New Module

Module 5

Lesson One Problem Set

Probability

TEST Thursday and Friday

Tomorrow we will start out TEST and continue on Friday.


Please review your practice tests and packets.

Topics to include:
Taxes
Tips
Scale Factors
Part = % x whole
Salary
Commission
Mark up
Mark down
Simple Interest
Percent Error
Percent Increase/Decrease

Monday May 4th

STUDY

STUDY

STUDY

There will be an upcoming test in Math 7

Topics will include:

Taxes
Percents
Scale Factors
Areas
Markups
Markdowns

Problem Set #15 1-3 only

Problem Set #14

For each question find a scale factor and then use the scale factor to find indicated length.

Lesson 13 Problem Set

Use the idea of reciprocals on several of tonight's homework problem.

Lesson #12 Problem Set

Lesson #12 Problem Set

In tonight's problem set I am more interested in you finding the lengths and widths than drawing the scale drawings.  Use the techniques learned in class today.  Most of the time the operation utilized is multiplication.  The example below will illustrate what I am looking for.

State Tests

Tomorrow is the last day of the  2015 Grade 7 Common Core Mathematics Test

Thank you to everyone for all of the hard work and dedication.

After the test we will be completing our post-assessment performance indicators

Congratulations Addison Acdemic All-Stars!!!!

The Addison Academic All-Star team defeated a strong Corning Gold team 50-40 to bring home the Large School Championship.  Their motivation and dedication as scholars make them role models for all!!!

Module 4 Topic B

In Topic B, students create algebraic representations and apply their understanding of percent from Topic A to interpret and solve multi-step word problems related to markups or markdowns, simple interest, sales tax, commissions, fees, and percent error (7.RP.A.3, 7.EE.B.3).  They apply their understanding of proportional relationships from Module 1, creating an equation, graph, or table to model a tax or commission rate that is represented as a percent (7.RP.A.1, 7.RP.A.2).  Students solve problems related to changing percents and use their understanding of percent and proportional relationships to solve the following:  A soccer league has 300 players, 60% of whom are boys.  If some of the boys switch to baseball, leaving only 52% of the soccer players as boys, how many players remain in the soccer league?  Students determine that, initially, 100% = 60% = 40% of the players are girls and 40% of 300 equals 120.  Then, after some boys switched to baseball, 100% - 52% of the soccer players are girls, so 0.48p = 120, or p = 120/0.48.  Therefore, there are now 250 players in the soccer league.
In Topic B, students also apply their understanding of absolute value from Module 2 (7.NS.A.1b) when solving percent error problems.  To determine the percent error for an estimated concert attendance of 5,000 people, when actually 6,372 people attended, students calculate the percent error as:
 (|5000 - 6372|)/|6372|, which is about 21.5%.