Grade Math... · Web viewSolve Word problems leading to equations of the form px+q = r and p(x + q)...
Transcript of Grade Math... · Web viewSolve Word problems leading to equations of the form px+q = r and p(x + q)...
Math 7 CCSSCurriculum Map
CHAPTER : DAILY ACTIVITIES LESSON : PROBLEM OF THE DAYCo
mm
on
Core
Sta
te
Stan
dard
(s)
Varies daily
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Explain reasoning
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es
Students will solve the POD individually, then they will explain to one person what
they did to solve the problem. If there is a disagreement
they will construct an argument about why their
answer is correct, or determine why or if the other
persons method actually works.Co
nten
t Br
eakd
own
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1. Make Sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively3. Construct viable arguments and
critique the reasoning of others4. Model with mathematics
5. Use appropriate tools strategically6. Attend to precision
7. Look for and make use of structure.8. Look for and express regularity in
repeated reasoning.
Voca
bula
ry
For
mat
ive
Ass
essm
ent
State Test
Lite
racy
St
anda
rd
.
Time Frame: all yearCHAPTER : WEEKLY/MONTHLY ACTIVITIES LESSON : STAR 360
Page 1 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)Varies Daily
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es
Students will take pretest then maneuver through the content based on ability. If they pass out of a section they will continue on. If
struggling, students will go back to a comfortable level.
Cont
ent
Brea
kdow
nM
athe
mat
ical
Pr
acti
ce S
tand
ard 1. Make Sense of problems and
persevere in solving them.2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others4. Model with mathematics
5. Use appropriate tools strategically6. Attend to precision
7. Look for and make use of structure.Look for and express regularity in repeated reasoning.
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Pre testPost Test/AIR
Lite
racy
St
anda
rd
.
Time Frame: All yearCHAPTER 1 : Algebraic Reasoning LESSON 1 : Numbers and Patterns
Page 2 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 2. Solve
Patterns3. Develop a
rule using proper vocabulary In
stru
ctio
nal
Stra
tegi
es /
Lea
rnin
g Ac
tivi
ties Students will look for patterns
in classroom then we will work in
Stations: Identifying and Extending Number PatternsIdentifying and Extending
Geometric PatternsUsing Tables to Identify and
Extend Patterns
Cont
ent
Brea
kdow
n
Identifying and Extending Number Patterns, Geometric Patterns and Using Tables to
Identify and Extend Patterns.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 8. Make Sense of problems and persevere in solving them.
9. Reason abstractly and quantitatively10.Construct viable arguments and
critique the reasoning of others11.Model with mathematics
12.Use appropriate tools strategically13.Attend to precision
14.Look for and make use of structure.15.Look for and express regularity in
repeated reasoning.Vo
cabu
lary
conjecture
For
mat
ive
Ass
essm
ent
Quiz 1.1-1.5 pg. 28 Cumulative Assessment at
end of Chapter
Lite
racy
St
anda
rd 4. Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to
grades 6-8.
Time Frame:CHAPTER 1: Algebraic Reasoning LESSON 2 : Exponents
Page 3 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)NS #1: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Students will Understand and Use Exponents
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Stations: Evaluating Powers Expressing Whole Numbers as Powers, Earth Science
Application
Cont
ent
Brea
kdow
n
Students will recognize the base and the exponent, and be able to compute numbers
with exponents in them.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1. Make Sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively3. Construct viable arguments and
critique the reasoning of others4. Model with mathematics
5. Use appropriate tools strategically6. Attend to precision
7. Look for and make use of structure8. Look for and express regularity in
repeated reasoningVo
cabu
lary
Power exponent
base
For
mat
ive
Ass
essm
ent
Quiz 1.1-1.5 pg. 28 Cumulative Assessment at
end of Chapter
Lite
racy
St
anda
rd 4. Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to
grades 6-8.
TIME FRAME: 1 DAYCHAPTER 1 : Algebraic Reasoning LESSON 3 : Scientific Notation
Page 4 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)NS #1: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Scientific Notation
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es Stations: Multiplying by Powers of Ten
Writing Numbers in Scientific Notation
Writing Numbers in Standard Form
Comparing Numbers in Scientific Notation
Lab: Scientific Notation with a Calculator
Cont
ent
Brea
kdo
wn
Multiplying by Powers of Ten Writing Numbers in Scientific Notation
Writing Numbers in Standard Form Comparing Numbers in Scientific Notation
Lab: Use Graphing Calculators
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1. Make Sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively3. Construct viable arguments and
critique the reasoning of others4. Model with mathematics
5. Use appropriate tools strategically6. Attend to precision
7. Look for and make use of structureLook for and express regularity in repeated
reasoning Voca
bula
ry
Scientific notation
For
mat
ive
Ass
essm
ent
Quiz 1.1-1.5 pg. 28 Cumulative Assessment at
end of Chapter
Lite
racy
St
anda
rd 4. Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to
grades 6-8.Time Frame: 1 Day
CHAPTER 1 : Algebraic Reasoning LESSON 4 : Order of operations
Page 5 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.d. Apply properties of operations as strategies to add and subtract rational numbers.EE #1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.EE #2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Students will understand order of operations
1. Write and use the distributive properties
2. Use distributive properties to simplify expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es Lecture/ or give students answers and have them decide how they got the
answers given: Using Order of Operations, with and
without Grouping Symbols, Career Application
1.4 Lab Explore Order of Operations
Cont
ent
Brea
kd Using Order of Operations, with and without Grouping Symbols, Career
Application 1.4 Lab Explore Order of Operations
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1. Make Sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively3. Construct viable arguments and
critique the reasoning of others4. Model with mathematics
5. Use appropriate tools strategically6. Attend to precision
7. Look for and make use of structureLook for and express regularity in repeated
reasoning
Voca
bula
ry Numerical expression order of operations
For
mat
ive
Ass
essm
ent
Quiz 1.1-1.5 pg. 28 Cumulative Assessment at
end of Chapter
Lite
racy
St
anda
rd 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks
Time Frame: 1 dayPage 6 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 1: Algebraic Reasoning LESSON 5: Properties of NumbersCo
mm
on C
ore
Stat
e St
anda
rd(s
)NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. d. Apply properties of operations as strategies to add and subtract rational numbers.NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.c. Apply properties of operations as strategies to multiply and divide rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Simplify arithmetic expressions using the number properties and the order of operations
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es Lecture: Identifying Properties of Addition and
Multiplication, Using Properties to Simplify Expressions, Using the Distributive Property to
Multiply MentallyAfter Quiz Work on Problem Solving on pg. 29 Use UPSC
to Solve
Cont
ent
Brea
kdow
n Identifying Properties of Addition and Multiplication, Using Properties to Simplify
Expressions, Using the Distributive Property to Multiply Mentally
Problem Solving on pg. 29 Use UPSC to Solve
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure8Look for and express regularity in
repeated reasoning
Voca
bula
ryCommutative Property Associative Property
Identity property and distributive
property Distributive
Property
For
mat
ive
Ass
essm
ent
Quiz 1.1-1.5 pg. 28 After Quiz complete Focus on
Problem Solving pg. 29 Explain to a friend the
method you chose and what clue in the problem told you
to multiply or divide. Cumulative
Assessment at end of Chapter
Page 8 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd 4. Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to
grades 6-8.
Time Frame: 1 day
Page 9 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 1 : Algebraic Reasoning LESSON 6 : VARIABLES AND ALGEBRAIC EXPRESSIONSCo
mm
on C
ore
Stat
e St
anda
rd(s
) NS #3: Solve real-world and mathematical problems involving the four operations with rational numbers. EE #1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.EE #2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Evaluate algebraic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es Smart Board: Evaluating Algebraic Expressions, Evaluating Algebraic
Expressions involving Order of Operation, Evaluating
Algebraic Expressions with Two Variables. Be specific on
how the expressions must look while solving them.
Cont
ent
Brea
kdow
n
Evaluating Algebraic Expressions, Evaluating Algebraic Expressions involving Order of Operation, Evaluating Algebraic
Expressions with Two Variables.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning
Voca
bula
ry
variable algebraic
expression evaluate Constant
For
mat
ive
Ass
essm
ent
1.6-1.11 Quiz and Cumulative Assessment at end of Chapter
1
Page 10 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks..
Time Frame: 1 day
CHAPTER 1 Algebraic Reasoning LESSON 7: TRANSLATING WORDS INTO MATH
Page 11 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s) NS #3: Solve real-world and mathematical
problems involving the four operations with rational numbers. EE #1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.EE #2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Evaluate algebraic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Station Work: Translating Verbal Expressions into
Algebraic Expressions, Write each phrase as an algebraic expression, Translating Real-World Problems into Algebraic
Expressions
Cont
ent
Brea
kdow
n
Translating Verbal Expressions into Algebraic Expressions, Write each phrase as an algebraic expression, Translating Real-World Problems into Algebraic Expressions
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning
Voca
bula
ry variable algebraic
expression evaluate
For
mat
ive
Ass
essm
ent
1.6-1.11 Quiz and Cumulative Assessment at end of Chapter
1
Lite
racy
St
anda
rd 4. Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to
grades 6-8.
Time Frame: 1 dayCHAPTER 1 : Algebraic Reasoning LESSON 8: SIMPLIFYING ALGEBRAIC EXPRESSIONS
Page 12 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s) NS #3: Solve real-world and mathematical
problems involving the four operations with rational numbers. EE #1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.EE #2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Evaluate algebraic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Model on Smart Board: Indentifying Like Terms,
Simplifying Algebraic Expressions, Geometry
Application
Cont
ent
Brea
kd Indentifying Like Terms, Simplifying Algebraic Expressions, Geometry
Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning
Voca
bula
ry term coefficient
For
mat
ive
Ass
essm
ent
1.6-1.11 Quiz and Cumulative Assessment at end of Chapter
1
Lite
racy
St
anda
rd 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical tasks.
