Grade 7 Math Pacig Guide

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Grade 7 Common Core Mathematics

2014-15 Year at A Glance

SEMESTER 1 SEMESTER 2

Textbook: BIG IDEAS MATH Course 2 Chapter 1 Integers Rational

Numbers

Expressions and Equations

Inequalities Ratios and Proportions

Percents Constructions and Scale

BIG IDEAS: COMMON CORE STANDARDS Add, subtract, Apply order of

operations to evaluate

Write and graph inequalities. determine if a given number is

a solution. rates, and unit

rates, Use tables and

graphs to step ratio and

percent Write and solve equations for the concept of

pi. Find surface area of

rectangular

CRITICAL AREAS OF FOCUS: STANDARDS FOR MATHEMATICAL PRACTICE :

1. Develop understanding of and apply proportional relationships, including percentages.

2. Develop understanding of operations with rational numbers and working with expressions and linear equations.

3. Solve problems involving scale drawings and informal geometric constructions.

4. Draw inferences about populations based on samples.

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.

5. Use appropriate tools strategically. 6. Attend to precision.

7. Look for and make use of structure.

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Scope and Sequence for Grade Seven Common Core Mathematics

Text: BIG IDEAS MATH Course 2 – Harcourt 2015

Chapter 1: Integers

Purpose:

In this unit, students will extend their understanding of integers to find absolute value and define it formally, using a number line as a tool. They will use integers to model and solve real-life problems. They will apply properties of operations to add, subtract, multiply, and divide integers and use inductive reasoning to write general rules for these operations. It will be important for students to develop a conceptual understanding of integer operations, opposites, and additive inverse. Opportunities for students to compare and describe relationships between operations, and use tools such as number lines, tables, or counters, will help them to make sense of problems, explain their reasoning, and deepen their

understanding of integers. Evaluating expressions with integers and exponents will extend previous learning of number properties, order of operations, and comparing and ordering integers.

Common Core State Standards (major focus): 7.NS.1a-d; 7.NS.2a-c; 7.NS.3 Math Practice Standards: 1,3,4,6,8

Suggested number of days: 16

Sections Topics Big Ideas Standards Suggested Practice 1.1 Integers and Absolute

Value

Establish norms for collaboration and student discourse. Explore the textbook through the Scavenger Hunt and introduce use of the

record and Practice Journal. Students will use number lines to compare and order integers. They will develop a formal definition of absolute value through real-world and mathematical problems. Complete activities #1-4

7.NS.1-3 Taking Math Deeper

Pg. 7

Exercise: 41

1.2- 1.5 Adding Integers Subtracting Integers Multiplying Integers Dividing Integers

Students will develop a conceptual understanding of addition, subtraction, multiplication, and division of integers. Using number lines, tables, and counters, they will reason inductively to identify patterns and write general rules for these operations.

Understanding of opposite and additive inverse is important as students explain their reasoning. Prior knowledge of order of operations is extended to evaluating expressions with integers. Complete activities #1-4

7.NS.1a-d 7.NS.2a-c 7.NS.3

Taking Math Deeper

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Chapter 2: Rational Numbers

Purpose:

The focus of this unit is to extend and apply prior understandings of fractions to operations with rational numbers, including negative fractions. Students will further develop their understanding of rational numbers and decimals (terminating and repeating) and convert between them. Using a number line to represent subtraction and addition of rational numbers allows students to reason abstractly and quantitatively as they solve real-world and mathematical problems. They will need many opportunities to explain and justify their solution processes as they apply rules for operations with integers to operations with rational numbers.

