Download First Quarter Sisseton Middle School Curriculum Map

First Quarter Sisseton Middle School Curriculum Map
Grade: 7
Subject: Intervention Math (Deb Thompson)
Content Standards
Learning Targets
Assessments
7.S.1.1. (Comprehension) Students are able to
find the mean, median, mode, and range of a set of
numbers.
Define, discuss, and understand the meanings of
the vocabulary words: Mean, Median, Mode, and
Range.
From a set of data:
1. Calculate (find) the mean.
2. Calculate (find) the median.
3. Find the mode.
4. Calculate (find) the range.
Achievement Series
Forms A & B
Mean: # 4, 6
Median: #5, 7
Mode: #1
Range: #2, 3
7.S.1.2. (Application) Students are able to display
data, using frequency tables, line plots, stem-andleaf plots, and make predictions from data displayed
in a graph.
Define, discuss, and understand the meanings of
the vocabulary words: Frequency Table, Stemand Leaf Plot, Line Plot.
Display (represent) data, using frequency tables,
line plots, stem-and-leaf plots, and make
predictions from data displayed in a graph.
Achievement Series
Forms A & B
Frequency Table: # 1, 5
Stem-and-Leaf Plot: #2, 4
Line Plot: # 3, 6
Define, discuss, and understand the meanings of
the vocabulary words: Sample Space and Specific
outcome.
Given the possible outcome of an event (sample
space),write (find) the probability of a specific
outcome as a decimal, fraction, and percent.
Achievement Series
Forms A & B
Probability written as percent: #1, 3
Probability written as decimal: #2
Probability written as fraction: # 4, 5, 6
STATISTICS AND PROBABILITY
Indicator 1: Use statistical models to gather,
analyze, and display data to draw conclusions.
Indicator 2: Apply the concepts of probability to
predict events/outcomes and solve problems.
7.S.2.1. (Comprehension) Students are able, given
a sample space, to find the probability of a specific
outcome.
GEOMETRY
Indicator 1: Use deductive and inductive reasoning
to recognize and apply properties of geometric
properties.
7.G.1.1. (Application) Students are able to
identify, describe, and classify polygons having up
to 10 sides.
Define, discuss, and understand the meanings of
the vocabulary words: Polygon, Triangle,
Quadrilateral, Pentagon, Hexagon, Heptagon,
Octagon, Nonagon, Decagon.
Identify/name/classify a polygon with up to 10
sides.
Explain (describe) the relationships among
quadrilaterals.
Explain (describe) the relationships among
different types of triangles.
Achievement Series
Forms A & B
Polygons: #1, 2, 3, 4, 5
Relationships among quadrilaterals: #6,7
Relationships among triangles: #8, 9, 10
Second Quarter Sisseton Middle School Curriculum Map
Grade: 7
Content Standards
Subject: Intervention Math (Deb Thompson)
Learning Targets
Assessments
Name and classify (identify) and explain
(describe) the definitions of:
Achievement Series
GEOMETRY
(CONTINUED FROM 1ST QUARTER)
Indicator 1: Use deductive and inductive reasoning
to recognize and apply properties of geometric
figures.
7.G.1.2. (Knowledge) Students are able to identify
and describe elements of geometric figures.
Forms A & B
Altitude of a polygon.
Altitude # 2, 10, 14, 19, 21
Midpoint of a line segment.
Midpoint # 1, 9, 15
Bisector of an angle or a line segment.
Bisector # 4, 11, 17, 18, 20, 22
Radius of a circle.
Radius # 5, 7, 8
Diameter of a circle.
Diameter # 3, 13
Chord of a circle.
Chord # 6, 12, 16
Indicator 2: Use properties of geometric figures to
solve problems from a variety of perspectives.
7.G.2.1. (Application) Students are able to
demonstrate ways that shapes can be transformed.
Determine (demonstrate) if a shape/picture has
been:
Achievement Series
Translated (transformation).
Forms A & B
Reflected (transformation).
Translation #3, 5
Rotated (transformation).
Reflection # 6, 7
Rotation # 1, 2, 4, 8
NUMBER SENSE
Indicator 1: Analyze the structural characteristics
of the real number system and its various
subsystems. Analyze the concept of value,
magnitude, and relative magnitude of real numbers.
