| name | writing_30days_topics |
| description | How to write the "Grade 7 Math in 30 Days" book — day files, state handling, and generation. Grade 7 covers 56 core CCSS topics across 9 chapters (Ratios/Proportions, Percents, Rational Numbers, Expressions, Equations/ Inequalities, Geometry/Angles, Circles/Area/Volume, Statistics, Probability) with 14 additional state topics and 11 modified core variants.
|
Grade 7 Math in 30 Days — Complete Guide
Overview
"Grade 7 Math in 30 Days" is a calendar-based study guide that covers all
56 core CCSS Grade 7 math topics in 30 days. Each day is a self-contained
lesson (20–25 minutes) with a condensed lesson, focused practice, and an
end-of-day checkoff. The 30 days are grouped into 9 chapters by domain.
All 30 days are teaching days — there are no review or celebration days.
Every day delivers new content. Days contain either 1 or 2 topics (never 3).
Shorter or lighter topics are paired as doubles; heavier topics get their own
day.
The entire book must be ≤ 150 pages (target ~120 pages). Content is
ultra-concise: one quick lesson, one worked example, and 6–8 practice problems
per day. No redundant boxes.
Key Stats
| Metric | Value |
|---|
| Total days | 30 |
| Teaching days | 30 (all days) |
| Review days | 0 |
| Single-topic days | 4 |
| Double-topic days | 26 |
| Core CCSS topics | 56 (4 + 52 = 56) |
| Additional state topics | 14 (used as bonus sections) |
| Modified core topics | 11 (state-variant day files) |
| Chapters | 9 |
Page Budget
The complete book must be ≤ 150 pages (target ~120). Budget:
| Component | Pages |
|---|
| Initial pages (front matter) | ~10 |
| Chapter openers (9 chapters) | 9 |
Day openers (30 \dayPage) | 30 |
| Day content (teaching + practice) | ~65–75 |
| Answer key | ~8–10 |
| Total | ~120–135 |
Per-day targets:
- Single-topic day: opener (1 pg) + content (~1.5–2 pg) = ~2.5–3 pages total
- Double-topic day: opener (1 pg) + content (~2–2.5 pg) = ~3–3.5 pages total
How It Differs from Other Book Types
| Aspect | Study Guide | In 30 Days |
|---|
| Structure | 9 chapters, 1 topic per file | 9 chapters, 1 day per file |
| Topic density | Full deep-dive per topic | Condensed (1–2 topics per day) |
| Class file | studyGuide.cls | in30Days.cls |
| Day-specific envs | None | VMfunDays.sty (dayPage, quickLesson, etc.) |
| Color theme | Blue chapters | Orange day/week openers |
| Mascot role | Tips throughout | Daily companion |
| State handling | Swap individual topic files | Swap day files + append bonus files |
File Structure
in30Days.cls # Document class (orange-themed, chapter-based)
in30days_main.tex # Master document (template)
VM_packages/VMfunDays.sty # Day-specific environments
topics_in30days/ # Core day files (CCSS baseline)
day-01-unit-rates-and-proportional-relationships.tex
day-02-constant-of-proportionality-and-equations.tex
...
day-30-simulating-compound-events.tex
topics_in30days_modified/ # Modified day files (state-specific)
day-03-graphing-and-applying-proportional-reasoning.tex
day-04-percent-problems-and-proportions.tex
...
topics_in30days_additional/ # Standalone bonus lesson files
bonus-ch01-07-proportional-reasoning-with-scale-models.tex
bonus-ch02-08-personal-financial-literacy.tex
...
initial_pages/in_30_days/ # Front matter
00-welcome.tex # Welcome page (orange theme)
01-how-to-use.tex # Guide to day-based box system
02-your-30-day-plan.tex # Bird's-eye overview of all 30 days
03-progress-tracker.tex # 30-day check-off grid
(also reuses common/formula-reference.tex, common/key-vocabulary.tex)
The 30-Day Plan
Design Rationale
The day-to-topic mapping was designed using these principles:
- All 30 days teach — no review days or celebration days.
- Maximum 2 topics per day — no triple-topic days.
- Content-aware pairing — study-guide topic file lengths were analyzed
(40–69 lines) to ensure lighter topics share days and heavier topics stand
alone.
- Modification-aware grouping — when two topics in a double day are
modified by overlapping state sets, they share a day file to minimize
multi-variant complexity.
- Pedagogical fit — paired topics are conceptually related and flow
naturally together so the day tells a coherent "story."
Audience & Tone (Grade 7)
Students are 12–13 year olds in middle school. Content should:
- Use clear, confident language — these students can handle proper
mathematical terminology.
- Use real-world contexts that resonate: sports statistics, shopping/budgeting,
cooking (scaling recipes), phone plans, social media analytics, school event
planning, part-time job earnings.
- Introduce formal vocabulary (e.g., "constant of proportionality," "reciprocal,"
"complementary angles") with brief plain-language definitions on first use.
- Maintain a supportive, no-nonsense tone — encouraging but not childish.
- Grade 7 is the year of proportional reasoning, rational number operations,
and first encounters with geometric proofs — emphasize WHY, not just HOW.
Complete Day-to-Topic Mapping
Chapter 1 — Ratios and Proportional Relationships (Days 1–3)
| Day | File | CCSS Topics | Type | Weight |
|---|
| 1 | day-01-unit-rates-and-proportional-relationships | ch01-01 Unit Rates with Fractions + ch01-02 Recognizing Proportional Relationships | Double | Medium-Heavy |
| 2 | day-02-constant-of-proportionality-and-equations | ch01-03 Finding the Constant of Proportionality + ch01-04 Writing Equations for Proportional Relationships | Double | Heavy |
| 3 | day-03-graphing-and-applying-proportional-reasoning | ch01-05 Graphing Proportional Relationships + ch01-06 Applying Proportional Reasoning | Double | Medium-Heavy |
Why ch01-01 + ch01-02? Computing unit rates and recognizing proportional
relationships are the foundational skills of the chapter. Students compute
unit rates with fractions, then immediately use them to test whether two
quantities are proportional. Natural concept → application flow.
Why ch01-03 + ch01-04? Finding the constant of proportionality and writing
equations ($y = kx$) are the same idea in two representations — one numerical,
one symbolic. Students find $k$ from a table, then write the equation.
Why ch01-05 + ch01-06? Graphing proportional relationships and applying
them to word problems are the capstone pair. Students graph, interpret
$(0,0)$ and $(1,r)$, then apply all strategies in multi-step problems.
