Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
PLAINFIELD CENTRAL SCHOOL PLAINFIELD, CT Mission of Plainfield Central School The mission of Plainfield Central School is to promote academic excellence and personal development. In conjunction with rigorous instruction and high expectations, we will work collaboratively with families and the community for our students to develop skills necessary to succeed in college or career choice, challenging them to become life-long learners and responsible, productive citizens. Course Title: 7th Grade Math Description of the Course: In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples. 1. Students extend their understanding of ratios and develop understanding of proportionality to solve single- and multi-step problems. Students use their understanding of ratios and proportionality to solve a wide variety of percent problems, including those involving discounts, interest, taxes, tips, and percent increase or decrease. Students solve problems about scale drawings by relating corresponding lengths between the objects or by using the fact that relationships of lengths within an object are preserved in similar objects. Students graph proportional relationships and understand the unit rate informally as a measure of the steepness of the related line, called the slope. They distinguish proportional relationships from other relationships. 2. Students develop a unified understanding of number, recognizing fractions, decimals (that have a finite or a repeating decimal representation), and percents as different representations of rational numbers. Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers. They use the arithmetic of rational numbers as they formulate expressions and equations in one variable and use these equations to solve problems. 3. Students continue their work with area from Grade 6, solving problems involving the area and circumference of a circle and surface area of three-dimensional objects. In preparation for work on congruence and similarity in Grade 8 they reason about relationships among two-dimensional figures using Revised January, 2013 scale drawings and informal geometric constructions, and they gain familiarity with the relationships between angles formed by intersecting lines. Students work with three-dimensional figures, relating them to two-dimensional figures by examining cross-sections. They solve real-world and mathematical problems involving area, surface area, and volume of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms. 4. Students build on their previous work with single data distributions to compare two data distributions and address questions about differences between populations. They begin informal work with random sampling to generate data sets and learn about the importance of representative samples for drawing inferences. Grade 7 Overview o Ratios and Proportional Relationships Analyze proportional relationships and use them to solve real-world and mathematical problems. o The Number System Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. o Expressions and Equations Use properties of operations to generate equivalent expressions. o Solve real-life and mathematical problems using numerical and algebraic expressions and equations. o Geometry Draw, construct and describe geometrical figures and describe the relationships between them. o Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. o Statistics and Probability Use random sampling to draw inferences about a population. o Draw informal comparative inferences about two populations. o Investigate chance processes and develop, use, and evaluate probability models. Revised January, 2013 PLAINFIELD CENTRAL SCHOOL Mathematics Program Philosophy The Mathematics Department will work within the School Mission Statement to provide students at all levels with a foundation in the basic skills necessary for the continuation of their education and/or the job market. We offer a variety of courses to insure that all students have an opportunity to become mathematically literate, have an equal opportunity to learn, and become informed citizens capable of understanding issues in a technological society. Revised January, 2013 PLAINFIELD CENTRAL SCHOOL Mathematics Department: Student Learning Expectations Students enrolled in 7th Grade Math at Plainfield Central School will: Identify, describe, extend, analyze and generalize patterns. Use numbers, symbolic notation and arithmetic operations to model, transform, simplify and solve problems efficiently. Describe and classify relationships and functions and use the classifications to derive models that have practical real-world applications. Explore and understand the effects of parameter changes on any function and its various representations. Conjecture about the relationships among quantities and measures to describe correlations, summarize data sets, estimate and make predictions, including extrapolation and