Grade7 ScopeSequence Math

7/27/2019 Grade7 ScopeSequence Math

1/14

7th Grade Mathematics-Quarter 1

Focus Clusters:7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems.Foundational:

5.NF.5a and b Interpret multiplication as scaling (resizing).6.RP.1-3 Understand ratio concepts and use ratio reasoning to solve problems.Unit CCSSM Learning Targets

(KDEandNC Unpacked Standards)SMP emphasized(NC Unpacked Standards)

CorrespondingSPIs(Not

Addressed byCCSSM)

Corresponding EPASStandards

UsingRatios

toCompareandScale(8weeks)

7.RP.1 Compute unit ratesassociated with ratios of fractions,including ratios of lengths, areasand other quantities measured inlike or different units. Forexample, if a person walks 1/2

mile in each 1/4 hour, computethe unit rate as the complexfraction 1/2/1/4 miles per hour,equivalently 2 miles per hour.

I can compute unit rates with fractionalvalues.

I can compute unit rates with ratios oflength and area.

I can compute unit rates in like ordifferent units of measure.

SMP1 and 3 Students solve problemsinvolving ratios and rates and discusshow they solved the problems.Students solve real world problemsthrough the application of algebraicand geometric concepts. Students

seek to understand the context of aproblem and look for efficient ways torepresent and solve it. Studentsconstruct and critique each othersreasoning; especially, when justifyingtheir comparisons of ratios.

SMP2 Students represent a widevariety of real world contexts usingratios and proportions. Studentscontextualize to understand themeaning of the number in terms of

the problem and decontextualize tomanipulate symbolic representationsby applying properties of operations.

SMP8 Students formally connect theirunderstanding of multiplicativecomparisons, the joining of measuresin a composed unit, division, andproportional thinking.

Solve routine two-step or three-step arithmetic problems involvingconcepts such as rate andproportion, tax added, percentageoff, and computing with a givenaverage.

Solve multistep arithmeticproblems that involve planning orconverting units of measure (e.g.,feet per second to miles per hour).

Write expressions, equations, orinequalities with a single variablefor common pre-algebra settings(e.g. rate and distance problemsand problems that can be solvedby using proportions).

7.RP.3 Use proportionalrelationships to solve multistepratio and percent problems.Examples: simple interest, tax,markups and markdowns,gratuities and commissions, fees,percent increase and decrease,percent error.

I can apply proportional reasoning tosolve real world multistep ratio andpercent problems.

SPI 0806.1.3Calculates ratesinvolving cost perunit to determinethe best buy.

7.G.1 Solve problems involvingscale drawings of geometricfigures, including computingactual lengths and areas from ascale drawing and reproducing ascale drawing at a different scale.

I can create a scale drawing using adifferent scale.

I can calculate the missing length in ascale drawing using proportionalreasoning.

I can calculate the area of a scaledrawing using proportional reasoning.

When given two figures, I can describethe relationship between the two.

Instructional Notes: Proportional thinking is developed through activities involving comparing and determining the equivalence of ratios and solving proportions in a wide variety of problem-basedcontexts without recourse to rules or formulas. Instruction should not solely emphasize the use of cross products; rather students should be encouraged to use alternative strategies until they

develop a strong sense of proportional reasoning. SeeBenchmark Understandings for Ratio and Proportion.
http://localhost/var/www/apps/conversion/tmp/scratch_9/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Ratio%20&%20%20Proportional%20Reasoning%20Benchmarks.dochttp://localhost/var/www/apps/conversion/tmp/scratch_9/Ratio%20&%20%20Proportional%20Reasoning%20Benchmarks.dochttp://localhost/var/www/apps/conversion/tmp/scratch_9/Ratio%20&%20%20Proportional%20Reasoning%20Benchmarks.dochttp://localhost/var/www/apps/conversion/tmp/scratch_9/Ratio%20&%20%20Proportional%20Reasoning%20Benchmarks.dochttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdf


2/14

7th Grade Mathematics-Quarter 2

Focus Clusters:7.NS Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

7.EE Use properties of operations to generate equivalent expressions.

Foundational:6.NS Apply and extend previous understandings of numbers to the system of rational numbers.

6.EE Apply and extend previous understandings arithmetic to algebraic expressions.

