Susan Riggleman

Resource Collection
 CC.2.1.7.E.1 - Apply and extend previous understandings of operations with fractions to
operations with rational numbers.

 Trade Books

 Karon, J., & McIntosh, M. (2004). Jan Karon's Mitford cookbook & kitchen reader.
Viking.

Understanding fractions and how to manipulate is a key component of cooking from a

recipe. I can think of many reasons why but to name a few would be if you need to
cut your recipe in half or multiply it by two. In either case you would need to know
how to multiply or divide the fractioned portions of each ingredient so that you could
properly reproduce the recipe in a smaller or larger version. Another reason you
would need to know how to manipulate fractions while cooking is of you only have
certain measuring tools. There have been times when I’ve needed a cup and half of
something but only had the quarter cup measuring cup available to use. In this
scenario, you need to know how to divide a up and a half by a quarter cup in order to
know how many to use.

 Draper Tools. (n.d.). Micrometer Adjustment Torque Wrenches. Eastleigh,

Hampshire: Draper Tools Limited.

When you are using a torque wrench, it isn’t likely that you’ll pick the right
attachment on the first try. Because if this you have to be able to change your guess
slightly in order to find the right fit. It is important to understand how fractions work
and what fractions may be between ½ inch and ¾ inch. When you try the 3/4 inch, it
may be far too large but the ½ inch may not even go on. Because of this, you will
need to know how to find what eighth- or sixteenth-inch measurements may fall
between these. If you try to use the 3/8 inch, you will be doing worse than with the ½
inch, but you have to know how fractions work in order to understand why that is.

 Dalziel, P. (2001). Money, credit, and price stability.

Any time you are using cash, you are using fractions that are translated into decimals
or rational numbers. It is important to understand how to get whole numbers from
decimals for things like tips or change. I have worked with people who struggle to
get change when a total was $2.75 and are given a five-dollar bill. This is something I
 think is pretty normal across the board and having a better understanding of fractions
will help to mend this lacking area for students.

 Kassler, E. B., Hitchcock, H.-R., Drexler, A., & Museum of Modern Art. (1968).
Built in USA : 1932-1944 (Reprint ed..). Published for the Museum of Modern Art by
Arno Press.

This is a book of the Museum of Modern Art. There are a few reasons that I would
use this book. I think it would be a great way to reach some students who are more
interested in art than they are in math. I also think that there are a ton of ways that
fractions could be applied to its contents. There is the rule of thirds in art,
measurement in building the structure, and even the division of the spaces within the
building itself.

 Websites/Apps

 Pierce, Rod. (4 Jul 2018). "Fractions Index". Math Is Fun. Retrieved 13 Oct 2021
from http://www.mathsisfun.com/fractions-menu.html
I think this would be a great resource for students. Students would be able to
manipulate fractions and move up and through more difficult content as they were
ready. It would also be a great way to gauge where a student may be with their
knowledge of fractions. Since it would all be dependent on individual student
capabilities, there is potential for it to act as a formative assessment as well as just
extra practice. This page begins with an introduction to fractions and goes all the way
through reciprocal fractions, so it covers a lot of material that would be interactive
and not monotonous for them.
 Math Learning Center. (2021). Fractions App. Retrieved from Math Learning Center:
https://www.mathlearningcenter.org/apps/fractions

This is a link to a website that gives the description of an app called Fractions, I think
that this would be a great resource for teachers. You are able to create picture of
what a fraction would actually look like and fill in as much as you’d like. I think it
would be a great way to introduce the topic and get students engaged with it. It
seemed to be pretty easy to use and you can also access it as a website so that makes
it even easier. This is something that you cold recommend to student to access or
download so they would also have this resource readily available. This would be great
tool to add into a presentation to begin a unit and then to work through more
thoroughly as time goes on.
 Media Sources
  Cognito. (2020, April 27). Real Life Uses of Fractions. Retrieved from Youtube:
https://www.youtube.com/watch?v=T6uqFvTRgjk

This is a YouTube video that very plainly lists the ways that fractions are useful in
everyday life. I think this would be a great resource for teachers and students
because teachers can sometimes lose the benefit of the doubt from their students so it
can be nice to hear things from other people. When you’re in a math class, purpose is
one of the most important things and it can be good to have the purpose assured by
someone other than yourself.

