Scope and Sequence - Douglas County School District
Scope and Sequence - Douglas County School District
Scope and Sequence - Douglas County School District
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BookSection/Length ofUnitSt<strong>and</strong>ard w/ BigIdea(s)1. key generalizationsof the big picture2. open-ended, “aha”enduring underst<strong>and</strong>ingsEssential Questions1. recur throughout life2. are key inquiries within thediscipline3. help students make sense ofcore content by leading to theirown discovery of the Big Idea(s)Resources: HOLT Mathematics Course 2(Nevada Edition)• Italics: additional essential vocabulary7 th Grade Math <strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>Student Outcomes(ObjectivesSkills/Verbs)Date(s)IntroducedKeyVocabulary &ConceptsEvidence of Learning:Projects/Activities usingDifferentiated Instruction<strong>and</strong>/or MultipleIntelligencesCommonFormativeAssessments6-2<strong>and</strong> percents,including fractionalpercents.• Why <strong>and</strong> how can youcalculate your grade/gradepoint average?• Integers*Fractions, Decimals<strong>and</strong> PercentsPg 7622-92-111.7.3Compare <strong>and</strong> order acombination ofrational numbers,including fractions,decimals, percents,<strong>and</strong> integers inmathematical <strong>and</strong>practical situations• What is the importance tohaving order to numbers?• Why do we expressequivalent values in differentways?• If equivalent values can beexpressed differently, whydon’t we just use one way<strong>and</strong> not have to learn therest?• Compare• Order• Simplify• Rational Numbers• Fractions• Decimals• Integers• Percents• Ratios*Comparing <strong>and</strong>Ordering Decimals*Simplifying Fractions<strong>Douglas</strong> <strong>County</strong> <strong>School</strong> <strong>District</strong> Page 2 March 2010<strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong>s
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