Common Core State Standards (major focus) : 7.NS.1a-d;7.NS.2a-d;7.NS.3 Math Practice Standards: 1,2,3,4,6,7

Sections Topics Big Ideas Standards Suggested Practice 2.1 Rational Numbers Students will build on their understanding of place value, decimals,

and fractions. They will convert between decimals and fractions, graph them on number lines, and solve problems involving negative integers. Precision of language will be developed as students express their understanding of terminating and repeating decimals, name fractions and decimals, and describe their solution processes. Complete activities #1-3

7.NS.2b,d Taking Math Deeper

Pg. 49 Exercise:46

2.2-2.3 Adding Rational Number

Subtracting Rational Numbers

Students will be asked to apply what they know about adding and subtracting integers to adding and subtracting rational numbers. The number line will be a useful tool for students to make sense of

problems as they begin to extend rules for integers and apply them to rational numbers. Complete activities #1-3

7.NS.1a-d

2.4 Multiplying and Dividing Rational Numbers

In this section, students will reason quantitatively to understand multiplication and division of positive and negative rational numbers. By applying properties of numbers, such as the commutative,

associative, and inverse properties, students will work strategically through their solutions. Complete activities #1-4

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Chapter 3: Expressions and Equations

Purpose:

Building on their prior understandings of writing and evaluating expressions, students will extend this understanding to simplify, factor, expand, and solve equations using all four operations. Modeling of equations (for example, with algebra tiles) will be helpful as students build their

understanding of properties of equality and inverse operations and make sense of word problems. Precision of language is important for students to practice as they explain their solution processes and justify their solutions. Many opportunities for students to understand and make

connections between multiple representations such as tables, graphs, equations, and words will be necessary. Avoiding the use of “key words” and focusing instead on making meaning of problems and strategically approaching solutions should be an overarching theme as students develop perseverance and precision in problem-solving.

Common Core State Standards (major focus):7.EE.1-2; 7.EE.4a Math Practice Standards: 2, 3, 4, 6, 7

Sections Topics Big Ideas Standards Suggested Practice 3.1-3.2 Algebraic Expressions

Adding and Subtracting Linear Expressions

Students will attend to precision in language as they develop their understanding of writing and simplifying algebraic expressions as well as identifying equivalent expressions. They will explain and critique solution processes used to add, subtract, and factor expressions. * Tables, manipulatives, visuals, and algebra tiles will be helpful throughout this chapter as students make connections between these representations. Complete activities #1-4

7.EE.1-2 Taking Math Deeper

Pgs.85,91

Exercises: 29, 30

3.3-3.5 Solving Equations Using Addition, Subtraction Multiplication, or Division Solving Two-Step

Equations

Modeling equations will help students to make sense of them and work strategically through a solution process. The concrete representation of algebra tiles in particular is useful in demonstrating the “doing” and

“undoing” involved in solving a linear equation. Solving equations

presented in real-life and mathematical problems will require students to apply properties of operations and justify their solutions.

Complete activities #1-4

7.EE.4a Taking Math Deeper

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Chapter 4: Inequalities

Purpose:

In this unit, students will write, graph, and solve one and two-step inequalities. They will use number lines to graph solutions to inequalities and use precise language as they translate between words, symbols, and graphs. Building on their prior knowledge of solving equations, they will use properties of inequality to solve inequalities and determine whether a given value is a solution. Through solving real-life problems, students will develop their understanding of the conditions that determine the inequality symbol to be used, and accurately define variables as they plan their solution strategies.

Common Core State Standards (major focus): 7.EE.4b Math Practice Standards: 1, 3, 4, 5,6

Sections Topics Big Ideas Standards Suggested Practice 4.1 Writing and Graphing

Inequalities

Students should be able to order and graph integers and rational numbers on a number line. They will develop their understanding of inequality statements and translate between words, symbols and graphs. Understanding of the inequality symbols will be important as students make sense of problems and explain their reasoning. Precision of

language will be important as students use inequalities to model real-life problems, and they will need many

opportunities to share their thinking. Complete activities #1-3

7.EE4b Taking Math Deeper

Pg. 129 Exercise: 28

4.2-4.4 Solving Inequalities Using Addition, Subtraction, Multiplication, or Division

Solving Two-Step Inequalities

Building on prior knowledge of solving equations, students will write, solve, and graph inequalities, using properties of inequalities. They will make connections between the context of problems and the tables, graphs, and variables involved. Students will need to explain and justify which inequality symbol fits the conditions given, accurately define variables, and determine whether a given value is a solution to the inequality.

Complete activities #1-4.

