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Curriculum and Instruction – Mathematics
Quarter 2
Grade 7
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is
committed to these goals, as further described in our strategic plan, Destination2025. By 2025,
 80% of our students will graduate from high school college or career ready
 90% of students will graduate on time
 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The
Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness
is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in
mathematics instruction: focus, coherence and rigor.
Focus
• The Standards call for a greater focus in mathematics. Rather
than racing to cover topics in a mile-wide, inch-deep curriculum,
the Standards require us to significantly narrow and deepen the
way time and energy is spent in the math classroom. We focus
deeply on the major work of each grade so that students can
gain strong foundations: solid conceptual understanding, a high
degree of procedural skill and fluency, and the ability to apply the
math they know to solve problems inside and outside the math
classroom.
• For grades K–8, each grade's time spent in instruction must
meet or exceed the following percentages for the major work of
the grade.
• 85% or more time spent in instruction in each grade
Kindergarten, 1, and 2 align exclusively to the major work of
the grade.
• For grade 7, more than 65% of instructional time is spent on the
major focus standards.
• Supporting Content - informaiont that supports the
understanding and implementation of the major work of the
grade.
• Additional Content - content that does not explicitly connect to
the major work of the grade yet it is required for proficiency.
Major Content
Coherence
• Thinking across grades:
• The Standards are designed around coherent
progressions from grade to grade. Learning is carefully
connected across grades so that students can build new
understanding on to foundations built in previous years.
Each standard is not a new event, but an extension of
previous learning.
• Linking to major topics:
• Instead of allowing additional or supporting topics to
detract from the focus of the grade, these concepts serve
the grade level focus. For example, instead of data
displays as an end in themselves, they are an opportunity
to do grade-level word problems.
 Supporting Content
Rigor
• Conceptual understanding:
• The Standards call for conceptual understanding of key
concepts, such as place value and ratios. Students must
be able to access concepts from a number of
perspectives so that they are able to see math as more
than a set of mnemonics or discrete procedures.
• Procedural skill and fluency:
• The Standards call for speed and accuracy in calculation.
Students are given opportunities to practice core
functions such as single-digit multiplication so that they
have access to more complex concepts and procedures.
• Application:
• The Standards call for students to use math flexibly for
applications in problem-solving contexts. In content areas
outside of math, particularly science, students are given
the opportunity to use math to make meaning of and
access content.
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Additional Content
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Major Content
Curriculum and Instruction – Mathematics
Quarter 2
8. Look for and
express regularity
in repeated
reasoning
7. Look for and
make use of
structure
Grade 7
1. Make sense of
problems and
persevere in
solving them
2. Reason
abstractly and
quatitatively
Mathematical
Practices(MP)
6. Attend to
precision
3. Construct viable
arguments and
crituqe the
reasoning of
others
4. Model with
mathematics
5. Use appropriate
tools strategically
The Standards for Mathematical Practice describe varieties of expertise, habits of
minds and productive dispositions that mathematics educators at all levels should seek to
develop in their students. These practices rest on important National Council of Teachers
of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in
mathematics education. Throughout the year, students should continue to develop
proficiency with the eight Standards for Mathematical Practice.
This curriculum map is designed to help teachers make effective decisions about what
mathematical content to teach so that, ultimately our students, can reach Destination
2025. To reach our collective student achievement goals, we know that teachers must
change their practice so that it is in alignment with the three mathematics instructional
shifts.
Throughout this curriculum map, you will see resources as well as links to tasks that will
support you in ensuring that students are able to reach the demands of the standards in
your classroom. In addition to the resources embedded in the map, there are some highleverage resources around the content standards and mathematical practice standards
that teachers should consistently access:
The TN Mathematics Standards
The Tennessee Mathematics Standards:
Teachers can access the Tennessee State standards, which are featured
https://www.tn.gov/education/article/mathematics-standards
throughout this curriculum map and represent college and career ready
learning at reach respective grade level.
Standards for Mathematical Practice
Mathematical Practice Standards
Teachers can access the Mathematical Practice Standards, which are
https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view featured throughout this curriculum map. This link contains more a more
detailed explanation of each practice along with implications for instructions.
