Download August - Pikeville Independent Schools

PIKEVILLE INDEPENDENT SCHOOLS
“Every Child, Every Day”
2013-2014 __Geometry, Measurement, Probability & Statistics____________
School Calendar
August 2011
8 9
Days
1-2
Topic
Unit 1: Statistics & Probability
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13
14
15
16
3-7
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20
21
22
23
8-12
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Mathematics Course 3 Prentice Hall
Connected Mathematics 2 What Do You Expect?
Smart Exchange
LTF Materials (Pre-AP materials)
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
Mathematics Course 3 Prentice Hall
Connected Mathematics 2 What Do You Expect?
Smart Exchange
LTF Materials (Pre-AP materials)
Identify measures of central tendency (mean, median, and mode) in a
data distribution.
Identify measures of variation including upper quartile, lower quartile,
upper extreme-maximum, lower extreme-minimum, range,
interquartile range, and mean absolute deviation (i.e. box-and-whisker
plots, line plot, dot plots, etc.).
Find measures of central tendency (mean, median, and mode) and
measures of variability (range, quartile, etc.).
Compare two numerical data distributions on a graph by visually
comparing data displays, and assessing the degree of visual overlap.
Compare the differences in the measure of central tendency in two
numerical data distributions by measuring the difference between the
centers and expressing it as a multiple of a measure of variability.
Analyze and interpret data using measures of central tendency and
variability.
Draw informal comparative inferences about two populations from
random samples.
Draw informal comparitve inferences about two
populations
7.SP.3,4
19
Resources/ Assessments
Getting started. Classroom procedures, rules, expectations. Diagnostic
testing.
Draw informal comparitve inferences about two
populations
7.SP.3,4
12
Long Range Plans—Grade_7__
Identify measures of central tendency (mean, median, and mode) in a
data distribution.
Identify measures of variation including upper quartile, lower quartile,
upper extreme-maximum, lower extreme-minimum, range,
interquartile range, and mean absolute deviation (i.e. box-and-whisker
plots, line plot, dot plots, etc.).
Find measures of central tendency (mean, median, and mode) and
measures of variability (range, quartile, etc.).
Compare two numerical data distributions on a graph by visually
comparing data displays, and assessing the degree of visual overlap.
Compare the differences in the measure of central tendency in two
numerical data distributions by measuring the difference between the
centers and expressing it as a multiple of a measure of variability.
Analyze and interpret data using measures of central tendency and
Page 1 of 2
2013-2014
PIKEVILLE INDEPENDENT SCHOOLS
variability.
Draw informal comparative inferences about two populations from random
samples.
Draw informal comparitve inferences about two
populations
7.SP.3,4; 8.SP.1,2,4
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26
27
28
29
30
13-17
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
Identify measures of central tendency (mean, median, and mode) in a
data distribution.
Identify measures of variation including upper quartile, lower quartile,
upper extreme-maximum, lower extreme-minimum, range,
interquartile range, and mean absolute deviation (i.e. box-and-whisker
plots, line plot, dot plots, etc.).
Find measures of central tendency (mean, median, and mode) and
measures of variability (range, quartile, etc.).
Compare two numerical data distributions on a graph by visually
comparing data displays, and assessing the degree of visual overlap.
Compare the differences in the measure of central tendency in two
numerical data distributions by measuring the difference between the
centers and expressing it as a multiple of a measure of variability.
Analyze and interpret data using measures of central tendency and
variability.
Draw informal comparative inferences about two populations from
random samples.





Mathematics Course 3 Prentice Hall
Connected Mathematics 2 What Do You Expect?
Smart Exchange
LTF Materials (Pre-AP materials)
CIITS Question Bank





Mathematics Course 3 Prentice Hall
Connected Mathematics 2 What Do You Expect?
Smart Exchange
LTF Materials (Pre-AP materials)
CIITS Question Bank