7.EE4b Taking Math Deeper

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Chapter 5: Ratios and Proportions

Purpose:

In this unit, students will connect their understanding of fractions to the concepts of ratios, rates, unit rates, and proportionality. The use of visuals, graphs, ratio tables, and tape diagrams, will help students reason quantitatively to better understand equivalent ratios, and proportional relationships. Students will be asked to write and solve proportions using a variety of strategies. Extending the concept of rate, the graphical

representation will be used to define the concept of slope. Using tables and graphs, students will find and interpret the slope of a line and compare the slopes of two lines. This will be extended to develop understanding of direct variation. It will be important for students to make real-life

connections to these concepts and explain the meaning of the lines, tables, graphs, and solutions within the context of the problems presented.

Common Core State Standards(major focus):7.RP.1;7.RP.2a-d;7.RP.3 Math Practice Standards: 1, 2,3,4,6,7,8

Sections Topics Big Ideas Standards Suggested Practice 5.1 Ratios and Rates Students will find ratios, rates, and unit rates, including ratios of

fractions. They will use ratio tables tape diagrams, and graphs to make sense of and solve problems. Real-life connections will help students make sense of ratio concepts. Complete activities #1-4

7.RP1 7.RP.3

Taking Math Deeper

5.2-5.4 Proportions

Writing Proportions Solving proportions

Extend understanding of equivalent ratios and graphs to determine if two ratios form a proportion. Use multiple strategies to solve

proportions and write them as equations. Real-life problems will be used to develop conceptual understanding of proportions, and collaborative work will be emphasized as students explain the meaning of the quantities involved.

7.RP.2a-d 7.RP.3

Pgs. 175,183,191 Exercises: 29,25,36

5.5-5.6 Slope

Direct Variation

Students will find the slopes of lines and interpret them as rates, using tables and graphs. They will use formal definitions of direct variation and constant of proportionality as they interpret graphs and tables. Precision will be important as students explain their reasoning.

7.RP.2.a-d Taking Math Deeper

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Chapter 6: Percents

Purpose:

In this unit, students will compare fractions, decimals, and percents, calculating and converting between these representations. Tables, number lines, circle graphs, the percent equation, and percent bar models will be used to help students make sense of real-life problems and estimate answers. Students will explore a variety of percent problems, including percent of increase and decrease, percent of error, markups, discounts, and simple interest. Much of the language presented may be unfamiliar to students and they will need many opportunities to work collaboratively to make sense of the language and develop solution strategies. The relevance of financial literacy is developed through real-life problems posed within the context of savings, credit, debt, and consumer awareness.

Common Core State Standards (major focus): 7.RP.3; 7.EE.3 Math Practice Standards: 2,3,4,5,8

Sections Topics Big Ideas Standards Suggested Practice 6.1-6.2 Percents and Decimals

Comparing and Ordering Fractions, Decimals, and Percents

Solve multi-step real-life and mathematical problems applying properties of numbers to calculate and convert between fractions, decimals, and percents. Visual models, number lines, and tables will be used to help students make sense of problems and the quantities involved. Complete activities #1-3

7.EE.3 Taking Math Deeper

Pgs.219,225 Exercises: 40, 31

6.3-6.4 The Percent Proportion The Percent Equation

Students will use percent proportions and equivalent forms of percent proportions to solve problems that involve finding parts, wholes, and percents. Percent bar models, ratio tables, and circle graphs, are used to support understanding of relationships between quantities and help students write percent equations.

7.RP.3 7.EE.3

Pgs. 231,237 Exercises: 30, 29

6.5- 6.7 Percent of Increase and Decrease

Discounts and Markups Simple Interest

Find percent of change (increase or decrease) using a formula, and find percent of error. Students will make sense of graphs, tables, and word problems using visuals such as percent bar models and tables. Financial literacy will be explored through real-life problems involving discounts, markups, and simple interest. Students should focus on understanding the quantities involved and the relationships between them. Complete activities #1-3

7.RP.3 Taking Math Deeper

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Chapter 7: Constructions and Scale Drawings

Purpose:

Building on student’s prior knowledge of measuring and drawing angles, they will identify adjacent and vertical angles and classify angles as

complementary or supplementary. Extending this understanding to find angle measures, they will write and solve equations for an unknown angle in a figure. Students will construct triangles with given angle measures or side lengths. Exploration of quadrilaterals will include understanding of the attributes of quadrilaterals, constructing them, and finding missing angle measures. Scale drawings will be used to find actual distances, perimeters, and areas, and to produce drawings of different scales. The precision of language and measurement in this unit will be important as students will be asked to explain, compare, and contrast terms and find exact measures. Students will need many opportunities to share their reasoning in order to build conceptual understanding. They will also need practice with the measurement tools used as they develop accuracy in their constructions and work with scale drawings.

Common Core State Standards (major focus): 7.G.1,2,5 Math Practice Standards: 1,3,5,6

Sections Topics Big Ideas Standards Suggested Practice 7.1-7.3 Adjacent and Vertical

Angles

Complementary and Supplementary Angles Triangles

Identify angles as adjacent, vertical, complimentary, and supplementary and use this understanding to write and solve equations to find unknown angles in figures.

Construct triangles with given angle measures or side lengths. Develop precision with drawing and measuring figures.

7.G.2 7.G.5

Taking Math Deeper

Pgs. 275,281,287 Exercises: 26,26,22

7.4- 7.5 Quadrilaterals Scale Drawings

Classify quadrilaterals and understand their properties, including the sum of angle measures. Construct them using a variety of tools and methods, and find missing angle measures.

Understand scale and scale factor, applying and extending the concepts of ratio and proportion. Use scale drawings to find actual measures and recreate scale drawings using a different scale. Explain reasoning using precise language.

7.G.1-2 Taking Math Deeper

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Chapter 8: Circles and Area

Purpose:

This unit will extend their previous understandings of area formulas and classification of two-dimensional figures to find the area, circumference, and perimeters of circles, semi-circles and composite figures. They will describe circles in terms of the radius and diameter, develop their

understanding of pi and use pi to calculate and estimate circumference and area of circles. Extending their knowledge of finding perimeter, circumference, and area of common shapes, they will find area and perimeter of composite figures by separating them into familiar figures. Students will need to use drawings, estimations, and identify patterns as they make sense of real-life and mathematical problems and describe their solution processes.

Common Core State Standards: (major focus): 7.G.4, 6 Math Practice Standards: 1,3,4,6,8

Sections Topics Big Ideas Standards Suggested Practice 8.1 Circles and

Circumference

Students will explore and deepen their understanding of pi as they use it to estimate and find circumferences of circles and perimeters of

semicircles. They will understand and use precise language to describe circles and write formulas to find the radius, diameter, and circumference.

7.G.4 Taking Math Deeper

8.2-8.4 Perimeters of Composite Figures Areas of Circles Areas of Composite Figures

Apply the formulas for the area and circumference of circles and perimeters of common shapes to find area and perimeter of composite figures and solve real-life problems. Students will use a variety of

methods, and create visual models such as drawings, diagrams, and tables to make sense of problems and explain their reasoning.

7.G.4 7.G.6

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Chapter 9: Surface Area and Volume

Purpose:

In this unit, students will extend their understanding of area formulas to find the surface areas of prisms, pyramids and cylinders. They will use and create two-dimensional nets to represent three-dimensional solids and make sense of problems. Real-world problems involving composite solids will be solved using a variety of strategies. Precision of language will be important as students describe features of solids and shapes, and explain their solution processes. Strategies for organizing information will be needed to help students make comparisons and connections between concepts and formulas.

Common Core State Standards: (major focus): 7.G. 4, 6 Math Practice Standards: 1,2,4,5,6,8

Sections Topics Big Ideas Standards Suggested Practice 9.1-9.3 Surface Areas of

Prisms

Surface Areas of Pyramids

Surface Areas of Cylinders

Students will draw nets as models of solids to help them find surface area. Real-life problems will include surface areas of composite solids. Students will need practice in using precise language as they describe figures and explain formulas and multiple solution strategies.