interpolation of data. Make connections among all branches of mathematics, including measurement, geometry and statistics. Explore and deepen their understanding of new and long-standing mathematical concepts and applications of algebra using technology. Use critical thinking skills to select appropriate strategies to solve problems. Appreciate and apply math as an essential tool for making informed decisions to benefit the community. Work efficiently as a cooperative member of a team in order to communicate math concepts. Evaluate their individual learning process to grow personally and professionally to succeed in college or a chosen profession. Revised January, 2013 After completion of 7th Grade Math, students will be able to answer the following essential questions: Expressions & Equations What are the properties of operations? How do you translate real world problems to algebraic expressions? What is the difference between a rational and irrational number? What is the Distributive Property? Geometry How do you describe triangles? Statistics & Probability How do you solve problems using formulas? How do you explain real world problems using statistics? How do you interpret data from statistical representations? How do you predict future probabilities based on data? What is the constant of proportionality? How do you use formulas to solve proportional relationships? Ratios & Proportional Relationships How do you apply properties to solve rational numbers problems? How can a negative symbol be written in a fraction? How do you multiply and divide rational numbers? The Number System 1. How can you use numbers and symbols to represent mathematical ideas? 2. What happens when you add, subtract, multiply and divide integers? 3. What happens when you add, subtract, multiply and divide rational numbers? 4. Why is it useful to write numbers in different ways? 5. How can you identify and represent proportional relationships? 6. How are equations and inequalities used to describe and solve multistep problems? 7. How are two dimensional figures used to solve problems using three dimensional figures? Revised January, 2013 PLAINFIELD CENTRAL SCHOOL Curriculum Framework: 7th Grade Math Course Objectives: Analyze proportional relationships and use them to solve real world and mathematical problems. Apply and extend previous understandings of operations with fractions to add, subtract, multiply and divide rational numbers. Use properties of operations to generate equivalent expressions. Solve real life and mathematical problems using numerical and algebraic expressions and equations. Draw, construct, and describe geometrical figures and the relationships between them. Solve real life mathematical problems involving angle measure, area, surface area and volume. Use random sampling to draw inferences about population. Draw informal comparative inferences about two populations. Investigate chance processes and develop, use and evaluate probability models. Knowledge: Students will know: Addition, Subtraction, Multiplication and Division of positive and negative numbers (begin with integers and extend to rational number) Equivalent Forms Opposite Quantities and Additive Inverses Absolute Value Properties of Operations and distributive properties Mental Computation and Estimation Strategies Equivalent forms of rational numbers and expressions Terminating and Repeating Decimals Formulas of area of circle, circumference of circle Relationship between circumference and area of a circle Geometric conditions (points, line segments, angles, parallelism, congruence, and perpendicularity.) Plane sections of three-dimensional figures Angle relationships (Supplementary, Complementary, Vertical and Adjacent) Revised January, 2013 Area (Triangles, Quadrilaterals, Polygons) Volume (Cubes, Right prisms) Surface Area (Cubes, Right prisms) Simple equations and Simple Inequalities (form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers) Algebraic solution and arithmetic solution Solution set of an inequality Linear expressions in different forms Quantities in a problem are related Statistics, population, representative Sample (representative/valid, random) Measures of center and variability and Data distribution Mean absolute deviation Probability model (uniform and not uniform) probabilities Probability of a chance event and relative frequency Tables Skills: Students will be able to: Add, Subtract, Multiply and Divide rational numbers Show and apply absolute value Solve by applying properties of operations to calculate, convert between equivalent forms and assess reasonableness of answers Use mental computation and estimation strategies Solve multi-step problems by applying properties of operations to calculate, convert between equivalent forms of rational numbers, understand the relationship between equivalent forms of an expression Know/Develop formulas and solve using formulas Give/Derive informally the relationship