Time Frame: 1 dayCHAPTER 1 Algebraic Reasoning LESSON 9: Equations and Their Solutions
Page 13 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #3: Solve real-world and mathematical problems involving the four operations with rational numbers.EE#4 Use variables to represent quantities in a real world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
a. Solve Word problems leading to equations of the form px+q = r and p(x + q) = r, where p,q, and r are specific rational numbers. Solve, equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is cm. What is its width.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Write and Solve Equations
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Use a Balance to demonstrate how equations
work. Using algebra tiles solve equations by adding or subtracting. Work without tiles. Show students both
ways to show work.
Cont
ent
Brea
kd Using algebra tiles solve equations by adding or subtracting. Work without tiles. Show students both ways to show work.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning
Voca
bula
ryEquation solution
For
mat
ive
Ass
essm
ent
1.6-1.11 Quiz and Cumulative Assessment at
end of Chapter 1
Page 14 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks.
Time Frame: 1 Day
CHAPTER 1 : Algebraic Reasoning LESSON10: SOLVING EQUATIONS BY ADDING OR SUBTRACTINGPage 15 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #3: Solve real-world and mathematical problems involving the four operations with rational numbers.EE#4 Use variables to represent quantities in a real world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve Word problems leading to equations of the form px+q = r and p(x + q) = r, where p,q, and r are specific rational numbers. Solve, equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is cm. What is its width.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Using Inverse operations
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Use a Balance to demonstrate how equations
work. Using algebra tiles solve equations by adding or subtracting. Work without tiles. Show students both
ways to show work.
Cont
ent
Brea
kdo
wn Using algebra tiles solve equations by
adding or subtracting. Work without tiles. Show students both ways to show work.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning
Voca
bula
ry Addition
Property of Equality Inverse Operations Subtraction Property of Equality F
orm
ativ
e A
sses
smen
t
1.6-1.11 Quiz and Cumulative Assessment at end of Chapter
1
Page 16 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks.
Time Frame: 1 day
Page 17 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 1 : Algebraic Reasoning LESSON 11 : Solving Equations by Multiplying or DividingCo
mm
on C
ore
Stat
e St
anda
rd(s
)NS #3: Solve real-world and mathematical problems involving the four operations with rational numbers.EE#4 Use variables to represent quantities in a real world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve Word problems leading to equations of the form px+q = r and p(x + q) = r, where p,q, and r are specific rational numbers. Solve, equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is cm. What is its width.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Simplify algebraic expressions
2. Verify that algebraic expressions are equivalent
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture: Demonstrate how equations should look with multiplication and Division.
Model the steps several times. Make sure students are showing work correctly.
Cont
ent
Brea
kdow
n
Demonstrate how equations should look with multiplication and Division. Model the steps several times. Make sure students
are showing work correctly.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning
Voca
bula
ry Multiplication Property of Equality
Division Property of Equality
For
mat
ive
Ass
essm
ent
1.6-1.11 Quiz and Cumulative Assessment at end of Chapter
1
Time Frame: 1 day
Page 18 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 2: Integers and Rational Numbers LESSON 1: Integers
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0. Interpret sums of rational numbers by describing real-world contexts.c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.d. Apply properties of operations as strategies to add and subtract rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1.Add and subtract rational numbers
2. Represent numbers as positive and negative integers
3. Use a model to represent the sum of a positive and a negative integer
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Model: Use number lines to demonstrate additive inverse,
comparing integers, and ordering integers as well as
Absolute Value.
Cont
ent
Brea
kdow
n
Use number lines to demonstrate additive inverse, comparing integers, and ordering
integers as well as Absolute Value.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 2.1-2.5 Chapter 2 Exam over skills
Cumulative Exam Chapters 1 and 2
Page 19 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8.
Time Frame: 1 Day
CHAPTER 2 : Integers and Rational Numbers LESSON 2.1 EXTENSION Negative ExponentsPage 20 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)
EE3 Solve Multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Write numbers in scientific notation with negative exponents.
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es
Explore negative exponents in Stations: Evaluate Negative Exponents.
Cont
ent
Brea
kdow
n Evaluate Negative Exponents
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.
Voca
bula
ry Opposite additive inverse
integer absolute value
For
mat
ive
Ass
essm
ent
Quiz 2.1-2.5 Chapter 2 Exam over skills
Cumulative Exam Chapters 1 and 2
Lite
racy
St
anda
rd
4 Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or technical
context relevant to grades 6-8.
Time Frame: 1 DayCHAPTER 2 Integers and Rational Numbers LESSON 2 : ADDING INTEGERS AND LAB MODEL INTEGER ADDITION
Page 21 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0. Interpret sums of rational numbers by describing real-world contexts.d. Apply properties of operations as strategies to add and subtract rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1.Add and subtract rational numbers
2. Represent numbers as positive and negative integers
3. Use a model to represent the sum of a positive and a negative integer
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Model: Model Integer Addition, Adding Integers Using Absolute Values,
Evaluating Expressions with integers, and banking
Application
Cont
ent
Brea
kdow
n
Model Integer Addition, Adding Integers Using Absolute Values, Evaluating
Expressions with integers and Banking Application.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 2.1-2.5 Chapter 2 Exam over skills
Cumulative Exam Chapters 1 and 2
Lite
racy
St
anda
rd Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to
grades 6-8.
Time Frame: 1 DayCHAPTER 2 Integers and Rational Numbers LESSON 3 : Subtracting Integers Lab Model Integer Subtraction
Page 22 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0. Interpret sums of rational numbers by describing real-world contexts.c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.d. Apply properties of operations as strategies to add and subtract rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Model subtraction of integers using two-color counters
2. Model subtraction of integers on a number line
3. Develop a rule for subtracting integers
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Use Integer Chips to Model Integer Subtraction.
Use a Number line to model Integer Subtraction.
Subtracting Integers by adding the Opposite
Evaluating Expressions with Integers
Cont
ent
Brea
kdow
n Integer Subtraction.Use a Number line to model Integer
Subtraction.Subtracting Integers by adding the Opposite
Evaluating Expressions with Integers
Mat
hem
atic
al P
ract
ice
Stan
dard
1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry zero pair
For
mat
ive
Ass
essm
ent
Quiz 2.1-2.5 Chapter 2 Exam over skills
Cumulative Exam Chapters 1 and 2
Have students make a poster with the rules for adding and
subtracting Integers.
Page 23 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks.
Time Frame: 1 DAy
CHAPTER 2 : Integers and Rational Numbers LESSON 4: Multiplying and Dividing Integers Lab Model Integer Multiplication and DivisionPage 24 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.b. Understand that integers can be divided and every quotient of integers is a rational number. Interpret quotients of rational numbers by describing real-world contexts.c. Apply properties of operations as strategies to multiply and divide rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Multiply integers
2. Divide integers
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es Model Integer Multiplication and Division using Integer
Chips. Use a number Line to Model Integer Multiplication using
repeated addition.Multiply IntegersDivide Integers
Real life Application
Cont
ent
Brea
kdow
n Multiplication and Division using Integer Chips.
Use a number Line to Model Integer Multiplication using repeated addition.
Multiply IntegersDivide Integers
Real life Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 2.1-2.5 Chapter 2 Exam over skills
Cumulative Exam Chapters 1 and 2
Make a poster with the rules for multiplying and Dividing
integers.
Page 25 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks.
Time Frame: 1 Day
CHAPTER 2 Integers and Rational Numbers LESSON 5: Solving Equations Containing Integers Lab 2.5 Model Integer EquationsPage 26 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. d. Apply properties of operations as strategies to add and subtract rational numbers.NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.EE#4 Use variables to represent quantities in a real world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve Word problems leading to equations of the form px+q = r and p(x + q) = r, where p,q, and r are specific rational numbers. Solve, equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is cm. What is its widt St
uden
ts’ L
earn
ing
Targ
et(s
)
Solve Equations
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Using Algebra tiles Model Integer Equations Solve Addition and
subtraction equationsSolve multiplication and
division equationsBusiness application
Cont
ent
Brea
kdo
wn
Using Algebra tiles Model Integer Equations Solve Addition and subtraction equations
Solve multiplication and division equationsBusiness application
Page 27 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 2.1-2.5 Chapter 2 Exam over skills
Cumulative Exam Chapters 1 and 2
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks.
Time Frame: 1 Day
CHAPTER 2 Integers and Rational Numbers LESSON 6 : PRIME FACTORIZATION
Page 28 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.EE #1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Prime Factorization
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Use Factor Trees to find prime factorization
Use a step diagram to find prime factorization
Cont
ent
Brea
kdo
wn Use Factor Trees to find prime factorization
Use a step diagram to find prime factorization
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ryPrime number composite number prime factorization
For
mat
ive
Ass
essm
ent
Quiz 2.5-2.11 Chapter 2 Exam over skills
Cumulative Exam Chapters 1 and 2
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks.
Time Frame:
CHAPTER 2 : Integers and Rational Numbers LESSON 7 : Greatest Common Factor
Page 29 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.NS #3: Solve real-world and mathematical problems involving the four operations with rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
GCF
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture: Use Prime Factorization to Find the GCF. Problem Solving Application
Cont
ent
Brea
kdow
n
Use Prime Factorization to Find the GCF. Problem Solving Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Greatest Common Factor
For
mat
ive
Ass
essm
ent
Quiz 2.1-2.11 Chapter 2 Exam over skills
Cumulative Exam Chapters 1 and 2
Lite
racy
St
anda
rd
Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks.