Unit CCSSM Learning Targets(KDEandNC Unpacked Standards)

SMP emphasized(NC Unpacked Standards)


Addressed byCCSSM)


NumberSense-ExpandingtheNumberLine(4

weeks)

7.NS.1 Apply and extend previous understandingsof addition and subtraction to add and subtractrational numbers; represent addition andsubtraction on a horizontal or vertical number line

diagram.7.NS.1a Describe situations in which oppositequantities combine to make 0. For example, ahydrogen atom has 0 charge because its twoconstituents are oppositely charged.7.NS.1b Understand p + q as the number located adistance |q| from p, in the positive or negativedirection depending on whether q is positive ornegative. Show that a number and its oppositehave a sum of 0 (are additive inverses). Interpretsums of rational numbers by describing real-worldcontexts.

7.NS.1c Understand subtraction of rationalnumbers as adding the additive inverse, p q = p+ (q). Show that the distance between tworational numbers on the number line is theabsolute value of their difference, and apply thisprinciple in real-world contexts.7.NS.1d Apply properties of operations asstrategies to add and subtract rational numbers.

I can show that the distance betweentwo rational numbers on the numberline is the absolute value of theirdifference.

I can apply the principle of additiveinverse in a real-world context.

I can apply order of operations to addand subtract rational numbers.

I can describe situations in whichopposite quantities combine to make0.

I can show that a number and itsopposite have a sum of 0 (are additiveinverses).

I can interpret sums of rationalnumbers by describing real-world

contexts. I can describe the sum when adding

positive and negative numbers asdistance on a number line.

SMP2 Students represent a widevariety of real world contextsthrough the use of real numbers.Students may use concrete

materials (such as two colorchips) or a semi-concrete numberline diagram to representsituations. Students contextualizevalues in terms of the situation,decontextualize in orderrepresent the situation withsymbolic expressions, andmanipulate symbolic expressionsto solve problems.

SMP8 Students use repeated

reasoning to discover patterns ininteger operations. For example,after repeatedly adding integersusing chips or a number line,students develop a set ofgeneralizable rules for operatingwith integers.

Perform one-operationcomputation with wholenumbers and decimals.

Solve routine one-step

arithmetic problems(using whole numbers,fractions, and decimals)such as single steppercent

Solve some routine two-step arithmeticproblems

Work with numericalfactors
http://localhost/var/www/apps/conversion/tmp/scratch_9/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdf


3/14

7.NS.2 Apply and extend previous understandingsof operations with fractions to add, subtract,multiply, and divide rational numbers.7.NS.2a Understand that multiplication is extendedfrom fractions to rational numbers by requiring thatoperations continue to satisfy the properties ofoperations, particularly the distributive property,

leading to products such as (1)(1) = 1 and therules for multiplying signed numbers. Interpretproducts of rational numbers by describing real-world contexts.7.NS.2b Understand that integers can be divided,provided that the divisor is not zero, and everyquotient of integers.7.NS.2c Apply properties of operations asstrategies to multiply and divide rational numbers.7.NS.2d Convert a rational number to a decimalusing long division; know that the decimal form of arational number terminates in 0's or eventually

repeats.

I can multiply rational numbers. I can divide with integers, provided

the divisor is not zero. I can interpret quotients of rational

numbers by describing real-worldcontexts.

I can apply properties of operations to

multiply and divide numbers.I can apply order of operations tomultiply and divide numbers.

I can convert a rational number to adecimal.

I can explain that a rational number inits decimal form ends in 0 orrepeats.

7.NS.3 Solve real-world and mathematicalproblems involving the four operations with rationalnumbers.

I can add rational numbers in realworld problems.

I can subtract rational numbers in realworld problems.

I can multiply rational numbers in realworld problems.

I can divide rational numbers in realworld problems.

Instructional Notes:Integer operations should be developed over time, with special emphasis on conceptual understanding, repeated reasoning, and generalization. Students benefit from spending much time in theconcrete and semi-concrete phase before working with just abstract symbolic equations. SeeBenchmark Understanding for Integers.