 Club, T. F.-I. (n.d.). Tape Measure. Retrieved from How Stuff Works:
https://home.howstuffworks.com/tape-measure.htm

This is another example of the use of fractions in tools. This is a very descriptive
excerpt about how to properly use a tape measure. Fractions are obviously very
important in measurement so this would be a good source for a teacher. It would be a
very tangible example for them as well as a good skill to be able to teach their
students along with the required materials.

 M07.A-R.1.1.6 Use proportional relationships to solve multi-step ratio and percent problems.

Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees,
percent increase and decrease

 Burman, L., & Slemrod, J. (2013). Taxes in America : what everyone needs to
know. Oxford University Press.

Taxes are a very tangible example of why someone would need to learn percentages.
Since this book explains how to do taxes and how to calculate totals, it’s a great trade
book for teaching the relevance of this topic. Every person in America will have to pay
taxes at some point in their life, and the earlier that this concept is introduced to students,
the better off they will be. If there were a way to intertwine to “How to” of taxes into the
curriculum using percentages, everyone in the classroom would be better off.

 Robbins, T. (2016). MONEY Master the Game: 7 Simple Steps to Financial Freedom.
 This is a book about financial freedom and the steps that can be taken towards that. While
that topic may be a little heavy, there are pieces of this book that I would bring into the
classroom. There are portions about simple interest that are directly applicable to this
topic and would be a good example of real-world use outside of the classroom. I think
bringing in this book might get students thinking more responsibly about money than
most seventh graders normally do and give them a better understanding of what to expect
when they start working and have savings or checking accounts that could be
accumulating interest.

 Killorn, C. a. (2008). The Customer is Always Wrong: An Irreverent Guide To

Restaurant Etiquette.

This is a book about Restaurant Etiquette told from the point of view of owners, cooks,
servers, and hosts who have worked in the restaurant business. I would imagine that
every person who has any desire to eat in a restaurant should read this book. The portion
that I think cold be noteworthy in a class discussion about percentages would be their
opinion and advice about tips. While some restaurants will provide the 10%, 20%, and
sometimes even 30% tip at the bottom of your receipt, sometimes you want to do 25% or
15% and don’t know how to find that, even with a calculator. By having a deeper
understanding of percentages and how they are found, you can be better prepared for that
circumstance. There are also other restaurants who don’t put the suggested tip at the
bottom and in this case, you either are going to have to give a set amount or be out of
luck finding the correct percentage to give. That’s why I think this would be a great
resource to provide students with.

 Notebooks, J. (2017). My Monthly Bill Paying Log Organizational Planning Journal.

This organizational tool for bills would be a great way to show students how late fees and
interest can affect the amount of money you have to pay on a bill. While this is a topic to
be taught in seventh or eighth grade, an early introduction to this idea wouldn’t hurt
anyone. I think exposure to the concept of bills can be helpful because if you have an
understanding of how to calculate your interest and late fees, you’ll be much less likely to
put yourself in that situation where you have to pay more. This is a simple budgeting tool
that I think would benefit both the teacher and the student.

 Websites /Apps
 Ashley Watters, A. H. (n.d.). How to Calculate Percentages. Retrieved from
Dummies: https://www.dummies.com/education/math/basic-math/how-to-calculate-
percentages/
 This is a website that breaks down how to find percentages to its most basic form. I
think this would be a great resource for students. If you have sat in class all day and
didn’t understand the way that your teacher taught you the material, they could
provide you with this resource that would potentially be very helpful. It would be
another way to look at percentages that would include how to understand percentages
when things are on sale at a store.

 Teacher's Tricks for Percentages. (n.d.). Retrieved from The School Run:
https://www.theschoolrun.com/teachers-tricks-percentages

This would be great tool for teachers because sometimes getting started thinking
about how you’re going to teach something can be challenging (or so I ‘ve heard).
This website gives easy tricks that can help jumpstart a lesson and propel you into the
work. While this isn’t a comprehensive list by any means, it would be super helpful to
get you started. I think tools like this will become a must have once I start teaching.

 Media Sources

 Old Navy. (n.d.). Retrieved from https://oldnavy.gap.com/

While this may seem out of place, I think that really any shopping site that was having a
sale would be a good resource to show. It not only is a future option, but it can be a
current one, too. You’d be able to calculate not only the discount but also the sales tax
after the discount is applied and an easy way to check is to go to your cart and fake
checkout. It would allow you to get student engagement and you could pick a site that
your students would be likely to choose. I, myself, am likely to use Old Navy and they
generally have some sort of sale so you could use it any time.