Chapter 2 — Percents in Everyday Life (Days 4–7)
| Day | File | CCSS Topics | Type | Weight |
|---|
| 4 | day-04-percent-problems-and-proportions | ch02-01 Solving Percent Problems + ch02-02 Connecting Percents and Proportions | Double | Medium |
| 5 | day-05-percent-change-markups-and-discounts | ch02-03 Percent Increase and Decrease + ch02-04 Markups, Discounts, and Sales Tax | Double | Medium-Heavy |
| 6 | day-06-tips-commissions-and-simple-interest | ch02-05 Tips, Commissions, and Fees + ch02-06 Simple Interest | Double | Medium |
| 7 | day-07-percent-error | ch02-07 Percent Error | Single | Light-Medium |
Why ch02-01 + ch02-02? Solving percent problems and connecting percents
to proportions are the same skill from two angles — students solve $\frac{x}{100} = \frac{\text{part}}{\text{whole}}$.
Why ch02-03 + ch02-04? Percent increase/decrease is the concept; markups,
discounts, and sales tax are the immediate real-world applications. "Increase
by 20%" = markup; "decrease by 15%" = discount.
Why ch02-05 + ch02-06? Tips, commissions, and simple interest are all
"percent of an amount" applications. They share the formula structure
(amount × rate) and make a cohesive "money math" day.
Why ch02-07 alone? Percent error is conceptually distinct — it involves
absolute value and a specific formula. Students need focused attention on
$\frac{|\text{estimated} - \text{actual}|}{|\text{actual}|} \times 100$.
Chapter 3 — Operations with Rational Numbers (Days 8–12)
| Day | File | CCSS Topics | Type | Weight |
|---|
| 8 | day-08-integers-and-adding-integers | ch03-01 Integers and Their Opposites + ch03-02 Adding Integers | Double | Medium |
| 9 | day-09-subtracting-integers-and-rational-numbers | ch03-03 Subtracting Integers + ch03-04 Adding and Subtracting Rational Numbers | Double | Medium-Heavy |
| 10 | day-10-multiplying-and-dividing-rational-numbers | ch03-05 Multiplying Integers and Rational Numbers + ch03-06 Dividing Integers and Rational Numbers | Double | Medium |
| 11 | day-11-converting-rational-numbers-to-decimals | ch03-07 Converting Rational Numbers to Decimals | Single | Light-Medium |
| 12 | day-12-real-world-problems-with-rational-numbers | ch03-08 Solving Real-World Problems with Rational Numbers | Single | Medium |
Why ch03-01 + ch03-02? Defining integers/opposites and then adding them
is a natural ramp-up. Day 8 answers "What are integers?" and "How do we add
them?" in one lesson.
Why ch03-03 + ch03-04? Subtracting integers ($p - q = p + (-q)$) and
extending to rational-number addition/subtraction are the same rule applied
at different scopes — integers first, then fractions/decimals.
Why ch03-05 + ch03-06? Multiplying and dividing signed numbers share the
same sign rules (same signs → positive, different signs → negative). Teaching
them together reinforces this symmetry.
Why ch03-07 alone? Converting rational numbers to decimals (long division,
detecting repeating patterns) is a distinct procedural skill that deserves
its own day for mastery.
Why ch03-08 alone? This capstone day synthesizes all four rational-number
operations in multi-step real-world problems. Students must choose operations,
convert between forms, and check reasonableness.
Chapter 4 — Algebraic Expressions (Days 13–15)
| Day | File | CCSS Topics | Type | Weight |
|---|
| 13 | day-13-writing-evaluating-and-simplifying-expressions | ch04-01 Writing and Evaluating Expressions + ch04-02 Simplifying by Combining Like Terms | Double | Medium |
| 14 | day-14-expanding-and-factoring-expressions | ch04-03 Expanding with Distributive Property + ch04-04 Factoring Expressions | Double | Medium |
| 15 | day-15-combining-and-rewriting-expressions | ch04-05 Adding and Subtracting Linear Expressions + ch04-06 Rewriting Expressions to Solve Problems | Double | Medium |
Why ch04-01 + ch04-02? Writing/evaluating expressions and combining like
terms are the two fundamental expression skills — create them, then simplify
them.
Why ch04-03 + ch04-04? Expanding with the distributive property and
factoring are inverse operations. Teaching them together helps students see
$3(2x+5) = 6x+15$ in both directions.
Why ch04-05 + ch04-06? Adding/subtracting linear expressions and rewriting
expressions for insight are the capstone skills. Students combine expressions
and then interpret what the new form reveals (e.g., $a + 0.05a = 1.05a$).
Chapter 5 — Equations and Inequalities (Days 16–18)
| Day | File | CCSS Topics | Type | Weight |
|---|
| 16 | day-16-writing-and-solving-two-step-equations | ch05-01 Writing Two-Step Equations + ch05-02 Solving Two-Step Equations | Double | Medium-Heavy |
| 17 | day-17-distributive-property-and-multi-step-problems | ch05-03 Solving Equations with Distributive Property + ch05-04 Solving Multi-Step Problems | Double | Medium-Heavy |
| 18 | day-18-writing-solving-and-graphing-inequalities | ch05-05 Writing and Solving Inequalities + ch05-06 Graphing Solutions to Inequalities | Double | Medium-Heavy |
Why ch05-01 + ch05-02? Writing and solving two-step equations are the
same workflow: translate → solve → check. Splitting them would create an
awkwardly thin "write but don't solve" lesson.
Why ch05-03 + ch05-04? Equations with the distributive property
($p(x+q) = r$) and multi-step real-world problems are both extensions of
two-step solving. They build directly on Day 16 skills.
Why ch05-05 + ch05-06? Writing/solving inequalities and graphing them on
a number line are inseparable — students write $px + q > r$, solve, and
graph. Same topic, two representations.
Chapter 6 — Scale Drawings, Geometric Figures, and Angle Relationships (Days 19–21)
| Day | File | CCSS Topics | Type | Weight |
|---|
| 19 | day-19-scale-drawings | ch06-01 Understanding and Using Scale Drawings + ch06-02 Reproducing Scale Drawings at Different Scale | Double | Medium |
| 20 | day-20-drawing-figures-and-constructing-triangles | ch06-03 Drawing Geometric Figures + ch06-04 Constructing Triangles from Three Measurements | Double | Medium |
| 21 | day-21-cross-sections-and-angle-relationships | ch06-05 Cross-Sections of 3D Figures + ch06-06 Angle Relationships | Double | Medium |
Why ch06-01 + ch06-02? Using scale drawings and reproducing them at a
different scale are the same skill at two levels — read a scale, then create
one. Both use scale factor reasoning.
Why ch06-03 + ch06-04? Drawing geometric figures under constraints and
constructing triangles from three measurements are companion construction
tasks. Day 20 is the "geometry tools" day.
Why ch06-05 + ch06-06? Cross-sections and angle relationships are both
"seeing geometry in new ways" — slicing 3D shapes and finding unknown angles
from supplementary/complementary/vertical pairs. They're conceptually distinct
but share the "geometric reasoning" day.