between circumference and area of a circle Draw/Construct geometric shapes with given conditions Use ruler, protractor, technology Describe two-dimensional figures that result from plane sections of threedimensional figures Write/Solve problems using equations to find an unknown angle in a figure Construct simple equations and inequalities Solve simple equations and inequalities Compare solutions Graph and interpret inequality Factor and expand linear expressions with rational coefficients Write an expression in different forms Understand/use statistics Examine, generalize, and determine concepts about a sample of a population Use measures of center and measures of variability for numerical data from random samples Revised January, 2013 Draw informal comparative inferences Use data from a random sample and draw inferences about a population Express/calculate the difference between the centers of two numerical data distributions as a multiple of a measure of variability – mean absolute deviation Develop/Use a uniform or not uniformed probability model Find probabilities of simple events and probability of compound events Compare probabilities from a model to observed frequencies Understand probability of a chance event is a number between 0 and 1 Understand probability of a compound event is the fraction of outcomes in the sample space Revised January, 2013 PLAINFIELD CENTRAL SCHOOL COURSE PACING GUIDE Course Title: 7th Grade Math Unit 1 Curriculum Content Algebraic Reasoning Operations and Properties Order of Operations Timeline Resources/Technology Learning Activities/ Instructional Strategies Holt McDougal Mathematics Grade 7 Real World ConnectionsWillis Tower page 31 Calculator Study Guide –page 34 Properties of Numbers Assessments/ Rubrics Class Participation Class Preparedness Homework Teacher instruction Focus on Problem Solving Quizzes Games Tests Algebraic Thinking Group Work Variables and Algebraic Expressions Student Demonstrations Self-assessment Projects Guided Practice Chapter Test page 37 Translating Words into Math Projects Peer to Peer tutoring Simplifying Algebraic Expressions Standardized Test Prep page 40 Individual work Revised January, 2013 PLAINFIELD CENTRAL SCHOOL COURSE PACING GUIDE Course Title: 7th Grade Math Curriculum Content Timeline Unit 2 Integers and Rational Numbers Integers Resources/Technology Holt McDougal Mathematics Grade 7 Integers Learning Activities/ Instructional Strategies Real World ConnectionsAmphibians and Reptiles of Arizona Calculator Assessments/ Rubrics Class Participation Class Preparedness Adding Integers Study Guide –page 90 Additive Inverse and Absolute Value Teacher instruction Homework Quizzes Games Subtracting Integers Tests Group Work Multiplying and Dividing Integers Solving Equations Containing Integers Rational Numbers Equivalent Fractions and Decimals Self-assessment Student Demonstrations Projects Guided Practice Chapter Test page 93 Projects Peer to Peer tutoring Standardized Test Prep page 94 Individual work Comparing and Ordering Rational Numbers Revised January, 2013 PLAINFIELD CENTRAL SCHOOL COURSE PACING GUIDE Course Title: 7th Grade Math Unit 3 Curriculum Content Applying Rational Numbers Decimal Operations and Applications Adding and Subtracting Decimals Multiplying Decimals Dividing Decimals Solving Equations Containing Decimals Fraction Operations and Applications Adding and Subtracting Fractions Multiplying Fractions and Mixed Numbers Dividing Fractions and Mixed Numbers Timeline Resources/Technology Holt McDougal Mathematics Grade 7 Learning Activities/ Instructional Strategies Real World ConnectionsCivil Rights in Education Heritage Trail Supplemental Materials Assessments/ Rubrics Class Participation Class Preparedness Study Guide –page 138 Homework Teacher instruction Quizzes Games Tests Group Work Self-assessment Student Demonstrations Projects Guided Practice Projects Peer to Peer tutoring Chapter Test page 141 Standardized Test Prep page 144 Individual work Solving Equations Containing Fractions Revised January, 2013 PLAINFIELD CENTRAL SCHOOL COURSE PACING GUIDE Course Title: 7th Grade Math Curriculum Content Timeline Unit 4 Proportional Relationships Ratios, Rates and Proportions Resources/Technology Learning Activities/ Instructional Strategies Assessments/ Rubrics Holt McDougal Mathematics Grade 7 Teacher instruction Class Participation Games Class Preparedness Group Work Homework Student Demonstrations Quizzes Guided Practice Tests Projects Self-assessment Peer to Peer tutoring Projects Individual work Chapter Test page 187 Rates Identifying and Writing Proportions Supplemental Materials Solving Proportions Proportions in Geometry Similar Figures and Proportions Using Similar Figures Scale Drawings and Scale Models Standardized Test Prep page 188 Revised January, 2013 PLAINFIELD CENTRAL SCHOOL COURSE PACING GUIDE Course Title: 7th Grade Math Curriculum Unit 5 Content Graphs Graphs Resources/Technology Learning