Emphasize 7.EE Use properties of operations to generate equivalent expressions when using equations to solve problems. Note properties of operations and identities when manipulatingequations.7.NS.2d can be integrated into this unit through the context of the number line. Students learn to convert a rational number to a decimal using long division that the decimal form will terminate oreventually repeat, and understand these numbers can be placed on the number line. This instructional strategy provides a context for discussing all types of numbers within the Number System(fractions, decimals, ratios, integers) location of these numbers on the number line, and the density of the number line. SeeBenchmark Understandings for Irrational Number.Additionally, it is vital that students interact with positive and negative fractions and decimals generalizing that rules for operating with integers apply to the system of rational numbers.
http://localhost/var/www/apps/conversion/tmp/scratch_9/Integers%20and%20Integer%20Operation%20Reasoning%20Benchmarks.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Integers%20and%20Integer%20Operation%20Reasoning%20Benchmarks.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Integers%20and%20Integer%20Operation%20Reasoning%20Benchmarks.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Irrational%20Number%20Benchmark%20Understandings.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Irrational%20Number%20Benchmark%20Understandings.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Irrational%20Number%20Benchmark%20Understandings.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Irrational%20Number%20Benchmark%20Understandings.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Integers%20and%20Integer%20Operation%20Reasoning%20Benchmarks.docx


4/14

CCSSM Learning Targets

(KDEandNC Unpacked Standards)SMP emphasized

(NC Unpacked Standards)CorrespondingSPIs(Not

Addressed byCCSSM)


ApplyingNumberSensetoGenerate

Expression

sandEquations(4we

eks)

7.EE.1 Apply properties of operations as strategies to add,subtract, factor, and expand linear expressions with rationalcoefficients.

I can apply properties ofoperations to add and subtractlinear expressions with rational

coefficients. I can apply properties of

operations to factor linearexpressions with rationalcoefficients.

I can apply properties ofoperations to expand linearexpressions with rationalcoefficients.

SMP7 Students begin torecognize expressions asentities that can bemanipulated (added,subtracted, multiplied,divided) and operated on.(e.g. 2(x+4)=12 may more bemore easily solved by dividingby 2 first rather thandistributing.)

Solve real-world problemsusing first-degree equations

Add and subtract simple

algebraic expressions Solve routine first-degree

equations Combine like terms (e.g.,

2x + 5x) Solve equations in the form

x + a = b, where a and bare whole numbers ordecimals

Work with numerical factors7.EE.2 Understand that rewriting an expression in differentforms in a problem context can shed light on the problemand how the quantities in it are related. For example, a +

0.05a = 1.05a means that increase by 5% is the same asmultiply by 1.05.

I can rewrite an expression inan equivalent form and explainhow the quantities are related.

Instructional Notes:After working with operation properties and identities using rational numbers, students now learn to apply these properties to expressions, which may include variables.SeeBenchmark Understandings for Expressions and Equations.
http://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Expressions%20and%20Equations%20and%20%20Algebraic%20Reasoning%20Benchmarks.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Expressions%20and%20Equations%20and%20%20Algebraic%20Reasoning%20Benchmarks.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Expressions%20and%20Equations%20and%20%20Algebraic%20Reasoning%20Benchmarks.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Expressions%20and%20Equations%20and%20%20Algebraic%20Reasoning%20Benchmarks.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdf


5/14

7th Grade Mathematics-Quarter 3Focus Clusters:7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems.7.EE Use properties of operations to generate equivalent expressions.7.EE Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Foundational:5.OA Write and interpret numerical expressions.5.OA Analyze patterns and relationships.6.RP Understand ratio concepts and use ratio reasoning to solve problems.6.EE Apply and extend previous understandings arithmetic to algebraic expressions.Unit CCSSM Learning Targets



Addressed byCCSSM)


AlgebraicThinking(8weeks)

7.EE.3 Solve multi-step real-life and mathematicalproblems posed with positive and negative rationalnumbers in any form (whole numbers, fractions, anddecimals), using tools strategically. Apply properties ofoperations to calculate with numbers in any form; convertbetween forms as appropriate; and assess thereasonableness of answers using mental computation andestimation strategies. For example: If a woman making$25 an hour gets a 10% raise, she will make an additional1/10 of her salary an hour, or $2.50, for a new salary of$27.50. If you want to place a towel bar 9 3/4 inches longin the center of a door that is 27 1/2 inches wide, you will

need to place the bar about 9 inches from each edge; thisestimate can be used as a check on the exactcomputation.

I can solve equations in theform px + q = r with speed andaccuracy.