Mathematics Course 3 Prentice Hall
Connected Mathematics 2 What Do You Expect?
Smart Exchange
LTF Materials (Pre-AP materials)
CIITS Question Bank
September
Draw informal comparitve inferences about two
populations
8.SP.1,2,4
X
3
4
5
6
18-21
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9
10
11
12
13
22-26
Construct and interpret scatter plots for bivariate data
Anaylze patterns of association between two quantities
Identify and Describe patterns such as clustering, outliers, positive or
negative association, linear or nonlinear association
Construct and interpret a two-way table summarizing data on two
categorical variables collected from the same subjects
Calculate relative frequencies to describe possible associations between
two variables
Informally fit a straight line to a scatterplot with linear association
Use random sampling to draw inferences about a
population
7.SP.1,2
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
Identify measures of central tendency (mean, median, and mode) in a
data distribution.
Identify measures of variation including upper quartile, lower quartile,
upper extreme-maximum, lower extreme-minimum, range,
Page 2 of 2
2013-2014
PIKEVILLE INDEPENDENT SCHOOLS
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interquartile range, and mean absolute deviation (i.e. box-and-whisker
plots, line plot, dot plots, etc.).
Find measures of central tendency (mean, median, and mode) and
measures of variability (range, quartile, etc.).
Make generalizations about a population from a representative sample
using random sampling
Draw inferences about a population with an unknown characteris of
interest
Generate multiple samples of the same size to gauge the variation in
estimates or predictions
Identify data that could have been skewed due to the collection
techniques or data analysis.
Use random sampling to draw inferences about a
population
7.SP.1,2
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16
17
18
19
20
27-31

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

Identify measures of central tendency (mean, median, and mode) in a
data distribution.
Identify measures of variation including upper quartile, lower quartile,
upper extreme-maximum, lower extreme-minimum, range,
interquartile range, and mean absolute deviation (i.e. box-and-whisker
plots, line plot, dot plots, etc.).
Find measures of central tendency (mean, median, and mode) and
measures of variability (range, quartile, etc.).
Make generalizations about a population from a representative sample
using random sampling
Draw inferences about a population with an unknown characteris of
interest
Generate multiple samples of the same size to gauge the variation in
estimates or predictions
Identify data that could have been skewed due to the collection
techniques or data analysis.
Use random sampling to draw inferences about a
population
7.SP.1,2
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23
24
25
26
27
32-36
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
Identify measures of central tendency (mean, median, and mode) in a
data distribution.
Identify measures of variation including upper quartile, lower quartile,
upper extreme-maximum, lower extreme-minimum, range,
interquartile range, and mean absolute deviation (i.e. box-and-whisker
plots, line plot, dot plots, etc.).
Find measures of central tendency (mean, median, and mode) and
measures of variability (range, quartile, etc.).
Make generalizations about a population from a representative sample
using random sampling
Draw inferences about a population with an unknown characteris of
Page 3 of 2
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


Mathematics Course 3 Prentice Hall
Connected Mathematics 2 What Do You Expect?
Smart Exchange
LTF Materials (Pre-AP materials)
CIITS Question Bank





Mathematics Course 3 Prentice Hall
Connected Mathematics 2 What Do You Expect?
Smart Exchange
LTF Materials (Pre-AP materials)
CIITS Question Bank
2013-2014
PIKEVILLE INDEPENDENT SCHOOLS


30
interest
Generate multiple samples of the same size to gauge the variation in
estimates or predictions
Identify data that could have been skewed due to the collection
techniques or data analysis.
37
October
Use random sampling to draw inferences about a
population
7.SP.1,2

7
1
2
X
X
38-39
8
9
10
11
40-44
Identify measures of central tendency (mean, median, and mode) in a
data distribution.

Identify measures of variation including upper quartile, lower quartile,
upper extreme-maximum, lower extreme-minimum, range,
interquartile range, and mean absolute deviation (i.e. box-and-whisker
plots, line plot, dot plots, etc.).

Find measures of central tendency (mean, median, and mode) and
measures of variability (range, quartile, etc.).

Make generalizations about a population from a representative sample
using random sampling

Draw inferences about a population with an unknown characteris of
interest

Generate multiple samples of the same size to gauge the variation in
estimates or predictions
Identify data that could have been skewed due to the collection techniques
or data analysis.
1st Nine Weeks Comprehensive Exam
Unit 2 Statistics & Probability
Investigate chance processes and develop, use, and
evaluate probability models.
7.SP.5,6,7,8
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14
15
16
17
18
45-49
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






Mathematics Course 3 Prentice Hall
Connected Mathematics 2 What Do You Expect?
Smart Exchange
LTF Materials (Pre-AP materials)
CIITS Question Bank