Activities/ Instructional Strategies Assessments/ Rubrics Holt McDougal Mathematics Grade 7 Teacher instruction Class Participation Games Class Preparedness Interpreting Graphs Group Work Homework Graphs of Linear Equations Student Demonstrations Quizzes Guided Practice Tests Projects Self-assessment Peer to Peer tutoring Projects Individual work Chapter Test page 223 The Coordinate Plane Timeline Supplemental Materials Graph Proportional Relationships Slope and Rates of Change Direct Variation Standardized Test Prep page 226 Revised January, 2013 PLAINFIELD CENTRAL SCHOOL COURSE PACING GUIDE Course Title: 7th Grade Math Curriculum Unit 6 Content Percents Fractions, Decimals and Percents Learning Activities/ Instructional Strategies Assessments/ Rubrics Holt McDougal Mathematics Grade 7 Teacher instruction Class Participation Supplemental Materials Games Class Preparedness Group Work Homework Using Properties with Rational Numbers Student Demonstrations Quizzes Guided Practice Tests Applying Percents Projects Self-assessment Percent of Change Peer to Peer tutoring Projects Applications of Percents Individual work Chapter Test page 267 Estimating with Percents Simple Interest Timeline Resources/Technology Standardized Test Prep page 268 Revised January, 2013 PLAINFIELD CENTRAL SCHOOL COURSE PACING GUIDE Course Title: 7th Grade Math Curriculum Content Timeline Unit 7 Collecting, Displaying, and Analyzing Data Resources/Technology Learning Activities/ Instructional Strategies Assessments/ Rubrics Organizing and Displaying Data Holt McDougal Mathematics Grade 7 Teacher instruction Class Participation Mean, Median, Mode and Range Supplemental Materials Games Class Preparedness Group Work Homework Student Demonstrations Quizzes Guided Practice Tests Projects Self-assessment Peer to Peer tutoring Projects Individual work Chapter Test page 301 Box-and-Whisker Plots Populations and Samples Standardized Test Prep page 304 Revised January, 2013 PLAINFIELD CENTRAL SCHOOL COURSE PACING GUIDE Course Title: 7th Grade Math Unit 8 Curriculum Content Timeline Geometric Figures Resources/Technology Learning Activities/ Instructional Strategies Assessments/ Rubrics Holt McDougal Mathematics Grade 7 Teacher instruction Class Participation Games Class Preparedness Classifying Angles Group Work Homework Line and Angle Relationships Student Demonstrations Quizzes Guided Practice Tests Projects Self-assessment Peer to Peer tutoring Projects Individual work Chapter Test page 351 Lines and Angles Building blocks of Geometry Supplemental Materials Congruent Figures Angles in Polygons Congruent Figures Standardized Test Prep page 352 Revised January, 2013 PLAINFIELD CENTRAL SCHOOL COURSE PACING GUIDE Course Title: 7th Grade Math Unit 9 Curriculum Content Timeline Resources/Technology Learning Activities/ Instructional Strategies Assessments/ Rubrics Measurement and Geometry Holt McDougal Mathematics Grade 7 Teacher instruction Class Participation Games Class Preparedness Group Work Homework Area of Circles Student Demonstrations Quizzes Area of Irregular Figures Guided Practice Tests Projects Self-assessment Peer to Peer tutoring Projects Individual work Chapter Test page 399 Perimeter, Circumference, and Area Perimeter and Circumference Volume and Surface Area Intro to ThreeDimensional Figures Cross Sections Supplemental Materials Standardized Test Prep page 400 Volume of Prisms and Cylinders Surface Area of Prisms and Cylinders Revised January, 2013 PLAINFIELD CENTRAL SCHOOL COURSE PACING GUIDE Course Title: 7th Grade Math Unit 10 Curriculum Content Timeline Probability Resources/Technology Learning Activities/ Instructional Strategies Assessments/ Rubrics Introduction to Probability Holt McDougal Mathematics Grade 7 Teacher instruction Class Participation Probability Supplemental Materials Games Class Preparedness Experimental Probability Group Work Homework Sample Spaces Student Demonstrations Quizzes Theoretical Probability Guided Practice Tests Making Predictions Projects Self-assessment Applications of Probability Peer to Peer tutoring Projects Individual work Chapter Test page 457 Probability of Independent and Dependent events Standardized Test Prep page 460 Combinations Permutations Probability of Compound Events Revised January, 2013 PLAINFIELD CENTRAL SCHOOL COURSE PACING GUIDE Course Title: 7th Grade Math Curriculum Content Timeline Unit 11 Multi-Step Equations and Inequalities Learning Activities/ Instructional Strategies Assessments/ Rubrics Holt McDougal Mathematics Grade 7 Teacher instruction Class Participation Supplemental Materials Games Class Preparedness Group Work Homework Solving Equations with Variables on Both Sides Student Demonstrations Quizzes Guided Practice Tests Examine Solution Methods Projects Self-assessment Peer to Peer tutoring Projects Individual work Chapter Test page 507 Multi-Step Equations Solving Two-Step Equations Solving Multi-Step Equations Inequalities Solving Inequalities by Adding or Subtracting Solving Inequalities by Multiplying and Dividing Resources/Technology Standardized Test Prep page 508 Solving Multi-Step Inequalities Revised January, 2013 Unit One Standards Common Core Algebraic Reasoning CCSS.Math.Content.7.NS.A.