Download CCSSM CT Grade 7 Crosswalk

Mathematics Crosswalk
Common Core State Standards to
Connecticut State Standards to
District Curriculum
Grade 7
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
RATIOS AND PROPORTIONAL RELATIONSHIPS
Analyze proportional relationships and use them to solve real-world and mathematical problems.
CCSS
CT Standard Match
District Correlation
CT Assessment
CC.7.RP.1 Compute unit
CT.6.2.2.11 Solve practical
CMT 7.12 Ratios and
rates associated with ratios problems involving rates,
Proportions
of fractions, including
ratios, percentages and
B. Solve 1-step problems
ratios of lengths, areas and proportionality.
involving proportions in
other quantities measured
context.
in like or different units.
CT.7.2.2.10 Write ratios
For example, If a person
and proportions to solve
CMT 8.12 Ratios and
walks 1/2 mile in each 1/4
problems in context
Proportions
hour, compute the unit rate involving rates, scale
B. Solve problems
as the complex fraction
factors and percentages.
involving proportions in
(1/2)/(1/4) miles per hour,
context.
equivalently 2 miles per
CT.8.2.2.9 Use
hour.
proportional reasoning to
CMT 8.12 Ratios and
write and solve problems in
Proportions
context.
C. Solve multistep
problems involving ratio or
proportion, and explain
how the solution was
determined.
Notes
CT standards span across
grades 7 and 8 and do not
include "unit rates."
Solving proportions is
assessed on the Grades 7
and 8 CMT. Unit rates are
not assessed on the CMT.
1
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
RATIOS AND PROPORTIONAL RELATIONSHIPS
Analyze proportional relationships and use them to solve real-world and mathematical problems.
CC.7.RP.2 Analyze proportional relationships and use them to solve real-world and mathematical problems. Recognize and represent proportional
relationships between quantities.
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
CC.7.RP.2a Decide
CT.6.1.2.3 Examine tables,
Deciding whether two
Deciding whether two
whether two quantities are
graphs and equations to
quantities are in a
quantities are in a
in a proportional
determine patterns of
proportional relationship is proportional relationship is
relationship, e.g., by testing change in linear
not assessed on the CMT.
not assessed on the CMT.
for equivalent ratios in a
relationships.
table or graphing on a
coordinate plane and
CT.7.1.2.6 Examine
observing whether the
situations with constant or
graph is a straight line
varying rates of change and
through the origin.
know that a constant rate of
change describes a linear
relationship.
CT.8.1.1.3 Write and solve
problems involving
proportional relationships
(direct variation) using
linear equations (y = mx).
CC.7.RP.2b Identify the
constant of proportionality
(unit rate) in tables, graphs,
CT.8.1.2.5 Represent linear
and nonlinear mathematical
relationships with verbal
descriptions, tables, graphs
and equations (when
possible).
CT.7.2.2.10 Write ratios
and proportions to solve
problems in context
Constant of proportionality Constant of proportionality
is not assessed on the CMT. is not included in CT
standards and is not
2
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
RATIOS AND PROPORTIONAL RELATIONSHIPS
Analyze proportional relationships and use them to solve real-world and mathematical problems.
CC.7.RP.2 Analyze proportional relationships and use them to solve real-world and mathematical problems. Recognize and represent proportional
relationships between quantities.
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
equations, diagrams, and
involving rates, scale
assessed on the CMT.
verbal descriptions of
factors and percentages.
proportional relationships.
CC.7.RP.2c Represent
CT.7.1.2.4 Write
Representing proportional
Representing proportional
proportional relationships
expressions, formulas,
relationships by equations
relationships by equations
by equations. For example, equations or inequalities
is not assessed on the CMT. is not specified in the CT
if total cost t is proportional using variables to represent
standards and is not
to the number n of items
mathematical relationships
assessed on the CMT.
purchased at a constant
and solve problems.
price p, the relationship
between the total cost and
the number of items can be
expressed as t = pn.
CC.7.RP.2d Explain what
CT.8.1.2.6 Determine the
Graphs of proportional
Graphs of proportional
a point (x, y) on the graph
constant rate of change in a
relationships are not
relationships are not
of a proportional
linear relationship and
assessed on the CMT.
specified in the CT standard
relationship means in terms recognize this as the slope
and are not assessed on the
of the situation, with
of a line.
CMT.
special attention to the
points (0, 0) and (1, r)
where r is the unit rate.
3
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
RATIOS AND PROPORTIONAL RELATIONSHIPS
Analyze proportional relationships and use them to solve real-world and mathematical problems.
CCSS
CT Standard Match
District Correlation
CT Assessment
CC.7.RP.3 Use
CT.7.2.2.10 Write ratios
CMT 7.13 Computation
proportional relationships
and proportions to solve
with Percents
to solve multistep ratio and problems in context
B. Solve 1-step problems
percent problems.
involving rates, scale
involving percents in
Examples: simple interest,
factors and percentages.
context.
tax, markups and
markdowns, gratuities and
CT.7.2.2.11 Find and/or
CMT 8.12 Ratios and
commissions, fees, percent estimate a percentage of a
Proportions
increase and decrease,
number, including
B. Solve problems
percent error.
percentages that are more
involving proportions in
than 100 percent and less
context.
than 1 percent using a
variety of strategies,
C. Solve multistep
including:
problems involving ratio or
-- Number patterns - e.g.,
proportion, and explain
find 20 percent of 50.
how the solution was
-- Distributive Property determined.
e.g., find 150 percent of 20.
-- Proportions - e.g., 75
CMT 8.13 Computation
percent of 48
with Percents
-- Multiplication of
B. Solve problems
decimal equivalent - e.g.,
involving percents in
0.7 percent of 48.
context.
-- Estimation - e.g., 22
percent of $49.95.
Notes
CCSS focuses instruction
about percent in Grade 7.
Percent is included in the
Grade 7 and 8 CT standards
and is assessed on the
Grades 7 and 8 CMT. The
Grade 7 CMT is limited to
1-step problems.
