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7th Grade Math Curriculum Guide
7-1-2014
Common Core Mathematical Practices
“Describe varieties of expertise that math educators should seek to develop and engage in their
students…. emphasize a combination of procedure and understanding.
Developed from (a) NCTM Process Standards of problem solving, reasoning and proof,
communication, representation, and connections- (b) National Research Council’s research on
adaptive reasoning, strategic competence, and conceptual understanding, procedural fluency
1. Make sense of problems and persevere in solving them – Math proficient students should
have the capacity to check their answers to problems using different methods and to ask,
Does this make sense? ….Understand other approaches and to see correspondences between
different approaches.
2. Reason abstractly and quantitatively – Emphasizes two complimentary abilities… the ability
to decontextualize (move toward abstraction) and to contextualize (move toward
symbolization)
3. Construct viable arguments and critique the reasoning of others – Listen and read the
arguments of others, decide if they make sense and ask questions to clarify how they can
improve an argument
4. Model with mathematics – Students can apply the mathematics that they know to solve
problems in everyday life.
5. Use appropriate tools strategically –Use of tools such as pencil and paper, concrete models, a
ruler, a protractor, a calculator, a spreadsheet, mathematical software packages
7th Grade Math Curriculum Guide
7-1-2014
6. Attend to precision – Demonstrate the ability to communicate precisely with each other
7. Look for and make use of structure – Students will be able to discern patterns or structure in
mathematical situations
8. Look for and express regularly in repeated reasoning – Students will recognize mathematical
repetition and for general methods and shortcuts in their problem solving methods
7th Grade Math Curriculum Guide
7-1-2014
Common Core K-12 Anchor Standards for Mathematics
K
1
2
3
4
5
6
7
8
Operations and
Algebraic Thinking
Operations and
Algebraic Thinking
Operations and
Algebraic Thinking
Operations and
Algebraic Thinking
Operations and
Algebraic Thinking
Operations and
Algebraic Thinking
Ratios and
Proportional
Relationships
Ratios and
Proportional
Relationships
The Number System
Number and
Operations in Base Ten
Number and
Operations in Base
Ten
Number and
Operations in
Base Ten
Number and
Operations in Base
Ten
Number and
Operations in Base
Ten
Number and
Operations in Base
Ten
The Number
System
The Number
System
Expressions and
Equations
Measurement and
Data
Measurement and
Data
Measurement and
Data
Measurement and
Data
Measurement and
Data
Measurement and
Data
Expressions and
Equations
Expressions and
Equations
Functions
Numbers and
Operations Fractions
Numbers and
Operations Fractions
Numbers and
Operations Fractions
Statistics and
Probability
Statistics and
Probability
Statistics and
Probability
Geometry
Geometry
Geometry
Geometry
Geometry
Geometry
Counting and
Cardinality
Geometry
Geometry
Geometry
High School
High School
High School
High School
High School
Number and Quantity Overview
Algebra
Functions
Geometry
Statistics and Probability
The Real Number System
Seeing Structure in Expressions
Interpreting Functions
Congruence
Interpreting Categorical and Quantitative Data
Quantitities
Arithmetic with Polynomials and
Rational Functions
Building Functions
Similiarity, Right Triangles, and
Trigonometry
Making Inferences and Justifying Conclusions
The Complex Number System
Creating Equations
Linear, Quadratic, and Exponential
Models
Circles
Conditional Probability and the Rules of
Probability
Vector and Matrix Quantities
Reasoning with Equations and
Inequalities
Trigonometric Functions
Geometric Measurement and
Dimension
Using Probability to Make Decisions
Modeling with Geometry
7th Grade Math Curriculum Guide
7-1-2014
Common Core Standards and Seventh Grade Mathematics – Mendota Elementary School District #289
Units of Study Correlated with CCSS
P-Priority Standard
S-Supporting Standard
1
Rational
Numbers
2
Expresions
and
Equations
3
Ratios and
Proportional
Relationships
4
Percents and
Proportional
Relationships
5
Inferences
6
Probability
7
Geometry
and
Construction
Essential Outcomes
8
Geometry:
Area,
Volume,
Surface Area,
Scale
Ratio and Proportional Relationships
(RP)
Essential Outcome 1
Students will analyze proportional relationships
and use them to solve real world and mathematical
problems
p
p
p
p
p
p
p
p
p
p
Target 7.RP 1.0 Compute unit rates associated with ratios
of fractions, including ratios of lengths, areas of other
quantities measured in the like or different units.