I can identify the sequence ofoperations used to solve anequation of the form px + q = rand p(x + q) = r.

I can compare the sequence ofoperations in an algebraicsolution to an arithmeticsolution.

SMP1 Students solve realworld problems through theapplication of proportionalreasoning and algebraicconcepts. Students seek tounderstand the meaning of aproblem and look for efficientways to represent and solveit.

SMP4 Students modelproblem situations with

symbols, graphs, tables, andthrough contexts. Studentsform expressions, equations,

Solve real-world problemsusing first-degree equations

Add and subtract simplealgebraic expressions

Solve routine first-degreeequations

Combine like terms (e.g., 2x+ 5x)

Solve equations in the form x+ a = b, where a and b arewhole numbers or decimals

Work with numerical factors Solve routine two-step or

three-step arithmetic
http://localhost/var/www/apps/conversion/tmp/scratch_9/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdf


6/14

7. EE.4 Solve word problems leading to equations of theform px + q = r and p(x + q) = r, where p, q, and r arespecific rational numbers.7.EE.4a Solve equations of these forms fluently. Comparean algebraic solution to an arithmetic solution, identifyingthe sequence of the operations used in each approach.For example, the perimeter of a rectangle is 54 cm. Its

length is 6 cm. What is its width?7.EE.4b Graph the solution set of the inequality andinterpret it in the context of the problem. For example: Asa salesperson, you are paid $50 per week plus $3 persale. This week you want your pay to be at least $100.Write an inequality for the number of sales you need tomake, and describe the solutions.

I can solve equations in theform px + q = r with speed andaccuracy.I can identify the sequence ofoperations used to solve anequation of the form px + q = rand p(x + q) = r.

I can compare the sequence ofoperations in an algebraicsolution to an arithmeticsolution.

In a real world problem, I cangraph and interpret thesolution set of an inequality.

or inequalities from realworld contexts and connectsymbolic and graphicalrepresentations.

SMP5 Students useequations, tables, and

graphs interchangeably inorder to solve problems.Students pay specialattention to whichrepresentation mostefficiently assists them insolving problems.

SMP6 Mathematicallyproficient studentscommunicate precisely byengaging in discussionabout their reasoning usingappropriate mathematicallanguage. The termsstudents should use withprecision are: unit rates,ratios, proportionalrelationships, proportions,constant of proportionality,and complex fractions.

problems involving conceptssuch as rate and proportion,tax added, percentage off,and computing with a givenaverage

Solve multistep arithmeticproblems that involve

planning or converting unitsof measure (e.g., feet persecond to miles per hour)

Write expressions,equations, or inequalitieswith a single variable forcommon pre-algebrasettings (e.g. rate anddistance problems andproblems that can be solvedby using proportions).

7.RP.2 Recognize and represent proportional

relationships between quantities.7.RP.2a Decide whether two quantities are in aproportional relationship, e.g., by testing for equivalentratios in a table or graphing on a coordinate plane andobserving whether the graph is a straight line through theorigin.7.RP.2b Identify the constant of proportionality (unit rate)in tables, graphs, equations, diagrams, and verbaldescriptions of proportional relationships.7.RP.2c Represent proportional relationships byequations. For example, if total cost t is proportional to thenumber n of items purchased at a constant price p, the

relationship between the total cost and the number ofitems can be expressed as t = pn.7.RP.2d Explain what a point (x, y) on the graph of aproportional relationship means in terms of the situation,with special attention to the points (0, 0) and (1, r) where ris the unit rate.

I can analyze two ratios to

determine if they areproportional by examining agraph and observing whetherthe graph is a straight linethrough the origin.

I can analyze two ratios todetermine if they areproportional by examining atable and identifying whetherthe line crosses through thepoint (0, 0).

7.RP.3 Use proportional relationships to solve multistepratio and percent problems. Examples: simple interest,tax, markups and markdowns, gratuities andcommissions, fees, percent increase and decrease,percent error.

I can apply proportionalreasoning to solve real worldmultistep ratio and percentproblems.

Instructional Notes:

This unit is foundational for future work students do in algebra and much time should be spent emphasizing connections between proportional relationshi ps, equations, tables, and graphs.


