Download Quarter 4

2016-2017 Mathematics Curriculum Map Grade 7, Q4
Unifying Concept: Comparing Populations and Geometry
Quarter 4
Target Standards are emphasized every quarter and used in formal assessment to evaluate student mastery.
Highly-Leveraged Standards1
- There are no Highly-Leveraged Target standards for this quarter.
Additional Standards
Complementary Standards: (Standards to be
assessed in classroom and/or future benchmarks)
Supporting Standards2
7.SP.B.3 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.
7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to
draw informal comparative inferences about two populations.
7.G.A.1 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.
7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) 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.
*Conditions may involve points, line segments, angles, parallelism, congruence, angles, and
perpendicularity.
7.G.A.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.
7.G.B.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.
7.G.B.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.
7.G.B.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.
Standards for Mathematical Practice: (quarterly
focus)
Mathematically proficient students:
SMP 1. Make sense of problems and persevere in
solving them.
SMP 2. Reason abstractly and quantitatively.
SMP 3. Construct viable arguments and critique the
reasoning of others.
SMP 4. Model with mathematics.
SMP 5. Use appropriate tools strategically.
SMP 7. Look for and make use of structure.
Mathematical Practices Poster
6th – 12th Grade Literacy in History/Social
Studies, Science, and Technical Subjects Focus
Standards:
(http://www.azed.gov/standardspractices/files/2015/04/accs-6-12-ela-contentliteracy-standards-final10_28_2013.pdf)
1
Highly-Leveraged Standards are the most essential for students to learn because they have endurance, leverage and essentiality. This definition for highly-leveraged standards
was adapted from the website of Millis Public Schools, K-12, in Massachusetts, USA. http://www.millis.k12.ma.us/services/curriculum_assessment/brochures
Specifically for mathematics, the Highly-Leveraged Standards are the Major Content/Clusters as defined by the AZCCRS Grade Level Focus documents. They should encompass
a range of at least 65%-75% for Major Content/Clusters and a range of 25%-35% for Supporting Cluster Instruction. See the Grade Level Focus documents at:
http://www.azed.gov/azccrs/files/2015/01/k-8-major-and-supporting-content-emphasis.pdf
2
Supporting Standards are related standards that support the highly-leveraged standards in and across grade levels.
*Highly-Leveraged standards in bold and supporting standards are normal text.
TUSD Department of Curriculum and Instruction
Curriculum 3.0
Revised 5/18/2016 10:12 AM
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2016-2017 Mathematics Curriculum Map Grade 7, Q4
Adopted and Supplemental Texts
Eureka Math/ Engage NY:
Module 5 Topic D
Module 6
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Holt:
7.SP.B.3
Holt: Mathematics Course 2
Must be supplemented for this standard
7.SP.B.4
Holt: Mathematics Course 2
Must be supplemented for this standard
7.G.A.1
Holt: Mathematics Course 2
Chapter 5 - Section 9
7.G.A.2
Holt: Mathematics Course 2
Must be supplemented for this standard
7.G.A.3
Holt: Mathematics Course 2
Chapter 10 Extension, page 612
7.G.B.4
Holt: Mathematics Course 2
Must be supplemented for this standard
7.G.B.5
Holt: Mathematics Course 2
8-3 Must be supplemented for this standard
7.G.B.6
Holt: Mathematics Course 2
Must be supplemented for this standard
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Additional Resources:
 https://www.illustrativemathematics.org/
 www.insidemathematics.org
 https://learnzillion.com/
 http://maccss.ncdpi.wikispaces.net/Middle+School
 http://www.pbslearningmedia.org/standards/1
 http://nlvm.usu.edu/en/nav/vlibrary.html
 http://nymathstandards.pbworks.com/
 http://www.geogebra.org/
 http://map.mathshell.org/lessons.php
TUSD Department of Curriculum and Instruction
Big Ideas
Curriculum 3.0
Essential Concepts:
Measures of center and measures of variability are used to determine
informal (generalizations) or formal (numerical) differences between two
data sets with similar variability. (7.SP.B3-4)
Scale drawings are proportional to actual objects and can be used to find
actual measurements. (7.G.A.1)
Given constraints for triangles will determine whether a unique triangle,
more than one triangle, or no triangle can be constructed. (7.G.A.2)
When you slice through a solid, you create a cross section that can be
described as a two-dimensional figure. (7.G.A.3)
Pi is derived by finding the ratio of the circumference to the diameter for any
circle. (7.G.B.4)
The circumference of a circle is 2r or d . (7.G.B.4)
Using the fact that circumference of a circle is 2r ; the area formula of a
circle can be derived to be r 2 . (7.G.B.4)
Equations can be written and used to find the value of missing angles in
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multi-step problems involving
complementary, supplementary, adjacent and
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vertical angles. (7.G.B.5)
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The volume of a prism is calculated by taking the area of the base times the
height (V = B x h). (7.G.B.6)
Surface area of prisms and pyramids is calculated by finding the sum of the
area of each of its faces. (7.G.B.6)
Essential Questions:
 What statistical processes help gain understanding about the relationship of
two populations? (7.SP.B.3-4)
 What measure of center or measure of variability would you use to compare
two data sets and why? ? (7.SP.B.3-4)
 How can you use a proportion to help determine the actual measurements of
a scaled object? (7.G.A.1)
 How are scale drawings used in the real world? (7.G.A.1)
 How do you know if the conditions you have been given will produce one
triangle, two triangles, or no triangle? (7.G.A.2)
 What shapes are created when planar cuts are made diagonally,
perpendicularly, and parallel to the base in a rectangular prism or
rectangular pyramid? (7.G.A.3)
 How do you derive the value of pi given any circle? (7.G.B.4)
 How do you derive the area formula for a circle from the formula for the
circumference of a circle? (7.G.B.4)
 What is a real-world situation in which you use the area and/or
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2016-2017 Mathematics Curriculum Map Grade 7, Q4
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Cutting shapes with a plane:
http://intermath.coe.uga.edu/dictnary/descript.asp?termID=95
Cross sections:
http://www.learner.org/courses/learningmath/geometry/session9/part_c/
index.html
http://threeacts.mrmeyer.com
https://www.tenmarks.com/signup
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circumference of a circle? (7.G.B.4)
What are efficient strategies for finding an unknown angle in a figure?