Target 7.RP 2.0 Recognize and represent proportional
relationships between quantities
a.
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
b. Identify the constant of proportionality (unit
rate) in tables, graphs, equations, diagrams, and
verbal descriptions of proportional relationships
c.
Represent proportional relationships by
equations
d. 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
Target 7.RP 3.0 Use proportional relationships to solve
multistep ratio and percent problems.
The Number System (NS)
Essential Outcome 2
Students will apply and extend previous
7th Grade Math Curriculum Guide
7-1-2014
understandings of operations with fractions
to add, subtract, multiply, and divide rational
numbers
P
P
P
P
P
P
P
P
Target 7 NS 1.0 Apply and extend previous understandings
of addition and subtraction to add and to subtract rational
numbers: represent addition and subtraction on a
horizontal or vertical number line diagram
a.
Describe situations in which opposite quantities
combine to make 0
b. Understand p+q as the number located a
distance {q} from p, in the positive or negative
direction depending on whether q is positive or
negative. Show that a number and its opposite
have a sum of 0 (are additive inverses). Intepret
sums of rational numbers by describing real
world contexts
c.
Understand subtraction of rational numbers as
adding the additive inverse, p-q + (-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.
d. Apply properties of operations as strategies to
add and subtract rational numbers
Target 7 NS 2.0 Apply and extend previous understandings
of multiplication and division and of fractions to multiply
and divide rational numbers
a.
Understand that multiplication is extended from
fractions to rational numbers by requiring that
operations continue to satisfy the properties of
operations, particularly the distributive property,
leading to products such as (-1) (-1) =1 and the
rules for multiplying signed numbers. Interpret
products of rational numbers by describing real
world contexts
b. Understand that integer can be divided,
provided that the divisor is not zero, and every
quotient of integers (with non-zero divisor) is a
rational number. If p and q are integers, then –
(p/q) = (-p)/q = p/(-q). Interpret quotients of
rational numbers by describing real world
contexts
c.
Apply properties of operations as strategies to
multiply and divide rational numbers
d. Convert a rational number to a decimal using
long division: know that the decimal form of a
7th Grade Math Curriculum Guide
7-1-2014
rational number terminates in 0’s or eventually
repeats.
Target NS 3.0 Solve real world and mathematical problems
involving the four operations with rational numbers
P
Expressions and Equations (EE)
Essential Outcome 3
Students will use properties of operations to
generate equivalent expressions
Target 7.EE 1.0 Apply properties of operations as strategies
to add, subtract, factor, and expand linear expressions with
rational coefficients
Target 7.EE 2.0 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.
P
P
Essential Outcome 4
Students will solve real life and mathematical
problems using numerical an algebraic
expressions and equations
P
p
P
P
P
Target 7 EE 3.0 Solve multi step real-life 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
Target 7 EE 4.0 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.
a.
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
b. Solve word problems leading to inequalities of
the form px +qr 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.
