Northern Kentucky University Personal Trainer Case Questions Read the Personal Trainer case and answer the four questionssee attached files. Georgia Standa

Northern Kentucky University Personal Trainer Case Questions Read the Personal Trainer case and answer the four questionssee attached files. Georgia
Standards of Excellence
Curriculum Map
Mathematics
GSE Grade 7
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Georgia Department of Education
GSE Grade 7 Curriculum Map
1st Semester
Unit 1
(4 – 5 weeks)
2nd Semester
Click on the link in the table to view a video that shows instructional strategies for teaching each standard.
Unit 2
Unit 3
Unit 5
Unit 6
Unit 4
(4 – 5 weeks)
(4 – 5 weeks)
(4 – 5 weeks)
(3 – 4 weeks)
(4 – 5 weeks)
Unit 7
(3 – 4 weeks)
Operations with Rational
Numbers
Expressions and
Equations
Ratios and Proportional
Relationships
Geometry
Inferences
Probability
Show What We
Know
MGSE7.NS.1
MGSE7.NS.1a
MGSE7.NS.1b
MGSE7.NS.1c
MGSE7.NS.1d
MGSE7.NS.2
MGSE7.NS.2a
MGSE7.NS.2b
MGSE7.NS.2c
MGSE7.NS.2d
MGSE7.NS.3
MGSE7.EE.1
MGSE7.EE.2
MGSE7.EE.3
MGSE7.EE.4
MGSE7.EE.4a
MGSE7.EE.4b
MGSE7.EE.4c
MGSE7.RP.1
MGSE7.RP.2
MGSE7.RP.2a
MGSE7.RP.2b
MGSE7.RP.2c
MGSE7.RP.2d
MGSE7.RP.3
MGSE7.G.1
MGSE7.G.2
MGSE7.G.3
MGSE7.G.4
MGSE7.G.5
MGSE7.G.6
MGSE7.SP.1
MGSE7.SP.2
MGSE7.SP.3
MGSE7.SP.4
MGSE7.SP.5
MGSE7.SP.6
MGSE7.SP7
MGSE7.SP.7a
MGSE7.SP.7b
MGSE7.SP.8
MGSE7.SP.8a
MGSE7.SP.8a
MGSE7.SP.8b
MGSE7.SP.8c
ALL
These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units.
All units will include the Mathematical Practices and indicate skills to maintain.
NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics.
Grades 6-8 Key:
NS = The Number System
RP = Ratios and Proportional Relationships
EE = Expressions and Equations
G = Geometry
SP = Statistics and Probability.
July 2019 ● Page 2 of 7
Georgia Department of Education
Georgia Standards of Excellence Grade 7 Mathematics
Curriculum Map Rationale
Unit 1: Building upon the understanding of rational numbers developed in 6th grade, this unit moves to exploring and ultimately formalizing rules for
operations (addition, subtraction, multiplication and division) with integers. Using both contextual and numerical problems, students explore what
happens when negative numbers and positive numbers are combined. Repeated opportunities over time will allow students to compare the results of
adding, subtracting, multiplying and dividing pairs of numbers, leading to the generalization of rules. Fractional rational numbers and whole numbers
should be used in computations and explorations.
Unit 2: Students build on what was learned in previous grades regarding mathematical properties such as commutative, associative, and distributive
properties, and conventions, such as order of operations. Students use these conventions and properties of operations to rewrite equivalent numerical
expressions. Students continue to use properties used with whole numbers, extending their use to integers, rational, and real numbers. Students write
expressions and equations in more than one format, demonstrating that they are still equal. Variables are used to represent quantities in real-world
problems.
Unit 3: This unit builds on student knowledge and understanding of rate and unit concepts, including the need to develop proportional relationships
through the analysis of graphs, tables, equations, and diagrams. Grade 7 pushes the student to develop a deep understanding of the characteristics of a
proportional relationship. Mathematics should be represented in as many ways as possible in this unit by using graphs, tables, pictures, symbols and
words.
Unit 4: Students learn to draw geometric figures using rulers and protractors with an emphasis on triangles. Students explore two-dimensional crosssections of cylinders, cones, pyramids, and prisms. Students write and solve equations involving angle relationships and solve problems that require
determining the area, volume, and surface area of solid figures. This unit also introduces students to the formula for the circumference and area of a
circle.
Unit 5: Building on the knowledge of statistics from sixth grade, students use random samples to make predictions about an entire population and
judge the possible discrepancies of the predictions. Students use real-life situations from science and social studies to show the purpose for using
random sampling to make inferences about a population. Note- Units 5 and 6 were combined in the revised curriculum map providing an uninterrupted
exploration of statistics.
Unit 6: Students begin to understand the probability of chance (simple and compound). They develop models to find the probability of simple events,
and make predictions using information from simulations.