7.G.4 Taking Math Deeper

Pgs.361,367,373 Exercises: 24 ,17,17

9.4- 9.5 Volumes of Prisms Volumes of

Pyramids

Students will extend their understanding of surface area to develop strategies for finding volume of prisms and pyramids. They will look for similarities, differences and patterns among figures. Opportunities for expressing these ideas will be important as students find regularity that can be applied to find formulas, make conjectures, and describe their reasoning.

7.G.3,4,6 Taking Math Deeper

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Chapter 10: Probability and Statistics

Purpose:

In this unit, students will deepen their understanding of experimental and theoretical probability. Precision of language will be developed as students explain the meaning of outcomes, events, probability, samples, and populations, as they solve real-life problems. Graphs, tables, and diagrams will be used to organize and interpret information. Students will need many opportunities to share their thinking and make connections among and between these representations. Experiments, models, and demonstrations will be used to help students make sense of real-life problems. In studying samples and populations, they will use measures of center, compare data sets and populations, and analyze samples to determine if they can be used to draw conclusions and make predictions.

Common Core State Standards (major focus): 7.SP.1 -6; 7a-b, 8a-c Math Practice Standards: 1,2,3,4,6

Sections Topics Big Ideas Standards Suggested Practice 10.1 –10.3 Outcomes and Events

Probability Experimental and Theoretical Probability

Through experimentation, students will develop their understanding of outcomes, events, and probability. Precise communication will be emphasized as they describe and explain experimental and

theoretical probability. Complete activities #1-3

7.SP.5 7.SP.6 7.SP.7a-b

Pgs. 405,411,419 Exercises:26,18 , 30-32

10.4-10.5 Compound Events Independent and Dependent Events

Students will use tree diagrams, tables, simulations, and formulas to determine the possible outcomes of events. They will understand and explain the difference between independent and dependent events and use formulas to find probabilities.

7.SP.8a-c Taking Math Deeper

Pgs. 427, 435 Exercises:28,26

10.6-10.7 Samples and Populations Comparing Populations

Students will determine whether a sample accurately represents a population, if conclusions drawn from samples are valid, and if they can be used to make predictions. They will use measures of center and variation to compare and make inferences about two

populations. Dot plots, box-and-whisker plots, and tables will be used to organize and analyze data.

7.SP.1-4 Taking Math Deeper

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31 Grade 7 Math Traditional Calendar

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SEPTEMBER 2014

--- STYR in Session for September 2014

HOLIDAYS/OBSERVANCES:

September 1: Labor Day Holiday

September 11: Patriot Day (U.S. Flag at half staff)

Sept 15 - Oct 15: National Hispanic Heritage Month

SPECIAL DATES:

September 2: School Opens - Full Day of Instruction LABOR DAY

HOLIDAY

SCHOOL OPENS

Full Day of Instruction

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OCTOBER 2014

--- STYR in Session for October 2014

OBSERVANCES:

Sept. 15 - Oct. 15: National Hispanic Heritage Month

October 19 - 25: National Character Counts Week

October 23 - 31: Red Ribbon Week support a drug-free America

SPECIAL DATES:

October 31: First Quarter Ends

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NOVEMBER 2014

--- STYR in Session for November 2014

National Native American Heritage Month November 11: Veterans Day Observance

November 24 - 28: Thanksgiving Vacation Week -ALL SCHOOLS CLOSED November 27, 28: Declared & Mandated Holidays

SPECIAL DATES:

November 2: Daylight Savings Time Begins (Turn clocks back 1 hour at 2 a.m.)

Daylight Standard Time

Begins 2 a.m. (Turn clock back 1 hr.

2 a.m.)