CHAPTER 2: Integers and Rational Numbers LESSON 8 : Least Common Multiple
Page 30 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.NS #3: Solve real-world and mathematical problems involving the four operations with rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
LCM
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture: Use a list to find the LCM
Using Prime Factorization to find the LCM
Recreation Application
Cont
ent
Brea
kdow
n
Use a list to find the LCMUsing Prime Factorization to find the LCM
Recreation Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
MultipleLeast Common Multiple
For
mat
ive
Ass
essm
ent
Quiz 2.1-2.11 Chapter 2 Exam over skills
Cumulative Exam Chapters 1 and 2
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks.
CHAPTER 2: Integers and Rational Numbers LESSON 9: Equivalent Fractions and Mixed Numbers
Page 31 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. d. Apply properties of operations as strategies to add and subtract rational numbers.NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.NS #3: Solve real-world and mathematical problems involving the four operations with rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Equivalent Fractions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es Stations: Find Equivalent Fractions
Writing Fractions in Simplest Form
Determining Whether Fractions are equivalent
Converting Between Improper Fractions and Mixed
Numbers.
Cont
ent
Brea
kdow
n Find Equivalent FractionsWriting Fractions in Simplest FormDetermining Whether Fractions are
equivalent
Converting Between Improper Fractions and Mixed Numbers
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ryEquivalent Fractions
relatively prime
For
mat
ive
Ass
essm
ent
Quiz 2.1-2.11 Chapter 2 Exam over skills
Cumulative Exam Chapters 1 and 2
Page 32 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks.
CHAPTER 2: Integers and Rational Numbers LESSON 10 : Equivalent Fractions and DecimalsPage 33 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. d. Apply properties of operations as strategies to add and subtract rational numbers.NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.NS #3: Solve real-world and mathematical problems involving the four operations with rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Find Equivalent Fractions and Decimals
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture/Stations: Writing Fractions as Decimals
Using Mental Math to Write Fractions as Decimals
Writing Decimals as FractionsSports Application
Cont
ent
Brea
kdow
n Writing Fractions as DecimalsUsing Mental Math to Write Fractions as
DecimalsWriting Decimals as Fractions
Sports Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Terminating decimal repeating decimal
For
mat
ive
Ass
essm
ent
Quiz 2.1-2.11 Chapter 2 Exam over skills
Cumulative Exam Chapters 1 and 2
Page 34 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks.
CHAPTER 2: Integers and Rational Numbers LESSON 11: Comparing and Ordering Rational NumbersPage 35 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. d. Apply properties of operations as strategies to add and subtract rational numbers.NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.NS #3: Solve real-world and mathematical problems involving the four operations with rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Model a situation with an expression using rational numbers
2. Evaluate rational expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Stations: Comparing Fractions
Comparing DecimalsOrdering Fractions and
Decimals
Cont
ent
Brea
kdow
n
Comparing FractionsComparing Decimals
Ordering Fractions and Decimals
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Rational number
For
mat
ive
Ass
essm
ent
Quiz 2.1-2.11 Chapter 2 Exam over skills
Cumulative Exam Chapters 1 and 2
Page 36 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical
tasks.
CHAPTER 3: Applying Rational Numbers LESSON 1: ESTIMATING WITH DECIMALSPage 37 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. d. Apply properties of operations as strategies to add and subtract rational numbers..
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Use decimals and
fractions to evaluate arithmetic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Stations: Estimating sums and differences of decimals,
estimating products and quotients of decimals, school
application
Cont
ent
Brea
kdo
wn
Estimating sums and differences of decimals, estimating products and
quotients of decimals, school application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ryCompatible numbers
For
mat
ive
Ass
essm
ent
Quiz 3.1-3.5, Cumulative Chapters 1,2,and 3
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 Day
CHAPTER 3: Applying Rational Numbers LESSON 2: ADDING AND SUBTRACTING DECIMALS
Page 38 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. d. Apply properties of operations as strategies to add and subtract rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Use decimals and
fractions to evaluate arithmetic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Stations: Adding Decimals, Subtracting Decimals,
Transportation Application
Cont
ent
Brea
kdo
wn Adding Decimals, Subtracting Decimals,
Transportation Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 3.1-3.5, Cumulative Chapters 1,2,and 3
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
CHAPTER 3: Applying Rational Numbers LESSON 3: MODEL DECIMAL MULTIPLICATION/ AND MULTIPLYING DECIMALS
Page 39 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Use decimals and
fractions to evaluate arithmetic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Model Multiplication with Decimals, Multiplying integers
by decimals, Multiplying decimals by decimals, Nutrition Application
Cont
ent
Brea
kdo
wn
Model Multiplication with Decimals, Multiplying integers by decimals,
Multiplying decimals by decimals, Nutrition Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 3.1-3.5, Cumulative Chapters 1,2,and 3
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 DayCHAPTER 3: Applying Rational Numbers LESSON 4: MODEL DECIMALS DIVISION 3.4 LAB AND3.4 DIVIDING DECIMALS
Page 40 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.c. Apply properties of operations as strategies to multiply and divide rational numbers.d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Use decimals and
fractions to evaluate arithmetic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Model Decimals Division, Dividing Decimals by
Decimals, Dividing Integers by Decimals, transportation
Application
Cont
ent
Brea
kdo
wn Model Decimals Division, Dividing Decimals
by Decimals, Dividing Integers by Decimals, transportation Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 3.1-3.5, Cumulative Chapters 1,2,and 3
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 DayCHAPTER 3: Applying Rational Numbers LESSON 5: SOLVING EQUATIONS CONTAINING DECIMALS
Page 41 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.c. Apply properties of operations as strategies to multiply and divide rational numbersd. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.EE4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use decimals and fractions to evaluate arithmetic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture: Using Smart Board demonstrate Solving
Equations by Adding or Subtracting, Solving
Equations by multiplying or Dividing, Problem Solving
Application
Cont
ent
Brea
kdo
wn Solving Equations by Adding or Subtracting,
Solving Equations by multiplying or Dividing, Problem Solving Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 3.1-3.5, Cumulative Chapters 1,2,and 3
Problem solving: Determine whether the given solution
answers the equation.
Page 42 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 DAy
CHAPTER 3: Applying Rational Numbers LESSON 6: ESTIMATING FRACTIONSPage 43 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. d. Apply properties of operations as strategies to add and subtract rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Use decimals and
fractions to evaluate arithmetic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Stations: Measurement Application, Estimating Sums and Differences, Estimating
Products and Quotients
Cont
ent
Brea
kdo
wn Measurement Application, Estimating Sums
and Differences, Estimating Products and Quotients
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 3.6-3.11, Cumulative Chapters 1,2,and 3
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 DayCHAPTER 3: Applying Rational Numbers LESSON 7: MODEL FRACTION ADDITION AND SUBTRACTION/ADDING AND SUBTRACTING FRACTIONS
Page 44 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. d. Apply properties of operations as strategies to add and subtract rational numbers.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Use decimals and
fractions to evaluate arithmetic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture: Adding and Subtracting Fractions with Like Denominators, Adding and Subtracting Fractions with Unlike Denominators,
Astronomy Application.Model with Pizza or Candy
Bars.
Cont
ent
Brea
kdo
wn
Adding and Subtracting Fractions with Like Denominators, Adding and Subtracting
Fractions with Unlike Denominators, Astronomy Application.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Quiz 3.6-3.11, Cumulative Chapters 1,2,and 3
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 DayCHAPTER 3: Applying Rational Numbers LESSON 8: ADDING AND SUBTRACTING MIXED NUMBERS
Page 45 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) NS #1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. d. Apply properties of operations as strategies to add and subtract rational numbers..
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Use decimals and
fractions to evaluate arithmetic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture: Measurement Application, Adding Mixed Numbers,
Subtracting Mixed Numbers
Cont
ent
Brea
kdo
wn Measurement Application, Adding Mixed
Numbers, Subtracting Mixed Numbers
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 3.6-3.11, Cumulative Chapters 1,2,and 3
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 Day
CHAPTER 3: Applying Rational Numbers LESSON 9: MODEL FRACTION MULTIPLICATION AND DIVISION, MULTIPLYING FRACTIONS AND MIXED NUMBERS
Page 46 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.c. Apply properties of operations as strategies to multiply and divide rational numbersd. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Use decimals and
fractions to evaluate arithmetic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture: Multiplying Fractions, Multiplying Mixed
Numbers, Transportation Application
Cont
ent
Brea
kdo
wn Multiplying Fractions, Multiplying Mixed
Numbers, Transportation Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 3.6-3.11, Cumulative Chapters 1,2,and 3
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
CHAPTER 3: Applying Rational Numbers LESSON 10: DIVIDNG FRACTIONS AND MIXED NUMBERS
Page 47 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.c. Apply properties of operations as strategies to multiply and divide rational numbersd. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Use decimals and
fractions to evaluate arithmetic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture: Dividing Fractions, Dividing Mixed Numbers, Social Studies Application
Cont
ent
Brea
kdo
wn Dividing Fractions, Dividing Mixed Numbers,
Social Studies Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry Reciprocal Multiplicative
inverse
For
mat
ive
Ass
essm
ent
Quiz 3.6-3.11, Cumulative Chapters 1,2,and 3
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 Day
CHAPTER 3: Applying Rational Numbers LESSON 11: SOLVING EQUATIONS CONTAINING FRACTIONS
Page 48 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s) NS #1: Apply and extend previous
understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. d. Apply properties of operations as strategies to add and subtract rational numbers.NS #2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.EE4 Use variables to represent quantities in a real world or mathematical problem and construct simple equations and inequalities to solve problems by reasoning about the quantities.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use decimals and fractions to evaluate arithmetic expressions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture: Solving Equations by adding or subtracting,
Solving equations by multiplying, physical science
application
Cont
ent
Brea
kdo
wn Solving Equations by adding or subtracting,
Solving equations by multiplying, physical science application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 3.6-3.11, Cumulative Chapters 1,2,and 3
Page 49 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 4.: Proportional Relationships LESSON 1: RATIOSPage 50 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)RP #1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units..
