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# Welcome to 7th Grade Math with Miss Ashton!

I am excited to begin my 7th year teaching in 7th grade math! I am also excited to have your
child A
​ GAIN​ this year! It will be a year of growth for both your child and myself. I encourage
you to be as involved as you can with your child’s education. If you have questions or
concerns, please do not hesitate to ask. I cannot wait to continue to watch your child grow
and develop their math skills over the course of the year!

This year your child will be using the E
​ nvision
Math 2.0 program​, which is the same program we
used last year. There are many different features
that accompany this program and we, as a middle
school math team, are excited to see where these
different features take our students. Students will
practice opportunities. Please let me know if you

## Signing up for Remind:

Signing up for my messages on ​Remind​ is easy! Just follow one of the steps below.
1. Receive messages via ​text message​ by texting the correct class code to 81010 or
(717)-910-4299. Reply to the message from the Remind team with your first and last
name, and you’re in!
the app downloaded, create an account and then go to the Classes tab, tap the +, and
enter the correct class code.

Period 4​ (Period 5): @ashton5​ P
​ eriod 6​ ​(Period 7): @ashton7​ ​Period 8​ (Period 3): @ashton3

​ NE​ Remind class*

What will my child learn this year in math?

In Grade 7, instruction will focus on t​ en​ critical areas: (1) developing understanding of operations with rational
numbers; (2) developing understanding of proportional relationships; (3) applying proportional relationships to
percentages which may require converting between forms when appropriate; (4) representing expressions in
equivalent forms; (5) solving real-world problems that involve linear equations and inequalities; (6) solving
problems involving by applying angle relationships; (7) drawing inferences about populations based on samples
and drawing comparative inferences about two different distributions; (8) understanding the properties of
geometric figures, solving real-world problems using circumference and area, and applying proportional
relationships to scale drawings; (9) developing, using, and evaluating probability models; and (10) solving
real-world problems involving surface area and volume of right prisms and composite figures.

Rational Numbers:​ In this unit, students will learn to solve  Statistics:​ In this unit, students will learn to determine
real-world and mathematical problems involving the four  whether a sample is random, given a real world situation
operations with rational numbers. Students will learn to  and make inferences about a given population. Students
apply the properties of addition and multiplication (i.e.  will compare and interpret two numerical data distributions
commutative, associative, identity, inverse, and zero), and  using measures of center (mean, median, and mode) and
to demonstrate whether the decimal form of a fraction  variability (range, mean absolute deviation, and
terminates or repeats by using long division.  interquartile range).

Analyze and Solve Percent Problems:​ In this unit,  Expressions: I​ n this unit, students will learn to apply
students will apply proportional relationships to write and  properties of operations to add, subtract, factor, and
solve percent (tax, markups, markdowns, gratuities,  expand expressions with rational coefficients, including the
commissions, fees, and percent change/error) and simple  use of the Distributive Property, to create equivalent
interest equations. Students will be able to convert  expressions.
between fractions, decimals, and percents as needed.

Linear Equations and Inequalities: ​In this unit, students  Angle Relationships:​ In this unit, students will identify
will use variables to represent quantities in a real-world or  properties of angles and use equations to solve for a
mathematical problems dealing with rational numbers.  missing angle. Angles include: interior angle sum of
They will be able to write and solve simple, two-step, and  triangles, supplementary, complementary, & adjacent and
multi-step linear equations and inequalities, and graph  those that are formed when two parallel lines are cut by a
their solutions. They will determine the reasonableness of  transversal (alternate interior, alternate exterior,
their solutions with in the context of the problem.   corresponding, linear pair and vertical angles).

Proportional Relationships:​ In this unit, students will be  2D Geometry:​ In this unit, students will learn to classify
able to compute unit rates associated with ratios of  triangles based on the sides and angles, and properties of
fractions. Students will learn to analyze data to determine  triangles, including the Triangle Inequality Theorem.
whether two quantities are proportionally related using a  Students will solve real world problems involving area and
table, graph and an equation. They will be able to identify  circumference of a circle, and problems involving area of
the constant of proportionality and generate an equation  triangles, quadrilaterals, and composite figures (including
for proportional relationships. Using a graph, students will  polygons and semi-circles). Students will apply their
be able to identify and explain the unit rate (constant of  knowledge of proportional relationships to solve problems
proportionality) and what the points (0, 0) and (1, r)  involving scale drawings of geometric figures including
represent.  finding length and area.

Probability:​ In this unit, students will predict or determine  3D Geometry:​ In this unit, students will learn to calculate
the likelihood of outcomes (i.e. certain, more likely, less  and solve real-world problems that involve the volume and
likely, equally likely, possible, impossible). Students will  surface area of right prisms and composite
also calculate probabilities of simple and independent  three-dimensional figures. Students will also learn to
compound events by using organized lists, tables, tree  identify the two-dimensional cross-section that is created
diagrams, and simulations of compound events. They will  by a slice of a three-dimensional figure.
determine the relative frequency in order to make
reasonable comparisons, predictions, and decisions.

The 8 Mathematical Practices for Parents

solver and will allow them to use math effectively in their daily life. As they work through
homework problems, you can help them develop and perfect the skills highlighted within the
8 mathematical practices. Try asking some of these questions:

1. Make sense of problems and persevere in solving them.
● What are you solving for in the problem?
● Can you think of a problem that you have solved before that is like this one?
● Are you making progress toward solving it? Should you try a different plan?
● How can you check your answer? Can you check using a different method?
2. Reason abstractly and quantitatively.
● Can you write or recall an expression or equation to match the problem situation?
● What do the numbers or variables in the equation refer to?
● What’s the connection among the numbers and the variables in the equation?
3. Construct viable arguments and critique the reasoning of others.
● If I told you I think the answer should be (offer a wrong answer), how would you
● explain to me why I’m wrong?
4. Model with mathematics.
● Do you know a formula or relationship that fits this problem situation?
● What’s the connection among the numbers in the problem?
● What does the number(s) in your solution refer to?
5. Use appropriate tools strategically.
● What tools could you use to solve this problem? How can each one help you?
● Which tool is more useful for this problem? Explain your choice.
● Why is this tool (the one selected) better to use than (another tool mentioned)?
● Before you solve the problem, can you estimate the answer?
6. Attend to precision.
● What do the symbols that you used mean?
● What units of measure are you using? (for measurement problems)
● Explain to me (a term from the lesson).
7. Look for and make use of structure.
● What do you notice about the answers to the exercises you’ve just completed?
● What do different parts of the expression or equation you are using tell you about