July 2019 ● Page 3 of 7
Georgia Department of Education
GSE Grade 7 Expanded Curriculum Map – 1st Semester
1 Make sense of problems and persevere in solving them.
2 Reason abstractly and quantitatively.
3 Construct viable arguments and critique the reasoning of others.
4 Model with mathematics.
Unit 1
Operations with Rational Numbers
Apply and extend previous understandings of operations
with fractions to add, subtract, multiply, and divide
rational numbers.
MGSE7.NS.1 Apply and extend previous understandings of
addition and subtraction to add and subtract rational numbers;
represent addition and subtraction on a horizontal or vertical
number line diagram.
MGSE7.NS.1a Show that a number and its opposite have a
sum of 0 (are additive inverses). Describe situations in
which opposite quantities combine to make 0. For example,
your bank account balance is -$25.00. You deposit $25.00
into your account. The net balance is $0.00.
MGSE7.NS.1b Understand p + q as the number located a
distance from p, in the positive or negative direction
depending on whether q is positive or negative. Interpret
sums of rational numbers by describing real world contexts.
MGSE7.NS.1c Understand subtraction of rational numbers
as adding the additive inverse, p – q = p + (– q). Show that
the distance between two rational numbers on the number
line is the absolute value of their difference, and apply this
principle in real‐world contexts.
MGSE7.NS.1d Apply properties of operations as strategies to
add and subtract rational numbers.
MGSE7.NS.2 Apply and extend previous understandings of
multiplication and division and of fractions to multiply and
divide rational numbers.
MGSE7.NS.2a Understand that multiplication is extended
from fractions to rational numbers by requiring that operations
continue to satisfy the properties of operations, particularly the
distributive property, leading to products such as (-1)(-1) = 1 and
the rules for multiplying signed numbers. Interpret products of
rational numbers by describing real-world contexts
MGSE7.NS.2b Understand that integers can be divided,
provided that the divisor is not zero, and every quotient of
integers (with non‐zero divisor) is a rational number. If p
and q are integers then – (p/q) = (– p)/q = p/(–q). Interpret
Standards for Mathematical Practice
5 Use appropriate tools strategically.
6 Attend to precision.
7 Look for and make use of structure.
8 Look for and express regularity in repeated reasoning.
Unit 2
Expressions & Equations
Use properties of operations to generate equivalent
expressions.
MGSE7.EE.1 Apply properties of operations as strategies to
add, subtract, factor, and expand linear expressions with
rational coefficients.
MGSE7.EE.2 Understand that rewriting an expression in
different forms in a problem context can clarify the problem
and how the quantities in it are related. For example a +
0.05a = 1.05a means that adding a 5% tax to a total is the
same as multiplying the total by 1.05.
Solve real-life and mathematical problems using numerical
and algebraic expressions and equations.
MGSE7.EE.3 Solve multistep real-life and mathematical
problems posed with positive and negative rational numbers
in any form (whole numbers, fractions, and decimals) by
applying properties of operations as strategies to calculate
with numbers, converting between forms as appropriate, and
assessing the reasonableness of answers using mental
computation and estimation strategies.
For example:
• If a woman making $25 an hour gets a 10% raise,
she will make an additional 1/10 of her salary an
hour, or $2.50, for a new salary of $27.50.
• If you want to place a towel bar 9 3/4 inches long in
the center of a door that is 27 1/2 inches wide, you
will need to place the bar about 9 inches from each
edge; this estimate can be used as a check on the
exact computation.
MGSE7.EE.4 Use variables to represent quantities in a realworld or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning
about the quantities.
MGSE7.EE.4a Solve word problems leading to equations of
the form px + q = r and p(x + q) = r, where p, q, and r are
specific rational numbers. Solve equations of these forms
fluently. Compare an algebraic solution to an arithmetic
July 2019 ● Page 4 of 7
Unit 3
Ratios and Proportional Relationships
Analyze proportional relationships and use them to solve
real-world and mathematical problems.
MGSE7.RP.1 Compute unit rates associated with ratios of
fractions, including ratios of lengths, areas and other quantities
measured in like or different units. For example, if a person
walks 1/2 mile in each 1/4 hour, compute the unit rate as the
complex fraction (1/2)/(1/4) miles per hour, equivalently 2
miles per hour.
MGSE7.RP.2 Recognize and represent proportional
relationships between quantities.
MGSE7.RP.2a Decide whether two quantities are in a
proportional relationship, e.g., by testing for equivalent ratios
in a table or graphing on a coordinate plane and observing
whether the graph is a straight line through the origin.
MGSE7.RP.2b Identify the constant of proportionality (unit
rate) in tables, graphs, equations, diagrams, and verbal
descriptions of proportional relationships.
MGSE7.RP.2c Represent proportional relationships by
equations.
MGSE7.RP.2d.Explain what a point (x, y) on the graph of a
proportional relationship means in terms of the situation, with
special attention to the points (0, 0) and (1,r) where r is the unit
rate.
MGSE7.RP.3 Use proportional relationships to solve
multistep ratio and percent problems. Examples: simple
interest, tax, markups and markdowns, gratuities and
commissions, and fees.