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Identify ratios, rates,
and unit rates
2. Use ratios, rates, and units to analyze problems
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Read: Pythagoras and the Ratios by Julie EllisStations: Writing Ratios, Writing ratios in simplest form, comparing ratios
Cont
ent
Brea
kdow
n
Writing Ratios, Writing ratios in simplest form, comparing ratios
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry ratio
For
mat
ive
Ass
essm
ent
Quiz 4.1-4.5, Cumulative Chapters 1,2,3 and 4
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 4: Proportional Relationships LESSON 2: RATES Page 51 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) RP #1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams and verbal descriptions of proportional relationships.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Use ratios to make
comparisons
2. Use rates and proportions to solve mixture problems
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture/Stations: Finding Unit Rates, Finding Average Speed, Consumer Math
ApplicationTake sales ads and
comparison shop finding unit rate.
Cont
ent
Brea
kdow
n
Finding Unit Rates, Finding Average Speed, Consumer Math Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ryRate
Unit rate
For
mat
ive
Ass
essm
ent
Quiz 4.1-4.5, Cumulative Chapters 1,2,3 and 4
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
CHAPTER 4: Proportional Relationships LESSON 3: Identifying and Writing Proportions
Page 52 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) RP #1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.RP #2: Recognize and represent proportional relationships between quantities.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Write ratios and
rates
2. Write proportions
3. Scale up and scale down proportions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture/Stations: Comparing Ratios in simplest form,
comparing using a common denominator, finding
equivalent ratios and writing proportions
Cont
ent
Brea
kdow
n
Comparing Ratios in simplest form, comparing using a common denominator,
finding equivalent ratios and writing proportions
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 4.1-4.5, Cumulative Chapters 1,2,3 and 4
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
CHAPTER 4: Proportional Relationships LESSON 4: Solving Proportions
Page 53 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
RP #1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
RP #2: Recognize and represent proportional relationships between quantities.b. Identify the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use tables to represent equivalent ratios
2. Solve proportions using unit rates
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Model /lecture: Solving Proportions using cross
products, problem solving Application
Cont
ent
Brea
kdow
n
Solving Proportions using cross products, problem solving Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
cross product
For
mat
ive
Ass
essm
ent
Quiz 4.1-4.5, Cumulative Chapters 1,2,3, and 4
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 54 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 4: Proportional Relationships LESSON 5: Customary MeasurementsCo
mm
on C
ore
Stat
e St
anda
rd(s
)RP #1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.RP #2: Recognize and represent proportional relationships between quantities.c. Represent proportional relationships by equations.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
converting customary units
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Stations: Choosing the Appropriate customary unit, converting customary units, adding or subtracting mixed
units of measure
Cont
ent
Brea
kdo
wn Choosing the Appropriate customary unit,
converting customary units, adding or subtracting mixed units of measure
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 4.1-4.5, Cumulative Chapters 1,2,3, and 4
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 56 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 4: Proportional Relationships LESSON 6: Metric Measurements
Com
mon
Cor
e St
ate
Stan
dard
(s) RP #1: Compute unit rates associated with
ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.RP #2: Recognize and represent proportional relationships between quantities.b. Identify the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
converting metric units
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Stations: Choosing the Appropriate Metric unit,
converting metric units, using unit conversion to make
comparisons/ Use King Henry drives me(grandma or lucy)
downright crazy Mondays. To teach metric conversions.
Kilo, hector, deka, Meter(Gram or Liter)deci,
centi, milli
Cont
ent
Brea
kdow
n
Choosing the Appropriate Metric unit, converting metric units, using unit conversion to make comparisons
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 4.1-4.5, Cumulative Chapters 1,2,3, and 4
Page 57 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 4: Proportional Relationships LESSON 7: Dimensional AnalysisPage 58 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s) RP #1: Compute unit rates associated with
ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.RP #2: Recognize and represent proportional relationships between quantities.b. Identify the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.RP #3: Use proportional relationships to solve multistep ratio and percent problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Converting Between Metric and Customary Units
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture/Model: single Conversion Factors to Solve
Problems, Converting Between Metric and
Customary Units, Sports Application
Cont
ent
Brea
kdow
n
Using Conversion Factors to Solve Problems, Converting Between Metric and
Customary Units, Sports Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Unit conversion factor
For
mat
ive
Ass
essm
ent
Quiz 4.1-4.5, Cumulative Chapters 1,2,3, and 4
Page 59 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 4: Proportional Relationships LESSON 8: Make Similar Figures/Similar Figures and ProportionsPage 60 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) RP #2: Recognize and represent proportional relationships between quantities.b. Identify the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.G#2: Draw, construct, and describe geometrical figures and describe the relationships between them.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) Model similar figures
determine whether two triangles are similardetermine whether two four sided figures are similar
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Stations: Model similar figures and determine
whether two triangles are similar, determine whether two four sided figures are
similar
Cont
ent
Brea
kdow
n
Model similar figures and determine whether two triangles are similar,
determine whether two four sided figures are similar
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
rySimilar
Corresponding sidesCorresponding angles
For
mat
ive
Ass
essm
ent
Quiz 4.1-4.5, Cumulative Chapters 1,2,3, and 4
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 61 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 4: Proportional Relationships LESSON 9: Using Similar FiguresCo
mm
on
Core
Sta
te
Stan
dard
(s)
RP #2: Recognize and represent proportional relationships between quantities.RP #3: Use proportional relationships to solve multistep ratio and percent problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Finding unknown measures in similar figures
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture/Smart board: Finding unknown measures in similar
figures, measurement application, estimating with
indirect measurement
Cont
ent
Brea
kdow
n
Finding unknown measures in similar figures, measurement application,
estimating with indirect measurement
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Indirect measurement
For
mat
ive
Ass
essm
ent
Quiz 4.1-4.5, Cumulative Chapters 1,2,3, and 4
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Page 62 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 4: Proportional Relationships LESSON 10: Scale Drawings and Scale Models/make scale Drawings and models
Com
mon
Cor
e St
ate
Stan
dard
(s)
RP #2: Recognize and represent proportional relationships between quantities.b. Identify the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.G1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
Stud
ents
’ Le
arni
ng
Make scale modelsusing scale factors to find unknown lengths
Inst
ruct
iona
l St
rate
gies
/
Model/Smart board: Make scale models and Drawings/ Finding a scale factor, using
scale factors to find unknown lengths, measurement
applicationPossibly home project or end of year: Build Geometric
Town Using scale models.
Page 63 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Targ
et(s
)
Lea
rnin
g Ac
tivi
ties
Cont
ent
Brea
kdow
nFinding a scale factor, using scale factors to
find unknown lengths, measurement application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Scale drawing, scale factor, scale model,
scale
For
mat
ive
Ass
essm
ent
Quiz 4.1-4.5, Cumulative Chapters 1,2,3, and 4
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 64 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 5: Direct Variation & Constant of Proportionality LESSON 1: The Coordinate Plane
Com
mon
Cor
e St
ate
Stan
dard
(s)
RP2 Recognize and represent proportional relationships between quantities.
a. Decide whether two quantities are in a proportional relationship, eg., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal describptions of proportional relationships.d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Determine how
quantities in different situations vary
2. Use multiple representations to explore the types of variation
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Read Sir Cumference and the Viking’s Map by Cindy
NeuschwanderStations: Identifying
quadrants on a coordinate plane, plotting points on a
coordinate plane, identifying points on a coordinate plane
Draw a picture using Coordinates.
Page 65 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Cont
ent
Brea
kdow
nIdentifying quadrants on a coordinate
plane, plotting points on a coordinate plane, identifying points on a coordinate plane
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry coordinate plane, x-axis, y-axis, origin, quadrant, ordered pair F
orm
ativ
e A
sses
smen
t
Quiz 5.1-5.5, Cumulative Chapters 1,2,3, 4, and 5
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 66 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 5: Direct Variation & Constant of Proportionality LESSON 2: Interpreting Graphs
Com
mon
Cor
e St
ate
Stan
dard
(s)
RP2 Recognize and represent proportional relationships between quantities.
a. Decide whether two quantities are in a proportional relationship, eg., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
b. B. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal describptions of proportional relationships.
d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.. St
uden
ts’ L
earn
ing
Targ
et(s
) 1. Determine if the points on a graph are equivalent ratios
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture: Relating Graphs to Situations, Problem solving
Application. Create on problem situation and model
it with a graph.
Page 67 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Cont
ent
Brea
kdow
n
Relating Graphs to Situations, Problem solving Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
Quiz 5.1-5.5, Cumulative Chapters 1,2,3, 4, and 5
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 68 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 5: Direct Variation & Constant of Proportionality LESSON 3: Functions, Tables, and Graphs
Com
mon
Cor
e St
ate
Stan
dard
(s)
RP2 Recognize and represent proportional relationships between quantities.
a. Decide whether two quantities are in a proportional relationship, eg., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
b. B. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal describptions of proportional relationships.
d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. St
uden
ts’ L
earn
ing
Targ
et(s
) 1. Determine the constant of proportionality
2. Solve problems using the proportional relationship between two variables
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Stations: Completing a function table, graphing
functions using ordered pairs
Page 69 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Cont
ent
Brea
kdow
n
Completing a function table, graphing functions using ordered pairs
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
function input output
For
mat
ive
Ass
essm
ent
Quiz 5.1-5.5, Cumulative Chapters 1,2,3, 4, and 5
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 70 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 5: Direct Variation & Constant of Proportionality LESSON 4: SequencesCo
mm
on C
ore
Stat
e St
anda
rd(s
)RP2 Recognize and represent proportional relationships between quantities.
a. Decide whether two quantities are in a proportional relationship, eg., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
b. B. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal describptions of proportional relationships.