Chapter 7 — Circles, Area, Surface Area, and Volume (Days 22–24)
| Day | File | CCSS Topics | Type | Weight |
|---|
| 22 | day-22-parts-of-a-circle-and-circumference | ch07-01 Parts of a Circle + ch07-02 Circumference of a Circle | Double | Medium |
| 23 | day-23-area-of-circles-and-composite-shapes | ch07-03 Area of a Circle + ch07-04 Area of Composite Shapes | Double | Medium |
| 24 | day-24-surface-area-and-volume | ch07-05 Surface Area of 3D Objects + ch07-06 Volume of Prisms | Double | Medium |
Why ch07-01 + ch07-02? Parts of a circle (center, radius, diameter) and
circumference ($C = \pi d$) are the natural introduction → formula pair.
Students learn the vocabulary, then immediately use it.
Why ch07-03 + ch07-04? Circle area ($A = \pi r^2$) and composite-shape
area are a learn → extend pair. Once students know circle area, they combine
it with triangles and rectangles to find areas of complex shapes.
Why ch07-05 + ch07-06? Surface area and volume are the two key 3D
measurement skills. Pairing them on one day lets students see both "wrapping"
and "filling" the same prism, reinforcing the distinction.
Chapter 8 — Statistics: Sampling and Comparing Populations (Days 25–26)
| Day | File | CCSS Topics | Type | Weight |
|---|
| 25 | day-25-populations-samples-and-inferences | ch08-01 Populations and Samples + ch08-02 Making Inferences from Random Samples | Double | Light-Medium |
| 26 | day-26-comparing-populations | ch08-03 Comparing Two Populations Visually + ch08-04 Comparing Populations with Measures | Double | Light-Medium |
Why ch08-01 + ch08-02? Defining populations/samples and then making
inferences from random samples is a single concept arc: "What is a sample?"
→ "What can we learn from it?"
Why ch08-03 + ch08-04? Comparing populations visually (dot plots, box
plots) and comparing with measures (mean, MAD, IQR) are two approaches to
the same question: "How do these groups differ?"
Chapter 9 — Probability and Compound Events (Days 27–30)
| Day | File | CCSS Topics | Type | Weight |
|---|
| 27 | day-27-probability-basics-and-theoretical-probability | ch09-01 What Is Probability? + ch09-02 Theoretical Probability | Double | Medium |
| 28 | day-28-experimental-probability-and-models | ch09-03 Experimental Probability + ch09-04 Probability Models | Double | Medium |
| 29 | day-29-sample-spaces-and-compound-events | ch09-05 Sample Spaces for Compound Events + ch09-06 Finding Probabilities of Compound Events | Double | Medium |
| 30 | day-30-simulating-compound-events | ch09-07 Simulating Compound Events | Single | Medium |
Why ch09-01 + ch09-02? "What is probability?" defines the 0-to-1 scale;
theoretical probability puts it to work with $\frac{\text{favorable}}{\text{total}}$. The definition alone would be too thin for a full day.
Why ch09-03 + ch09-04? Experimental probability (long-run relative
frequency) and probability models (uniform vs non-uniform) are paired as
"predicted vs observed" — students build a model, then test it experimentally.
Why ch09-05 + ch09-06? Sample spaces (lists, tables, tree diagrams) and
finding compound-event probabilities are inherently paired — you build the
sample space IN ORDER TO find probabilities. Separating them breaks the
workflow.
Why ch09-07 alone? Simulating compound events is the capstone topic.
Students design and run simulations using random-number generators — this
synthesizes everything from the chapter's probability toolkit.
Totals Verification
- 4 single-topic days + 26 double-topic days = 30 days
- 4 topics (singles) + 52 topics (doubles) = 56 topics ✓
Writing Day Files
Day File Template
Every day file lives in topics_in30days/ and follows this structure:
% ============================================================================
% Day N — Day Title
% CCSS 7.XX.X.X
% Topics: chXX-YY Topic Name (+ chXX-ZZ Second Topic Name)
% Type: Single|Double (Light|Medium|Heavy)
% ============================================================================
\section{Day Title}
\dayPage{N}{Day Title}{%
\begin{itemize}[leftmargin=6mm, itemsep=4pt]
\item[\textcolor{funOrange}{\faCheck}] Goal 1
\item[\textcolor{funOrange}{\faCheck}] Goal 2
\end{itemize}
}
\minuteTimer{20}
\begin{quickLesson}{Key Concept}
% ≤ half page: state the rule, show one clear example, done.
\end{quickLesson}
\begin{workedExample}{Title}
% One example with step-by-step solution
\end{workedExample}
\mascotSays{One short fun sentence.}
\begin{dailyPractice}
\resetProblems
% 6 problems (single-topic) or 8 problems (double-topic)
\end{dailyPractice}
\begin{dailyChallenge}
\prob One challenge problem
\end{dailyChallenge}
\keyTakeaway{One-sentence summary.}
\dayComplete
Important rules:
- Do NOT include
\begin{todaysGoals} — the \dayPage already displays goals.
- Do NOT add
\newpage before \begin{dailyPractice} — let content flow naturally.
- The
\section{Day Title} MUST come before \dayPage and use a concise title
that describes the day's content (not just "Day N").
Double-Topic Days
When a day covers 2 topics, use \dayTopic{Title} to create sub-headers:
% ─── PART 1 ────────────────────────────────
\dayTopic{First Topic Title}
\begin{quickLesson}{Key Concept}
% ≤ ⅓ page per topic
\end{quickLesson}
\begin{workedExample}{Title}
% Brief example
\end{workedExample}
% ─── PART 2 ────────────────────────────────
\dayTopic{Second Topic Title}
\begin{quickLesson}{Key Concept}
% ≤ ⅓ page per topic
\end{quickLesson}
\mascotSays{Short fun sentence.}
\begin{dailyPractice}
\resetProblems
\practiceHeader{First Topic}
\prob ... % 4 problems
\bigskip
\practiceHeader{Second Topic}
\prob ... % 4 problems
\end{dailyPractice}
Each topic gets ~⅓ page teaching + 1 example. Combined practice = 8 problems
total (4 per topic).
Day-Specific Environments (from VMfunDays.sty)
| Environment / Command | Purpose | Usage |
|---|
\dayPage{n}{title}{goals} | Full-page day opener with progress bar | Every day file, after \section{} |
\begin{todaysGoals} | Orange goals box | NOT used — redundant with \dayPage |
\begin{quickLesson}{title} | Condensed teaching box (teal) | Main lesson content |
\begin{dailyPractice}[title] | Practice section (blue) | Every day file |
\begin{dailyChallenge}[title] | Bonus challenge (purple) | Optional, most days |
\begin{bonusLesson}{title} | State-specific bonus (pink) | Only in bonus files |
\dayComplete | "Day Complete!" checkoff (green) | End of every day |
\dayTopic{title} | Sub-header for multi-topic days | Double days |
\keyTakeaway{text} | End-of-day summary point | Every day file |
\minuteTimer{mins} | Time estimate indicator | Every day file |
\progressTracker | 30-day grid (initial pages) | 03-progress-tracker.tex |
Environments from Other VM_packages
Day files can also use ALL environments from the standard VM_packages:
- Teaching:
conceptBox, stepsBox, vocabBox, rememberBox, tipBox,
mathRuleBox, keyIdea, etc.
