Understanding By Design Unit Template

Title of Unit
Curriculum Area
Developed By

Moving Straight Ahead

Algebra
Connected Mathematics (CMP3)

Grade Level
Time Frame

7
6 weeks

Identify Desired Results (Stage 1)

Content Standards
7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of
proportional relationships.
7.RP.2c Represent proportional relationships by equations.
7.RP.2d 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.
7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the
quantities in it are related.
7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole
numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form;
convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
7.EE.4 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale
drawing and reproducing a scale drawing at a different scale.
7.EE.4a Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing
triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or
no triangle.
7.EE.4b Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational
numbers. Graph the solution set of the inequality and interpret it in the context of the problem.

Understandings
Overarching Understanding
How proportional and non-proportional relationships are represented in
equations, graphs, and tables. How these representations can model
mathematical and real world situations. Particularly by making sense of
the constant of proportionality, solutions to equations and solutions to
inequalities.
Related Misconceptions

Not understanding that the dependent and independent variables

are related by a constant of proportionality.
Not understanding the connections between tables, graphs and
equations that represent linear relationships.

Essential Questions
Overarching

What are the variables in

a problem?
Do the variables in a
problem have a
relationship to each
other? If so, describe.
What patterns in a
problem suggest that it is
changing at a constant
rate?
How can the proportional
and non-proportional

Topical

What equation represents

the relationship between
the time and the distance
you walk at a constant
rate? What are the
dependent and
independent variables?
How can you predict
whether a relationship is
linear from a table, a
graph, or an equation
that represents the

Not identifying how the rate of change can be found from multiple
representations of linear relationships.
Not being able to translate information about linear relationships
from one form to another.
Not being able to identify key pieces of information that will allow
them to write equations which represent the linear relationships.
Not understanding the connection between slope and the ratio of

the vertical and horizontal distances between two points on a graph.

Not identifying which linear relationships are proportion and which
are non-proportional.
Not understanding that the equality sign indicates two equivalent
expressions.

changes in a problem be
represented in a table,
graph or with an
equation?
How do changes in one
variable affect changes in
a related variable?
What is the connection
between linear equations
and the patterns in tables
and graphs of those
equations: rate of change,
slope, and y-intercept?
How can tables, graphs,
and equations of
proportional and nonproportional relationships
be used to answer
questions?

relationship?
What is the pattern of
change in a linear
relationship?
How can you determine if
a linear relationship is
increasing or decreasing?
When is it helpful to use
a graph or a table to
solve a problem?
How does the pattern of
change for a linear
relationship appear in a
table, a graph, or an
equation?
How can you decide if a
table or an equation
represents a linear
relationship?
How are solutions of an
equation of the form
y=b+mx related to the
graph and the table for
the same relationship?
How are the coordinates
of a point on a line or in a
table related to the
equation of the line?
What does equality
mean?
How can the properties of
equality be used to solve
linear equations?
What are some strategies
for solving linear
equations?
How can you find when
two expressions are
equal, or when one
expression is greater or
less than the other?

Knowledge

Objectives
Skills

Students will know

How is the steepness of a

set of stairs related to a
straight-line graph?
How can you find the yintercept and the slope of
a line from data in a
table, graph or equation?
How can you predict if
two lines are parallel or
perpendicular from their
equations?
What information do you
need to write an equation
for a linear relationship?
Is the expression for the
dependent variable
always the same?

A linear relationship is a relationship between two variables for which

all points lie on a straight line.
A linear relationship is a relationship between two variables where the
rate of change is constant.
The slope of the line is called the constant or proportionality which is
the rate of change between the two variables represented by a
coefficient in an equation.
The x- and y- intercepts represent the quantity of one variable when
there other variable is absent.
Solving an equation if finding the value of variable that make the
equation true.
An equality sign represents two equivalent expressions.
Equivalent expression have the same value regardless of what number
is substituted for the variable.
You can add, subtract, multiply and divide each side of the equality by
the same number.
The point of intersection of two linear equations tells us the where that
quantities of each variable will be the same in the linear equations.

Students will be able to

Identify and describe patterns of change between the

independent and dependent variables for linear
relationships represented by tables, graphs, equations,
or contextual settings.
Construct tables, graphs, and symbolic equations that
represent linear relationships.
Identify the rate of change between two variables and
the x- and y-intercepts from graphs, tables, and
equations that represent linear relationships.
Translate information about linear relationships given in
a contextual setting, a table, a graph, or an equation to
one of the other forms.
Write equations that represent linear relationships given
specific pieces of information, and describe what
information the variables and numbers represent.
Make a connection between slope as a ratio of vertical
distance to horizontal distance between two points on a
line and the rate of change between two variables that
have a linear relationship.

