Download 7 - Tucson Unified School District

TUCSON UNIFIED SCHOOL DISTRICT
Grade 7
MATHEMATICS
MINI-CURRICULUM GUIDE
2014-2015
Version 1.1
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Contents
I.
Mission Statement, Philosophy and Goals
II.
TUSD Scope & Sequence
III.
AZCCR Standards
IV.
Textbook Guide
V.
Cluster Emphases (Major, Supporting, Additional)
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Scope & Sequence
Mathematics: Grade 7
While using this document, please note the following:
1. District-wide Assessments will follow the Quarterly Scope & Sequences.
2. “Major Clusters” listed at the end of each Semester reflect the content emphases at each grade level. These are the areas of intensive focus,
where students need fluent understanding and application of the core. These are also provided because curriculum, instruction and
assessment at each grade must reflect the focus and emphasis of the standards.
The following are some recommendations for using the cluster‐level emphases:
Do …
 Use the guidance to inform instructional decisions regarding time and other resources spent on clusters of varying degrees of emphasis.
 Allow the focus on the major work of the grade to open up the time and space to bring the Standards for Mathematical Practice to life in
mathematics instruction through sense‐making, reasoning, arguing and critiquing, modeling, etc.
 Evaluate instructional materials taking the cluster‐level emphases into account. The major work of the grade must be presented with the
highest possible quality; the supporting work of the grade should indeed support the major focus, not detract from it.
 Set priorities for other implementation efforts taking the emphases into account, such as staff development; new curriculum development; or
revision of existing formative or summative testing at the state, district or school level.
Don’t …
 Neglect any material in the standards. (Instead, use the information provided to connect Supporting Clusters to the other work of the grade.)
 Sort clusters from Major to Supporting, and then teach them in that order. To do so would strip the coherence of the mathematical ideas and
miss the opportunity to enhance the major work of the grade with the supporting clusters.
 Use the cluster headings as a replacement for the standards. All features of the standards matter — from the practices to surrounding text to
the particular wording of individual content standards. Guidance is given at the cluster level as a way to talk about the content with the
necessary specificity yet without going so far into detail as to compromise the coherence of the standards.
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
TUSD Scope & Sequence: 7th Grade Math
1st Quarter
Unifying Concept: Ratios and Proportions
Mathematics Content Focus:
Mathematical Practice Focus:
Students build upon sixth grade reasoning of
Mathematical Practices
ratios and rates to formally define proportional
1. Make sense of problems and
relationships and the constant of
persevere in solving them. When
proportionality. Students explore multiple
students compare arithmetic and
representations of proportional relationships by algebraic solutions to the same problem
looking at tables, graphs, equations, and verbal
(7.EE.4a), they are identifying
descriptions. Students extend their
correspondences between different
understanding about ratios and proportional
approaches
relationships to compute unit rates for ratios
2. Reason abstractly and quantitatively
and rates specified by rational numbers.
2nd Quarter
Unifying Concept: Rational Numbers, Expressions, and Equations
Mathematics Content Focus:
Mathematical Practice Focus:
Students build on their understanding of
Mathematical Practices
rational numbers to add, subtract, multiply, 1. Make sense of problems and
and divide signed numbers. Students
persevere in solving them. When
apply the properties of operations to write
students compare arithmetic and
expressions in both standard form and in
algebraic solutions to the same problem
factored form. They use linear equations
(7.EE.4a), they are identifying
to solve unknown angle problems and
correspondences between different
other problems presented within context.
approaches
Students also solve problems involving
2. Reason abstractly and quantitatively
area of a circle and composite area in the
4. Model with mathematics.
plane, as well as volume and surface area
Proportional relationships present
of right prisms
opportunities for modeling (MP4). For
example, the number of people who live
in an apartment building might be taken
as proportional to the number of stories
in the building for modeling purposes.
6. Attend to precision
7. Look for and make use of structure.
Solving an equation such as 4 = 8(x –
1/2) requires students to see and make
use of structure, temporarily viewing x –
1/2 as a single entity.