7.N.1.1. (Comprehension) Students are able to
represent numbers in a variety of forms by
describing, ordering, and comparing integers,
decimals, percents, and fractions.
Represent (write) numbers in a variety of forms by
describing (representing a situation in the correct
number form), ordering, and comparing
(determining if a number is greater than, less than,
or equal to another number) integers, decimals,
percents, and fractions.
Achievement Series
Forms A & B
Integers # 6, 7, 8, 10
7.N.1.2. (Application) Students are able to find
and use common multiples and factors of whole
numbers.
Ratio # 3, 4
Converting and Comparing #1, 2, 5, 9
Find (determine) and use (apply) common
multiples and factors of whole numbers.
Use divisibility rules for 2, 3, 4, 5, 6, 9, and 10.
Achievement Series
Forms A & B
Indicator 2: Apply number operations with real
numbers and other number systems.
Common multiples/LCM # 3, 5, 6, 9, 13, 14
Factors #2, 4, 8, 10
Divisibility rules # 1, 7, 11, 12
7.N.2.1. (Application) Students are able to add,
subtract, multiply, and divide integers and positive
fractions.
Add, subtract, multiply and divide integers and
positive fractions.
Achievement Series
Forms A & B
Integers (add./subt.) # 8, 9, 10, 19, 20, 21
Integers (mult./div.) # 1, 2, 3, 4, 5, 6, 7
Pos. Fractions (add./subt.) # 11, 12, 15, 16, 24, 25
Pos. Fractions (mult./div.) # 13, 14, 17, 18, 22, 23
Third Quarter Sisseton Middle School Curriculum Map
Grade: 7
Content Standards
Subject: Intervention Math (Deb Thompson)
Learning Targets
Assessments
Apply (use) estimation, guess and check, make a
table or organized list, work a simpler problem, look
far a pattern, (strategies) to find the solution for
(solve) one-step and two-step problems involving
positive fractions and integers.
Achievement Series
NUMBER SENSE
(CONTINUED FROM 2ND QUARTER)
Indicator 3: Develop conjectures, predictions, or
estimations to solve problems and verify or justify
the results.
7.N.3.1. (Application) Students are able to use
various strategies to solve one and two step
problems involving positive fractions and integers.
Forms A & B
Positive fractions #1, 2, 3, 5, 6, 8, 10, 11, 13
Integers # 4, 7, 9, 12, 14, 15
ALGEBRA
Indicator 1: Use procedures to transform algebraic
expressions.
7.A.1.1. (Application) Students are able to write
and evaluate algebraic expressions using the set of
whole numbers.
Write algebraic expressions from words.
Find the value of (evaluate) an algebraic
expression using a given value.
Achievement Series
Use the order of operations on the set of whole
numbers.
Forms A & B
Value/Alg. Expression # 1, 2, 3, 7, 8
Expressions/words # 4, 5, 6, 9, 10, 11, 12, 13
7.A.1.2. (Knowledge) Students are able to identify
associative, commutative, distributive, and identity
properties involving algebraic expressions.
Identify (recognize) associative, commutative,
distributive, and identity properties involving
algebraic expressions.
Achievement Series
Forms A & B
Assoc. Property # 9, 10, 11, 12
Comm. Property # 1, 2, 3, 4
Dist. Property # 13, 14, 15, 16
Identity property # 5, 6, 7, 8
Indicator 2: Use a variety of algebraic concepts
and methods to solve equations and inequalities.
7.A.2.1. (Application) Students are able to write
and solve one-step 1st degree equations, with one
variable, using the set of integers and inequalities,
Translate (write) words into equations.
with one variable, using the set of whole numbers.
Translate (write) words into inequalities.
Find the solution (solve) using inverse operations
for one-step equations involving integers.
Find the solution (solve) using inverse operations
for one-step inequalities involving whole
numbers.
Achievement Series
Forms A & B
One-step equations # 1, 2, 3, 4, 5, 6, 8, 9, 15, 18, 19
Indicator 3: Interpret and develop mathematical
models.
7.A.3.1. (Application) Students are able to identify
and graph ordered pairs on a coordinate plane and
inequalities on a number line.