Draw, construct, and describe geometrical figures and
describe the relationships between them.
MGSE7.G.1 Solve problems involving scale drawings of
geometric figures, including computing actual lengths and
areas from a scale drawing and reproducing a scale drawing at
a different scale.
Georgia Department of Education
quotients of rational numbers by describing real‐world
contexts.
MGSE7.NS.2c Apply properties of operations as strategies to
multiply and divide rational numbers.
MGSE7.NS.2d Convert a rational number to a decimal using
long division; know that the decimal form of a rational
number terminates in 0s or eventually repeats.
MGSE7.NS.3 Solve real-world and mathematical problems
involving the four operations with rational numbers.
solution, identifying the sequence of the operations used in
each approach. For example, the perimeter of a rectangle is
54 cm. Its length is 6 cm. What is its width?
MGSE7.EE.4b Solve word problems leading to inequalities
of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example, as a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. MGSE7.EE.4c Solve real-world and mathematical problems by writing and solving equations of the form x+p = q and px = q in which p and q are rational numbers. July 2019 ● Page 5 of 7 Georgia Department of Education GSE Grade 7 Expanded Curriculum Map – 2nd Semester Standards for Mathematical Practice 5 Use appropriate tools strategically. 6 Attend to precision. 7 Look for and make use of structure. 8 Look for and express regularity in repeated reasoning. 1 Make sense of problems and persevere in solving them. 2 Reason abstractly and quantitatively. 3 Construct viable arguments and critique the reasoning of others. 4 Model with mathematics. Unit 4 Unit 5 Unit 6 Unit 7 Geometry Inferences Probability Show What We Know Draw, construct, and describe geometrical figures and describe the relationships between them. MGSE7.G.2 Explore various geometric shapes with given conditions. Focus on creating triangles from three measures of angles and/or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. MGSE7.G.3 Describe the two-dimensional figures (cross sections) that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms, right rectangular pyramids, cones, cylinders, and spheres. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. MGSE7.G.4 Given the formulas for the area and circumference of a circle, use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. MGSE7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. MGSE7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.- Use random sampling to draw inferences about a population. MGSE7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. MGSE7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions Draw informal comparative inferences about two populations. MGSE7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the medians by expressing it as a multiple of the interquartile range. MGSE7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. Investigate chance processes and develop, use, and evaluate probability models. MGSE7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. MGSE7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency. Predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. MGSE7.SP.7 Develop a probability model and use it to find probabilities of events. Compare experimental and theoretical probabilities of events. If the probabilities are not close, explain possible sources of the discrepancy. MGSE7.SP.7a Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events MGSE7.SP.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land ALL July 2019 ● Page 6 of 7 Georgia Department of Education . open‐end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? MGSE7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. MGSE7.SP.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. MGSE7.SP.8b Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event. MGSE7.SP.8c Explain ways to set up a simulation and use the simulation to generate frequencies for compound events. For example, if 40% of donors have type A blood, create a simulation to predict the probability that it will take at least 4 donors to find one with type A blood. July 2019 ● Page 7 of 7 GCU College of Education LESSON PLAN TEMPLATE Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title Lesson summary and focus: National / State Learning Standards: 6th grade Chapter 7 Rational Numbers as Decimals and Percent Understanding Decimals and Percentages I. PLANNING Throughout this lesson students will begin to strengthen and have the ability to calculate fractions from a set of objects and convert fractions to decimals and percentages. Develop a graph to base the individuals information and growth to compare and contrast with other students in a group setting. The Common Core State Standards (CCSS) are a set of academic standards in mathematics and English language arts/literacy (ELA) developed under the direction of the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA). The math standards include both content standards and mathematical practices (process standards) outlining what each student should know and be able to do at the end of each grade. The standards collectively define the skills and knowledge all students need to succeed in college, career, and life, regardless of where they live. Specific learning target(s) / objectives: • Students at the end of this class, will properly be able to execute math problems that involve decimals and percentages. • They will be well versed enough to even work these problems out through word problems and everyday life. Agenda: *Come to class, get organized and put things away. *make sure pencils are sharpened and the supplies you need for the lesson are at your disposable. *teacher speaks to class of the overview of the day. *practice problem on the board to work, 5 minutes and we discuses it as a class. Teaching notes: We will review prior information learned in a previous math class. We will make sure that students are familiar with what a fraction, decimal and percent actually is and how and why we use them. Prior to this 6th grade math, students have been exposed to these types of math skills and if anything have it logged in their brain and be familiar when it is brought up for this class. Formative assessment: Page 1 of 4 *lessons on decimals and percentages 9:3011 *lunch 11-12 *silent time 12-12:15 *Continue with the lesson incorporating the fractions into the mix. 12:30-1:30 *Clean up the class, review what is for homework and have students wait until pick up or when their bus is called. Academic Key vocabulary: Language: Decimals Rational numbers Percentage... Purchase answer to see full attachment