- Examples:
workedExample, errorBox, sideBySideExample, etc.
- Practice:
practiceBox (use dailyPractice instead for 30-day format),
codeBreaker, riddleBox
- Math visuals:
fractionBar, areaGrid, barGraph, numberLine, etc.
- Engagement:
\mascotSays{}, \encouragement{}, funFact, riddleBox,
activityBox, etc.
- Answers:
\answer{}, \answerTF{}, \answerMC{}, \answerExplain{}{}
Content Guidelines
- Audience: 12–13 year olds (middle school). Clear language, proper math
vocabulary introduced with definitions, real-world contexts relevant to the
age group.
- Ultra-concise lessons: Each
quickLesson covers the concept in
≤ half a page. State the rule, show one clear example inline, done.
No fluff.
- One
workedExample per topic — only when the concept needs an explicit
step-by-step walkthrough. Do NOT use 2–3 examples.
- No redundant boxes: Do NOT use
todaysGoals (redundant with \dayPage),
standalone rememberBox, or standalone tipBox. Fold important tips into
the quickLesson body.
- Practice counts:
- 6 problems for single-topic days
- 8 problems for double-topic days (4 per topic with
\practiceHeader{})
- Every problem MUST have an
\answer{}, \answerTF{}, \answerMC{},
or \answerExplain{}{}.
- One
dailyChallenge per day (1 problem only). The challenge should be
noticeably harder — multi-step, requiring synthesis, or connecting to
real-world reasoning.
- One
\mascotSays{} per day — a single short, fun sentence that relates
to the day's topic.
- No
\newpage before practice — let content flow naturally across pages.
- Double-topic days: Each topic gets
quickLesson (~⅓ page) + 1
workedExample. Combined dailyPractice with \practiceHeader{}
separators.
- Math always in
$...$. Use \times and \div, not × or ÷.
- Bold key terms on first use with
\textbf{...}.
- 2–3 goals max in the
\dayPage itemize list (not 4+).
- Difficulty progression within practice: Start with 1–2 direct
application problems, then 2–3 that require a small twist or extra step,
then 1–2 that embed the skill in a word problem or context.
Content Accuracy Checklist
Before finalizing any day file, verify:
State-Specific Handling
The 30-day book supports all 50 US states. 43 states use the pure CCSS
curriculum (identical content). 7 states have customizations through two
mechanisms:
Mechanism 1: Bonus Lessons (Additional Topics)
State-specific additional topics are delivered as standalone
\begin{bonusLesson} files that get appended after the relevant day. The
core day file is unchanged — the bonus content is simply \input'ed after it.
Bonus files live in topics_in30days_additional/ and are named
bonus-{topic-file-slug}.tex.
Bonus Placement Map
| Additional Topic ID | Bonus File | Insert After Day | Rationale |
|---|
| ch01-07 | bonus-ch01-07-proportional-reasoning-with-scale-models | Day 3 | After all ratio/proportion topics |
| ch02-08 | bonus-ch02-08-personal-financial-literacy | Day 7 | End of Chapter 2 — after all percent topics |
| ch02-09 | bonus-ch02-09-financial-literacy-budgeting-saving-and-investing | Day 7 | Extends financial literacy |
| ch02-10 | bonus-ch02-10-compound-interest-introduction | Day 7 | After simple interest (Day 6) |
| ch03-09 | bonus-ch03-09-introduction-to-square-roots | Day 12 | End of Chapter 3 — after rational numbers |
| ch03-10 | bonus-ch03-10-rational-number-operations-in-extended-contexts | Day 12 | Extends rational-number applications |
| ch03-11 | bonus-ch03-11-introduction-to-scientific-notation | Day 12 | Extends number representations |
| ch04-07 | bonus-ch04-07-laws-of-exponents | Day 15 | End of Chapter 4 — after expressions |
| ch06-07 | bonus-ch06-07-transformations-on-the-coordinate-plane | Day 21 | End of Chapter 6 — after geometry |
| ch06-08 | bonus-ch06-08-similar-figures-and-proportions | Day 21 | Extends geometric reasoning |
| ch07-07 | bonus-ch07-07-cylinder-surface-area-and-volume | Day 24 | End of Chapter 7 — after SA/volume |
| ch08-05 | bonus-ch08-05-stem-and-leaf-plots | Day 26 | End of Chapter 8 — after statistics |
| ch08-06 | bonus-ch08-06-circle-graphs | Day 26 | Extends data display |
| ch08-07 | bonus-ch08-07-data-displays-extended | Day 26 |
Bonus File Template
% ============================================================================
% Bonus: Topic Title
% Supplementary (State-specific: XX, YY, ...)
% Inserted after Day N
% ============================================================================
\begin{bonusLesson}{Topic Title}
% Condensed lesson content (~½ page)
...
% 3–5 practice problems
\resetProblems
\prob ...
\answer{...}
\end{bonusLesson}
Which States Get Which Bonuses
| State | Bonus Topics (after day) | Total |
|---|
| Alaska | ch03-10 (D12) · ch08-07 (D26) | 2 |
| Florida | ch04-07 (D15) · ch07-07 (D24) · ch08-05 (D26) · ch08-06 (D26) | 4 |
| Indiana | ch06-07 (D21) · ch08-07 (D26) | 2 |
| Minnesota | ch02-08 (D7) · ch08-06 (D26) | 2 |
| Oklahoma | ch01-07 (D3) · ch02-08 (D7) · ch08-05 (D26) · ch08-07 (D26) | 4 |
| Texas | ch02-08 (D7) · ch02-09 (D7) · ch02-10 (D7) · ch06-08 (D21) · ch08-05 (D26) · ch08-06 (D26) | 6 |
| Virginia | ch03-09 (D12) · ch03-11 (D12) · ch04-07 (D15) · ch06-07 (D21) · ch06-08 (D21) · ch07-07 (D24) · ch08-05 (D26) · ch08-06 (D26) | 8 |
Mechanism 2: Modified Day Files (Modified Topics)
When a state modifies a core topic (adding emphasis, changing contexts, or
extending scope), the entire day file that contains that topic is replaced
with a modified version from topics_in30days_modified/.
