This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: At the beginning of the month, Evan had \$24 in his account at the school bookstore. Use a variable to represent the unknown quantity in each transacti...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Conner and Aaron are working on their homework together to find the distance between two numbers, $a$ and $b$, on a number line. Conner count the units...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Aakash, Bao Ying, Chris and Donna all live on the same street as their school, which runs from east to west. Aakash lives $5 \frac{1}{2}$ blocks to the...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Xiaoli was estimating the difference between two positive numbers $x$ and $y$ (where $x\gt y$). First she rounded $x$ up by a small amount. Then she ro...

This Essential Learning document highlights those Common Core Standards identified for seventh grade as the priority standards for the year. It also documents the necessary prerequisite skills and rigor level for each of the identified Essential Standards. In addition, it has the information on when it is taught, when it is assessed, and when students are expected to be proficient in alignment with the Illustrative Mathematics Curriculum

This resource is a teaching video for students to watch to learn how to add integers using a number line.  The video relates adding integers to real world problems during the lessons.  

This task is appropriate for assessing student's understanding of differences of signed numbers. Because the task asks how many degrees the temperature drops, it is correct to say that "the temperature drops 61.5 degrees." However, some might think that the answer should be that the temperature is "changing -61.5" degrees. Having students write the answer in sentence form will allow teachers to interpret their response in a way that a purely numerical response would not.

The purpose of this task is meant to reinforce students' understanding of rational numbers as points on the number line and to provide them with a visual way of understanding that the sum of a number and its additive inverse (usually called its "opposite") is zero.

"The easyCBM system was developed by educational researchers at the University of Oregon in close collaboration with school district partners across the United States. It is designed to give teachers insight into which of their students may need additional instructional supports as well as to provide a means by which they can measure the effectiveness of their teaching. System reports provide information that supports evidence-based decision making, and the Interventions interface streamlines the process of keeping track of students' instructional program, a feature that is particularly helpful for student study team meetings and parent conferences.
The full District system includes a variety of curriculum based measures in the content areas of early literacy in both English and Spanish as well as oral reading fluency, vocabulary, and reading comprehension. In addition, it offers mathematics measures with reach to both the National Council of Teachers of Mathematics (NCTM) Focal Point Standards and the Common Core State Standards in Mathematics, with built-in read-aloud and Spanish translation accommodations. The Teacher Deluxe Edition offers the same features as the District version, but is optimized for individual teacher, rather than system-wide adoption. A truncated version, the Lite Edition, is available free of charge for individual teachers."

This End of Unit Assessment Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized for students to track progress towards proficiency on each of the grade level standards.

This End of Unit Assessment is used in conjunction with the Illustrative Mathematics Curriculum and the Unit 5 End of Unit Assessment Rubric. It breaks down identifying the Essential Standard associated. This assessment should be utilized with the uploaded rubric to track progress towards proficiency on each of the grade level standards.

This lesson unit is intended to help teachers assess how well students are able to interpret percent increase and decrease, and in particular, to identify and help students who have the following difficulties: translating between percents, decimals, and fractions; representing percent increase and decrease as multiplication; and recognizing the relationship between increases and decreases.

This activity can be used to practice integer operations.  It includes addition, subtraction, multiplication and division.  Ability to edit to accomodate for number or questions and/or a specific operation is available. Students each start with their own paper.  Each student solves the first problem in the alotted time (suggested time 1 min).  When the time is up students pass their paper to a specified student next to them.  Students continue this in a circular pattern so that each students ends up with their original paper at the same time.  Correct papers at the end.   

The purpose of this task is to help solidify students' understanding of signed numbers as points on a number line and to understand the geometric interpretation of adding and subtracting signed numbers.

The aim of this lesson is to help students learn the process of subtracting integers through a real world discovery activity. By the end of the lesson students should be able to:
Discover a rule for subtraction integersApply the rule they discover to subtract integers with like signsApply the rule they discover to subtract integers with different signs
Students use double sided chips to manipulate "cold cubes" and "hot cubes" in order to solve the "Chefs Amazing Soup" problem. Students are asked to add and/or remove "cold cubes" and "hot cubes" to adjust the temperature of the soup and discover rules for subtracting integers in the process.

Students will be able to determine tolerance intervals and whether dimensions fall within those limits. It is recommended that teachers follow this lesson with the Analyzing Tolerance Lesson Plan by Michele Longsine.

The lesson is 25 pages and about positive and negative numbers.  It starts off with the mathematical goals and standards for the lesson. The resource is laid out with easy to  follow instructions.   There are various bolded titles starting with an introduction, materials needed, it gives a suggested lesson outline, along with practice examples. The lesson is intended to help the teacher assess how well students understand and use numbers in context.  The resource uses black and red text to show the difference between what the teacher needs to do/say and what the student needs to do.