Geometry (G)
7th Grade Math Curriculum Guide
7-1-2014
Essential Outcome 5
Students will draw, construct, and describe
geometrical figures and describe the
relationships between them
p
p
p
p
p
p
Target 7 G.1.0 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
Target 7 G.2.0 Draw (freehand, with ruler and proptractor,
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
Target 7 G 3.0 Describe the two-dimensional figures that
result from slicing three dimensional figures as in plane
sections of right rectangular prisms and right rectangular
pyramids
Essential Outcome 6
Students will solve real-life and mathematical
problems involving angle measure area,
surface area, and volume
p
p
p
p
p
p
p
p
Target 7.G.4.0 Know the formulas for the area and
circumference of a circle and use them to solve a problems”
give informal derivation of the relationship between the
circumference and the area of a circle
Target 7 G 5.0 Use facts about supplementary,
complementary, vertical, and adjacent angles in multi step
problem to write and to solve simple equations for an
unknown angle in a figure
Target 7 G 6.0 Solve real world and mathematical problems
involving area, volume and surface area of two and three
dimensional objects composed of triangles, quadrilaterals,
polygons, cubes, and right prisms
Statistics and Probability
Essential Outcome 7
Students will use random sampling to draw
inferences about a population
p
p
Target 7.SP 1.0 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
7th Grade Math Curriculum Guide
7-1-2014
p
p
to produce representative samples and support valid
inferences
Target 7.SP 2.0 Use data from a random sample to draw
inferences about a population with an unknown
characteristic of interest. Generate multiple samples of the
same size to gauge the variation in estimates or predictions
Essential Outcome 8
Students will draw informal comparative inferences
about two populations
p
p
Target 7 SP 3.0 Informally assess the degree of visual
overlap of two numerical data distributions with similar
variability’s, measuring the difference between the centers
by expressing it as multiple of a measure of variability
p
p
Target 7 SP 4.0 Use measures of center and measures of
variability for numerical data from random samples to draw
informal comparative inferences about two populations
Essential Outcome 9
Students will investigate chance processes and
develop, use, and evaluate probability models
p
p
p
p
p
p
Target 7 SP 5.0 Understand that the probability of 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 ) indicates and
unlikely event, a probability around ½ indicates an event
that is neither unlikely nor likely, and a probability near 1
indicates a likely event
Target 7 SP 6.0 Approximate the probability of a chance
event by collecting data on the chance process that
produces it and observing it long run relative frequency,
and predict the approximate relative frequency given the
probability
Target 7 SP 7.0 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
a.
Develop a uniform probability model by
assigning equal probability to all outcomes, and
use the model to determine probabilities of
events
b. Develop a probability model (which may not be
uniform) by observing frequencies in data
generated from a chance process
Target 7 SP 8.0 Find probabilities of compound events using
organized lists, tables, tree diagrams, and simulations
7th Grade Math Curriculum Guide
7-1-2014
p
a.
p
b.
p
c.
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
Represent sample spaces for compound events
using methods such as organized lists, tables,
and tree diagrams. For an event described in
everyday language identify the outcomes in the
sample space which compose the event
Design and use a simulation to generate
frequencies for compound events
7th Grade Math Curriculum Guide
7-1-2014
Operations with Rational
Numbers
Targets/Standards
Expressions and
Equations
Targets/Standards
Ratios and Proportional
Relationships
Targets/Standards
Percents and Proportional
Relationships
Targets/Standards
Inferences
7.NS.1a
7.NS.1b
7.NS.1c
7.NS.1d
7.NS.2a
7.NS.2c
7.NS.2d
7.NS.3
7.EE.1
7.EE.2
7.EE.3
7.EE.4a
7.EE.4b
7.EE.5
7.EE.6
7.RP.1
7.RP.2a
7.RP.2b
7.RP.2c
7.RP.2d
7.RP.3
7.G.1
7.RP.1
7.RP.2
7.RP.3
7.SP.1
7.SP.2
7.SP.3
7.SP.4
Pacing 4-5 Weeks
Pacing 6-8 Weeks
Pacing 2-3 Weeks
Pacing 3-4 Weeks
Pacing 2-3 weeks
Probability
Geometry: Classification
and Construction
Targets/Standards
Geometry: Area, Volume,
Surface Area, Scale
Targets/Standards
Unit Name/Topic
Unit Name/Topic
Targets/Standards
Targets/Standards
7.G.1
7.G.2
7.G.3
7.G.4
7.G.5
7.G.6
7.G.1
7.G.2
7.G.3
7.G.4
7.G.5
7.G.6
7.EE.4
7.EE.5?
7.EE.6?