CT.7.2.2.12 Solve percent
problems in context
including what percentage
one number is of another,
4
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
RATIOS AND PROPORTIONAL RELATIONSHIPS
Analyze proportional relationships and use them to solve real-world and mathematical problems.
CCSS
CT Standard Match
District Correlation
CT Assessment
percentage increase and
percentage decrease using a
variety of strategies, e.g.,
proportions or equations.
CT.8.2.2.9 Use
proportional reasoning to
write and solve problems in
context.
Notes
CT.8.2.2.10 Solve a variety
of problems in context
involving percents,
including the following:
-- Percentage of a
number, e.g., If 65 percent
of the 250 applicants will
be accepted to the Arts
Magnet School, how many
students will be accepted?
-- The percentage one
number is of another
number, e.g., Find the
percent of students who
play soccer if 39 students
play soccer out of a total of
387 students.
-- The percentage of a
missing amount, e.g., 5
percent of the money from
a fundraiser will be donated
to a charity. If $25 is
donated to the charity, how
5
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
RATIOS AND PROPORTIONAL RELATIONSHIPS
Analyze proportional relationships and use them to solve real-world and mathematical problems.
CCSS
CT Standard Match
District Correlation
CT Assessment
much money was made
from the fundraiser?
-- Percentage
increase/decrease, e.g., The
number of music
downloads have increased
from 1,345 per minute to
1,567 per minute. What is
the percentage increase?
Notes
6
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
THE NUMBER SYSTEM
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers:
CC.7.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:
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
CC.7.NS.1a Describe
CT.7.2.2.16 Develop and
Combining opposite
Combining opposite
situations in which opposite describe in writing
quantities to make 0 is not
quantities to make 0 is not
quantities combine to make strategies for addition,
assessed on the CMT.
specified in the CT
0. For example, a hydrogen subtraction, multiplication
standards and is not
atom has 0 charge because
and division and solve
assessed on the CMT.
its two constituents are
problems with positive and
oppositely charged.
negative integers using
models, number lines,
coordinate grids and
computational strategies.
CC.7.NS.1b Understand p
CT.7.2.2.9 Apply a variety
Interpreting sums of
Interpreting sums of
+ q as the number located a of strategies to write and
rational numbers by
rational numbers by
distance |q| from p, in the
solve problems involving
describing real-world
describing real-world
positive or negative
addition, subtraction,
contexts is not assessed on
contexts is not specified in
direction depending on
multiplication and division
the CMT.
the CT standards and is not
whether q is positive or
of positive rational
assessed on the CMT.
negative. Show that a
numbers, i.e., whole
Absolute value and
number and its opposite
numbers, fractions and
computation with negative
Absolute value and
have a sum of 0 (are
decimals.
rational numbers is not
computation with negative
additive inverses). Interpret
assessed on the CMT.
rational numbers is not
CT.7.2.2.16 Develop and
sums of rational numbers
assessed on the CMT.
describe
in
writing
by describing real-world
strategies for addition,
contexts.
subtraction, multiplication
and division and solve
problems with positive and
negative integers using
models, number lines,
7
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
THE NUMBER SYSTEM
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers:
CC.7.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:
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
coordinate grids and
computational strategies.
CT.7.2.2.17 Develop an
understanding of absolute
value using a number line
while solving problems
involving distance.
CT.8.2.2.5 Compute (using
addition, subtraction,
multiplication and division)
and solve problems with
positive and negative
rational numbers.
CC.7.NS.1c 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.
CT.7.2.2.9 Apply a variety
of strategies to write and
solve problems involving
addition, subtraction,
multiplication and division
of positive rational
numbers, i.e., whole
numbers, fractions and
decimals.
Computation with negative
rational numbers,
subtraction with integers
and absolute value are not
assessed on the CMT.
Computation with negative
rational numbers is
included in the Grade 8 CT
standard. Interpreting sums
of rational numbers by
describing real-world
contexts is not included in
the CT standards.
Computation with negative
rational numbers,
subtraction with integers
and absolute value are not
CT.7.2.2.16 Develop and
describe in writing
strategies for addition,
subtraction, multiplication
8
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
THE NUMBER SYSTEM
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers:
CC.7.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:
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
and division and solve
assessed on the CMT.
problems with positive and
negative integers using
models, number lines,
coordinate grids and
computational strategies.
CT.7.2.2.17 Develop an
understanding of absolute
value using a number line
while solving problems
involving distance.
CC.7.NS.1d Apply
properties of operations as
strategies to add and
subtract rational numbers.
CT.8.2.2.5 Compute (using
addition, subtraction,
multiplication and division)
and solve problems with
positive and negative
rational numbers.
CT.7.2.2.8 Apply the order
of operations and algebraic
properties; i.e.,
commutative, associative,
distributive, inverse
operations, and the additive
and multiplicative
identities; to write,
simplify, e.g., 4 (3 1/2) = 4
(3) + 4 (1/2) = 12 + 2 = 14,
and solve problems,
CMT 7.8 Computation
with Fractions and
Integers
A. Add and subtract
fractions and mixed
numbers with reasonable
and appropriate
denominators.
Computation with negative
rational numbers is
included in the Grade 8 CT
standard but not Grade 7.
Computation with negative
rational numbers is not
assessed on the CMT.
CMT 8.8 Computation
with Fractions and
9
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
THE NUMBER SYSTEM
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers:
CC.7.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:
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
including those with
Integers
parentheses and exponents.
A. Add and subtract
fractions and mixed
CT.7.2.2.9 Apply a variety
numbers with reasonable
of strategies to write and
and appropriate
solve problems involving
denominators.
addition, subtraction,
multiplication and division
of positive rational
numbers, i.e., whole
numbers, fractions and
decimals.
CT.7.2.2.16 Develop and
describe in writing
strategies for addition,
subtraction, multiplication
and division and solve
problems with positive and
negative integers using
models, number lines,
coordinate grids and
computational strategies.