Core Topic → Day Mapping for Modifications
| Modified Core Topic | Core ID | Contained In | Day # | Day Type | Modifying States |
|---|
| Applying Proportional Reasoning | ch01-06 | day-03-graphing-and-applying-proportional-reasoning | 3 | Double | OK |
| Solving Percent Problems | ch02-01 | day-04-percent-problems-and-proportions | 4 | Double | MN |
| Simple Interest | ch02-06 | day-06-tips-commissions-and-simple-interest | 6 | Double | FL, TX |
| Integers and Their Opposites | ch03-01 | day-08-integers-and-adding-integers | 8 | Double | VA |
| Solving Real-World Problems with Rational Numbers | ch03-08 | day-12-real-world-problems-with-rational-numbers | 12 | Single | AK |
| Drawing Geometric Figures | ch06-03 | day-20-drawing-figures-and-constructing-triangles | 20 | Double | IN |
| Angle Relationships | ch06-06 | day-21-cross-sections-and-angle-relationships | 21 | Double | VA |
| Populations and Samples | ch08-01 | day-25-populations-samples-and-inferences | 25 | Double | OK, TX |
| Comparing Two Populations Visually | ch08-03 | day-26-comparing-populations | 26 | Double | FL, IN, MN, VA |
| Comparing Populations with Measures | ch08-04 | day-26-comparing-populations | 26 | Double | AK, OK, TX |
| Experimental Probability | ch09-03 | day-28-experimental-probability-and-models | 28 | Double | FL, TX |
Multi-Variant Analysis
| Day | Modified Topics | State Groups | Variants Needed |
|---|
| Day 3 | ch01-06 only | OK | 1 file |
| Day 4 | ch02-01 only | MN | 1 file |
| Day 6 | ch02-06 only | FL, TX (same slug) | 1 file |
| Day 8 | ch03-01 only | VA | 1 file |
| Day 12 | ch03-08 only | AK | 1 file |
| Day 20 | ch06-03 only | IN | 1 file |
| Day 21 | ch06-06 only | VA | 1 file |
| Day 25 | ch08-01 only | OK, TX (same slug) | 1 file |
| Day 26 | ch08-03 by FL, IN, MN, VA; ch08-04 by AK, OK, TX | Two groups, no overlap | 2 files |
| Day 28 | ch09-03 only | FL, TX (same slug) | 1 file |
Total: 10 days with modifications → 11 modified day files (9 base + 2 Day 26 variants).
Day 26 — Comparing Populations (2 variants)
This is the only day requiring two variant files because different state groups
modify different topics within the same double day:
day-26-comparing-populations.tex (base modified) — used by FL, IN,
MN, VA: ch08-03 modified (adds stem-and-leaf plots, circle graphs, and
frequency tables to visual comparison methods); ch08-04 CCSS version.day-26-comparing-populations-measures.tex — used by AK, OK, TX:
ch08-04 modified (extends comparative inference with IQR/range emphasis,
de-emphasizes MAD, adds contextual applications); ch08-03 CCSS version.
Note: No state modifies BOTH ch08-03 AND ch08-04, so no third variant
is needed. If a state modified both, the generation script would need a
combined variant.
Complete State × Modified Day Matrix
| State | Modified Day Files |
|---|
| Alaska | day-12, day-26 (measures) |
| Florida | day-06, day-26, day-28 |
| Indiana | day-20, day-26 |
| Minnesota | day-04, day-26 |
| Oklahoma | day-03, day-25, day-26 (measures) |
| Texas | day-06, day-25, day-26 (measures), day-28 |
| Virginia | day-08, day-21, day-26 |
States with no modifications (43): Alabama, Arizona, Arkansas,
California, Colorado, Connecticut, Delaware, Georgia, Hawaii, Idaho,
Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts,
Michigan, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire,
New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oregon,
Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Utah,
Vermont, Washington, West Virginia, Wisconsin, Wyoming.
Modified Day File Naming Convention
# ── Base modified day files (9) ──────────────────────────────────────
topics_in30days_modified/day-03-graphing-and-applying-proportional-reasoning.tex
topics_in30days_modified/day-04-percent-problems-and-proportions.tex
topics_in30days_modified/day-06-tips-commissions-and-simple-interest.tex
topics_in30days_modified/day-08-integers-and-adding-integers.tex
topics_in30days_modified/day-12-real-world-problems-with-rational-numbers.tex
topics_in30days_modified/day-20-drawing-figures-and-constructing-triangles.tex
topics_in30days_modified/day-21-cross-sections-and-angle-relationships.tex
topics_in30days_modified/day-25-populations-samples-and-inferences.tex
topics_in30days_modified/day-28-experimental-probability-and-models.tex
# ── Day 26 variant files (2) ────────────────────────────────────────
topics_in30days_modified/day-26-comparing-populations.tex
topics_in30days_modified/day-26-comparing-populations-measures.tex
Total: 11 modified day files (9 base + 2 variants).
Writing a Modified Day File
- Start from the original day file in
topics_in30days/
- Keep the same
\dayPage{} number, \section{}, and overall structure
- Apply the required modifications as described in the
modified_topics
section of topics_config.yaml
- Keep ALL core CCSS content — modifications ADD to, not replace, the baseline
- Add a header comment documenting what changed:
% ============================================================================
% Day 26 — Comparing Populations (MODIFIED)
% Modification: Multiple display emphasis in ch08-03
% Used by: FL, IN, MN, VA
% CCSS 7.SP.B.3, 7.SP.B.4
% ============================================================================
Grade 7 Topic-Specific Writing Guidance
Chapter 1 — Ratios and Proportional Relationships
Day 1 (ch01-01 + ch01-02): Unit Rates and Proportional Relationships
- Unit rates with FRACTIONS are new in Grade 7 — e.g., $\frac{1/2 \text{ mile}}{1/4 \text{ hour}}$
- Use "complex fraction" division: $\frac{a/b}{c/d} = \frac{a}{b} \div \frac{c}{d}$
- Recognizing proportional relationships: test equivalent ratios in tables OR
check if graph is a straight line through the origin
- Common error: forgetting to check that the line passes through $(0,0)$
Day 2 (ch01-03 + ch01-04): Constant of Proportionality and Equations
- Constant of proportionality $k$ = unit rate = $\frac{y}{x}$ for every row in the table
- Equation form: $y = kx$ — emphasize that $k$ is the same number everywhere
- Include finding $k$ from tables, graphs, equations, verbal descriptions, and diagrams
- Common error: confusing $k$ with the specific $(x,y)$ values
Day 3 (ch01-05 + ch01-06): Graphing and Applying Proportional Reasoning
- Key points on graph: $(0,0)$ means "start from zero," $(1,r)$ gives the unit rate
- Unit rate = slope of the line (preview for Grade 8)
- Application problems: use ratio tables, tape diagrams, unit rates, or equations — let students choose their preferred strategy
- Common error: not labeling axes with units
Chapter 2 — Percents in Everyday Life
Day 4 (ch02-01 + ch02-02): Percent Problems and Proportions
- Three types: find part ($x = p% \times \text{whole}$), find whole, find percent
- Proportion method: $\frac{\text{part}}{\text{whole}} = \frac{p}{100}$
- Common error: confusing part and whole in the proportion setup
Day 5 (ch02-03 + ch02-04): Percent Change, Markups, and Discounts
- Percent increase: new = original $\times (1 + r)$, e.g., 25% increase → $\times 1.25$
- Percent decrease: new = original $\times (1 - r)$, e.g., 20% off → $\times 0.80$
- Markups: store adds to cost; discounts: store subtracts from price; sales tax: government adds
- Key insight: $a + 0.05a = 1.05a$ — "increase by 5%" IS "multiply by 1.05"
Day 6 (ch02-05 + ch02-06): Tips, Commissions, and Simple Interest