Recognize that the equation y=mx represents a

proportional relationship.
Solve problems and make decisions about linear
relationships using information given in tables, graphs,
and equations.
Recognize that the equations y=mx+b represents a
linear relationship and means that mx+b is an
expression equivalent to y.
Recognize that linear equations in one unknown,
k=mx+b or y=m(t)+b, were k, t, m, and b are constant
numbers, are special cases of the equation y=mx+b
Recognize that finding the missing value of one of the
variables in a linear relationship, y=mx+b, is the same
as finding a missing coordinate of a point (x,y) that lies
on the graph of the relationship.
Solve linear equations in one variable using symbolic
methods, tables, and graphs.
Recognize that a linear inequality in one unknown is
associated with a linear equation.
Solve linear inequalities using graphs or symbolic
reasoning.
Show that two expressions are equivalent.
Write and interpret equivalent expressions.

Assessment Evidence (Stage 2)

Performance Task Description: Unit Benchmark Assessment

Goal

Role
Audience
Situation
Product/Performance

Students will demonstrate their understanding of linear relationships and how they can be used to
solve mathematical and real world situations. Students will compute unit rates from ratios of
fractions. Students will identify the unit rate in tables, graphs, equations, diagrams and written
descriptions of proportional relationships. Students will produce equations to represent proportional
relationships. Students will explain how Cartesian points on a graph of a proportional relationship
relates to the terms of a situation, paying special attention to the points (0,0) and (1,r) where r is the
unit rate. Students will demonstrate their ability to use proportional relationships to solve multistep
ratio and percent problems.
End of unit test
Mr. Stearns and Mr. Hudson
Assessment will be taken at the end of the unit after review activities. Students will take the
assessment in the classroom individually over the course of one hour. Students who require
accommodations and modifications will take the test with Mrs. Krull in accordance with their IEPs.
Students performance will be entered in to Mastery Manager for the districts use in analyzing math
education trends.

Standards

7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams,
and verbal descriptions of proportional relationships.
7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed
light on the problem and how the quantities in it are related.
7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative
rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically.
Apply properties of operations to calculate with numbers in any form; convert between forms as
appropriate; and assess the reasonableness of answers using mental computation and estimation
strategies.
7.EE.4 Solve problems involving scale drawings of geometric figures, including computing actual
lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.EE.4a Draw (freehand, with ruler and protractor, and with technology) geometric shapes with
given conditions. Focus on constructing triangles from three measures of angles or sides, noticing
when the conditions determine a unique triangle, more than one triangle, or no triangle.

Other Evidence

Learning Plan (Stage 3)

Day in Unit
1

Lesson
Topic

Lesson Learning
Objective

Inv 1.1
Finding and
Using Rates

I can explore the relationship

between time and walking
distance and use data to make
predictions.

Inv 1.2
Tables,
Graphs,
and
Equations

I can determine whether

relationships are linear by
examining tables, graphs, and
equations.

Description of how
lesson contributes to
unit-level objectives
Students will examine patterns
of change between two
variables in the context of a
walkathon. Students will
determine walking rates and
write an equation that models
the distance walked over time.
Students will look at the walking
rates of three students and the
effects these rates have on
various representations of the
relationship between distance
and time. Students will be asked
to explore why these
relationships are linear and use
this to recognize a linear
relationship from a table or

Assessment activities
ACE p. 16 #1-2
From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning
ACE p. 16 #3-5
From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning

5
6

Inv. 1.3
Using
Linear
Relationshi
ps

Inv. 1.4
Recognizin
g Linear
Relationshi
ps

I can explain what pattern of

change means in a linear
relationship.

I can determine if a linear

relationship is increasing or
decreasing.

Inv. 1 Math
Reflection
and Quiz
Inv. 2.1
Finding the
Point of
Intersectio
n

Assessing Investigation 1
progress.

Inv. 2.2
Using
Tables,
Graphs,
and
Equations

I can explain how the pattern of

change for a linear relationship
appears in a table, graph, or
equation.

I can apply what I know about

linear relationships to solve a
real-world problem.

equation.
Students will explore the
situation involving collecting
money from sponsors for the
walkathon to further their
understanding of constant rate
of change between two
variables in a linear relationship.
Students will use verbal
descriptions, tables, graphs, and
equations to interpret linear
relationships. Students will
informally explore the yintercept.
Negative rates of change are
introduced. Students will
interpret and compare data
from a situation with a table and
one with a graph. They will
compare the information from
different representations, and
build on skills recognizing linear
relationships from various
representations.

ACE p. 18 #6-9
From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning

ACE p. 19 #10-14
From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning
Math Reflection

Students will look at the running

rates of siblings to determine
how long a race should be so
that the younger brother wins.
The students will use the point
of intersection of two linear
relationships using a graph, a
table, or numerical reasoning.
Students compare data from
problem 2.1. Students focus on
the essential features of a linear
relationship and how they are
represented in a graph, a table,
and an equation. Students will
look for meaning of the point

Quiz
ACE p. 38 #1
From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning
ACE p. 38 #2-4, 6
From CMP3 Moving Straight
Ahead
Monitoring students work

10

11

Inv. 2.3
Comparing
Relationshi
ps

Inv. 2.4
Connecting
Tables,
Graphs,
and
Equations

Inv. 2
Performanc
e Task Toy
Trains and
Math
Reflection
Inv. 3.1
Solving
Equations
Using
Tables and
Graphs

I can interpret information from

an equation and use it to
answer questions.