Mathematics Course 3 Prentice Hall
Connected Mathematics 2 What Do You Expect?
Smart Exchange
CIITS Question Bank
Know that probability is expressed as a number between 0 and 1.
Know that a random event with a probability of ½ is equally likely to
happen
Know that as probability moves closer to 1 it is increasingly likely to
happen
Know that as probability moves closer to 0 it is decreasingly likely to
happen
Determine relative frequency (experimental probability) is the number
of times an outcome occurs divided by the total number of times the
experiment is completed
Recognize uniform (equally likely) probability.
Use models to determine the probability of events
Page 4 of 2
2013-2014
PIKEVILLE INDEPENDENT SCHOOLS
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Draw conclusions to determine that a greater likelihood occurs as the
number of favorable outcomes approaches the total number of
outcomes.
Determine the relationship between experimental and theoretical
probabilities by using the law of large numbers
Predict the relative frequency (experimental probability) of an event
based on the (theoretical) probability
Develop a uniform probability model and use it to determine the
probability of each outcome/event.
Develop a probability model (which may not be uniform) by observing
frequencies in data generated from a chance process.
Analyze a probability model and justify why it is uniform or explain the
discrepancy if it is not.
Investigate chance processes and develop, use, and
evaluate probability models.
7.SP.5,6,7,8
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21
22
23
24
25
50-54
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


Know that probability is expressed as a number between 0 and 1.
Know that a random event with a probability of ½ is equally likely to
happen
Know that as probability moves closer to 1 it is increasingly likely to
happen
Know that as probability moves closer to 0 it is decreasingly likely to
happen
Determine relative frequency (experimental probability) is the number
of times an outcome occurs divided by the total number of times the
experiment is completed
Recognize uniform (equally likely) probability.
Use models to determine the probability of events
Draw conclusions to determine that a greater likelihood occurs as the
number of favorable outcomes approaches the total number of
outcomes.
Determine the relationship between experimental and theoretical
probabilities by using the law of large numbers
Predict the relative frequency (experimental probability) of an event
based on the (theoretical) probability
Develop a uniform probability model and use it to determine the
probability of each outcome/event.
Develop a probability model (which may not be uniform) by observing
frequencies in data generated from a chance process.
Analyze a probability model and justify why it is uniform or explain the
discrepancy if it is not.
Define and describe a compound event.
Know that the probability of a compound event is the fraction of
outcomes in the sample space for which the compound event occurs.
Page 5 of 2
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
Mathematics Course 3 Prentice Hall
Connected Mathematics 2 What Do You Expect?
Smart Exchange
CIITS Question Bank
2013-2014
PIKEVILLE INDEPENDENT SCHOOLS
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Identify the outcomes in the sample space for an everyday event.
Define simulation.
Find probabilities of compound events using organized lists, tables, tree
diagrams, etc. and analyze the outcomes.
Choose the appropriate method such as organized lists, tables and tree
diagrams to represent sample spaces for compound events.
Design and use a simulation to generate frequencies for compound
events.
Investigate chance processes and develop, use, and
evaluate probability models.
7.SP.5,6,7,8


28
29
30
31
55-58
Know that probability is expressed as a number between 0 and 1.
Know that a random event with a probability of ½ is equally likely to
happen

Know that as probability moves closer to 1 it is increasingly likely to
happen

Know that as probability moves closer to 0 it is decreasingly likely to
happen

Determine relative frequency (experimental probability) is the number
of times an outcome occurs divided by the total number of times the
experiment is completed

Recognize uniform (equally likely) probability.

Use models to determine the probability of events

Draw conclusions to determine that a greater likelihood occurs as the
number of favorable outcomes approaches the total number of
outcomes.

Determine the relationship between experimental and theoretical
probabilities by using the law of large numbers

Predict the relative frequency (experimental probability) of an event
based on the (theoretical) probability

Develop a uniform probability model and use it to determine the
probability of each outcome/event.

Develop a probability model (which may not be uniform) by observing
frequencies in data generated from a chance process.

Analyze a probability model and justify why it is uniform or explain the
discrepancy if it is not.

Define and describe a compound event.

Know that the probability of a compound event is the fraction of
outcomes in the sample space for which the compound event occurs.

Identify the outcomes in the sample space for an everyday event.

Define simulation.

Find probabilities of compound events using organized lists, tables, tree
diagrams, etc. and analyze the outcomes.

