CCSS.MATH.CONTENT.7.EE.A.2:Understandingthatrewritingexpressionscanhelp
shedlightontothatproblem.Suchascombiningliketermswithinanexpressiontohelp
simplifyitdownandmakeitlookmuchlessfrightening.
CCSS.MATH.CONTENT.7.EE.B.3:Solvingmultistepreallifeandmathematical
problems.
CCSS.MATH.CONTENT.7.EE.B.4:Usevariablestorepresentquantitiesandconstruct
simpleequationsandinequalitiestosolveproblemsbyreasoningaboutthequantities.

Unit Rationale: In the 7th grade there are four critical areas that you
need to focus on: (1) developing the understanding of and applying
proportional relationships; (2) developing the understanding of
operations with rational numbers and working with expressions and
linear equations; (3) solving problems involving scale drawings and
informal geometric constructions, and working with two- and threedimensional shapes to solve problems involving area, surface area, and
volume; and (4) drawing inferences about populations based on
samples. Therefore, this unit in particular fits into the yearlong goals
because this unit covers number 2; developing the understanding of
operations with rational numbers and working with expressions and
linear equations.
Goals: The unit will be split into many different lessons. The major
concepts that will be taught are:
1. Solving one-step addition and subtraction equations (2 days)
2. Solving one-step multiplication and division equations (1 day)
3. Solving equations with rational coefficients (2 days)
4. Solving two-step equations (2 days)
5. Solving inequalities by addition or subtraction (1 day)
6. Solving inequalities by multiplication or division (2 days)
7. Solving two-step inequalities (1 day).
Objectives: The unit objective is for the student to know what it
means when two quantities are equal.

1. The student will solve one-step addition and subtraction

equations.
2. The student will solve one-step multiplication and division
equations.
3. The student will solve equations with rational coefficients.
4. The student will solve two-step equations.
5. The student will solve inequalities by using the addition or
subtraction properties of inequality.
6. The student will solve inequalities by using the multiplication or
division properties of inequality.
7. The student will solve and graph two-step inequalities.
Lessons/Main Activities: There are 10 lessons total in this unit. The
other 5 days of this unit will be used for doing other things. 2 of those
5 days will be used to do fun things such as working problems out on
their desks and not working in their workbooks that day, or doing
hands-on activities that day. The last 3 of those 5 days will be used for
review days, which allows them to ask any last minute questions that
they may have and then the last day of the unit will be used to take
the chapter test. Most of the lessons will be run the same way, they
will come into the classroom and grab their math workbooks and I will
let them know if they will need a calculator for the day. They will then
turn in their workbooks to the introduction page of that lesson which
will be projected onto the whiteboard so we can all go through it
together. This is where we will discuss the vocabulary that will be used
for that lesson and they will give us examples to look at before we
begin. Once we have done multiple examples together as a class they
will then work in their small groups (tables) to complete the guided
practice. Once I give them a fair amount of time to complete the
guided practice problems I will pick students to go to the board to show
the class how they worked through the problem and then we will go
over them together to make sure everyone did it correctly and got the
correct answer. Once the guided practice is complete they will then
given the rest of the time to work through the independent practice in
their workbooks, which is equivalent to an assignment or a worksheet.
What is the assessment measure for the unit? We will be using
formative assessments through most of the unit with the occasional
summative assessment. Each day we will work through problems in
small groups (their assigned tables) and then individuals will be picked
to go to the board to show the class how to do the problem. The
individuals going to the board will be a formative assessment because
this gives me an idea of how they are doing at that point in time in the
lesson and allows me to see what they understand. Each day I will be
picking different students to go to the board to work out the problems
up there. The other formative assessment I will be doing to assess

their understanding is by using nonverbal cues, for example I will have

a problem on the board and I will ask them if they think there first step
is to add hold up a 1, subtract hold up a 2, multiply hold up a 3, or
divide hold up a 4. This will allow me the opportunity to assess
everyone in the class understanding at that point in the lesson. I will
be using summative assessments throughout the unit, such as quizzes
and then a chapter test at the end of the unit to finish it all up.
Differentiated Instruction Anticipated: This unit can be modified
to accommodate all learners because for the students that need it
there is a Para in the classroom with them to get that extra attention.
For example, in 1st period there are two students in that classroom that
need a Para and so they are put at the same table together to make it
easy for that Para to help both of them at the same time. Throughout
this unit we will be doing a lot of group work and working as a class on
assignments and doing activities together. For example after working
on something for a couple of days I will have them get dry erase
markers and we will work problems out together as they write those
problems out on their desks with their markers. Lastly, when it is time
to work in groups I try to make sure I linger around the tables who
have the students that need the extra help so I am there to walk them
through it when they get stuck with something.
List of Materials: Paper, Pencil, Eraser, Workbook, Calculator,
Individual White Boards, and Dry Erase Markers
List of Sources:
Carter, J. A., Cuevas, G. J., Day, R., C. M., Kersaint, G., McClain, K., . . .
Zike, D. (2013). Glencoe Math. Columbus, OH: McGraw-Hill Education.
C. (2016). Grade 7 Expressions & Equations. Retrieved from
http://www.corestandards.org/Math/Content/7/EE/