Major Content
 Supporting Content

Additional Content
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Major Content
Curriculum and Instruction – Mathematics
Quarter 2
Grade 7
Purpose of the Mathematics Curriculum Maps
This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready
(CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach
and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the
grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including sample questions, tasks and other planning tools.
Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching
for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with
colleagues to continuously improve practice and best meet the needs of their students.
The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional
practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of
the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, task, and needs (and
assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected-with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective
instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each
teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—highquality teaching and learning to grade-level specific standards, including purposeful support of literacy and language learning across the content areas.
Additional Instructional Support
Shelby County Schools adopted our current math textbooks for grades 6-58 in 2010-2011. The textbook adoption process at that time followed the requirements set
forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards; therefore,
the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief
State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of
conceptual knowledge development and application of these concepts), of our current materials.
The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still
incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and
external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.
Major Content
 Supporting Content
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Additional Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 7
How to Use the Mathematics Curriculum Maps
Overview
An overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the
students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide some non-summative assessment items.
Tennessee State Standards
The TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a
key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards that
supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teacher’s
responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.
Content
Teachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related
best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, etc.).
Support for the development of these lesson objectives can be found under the column titled ‘Content’. The enduring understandings will help clarify the “big picture”
of the standard. The essential questions break that picture down into smaller questions and the objectives provide specific outcomes for that standard(s). Best
practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.
Instructional Support and Resources
District and web-based resources have been provided in the Instructional Resources column. Throughout the map you will find instructional/performance tasks, iReady lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as
needed for content support and differentiation.
Major Content
 Supporting Content

Additional Content
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Major Content
Curriculum and Instruction – Mathematics
Quarter 2
Grade 7
Topics Addressed in Quarter
Properties of Operations
Equivalent Expressions
Problem Solving Using Positive and Negative Rational
Numbers
Construct Simple Equations & Inequalities
Overview
The topics in this quarter consolidate and expand upon students’ understanding of equivalent expressions as they apply the properties of operations to write
expressions in both standard form and in factored form (7.EE.1, 7.EE.2). This work prepares students for later work in 8th grade as they provide examples of and
solve linear equations (8.EE.7). Also during this quarter students will begin work on solving multi-step math problems posed with positive and negative rational
numbers in any form (7.EE.3), which sets the stage for using scientific notation, radical and integer exponents (8.EE.4). Students will conclude the quarter by using
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 (7.EE.4) which is a precursor to analyzing and solving simultaneous linear equations in 8th grade (8.EE.8).
Grade Level Standard
7.EE.1
Type of Rigor
Application
Foundational Standards
6.EE.3, 6.EE.4
7.EE.2
7.EE.3
Conceptual Understanding
Procedural Skill & Fluency
7.NS.3
7.EE.4
Procedural Skill & Fluency
6.EE.6, 6.EE.7, 6.EE.8
Major Content
 Supporting Content
Sample Assessment Items
TN Assessment Task: Fixing Up the Yard
7.EE.1-4
Learn Zillion Assessment: 7.EE.1, 2 & 4
Learn Zillion Assessment: 7.EE.3 &
7.NS.1-3
TN Assessment Task: Used Video Games
7.RP.2 & 7.EE.4
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Additional Content
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Major Content
Curriculum and Instruction – Mathematics
Quarter 2
Grade 7
Fluency
NCTM Position
Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to
transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is
more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar
procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used
procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.
The fluency standards for 7th grade listed below should be incorporated throughout your instruction over the course of the school year. Click Engage NY Fluency
Support to access exercises that can be used as a supplement in conjunction with building conceptual understanding.
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
7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers.
7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form.
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.
References:
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
https://www.engageny.org/
http://www.corestandards.org/
http://www.nctm.org/
http://achievethecore.org/
Major Content
 Supporting Content

Additional Content
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Major Content
Curriculum and Instruction – Mathematics
Quarter 2
TN STATE STANDARDS
Grade 7
CONTENT
INSTRUCTIONAL SUPPORT & RESOURCES
Algebraic Expressions
(Allow approximately 3 weeks for instruction, review and assessment)
Enduring Understandings:
Focus on Real-World Examples, Problem
Expressions can be written to represent
Solving and H.O.T. Exercises of the
scenarios in real life.
following book lessons.