Choose the appropriate method such as organized lists, tables and tree
diagrams to represent sample spaces for compound events.
Design and use a simulation to generate frequencies for compound events.
Page 6 of 2
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
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
Mathematics Course 3 Prentice Hall
Connected Mathematics 2 What Do You Expect?
Smart Exchange
CIITS Question Bank
2013-2014
PIKEVILLE INDEPENDENT SCHOOLS
November
1
59
Investigate chance processes and develop, use, and
evaluate probability models.
7.SP.5,6,7,8
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X
5
6
7
8
60-63
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11
12
13
14
15
64-68




Mathematics Course 3 Prentice Hall
Connected Mathematics 2 What Do You Expect?
Smart Exchange
CIITS Question Bank


Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Comparing and
Scaling
Smart Exchange
Know that probability is expressed as a number between 0 and 1.
Know that a random event with a probability of ½ is equally likely to
happen
Know that as probability moves closer to 1 it is increasingly likely to
happen
Know that as probability moves closer to 0 it is decreasingly likely to
happen
Determine relative frequency (experimental probability) is the number
of times an outcome occurs divided by the total number of times the
experiment is completed
Recognize uniform (equally likely) probability.
Use models to determine the probability of events
Draw conclusions to determine that a greater likelihood occurs as the
number of favorable outcomes approaches the total number of
outcomes.
Determine the relationship between experimental and theoretical
probabilities by using the law of large numbers
Predict the relative frequency (experimental probability) of an event
based on the (theoretical) probability
Develop a uniform probability model and use it to determine the
probability of each outcome/event.
Develop a probability model (which may not be uniform) by observing
frequencies in data generated from a chance process.
Analyze a probability model and justify why it is uniform or explain the
discrepancy if it is not.
Define and describe a compound event.
Know that the probability of a compound event is the fraction of
outcomes in the sample space for which the compound event occurs.
Identify the outcomes in the sample space for an everyday event.
Define simulation.
Find probabilities of compound events using organized lists, tables, tree
diagrams, etc. and analyze the outcomes.
Choose the appropriate method such as organized lists, tables and tree
diagrams to represent sample spaces for compound events.
Design and use a simulation to generate frequencies for compound
events.
Unit 3: Measurement
Analyze proportional relationships and use them to
solve real world and mathematical problems
Page 7 of 2
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2013-2014
PIKEVILLE INDEPENDENT SCHOOLS
7.RP.1

Compute unit rates associated with ratios of fractions in like or
different units. (Converting in SI units and from SI units to English units.
Review of measuring in SI and English units.)
Analyze proportional relationships and use them to
solve real world and mathematical problems
7.RP.1
18
19
20
21
X
X
X
X
December
22
69-73

Compute unit rates associated with ratios of fractions, including ratios
of length and area , in like or different units. (Converting in SI units and
from SI units to English units. Review of measuring in SI and English
units.)

3
4
5
6
74-78

Compute unit rates associated with ratios of fractions, including ratios
of length and area, in like or different units. (Converting in SI units and
from SI units to English units. Review of measuring in SI and English
units.)
Identify unit rate in tables, graphs, equations, diagrams and verbal
descriptions of proportional relationships
Analyze proportional relationships and use them to
solve real world and mathematical problems
7.RP.1,2b

9
10
11
12
13
79-83

16
X
17 18 19 20
School Calendar
January 2012
7
8
9
Scale City
CIITS Question Bank


Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Comparing and
Scaling
Smart Exchange
Scale City
CIITS Question Bank



X
Analyze proportional relationships and use them to
solve real world and mathematical problems
7.RP.1,2b
2


10
84-88
Days
89-92
Compute unit rates associated with ratios of fractions, including ratios
of length and area and other quantities in like or different units.
(Converting in SI units and from SI units to English units. Review of
measuring in SI and English units.)
Identify unit rate in tables, graphs, equations, diagrams and verbal
descriptions of proportional relationships










Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Comparing and
Scaling
Smart Exchange
Scale City
CIITS Question Bank
Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Comparing and
Scaling
Smart Exchange
Scale City
CIITS Question Bank
2nd Nine Weeks Comprehensive Exam
Unit 4: Geometry
Draw, construct and describe geometrical figures
and describe the relationship between them
Page 8 of 2
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
Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
2013-2014
PIKEVILLE INDEPENDENT SCHOOLS
7.G.3



Define slicing as the cross-section of a 3D figure.
Describe the two-dimensional figures that result from slicing a threedimensional figure such as a right rectangular prism or pyramid.
Analyze three-dimensional shapes by examining two dimensional crosssections.
Draw, construct and describe geometrical figures
and describe the relationship between them
7.G.3
13
14
15
16
17
93-97


Define slicing as the cross-section of a 3D figure.
Describe the two-dimensional figures that result from slicing a threedimensional figure such as a right rectangular prism or pyramid.
Analyze three-dimensional shapes by examining two dimensional crosssections.
Solve real life and mathematical problems involving
angle measure, area, surface area and volume
7.G.4