VETERANS DAY HOLIDAY

Declared & Mandated

Holiday

Thanksgiving Vacation Week ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ALL SCHOOLS

Science/History

Project

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DECEMBER 2014

Holiday

WINTER VACATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ALL SCHOOLS

--- STYR in Session for December 2014

December 1: World AIDS Day

December 7: Pearl Harbor Day (U.S. flag at half staff)

December 24, 25: Declared & Mandated Holiday

Dec. 31 & Jan. 1: Declared & Mandated Holiday

WINTER VACATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ALL SCHOOLS

SPECIAL DATES:

December 22, 2014 - January 2, 2015 Winter Vacation(Traditional Sites/Central Offices)

December 22, 2014 - January 19, 2015 Winter Vacation(STYR Schools) Declared &

Mandated Holiday Finish Chapter 4 Start Chapter 5

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JANUARY 2015

NEW YEAR'S DAY

DECLARED & MANDATED HOLIDAY

DR. MARTIN LUTHER KING BIRTHDAY

HOLIDAY

--- STYR in Session for January 2015 HOLIDAYS/OBSERVANCES:

January 19: Dr. Martin Luther King Day Observed

STYR WINTER VACATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ STYR WINTER VACATION

SPECIAL DATES:

December 22, 2014 - January 2, 2015 Winter Vacation(Traditional Sites/Central Offices)

December 22, 2014 - January 19, 2015 Winter Vacation(STYR Schools)

January 5: Traditional Schools/Central Offices Re-open

January 20: STYR Schools Re-open

January 23: Traditional Schools Fall Semester Ends

January 26: Traditional Schools Spring Semester Begins

WINTER VACATION ‐‐‐‐‐ ALL SCHOOLS

Traditional Schools Central Offices

Re-open

STYR Re-open

Traditional Schools Fall Semester

Ends

Traditional Schools Spring Semester

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FEBRUARY 2015

--- STYR in Session for February 2015

National African American History Month

February 2 - 6: National School Counseling Week

February 13: Abraham Lincoln's Birthday Observed

February 16: George Washington's Birthday Observed

SPECIAL DATES:

February 6: STYR Fall Semester Ends

February 9: STYR Spring Semester Begins

ABRAHAM LINCOLN DAY OBSERVANCE HOLIDAY

GEORGE WASHINGTON DAY OBSERVANCE

HOLIDAY

STYR Schools Fall Semester

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STYR Schools Spring Semester

Begins

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MARCH 2015

--- STYR in Session for March 2015

Women's History Month

March 2: National Ed Association's Read Across America

March 31: Cesar Chavez Day

SPECIAL DATES:

March 8: Daylight Savings Time Begins (Clocks 1 hour ahead)

March 27: Traditional Schools Third Quarter Ends

March 30 - April 3: Spring Vacation (Traditional Schools)

March 30 - April 24: Spring Vacation (STYR Schools) Daylight Savings

Time Begins 2 a.m.

(Move clock ahead 1hr)

SPRING BREAK ‐‐‐‐‐‐ ALL SCHOOLS

Traditional Schools Third Quarter

Ends Finish Chapter 8

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APRIL 2015

--- STYR in Session for April 2015

April 12 - 18: National Environmental Education Week April 12 - 15: Nattional Volunteer Week

April 22: Earth Day

April 19 - 25: Administrative Professionals Week and Day (April 22) April 23: Take Our Daughters and Sons to Work Day

STYR ‐‐‐‐‐‐‐‐‐ Spring Break ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ March 30 ‐April 24, 2015

SPECIAL DATES:

March 30 - April 3: Spring Break (Traditional Schools) March 30 - April 24: (STYR Schools)

April 6: Traditional Schools Re-open

April 6: Traditional Schools Fourth Quarter Begins April 27: STYR Schools Re-open

STYR ‐‐‐‐‐‐‐ Spring Break ‐‐‐‐‐‐‐‐ March 30 ‐April 24, 2015

Traditional Schools Re-open Traditional Schools Fourth Quarter Begins

STYR Schools Re-open

Traditional Schools ‐‐‐Spring Break ‐‐‐March 30 ‐April 3, 2015

Testing

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MAY 2015

--- STYR in Session for May 2015

Asian American and Pacific Islander Heritage Month

May 3 - 9: Teacher Appreciation Week May 18 - 24: Classified Employee Appreciation Week