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.Math.Content.7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. CCSS.Math.Content.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. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” Revised January, 2013 Unit Two Standards Common Core Integers and Rational Numbers CCSS.Math.Content.7.NS.A.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.Math.Content.7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations 1 with rational numbers. CCSS.Math.Content.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. Revised January, 2013 Unit Three Standards Common Core Applying Rational Numbers CCSS.Math.Content.7.NS.A.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.Math.Content.7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. CCSS.Math.Content.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. Revised January, 2013 Standards Common Core Unit Four Proportional Relationships CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities. o CCSS.Math.Content.7.RP.A.2a Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. o CCSS.Math.Content.7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. o CCSS.Math.Content.7.RP.A.2c Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. o CCSS.Math.Content.7.RP.A.2d Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Revised January, 2013 Unit Five Standards Common Core Graphs CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the 1/2 complex fraction /1/4 miles per hour, equivalently 2 miles per hour. CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities. CCSS.Math.Content.7.RP.A.2a Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. CCSS.Math.Content.7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. CCSS.Math.Content.7.RP.A.2c Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. CCSS.Math.Content.7.RP.A.2d Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Revised January, 2013 Unit Six Standards Common Core Percents CCSS.Math.Content.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. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” CCSS.Math.Content.7.EE.B.3 Solve multi-step reallife 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. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Revised January, 2013 Unit Seven Collecting, Displaying, and Analyzing Data Standards Common Core CCSS.Math.Content.7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. CCSS.Math.Content.7.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. 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 randomly sampled survey data. Gauge how far off the estimate or prediction might be. CCSS.Math.Content.7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm 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. CCSS.Math.Content.7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventhgrade science book are generally longer than the words in a chapter of a fourth-grade science book. CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Revised January, 2013 Unit Eight Standards Common Core Geometric Figures CCSS.Math.Content.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. CCSS.Math.Content.7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Revised January, 2013 Unit Nine Standards Common Core Measurement and Geometry CCSS.Math.Content.7.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. CCSS.Math.Content.7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Revised January, 2013 Unit Ten Standards Common Core Probability CCSS.Math.Content.7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. CCSS.Math.Content.7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. CCSS.Math.Content.7.SP.C.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.Math.Content.7.SP.C.7a Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. CCSS.Math.Content.7.SP.C.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? CCSS.Math.Content.7.SP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. CCSS.Math.Content.7.SP.C.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. CCSS.Math.Content.7.SP.C.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. CCSS.Math.Content.7.SP.C.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? Revised January, 2013 Unit Eleven Measurement and Geometry Standards Common Core CCSS.Math.Content.7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. CCSS.Math.Content.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. CCSS.Math.Content.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. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? CCSS.Math.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. 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. Revised January, 2013