7/14

Students should NOT be formally introduced to the word slope but instead be able to recognize the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbaldescriptions of proportional relationships. Rich contexts are a vital tool for instruction. Students encounter many different contexts and be flexible in creating, interpreting, and manipulatingequations, tables, and graphs in order to solve problems. Then, students should be introduced to situations that are not proportional and be able to interpret the meaning of the y-intercept althoughthey do not need to know that term formally. After encountering proportional and non proportional situations, students should generalize that proportional relationships have graphs with l ines that gothrough the origin and tables in which there is a constant ratio in the entries. More reading on Ratio and Proportion.Expressions, Equations, and Algebraic Reasoning Benchmark Understandings.
http://commoncoretools.me/wp-content/uploads/2012/02/ccss_progression_rp_67_2011_11_12_corrected.pdfhttp://commoncoretools.me/wp-content/uploads/2012/02/ccss_progression_rp_67_2011_11_12_corrected.pdfhttp://commoncoretools.me/wp-content/uploads/2012/02/ccss_progression_rp_67_2011_11_12_corrected.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Expressions%20and%20Equations%20and%20%20Algebraic%20Reasoning%20Benchmarks.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Expressions%20and%20Equations%20and%20%20Algebraic%20Reasoning%20Benchmarks.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Expressions%20and%20Equations%20and%20%20Algebraic%20Reasoning%20Benchmarks.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Expressions%20and%20Equations%20and%20%20Algebraic%20Reasoning%20Benchmarks.docxhttp://commoncoretools.me/wp-content/uploads/2012/02/ccss_progression_rp_67_2011_11_12_corrected.pdf


8/14

7th Grade Mathematics- Quarter 4

Focus Clusters:7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems.7.EE Use properties of operations to generate equivalent expressions.

7.EE Solve real-life and mathematical problems using numerical and algebraic expressions and equations.Unit Clusters:7.G Draw, construct, and describe geometrical figures and describe the relationships between them. Solve real-life and mathematical problems involving angle measure, area, surface area, andvolume.7.SP Use random sampling to draw inferences about a population. Draw informal comparative inferences about two populations. Investigate chance processes and develop, use, and evaluateprobability models.Foundational:Geometry and Measurement5.MD Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

5.MD.3 Recognize volume as an attribute of solid figures and understands concepts of volume measurement. a. A cube with side length 1 unit, called a unit cube, is said to have onecubic unit of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume ofn cubic units.5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft., and improvised units.

5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole -number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying theedge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number procedures as volumes, e.g., to represent the associative property ofmultiplication.b. Apply the formulas V=l x w x h and V=B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number lengths in the context of solving real world andmathematical problems.c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applyingthis technique to solve real world problems.

6.G Solve real-world and mathematical problems involving area, surface area, and volume.Sampling and Variability, and Measures of Center6.SP Develop understanding of statistical variability.6.SP Summarize and describe distributions. (Special Attention to Mean Absolute Deviation)



Corresponding SPIs(NotAddressed by CCSSM)

http://localhost/var/www/apps/conversion/tmp/scratch_9/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdf


9/14


10/14

7.G.6 Solve real-world andmathematical problems involvingarea, volume and surface area of two-and three-dimensional objectscomposed of triangles, quadrilaterals,polygons, cubes, and right prisms.

I can find the surface area ofcubes and right prisms.

I can solve real world andmathematical problemsinvolving area, surface areaand volume.

I can find volume of cubes and

right prisms.Instructional Notes:Circles provide an excellent context for ratio and proportional reasoning; 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems. Students canmeasure many circles, recording radius, diameter, circumferenceetc. Then examine multiplicative relationships between these values identifying the ratio of circumference to diameter, diameterto radiusetc.Whenever students are determining measures using formulas teachers should emphasize the clusters 7.EE Use properties of operations to generate equivalent expressions. When students aresolving geometric problems teachers should emphasize 7.EE Solve real-life and mathematical problems using numerical and algebraic expressions and equations.Unit CCSSM Learning Targets


CorrespondingSPIs(Not Addressed byCCSSM)


Samplingan

dVariability,andMeasures

of

Center(2weeks)

7.SP.1 Understand that statistics can be used to gaininformation about a population by examining a sample

of the population; generalizations about a populationfrom a sample are valid only if the sample isrepresentative of that population. Understand thatrandom sampling tends to produce representativesamples and support valid inferences.