d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Determine if there is a constant of proportionality between two variables
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Stations: Identifying patterns in sequences, identifying
functions in sequences, using functions to extend
sequences
Cont
ent
Brea
kdow
n
Identifying patterns in sequences, identifying functions in sequences, using
functions to extend sequences
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
SequenceTerm
Arithmetic sequenceCommon differenceGeometric sequence
For
mat
ive
Ass
essm
ent
Quiz 5.1-5.5, Cumulative Chapters 1,2,3, 4, and 5
Page 71 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 5: Direct Variation & Constant of Proportionality LESSON 5: Explore linear functions/graphing linear functionsPage 72 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
EE1: Use properties of operations to generate equivalent expressions
1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Graph relationships that are directly proportional
2. Interpret the graphs of relationships that are directly proportional
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture/Model: Graphing linear functions, physical
science application
Cont
ent
Brea
kdow
n
Graphing linear functions, physical science application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d
1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively
3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.. Vo
cabu
lary
Linear equationLinear function
For
mat
ive
Ass
essm
ent
Quiz 5.1-5.5, Cumulative Chapters 1,2,3, 4, and 5
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Page 73 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 5: Direct Variation & Constant of Proportionality LESSON 5: Explore linear functions/graphing linear functionsCo
mm
on C
ore
Stat
e St
anda
rd(s
)EE1: Use properties of operations to generate equivalent expressions
1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Determine if two variables are directly proportional or vary directly
2. Interpret relationships that are direct proportions
3. Solve direct variation problems using the equation y = kx In
stru
ctio
nal S
trat
egie
s /
Lea
rnin
g Ac
tivi
ties
Lecture: Identifying the Slope of the Line, Using Slope and a
point to graph a line, identifying rates of change in graphs, using rate of change
to solve problems
Cont
ent
Brea
kdow
n
Identifying the Slope of the Line, Using Slope and a point to graph a line,
identifying rates of change in graphs, using rate of change to solve problems
Mat
hem
atic
al
Prac
tice
Sta
ndar
d
1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively
3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.. Vo
cabu
lary
SlopeRate of change
For
mat
ive
Ass
essm
ent
Quiz 5.1-5.5, Cumulative Chapters 1,2,3, 4, and 5
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Page 74 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 5: Direct Variation & Constant of Proportionality LESSON 7: Slope-Intercept Form
Page 75 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
RP #2: Recognize and represent proportional relationships between quantities.a. Decide whether two quantities are in a proportional relationship.b. Identify the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.c. Represent proportional relationships by equations. d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Determine if relationships are directly proportional
2. Interpret the meaning of direct proportions
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Lecture/Model: Finding x-and y-intercepts, graphing by
using slope and y-intercept, writing an equation in slope-
intercept form
Cont
ent
Brea
kdow
n
Finding x-and y-intercepts, graphing by using slope and y-intercept, writing an
equation in slope-intercept form
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
x-intercepty-intercept
slope-intercept form
For
mat
ive
Ass
essm
ent
Quiz 5.1-5.5, Cumulative Chapters 1,2,3, 4, and 5
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayPage 76 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 5: Direct Variation & Constant of Proportionality LESSON 8: Direct Variation/Inverse Variation
Page 77 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
RP #2: Recognize and represent proportional relationships between quantities.a. Decide whether two quantities are in a proportional relationship.b. Identify the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.c. Represent proportional relationships by equations. d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Determine if relationships are directly proportional
2. Interpret the meaning of direct proportions
3. Determine or interpret the constant of proportionality for variables that are directly proportional In
stru
ctio
nal S
trat
egie
s /
Lea
rnin
g Ac
tivi
ties
Lecture: Identifying a Direct Variation from an Equation, Identifying a Direct Variation from a Table, Identifying a
Direct Variation from a Graph
Cont
ent
Brea
kdow
n
Identifying a Direct Variation from an Equation, Identifying a Direct Variation from a Table, Identifying a Direct Variation from
a Graph
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
x-intercepty-intercept
slope-intercept form
For
mat
ive
Ass
essm
ent
Quiz 5.1-5.5, Cumulative Chapters 1,2,3, 4, and 5
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayPage 78 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 6: Rates & Percents LESSON 1: Percents/Model Percents
Com
mon
Co
re S
tate
St
anda
rd(s
)
RP #3: Use proportional relationships to solve multistep ratio and percent problems.
Stud
ents
’ Le
arni
ng 1. Estimate and
calculate the values of percents
Inst
ruct
iona
l St
rate
gies
/ Students will work in stations to model percents, write
percents as fractions, and write percents as decimals.
Page 79 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Targ
et(s
)
Lea
rnin
g Ac
tivi
ties
Cont
ent
Brea
kdow
n
model percents, write percents as fractions, and write percents as decimals.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
percent
For
mat
ive
Ass
essm
ent
6.1-6.5 Quiz then Chapters 1-6 cumulative assessment
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 6: Rates & Percents LESSON 2: Fractions, Decimals and Percent
Page 80 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s) RP #1: Compute unit rates associated with
ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. RP #2: Recognize and represent proportional relationships between quantities.c. Represent proportional relationships by equations. RP #3: Use proportional relationships to solve multistep ratio and percent problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve problems involving percents
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Students will work on Writing Decimals as Percents, Writing
Fractions as Percents, ordering rational numbers, and Choosing a Method of
computation.
Cont
ent
Brea
kdow
n
Writing Decimals as Percents, Writing Fractions as Percents, ordering rational
numbers, and Choosing a Method of computation.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
6.1-6.5 Quiz then Chapters 1-6 cumulative assessment
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayPage 81 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 6: Rates & Percents LESSON 3: Estimating with Percents
Com
mon
Co
re S
tate
St
anda
rd(s
) RP #2: Recognize and represent proportional relationships between quantities.c. Represent proportional relationships by equations. RP #3: Use proportional relationships to solve multistep ratio and percent problems. St
uden
ts’
Lear
ning
1. Solve proportions
2. Solve percent equations
Inst
ruct
iona
l St
rate
gies
/ Using Fractions to Estimate Percents, Consumer Math
Application, Estimating with simple percents, consumer
math application
Page 82 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Targ
et(s
)
Lea
rnin
g Ac
tivi
ties
Cont
ent
Brea
kdow
nUsing Fractions to Estimate Percents,
Consumer Math Application, Estimating with simple percents, consumer math
application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
percent equation
For
mat
ive
Ass
essm
ent
6.1-6.5 Quiz then Chapters 1-6 cumulative assessment
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 83 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 6: Rates & Percents LESSON 4: Percent of a NumberCo
mm
on C
ore
Stat
e St
anda
rd(s
) RP #2: Recognize and represent proportional relationships between quantities.a. Decide whether two quantities are in a proportional relationship.c. Represent proportional relationships by equations. RP #3: Use proportional relationships to solve multistep ratio and percent problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Find Percents of numbers
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Use Proportions to Find Percents of Numbers, Use
Decimal Equivalents to find percents of numbers,
geography application.
Cont
ent
Brea
kdow
n
Use Proportions to Find Percent s of Numbers, Use Decimal Equivalents to find
percents of numbers, geography application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
6.1-6.5 Quiz then Chapters 1-6 cumulative assessment
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayPage 84 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 6: Rates & Percents LESSON 5: Solving Percent Problems Co
mm
on C
ore
Stat
e St
anda
rd(s
) RP #2: Recognize and represent proportional relationships between quantities.a. Decide whether two quantities are in a proportional relationship.b. Identify the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.c. Represent proportional relationships by equations. RP #3: Use proportional relationships to solve multistep ratio and percent problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve percent problems using direct variation
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Using Proportions to Solve Problems with Percents, Use equations to solve problems with percents, Finding Sales
Tax
Cont
ent
Brea
kdow
n
Using Proportions to Solve Problems with Percents, Use equations to solve problems
with percents, Finding Sales Tax
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
6.6-6.7 Quiz then Chapters 1-6 cumulative assessment
Page 85 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame 1 day
CHAPTER 6: Rates & Percents LESSON 6: Percent of Change
Page 86 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s) RP #2: Recognize and represent proportional
relationships between quantities.a. Decide whether two quantities are in a proportional relationship.b. Identify the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.c. Represent proportional relationships by equations. RP #3: Use proportional relationships to solve multistep ratio and percent problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve percent problems using direct variation
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Finding Percent of change, Using percent of change,
business application.
Cont
ent
Brea
kdow
n
Finding Percent of change, Using percent of change, business application.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry percent of change, percent of increase, percent of decrease F
orm
ativ
e A
sses
smen
t
6.6-6.7 Quiz then Chapters 1-6 cumulative assessment
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayPage 87 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 6: Rates & Percents LESSON 7: Simple Interest
Page 88 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s) RP #2: Recognize and represent proportional
relationships between quantities.a. Decide whether two quantities are in a proportional relationship.b. Identify the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.c. Represent proportional relationships by equations. RP #3: Use proportional relationships to solve multistep ratio and percent problems.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve percent problems using direct variation
2. Write equations to show the constant of proportionality
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Use simple interest formula, Problem solving application
Cont
ent
Brea
kdow
n
Use simple interest formula, Problem solving application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Interest, simple interest, principal
For
mat
ive
Ass
essm
ent
6.6-6.7 Quiz then Chapters 1-6 cumulative assessment
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayPage 89 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 7: Data Collection LESSON 1 : FREQUENCY TABLES, STEM-AND-LEAF PLOTS, AND LINE PLOTS
Com
mon
Co
re S
tate
St
anda
rd(s
) SP3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability..
Stud
ents
’ Le
arni
ng 1. Collect data from a
survey and analyze the results
Inst
ruct
iona
l St
rate
gies
/ Read Sir Cumference aqnd the Off-the-Charts Dessert by
Cindy NeuschwanderOrganizing and Interpreting Data in a Frequency Table, Organize and Interpret Data
in a Stem- and- Leaf Plot.