- Tips: estimate 20% by finding 10% and doubling; 15% = 10% + half of 10%
- Commissions: percent of total sales (e.g., 8% commission on $5,000 in sales)
- Simple interest: $I = Prt$ — define P (principal), r (rate as decimal), t (time in years)
- Common error: forgetting to convert percent to decimal for $r$
Day 7 (ch02-07): Percent Error
- Formula: $\text{percent error} = \frac{|\text{estimated} - \text{actual}|}{|\text{actual}|} \times 100$
- Absolute value ensures the answer is always positive
- Use in science: measurement error, estimation accuracy
Chapter 3 — Operations with Rational Numbers
Day 8 (ch03-01 + ch03-02): Integers and Adding Integers
- Opposites: $a + (-a) = 0$ (additive inverse)
- Number-line model: adding positive = move right, adding negative = move left
- Real-world: temperature rises/drops, deposits/withdrawals
- Common error: $-3 + (-5) = 2$ (adding instead of combining negatives)
Day 9 (ch03-03 + ch03-04): Subtracting Integers and Rational Numbers
- Key rule: $p - q = p + (-q)$ — "subtract = add the opposite"
- Distance: $|a - b|$ gives the distance between two numbers
- Extend to fractions/decimals: same sign rules apply
Day 10 (ch03-05 + ch03-06): Multiplying and Dividing Rational Numbers
- Sign rules: positive × positive = positive, negative × negative = positive,
different signs = negative
- Same rules for division
- Key concept: $-\frac{p}{q} = \frac{-p}{q} = \frac{p}{-q}$ — negative can go anywhere
Day 11 (ch03-07): Converting Rational Numbers to Decimals
- Long division to convert fractions to decimals
- Every rational number terminates or repeats
- Repeating notation: $0.\overline{3}$, $0.\overline{142857}$
Day 12 (ch03-08): Real-World Problems with Rational Numbers
- Multi-step problems using all four operations with rational numbers
- Include complex fractions: $\frac{a/b}{c/d}$
- Strategy: estimate first, compute, check reasonableness
Chapter 4 — Algebraic Expressions
Day 13 (ch04-01 + ch04-02): Writing, Evaluating, and Simplifying
- Writing: translate words to algebra with rational coefficients
- Like terms: same variable AND same exponent → combine coefficients
- Common error: combining $3x$ and $3x^2$ (different exponents, not like terms)
Day 14 (ch04-03 + ch04-04): Expanding and Factoring
- Distributive: $a(b + c) = ab + ac$ — include negative and fractional $a$
- Factoring: reverse the process — find GCF and pull it out
- Check by substitution: expand your factored result and compare
Day 15 (ch04-05 + ch04-06): Combining and Rewriting Expressions
- Subtracting expressions: distribute the negative sign across all terms
- Rewriting insight: $a + 0.05a = 1.05a$ means "5% increase = multiply by 1.05"
- Common error: dropping the negative when subtracting $(3x - 2) - (x + 5)$
Chapter 5 — Equations and Inequalities
Day 16 (ch05-01 + ch05-02): Writing and Solving Two-Step Equations
- Form: $px + q = r$ — undo addition/subtraction first, then multiplication/division
- Compare algebraic and arithmetic approaches
- Always check by substituting back
Day 17 (ch05-03 + ch05-04): Distributive Property Equations and Multi-Step
- Form: $p(x + q) = r$ — distribute first OR divide both sides by $p$ first
- Multi-step: requires multiple operations, possibly mixed number types
- Common error: distributing only to the first term inside parentheses
Day 18 (ch05-05 + ch05-06): Writing, Solving, and Graphing Inequalities
- Form: $px + q > r$ (or $<$, $\leq$, $\geq$)
- Key rule: when multiplying/dividing by a NEGATIVE, FLIP the inequality sign
- Graphing: open circle for $<$ or $>$, closed circle for $\leq$ or $\geq$
- Solutions are RAYS (infinitely many solutions), not single points
Chapter 6 — Scale Drawings, Geometric Figures, and Angles
Day 19 (ch06-01 + ch06-02): Scale Drawings
- Scale factor: ratio of drawing length to actual length
- Area scales by scale factor SQUARED
- Reproducing at different scale: multiply all lengths by the new scale factor
Day 20 (ch06-03 + ch06-04): Drawing Figures and Constructing Triangles
- Freehand, ruler/protractor, and technology-based constructions
- Three measurements for triangles: SSS, SAS, ASA — which give unique triangles?
- Triangle inequality: sum of any two sides > third side
- Common error: thinking any three lengths make a triangle
Day 21 (ch06-05 + ch06-06): Cross-Sections and Angle Relationships
- Cross-sections: slicing a rectangular prism → rectangle; pyramid → triangle or trapezoid
- Angle vocabulary: supplementary (sum 180°), complementary (sum 90°), vertical (equal)
- Write equations: $x + (x + 30) = 180$ for supplementary angles
Chapter 7 — Circles, Area, Surface Area, and Volume
Day 22 (ch07-01 + ch07-02): Parts of a Circle and Circumference
- Vocabulary: center, radius ($r$), diameter ($d = 2r$), circumference ($C$)
- $C = \pi d = 2\pi r$ — the ratio $C/d$ is always $\pi \approx 3.14$
- Use $\pi \approx 3.14$ or $\frac{22}{7}$ unless told otherwise
Day 23 (ch07-03 + ch07-04): Area of Circles and Composite Shapes
- $A = \pi r^2$ — emphasize squaring the radius, NOT the diameter
- Composite shapes: decompose into rectangles, triangles, and circles/semicircles
- Common error: using diameter in $A = \pi r^2$ instead of radius
Day 24 (ch07-05 + ch07-06): Surface Area and Volume
- Surface area: use nets — unfold the 3D shape, find area of each face, add them up
- Volume: $V = Bh$ where $B$ = area of the base
- Include fractional edge lengths
Chapter 8 — Statistics
Day 25 (ch08-01 + ch08-02): Populations, Samples, and Inferences
- Random sampling: every member has an equal chance of being selected
- Representative sample: reflects the population's characteristics
- Multiple samples: compare predictions from different samples to gauge reliability
Day 26 (ch08-03 + ch08-04): Comparing Populations
- Visual: side-by-side dot plots, box plots, histograms — look for overlap
- Quantitative: express difference between centers as a multiple of MAD
- "The mean of Group A is about 2 MADs above the mean of Group B" → meaningful difference
Chapter 9 — Probability
Day 27 (ch09-01 + ch09-02): Probability Basics and Theoretical Probability
- Probability scale: 0 (impossible) to 1 (certain), 0.5 (equally likely)
- Theoretical: $P(E) = \frac{\text{favorable outcomes}}{\text{total outcomes}}$
- Uniform model: all outcomes equally likely (fair die, fair coin)
Day 28 (ch09-03 + ch09-04): Experimental Probability and Models
- Experimental: relative frequency from data ($\frac{\text{times it happened}}{\text{total trials}}$)
- As trials increase, experimental → theoretical (law of large numbers, informally)
- Probability model: lists all outcomes and their probabilities (sum = 1)
Day 29 (ch09-05 + ch09-06): Sample Spaces and Compound Events
- Organized lists, tables, tree diagrams to enumerate outcomes
- Compound event probability: $\frac{\text{favorable compound outcomes}}{\text{total compound outcomes}}$
- Common error: forgetting to list all branches in a tree diagram
Day 30 (ch09-07): Simulating Compound Events
- Design a simulation: choose a random device that matches the probabilities
- Run trials, record results, compare to theoretical prediction
- Example: use random digits to model real-world events (blood type, coin flips)
topics_config.yaml Reference
The in_30_days section is already defined in Grade 7's topics_config.yaml.