CT.8.2.2.5 Compute (using
addition, subtraction,
multiplication and division)
and solve problems with
positive and negative
rational numbers.
10
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
THE NUMBER SYSTEM
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers:
CC.7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers:
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
CC.7.NS.2a Understand
CT.7.2.2.8 Apply the order
Multiplication of integers is
CMT 8.8 Computation
that multiplication is
of operations and algebraic
included in the Grade 7 CT
with Fractions and
extended from fractions to
properties; i.e.,
standards, and
Integers
rational numbers by
commutative, associative,
C. Add or multiply
multiplication of positive
requiring that operations
distributive, inverse
positive and negative
and negative rational
continue to satisfy the
operations, and the additive
integers.
numbers is included in the
properties of operations,
and multiplicative
Grade 8 CT standards.
particularly the distributive identities; to write,
property, leading to
simplify, e.g., 4 (3 1/2) = 4
Multiplication of integers is
products such as (-1)(-1) =
(3) + 4 (1/2) = 12 + 2 = 14,
assessed on the Grade 8
1 and the rules for
and solve problems,
CMT.
multiplying signed
including those with
numbers. Interpret products parentheses and exponents.
Computation with negative
of rational numbers by
rational numbers is not
describing real-world
CT.7.2.2.16 Develop and
assessed on the CMT.
contexts.
describe in writing
strategies for addition,
subtraction, multiplication
and division and solve
problems with positive and
negative integers using
models, number lines,
coordinate grids and
computational strategies.
CT.8.2.2.5 Compute (using
addition, subtraction,
multiplication and division)
and solve problems with
11
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
THE NUMBER SYSTEM
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers:
CC.7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers:
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
positive and negative
rational numbers.
CC.7.NS.2b Understand
CT.7.2.2.16 Develop and
Division of integers and
Division of integers is
that integers can be divided, describe in writing
computation with negative
included in the Grade 7 CT
provided that the divisor is strategies for addition,
rational numbers is not
standards, but division of
not zero, and every quotient subtraction, multiplication
assessed on the CMT.
positive and negative
of integers (with non-zero
and division and solve
rational numbers does not
divisor) is a rational
problems with positive and
appear until Grade 8.
number. If p and q are
negative integers using
integers then –(p/q) = (–
models, number lines,
Division of integers and
p)/q = p/(–q). Interpret
coordinate grids and
computation with negative
quotients of rational
computational strategies.
rational numbers is not
numbers by describing realassessed on the CMT.
world contexts.
CT.8.2.2.5 Compute (using
addition, subtraction,
multiplication and division)
and solve problems with
positive and negative
rational numbers.
CC.7.NS.2c Apply
CT.7.2.2.9 Apply a variety
Multiplication and division
CMT 7.8 Computation
properties of operations as
of strategies to write and
of integers is included in
with Fractions and
strategies to multiply and
solve problems involving
the Grade 7 CT standards,
Integers
divide rational numbers.
addition, subtraction,
B. Multiply whole numbers and multiplication and
multiplication and division
and fractions by fractions
division of positive and
of positive rational
and mixed numbers.
negative rational numbers
numbers, i.e., whole
is included in the Grade 8
numbers, fractions and
CT standards.
CMT 8.8 Computation
decimals.
with Fractions and
Division of integers and
Integers
CT.8.2.2.5 Compute (using
B. Multiply whole numbers division of fractions are not
12
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
THE NUMBER SYSTEM
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers:
CC.7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers:
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
addition, subtraction,
and fractions by fractions
assessed on the CMT.
multiplication and division)
and mixed numbers.
Computation with negative
and solve problems with
C. Add or multiply positive rational numbers is not
positive and negative
and negative integers.
assessed on the CMT.
rational numbers.
Division of integers and
division of fractions are not
assessed on the CMT.
Computation with negative
rational numbers is not
assessed on the CMT.
CC.7.NS.2d Convert a
CT.6.2.1.6 Determine
Equivalent fraction,
CMT 6.3 Equivalent
rational number to a
equivalent fraction, decimal
decimal (and percent
Fractions, Decimals and
decimal using long
and percentage
forms) is included in the
Percents
division; know that the
representations and choose
B. Rename improper
Grades 6, 7 and 8 CT
decimal form of a rational
among these forms to solve
fractions and mixed
standards and is assessed on
number terminates in 0s or problems.
numbers as equivalent
the Grades 6, 7 and 8 CMT.
eventually repeats.
decimals and vice versa.
CT.7.2.1.2 Represent
Repeating decimals are not
rational numbers in
assessed on the CMT.
CMT 7.3 Equivalent
equivalent fraction, decimal
Fractions, Decimals and
and percentage forms.
Percents
A. Rename fractions and
CT.7.2.1.3 Represent
mixed numbers as
fractions as terminating,
equivalent decimals and
e.g., 1/2 = 0.5, or repeating,
vice versa.
e.g., 1/3 = 0.333... decimals
and determine when it is
CMT 8.3 Equivalent
appropriate to round the
Fractions, Decimals and
decimal form in context.
Percents
A. Rename fractions and
13
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
THE NUMBER SYSTEM
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers:
CC.7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers:
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
CT.8.2.1.4 Represent
mixed numbers as
fractions, mixed numbers,
equivalent decimals and
decimals and percentages in
vice versa.
equivalent forms.
Repeating decimals are not
assessed on the CMT.
14
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
THE NUMBER SYSTEM
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers:
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
CC.7.NS.3 Solve realCT.7.2.2.9 Apply a variety
The CCSS uses concrete
CMT 6.9 Solve Word
world and mathematical
of strategies to write and
models to solve problems
Problems
problems involving the four solve problems involving
B. Solve two-step story
with fractions in Grade 6
operations with rational
addition, subtraction,
problems involving whole
and transitions to problems
numbers. (Computations
multiplication and division
numbers, decimals,
solving with rational
with rational numbers
of positive rational
fractions and money
numbers in Grade 7. The
extend the rules for
numbers, i.e., whole
amounts without extraneous CT standards make the
manipulating fractions to
numbers, fractions and
information.
same transition from Grade
complex fractions.)
decimals.
