This week will be solving problems involving tax, tip and discount . We will build on the previous lessons as it extends students’ understanding of ratio and rate reasoning to percents.
Students also continue to write and solve 1-‐step equations as part of their work with percents; for example, the question “If Travis paid a total of 21.60, including 9% sales tax, what was the price of the item he purchased?” can be represented by the equation 1.09x = 21.60.
Things we will be focusing on:
**Since this was a short week, for 1/8-1/12 we will continue with our DMR 3.1. We will continue our work with percent's. We are now using the percent equation which helps s answer a variety of percent problems. There will be problems where the part, the percent, or the whole is unknown. The equation: part=percent x whole will help us solve these problems. We will then move on to percent increase and decrease!
Welcome back and Happy New Year!
This week we begin our new unit on percents! We will begin the week by finding the percent of a number. We will be exposed to different ways to solve these types of problems. Equivalent forms of percents, such as fractions and decimals, can be used to solve problems. Students bring prior knowledge of percents from 6th grade. This prior knowledge is extended to creating equivalent forms of percents in order to solve for unknown values.
We will end the week beginning to look at the percent equation. This will help students find either the missing percent value, whole value, or part value in any type of problems involving percentages.
The Math Mania attached will not be due until Friday the 12th.
We made it! For the last week of the semester we will be reviewing our Unit Rate/Constant of Proportionality Unit to prepare for our Wednesday Exam. Remember Unit Exams are no eligible for retake. Please make sure you ask your child for the review packet.
There will be no DMR or Math Mania this last week.
This week we will learn to identify the constant of proportionality by finding the unit rate in the collection of equivalent ratios. They represent this relationship with equations of the form 𝑦=𝑘x , where 𝑘 is the constant of proportionality. Students derive the constant of proportionality from the description of a real-world context and relate the equation representing the relationship to a corresponding ratio table or graphical representation. We will end the week with consolidating our graphical understandings of proportional relationships as we interpret the meanings of the points (0,0) and (1,𝑟), where 𝑟 is the unit rate, in terms of the situation or context of a given problem.
This week we actually have only three days of math instruction. We will be taking the MAP Mathematics test on Wednesday and Thursday.
So for the short week, we will begin our new unit by reintroducing unit rates (from 6th grade) and move on to complex unit rates. Before this unit, students worked with ratios of whole numbers and with whole number percentages. Now they start to work with ratios of fractions and fractional percentages. This week they encounter situations where a ratio of fractions arises naturally. They consider a situation involving a ratio where the second number is 100, in order to prepare for thinking about a percentage as a particular type of rate, and they compare rates associated with different ratios. The representations they use are the same as they have used previously, but in the context of more complicated ratios.
I have been teaching 7th grade Mathematics for 9 years. I have worked at two IB MYP schools, one in Houston, Texas, and at West End Middle for 7 years. Please feel free to email me if you have any questions, comments or concerns.