Here is the complete structure for reference:
in_30_days:
days:
- day: 1
file: day-01-unit-rates-and-proportional-relationships
topics: [ch01-01, ch01-02]
- day: 2
file: day-02-constant-of-proportionality-and-equations
topics: [ch01-03, ch01-04]
- day: 3
file: day-03-graphing-and-applying-proportional-reasoning
topics: [ch01-05, ch01-06]
bonus_after:
- ch01-07
- day: 4
file: day-04-percent-problems-and-proportions
topics: [ch02-01, ch02-02]
- day: 5
file: day-05-percent-change-markups-and-discounts
topics: [ch02-03, ch02-04]
- day: 6
file:
[, ]
[]
[, ]
[, ]
[, ]
[]
[]
[, ]
[, ]
[, ]
[, ]
[, ]
[, ]
[, ]
[, ]
[, ]
[, ]
[, ]
[, ]
[, ]
[, ]
[, ]
[, ]
[, ]
[]
Generation Script Integration
python3 scripts/generate_state_books.py --book-type in_30_days
python3 scripts/generate_state_books.py --book-type in_30_days --states texas,virginia --verbose
python3 scripts/compile_state_books.py --book-type in_30_days --states texas
Example: Generated .tex for Texas (most complex state)
Texas has:
- Modified: ch02-06, ch08-01, ch08-04, ch09-03
- Additional: ch02-08, ch02-09, ch02-10, ch06-08, ch08-05, ch08-06
\documentclass[12pt, fleqn, openany]{in30Days}
\setstretch{1.4}
\begin{document}
\StateName{Texas}
\makeCoverPage
...
\chapter{Ratios and Proportional Relationships}
\input{topics_in30days/day-01-unit-rates-and-proportional-relationships}
\input{topics_in30days/day-02-constant-of-proportionality-and-equations}
\input{topics_in30days/day-03-graphing-and-applying-proportional-reasoning}
\chapter{Percents in Everyday Life}
\input{topics_in30days/day-04-percent-problems-and-proportions}
\input{topics_in30days/day-05-percent-change-markups-and-discounts}
\input{topics_in30days_modified/day-06-tips-commissions-and-simple-interest} % ch02-06 modified
\input{topics_in30days/day-07-percent-error}
\input{topics_in30days_additional/bonus-ch02-08-personal-financial-literacy}
\input{topics_in30days_additional/bonus-ch02-09-financial-literacy-budgeting-saving-and-investing}
\input{topics_in30days_additional/bonus-ch02-10-compound-interest-introduction}
\chapter{Operations with Rational Numbers}
\input{topics_in30days/day-08-integers-and-adding-integers}
\input{topics_in30days/day-09-subtracting-integers-and-rational-numbers}
\input{topics_in30days/day-10-multiplying-and-dividing-rational-numbers}
\input{topics_in30days/day-11-converting-rational-numbers-to-decimals}
\input{topics_in30days/day-12-real-world-problems-with-rational-numbers}
\chapter{Algebraic Expressions}
\input{topics_in30days/day-13-writing-evaluating-and-simplifying-expressions}
\input{topics_in30days/day-14-expanding-and-factoring-expressions}
\input{topics_in30days/day-15-combining-and-rewriting-expressions}
\chapter{Equations \& Inequalities}
\input{topics_in30days/day-16-writing-and-solving-two-step-equations}
\input{topics_in30days/day-17-distributive-property-and-multi-step-problems}
\input{topics_in30days/day-18-writing-solving-and-graphing-inequalities}
\chapter{Scale Drawings, Geometric Figures \& Angle Relationships}
\input{topics_in30days/day-19-scale-drawings}
\input{topics_in30days/day-20-drawing-figures-and-constructing-triangles}
\input{topics_in30days/day-21-cross-sections-and-angle-relationships}
\input{topics_in30days_additional/bonus-ch06-08-similar-figures-and-proportions}
\chapter{Circles, Area, Surface Area \& Volume}
\input{topics_in30days/day-22-parts-of-a-circle-and-circumference}
\input{topics_in30days/day-23-area-of-circles-and-composite-shapes}
\input{topics_in30days/day-24-surface-area-and-volume}
\chapter{Statistics: Sampling \& Comparing Populations}
\input{topics_in30days_modified/day-25-populations-samples-and-inferences} % ch08-01 modified
\input{topics_in30days_modified/day-26-comparing-populations-measures} % ch08-04 modified
\input{topics_in30days_additional/bonus-ch08-05-stem-and-leaf-plots}
\input{topics_in30days_additional/bonus-ch08-06-circle-graphs}
\chapter{Probability \& Compound Events}
\input{topics_in30days/day-27-probability-basics-and-theoretical-probability}
\input{topics_in30days_modified/day-28-experimental-probability-and-models} % ch09-03 modified
\input{topics_in30days/day-29-sample-spaces-and-compound-events}
\input{topics_in30days/day-30-simulating-compound-events}
\printAnswerKey
\end{document}
Example: Generated .tex for California (pure CCSS)
...