May 11 - 17: National Children's Book Week May 25: Memorial Day Holiday

May 5: National Teacher Day

May 6: National School Nurse Day

MEMORIAL DAY HOLIDAY

STYR Schools Third Quarter

Ends

STYR Schools Fourth Quarter

Begins

SPECIAL DATES:

May 8: STYR Third Quarter Ends

May 18: STYR Fourth Quarter Begins Start Chapter 10

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JUNE 2015

SPECIAL DATES:

June 15: Traditional Schools Close - Last Day for Student Attendance

June 15: Traditional Schools Spring Semester Ends

June 30: Close of Fiscal Year Last Day

for Traditional Schools

Spring Semester Ends

--- STYR in Session for June 2015

HOLIDAY/OBSERVANCES:

June 14: Flag Day

(23)

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JULY 2015

INDEPENDENCE DAY HOLIDAY

Last Day for STYR Schools

--- STYR in Session for July 2015

HOLIDAY/OBSERVANCES:

July 3: Independence Day - National Holiday

SPECIAL DATES:

July 21: STYR Schools Close - Last Day for Student Attendance

(24)

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31 Grade 7 Accelerated Math Year Round Calendar

AUGUST 2014

(25)

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Scavenger Hunt

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SEPTEMBER 2014

--- STYR in Session for September 2014 HOLIDAYS/OBSERVANCES:

September 1: Labor Day Holiday

September 11: Patriot Day (U.S. Flag at half staff) Sept 15 - Oct 15: National Hispanic Heritage Month

SPECIAL DATES:

September 2: School Opens - Full Day of Instruction

LABOR DAY HOLIDAY

SCHOOL OPENS Full Day of Instruction

Start Chapter 1

(26)

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OCTOBER 2014

--- STYR in Session for October 2014 OBSERVANCES:

Sept. 15 - Oct. 15: National Hispanic Heritage Month October 19 - 25: National Character Counts Week

October 23 - 31: Red Ribbon Week support a drug-free America

SPECIAL DATES:

October 31: First Quarter Ends

First Quarter Ends

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NOVEMBER 2014

--- STYR in Session for November 2014 HOLIDAYS/OBSERVANCES:

National Native American Heritage Month November 11: Veterans Day Observance

November 24 - 28: Thanksgiving Vacation Week -ALL SCHOOLS CLOSED November 27, 28: Declared & Mandated Holidays

SPECIAL DATES:

November 2: Daylight Savings Time Begins (Turn clocks back 1 hour at 2 a.m.)

Daylight Standard Time

Begins 2 a.m. (Turn clock back 1 hr.

2 a.m.)

VETERANS DAY HOLIDAY

Holiday

Thanksgiving Vacation Week ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ALL SCHOOLS

Science or

History

Project

Start Chapter 4

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DECEMBER 2014

Holiday

WINTER VACATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ALL SCHOOLS

--- STYR in Session for December 2014 HOLIDAYS/OBSERVANCES:

December 1: World AIDS Day

December 7: Pearl Harbor Day (U.S. flag at half staff) December 24, 25: Declared & Mandated Holiday

Dec. 31 & Jan. 1: Declared & Mandated Holiday

WINTER VACATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ALL SCHOOLS

SPECIAL DATES:

December 22, 2014 - January 2, 2015 Winter Vacation(Traditional Sites/Central Offices) December 22, 2014 - January 19, 2015 Winter Vacation(STYR Schools)

Holiday

Finish Chapter 4 Start Chapter 5

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Start Chapter 6

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JANUARY 2015

NEW YEAR'S DAY DECLARED & MANDATED HOLIDAY

DR. MARTIN LUTHER KING BIRTHDAY

HOLIDAY

--- STYR in Session for January 2015 HOLIDAYS/OBSERVANCES:

January 19: Dr. Martin Luther King Day Observed

SPECIAL DATES:

December 22, 2014 - January 2, 2015 Winter Vacation(Traditional Sites/Central Offices) December 22, 2014 - January 19, 2015 Winter Vacation(STYR Schools)

January 5: Traditional Schools/Central Offices Re-open January 20: STYR Schools Re-open

January 23: Traditional Schools Fall Semester Ends January 26: Traditional Schools Spring Semester Begins