(7.G.B.5)
What is a real-world situation in which you would need to calculate the
volume and surface area of a three dimensional figure? (7.G.B.6)
Vocabulary
SP Vocab:
data distribution
lower extreme (minimum)
lower quartile
mean average deviation
measures of center
measures of variability
similar variabilities
standard deviation
upper extreme (maximum)
upper quartile
variance
variation/variability
Additional Resource: http://www.graniteschools.org/mathvocabulary/
Geometry Vocab:
adjacent angles
perpendicular
angle pairs
pi (π)
base
plane sections
circumference
prism
complementary angles
pyramids
congruent angles
radius
correspondence
right rectangular prism
corresponding angles
right rectangular pyramids
cylinder
scale drawing
diameter
scale factor
dimensions
supplementary angles
edge
surface area
face
transversal
inscribed
unique triangle
net
vertex
parallel
vertical angles
Interdisciplinary Connections
Multicultural Math Connections:
Literacy Connections:
Articles:
Reading:
A Course in Multicultural Mathematics
Integrating Mathematics of Worldwide Cultures into K-12
Teaching Mathematics through Multicultural Literature
http://msms.ehe.osu.edu/2010/05/20/teaching-with-trade-books-math/
The Librarian Who Measured the Earth by: Kathryn Lasky
Sir Cumference and the Dragon of Pi (A Math Adventure) by Cindy
Neuschwander
Sir Cumference and the Sword in the Cone by: Cindy Neuschwander
Flatland: A Romance of Many Dimensions by: Edwin A. Abbott
Mathematicians Are People, Too: Stories from the Lives of Great
Mathematicians by: Luetta Reimer and Wilbert Reimer
Mathematicians Are People, Too, Volume Two by: Luetta Reimer and Wilbert
Reimer
Math and Literature by Jennifer Bay-Williams and Sherri Martinie (pp. 42-46,
111-112, 65, 90-93)
Books: (some titles available at LIRC)
The Multicultural Math Classroom: Bringing in the World by Claudia
Zaslavsky
Math and Science Across Cultures: Activities and Investigations from the
Exploratorium by Maurice Bazin
Multicultural Mathematics: Interdisciplinary Cooperative-Learning Activities
by Claudia Zaslavsky
Multicultural Mathematics by Claudia Zaslavsky.
Websites:
TUSD Department of Curriculum and Instruction
Curriculum 3.0
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2016-2017 Mathematics Curriculum Map Grade 7, Q4
http://www.radicalmath.org/
http://www.nea.org/tools/lessons/47756.htm
Writing:
http://mathcomm.org/ (This site addresses diverse aspects of mathematical
communication.)
http://www.edutopia.org/blog/four-tips-writing-math-classroom-heatherwolpert-gawron
http://mathsolutions.com/wpcontent/uploads/1995_Writing_in_Elem_Grades.pdf
http://files.eric.ed.gov/fulltext/ED544239.pdf
http://www-tc.pbs.org/teacherline/courses/rdla230/docs/session_1_burns.pdf
Writing Prompts for Math
http://writingfix.com/wac/numberfix.htm
Writing in Math Class by Marilyn Burns
Assessment Guides and Resources
Performance Level Descriptors
http://www.azed.gov/assessment/files/2015/12/math-pld-grade-7.pdf
AZMERIT Resources:
http://www.azed.gov/assessment/azmeritsupportmaterials/
Performance tasks:
http://www.insidemathematics.org/performance-assessment-tasks
Howard County- Assessment tasks by standard:
https://hcpss.instructure.com/courses/127
Mathematics Assessment Project:
http://map.mathshell.org/stds.php?standardid=1559
TUSD Department of Curriculum and Instruction
Curriculum 3.0
Instructional Resources
DOK Levels
http://www.azed.gov/assessment/files/2014/11/dok-levels.pdf
DOK Stems
http://www.azed.gov/assessment/files/2014/11/dok-question-stems.pdf
Hess’s Matrix
http://static.pdesas.org/content/documents/M2-Activity_2_Handout.pdf
Bloom’s Taxonomy
http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
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