Domain: Expressions and Equations
Cluster: Use properties of operations to
generate equivalent expressions
7.EE.A.1 Apply properties of operations as
strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.
7.EE.A.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
Essential Questions:
 How do algebraic representations relate and
compare to one another?
 How can you justify that multiple
representations in the context of a problem
are equivalent expressions?
Objectives:
 Students will represent mathematical
situations using algebraic symbols.
 Students will simplify and evaluate algebraic
expressions using arithmetic operations.
 Students will use properties of operations to
rewrite expressions.
Additional Information:
 Students are using what was learned, in 6th
grade, about using properties of operations
and combining like terms to write equivalent
expressions.
Example(s):
a + 0.05a = 1.05a means that “increase by
5%” is the same as “multiply by 1.05.”
Write an equivalent expression for 3(x + 5) – 2.
Solution:
3x + 15 – 2 Distribute the 3
3x + 13 Combine like terms
Write an equivalent expression for : 3x+12
Major Content
Vocabulary:
coefficient, like term, distributive property,
factor, expand, equivalent expression
Glencoe
1-1C Algebraic Expressions (p. 33-37)
1-1D Properties (p. 38-41)
Additional Lesson 6: Factor Linear
Expressions (p. 775-779)
Writing in Math:
Discuss the meanings of the words
commutative and associative in the real world
(commute, associate) and how they relate to
distributive.
Holt
1-6 Variables and Expression (p. 30-33)
1-7 Translating Words into Math (p. 34-37)
1-8 Simplifying Algebraic Expression (p. 3841)
Explain how the GCF is used to factor an
expression. Use the term Distributive Property
in your response.
Building Conceptual Understanding:
Common Core Teacher Book Investigation 2:
Equivalent Expressions
 Common Core Student Book
Investigation 2: Equivalent
Expressions
Graphic Organizer - Create a Frayer Model
booklet for term, product, factor, quotient and
coefficient. Frayer Model Example
Choose from the following resources and
use them to ensure that the intended
outcome and level of rigor (mainly
conceptual understanding and application)
of the standards are met.
Recommended Additional Lessons:
Engage NY Lesson: Writing Products as Sums
and Sums as Products 7.EE.1 & 2
Engage NY: Lesson 4 Writing Products as
Sums and Sums as Products
 Supporting Content
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Additional Content
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Major Content
Curriculum and Instruction – Mathematics
Quarter 2
TN STATE STANDARDS
Grade 7
CONTENT
INSTRUCTIONAL SUPPORT & RESOURCES
Students can factor: 3(x+4)
Students can also write an expression like x +
2x+7+5
 Students understand the reason for
rewriting an expression in terms of a
contextual situation.
Example(s):
XMart sells three varieties of a brand of bottle
detergent. Each variety is $4.75. A person
buys the Linen Fresh scented detergent and
the Fresh Rain scented version. Write an
expression that represents the total cost, T, of
the detergent if L represents the number of
Linen Fresh and R represents the number of
Fresh Rain.
Solution:
Students could find the cost of each variety of
detergent and then add to find the total.
T = 4.75L + 4.75Rc
Or students could recognize that multiplying
4.75 by the total number of bottles (regardless
of variety) will give the same total.
T = 4.75(L +R)
Domain: Expressions and Equations
Cluster: Solve real-life and mathematical
problems using numerical and algebraic
Engage NY: Lesson 6 Collecting Rational
Number Like Terms
Connected Math Lesson: Moving Straight
Ahead Investigation 3
Learn Zillion Lessons: Solving Equations
Tasks:
You must establish a free account to
access Edutoolbox.org resources.
TN Task: Fixing Up The Yard
TN Task: Shipping Rates
Math Shell: Fencing
Additional Resources:
Correlated iReady Lesson(s):
 Linear Expressions
 Equivalent Expressions
Solving Real-World Equations
(Allow approximately 3 weeks for instruction, review and assessment)
Enduring Understanding(s):
Focus on Real-World Examples, Problem
Solving and H.O.T. Exercises of the
 Algebraic solutions can be compared to
following book lessons.
arithmetic solutions to identify the sequence
Major Content
 Supporting Content

Vocabulary: one-step equations, two-step
equations, multiplicative inverse
Additional Content
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Major Content
Curriculum and Instruction – Mathematics
Quarter 2
TN STATE STANDARDS
Grade 7
CONTENT
expressions and equations.