X
21
22
23
24
98-101

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



Know the parts of a circle including radius, diameter, area,
circumference, center, and chord.
Identify 𝜋
Know the formulas for area and circumference of a circle
Given the circumference of a circle, find its area.
Given the area of a circle, find its circumference.
Justify that can be derived from the circumference and diameter of a
circle.
Apply circumference or area formulas to solve mathematical and realworld problems
Justify the formulas for area and circumference of a circle and how they
relate to π
Informally derive the relationship between circumference and area of a
circle.
Solve real life and mathematical problems involving
angle measure, area, surface area and volume
7.G.4

27
28
29
30
31
102-106






Know the parts of a circle including radius, diameter, area,
circumference, center, and chord.
Identify 𝜋
Know the formulas for area and circumference of a circle
Given the circumference of a circle, find its area.
Given the area of a circle, find its circumference.
Justify that can be derived from the circumference and diameter of a
circle.
Apply circumference or area formulas to solve mathematical and realworld problems
Page 9 of 2
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
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
CIITS Question Bank


Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
CIITS Question Bank















Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
LTF Materials (Pre-AP materials)
CIITS Question Bank
Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
LTF Materials (Pre-AP materials)
CIITS Question Bank
2013-2014
PIKEVILLE INDEPENDENT SCHOOLS


Justify the formulas for area and circumference of a circle and how they
relate to π
Informally derive the relationship between circumference and area of a
circle.
February
Solve real life and mathematical problems involving
angle measure, area, surface area and volume
7.G.4

3
4
5
6
7
107-111








Know the parts of a circle including radius, diameter, area,
circumference, center, and chord.
Identify 𝜋
Know the formulas for area and circumference of a circle
Given the circumference of a circle, find its area.
Given the area of a circle, find its circumference.
Justify that can be derived from the circumference and diameter of a
circle.
Apply circumference or area formulas to solve mathematical and realworld problems
Justify the formulas for area and circumference of a circle and how they
relate to π
Informally derive the relationship between circumference and area of a
circle.
Solve real life and mathematical problems involving
angle meaure, area, surface area and volume
7.G.6

10
11
12
13
14
112-116

Know the formulas for area and volume and then procedure for finding
surface area and when to use them in real-world and math problems for
two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
Solve real-world and math problems involving area, surface area and
volume of two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
Solve real life and mathematical problems involving
angle meaure, area, surface area and volume
7.G.6
X
18
19
20
21
117-120


Know the formulas for area and volume and then procedure for finding
surface area and when to use them in real-world and math problems for
two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
Solve real-world and math problems involving area, surface area and
Page 10 of 2
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
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







Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
LTF Materials (Pre-AP materials)
CIITS Question Bank
Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
CIITS Question Bank
Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
CIITS Question Bank
2013-2014
PIKEVILLE INDEPENDENT SCHOOLS
volume of two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
Solve real life and mathematical problems involving
angle meaure, area, surface area and volume
7.G.6