7 to Grade 8. Complex
fractions are not included in
CMT 7.9 Solve Word
CT.8.2.2.5 Compute (using
the CT standards.
Problems
addition, subtraction,
A. Solve one-step story
multiplication and division)
problems involving whole
Problem solving with
and solve problems with
numbers, fractions,
positive rational number is
positive and negative
decimals and money
assessed on the Grades 6, 7
rational numbers.
amounts with or without
and 8 CMT.
extraneous information.
Problem solving with
negative rational number
CMT 7.9 Solve Word
and complex fractions is
Problems
B. Solve multistep
not assessed on the CMT.
problems involving
fractions and mixed
numbers with or without
extraneous information.
CMT 8.9 Solve Word
Problems
A. Solve multistep
problems involving
15
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
THE NUMBER SYSTEM
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers:
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
fractions, mixed numbers,
decimals and money
amounts with or without
extraneous information.
B. Solve multistep
problems involving whole
numbers, mixed numbers,
money amounts and
decimals.
C. Solve multistep
problems involving whole
numbers, fractions, mixed
numbers, decimals or
money amounts, and
explain how the solution
was determined.
16
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
EXPRESSIONS AND EQUATIONS
Use properties of operations to generate equivalent expressions.
CCSS
CT Standard Match
District Correlation
CT Assessment
CC.7.EE.1 Apply
CT.7.1.3.7 Evaluate and
Adding, subtracting,
properties of operations as
simplify algebraic
factoring, and expanding
strategies to add, subtract,
expressions, equations and
linear expressions with
factor, and expand linear
formulas using algebraic
rational coefficients is not
expressions with rational
properties (i.e.,
assessed on the CMT.
coefficients.
commutative, associative,
distributive, inverse
operations, and the additive
and multiplicative
identities) and the order of
operations.
CT.8.1.3.10 Evaluate and
simplify algebraic
expressions, equations and
formulas, including those
with powers, using
algebraic properties and the
order of operations.
CC.7.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. For example, a +
0.05a = 1.05a means that
“increase by 5%” is the
Notes
Adding, subtracting,
factoring, and expanding
linear expressions with
rational coefficients is not
included in the CT
standards. The Grade 7 and
8 CT standards are limited
to evaluating and
simplifying expressions but
do not include rational
coefficients.
Adding, subtracting,
factoring, and expanding
linear expressions with
rational coefficients is not
assessed on the CMT.
CT.7.1.2.4 Write
expressions, formulas,
equations or inequalities
using variables to represent
mathematical relationships
and solve problems.
CMT 7.23 Algebraic
Concepts
D. Represent situations
with algebraic expressions.
E. Write an expression to
represent a situation.
Rewriting an expression is
not included in the Grades
7 and 8 CT standards and is
not assessed on the CMT.
CMT 8.23 Algebraic
Concepts
17
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
EXPRESSIONS AND EQUATIONS
Use properties of operations to generate equivalent expressions.
CCSS
CT Standard Match
District Correlation
CT Assessment
same as “multiply by 1.05.”
D. Represent situations
with algebraic expressions
or equations.
E. Write an expression or
equation to represent a
situation.
Notes
18
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
EXPRESSIONS AND EQUATIONS
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
CCSS
CT Standard Match
District Correlation
CT Assessment
CC.7.EE.3 Solve multiCT.7.2.2.7 Estimate
CMT 7.9 Solve Word
step real-life and
solutions to problems in
Problems
mathematical problems
context or computations
A. Solve one-step story
posed with positive and
with rational numbers and
problems involving whole
negative rational numbers
justify the reasonableness
numbers, fractions,
in any form (whole
of the estimate in writing.
decimals and money
numbers, fractions, and
amounts with or without
CT.7.2.2.10 Write ratios
decimals), using tools
extraneous information.
and
proportions
to
solve
strategically. Apply
B. Solve multistep
problems in context
properties of operations as
problems involving
involving
rates,
scale
strategies to calculate with
fractions and mixed
factors and percentages.
numbers in any form;
numbers with or without
convert between forms as
extraneous information.
CT.7.2.2.12 Solve percent
appropriate; and assess the problems in context
C. Solve multistep
reasonableness of answers
problems involving whole
including what percentage
using mental computation
numbers, decimals, money
one number is of another,
and estimation strategies.
amounts and mixed
percentage increase and
For example: If a woman
numbers, including means.
percentage decrease using a
making $25 an hour gets a
D. Solve multistep
variety of strategies, e.g.,
10% raise, she will make an proportions or equations.
problems involving whole
additional 1/10 of her salary
numbers, decimals or
an hour, or $2.50, for a new CT.7.2.2.16 Develop and
money amounts, and
salary of $27.50. If you
describe in writing
explain how the solution
want to place a towel bar 9 strategies for addition,
was determined.
3/4 inches long in the
subtraction, multiplication
center of a door that is 27
and division and solve
CMT 8.9 Solve Word
1/2 inches wide, you will
problems with positive and
Problems
need to place the bar about negative integers using
A. Solve multistep
9 inches from each edge;
models, number lines,
problems involving
this estimate can be used as coordinate grids and
fractions, mixed numbers,
Notes
Problem solving with
positive rational numbers is
included in the Grades 7
and 8 CT standards.
Problems with negative
rational numbers are
included in the Grade 8 CT
standards.
Problem solving with
negative rational numbers
is not assessed on the CMT.
19
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
EXPRESSIONS AND EQUATIONS
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
CCSS
CT Standard Match
District Correlation
CT Assessment
a check on the exact
computational strategies.
decimals and money
computation.
amounts with or without
CT.7.1.3.8 Solve real world
extraneous information
problems using a variety of
B. Solve multistep
algebraic methods
problems involving whole
including tables, graphs,
numbers, mixed numbers,
equations and inequalities.
money amounts and
decimals.