7.EE.B.3 Solve multi-step real-life and
mathematical problems posed with positive
and negative rational numbers in any form
(whole numbers, fractions, and decimals),
using tools strategically. Apply properties of
operations to calculate with numbers in any
form; convert between forms as appropriate;
and assess the reasonableness of answers
using mental computation and estimation
strategies.
Standards that support coherence.
 7.NS.1 Apply and extend
previous understandings of addition
and subtraction to add and subtract
rational numbers.
 7.NS.2 Apply and extend previous
understandings of multiplication and
division and of fractions to multiply
and divide rational numbers.
 7.NS.3 Solve real-world and
mathematical problems involving the
four operations with rational numbers.
 7.RP.3 Use proportional
relationships to solve multistep ratio
and percent problems.
 7.RP.1 Compute unit rates
associated with ratios of fractions,
including ratios of lengths, areas and
other quantities measured in like or
different units.
(7.NS.A.1, 2 & 3 provide support for
7.EE.3 and call for students to apply
understandings of operations with
INSTRUCTIONAL SUPPORT & RESOURCES
of operations used in each approach.
 Mathematical properties using numbers
reveal appropriate methods to manipulate
values in algebraic expressions, equations,
and inequalities.
Essential Question(s):
 How can algebraic expressions and
equations be used to model, analyze and
solve mathematical situations?
Objective(s):
 Students will use commutative, associative,
distributive, identity, and inverse properties
to calculate with numbers in any form (whole
numbers, fractions and decimals).
 Students will solve multi-step real-life
problems posed with positive and negative
rational numbers in any form (whole
numbers, fractions, and decimals) using
tools strategically.
 Students will use mental computation and
estimation strategies to assess the
reasonableness of the answer.
Additional Information:
Launch a variety of problems for students to
develop comfort with estimation strategies.
Estimation strategies for calculations with
fractions and decimals extend from students’
work with whole number operations.
Students write an equation to model the
situation. Students explain how they
determined the properties of the real number
system that was used to find a solution. In
contextual problems, students define the
Major Content
Glencoe
4-1A Problem Investigation (Pg. 202 -203)
4-1D Solve One-step Equations(Pg. 208 –
211)
4-2B Solve One-step Multiplication and
Division Equations (Pg. 215-219)
4-2D Solve Equations with Rational
Coefficients (Pg. 221-226)
4-3B Solve Two-step Equations (Pg. 230-234)
4- 3D Solve Equations with Variables on Each
Side (Pg. 236-239)
Impact Math Unit J, Inv. 1-3 pp. 159-163
Holt
3-11 Solving Equations Containing Fractions
(p. 194-197)
12-1 Solving Two Equations (p. 696-699)
12-2 Solving Multi-Step Equations (p. 700-703)
12-3 Solving Equations with variables on Both
Sides (p. 704-707)
Building Conceptual Understanding:
Engage NY: Lesson 7 Understanding
Equations
Math Shell: Solving Equations
Writing in Math:
Students will use the CUBES method to solve
real-world and mathematical problems
involving the four operations with rational
numbers.
 C- Circle key words
 U- Underline the question
 B-Box any action words
 E- evaluate the problem
 S- solve and check
How do I apply the properties of operations to
solve equations?
How can I formulate and use different
strategies to solve one-and two-step realworld problems?
Have students partner using a Think-PairShare to discuss the following:
Suzanne thinks the following two expressions,
2(3a - 2) + 4a and 10a - 2 are equivalent
Is she correct? Explain why or why not?
Choose from the following resources and
use them to ensure that the intended
outcome and level of rigor (mainly
conceptual understanding and application)
of the standards are met.