I can make generalizationswhen a sample of a population

is a valid representative.I can apply statistics from asample to gain informationabout a population.

I can recognize that randomsampling producesrepresentative samples andmake inferences from thesampling.

SMP3 Sampling andvariability provide an

excellent context forconstructing and critiquingviable arguments. Duringthis unit students reasoninductively about data,making plausible argumentsthat take into account thecontext from which the dataarose. (CCSSM). Studentsconstruct verbal or writtenexplanations incorporatingmeasures of center and

variability, graphs, tables,and other data displays (i.e.box plots, dot plots,histograms, etc.).

SMP5 Students strategicallyselect measures of center

7.SP.2 Use data from a random sample to drawinferences about a population with an unknowncharacteristic of interest. Generate multiple samples (or

simulated samples) of the same size to gauge thevariation in estimates or predictions. For example,estimate the mean word length in a book by randomlysampling words from the book; predict the winner of aschool election based on randomly sampled surveydata. Gauge how far off the estimate or prediction mightbe.

I can analyze statistical data todraw inferences from a samplepopulation with an unknown

characteristic of interest. I can generate random

samples of appropriate size fora population to gauge thevariation.
http://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdf


11/14

7.SP.3 Informally assess the degree of visual overlap oftwo numerical data distributions with similar variabilities,measuring the difference between the centers byexpressing it as a multiple of a measure of variability.For example, the mean height of players on thebasketball team is 10 cm greater than the mean heightof players on the soccer team, about twice the variability

(mean absolute deviation) on either team; on a dot plot,the separation between the two distributions of heightsis noticeable.

I can compare two distributionson a graph by visuallycomparing their displays.

I can compare the measures ofcenter in data distributions bymeasuring the differencebetween the centers by

expressing it as a multiple of ameasure of variability. I can calculate mean absolute

deviation.

and variability and datadisplays (i.e. box plots andhistograms) to drawinferences, makecomparisons and formulatepredictions.

SMP6 Students may decideto represent similar data setsusing dot plots with the samescale to visually compare thecenter and variability of thedata. They may choose touse a graphing applet or thecalculator to do this.

7.SP.4 Use measures of center and measures ofvariability for numerical data from random samples todraw informal comparative inferences about twopopulations. For example, decide whether the words ina chapter of a seventh-grade science book are generallylonger than the words in a chapter of a fourth-gradescience book.

I can use measures of centerand variability from randomsamples to make informalcomparisons of twopopulations.

Instructional Notes:

Sampling can provide an excellent, real-world context for ratio and proportional thinking. Students examine quantities sampled from populations and analyze proportional relationships using themto make generalizations about the population. An example is the taskCounting Trees.When students are calculating variability and measures of center teachers should emphasize the clusters 7.EE Use properties of operations to generate equivalent expressions; noting whenoperational properties, identities, or algebra strategies such as combining like terms are used.



CorrespondingSPIs(Not Addressed byCCSSM)


Probab

ility(3

wee

ks)

7.SP.5 Understand that the probability of a chanceevent is a number between 0 and 1 that expresses thelikelihood of the event occurring. Larger numbersindicate greater likelihood. A probability near 0 indicatesan unlikely event, a probability around 1/2 indicates an

event that is neither unlikely nor likely, and a probabilitynear 1 indicates a likely event.

I can express probability as anumber between 0 and 1.I recognize a probability of 1/2as neither likely nor unlikely tooccur.

I recognize that as a probabilitymoves closer to 1 that it ismore likely to occur.

I recognize that as a probabilitymoves closer to 0 it is lesslikely to happen.

SMP4 Students useexperiments or simulationsto generate data sets andcreate probability models.

SMP5 Students mightchoose to use probabilitytools strategically when theyuse physical objects orapplets to generateprobability data and use

Computestraightforwardprobabilities forcommon situations

Determine the

probability of a simpleevent

Use the relationshipbetween theprobability of an eventand the probability of
http://map.mathshell.org/materials/tasks.php?taskid=386#task386http://map.mathshell.org/materials/tasks.php?taskid=386#task386http://map.mathshell.org/materials/tasks.php?taskid=386#task386http://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/EPAS%20CCSSM%20Alignment-Hunter%202012.docxhttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://tncore.org/sites/www/Uploads/files/tn_cc_math_crosswalk_20120731.xlshttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdfhttp://education.ky.gov/curriculum/math/Documents/Seventh%20Grade%20Mathematics.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_9/CCSSI_Math%20Standards.pdfhttp://map.mathshell.org/materials/tasks.php?taskid=386#task386


12/14

7.SP.6 Approximate the probability of a chance event bycollecting data on the chance process that produces itand observing its long-run relative frequency, andpredict the approximate relative frequency given theprobability. For example, when rolling a number cube600 times, predict that a 3 or 6 would be rolled roughly200 times, but probably not exactly 200 times.