Pacing 3-4 Weeks
Pacing 3-4 Weeks
Targets/Standards
7.SP.1
7.SP.2
7.SP.3
7.SP.4
7.SP.5
7.SP.6
7.SP.7.a
7.SP.7.b
7.SP.8
7.SP.8.a
7.SP.8.b
7.SP.8.c
Targets/Standards
7th Grade Math Curriculum Guide
Pacing 4-5 Weeks
7-1-2014
7th Grade Math Curriculum Guide
Unit Names
#1
Operations
with Rational
Numbers
Chapters
Pacing
FourFive
Weeks
7-1-2014
Assessment Targets
Target 7 NS 1.0 Apply and extend previous understandings of addition and subtraction to add and to subtract
rational numbers: represent addition and subtraction on a horizontal or vertical number line diagram
7.NS.1a Describe situations in which opposite quantities combine to make 0
7.NS.1b Understand p+q as the number located a distance {q} from p, in the positive or negative direction
depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive
inverses). Intepret sums of rational numbers by describing real world contexts
Target 7.NS 1c Understand subtraction of rational numbers as adding the additive inverse, p-q + (-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.
7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers
Target 7 NS 2.0 Apply and extend previous understandings of multiplication and division and of fractions to
multiply and divide rational numbers
7.NS.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations
continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (1) (-1) =1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real
world contexts
Target NS 2c Apply properties of operations as strategies to multiply and divide rational numbers
Target NS.2dConvert a rational number to a decimal using long division: know that the decimal form of a rational
number terminates in 0’s or eventually repeats.
Target NS 3.0 Solve real world and mathematical problems involving the four operations with rational numbers
#2
Expressions
and Equations
Six-Eight
Weeks
Target 7.EE 1.0 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions
with rational coefficients
Target 7.EE 2.0 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.
Target 7 EE 3.0 Solve multi step real-life 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.
Essential Questions
Big Ideas
7th Grade Math Curriculum Guide
7-1-2014
Target 7 EE 4.0 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.
Target 7.EE. 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
Target 7.EE 4b Solve word problems leading to inequalities of the form px +qr 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.
Target 7 EE 5.0 Use facts about supplementary, complementary, vertical, and adjacent angles in multi step
problem to write and to solve simple equations for an unknown angle in a figure
Target 7 EE 6.0 Solve real world and mathematical problems involving area, volume and surface area of two and
three dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms
#3
Ratios and
Proportional
Relationships
TwoThree
Weeks
Target 7.RP 1.0 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas of other
quantities measured in the like or different units.
Target 7.RP 2.0 Recognize and represent proportional relationships between quantities
Target 7.RP.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
Target 7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal
descriptions of proportional relationships
Target 7.RP.2c Represent proportional relationships by equations
Target 7.RP.2adExplain 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
Target 7.RP 3.0 Use proportional relationships to solve multistep ratio and percent problems.
Target 7 G.1.0 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
#4
Percents and
Proportional
Relationships
ThreeFour
Weeks
Target 7.RP 1.0 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas of other
quantities measured in the like or different units.
Target 7.RP 2.0 Recognize and represent proportional relationships between quantities
Target 7.RP 3.0 Use proportional relationships to solve multistep ratio and percent problems.
7th Grade Math Curriculum Guide
#5
Inferences
TwoThree
Weeks
7-1-2014
Target 7.SP 1.0 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
Target 7.SP 2.0 Use data from a random sample to draw inferences about a population with an unknown
characteristic of interest. Generate multiple samples of the same size to gauge the variation in estimates or
predictions
Target 7 SP 3.0 Informally assess the degree of visual overlap of two numerical data distributions with similar
variability’s, measuring the difference between the centers by expressing it as multiple of a measure of variability
Target 7 SP 4.0 Use measures of center and measures of variability for numerical data from random samples to
draw informal comparative inferences about two populations
#6
Probability
FourFive
Weeks
Target 7.SP 1.0 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
Target 7.SP 2.0 Use data from a random sample to draw inferences about a population with an unknown
characteristic of interest. Generate multiple samples of the same size to gauge the variation in estimates or
predictions
Target 7 SP 3.0 Informally assess the degree of visual overlap of two numerical data distributions with similar
variability’s, measuring the difference between the centers by expressing it as multiple of a measure of variability
Target 7 SP 4.0 Use measures of center and measures of variability for numerical data from random samples to
draw informal comparative inferences about two populations
Target 7 SP 5.0 Understand that the probability of 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 ) indicates and
unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1
indicates a likely event
Target 7 SP 6.0 Approximate the probability of a chance event by collecting data on the chance process that
produces it and observing it long run relative frequency, and predict the approximate relative frequency given the
probability
Target 7 SP 7.0 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
Target 7.SP.7a Develop a uniform probability model by assigning equal probability to all outcomes, and use the
7th Grade Math Curriculum Guide
7-1-2014
model to determine probabilities of events
Target 7.SP.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated
from a chance process
Target 7 SP 8.0 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulations
Target 7.SP.8aUnderstand 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
Target 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 identify the outcomes in the sample space which
compose the event
Target 7.SP.8c Design and use a simulation to generate frequencies for compound events.