CT.7.3.3.11 Write and
solve problems in context
CMT 8.9 Solve Word
involving conversions of
Problems
customary or metric units
C. Solve multistep
and units of time.
problems involving whole
numbers, fractions, mixed
CT.8.2.2.5 Compute using
numbers, decimals or
addition, subtraction,
money amounts, and
multiplication and division;
explain how the solution
solve problems with
was determined.
positive and negative
rational numbers.
Problem solving with
negative rational numbers
CT.8.2.2.8 Estimate
is not assessed on the CMT.
reasonable answers and
solve problems in context
involving rational and
common irrational
numbers, ratios and
percentages, including
percentage of increase and
decrease, and justify
solutions in writing.
Notes
20
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
EXPRESSIONS AND EQUATIONS
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
CC.7.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.
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
CC.7.EE.4a Solve word
CT.7.1.1.1 Analyze a
The Grades 7 and 8 CMT
CMT 7.23 Algebraic
problems leading to
variety of patterns (physical
are limited to solving given
Concepts
equations of the form px +
phenomena, numeric and
A. Solve simple 1- or 2-step equations and writing
q = r and p(x + q) = r,
geometric patterns,
algebraic equations.
equations to represent a
where p, q, and r are
arithmetic sequences) and
situation without solving
specific rational numbers.
generalize with algebraic
them. Solving word
CMT 8.23 Algebraic
Solve equations of these
expressions, formulas or
problems leading to
Concepts
forms fluently. Compare an equations.
A. Solve simple equations, equations of the form px +
algebraic solution to an
including 2-step equations. q = r and p(x + q) = r,
arithmetic solution,
CT.7.1.2.4 Write
B. Solve multistep
where p, q, and r are
identifying the sequence of expressions, formulas,
problems using algebraic
specific rational numbers
the operations used in each equations or inequalities
concepts.
and comparing an algebraic
approach. For example, The using variables to represent
C. Evaluate expressions or solution to an arithmetic
perimeter of a rectangle is
mathematical relationships
solve equations and use
solution, is not assessed on
54 cm. Its length is 6 cm.
and solve problems.
formulas.
the CMT.
What is its width?
D. Represent situations
CT.7.1.2.9 Write, model
with algebraic expressions
and solve one- and two-step
or equations.
equations such as 2x + 3 =
E. Write an expression or
11 using a variety of
equation to represent a
methods, including tables,
situation.
concrete models and the
Properties of Equality, and
Solving word problems
justify the solution.
leading to equations of the
form px + q = r and p(x + q)
CT.8.1.3.12 Write and
= r, where p, q, and r are
solve multistep equations
specific rational numbers
using various algebraic
and comparing an algebraic
21
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
EXPRESSIONS AND EQUATIONS
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
CC.7.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.
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
methods including the
solution to an arithmetic
distributive property, e.g., 3
solution are not assessed on
(x + 2) =10), combining
the CMT.
like terms, e.g., 3x + 2x =
15, and properties of
equality and justify the
solutions.
CC.7.EE.4b Solve word
CT.7.1.3.8 Solve real world
Solving word problems
Graphing the solution sets
problems leading to
problems using a variety of
leading to inequalities is not of inequalities is not
inequalities of the form px
algebraic methods
assessed on the CMT.
specified in the CT
+ q > r or px + q < r, where including tables, graphs,
standard.
p, q, and r are specific
equations and inequalities.
rational numbers. Graph the
Solving word problems
solution set of the
leading to inequalities is not
inequality and interpret it in
assessed on the CMT.
the context of the problem.
For example, As a
salesperson, you are paid
$50 per week plus $3 per
sale. This week you want
your pay to be at least
$100. Write an inequality
for the number of sales you
need to make, and describe
the solutions.
22
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
GEOMETRY
Draw, construct, and describe geometrical figures and describe the relationships between them.
CCSS
CT Standard Match
District Correlation
CT Assessment
CC.7.G.1 Solve problems
CT.6.3.2.7 Use
Solving problems involving
involving scale drawings of measurements to examine
scale drawings of geometric
geometric figures,
the ratios between
figures is not assessed on
including computing actual corresponding side lengths
the CMT.
lengths and areas from a
of scale models and similar
scale drawing and
figures.
reproducing a scale
drawing at a different scale. CT.7.2.2.10 Write ratios
and proportions to solve
problems in context
involving rates, scale
factors and percentages.
Notes
Solving problems involving
scale drawings of geometric
figures is not assessed on the
CMT.
CT.7.3.1.5 Compare and
describe in writing the
relationships, including
congruence, equality and
scale, between the angles,
sides, perimeters and areas
of congruent and similar
geometric shapes.
CT.8.3.1.1 Determine the
effect of scale factors
(resulting in similar figures)
on the perimeters and areas
of two-dimensional shapes
and on the surface areas
and volumes of threedimensional solids.
23
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
GEOMETRY
Draw, construct, and describe geometrical figures and describe the relationships between them.
CCSS
CT Standard Match
District Correlation
CT Assessment
CC.7.G.2 Draw (freehand, CT.7.3.1.1 Classify twoCMT 5.17 Geometric
with ruler and protractor,
and three-dimensional
Shapes and Properties
and with technology)
geometric figures based on
B. Draw, describe and/or
geometric shapes with
their properties including
classify 2-dimensional
given conditions. Focus on relationships of sides and
geometric shapes and
constructing triangles from angles and symmetry (line
figures.
three measures of angles or and/or rotational) and apply
CMT 6.17 Geometric
sides, noticing when the
this information to solve
Shapes and Properties
conditions determine a
problems.
B. Draw, describe and
unique triangle, more than
classify 2-dimensional
one triangle, or no triangle. CT.8.3.1.3 Construct
geometric shapes and
and/or examine right
figures.
triangles, make and test
conjectures about the
CMT 7.17 Geometric
relationships of the angles
Shapes and Properties
and sides and develop the
B. Draw, describe and
Pythagorean Theorem.
classify 2- dimensional
geometric shapes and
figures.
