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## RATIO & PROPORTION

**Don’t Break My Stride**

Unit Rates

CC SMC **7.RP.1**

Solving Problems

Using Structure

CC **SMP 1, 7**

**NUMBER SYSTEMS**

**The Postman Always Rings Twice**

Mixed Operations with Signed Numbers

CC SMC **7.NS.3**

Solving Problems

Reasoning Quantitatively

CC **SMP 1, 2**

**EXPRESSIONS & EQUATIONS**

**Piggy Banks**

Writing Expressions and Applying Properties of Operations of Integers

CC SMC **7.EE.1-2 **

Modeling

Seeing Structure

CC **SMP 4, 7**

### Hippity Hoppity

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

CC SMC **7.EE.4**

Solving

Modeling

Precision

CC **SMP 1, 4, 6**

## GEOMETRY

**Slice of Pi**

Circumference of Circles

CC SMC **7.G.4**

Tools

Precision

Patterns

CC **SMP 5, 6, 8**

**Swimming Pool**

Surface Area and Volume of Prisms

CC SMC **7.G.6**

Solving

Modeling

Attending to Precision

CC **SMP 1, 4, 6**

## STATISTICS

**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.

Andrew, I addressed your concerns with a gay student of mine. He understands that the vast majority of the students at a school dance will be heterosexually paired, so this lesson would not be an issue for him.

I don’t know if using your student as a representative of the entire LGBTQ community is either fair to him or an indicator of anyone else’s feelings…

Agreed. Until those tweaks are done, the lesson has been taken down. Thank you for the dialogue on this.

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