 Wang, S. (2017, September 7). Americans Use Social Media to Get News. Retrieved
from Nieman Lab: https://www.niemanlab.org/2017/09/67-of-americans-use-social-
media-to-get-some-of-their-news-twitter-and-snapchat-for-news-are-getting-more-
popular/

Any article about percentages of people or students could be used to being an

understanding of percentages to the real-world. You can use total populations to figure
out how many people are actually included in that percentage. The nice part is that you
 can use any kind of story you wanted to so you can use that to your advantage. You can
choose content that on its own would interest the students so they would be more
engaged.

 Standard - CC.2.1.HS.F.5 - Choose a level of accuracy appropriate to limitations on

measurement when reporting quantities.

 Trade Books

 Dun, F. (1970). American farming and food. Longmans, Green, and Co.

This is a book about farming, this is something that would’ve helped me understand
how to interpret answers to problems in a real-world context. It can be hard to
translate numbers back into things but in farming that often happens. You could
calculate that the ideal number of seeds to fill your space if 115.5 but you can’t have
half a seed, so you have to know that you need 115 instead. This would just be an
example of when you may need to adjust your answer.

 Women's sports & fitness. (1998). Condé Nast Publications.

Sports are a great example of understanding real-world applications. You may be told
that a team scored 65 points in four quarters of their game and then be asked how
many they scored each quarter or half. In this case you would get 16.25 points per
quarter, so you have to interpret the data to make it make sense. This would also be a
good way to engage your students, some of them may be athletes or fans of different
sports so you could vary the content based in their interests.

 Cunningham, M., & Farmer, F. M. (1984). The Fannie Farmer baking book (1st
ed..). Knopf : Distributed by Random House.

Baking is another great example. When you are doing word problems about how
many cupcakes are you going to be able to make, you may find that you end up with a
fraction in your answer, but you can’t have half of cupcake. Because if this, you will
be forced to grasp that you can’t create more out of thin air, so you have to choose to
round down in that situation. This would be another way to engage students because
some of them may love the Great British Baking Show (like me) and will be able to
relate to this content example.

 Rice, E. (1975). New blue shoes. Macmillan.

This is children’s book about shoes. You could read this to your students to begin a
discussion about shoes and how most people will require no more and no less than
two shoes. From this you can apply principles of this standard to establish a result that
is not only a whole number but, is also a multiple of two which can get confusing.
 You can add onto this in many ways by talking about animals a how many shoes they
would require and change problems up in that way.

 Websites/Apps

 Word Problem Practice. (2001). Retrieved from Dad's Worksheets:

https://www.dadsworksheets.com/worksheets/word-problems.html

This is a website that I think would be useful for students. This would be a great
extra resource that you could use as an extra option if they need some extra practice
with word problems. The nicest part of this site is that you can choose what content is
going to be present in the problem so it can directly reflect the work that is being
done in class, bolster the students who may be a little behind, or advance the students
who are slightly ahead. I don’t think that it automatically adjusts the difficulty level
but, if your students are in seventh grade, they should be able to self-regulate the
difficulty of the problems.

 Teacher Ideas & Activities: Word Problems. (n.d.). Retrieved from The Mailbox:
https://www.themailbox.com/word-problems

This website would be helpful for teachers. It provides a bunch of different

worksheets and handouts that will help students understand what is expected of them
in a problem and also better equip them to solve those problems. I think this would be
great because there are so many options on the site so there should be a way to reach
every student with one of the available templates. It might be nice to choose three that
meet the same needs but maybe look different and allow your student to choose one
of the three to use in their work. By doing this you’d be differentiating and better
enabling individual learners.

 Media Sources

 Channel, M. L. (2017, Deember 31). Identifying Key Clues. Retrieved from Youtube:
https://www.youtube.com/watch?v=zdG4lJHqIF8

This is a good resource for students. It is explanatory about how to determine what’s
important in a problem versus what could be distractors. After watching this video, it
will be easier for students to know what they are looking for which will help them be
able to know what could be possible answers. If you know what you are looking for it
will be easier to eliminate unreasonable responses.
  Cunningham, B. (n.d.). Trouble with Word Problems. Retrieved from Understood:
https://www.understood.org/articles/en/trouble-with-math-word-problems

This is a blog that I think would be helpful to teachers. It highlights common errors
students make or common issues they might have when solving word problems. By
knowing what some of the most common mistakes are, you can make it a point to
mention those in class or better highlight the correct way to approach that portion of a
problem. It might work for students as well but, it also may just make things more
confusing for them. I know there have been times when I try to remember what a
teacher said in class and if they discuss the improper technique, that is sometimes
what I remember as opposed to the right method.