\chapter{Ratios and Proportional Relationships}
\input{topics_in30days/day-01-unit-rates-and-proportional-relationships}
\input{topics_in30days/day-02-constant-of-proportionality-and-equations}
\input{topics_in30days/day-03-graphing-and-applying-proportional-reasoning}
\chapter{Percents in Everyday Life}
\input{topics_in30days/day-04-percent-problems-and-proportions}
\input{topics_in30days/day-05-percent-change-markups-and-discounts}
\input{topics_in30days/day-06-tips-commissions-and-simple-interest}
\input{topics_in30days/day-07-percent-error}
\chapter{Operations with Rational Numbers}
\input{topics_in30days/day-08-integers-and-adding-integers}
\input{topics_in30days/day-09-subtracting-integers-and-rational-numbers}
\input{topics_in30days/day-10-multiplying-and-dividing-rational-numbers}
\input{topics_in30days/day-11-converting-rational-numbers-to-decimals}
\input{topics_in30days/day-12-real-world-problems-with-rational-numbers}
\chapter{Algebraic Expressions}
\input{topics_in30days/day-13-writing-evaluating-and-simplifying-expressions}
\input{topics_in30days/day-14-expanding-and-factoring-expressions}
\input{topics_in30days/day-15-combining-and-rewriting-expressions}
\chapter{Equations \& Inequalities}
\input{topics_in30days/day-16-writing-and-solving-two-step-equations}
\input{topics_in30days/day-17-distributive-property-and-multi-step-problems}
\input{topics_in30days/day-18-writing-solving-and-graphing-inequalities}
\chapter{Scale Drawings, Geometric Figures \& Angle Relationships}
\input{topics_in30days/day-19-scale-drawings}
\input{topics_in30days/day-20-drawing-figures-and-constructing-triangles}
\input{topics_in30days/day-21-cross-sections-and-angle-relationships}
\chapter{Circles, Area, Surface Area \& Volume}
\input{topics_in30days/day-22-parts-of-a-circle-and-circumference}
\input{topics_in30days/day-23-area-of-circles-and-composite-shapes}
\input{topics_in30days/day-24-surface-area-and-volume}
\chapter{Statistics: Sampling \& Comparing Populations}
\input{topics_in30days/day-25-populations-samples-and-inferences}
\input{topics_in30days/day-26-comparing-populations}
\chapter{Probability \& Compound Events}
\input{topics_in30days/day-27-probability-basics-and-theoretical-probability}
\input{topics_in30days/day-28-experimental-probability-and-models}
\input{topics_in30days/day-29-sample-spaces-and-compound-events}
\input{topics_in30days/day-30-simulating-compound-events}
\printAnswerKey
\end{document}
File Inventory
Core Day Files (30 files in topics_in30days/)
| # | File | Topics | Type |
|---|
| 1 | day-01-unit-rates-and-proportional-relationships.tex | ch01-01, ch01-02 | Double |
| 2 | day-02-constant-of-proportionality-and-equations.tex | ch01-03, ch01-04 | Double |
| 3 | day-03-graphing-and-applying-proportional-reasoning.tex | ch01-05, ch01-06 | Double |
| 4 | day-04-percent-problems-and-proportions.tex | ch02-01, ch02-02 | Double |
| 5 | day-05-percent-change-markups-and-discounts.tex | ch02-03, ch02-04 | Double |
| 6 | day-06-tips-commissions-and-simple-interest.tex | ch02-05, ch02-06 | Double |
| 7 | day-07-percent-error.tex | ch02-07 | Single |
| 8 | day-08-integers-and-adding-integers.tex | ch03-01, ch03-02 | Double |
| 9 | day-09-subtracting-integers-and-rational-numbers.tex | ch03-03, ch03-04 | Double |
| 10 | day-10-multiplying-and-dividing-rational-numbers.tex | ch03-05, ch03-06 | Double |
| 11 | day-11-converting-rational-numbers-to-decimals.tex | ch03-07 | Single |
| 12 | day-12-real-world-problems-with-rational-numbers.tex | ch03-08 | Single |
| 13 | day-13-writing-evaluating-and-simplifying-expressions.tex | ch04-01, ch04-02 | Double |
| 14 | day-14-expanding-and-factoring-expressions.tex | ch04-03, ch04-04 | Double |
| 15 | day-15-combining-and-rewriting-expressions.tex | ch04-05, ch04-06 | Double |
| 16 | day-16-writing-and-solving-two-step-equations.tex |
Modified Day Files (11 files in topics_in30days_modified/)
| File | Used By |
|---|
day-03-graphing-and-applying-proportional-reasoning.tex | OK |
day-04-percent-problems-and-proportions.tex | MN |
day-06-tips-commissions-and-simple-interest.tex | FL, TX |
day-08-integers-and-adding-integers.tex | VA |
day-12-real-world-problems-with-rational-numbers.tex | AK |
day-20-drawing-figures-and-constructing-triangles.tex | IN |
day-21-cross-sections-and-angle-relationships.tex | VA |
day-25-populations-samples-and-inferences.tex | OK, TX |
day-26-comparing-populations.tex | FL, IN, MN, VA |
day-26-comparing-populations-measures.tex | AK, OK, TX |
day-28-experimental-probability-and-models.tex | FL, TX |
Bonus Lesson Files (14 files in topics_in30days_additional/)
| File | After Day | Used By |
|---|
bonus-ch01-07-proportional-reasoning-with-scale-models.tex | D3 | OK |
bonus-ch02-08-personal-financial-literacy.tex | D7 | MN, OK, TX |
bonus-ch02-09-financial-literacy-budgeting-saving-and-investing.tex | D7 | TX |
bonus-ch02-10-compound-interest-introduction.tex | D7 | TX |
bonus-ch03-09-introduction-to-square-roots.tex | D12 | VA |
bonus-ch03-10-rational-number-operations-in-extended-contexts.tex | D12 | AK |
bonus-ch03-11-introduction-to-scientific-notation.tex | D12 | VA |
bonus-ch04-07-laws-of-exponents.tex | D15 | FL, VA |
bonus-ch06-07-transformations-on-the-coordinate-plane.tex | D21 | IN, VA |
bonus-ch06-08-similar-figures-and-proportions.tex | D21 | TX, VA |
bonus-ch07-07-cylinder-surface-area-and-volume.tex | D24 | FL, VA |
bonus-ch08-05-stem-and-leaf-plots.tex | D26 | FL, OK, TX, VA |
bonus-ch08-06-circle-graphs.tex | D26 | FL, MN, TX, VA |
bonus-ch08-07-data-displays-extended.tex | D26 | AK, IN, OK |
Implementation Priority
- Phase 1: Write all 30 core day files (Days 1–30 in
topics_in30days/)
- Phase 2: Write all 14 bonus lesson files (in
topics_in30days_additional/)
- Phase 3: Write all 11 modified day files (in
topics_in30days_modified/)
- Phase 4: Update
in_30_days config in topics_config.yaml to add
bonus_after fields
- Phase 5: Verify
generate_in_30_days() handles multi-variant day files
- Phase 6: Test generation and compilation for all 50 states
Writing Order for Core Day Files
Write the 30 core files in chapter order (Day 1 → Day 30). Within each chapter,
write single-topic days first (simpler, establishes the pattern), then
double-topic days.
Suggested batch order:
- Days 7, 11, 12, 30 (4 single-topic days)
- Days 1–6, 8–10, 13–29 (26 double-topic days)
- Modified day files (start from the core file, apply modifications)
- Bonus lesson files (standalone; can be written in any order)