Recommended Additional Lessons:
Math Shell Problem Solving Lesson: 7:EE.3
Learn Zillion Lessons: Solving Equations
 Supporting Content
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Additional Content
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Major Content
Curriculum and Instruction – Mathematics
Quarter 2
TN STATE STANDARDS
Grade 7
CONTENT
positive rational numbers to solve
real-world problems. For 7.EE.3 
students are expected to extend this
work to include calculating with
negative rational numbers. As with
7.NS.A.1-3, 7.RP.3 provides a
foundation for 7.EE.3 because
students are asked to extend their
knowledge of solving multi-step
percent problems to solving
problems such as percent increase,
which calls for converting percent to
decimals and vice versa, and for
students to convert numbers as
appropriate. 7.NS.A.3 and 7.RP.A.1
are closely connected because they
both deal with complex fractions.)
Domain: Expressions and Equations
Cluster: Solve real-life and mathematical
problems using numerical and algebraic
expressions and equations
 7.EE.B.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.
 7.EE.B.4a Solve word problems leading to
equations of the form px + q = r and p(x + q) =
r, where p, q, and r are specific rational
numbers. Solve equations of these forms
fluently. Compare an algebraic solution to an
arithmetic solution, identifying the sequence of
the operations used in each approach.
INSTRUCTIONAL SUPPORT & RESOURCES
variable and use appropriate units.
Tasks:
Illustrative Math: Discounted Books(EE.B.3)
Math Shell: Short Equation Tasks
Math Shell: Fencing Tasks
Additional Resources:
Math Station Activities: Refer to p. 14
Solving Equations
Solving Two-Step Equations
Correlated iReady Lesson:
 Problem Solving with Rational
Numbers
Solving Real-World Problems Using Equations and Inequalities
( Allow approximately 3 weeks for instruction, review and assessment)
Enduring Understanding(s):
The following lessons provide practice to
enhance procedural skill for solving
 Using variables permit writing expressions
equations and inequalities.
whose values are not known or vary under
different circumstances.
Glencoe
 Using variables permits representing
Additional Lessons Solve Equations and
varying quantities. This use of variables is
Inequalities 7-9 (p.780-790)
particularly important in studying
relationships between varying quantities.
4-1D Solve One-step Equations(Pg. 208 –
 Equations and inequalities are powerful
211)
tools for exploring, reasoning about, and
4-2B Solve One-step Multiplication and
representing situations.
Division Equations (Pg. 215-219)
 An inequality is another way to describe a
4- 2C-D Solve Equations with Rational
relationship between expressions; instead
Coefficients (Pg. 220-226)
of showing that the values of two
expressions are equal, inequalities indicate 4-3B Solve Two-step Equations (Pg. 230-234)
4- 3C Variables on Both Sides (Pg. 235)
that the value of one expression is greater
4- 3D Solve Equations with Variables on Each
than (or greater than or equal to) the value
Side (Pg. 236-239)
of the other expression.
Major Content
 Supporting Content

Vocabulary:
algebraic expression, numeric expression,
solution set
Writing in Math:
Have students write about how to define a
variable in the context of a problem.
Graphic Organizer(s):
Solving Inequalities Graphic Organizer
Solving Word Problems
Additional Content
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Major Content
Curriculum and Instruction – Mathematics
Quarter 2
TN STATE STANDARDS
Grade 7
CONTENT
 7.EE.B.4b Solve word problems leading to
inequalities of the form px + q>r or px + q<r,
where p, q, and r are specific rational
numbers. Graph the solution set of the
inequality and interpret it in the context of the
problem.
INSTRUCTIONAL SUPPORT & RESOURCES
Essential Question(s):
 How can you interpret the solutions for
equations and inequalities in the context of
the problem?
 How can you assess the reasonableness of
my answer?
Objective(s):
 Students will solve one-step equations and
inequalities using addition, subtraction,
multiplication and division.
 Students will solve two-step equations
using addition, subtraction, multiplication
and division.
 Students will solve multi-step equations
with variables on both sides of the equal
sign.
 Students will write and solve an equation or
inequality that models a situation.
 Students will graph the solution set of an
inequality.
Additional Information:
 Students write an equation or inequality to
model the situation. Students explain how
they determined whether to write an
equation or inequality and the properties of
the real number system that you used to
find a solution. In contextual problems,
students define the variable and use
appropriate units.