I can approximate theprobability of an event bycollecting data and determiningits relative frequency.

graphing calculators orspreadsheets to manageand represent data indifferent forms.

its complement

7.SP.7 Develop a probability model and use it to findprobabilities of events. Compare probabilities from amodel to observed frequencies; if the agreement is notgood, explain possible sources of the discrepancy.7.SP.7a Develop a uniform probability model byassigning equal probability to all outcomes, and use themodel to determine probabilities of events. For example,if a student is selected at random from a class, find theprobability that Jane will be selected and the probabilitythat a girl will be selected.7.SP.7b Develop a probability model (which may not beuniform) by observing frequencies in data generatedfrom a chance process. For example, find theapproximate probability that a spinning penny will landheads up or that a tossed paper cup will land open-enddown. Do the outcomes for the spinning penny appearto be equally likely based on the observed frequencies?

I can design a uniformprobability model. I can use a uniform probability

model to determine theprobability of events.

I can develop a probabilitymodel from experimental data.

I can compare an experimentalmodel to a uniform model andexplain any differences.

SPI 0806.5.1Calculate probabilitiesof events for simpleexperiments withequally probableoutcomes.SPI 0806.5.1Calculate probabilitiesof events for simpleexperiments withequally probableoutcomes.


13/14

7.SP.8 Find probabilities of compound events usingorganized lists, tables, tree diagrams, and simulation.7.SP.8a Understand that, just as with simple events, theprobability of a compound event is the fraction ofoutcomes in the sample space for which the compoundevent occurs.7.SP.8b Represent sample spaces for compound

events using methods such as organized lists, tablesand tree diagrams. For an event described in everydaylanguage (e.g., rolling double sixes), identify theoutcomes in the sample space, which compose theevent.7.SP.8c Design and use a simulation to generatefrequencies for compound events. For example, userandom digits as a simulation tool to approximate theanswer to the question: If 40% of donors have type Ablood, what is the probability that it will take at least 4donors to find one with type A blood?

I can find the probability of acompound event using a list, atable, a tree diagram or asimulation.

I can interpret probability ofcompound events as afractional amount.

Given a compound event, I cancreate a list, table, treediagram, or simulation torepresent the sample space.

Given an event, I can identifythe outcomes in the samplespace.

I can design and usesimulations to generatefrequencies for compoundevents.

SPI 0806.5.1Calculate probabilitiesof events for simpleexperiments withequally probableoutcomes.SPI 0806.5.2 Use a

variety of methods tocompute probabilitiesfor compound events(e.g., multiplication,organized lists, treediagrams, areamodels.SPI 0806.5.2 Use avariety of methods tocompute probabilitiesfor compound events(e.g., multiplication,organized lists, treediagrams, areamodels.SPI 0806.5.2 Use avariety of methods tocompute probabilitiesfor compound events(e.g., multiplication,organized lists, treediagrams, areamodels.SPI 0806.5.2 Use avariety of methods to

compute probabilitiesfor compound events(e.g., multiplication,organized lists, treediagrams, areamodels.

Instructional Notes:When calculating probabilities, students work with fractions, a ratio that describes a part-whole relationship. Students should recognize fractions as a subset ofratios, because they describe a part-whole relationship, and that ratios can also describe part-part or whole-part relationships. Making this distinction helpsstudents connect and understand the differences and similarities between ratios and fractions. This unit also provides opportunity to emphasize equivalencybetween fractions, decimals, and percent. Embedding intervention instruction related to the many forms fractions can take and the meaning behind each(fraction, decimal, percent) will help students make connections and deepen their conceptual understanding.


14/14

Grade7 ScopeSequence Math

Documents

Transcript of Grade7 ScopeSequence Math