Page 90 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Targ
et(s
)
Lea
rnin
g Ac
tivi
ties
Cont
ent
Brea
kdo
wn Organizing and Interpreting Data ina
Frequency Table, Organize and Interpret Data in a Stem- and- Leaf Plot.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry Frequency table, cumulative frequency, stem-and leaf plot, line plot F
orm
ativ
e A
sses
smen
t
7.1-7.5 Quiz and Chapter 1-7 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 7: Data Collection LESSON 2: Mean, Median, Mode, and Range
Com
mon
Co
re S
tate
St
anda
rd(s
) SP3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability...SP #4: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
Stud
ents
’ Le
arni
ng 1. Analyze measures of
center for samples from a population
2. Analyze measures of variation for samples from a population In
stru
ctio
nal
Stra
tegi
es / Stations: Find Mean, median,
mode and range of a data set, Choose the best measure
to describe a set of data, explore the effects of outliers
on measures of central tendency.
Page 91 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Targ
et(s
)
Lea
rnin
g Ac
tivi
ties
Cont
ent
Brea
kdow
nFind Mean, median, mode and range of a
data set, Choose the best measure to describe a set of data, explore the effects of
outliers on measures of central tendency.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Mean, median, mode, range, outlier
For
mat
ive
Ass
essm
ent
7.1-7.5 Quiz and Chapter 1-7 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 92 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 7: Data Collection LESSON 3: BAR GRAPHS AND HISTOGRAMS
Com
mon
Cor
e St
ate
Stan
dard
(s)
SP #1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.SP #2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Use data from a random sample to draw inferences
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Stations: Interpret a Bar Graph, Maek a Double-Bar Graph, Make a Histogram
Cont
ent
Brea
kdow
n
Stations: Interpret a Bar Graph, Maek a Double-Bar Graph, Make a Histogram
Page 93 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Bar graph, double-bar graph, histogram
For
mat
ive
Ass
essm
ent
7.1-7.5 Quiz and Chapter 1-7 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 94 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 7: Data Collection LESSON 4: READING AND INTERPRETING CIRCLE GRAPHS
Com
mon
Cor
e St
ate
Stan
dard
(s)
SP #1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.SP #2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.SP #4: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1 Use data from a random sample to draw inferences
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Life Science Application, Interpreting circle graphs, choosing an appropriate
graph.
Cont
ent
Brea
kdow
n
Life Science Application, Interpreting circle graphs, choosing an appropriate graph
Page 95 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
7.1-7.5 Quiz and Chapter 1-7 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 96 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 7: Data Collection LESSON 5: Box- and- Whisker Plots
Com
mon
Cor
e St
ate
Stan
dard
(s)
SP #1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.SP #2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Use data from a random sample to draw inferences
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Making a box and whisker plot, comparing box and
whisker plots
Cont
ent
Brea
kdow
n
Making a box and whisker plot, comparing box and whisker plots
Page 97 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
7.1-7.5 Quiz and Chapter 1-7 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 98 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 7: Data Collection LESSON 6: Line Graphs
Com
mon
Cor
e St
ate
Stan
dard
(s)
SP #1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.SP #2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Investigate the sample size of a survey
2. Investigate the concept that as a the sample size increase, the statistic obtained gets closer to the actual population parameter
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Make Line Graphs, Use line graphs to estimate data, make double line graphs
Cont
ent
Brea
kdow
n
Make Line Graphs, Use line graphs to estimate data, make double line graphs
Page 99 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
sample size
For
mat
ive
Ass
essm
ent
7.6-7.10 Quiz and Chapter 1-7 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 100 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 7: Data Collection LESSON 7: Choosing an Appropriate Display
Com
mon
Cor
e St
ate
Stan
dard
(s)
SP #1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.SP #2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1Making generalizations about a population from a sample.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Choosing an Appropriate Display, Identify the most
appropriate display.
Cont
ent
Brea
kdow
n
Choosing an Appropriate Display, Identify the most appropriate display.
Page 101 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
sample size
For
mat
ive
Ass
essm
ent
7.6-7.10 Quiz and Chapter 1-7 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 102 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 7 : Data Collection LESSON 8: Populations and Samples
Com
mon
Cor
e St
ate
Stan
dard
(s)
SP #1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.SP #2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Investigate the sample size of a survey
2. Investigate the concept that as a the sample size increase, the statistic obtained gets closer to the actual population parameter
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Analyzing Sampling Methods, Identifying Potentially Biased
Samples, Verifying Claims based on Statistical Data
Cont
ent
Brea
kdow
n
Analyzing Sampling Methods, Identifying Potentially Biased Samples, Verifying
Claims based on Statistical Data
Page 103 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
population, sample, random sample, convenience sample biased sample
For
mat
ive
Ass
essm
ent
7.6-7.10 Quiz and Chapter 1-7 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 7: Data Collection LESSON 9: Scatter Plots
Com
mon
Cor
e St
ate
Stan
dard
(s)
SP #1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.SP #2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
Stud
ents
’ Le
arni
ng
Use data from a random sample to draw inferences
Inst
ruct
iona
l St
rate
gies
/
Students will make a scatter plot, and determine the
relationship between two sets of data using a scatter plot.
Page 104 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Targ
et(s
)
Lea
rnin
g Ac
tivi
ties
Cont
ent
Brea
kdow
nmake a scatter plot, and determine the
relationship between two sets of data using a scatter plot.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
scatter plot, correlation, positive correlation, negative correlation, no correlation F
orm
ativ
e A
sses
smen
t
7.6-7.10 Quiz and Chapter 1-7 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 105 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 7: Data Collection LESSON 10: Misleading Graphs
Com
mon
Cor
e St
ate
Stan
dard
(s)
SP #1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.SP #2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Investigate the sample size of a survey
2. Investigate the concept that as a the sample size increase, the statistic obtained gets closer to the actual population parameter
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Students will analyze misleading graphs, Using newspaper articles we will
determine If and how a graph is misleading.
Cont
ent
Brea
kdow
n
analyze misleading graphs
Page 106 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
7.6-7.10 Quiz and Chapter 1-7 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 107 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 8: Using Geometry LESSON 1 BUILDING BLOCKS OF GEOMETRY
Com
mon
Co
re S
tate
St
anda
rd(s
)
G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Sketch and draw figures
2. Use a compass to construct circles
3. Use geometric tools to duplicate line segments
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Read Sir Cumference and
the Great Knight of Angleland
By Cindy Neuschwander Students will Identify
points, lines, and planes as well as line segments and rays. They will also identify congruent line segments.
Manipulatives ruler protractor compass
Cont
ent
Brea
kdow
n
Students will Identify points, lines, and planes as well as line segments and rays. They will also identify congruent line segments.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
point, line, plane, ray, line segment, congruent
For
mat
ive
Ass
essm
ent
8.1-8.5 Quiz and Chapter 1-8 cumulative
Page 108 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 8: Using Geometry LESSON 2: Classifying Angles/Explore Complementary and Supplementary Angles
Com
mon
Co
re S
tate
St
anda
rd(s
)
G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Measure and construct angles2.Duplicate angles3. Calculate the supplement of an angle4. Calculate the complement of an angle
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Students will use a protractor to measure angles and to draw angles.
Students will classify angles and identify complementary and supplementary angles.
Manipulatives ruler protractor compassCo
nten
t Br
eakd
ow
n
Use a protractor to measure angles and to draw angles. Classify angles and identify complementary and supplementary angles.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
angle vertex acute angle right angle obtuse angle straight angle Complementary
angles Supplementary
angles F
orm
ativ
e A
sses
smen
t
8.1-8.5 Quiz and Chapter 1-8 cumulative
Page 109 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 8: Using Geometry LESSON 3 LINE AND ANGLE RELATIONSHIPS/EXPLORE PARALLEL LINES AND TRANSVERSALS/CONSTRUCT BISECTORS AND CONGRUENT ANGLES
Com
mon
Cor
e St
ate
Stan
dard
(s)
G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.G #5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Construct perpendicular lines, Construct a transversal
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es Students will Identify Parallel, Perpendicular, and Skew Lines.
They will use angle relationships to find angle measures.
Manipulatives ruler protractor compass
Cont
ent
Brea
kd
Students will Identify Parallel, Perpendicular, and Skew Lines.
They will use angle relationships to find angle measures.
Page 110 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry Perpendicular lines, parallel lines, skew
lines, adjacent angles, vertical angles,
transversal For
mat
ive
Ass
essm
ent
8.1-8.5 Quiz and Chapter 1-8 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 8: Using Geometry LESSON 4 PROPERTIES OF CIRCLES/CONSTRUCT CIRCLE GRAPHS
Com
mon
Cor
e St
ate
Stan
dard
(s)
G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.G #5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Construct a circle2. Diagram a circle
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es Read Sir Cumference and the Round Table A Math Adventure by Cindy Neuschwander
Students will identify the parts of a circle. As well as draw a circle using given conditions.
Cont
ent
Brea
kdow
n
Students will identify the parts of a circle, draw a circle using given conditions
Page 111 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry Circle, center of a circle, arc, radius, diameter, chord,
central angles, sector
For
mat
ive
Ass
essm
ent
8.1-8.5 Quiz and Chapter 1-8 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayCHAPTER 8: Using Geometry LESSON 5 CLASSIFYING POLYGONS
Com
mon
Cor
e St
ate
Stan
dard
(s)
G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.G #5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Classify polygons
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Identifying polygons, classifying polygons, identifying and classifying regular polygons
Cont
ent
Brea
kdow
n
Identifying polygons, classifying polygons, identifying and classifying regular polygons
Page 112 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Polygon, regular polygon
For
mat
ive
Ass
essm
ent
8.1-8.5 Quiz and Chapter 1-8 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayCHAPTER 8: Using Geometry LESSON 6 CLASSIFYING TRIANGLES
Com
mon
Cor
e St
ate
Stan
dard
(s)
G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.G #5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Classify TrianglesIdentify Triangles
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Students will Classify and Identify Triangles.