Notes
Drawing geometric shapes
with given conditions is
limited to constructing
triangles in the Grade 8 CT
standards. The CT
standards do not specify use
of a protractor and with
technology.
Drawing geometric shapes
with given conditions is
assessed on the Grades 5, 6,
7 and 8 CMT without the
use of a protractor and
technology.
CMT 8.17 Geometric
Shapes and Properties
B. Draw, describe and
classify 2- and 3dimensional geometric
shapes and figures.
Drawing geometric shapes
with given conditions is
assessed on the Grades 5, 6,
7 and 8 CMT without the
24
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
GEOMETRY
Draw, construct, and describe geometrical figures and describe the relationships between them.
CCSS
CT Standard Match
District Correlation
CT Assessment
use of a protractor and
technology.
CC.7.G.3 Describe the
Describing the twoCT.9-12.3.E.2a (1)
two-dimensional figures
Visualize three-dimensional
dimensional figures that
that result from slicing
objects from different
result from slicing threethree-dimensional figures,
perspectives and analyze
dimensional figures is not
as in plane sections of right cross-sections, surface area
assessed on the CMT.
rectangular prisms and right and volume.
rectangular pyramids.
Notes
Describing the twodimensional figures that
result from slicing threedimensional figures is
included in the 9-12
Extended CT standards and
is not assessed on the CMT.
25
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
GEOMETRY
Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
CCSS
CT Standard Match
District Correlation
CT Assessment
CC.7.G.4 Know the
CT.6.3.1.5 Recognize the
CMT 8.16 Customary and
formulas for the area and
relationships among radius,
Metric Measures
circumference of a circle
diameter, circumference
A. Measure and determine
and use them to solve
and area of circles and
perimeters, areas and
problems; give an informal develop formulas for
volumes. Explain or show
derivation of the
finding circumference and
how the solution was
relationship between the
area based on these
determined.
circumference and area of a relationships.
B. Determine perimeters,
circle.
areas and volumes.
CT.7.3.3.8 Use formulas to
solve problems involving
perimeters and areas of
polygons and circles.
CC.7.G.5 Use facts about
No match
Supplementary,
supplementary,
complementary, vertical,
complementary, vertical,
and adjacent angles are not
and adjacent angles in a
assessed on the CMT.
multi-step problem to write
and solve simple equations
for an unknown angle in a
figure.
CC.7.G.6 Solve real-world CT.7.3.2.7 Use twoCMT 6.16 Customary and
and mathematical problems dimensional representations
Metric Measures
involving area, volume and of rectangular prisms,
A. Measure and determine
surface area of two- and
pyramids and cylinders to
perimeter, area and volume.
three-dimensional objects
determine surface area.
Explain or show how the
composed of triangles,
solution was determined.
CT.7.3.3.9
Develop
and
quadrilaterals, polygons,
use formulas to determine
cubes, and right prisms.
CMT 7.16 Customary and
volumes of geometric
Metric Measures
Notes
Area and circumference of
a circle is included in the
Grades 6 and 7 CT
standards and is assessed on
the Grade 8 CMT.
(Students are provided with
the formulas for area and
circumference of a circle on
the CMT Formula Chart.)
Supplementary,
complementary, vertical,
and adjacent angles are not
included in the CT
standards and are not
assessed on the CMT.
Area, volume and surface
area are developed in Grade
6 and move to the abstract
in Grade 7 in the CCSS.
Area and volume are
developed in Grade 6 and
move to the abstract in the
Grades 7 and 8 CT
26
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
solids (rectangular prisms
and cylinders).
A. Measure and determine
perimeters, areas and
volumes. Explain or show
how the solution was
determined.
B. Determine perimeters,
areas and volumes.
CT.7.3.3.10 Use estimation
and measurement strategies
to solve problems involving
area of irregular polygons
and volumes of irregular
solids and justify solutions
in writing.
standards.
Surface area is not assessed
on the CMT.
CMT 8.16 Customary and
Metric Measures
A. Measure and determine
perimeters, areas and
volumes. Explain or show
how the solution was
determined.
CT.7.3.3.8 Use formulas to
solve problems involving
perimeters and areas of
polygons and circles.
CT.8.3.2.6 Develop and
use formulas to determine
the surface areas of
rectangular prisms,
cylinders and pyramids.
CMT 8.16 Customary and
Metric Measures
B. Determine perimeters,
areas and volumes.
CT.8.3.2.7 Develop
formulas using
measurement strategies and
concrete models, and use
formulas to determine the
volumes of pyramids, cones
and spheres.
Surface area is not assessed
on the CMT.
CT.8.3.3.9 Use estimation
and measurement
strategies, including
formulas, to solve surface
area and volume problems
in context.
27
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
STATISTICS AND PROBABILITY
Use random sampling to draw inferences about a population.
CCSS
CT Standard Match
District Correlation
CT Assessment
CC.7.SP.1 Understand that CT.8.4.2.8 Explain the
Random sampling is not
statistics can be used to
effects of sample size and
assessed on the CMT.
gain information about a
sampling techniques
population by examining a (convenience sampling,
sample of the population;
voluntary response
generalizations about a
sampling, systematic
population from a sample
sampling and random
are valid only if the sample sampling) on statistical
is representative of that
claims.
population. Understand that
random sampling tends to
produce representative
samples and support valid
inferences.
CC.7.SP.2 Use data from a CT.9-12.C.4.2.a (2) Use
CAPT.4.2.a (2) Use data
random sample to draw
data from samples to make
from samples to make
inferences about a
inferences about a
inferences about a
population with an
population and determine
population and determine
unknown characteristic of
whether claims are
whether claims are
interest. Generate multiple
reasonable or false.
reasonable or false.
samples (or simulated
samples) of the same size to
gauge the variation in
estimates or predictions.
