Instructional Planning: Long-Term Plan Template

Name: ____________________Laura Dell____________________________________________

To ensure your Long-Term Plan achieves its purpose, you should be able to articulate the answers to the
following key reflections.

1. Student Achievement Can you briefly describe how this plan leads your students to the
achievement of the big goal?

This plan aims to make my seventh graders ready for eighth grade by strengthening their
foundational math skills and introducing them to the material that they will build on in the next
grade level. This current plan is broken into 6 units. In each unit, students will learn the Common
Core State Standards focusing on: The Number System, Expressions, Equations, and
Inequalities, Ratios and Proportional relationships, Geometry, Statistics, and Probability. Each of
these units builds on previous skills students have learned and then builds on them. This plan
leads my students to achieve the big goal of strengthening their foundational skills, which many
are lacking, and prepare them adequately for the next grade level and ultimately, the real world.

2. Organization/Sequence of Units Can you explain how the learning goals within each unit
logically fit together? Can you explain how the sequence of units or topics helps build student
learning?

The learning goals within each unit logically fit together because the information is
cumulative. Students need to be introduced to particular skills and concepts before starting certain
lessons. The order of the units for this school year is different from the way it has typically been
ordered and how the Go Math book is sequentially. After The Number System we go into
Expressions, Equations, and Inequalities whereas the book has Ratios and Proportional
Relationships as the second unit. According to Teach for Americas instructional planning &
delivery, you must ensure the sequence and timing of units over the course of the year is logical
(44). Therefore the reason for this decision was because Ratios and Proportional Relationships
is built on in Geometry so it made sense to continue working with this similar topic of proportions
and converting between fractions, decimals, and percents. This order of units promotes student
learning because of how the remediation and spiraling correlate. For examples solving
proportions is remediated in the Ratios and Proportional Relationships unit, and then is spiraled
into Geometry and Statistics.

3. Timing Does the timing of your units (each unit and the course as a whole) take into account
your school calendar?

Yes, the timing of the units takes the school calendar into account. The units are separated
based on quarters so that they finish as the quarter does. Breaks do interfere with planning, but
units are finished before a long break (Fall break, and Spring Break) so that the information is not
interrupted. The timing of each unit is meant to be relatively equal. Most units are meant to be for
around 16/17 days. However, this varies based on how detailed the units are, and if the
information can be covered more quickly. Following Instructional Planning & delivery guidelines,
you should think critically about how to time your units to most effectively reach your big goal ().

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Long-Term Plan Template 1
 For this reason, Unit 3 on Ratios and Proportions is the shortest unit and it happens right before
the winter break. Although fewer days are spent on this unit, my team feels it is manageable to do
before the break and the information will spiral into the next semester. The calendar was
considered when mapping out this long-term plan. However, being in the second quarter it is hard
to say if we will stay on pace the rest of the year. Due to state testing in May the curriculum is put
on hold, but the flextime given after the testing will allow my team to catch up on any units that
need more follow-up. The current plan is designed to equip our 7th graders with the knowledge
from the seventh grade standards so they are prepared for 8th grade. Because we are a block
scheduling school, I see my students three times a week instead of everyday. Although this plan
requires us to move quickly, the longer periods allow for us to dive deep in the limited time we
have together. The current plan is just a plan. It will be continually adjusted as the year
progresses and how students are performing.

COURSE OVERVIEW & TIMING

This section is designed to help you see the flow of your units/topics across the entire school year.
Unit Unit Length

Unit 1: The Number System (Modules 1,2,3) 22 days/ 8 weeks

Unit 2: Expressions, Equations, and Inequalities (Modules 6, 7) 18 days/ 6 weeks

Unit 3: Ratios and Proportional Relationships (Modules 5, 4) 11 days/ 3 weeks

Unit 4: Geometry (Modules 8,9) 16 days/ 6 weeks

Unit 5: Statistics (Modules 10,11) 17 days/ 7 weeks

Unit 6: Probability (Modules 12,13) 14 days/ 5 weeks

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks to the
number of days/weeks you have accounted for in your Long-Term Plan.
Course Length

Total number of instructional weeks/days in school year: 182 days/ 39 weeks

Total number of instructional weeks/days for all units included in Long-Term Plan: 98 days/ 35 weeks

*Note: Be sure to account for all instructional days in the school year, including those after end-of-year testing (if any).