Cont
ent
Brea
kdow
n
Students will Classify and Identify Triangles.
Page 113 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry Scalene triangle, isosceles triangle , equilateral triangle,
acute triangle, obtuse triangle, right triangle F
orm
ativ
e A
sses
smen
t
8.6-8.10 Quiz and Chapter 1-8 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 8: Using Geometry LESSON 7 CLASSIFYING QUADRILATERALS
Com
mon
Cor
e St
ate
Stan
dard
(s)
G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.G #5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Stud
ents
’ Le
arni
ng Classifying
Quadrilaterals
Inst
ruct
iona
l St
rate
gies
/
Classifying Quadrilaterals, and Drawing Quadrilaterals
Page 114 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Targ
et(s
)
Lea
rnin
g Ac
tivi
ties
Cont
ent
Brea
kdow
n
Classifying Quadrilaterals, and Drawing Quadrilaterals
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Parallelogram, rectangle, rhombus,
square, trapezoid
For
mat
ive
Ass
essm
ent
8.6-8.10 Quiz and Chapter 1-8 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 8: Using Geometry LESSON 8 ANGLES IN POLYGONS
Page 115 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.G #5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Finding Angle Measures.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Finding Angle Measures in triangles, finding angle measures in quadrilaterals, drawing triangles to find the sum of interior angles.
Cont
ent
Brea
kdo
wn Finding Angle Measures in triangles, finding
angle measures in quadrilaterals, drawing triangles to find the sum of interior angles.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ryDiagonal
For
mat
ive
Ass
essm
ent
8.6-8.10 Quiz and Chapter 1-8 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayCHAPTER 8: Using Geometry LESSON 9 CONGRUENT FIGURES
Page 116 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.G #5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Identify Congruent figures.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Identifying congruent figures in the real world, Identifying congruent triangles, using congruence to find unknown measures.
Cont
ent
Brea
kdow
n
Identifying congruent figures in the real world, Identifying congruent triangles, using congruence to find unknown measures.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
rySide-side-side-rule
For
mat
ive
Ass
essm
ent
8.6-8.10 Quiz and Chapter 1-8 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayCHAPTER 8: Using Geometry LESSON 10 TRANSLATIONS, REFLECTIONS, AND ROTATIONS/ DILATIONS
Page 117 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.G #5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Transformations
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Identifying types of transformations, graphing, translations, on a coordinate plane, graphing reflections on a coordinate plane.
Cont
ent
Brea
kdo
wn
Identifying types of transformations, graphing, translations, on a coordinate plane, graphing reflections on a coordinate plane.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.. Vo
cabu
lary Transformation, image,
pre-image, translation, reflection, line of
reflection, rotation
For
mat
ive
Ass
essm
ent
8.6-8.10 Quiz and Chapter 1-8 cumulative
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 8: Using Geometry LESSON 11 SYMMETRY/CREATE TESSELLATIONSPage 118 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.G #5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Symmetry
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Identifying line Symmetry, Rotational symmetry, Social Studies Application
Cont
ent
Brea
kdo
wn Identifying line Symmetry, Rotational
symmetry, Social Studies Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.. Vo
cabu
lary Line symmetry, line of
symmetry, asymmetry, rotational symmetry,
center of rotation
8.6-8.11 Quiz and Chapter 1-8 cumulative
Lite
racy
St
anda
rd
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 9: Using Geometry LESSON 1: ACCURACY AND PRECISION
Page 119 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Measure with greater accuracy
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Judging precision of measurements, measuring to Varying degrees of accuracy,
estimating measures
Cont
ent
Brea
kdow
n
Judging precision of measurements, measuring to Varying degrees of accuracy,
estimating measures
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.. Vo
cabu
lary
Precision, accuracy
For
mat
ive
Ass
essm
ent
9.1-9.5 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 9: Using Geometry LESSON 2: PERIMETER AND CIRCUMFERENCE
Page 120 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es Finding the perimeter of a polygon, using properties of a rectangle to find perimeter, finding the circumference of a circle.
Manipulatives ruler protractor compass
Cont
ent
Brea
kdo
wn
Finding the perimeter of a polygon, using properties of a rectangle to find perimeter, finding the circumference of a circle.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ryPerimeter,
circumference, pi
For
mat
ive
Ass
essm
ent
9.1-9.5 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 9: Triangles LESSON 3: Area of Parallelograms
Page 121 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Finding Area
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Find the area of rectangles, find the length or width of a rectangle, find the Area of a
parallelogram.
Cont
ent
Brea
kdow
n
Find the area of rectangles, find the length or width of a rectangle, find the Area of a
parallelogram
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.. Vo
cabu
lary
area
For
mat
ive
Ass
essm
ent
9.1-9.5 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 9: Triangles LESSON 4: Area of Triangles and Trapezoids
Page 122 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)G #2: Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Finding Area
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es
Finding the Area of a triangle, and trapezoids
Cont
ent
Brea
kdo
wn Finding the Area of a triangle, and
trapezoids
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.. Vo
cabu
lary
For
mat
ive
Ass
essm
ent
9.1-9.5 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 9: Circles LESSON 5: Area of Circle
Page 123 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)G #4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Area of circles
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es
Find area of a circle, Social Studies Application,
Measurement Application
Cont
ent
Brea
kdo
wn Find area of a circle, Social Studies
Application, Measurement Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.. Vo
cabu
lary
For
mat
ive
Ass
essm
ent
9.1-9.5 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 9: Circles LESSON 6: Area of Irregular Figures
Page 124 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)G #4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Area
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es
Read Sir Cumference and the Isle of Immeter by Cindy
NeuschwanderEstimating the area of an
irregular figures, finding the area of a composite figure.
Cont
ent
Brea
kdow
n Estimating the area of an irregular figures, finding the area of a composite figure.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ryComposite figure
For
mat
ive
Ass
essm
ent
9.5-9.8 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayCHAPTER 9: Circles LESSON 7: Squares and Square Roots/Identifying and Graphing Irrational numbers
Page 125 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
)G #4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Finding Squares
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es
Finding Squares of numbers, finding square roots of
perfect squares, Estimating Square roots.
Cont
ent
Brea
kd Finding Squares of numbers, finding square roots of perfect squares, Estimating Square
roots.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Perfect square, square root, radical sign
For
mat
ive
Ass
essm
ent
9.5-9.8 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 9: Circles LESSON 8: The Pythagorean Theorem
Page 126 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(
G #4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Calculating the length of a right.
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es
Calculating the length of a side of a right triangle.
Cont
ent
Brea
kdo
wn Calculating the length of a side of a right
triangle.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Leg, hypotenuse, Pythagorean Theorem
For
mat
ive
Ass
essm
ent
9.5-9.8 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 127 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 10: Geometric Figures LESSON 1: Introduction to Three-Dimensional FiguresCo
mm
on
Core
Sta
te
Stan
dard
(s)
G #3: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1Classify three-Dimensional figures.
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Identify the bases and faces of each figure, then name the
figure, Classify three-Dimensional figures.
Cont
ent
Brea
kdo
wn Identify the bases and faces of each figure,
then name the figure, Classify three-Dimensional figures.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Face Edge Polyhedron Vertex Base Prism Pyramid Cylinder Cone sphere
For
mat
ive
Ass
essm
ent
10.1-10.5 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 128 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 10 GEOMETRIC FIGURES LESSON 2: Volume of Prisms and Cylinder /Cross Sections/Explore the Volume of Prisms and Cylinders
Com
mon
Co
re S
tate
St
anda
rd(s
)
G #3: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Sketch, model, and describe cross-sections formed by a plane passing through a right rectangular prism
2. Find Volume of prisms, cylinders, and composite figures.
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es
Use a Formula to Find the Volume of a Prism, and a
Cylinder, Find the volume of a composite figure
Cont
ent
Brea
kdow
n
Use a Formula to Find the Volume of a Prism, and a Cylinder, Find the volume of a
composite figure
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
Cross sectionvolume
For
mat
ive
Ass
essm
ent
10.1-10.5 Quiz Test Chapter 1-9 Test
Page 129 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 130 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 10: Geometric Formula LESSON 3: VOLUME OF PYRAMIDS AND CONESCo
mm
on
Core
Sta
te
Stan
dard
(s)
G #3: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Explore the volume
of a solid
2. Explore the surface area of a solid
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Read Sir Cumference and the Sword in the Cone
By Cindy Neuschwander.Find the Volume of a Pyramid,
and a cone.
Cont
ent
Brea
kdow
n
Find the Volume of a Pyramid, and a cone.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
10.1-10.5 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 131 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 10: Slicing Three-Dimensional Figures LESSON 4: Surface Area of Prisms and Cylinders/ Use Nets to build prisms and cylinders
Com
mon
Co
re S
tate
St
anda
rd(s
)
G#6: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Explore the surface
area of a solid
3. Create a net for a concave polyhedron
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Finding the Surface Area of a Prism, and a cylinder.
Cont
ent
Brea
kdow
n Finding the Surface Area of a Prism, and a cylinder.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.. Vo
cabu
lary
Net Surface area Lateral face Lateral area
For
mat
ive
Ass
essm
ent
10.1-10.5 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayPage 132 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 10: Three-Dimensional Figures LESSON 5: Surface Area of Pyramids and Cones
Com
mon
Co
re S
tate
St
anda
rd(s
)
G#6: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Explore the surface area of a pyramid and a cone
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Finding the Surface Area of a Pyramid, and a cone.
Cont
ent
Brea
kdow
n
Finding the Surface Area of a Pyramid, and a cone.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
volume surface area
For
mat
ive
Ass
essm
ent
10.1-10.5 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayPage 133 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 10: Three-Dimensional Figures LESSON 6: Changing Dimensions
Com
mon
Co
re S
tate
St
anda
rd(s
)
G#6: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Surface area of
similar figure2. Volume of
similar figures
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es
Finding the Surface Area of a similar figure, and finding the volume using similar figures.