For example, estimate the
mean word length in a book
by randomly sampling
words from the book;
predict the winner of a
school election based on
Notes
Random sampling is not
assessed on the CMT.
Using data from a random
sample to draw inferences
about a population is
included in the 9-12 Core
CT standards and is
assessed on the CAPT.
28
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
STATISTICS AND PROBABILITY
Use random sampling to draw inferences about a population.
CCSS
CT Standard Match
District Correlation
randomly sampled survey
data. Gauge how far off the
estimate or prediction
might be.
CT Assessment
Notes
29
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
STATISTICS AND PROBABILITY
Draw informal comparative inferences about two populations.
CCSS
CT Standard Match
District Correlation
CT Assessment
CC.7.SP.3 Informally
CT.7.4.2.5 Compare two
Informally assessing the
assess the degree of visual
sets of data based on their
degree of visual overlap of
overlap of two numerical
spread and measures of
two numerical data
data distributions with
central tendency.
distributions with similar
similar variabilities,
variabilities is not assessed
measuring the difference
CT.8.4.1.3 Identify where
on the CMT.
between the centers by
measures of central
expressing it as a multiple
tendency and spread are
of a measure of variability. found in graphical displays,
For example, the mean
including box-and-whisker
height of players on the
plots, stem-and-leaf plots,
basketball team is 10 cm
scatter plots and histograms
greater than the mean
height of 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 heights
is noticeable.
CC.7.SP.4 Use measures of CT.7.4.2.5 Compare two
CAPT.4.2.a (3) Determine
center and measures of
sets of data based on their
and use measures of spread
variability for numerical
spread and measures of
and central tendency to
data from random samples
central tendency.
describe and compare sets
to draw informal
of data.
comparative inferences
CT.9-12.4.2.a (3)
about two populations. For Determine and use
example, decide whether
measures of spread and
the words in a chapter of a
central tendency to describe
Notes
Informally assessing the
degree of visual overlap of
two numerical data
distributions with similar
variabilities is included in
the Grade 7 and 8 CT
standards but is not assessed
on the CMT.
Using measures of center
and measures of variability
for numerical data from
random samples to draw
informal comparative
inferences about two
populations is included in
the Grade 7 and 9-12 Core
CT standards and is assessed
30
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
STATISTICS AND PROBABILITY
Draw informal comparative inferences about two populations.
CCSS
CT Standard Match
District Correlation
seventh-grade science book and compare sets of data.
are generally longer than
the words in a chapter of a
fourth-grade science book.
CT Assessment
Notes
on the CAPT.
31
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
STATISTICS AND PROBABILITY
Investigate chance processes and develop, use, and evaluate probability models.
CCSS
CT Standard Match
District Correlation
CT Assessment
CC.7.SP.5 Understand that CT.2.4.3.5 Describe and
CMT.3.21 Probability
the probability of a chance
explain the likelihood of the
A. Identify correct solutions
event is a number between
occurrence of various
to problems involving
0 and 1 that expresses the
events. State possibilities,
elementary notions of
likelihood of the event
make predictions and test
probability.
occurring. Larger numbers the predictions in practical
CMT.4.21 Probability
indicate greater likelihood. situations.
A. Identify correct solutions
A probability near 0
to problems involving
indicates an unlikely event, CT.3.4.3.6 Describe the
probability
of
an
outcome
elementary notions of
a probability around 1/2
as ___ out of ___ such as
probability.
indicates an event that is
three
out
of
five.
neither unlikely nor likely,
CMT.5-6.21 Probability
and a probability near 1
CT.4.4.3.5 Conduct
A. Identify correct solutions
indicates a likely event.
probability experiments and
to problems involving
express the probability
based on possible
outcomes. For example:
Eight out of ten tiles chosen
were red.
elementary notions of
probability and fairness.
B. Solve problems
involving elementary
notions of probability and
fairness, including
justifying solutions.
CT.5.4.3.6 Determine and
describe possible outcomes,
and express the likelihood
of events as a fraction.
Notes
The CCSS introduces and
develops understanding of
probability in Grade 7.
Understanding that
probability is expressed as a
number between 0 and 1 is
included in the Grades 3
through 7 CT standards and
is assessed on the Grades 4,
5, 6, 7 and 8 CMT.
Understanding that
probability indicates the
likelihood of an event
occurring is included in the
Grades 2 and 5 CT
standards and is assessed on
the Grades 3, 4, 5 and 6
CMT.
CMT.7-8.21 Probability
A. Identify correct solutions
to problems involving
elementary notions of
probability and fairness
expressed as fractions,
decimals or percents.
B. Solve problems
CT.6.4.3.7 Express
probabilities as fractions,
ratios, decimals and
percentages.
32
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
STATISTICS AND PROBABILITY
Investigate chance processes and develop, use, and evaluate probability models.
CCSS
CT Standard Match
District Correlation
CT Assessment
CT.7.4.3.9 Solve
involving elementary
probability problems in
notions of probability and
familiar contexts, including
fairness expressed as
simple events such as
fractions, decimals or
flipping a coin and
percents and justify
compound events such as
solutions.
flipping a coin and rolling a
number cube.
CC.7.SP.6 Approximate
CT.4.4.3.5 Conduct
CMT.7.21 Probability
the probability of a chance
probability experiments and
C. Solve problems
event by collecting data on express the probability
involving expected
the chance process that
based on possible
outcomes or predictions
produces it and observing
outcomes. For example:
and justify solutions.
its long-run relative
Eight out of ten tiles chosen
frequency, and predict the
were red.
CMT.8.21 Probability
approximate relative
C. Solve problems
frequency given the
CT.5.4.3.5 Design and
involving expected
probability. For example,
conduct probability
outcomes or predictions
when rolling a number cube experiments and simple
and justify solutions.
600 times, predict that a 3
games of chance to test
or 6 would be rolled
predictions about outcomes
Collecting data requires a
roughly 200 times, but
and fairness.
performance task and is not
probably not exactly 200
assessed on the CMT.
times.