WINTER VACATION ‐‐‐‐‐ ALL SCHOOLS

Traditional Schools Central Offices

Re-open

STYR Re-open

Traditional Schools Fall Semester

Ends

Traditional Schools Spring Semester

Begins

Chapter 5‐4

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FEBRUARY 2015

--- STYR in Session for February 2015 HOLIDAYS/OBSERVANCES:

February 2 - 6: National School Counseling Week February 13: Abraham Lincoln's Birthday Observed February 16: George Washington's Birthday Observed

SPECIAL DATES:

February 6: STYR Fall Semester Ends February 9: STYR Spring Semester Begins

ABRAHAM LINCOLN DAY OBSERVANCE HOLIDAY

GEORGE WASHINGTON DAY OBSERVANCE

HOLIDAY

STYR Schools Fall Semester

Ends

STYR Schools Spring Semester

Begins

(31)

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MARCH 2015

--- STYR in Session for March 2015 HOLIDAYS/OBSERVANCES:

Women's History Month

March 2: National Ed Association's Read Across America March 31: Cesar Chavez Day

SPECIAL DATES:

March 8: Daylight Savings Time Begins (Clocks 1 hour ahead) March 27: Traditional Schools Third Quarter Ends

March 30 - April 3: Spring Vacation (Traditional Schools) March 30 - April 24: Spring Vacation (STYR Schools)

Daylight Savings Time Begins

2 a.m.

(Move clock ahead 1hr)

SPRING BREAK ‐‐‐‐‐‐ ALL SCHOOLS

Traditional Schools Third Quarter

Ends

Start Chapter 8

(32)

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APRIL 2015

--- STYR in Session for April 2015

April 12 - 18: National Environmental Education Week

April 12 - 15: Nattional Volunteer Week

April 22: Earth Day

April 19 - 25: Administrative Professionals Week and Day (April 22)

April 23: Take Our Daughters and Sons to Work Day

SPECIAL DATES:

March 30 - April 3: Spring Break (Traditional Schools)

March 30 - April 24: (STYR Schools)

April 6: Traditional Schools Re-open

April 6: Traditional Schools Fourth Quarter Begins

April 27: STYR Schools Re-open

STYR ‐‐‐‐‐‐‐ Spring Break ‐‐‐‐‐‐‐‐ March 30 ‐April 24, 2015

Traditional Schools Re-open Traditional Schools Fourth Quarter Begins

STYR Schools Re-open

Traditional Schools ‐‐‐Spring Break ‐‐‐March 30 ‐April 3, 2015

(33)

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MAY 2015

--- STYR in Session for May 2015 HOLIDAYS/OBSERVANCES:

Asian American and Pacific Islander Heritage Month

May 3 - 9: Teacher Appreciation Week May 18 - 24: Classified Employee Appreciation Week

May 11 - 17: National Children's Book Week May 25: Memorial Day Holiday

May 5: National Teacher Day

May 6: National School Nurse Day

MEMORIAL DAY HOLIDAY

STYR Schools Third Quarter

Ends

STYR Schools Fourth Quarter

Begins

SPECIAL DATES:

May 8: STYR Third Quarter Ends

May 18: STYR Fourth Quarter Begins

Finish Chapter 8

Start Chapter 9

Art

Project

(34)

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JUNE 2015

SPECIAL DATES:

June 15: Traditional Schools Close - Last Day for Student Attendance June 15: Traditional Schools Spring Semester Ends

June 30: Close of Fiscal Year

Last Day for Traditional Schools

--- STYR in Session for June 2015 HOLIDAY/OBSERVANCES:

June 14: Flag Day

Testing

Window

Finish Chapter 9

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JULY 2015

INDEPENDENCE DAY HOLIDAY

Last Day for STYR Schools Spring Semester

Ends

--- STYR in Session for July 2015 HOLIDAY/OBSERVANCES:

July 3: Independence Day - National Holiday

SPECIAL DATES:

July 21: STYR Schools Close - Last Day for Student Attendance July 21: STYR School Spring Semester Ends

Finish Chapter 10