#7
Geometry:
Classification
and
Construction
ThreeFour
Weeks
Target 7 G.1.0 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
Target 7 G.2.0 Draw (freehand, with ruler and proptractor, 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
Target 7 G 3.0 Describe the two-dimensional figures that result from slicing three dimensional figures as in plane
sections of right rectangular prisms and right rectangular pyramids
Target 7.G.4.0 Know the formulas for the area and circumference of a circle and use them to solve a problems” give
informal derivation of the relationship between the circumference and the area of a circle
Target 7 G 5.0 Use facts about supplementary, complementary, vertical, and adjacent angles in multi step problem
to write and to solve simple equations for an unknown angle in a figure
Target 7 G 6.0 Solve real world and mathematical problems involving area, volume and surface area of two and
three dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms
#8
Geometry:
Area, Volume,
Surface Area,
Scale
ThreeFour
Weeks
Target 7 G.1.0 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
Target 7 G.2.0 Draw (freehand, with ruler and proptractor, 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
Target 7 G 3.0 Describe the two-dimensional figures that result from slicing three dimensional figures as in plane
sections of right rectangular prisms and right rectangular pyramids
7th Grade Math Curriculum Guide
7-1-2014
Target 7.G.4.0 Know the formulas for the area and circumference of a circle and use them to solve a problems” give
informal derivation of the relationship between the circumference and the area of a circle
Target 7 G 5.0 Use facts about supplementary, complementary, vertical, and adjacent angles in multi step problem
to write and to solve simple equations for an unknown angle in a figure
Target 7 G 6.0 Solve real world and mathematical problems involving area, volume and surface area of two and
three dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms
Target 7 EE 4.0 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.5?
7.EE.6?
Unit
Operations with Rational Numbers
Expressions and Equations
Ratios and Proportional Relationships
Percents and Proportional Relationships
Operations with Rational Numbers
Inferences
Probability
Geometry: Classification and Construction
Geometry: Area, Volume, Surface Area, Scale
Front Loaded Vocabulary
7th Grade Math Curriculum Guide
7-1-2014
Assessment Worksheet
Assessment (Objective-Performance Task): Describe the objective or performance assessment as it will be presented to the
students. If performance based, include the rubric with levels of performance for each of the targeted criteria and a description of
what they will produce or perform. Include an engaging scenario (situation, challenge, role, audience, performance / product) that
focuses the student attention on why they are completing the performance tasks. In addition, provide brief descriptions of four
scaffolded common assessments that will be integrated into the lessons.
Linking Performance Assessment Tasks and Unit Assessments:
Pre-Test
Task 1
Task 2
Task 3
Task 4
Post Test
(Formative)
Recognize
Interpret
Apply
Evaluate
(Summative)
List
Summarize
Model
Justify
Describe
Compare
Analyze
Create
Progress Monitoring Target Checks
Unit
Number
Assessment
Type
Pre-Assessment Description and Post Assessment Description
“Describe the assessment(s) as it will be presented to the students. If a performance based
assessment, include the Rubric with levels of performance for each of the criteria.”
Formative Assessments Tasks (Target
Checks) that will be used during
instruction to check student learning–
Task #1, Task #2, Task #3, Task #4
Selected
Response
Pre-Assessment – Students will complete a fifteen question selected response assessment based on the
unit targets.
Constructed
Response
Post Assessment – Students will complete an objective assessment that includes multiple choice, T/F,
and short written responses.
Task #1 – List the steps in the process
Task #2-Compare the two processes
Performance
Assessment
Task #3- Apply the process in a lab setting
Task #4- Evaluate the data generated from the
lab experience
7th Grade Math Curriculum Guide
#1
#2
#3
#4
#5
#6
#7
#8
#9
#10
7-1-2014