CT.6.4.3.5 Investigate and
describe the relationship
between the number of
trials in an experiment and
the predicted outcomes.
Notes
Approximating the
probability of a chance
event by collecting data to
predict the approximate
relative frequency given the
probability is included in
the Grades 4 through 7 CT
standards and is assessed on
the Grades 7 and 8 CMT.
Collecting data requires a
performance task and is not
assessed on the CMT.
CT.6.4.3.6 Design and
conduct probability
experiments to test
33
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
STATISTICS AND PROBABILITY
Investigate chance processes and develop, use, and evaluate probability models.
CCSS
CT Standard Match
District Correlation
predictions about outcomes
and fairness.
CT Assessment
Notes
CT.7.4.3.7 Perform
experiments to determine
experimental probabilities.
CT.7.4.3.8 Compare and
contrast experimental
probability results to
theoretical probabilities in
writing.
34
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
STATISTICS AND PROBABILITY
Investigate chance processes and develop, use, and evaluate probability models.
CC.7.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.
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
CC.7.SP.7a Develop a
CT.7.4.3.6 Identifying all
Developing a uniform
CMT.8.21 Probability
uniform probability model
possible outcomes using
C. Solve problems
probability model by
by assigning equal
models, tree diagrams,
involving expected
assigning equal probability
probability to all outcomes, tables and/or organized lists
outcomes or predictions
to all outcomes and using
and use the model to
to determine theoretical
and justify solutions.
the model to determine
determine probabilities of
probabilities.
probabilities of events is
events. For example, if a
included in the Grade7 CT
student is selected at
CT.7.4.3.7 Perform
standards and is assessed on
random from a class, find
experiments to determine
the Grade 8 CMT.
the probability that Jane
experimental probabilities.
will be selected and the
probability that a girl will
CT.7.4.3.8 Compare and
be selected.
contrast experimental
probability results to
theoretical probabilities in
writing.
CC.7.SP.7b Develop a
CT.5.4.3.5 Design and
Developing a probability
Non-uniform probability is
probability model (which
conduct probability
model by observing
not included in CT
may not be uniform) by
experiments and simple
frequencies in data
standards.
observing frequencies in
games of chance to test
generated from a chance
data generated from a
predictions about outcomes
process requires a
Developing a probability
chance process. For
and fairness.
performance task and is not model by observing
example, find the
frequencies in data
assessed on the CMT.
approximate probability
CT.6.4.3.6 Design and
generated from a chance
that a spinning penny will
conduct probability
process requires a
land heads up or that a
experiments to test
performance task and is not
tossed paper cup will land
predictions about outcomes
assessed on the CMT.
open-end down. Do the
and fairness.
35
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
STATISTICS AND PROBABILITY
Investigate chance processes and develop, use, and evaluate probability models.
CC.7.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.
CCSS
CT Standard Match
District Correlation
CT Assessment
Notes
outcomes for the spinning
penny appear to be equally CT.7.4.3.7 Perform
likely based on the
experiments to determine
observed frequencies?
experimental probabilities.
CT.7.4.3.8 Compare and
contrast experimental
probability results to
theoretical probabilities in
writing.
36
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
STATISTICS AND PROBABILITY
Investigate chance processes and develop, use, and evaluate probability models.
CC.7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
CCSS
CT Standard Match
District Correlation
CT Assessment
CC.7.SP.8a Understand
CT.7.4.3.9 Solve
CMT.7-8.21 Probability
that, just as with simple
probability problems in
C. Solve problems
events, the probability of a familiar contexts, including
involving expected
compound event is the
simple events such as
outcomes or predictions
fraction of outcomes in the flipping a coin and
and justify solutions.
sample space for which the compound events such as
compound event occurs.
flipping a coin and rolling a
number cube.
CC.7.SP.8b Represent
sample spaces for
compound events using
methods such as organized
lists, tables and tree
diagrams. For an event
described in everyday
language (e.g., “rolling
double sixes”), identify the
outcomes in the sample
space which compose the
event.
CT.7.4.3.6 Identifying all
possible outcomes using
models, tree diagrams,
tables and/or organized lists
to determine theoretical
probabilities.
Notes
Compound events are
included in the Grade 7 CT
standards and are assessed
on the Grades 7 and 8 CMT.
CMT.7.24 Classification
and Logical Reasoning
A. Solve problems
involving the organization
of data.
B. Sort or classify objects,
and draw logical
conclusions from data
including Venn diagrams,
combinations, permutations
and transitive reasoning
questions.
CT.7.4.3.9 Solve
probability problems in
familiar contexts, including
simple events such as
flipping a coin and
compound events such as
flipping a coin and rolling a
number cube.
CMT.7.25 Mathematical
Applications
A. Solve extended
numerical, statistical and
spatial problems.
CMT.8.24 Classification
37
Connecticut State Department of Education
September 2010
Grade 7 Mathematics Crosswalk – CCSS to CT Standards
STATISTICS AND PROBABILITY
Investigate chance processes and develop, use, and evaluate probability models.
CC.7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
CCSS
CT Standard Match
District Correlation
CT Assessment
and Logical Reasoning
A. Solve problems
involving the organization
of data.
B. Sort or classify objects,
and draw logical
conclusions from data
including Venn diagrams,
combinations, permutations
and transitive reasoning
questions.
CC.7.SP.8c Design and use
a simulation to generate
frequencies for compound
events. For example, use
random digits as a
simulation tool to
approximate the answer to
the question: if 40% of
donors have type A blood,
what is the probability that
it will take at least 4 donors
to find one with type A
blood?
CT.7.4.3.7 Perform
experiments to determine
experimental probabilities.
Designing and using a
simulation to generate
frequencies requires a
performance task and is not
assessed on the CMT.
Notes
Designing and using a
simulation to generate
frequencies requires a
performance task and is not
assessed on the CMT.
38
Connecticut State Department of Education
September 2010