 Students should be provided plenty of
opportunities to explore inequalities such
as 1/2x +3 > 2 in order to solve and graph
their solution on a number line.
Major Content
4-4B Solve Inequalities by Addition or
Subtraction (p. 244-248)
4-4C Solve Inequalities by Multiplication or
Division (p. 249-253)
Impact Math Unit J, Inv. 4 pp. 164-166
Holt
12-1 Solving Two-Step Equations
12-2 Solving Multi-Step Equations
12-3 Solving Equations with variables on Both
Sides.
12-3A Extension Examine Solution Methods
Building Conceptual Understanding:
TN Task Arc: Investigating Inequalities
Engage NY Lesson: 7.EE.4a
Engage NY Lesson: 7.EE.4b
Math Shell: Solving Equations
Choose from the following resources and
use them to ensure that the intended
outcome and level of rigor (mainly
conceptual understanding and application)
of the standards are met.
Recommended Additional Lesson(s):
CMP: Variables and Patterns Investigation 1, 2
&3
CMP: Variables and Patterns Teacher Guide
CMP: Moving Straight Ahead Investigations 14
Moving Straight Ahead Teacher Resources
Learn Zillion Lessons: Solving Equations
Task(s):
You must establish a free account to
access Edutoolbox.org resources.
Illustrative Math: Drill Rig
 Supporting Content

Additional Content
Shelby County Schools
2016/2017 Revised 9/14/16
11 of 13
Major Content
Curriculum and Instruction – Mathematics
Quarter 2
TN STATE STANDARDS
Grade 7
CONTENT
INSTRUCTIONAL SUPPORT & RESOURCES
Example(s):
Amy had $26 dollars to spend on school
supplies. After buying 10 pens, she had
$14.30 left. How much did each pen cost
including tax?
Solution:
x = number of pens
26 = 14.30 + 10x
Solving for x gives $1.17 for each pen.
Steven has $25 dollars to spend. He spent
$10.81, including tax, to buy a new DVD. He
needs to save $10.00 but he wants to buy a
snack. If peanuts cost $0.38 per package
including tax, what is the maximum number of
packages that Steven can buy?
Solution:
x = number of packages of peanuts
25 ≥ 10.81 + 10.00 + 0.38x
x = 11.03 Steven can buy 11 packages of
peanuts
Illustrative Math: Gotham City Taxis
Illustrative Math: Bookstore Account
Math Shell: Short Equation Tasks
Math Shell: Fencing Tasks
TN eReader Sales(EE.B.4)
TN Fixing Up the Yard(EE.B.4)
TN Holiday Party(EE.B.4)
TN Scuba Dive(EE.B.4)
TN Shipping Rates(EE.B.3&4)
TN Used Video Games
Additional Resources:
Math Station Activities: p. 88
Solving Two-Step Equations
Correlated iReady Lesson(s):
 Using Equations to Solve Problems
 Problem Solving with Equations
 Problem Solving with Inequalities
Solve -0.5x – 5 < -1.5 and graph the solution
on a number line. Solution: x > -7
Major Content
 Supporting Content

Additional Content
Shelby County Schools
2016/2017 Revised 9/14/16
12 of 13
Major Content
Curriculum and Instruction – Mathematics
Quarter 2
Grade 7
RESOURCE TOOLBOX
NWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources
will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)
https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.
Textbook Resources
www.myhrw.com
www.connected.mcgraw-hill.com
Calculator
Texas Instruments Education
CASIO Activities
Tennessee State Standards
Tennessee’s State Mathematics Standards
TN Core
The Mathematics Common Core Toolbox
TN Mathematics Curriculum Center
http://www.edutoolbox.org
Videos
Khan Academy
Interactive Manipulatives:
National Library of Virtual Manipulatives
Additional Sites:
http://www.Learn Zillion.com
http://www.betterlessons.com
http://www.insidemathematics.org
Major Content
Other
Grade 7 Flip Book
(This book contains valuable resources that help develop the intent, the understanding and the
implementation of the state standards)
 Supporting Content

Additional Content
Shelby County Schools
2016/2017 Revised 9/14/16
13 of 13
Major Content