Seventh Grade Math Workshop Concept Based Activities Bundle | TEKS, CCSS, OAS

Grade Levels
7th, Homeschool
Standards
Formats Included
  • Zip
Pages
192 Activities, 24 Weeks of Activities Upon Completion
$249.00
Bundle
List Price:
$360.00
You Save:
$111.00
$249.00
Bundle
List Price:
$360.00
You Save:
$111.00
Share this resource

Description

Are you looking for Math Workshop Activities to use in your classroom that will not only allow you to make the best use of you planning time but also allow you to easily implement Math Workshop because the planning is already done for you?

**Want to know more? Check out the video here to learn more about the Math Workshop Concept Based Activities!**

Within the 24 Weekly Units, you will have 8 activities provided to you each week for you to pick and choose or even allow a choice among your students to determine which activities they want to work on each week.

These low-prep activities will also allow you to spend less time prepping each week and more time spending time with your students in Guided Math, having math conference or assessing students.

After many years of using Math Workshop, I dreamt about having a year-long product that was done for me and I could simply pull the activities as needed and this was the culmination of this idea.

INCLUDED IN THIS DOWNLOAD* FOR SEVENTH GRADE MATH WORKSHOP IS:

  • 24 Weeks of Concept and Activity Maps for Easy Planning
  • 24 Weeks of Teacher Instructions
  • Labels for Each Activity (with and without the TEKS objectives listed)
  • 192 Activities to Cover Concepts and Standards for the Grade Level

Interested in the Math Workshop FREE Sampler including EIGHT activities? Grab the Sampler and try it out today!

CONCEPTS INCLUDED in the Seventh Grade Math Workshop Activity Bundle ARE:

  • Describing Set of Rational Numbers
  • Converting Rational Numbers
  • Operations with Rational Numbers
  • Write One Variable, Two-Step Equations
  • Model One Variable, Two-Step Equations
  • Solve One Variable, Two-Step Equations
  • Write One Variable, Two-Step Inequalities
  • Model One Variable, Two-Step Inequalities
  • Solve One Variable, Two-Step Inequalities
  • Real-World Problems Involving Two-Step Equations
  • Real-World Problems Involving Two-Step Inequalities
  • Solve Problems with Ratios and Rates
  • Solve Problems with Percents
  • Percent Increase and Percent Decrease
  • Sales Tax, Simple Interest, and Compound Interest
  • Unit Rates in the Real World
  • Convert Between Measurement Systems
  • Constant Rates of Change
  • Distance Formula
  • Constant of Proportionality
  • Linear Relationships
  • Similar Figures
  • Scale Drawings
  • Angle Relationships
  • Circumference of a Circle
  • Area of A Circle
  • Composite Figures
  • Lateral Surface Area
  • Total Surface Area
  • Volume of Prisms
  • Volume of Pyramids
  • Probability
  • Data Analysis

*************************

→ Did you know that you can get CREDITS for future purchase by leaving feedback on each of your purchases? Simply navigate to the My Purchases page and next to each download you will be able to leave a star rating and comments about the activities you have purchased. I truly value your feedback and consider each and every word left.

*************************

Personal Copyright: The purchase of this product allows you to use these activities in your personal classroom for your students. You may continue to use them each year but you may not share the activities with other teachers unless additional licenses are purchased. The license for this purchase is NON-TRANSFERABLE. Site and District Licenses are also available.

4mulaFun®, Flippables™ and Solve and Snip™ are trademarks of Smith Curriculum and Consulting (formerly FormulaFun Inc. dba 4mulaFun), and are registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are the property of their respective owners. Copyright © Smith Curriculum and Consulting, Inc. All rights reserved.

DISCLAIMER: With the purchase of this file you understand that this file is not editable in any way. You will not be able to manipulate the lessons and/or activities inside to change numbers and/or words.

Total Pages
192 Activities, 24 Weeks of Activities Upon Completion
Answer Key
Included
Teaching Duration
1 Year
Report this Resource to TpT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpT’s content guidelines.

Standards

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Reviews

Questions & Answers

Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.

More About Us

Keep in Touch!

Sign Up