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## RATIO & PROPORATION

**Don’t Break My Stride**

Unit Rates

CC SMC **7.RP.1**

Solving Problems

Using Structure

CC **SMP 1, 7**

**NUMBER SYSTEMS**

**Wallflowers**

Operations with Signed Numbers

CC SMC **7.NS.1 a-d, 2 a-d**

Reasoning Quantitatively

Recognizing Patterns

CC **SMP 2, 8**

**The Postman Always Rings Twice**

Mixed Operations with Signed Numbers

CC SMC **7.NS.3**

Solving Problems

Reasoning Quantitatively

CC **SMP 1, 2**

**EXPRESSIONS & EQUALITIES**

### Hippity Hoppity

Writing and Solving Equations (1-, 2-, and Multi-Step)

CC SMC **7.EE.2-4**

Solving

Modeling

CC **SMP 1, 4**

**Pig Pens**

Writing and Solving Equations (1-, 2-, and Multi-Step)

CC SMC **7.EE.2-4 **

Modeling

Recognizing Patterns

CC **SMP 4, 8**

## GEOMETRY

**Slice of Pi**

Circumference of Circles

CC SMC **7.G.1**

Using Tools

Attending to Precision

Recognizing Patterns

CC **SMP 5, 6, 8**

**Swimming Pool**

Surface and Volume of Prisms

CC SMC **7.G.6**

Solving

Modeling

Attending to Precision

CC **SMP 1, 6, 8**

## STASTICS

**Cool Shoes 1-Var**

Comparison of Population Displays

CC SMC **7.SP.3 & 4**

Reasoning Quantitatively

Making Conjectures

CC **SMP 2, 3**

Seems like the “Wallflowers” activity could benefit from a language tweak so that it’s not about pairing girls and boys — reinforcing centuries of heteronormativity and giving any students who aren’t interested in the opposite sex one more reason to feel ostracized.

You’ve given me something to think about. The lesson is twenty years old, so a “tweak.” may be good. Suggestions are welcome.