 A1.2.1.1.1 Analyze a set of data for the existence of a pattern and represent the pattern
algebraically and/or graphically.

 Trade Books

 Reza, Y., & Hampton, C. (1996). "Art" Faber and Fabor.

Patterns can be recognized wisely across all kinds of art. While some are more easily
identifiable than others, it can be found in most cases. Like I’ve stated before, this is a
great way to get a more wide range of student engagement in class. It would also be
an opportunity for students to make their own art with their own patterns as a project.
This is another really versatile trade book, that could begin a lot of conversation.

 Beyer, J. (2009). The quilter's album of patchwork patterns : more than 4050 pieced
blocks for quilters. Breckling Press.

Quilting is a super obvious tool to identify patterns and norms. There are so many
options, some are easier than others. This would be a great way to build on students'
knowledge and increase the difficulty of content. There are also students who may be
familiar with quilting and would be able to identify with. Also, while many students
may never make a quilt on their own, they will most likely see one at some point.

 McNaught, H. (1976). Baby animals. Random House.

This is a children’s book about a variety of different baby animals. This can be used
to find patterns with the different aspects of mammals versus reptiles versus
amphibians. It could be used to make determinations about what makes the animals
fit those classifications. It would also be pretty open-ended so you could see where
students find patterns and compare and contrast those answers.

 Marsh, V. (1996). Story puzzles : tales in the tangram tradition. Alleyside Press.
 This is another children’s book that would provide examples of patterns that students
could take time identifying. A lot of these are with just shapes and colors so it would
be a good intro but there wouldn’t be much room for advancement of materials. Still,
it has probably been a long time since students have explicitly talked about patterns
so it wouldn’t be a bad thing to start with.

 Websites/Apps

 (2021). Retrieved from Pttrns: https://www.pttrns.com/

This is an app I think would be helpful for students when discussing patterns. It
provides an array of different theme in which students will be able to evaluate and
identify different patterns. This would be a good resource recommendation because it
would not only help with this specific topic but it would also help the students keep
their minds sharp by having to think about the game on their phone. My assumption is
that you start out at a low level and gradually work your way up through more
difficult content.
 Tools and Templates. (2021). Retrieved from Education World:
https://www.educationworld.com/tools_templates/index.shtml

This is another resource for teachers. It provides templates and tools for teachers to
use while they are teaching patterns. Some of the content on it is more difficult than
the others so you will have to judge accordingly based off of your students’
knowledge levels. There will be times when developing a new handout just simply
won’t work with the amount of time you may have to work on your class. By using
this website you’d not only be able to take a bit of the workload off of yourself, but
it’d be new ideas for you too.
 Media Sources

 Bourassa, M. (n.d.). Retrieved from Which One Doesn't Belong: https://wodb.ca/

This is a website where you can choose shapes, numbers, or graphs and find which
one, out of four, doesn’t belong to that set. This would be an awesome tool because
the pattern not only has to be identified but it has to be justified. There could be times
where, based off of your perception, there are two different patterns which would
eliminate two different options from the set. It would be a good discussion starter for
a class since there are so many avenues they could take. I tried a few and found that
some of them can be pretty difficult so there could also be some differentiation for
students. One other cool thing about this source is that you can submit your own set
 of shapes, numbers, or graphs. I think that would be such a cool project to finish a
unit and students could actually get some work published online.

 Wallace, K. (n.d.). Tape Painting. Retrieved from Create Play Travel:

https://createplaytravel.com/do-it-yourself/tape-painting-art/

Painting with tape would be another great project option for patterns. There are also
different ways to make patterns when doing this project. You can have a color
pattern, or a shape pattern and students can be able to choose that. By giving students
s choice in how they form their pattern they will be given the opportunity to be
creative and have some ownership over their work. I know that projects where I had
freedom were some of the most fun and challenging because I had to stretch myself
past a list of instructions into some grey area.

 A1.2.2.1.1 Identify, describe and/or use constant rates of change.