Solving inequalities # 7, 10, 11, 12, 13, 14, 16, 17
Name the coordinates of a given point in any and
all of the quarters (quadrants) of a coordinate
plane.
Given an ordered pair, locate the point in all of
the quarters of the coordinate plane and be able to
graph in any quadrant.
Graph an inequality on a number line.
Achievement Series
Forms A & B
Coordinate Plane # 49, 50, 51, 52, 53, 54, 55, 58,
61, 62
Inequalities (Graph) # 56, 57, 59, 60
Fourth Quarter Sisseton Middle School Curriculum Map
Grade: 7
Content Standards
Subject: Intervention Math (Deb Thompson)
Learning Targets
Assessments
Set up and solve multi-step problems involving
Better Buy and Unit Rate.
Achievement Series
ALGEBRA
(CONTINUED FROM 3RD QUARTER)
Indicator 3: Interpret and develop mathematical
models.
7.A.3.2. (Application) Students are able to model
and solve multi-step problems involving rates.
Forms A & B
Better Buy:
Unit Rates # 1, 2, 3, 7, 8, 9, 10
Example:
Better Buy #4, 5, 6
Which represents the least expensive price per
candy bar?
a. 3 candy bars for $1.00.
b. 4 candy bars for $1.50.
c. 5 candy bars for $2.00.
d. 6 candy bars for $2.50.
Unit Rates:
Example:
Tell which rate is greater:
Fred rollerblades 4 miles in 32 minutes. Eden
rollerblades 2 miles in 18 minutes.
Indicator 4: Describe and use properties and
behaviors of relations, functions, and inverses.
7.A.4.1. (Application) Students are able to
recognize one-step patterns using tables, graphs, and
models and create one-step algebraic expressions
representing the pattern.
Look at a chart (table), scatter plot (graph), or
expression (model) and:
1. Identify (recognize) a one-step (one-operation)
pattern.
Achievement Series
2. Write (create) a combination (algebraic
expression) of numbers, letters (variables) and
operations.
One-Step Pattern: # 1, 2, 3, 4, 5, 6
3. Write (create) an algebraic expression.
Forms A & B
Arithmetic and Geometric Sequencing: # 7, 8, 9,
10.11. 12
Algebraic Expression: # 13, 14, 15, 16, 17, 18, 19,
20, 25, 26, 27, 28
Scatter plots: # 21, 22, 23, 24
MEASUREMENT
Indicator 1: Apply measurement concepts in
practical applications.
Measure (use) length, capacity, and mass in the
metric system.
7.M.1.1. (Comprehension) Students are to select,
use, and convert appropriate units of measurement
for a situation including capacity and angle
measurement.
Achievement Series
Measure (use) length, capacity, and weight in the
U.S. customary system.
Forms A & B
Angle Measurement: #1, 4, 5
Measure (use) angles less than or equal to 180
degrees to the nearest degree.
Metric measurement: # 2, 3, 6
Convert within the metric system for kilo-thru
milli-.
Labels: # 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18,
19, 20, 24
Convert within the U.S. customary system for
capacity, weight, and length.
U.S. customary measurement: # 21, 22, 23
Choose the correct unit to label length, capacity, and
mass in the metric system and U.S. customary
system.
U.S. customary conversion: #25, 27, 29, 31, 33, 34
Metric conversion: # 26, 28, 30, 32, 35, 36, 37, 38,
39, 40, 41
Find (calculate) the perimeter for parallelograms,
triangles, and trapezoids.
Achievement Series
7.M.1.2. (Comprehension) Students, when given
the formulas, are able to find circumference,
perimeter, and area of circles, parallelograms,
triangles, and trapezoids (whole number
measurements).
When given the formula, find (calculate) the area
for: circles, parallelograms, triangles, and
trapezoids.
Estimate the area of an irregular shape by using
what is known about area and perimeter.
Use the correct unit to label perimeter,
circumference, and area.
Forms A & B
Area of irregular shapes: # 1, 2, 3, 6, 7
Perimeter: # 4, 5, 11, 12, 15, 16, 17, 18, 19, 20, 27
Area: # 8, 9, 10, 14, 23, 24, 25, 26, 28, 29, 30, 31,
32, 33, 34
Circumference: # 13, 21, 22