24
25
26
27
28
121-125

3
March
4
5
6
7
126-130
Know the formulas for area and volume and then procedure for finding
surface area and when to use them in real-world and math problems for
two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
Solve real-world and math problems involving area, surface area and
volume of two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
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11
12
13
14
131-135
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17
18
19
20
21
136-140
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Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
CIITS Question Bank
3rd Nine Weeks Comprehensive Exam
Draw, construct and describe geometrical figures
and describe the relationships between them.
7.G.1,2
10
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Measure angles and construct within one degree.
Polygon review as needed.
Know which conditions create unique triangles, more than one
triangles, or no triangle.
Analyze given conditions based on the three measures of angles or sides
of a triangle to determine when there is a unique triangle, more than
one triangle, or no triangle.
Construct triangles from three given angle measures to determine when
there is a unique triangle, more than one triangle or no triangle using
appropriate tools (freehand, rulers, protractors, and technology).
Construct triangles from three given side measures to determine when
there is a unique triangle, more than one triangle or no triangle using
appropriate tools (freehand, rulers, protractors, and technology).
Use ratios and proportions to create scale drawing
Identify corresponding sides of scaled geometric figures
Compute lengths and areas from scale drawings using strategies such as
proportions.
Solve problems involving scale drawings of geometric figures using scale
factors.
Reproduce a scale drawing that is proportional to a given geometric
figure using a different scale.
Draw, construct and describe geometrical figures
and describe the relationships between them.
7.G.1,2,5
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Measure angles and construct within one degree.
Know which conditions create unique triangles, more than one
Page 11 of 2
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Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
CIITS Question Bank
Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
CIITS Question Bank
2013-2014
PIKEVILLE INDEPENDENT SCHOOLS
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triangles, or no triangle.
Analyze given conditions based on the three measures of angles or sides
of a triangle to determine when there is a unique triangle, more than
one triangle, or no triangle.
Construct triangles from three given angle measures to determine when
there is a unique triangle, more than one triangle or no triangle using
appropriate tools (freehand, rulers, protractors, and technology).
Construct triangles from three given side measures to determine when
there is a unique triangle, more than one triangle or no triangle using
appropriate tools (freehand, rulers, protractors, and technology).
Use ratios and proportions to create scale drawing
Identify corresponding sides of scaled geometric figures
Compute lengths and areas from scale drawings using strategies such as
proportions.
Solve problems involving scale drawings of geometric figures using scale
factors.
Reproduce a scale drawing that is proportional to a given geometric
figure using a different scale.
Identify and recognize types of angles: supplementary, complementary,
vertical, adjacent.
Determine complements and supplements of a given angle.
Determine unknown angle measures by writing and solving algebraic
equations based on relationships between angles.
Draw, construct and describe geometrical figures
and describe the relationships between them.
7.G.1,2,5
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24
26
27
28
29
141-145
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Measure angles and construct within one degree.
Know which conditions create unique triangles, more than one
triangles, or no triangle.
Analyze given conditions based on the three measures of angles or sides
of a triangle to determine when there is a unique triangle, more than
one triangle, or no triangle.
Construct triangles from three given angle measures to determine when
there is a unique triangle, more than one triangle or no triangle using
appropriate tools (freehand, rulers, protractors, and technology).
Construct triangles from three given side measures to determine when
there is a unique triangle, more than one triangle or no triangle using
appropriate tools (freehand, rulers, protractors, and technology).
Use ratios and proportions to create scale drawing
Identify corresponding sides of scaled geometric figures
Compute lengths and areas from scale drawings using strategies such as
proportions.
Solve problems involving scale drawings of geometric figures using scale
factors.
Reproduce a scale drawing that is proportional to a given geometric
figure using a different scale.
Page 12 of 2
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
Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
CIITS Question Bank
2013-2014
PIKEVILLE INDEPENDENT SCHOOLS



Identify and recognize types of angles: supplementary, complementary,
vertical, adjacent.
Determine complements and supplements of a given angle.
Determine unknown angle measures by writing and solving algebraic
equations based on relationships between angles.
X
April
X
X
X
X
Draw, construct and describe geometrical figures
and describe the relationships between them.
7.G.1
7
8
9
10
11
146-150
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

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Use ratios and proportions to create scale drawing
Identify corresponding sides of scaled geometric figures
Compute lengths and areas from scale drawings using strategies such as
proportions.
Solve problems involving scale drawings of geometric figures using scale
factors.
Reproduce a scale drawing that is proportional to a given geometric
figure using a different scale.
Draw, construct and describe geometrical figures
and describe the relationships between them.
7.G.1
14
15
16
17
18
151-155
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Use ratios and proportions to create scale drawing
Identify corresponding sides of scaled geometric figures
Compute lengths and areas from scale drawings using strategies such as
proportions.
Solve problems involving scale drawings of geometric figures using scale
factors.
Reproduce a scale drawing that is proportional to a given geometric
figure using a different scale.
Draw, construct and describe geometrical figures
and describe the relationships between them.
7.G.1
21
22
23
X
X
156-158
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Use ratios and proportions to create scale drawing
Identify corresponding sides of scaled geometric figures
Compute lengths and areas from scale drawings using strategies such as
proportions.
Solve problems involving scale drawings of geometric figures using scale
factors.
Reproduce a scale drawing that is proportional to a given geometric
Page 13 of 2
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Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
LTF (Pre-AP)
Scale City
Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
LTF (Pre-AP)
Scale City
Mathematics Course 3 Prentice Hall
Connected Mathematics 2 Stretching and
Shrinking
Connected Mathematics 2 Filling and Wrapping
Smart Exchange
LTF (Pre-AP)
Scale City
2013-2014
PIKEVILLE INDEPENDENT SCHOOLS
figure using a different scale.
28
29
159-161
State Assessment Math Review
2
162-163
State Assessment (Math Review)
30
May
1
5
6
7
8
9
164-168
State Assessment (Math Review)
12
13
14
15
X
169-172
4th Nine Weeks Comprehensive Exam
Page 14 of 2
2013-2014