 Trade Books

 Boyle, G., & Open University. (2004). Renewable energy (2nd ed..). Oxford
University Press in association with the Open University.

A discussion about renewable energy is a perfect Segway into unit rates. There are
facts about how much of our non-renewable energy sources have been used and are
continuing to be used generally on a year-to-year basis. Understanding what a unit
rate is can prove crucial to knowing how much is being used, or lost, every year. It
would also bring light to some of the things that are going on in the world that will
eventually have a big impact on day-to-day habits that many of us have today.

 Stahn, C., Iverson, J., & Easterday, J. S. (2017). Environmental protection and
transitions from conflict to peace (First edition..).

Similar to the previous resource, this is a book about protecting the environment that
contains some information about changes in the environment from year-to-year. A lot
of the facts that you hear about the environment span many years and students could
then be forced to see how much has changed per year. Say you find that the ice caps
have gotten 6 inches thinner since 1980 in 2020. Students could use that information
to find what the change was per decade, year, or even down to months and days. A lot
could be done with this resource.

 Coppola, G., & O'Higgins, N. (2016). Youth and the crisis : unemployment,
education and health in Europe.
 This book about childhood obesity would give an example of rate of change. There
are facts about the changes in the percentages of children in the United States over a
period of years. This is a similar idea to the previous examples but it would provide
an additional topic to relate the content to. Just like in the previous sources, these
numbers could be broken down by decade, year, month, etc.. Since this is a
percentage of the population it could also be converted into the number of children
that are actually living in the United States.

 Graham, R., & Institute of Medicine National Research Council. (2014). Sports-
related concussions in youth : improving the science, changing the culture.

In this book, there is discussion about what the numbers of concussions in youth have
been trending towards. Since it has been trending up, it’s a good topic to look at
because the odds that you will have an athlete or two in your class is relatively high.
It applies to individuals outside of sports but, it would be most evident to those who
are in athletics. This book would be a good choice as well because it not only talks
about how bad the numbers of concussions are getting but, it provides information on
how to change those numbers. There would also be some examples of the science
involved in improving the statistics which could potentially interest your students.

 Websites/Apps

 Fuel Cost. (n.d.). Retrieved from Calculator: https://www.calculator.net/fuel-cost-

calculator.html

This website would be a good resource for students. This allows you to evaluate gas
mileage and cost for a trip you might be taking. It would work as homework or even
as a small project. You would be able to ask a problem without providing this website
then perhaps use the website after to see if you get the same answers. This would also
be a cool way to do problems in reverse. You could give out the answer and ask
students to use their knowledge to discover what the unknown variables were.
 A., K. (n.d.). Intro to Slope and Rate of Change. Retrieved from Common Sense:
https://www.commonsense.org/education/lesson-plans/intro-to-slope-rate-of-change

This website seems like a great resource for teachers. There is a multitude of lesson
plans and topics being covered on this site. For this specific topic there is an entire
lesson plan including a hook, instruction, guided work, individual work, and a wrap-
up. I have previously talked about how you may not always have the inspiration or
time to develop entire lessons for every day and this would be a way to avoid that. If
you didn’t want to use an entire lesson from another teacher, you could also just pull
out the pieces that fit into what you are wanting to teach or the students you are
hoping to cater to.
 Media Sources
 Network, L. (2021, October 14). What's Going on in This Graph. Retrieved from
New York Times: https://www.nytimes.com/column/whats-going-on-in-this-graph

This is an article from the New York Times that highlights rising inflation rates in
various industries and asks whether Americans should be worried about it. This could
be used to start a discussion but also to break down the what the given unit rates
really mean. It would involve not only understanding the graph in front of you but
being able to interpret its meaning further. It could be crossed over with other classes
if that is possible but, regardless of that it would be an additional topic study to add to
a typical math course.

 Troan, J. (2020, January 5). Philadelphia Eagles . Retrieved from Football:

http://www.jt-sw.com/football/pro/teams.nsf/histories/eagles

This website gives the records for the Philadelphia Eagles over the last fifty years.
This could be used to rat3e of change to show that you have to be logical about what
you are comparing as well as knowing what would make sense. Finding the rate of
change between two seasons that are 10 years apart won’t help you find the years in
between accurately which could be shown using this information. This would be a
good example to explain the rules of rate of change and how they are giving the ideal
changes but typically, in the real world, that is not usually the case. This could be
altered to fit any team in any sport and you could even use your school as the
example if you wanted to.