I can identify information about

linear relationships from
various representations.

where the graph of a line

intersects the y-axis.

Questioning

Students explore constant rate

and y-intercept in a new way.
The y-intercept is named and
students interpret it as a point
on a line, an entry in a table, or
as the constant b in the
equation y=mx+b. The constant
rate of change is emphasized as
the coefficient of the
independent variable.
Students explore equations
representing pledge plans from
the walkathon. The decide
whether the graph of a linear
relationship is decreasing,
increasing, or constant from
different representations of the
relationship. They make
connections between the points
on a line, the pairs of data in a
row of a table, and a solution of
an equation of the form
y=mx+b

ACE p. 40 #5, 7-14

Assessing the connections

students are making between
Investigation 2 content a real
life scenarios.
I can use proportional
reasoning to solve problems
involving measurement
conversions.

From CMP3 Moving Straight

Ahead
Monitoring students work
Questioning
ACE p. 4 #15-18
From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning

Performance Task
Math Reflection

Students make the connection

among points on a line, pairs of
values in a table, and solutions
to equations. They also connect
finding the value of one variable
in an equation of the form
y=mx+b using a table or graph
to finding a solution to an
equation.

ACE p. 69 #1-4
From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning

12

Inv. 3.2
Exploring
Equality

I can use ratios, rates,

percents, and proportions to
solve real-world problems.

Students are introduced to

symbolic pictorial methods to
solve linear equations with an
unknown.

ACE p. 70 #5-8
From CMP3 Moving Straight
Ahead
Monitoring students work

13

14

15

16
17

Inv. 3.3
Writing
Equations

Inv. 3.4
Solving
Linear
Equations

Inv. 3.5
Equations
and
Inequalities

Inv. 3 Math
Reflection
and Quiz
Inv. 4.1
Using Rise
and Run

I can use the pictorial form of a

linear equation to solve it
symbolically.

I can solve linear equations

symbolically.

I can determine whether or not

two expressions are equivalent.

Students translate the pictorial

form of linear equations into
symbolic linear equations in one
variable. They begin to use the
properties of equality to solve
the equations symbolically.
Students explore and develop
strategies for solving linear
equations with rational-number
solutions. Students use the
properties of equality to find
solutions to linear equations.
They analyze typical errors or
strategies that can occur in
solving a linear equation.
Students explore a symbolic
method for finding the point of
intersection of two lines and
connect this to other methods.
Students set the expressions for
y equal to each other then solve
for x. Students interpret
equivalent expressions and
solve inequalities using graphs.

Assessing Investigation 3
progress.
I can investigate steepness
measurements and how theyre
related to linear equations.

Questioning
ACE p. 70 #9-16
From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning
ACE p. 72 #17-29
From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning
ACE p. 75 #30-34
From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning
Math reflection

Students investigate the

steepness of stairs by
measuring the rise and run of
the stairs and comparing their
data to carpenters guidelines.

Quiz
ACE p. 98 #1
From CMP3 Moving Straight
Ahead

Rise-to-run informally
introduces the concept of slope.
18

19

20

21

22

Inv. 4.2
Find the
Slope of a
Line

Inv. 4.3
Exploring
Patterns
with Lines

I can find the slope and yintercept of a line.

I can use slope to explore

patterns among linear
relationships.

Inv. 4.4
Writing
Equations
for Linear
Relationshi
ps

I can write equations for linear

relationships.

Inv. 4
Performanc
e Task T.V.
Time and
Video
Games
and Math
Reflection
Unit Review

Assessing the connections

students are making between
Investigation 4 content a real
life scenarios.

Review the units material.

Students find the slope of a line

from a graph, a table, an
equation, or two points on the
line. They compare slope to the
constant rate of change
between the two variables in
the relationship represented by
y=mx+b. Students use two
points two find the slope of the
line. They then find the yintercept from a table or graph
and use this to write an
equation of the form y=mx+b.
Students use their knowledge of
slope and lines to explore
patterns among sets of linesthose with the same slopes and
those whose slopes are opposite
reciprocals of each other.
Students find slope and yintercept from contextual clues
and write equations for linear
relationships. They separate
linear from non-linear
relationships.

Monitoring students work

Questioning
ACE p. 98 #2-15
From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning

ACE p. 100 #16-34

From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning
ACE p. 104 #35-42
From CMP3 Moving Straight
Ahead
Monitoring students work
Questioning
Performance Task
Math Reflection

23

Unit
Benchmark
Assessment

Assessing progress over the

unit.

Benchmark Assessment