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Long-Term Plan Template 2
 UNIT 1: The Number System CCSS 7.NS.1-3 UNIT 1 LENGTH: 22 days/ 8 weeks

UNIT 1 LEARNING GOALS

Adding and Subtracting Integers

Adding Integers with the same sign
Adding integers with different signs
Subtracting integers
Applying addition and subtraction of integers
Multiplying and Dividing Integers
Multiplying Integers
Dividing Integers
Applying Integer Operations
Rational Numbers
Rational Numbers and decimals
Adding Ration Numbers
Subtracting Rational Numbers
Multiplying Rational Numbers
Dividing Rational Number Operations

N/A
Spiraling

Remedial (R) Remedial- SWBAT to solve basic multiplication problems

Enrichment (E) Remedial- SWBAT to solve basic division problems
(to be completed after Remedial- SWBAT solve fraction problems with the four operations
receiving diagnostic Remedial- SWBAT divide decimals
assessment results) Remedial- SWBAT use problem solving strategies to deconstruct a prompt

UNIT 2: Expressions, Equations, and Inequalities CCSS 7.EE 1 & 4 UNIT 2 LENGTH: 18 days/ 6 weeks

UNIT 2 LEARNING GOALS

Expressions and Equations

Algebraic Expressions
One-Step Equations with Rational Coefficients
Writing Two-step Equations
Solving Two-step Equations
Inequalities
Writing and Solving One-Step inequalities
Writing Two-Step Inequalities
Solving Two-Step Inequalities

SWBAT- Apply Order of Operations

Spiraling SWBAT- Apply integer operations
SWBAT- use problem solving strategies to deconstruct a prompt

Remedial (R)
Enrichment (E) Remedial- SWBAT identify words that identify an operation
(to be completed after Remedial- SWBAT evaluate an expression
receiving diagnostic
assessment results)

UNIT 3: Ratios and Proportional Relationships CCSS 7.RP 1-3 UNIT 3 LENGTH: 11 days/ 3 weeks

UNIT 3 LEARNING GOALS

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Long-Term Plan Template 3
 Proportions and Percents
Percent Increase and Decrease
Rewriting Percent Expressions
Application of Percent
Rates and Proportionality
Unit Rates
Constant Rates of Change
Proportional Relationships and Graphs

Spiraling SWBAT- use problem solving strategies to deconstruct a prompt

Remedial (R) Remedial- SWBAT understand a percent is a ratio of a number to 100

Enrichment (E) Remedial- SWBAT find the percent of a number
(to be completed after
receiving diagnostic
Remedial- SWBAT solve proportions
assessment results) Remedial- SWBAT convert between a fraction and decimal

UNIT 4: Geometry CCSS 7.G.1.4,5 & 6 UNIT 4 LENGTH: 16 days/ 6 weeks

UNIT 4 LEARNING GOALS

Modeling Geometric Figures

Similar Shapes and Scale Drawings
Geometric Drawings
Cross Sections
Angles Relationships
Circumference, Area, and Volume
Circumference
Area of Circles
Area of Composite Figures
Solving Surface Area Problems
Solving Volume Problems

SWBAT- Solve two-step equations

Spiraling
SWBAT- Solve proportions

Remedial (R) Remedial- SWBAT multiply with fractions and decimals

Enrichment (E) Remedial- SWBAT use formulas to find the area of rectangles, squares, and
(to be completed after
receiving diagnostic
triangles
assessment results)

UNIT 5: Statistics CCSS 7.SP.1,2,3,4,5,7, & 8 UNIT 5 LENGTH: 17 days/ 7 weeks

UNIT 5 LEARNING GOALS

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Long-Term Plan Template 4
 Random Samples and Populations
Populations and Samples
Making Inferences from a Random Sample
Generating Random Samples
Analyzing and Comparing Data
Comparing Data Displayed in Dot Plots
Comparing Data Displayed in Box Plots
Using Statistical Measures to Compare Populations

SWBAT- solve proportions

Spiraling

Remedial (R)
Enrichment (E) Remedial- SWBAT find the range, mean, median and mode of a set of data
(to be completed after
receiving diagnostic
Remedial- SWBAT to write fractions as equivalent decimals and percents
assessment results)

UNIT 6: Probability UNIT 6 LENGTH: 14 days/ 5 weeks

UNIT 6 LEARNING GOALS

Experimental Probability
Probability
Experimental Probability of Simple Events
Experimental Probability of Compound Events
Making Predictions with Experimental Probability
Theoretical Probability and Simulations
Theoretical Probability of Simple Events
Theoretical Probability of Compound
Making Predictions with Theoretical Probability
Using Technology to Conduct a Simulation

SWBAT- Divide to write a fraction as decimal

SWBAT- convert a percent to a decimal
Spiraling
SWBAT- Apply operations to solve fraction problems
SWBAT- Write fractions as equivalent decimals and percents

Remedial (R)
Enrichment (E)
(to be completed after Remedial- SWBAT to simplify fractions
receiving diagnostic
assessment results)

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Long-Term Plan Template 5
 Works Cited

Common Core State Standards Initiative. (2016). Grade 7. In Common Core State Standards Initiative.

Retrieved from http://www.corestandards.org/Math/Content/7/introduction/

Teach For America. (2011). Instructional planning & delivery. Retrieved

fromhttp://www.teachingasleadership.org/sites/default/files/Related-Readings/IPD_2011.pdf

Burger, E., Dixon, J., Kanold, T., Larson, M., Leinwand, S., & Sandoval-Martinez, M. (2004). Go Math.

N.p.: Houghton Mifflin Harcourt Publishing Company.

John Hopkins University School of Education

Long-Term Plan Template 6