Cont
ent
Brea
kdow
n Finding the Surface Area of a similar figure, and finding the volume using similar figures
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
10.1-10.6 Quiz Test Chapter 1-9 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayPage 134 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 11: PROBABILITY LESSON 1: PROBABILITYCo
mm
on
Core
Sta
te
Stan
dard
(s) SP #5: Understand that the probability of a
chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Probability
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es
Determine the likelihood of an event, Using complements
Cont
ent
Brea
kdow
n Determine the likelihood of an event, Using complements
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
ExperimentTrial
OutcomeEvent
ProbabilitySimple event
Compound eventComplement F
orm
ativ
e A
sses
smen
t
11.1-11.5 Quiz Test Chapter 1-11 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayCHAPTER 11: LESSON 2: Experimental ProbabilityPage 135 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) SP #5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Experimental Probability
Inst
ruct
iona
l St
rate
gies
/ L
earn
ing
Acti
viti
es
Determine Experimental Probability
Cont
ent
Brea
kdo
wn Determine Experimental Probability
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ryExperimental
probability
For
mat
ive
Ass
essm
ent
11.1-11.5 Quiz Test Chapter 1-11 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 11: Comparing Populations LESSON 3: Sample SpacesPage 136 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) SP #6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. SP #7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Sample Space
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Using a Tree Diagram to find a Sample Space, Recreation
Application, and problem solving application
Cont
ent
Brea
kdow
n
Using a Tree Diagram to find a Sample Space
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
rySample space
Fundamental counting principle
For
mat
ive
Ass
essm
ent
11.1-11.5 Quiz Test Chapter 1-11 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 11: Introduction to Probability LESSON 4: Theoretical Probability/Simulations
Page 137 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) SP #5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Differentiate
between outcome and event
2. List the sample space
3. Determine the probability
4. Understand that probability is between 0 and 1
5. Determine the sum of probabilities of outcomes is always 1
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Finding theoretical probability, school
application.
Cont
ent
Brea
kdow
n
Finding theoretical probability, school application.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry Theoretical
probability, equally likely fair
For
mat
ive
Ass
essm
ent
11.1-11.5 Quiz Test Chapter 1-11 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayCHAPTER 11: Introduction to Probability LESSON 5: Making PredicitonsPage 138 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
SP #5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.SP #6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. SP #7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Calculate the
experimental and theoretical probability of an experiment
2. Determine the difference between experimental and theoretical probability
3. Use proportional reasoning to predict probability of random events Use proportional reasoning to predict the probability
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Using Experimental Probability to Make
Predictions, Using Theoretical probability to Make
predictions.
Cont
ent
Brea
kdo
wn Using Experimental Probability to Make
Predictions, Using Theoretical probability to Make predictions.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
prediction
For
mat
ive
Ass
essm
ent
11.1-11.5 Quiz Test Chapter 1-11 Test
Page 139 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 11: Introduction to Probability LESSON 6: Probability of Independent and Dependent Events
Page 140 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
SP #5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.SP #6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. SP #7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Use proportional reasoning to predict probability of dependent and independent events
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Determining Whether Events are independent or Dependent, Finding
probability of independent events, and dependent
events.
Cont
ent
Brea
kdow
n
Determining Whether Events are independent or Dependent, Finding
probability of independent events, and dependent events.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry Independent
events Dependent events
For
mat
ive
Ass
essm
ent
11.5-11.8 Quiz Test Chapter 1-11 Test
Page 141 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 11: Introduction to Probability LESSON 7: CombinationsPage 142 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
SP #5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.SP #6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. SP #7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
Combinations
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Use a table to find combinations, problem
solving applications
Cont
ent
Brea
kdow
n Use a table to find combinations, problem solving applications
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.. Vo
cabu
lary
combinations
For
mat
ive
Ass
essm
ent
11.5-11.8 Quiz Test Chapter 1-11 Test
Lite
racy
St
anda
rd
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayPage 143 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 11: Introduction to Probability LESSON 8: PermutationsCo
mm
on C
ore
Stat
e St
anda
rd(s
)
SP #6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. SP #7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. b. Develop a probability model by observing frequencies in data generated from a chance process.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Calculate permutations
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Use a list to find permutations, and use the
fundamental counting principle to find the number
of permutations.
Cont
ent
Br
eak Use a list to find permutations, and use the
fundamental counting principle to find the number of permutations.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning.. Vo
cabu
lary
permutation factorial
For
mat
ive
Ass
essm
ent
11.5-11.8 Quiz Test Chapter 1-11 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 dayPage 144 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 12: Solving Equations & Inequalities LESSON 1: Solving Two-Step Equations/Model solving two step equations
Com
mon
Cor
e St
ate
Stan
dard
(s)
EE #3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. EE #4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Develop an understanding of equality
2. Use properties of equality to solve equations
3. Solve one-step equations
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Solving Two-Step equations using division, and
multiplication
Cont
ent
Brea
kdow
n
Solving Two-Step equations using division, and multiplication
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry Properties of
Equality
For
mat
ive
Ass
essm
ent
12.1-12.5 Quiz Test Chapter 1-12 Test
Page 145 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
Page 146 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
CHAPTER 12: Solving Equations & Inequalities LESSON 2: Solving Multi-Step EquationsCo
mm
on C
ore
Stat
e St
anda
rd(s
)EE #3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. EE #4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Write two-step equations
2. Solve two-step equations
3. Check solutions algebraically
4. Verify solutions within a problem context
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Combining like terms to solve equations, using the
distributive property to solve equations, and problem
solving application.
Cont
ent
Brea
kdow
n
Combining like terms to solve equations, using the distributive property to solve
equations, and problem solving application.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
12.1-12.5 Quiz Test Chapter 1-12 Test
Page 147 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 12: Solving Equations & Inequalities LESSON 3: Solving Equations with variables on Both sides
Page 148 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
EE #1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.EE #2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.EE #3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. EE #4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Write two-step equations
2. Solve two-step equations
3. Verify solutions within a problem context
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Use inverse operations to group terms with variables,
and solve equations with variables on both sides.
Consumer math application
Cont
ent
Brea
kdow
n
Use inverse operations to group terms with variables, and solve equations with
variables on both sides. Consumer math application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
12.1-12.3 Quiz Test Chapter 1-12 Test
Page 149 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.Time Frame: 1 day
CHAPTER 12: Solving Equations & Inequalities LESSON 4: Solving & Graphing Inequalities in One Variable
Page 150 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
EE #3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. EE #4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. b. Solve word problems leading to inequalities of the form px + q > r or px + q < r. Graph the solution set of the inequality and interpret it in the context of the problem.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Write simple inequalities
2. Graph one-variable inequalities
3. Solve one-variable inequalities
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Writing inequalities, and graphing simple inequalities,
and graphing compound inequalities.
Cont
ent
Brea
kdo
wn Writing inequalities, and graphing simple
inequalities, and graphing compound inequalities.
Mat
hem
atic
al
Prac
tice
Sta
ndar
d
1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry Inequality Algebraic
inequality Solution set Compound
inequality
For
mat
ive
Ass
essm
ent
12.1-12.3 Quiz Test Chapter 1-12 Test
Page 151 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 12: Solving Problems with Equations & Inequalities LESSON 5: Solving Inequalities by adding or subtractingPage 152 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
EE #3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. EE #4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve inequalities
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Using the addition property of inequality, using the
subtraction property of inequality and weather
application
Cont
ent
Brea
kdow
n
Using the addition property of inequality, using the subtraction property of inequality
and weather application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
12.1-12.3 Quiz Test Chapter 1-12 Test
Page 153 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 12: Solving Problems with Equations & Inequalities LESSON 6: Solving Inequalities by multiplying or dividing
Page 154 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Co
re S
tate
St
anda
rd(s
) EE #4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
Stud
ents
’ Lea
rnin
g Ta
rget
(s) 1. Write and use two-
step equations
2. Compare two problem situations
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Using the multiplication property of inequality, and
division property of inequality. Agriculture
Application
Cont
ent
Brea
kdow
n
Using the multiplication property of inequality, and division property of inequality. Agriculture Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
For
mat
ive
Ass
essm
ent
12.4-12.7 Quiz Test Chapter 1-12 Test
Lite
racy
St
anda
rd Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Time Frame: 1 day
CHAPTER 12: Solving Problems with Equations & Inequalities LESSON 7: Solving Multi-Step Inequalities
Page 155 of 157 Revised 4/29/2013
Math 7 CCSSCurriculum Map
Com
mon
Cor
e St
ate
Stan
dard
(s)
EE #3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. EE #4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
Stud
ents
’ Lea
rnin
g Ta
rget
(s)
1. Solve equations containing fractions
2. Solve equations with variables on both sides
3. Verify solutions within a problem context
Inst
ruct
iona
l Str
ateg
ies
/ L
earn
ing
Acti
viti
es
Solving Two-Step Inequalities, and Solving Multi-step
Inequalities, and School Application
Cont
ent
Brea
kdow
n
Solving Two-Step Inequalities, and Solving Multi-step Inequalities, and School
Application
Mat
hem
atic
al
Prac
tice
Sta
ndar
d 1Make Sense of problems and persevere in solving them.
2Reason abstractly and quantitatively3Construct viable arguments and critique the reasoning of others
4Model with mathematics5Use appropriate tools strategically
6Attend to precision7Look for and make use of structure
8Look for and express regularity in repeated reasoning..
Voca
bula
ry
multiplicative inverse
reciprocal
For
mat
ive
Ass
essm
ent
12.4-12.7 Quiz Test Chapter 1-12 Test
Page 156 of 157 Revised 4/29/2013