8. Look for and express regularity in
repeated reasoning
Target Standards: Shall be emphasized during the quarter and used in a formal assessment
to evaluate student mastery.
7.RP.A.1-3
7.G.A.1
7.NS.A.1-3
Complementary Standards: Shall serve to enhance the math focus and reinforce the target
standards.
7.EE.A.1
7.NS.A.2, 2d
Target Standards: Shall be emphasized during the quarter and used n a formal
assessment to evaluate student mastery.
7.EE.A.1-2
7.EE.B.3-4
7.G.B.4-6
Complementary Standards: Shall serve to enhance the math focus and reinforce the
target standards.
7.NS.A.1(a, b, c, d), 2(a, b, c, d), 3
Foundational Standards: These serve to support the concepts within the math focus and
target standards
6.RP.A.1, 2, 3
6.G.A.1, 3
Foundational Standards: These serve
and target standards
1.OA.3
5.NF.A.1
3.OA.5
5.NF.B.3, 4
4.MD.C.5, 6, 7
6.NS.C.5, 6, 7
to support the concepts within the math focus
6.NS.A.1
6.NS.B.3
6.EE.A.2, 3, 4
Semester Constant Major Clusters: (Domains are in parentheses)
7.RP.A Analyze proportional relationships and use them to solve real‐world and mathematical problems. (Ratios and Proportional Relationships)
7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. (The Number System)
7.EE.A Use properties of operations to generate equivalent expressions. (Expressions and Equations)
7.EE.B Solve real‐life and mathematical problems using numerical and algebraic expressions and equations.( Expressions and Equations)
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
6.G.A.1, 2, 4
6.EE.B.6, 7, 8
7.NS.A.1, 2
TUSD Scope & Sequence: 7th Grade Math
3rd Quarter
Unifying Concept: Percent, Proportions, & Statistics
Mathematics Content Focus:
Mathematical Practice Focus:
Students deepen their understanding of ratios
Mathematical Practices
and proportional relationships.
1. Make sense of problems and
persevere in solving them. When
Students begin their study of probability,
students compare solutions to the same
learning how to interpret probabilities and how
problem, they are identifying
to compute probabilities in simple settings.
correspondences between different
They also learn how to estimate probabilities
approaches
empirically.
2. Reason abstractly and quantitatively
3. Construct viable arguments and
Students build on their knowledge of data
critique the reasoning of others
distributions, compare data distributions of two 4. Model with mathematics.
or more populations, and are introduced to the
Proportional relationships present
idea of drawing informal inferences based on
opportunities for modeling. For
data from random samples
example, the number of people who live
in an apartment building might be taken
as proportional to the number of stories
in the building for modeling purposes.
5. Use appropriate tools strategically.
6. Attend to precision
7. Look for and make use of structure.
Solving an equation such as 4 = 8(x –
1/2) requires students to see and make
use of structure, temporarily viewing x –
1/2 as a single entity.
4th Quarter
Unifying Concept: Geometry
Mathematics Content Focus:
Mathematical Practice Focus:
Students build fluency in difficult
Mathematical Practices
geometric problems and statistics in real1. Make sense of problems and
world situations.
persevere in solving them. When
students compare arithmetic and
algebraic solutions to the same problem
(7.EE.4a), they are identifying
correspondences between different
approaches
3. Construct viable arguments and
critique the reasoning of others
5. Use appropriate tools strategically.
When students notice when given
geometric conditions determine a unique
triangle, more than one triangle or no
triangle (7.G.2), they have an
opportunity to construct viable
arguments and critique the reasoning of
others (MP3). Such problems also
present opportunities for using
appropriate tools strategically (MP5).
7. Look for and make use of structure.
Solving an equation such as 4 = 8(x –
1/2) requires students to see and make
use of structure, temporarily viewing x –
1/2 as a single entity.
Target Standards: Shall be emphasized during the quarter and used in a formal assessment
to evaluate student mastery.
7.SP.A.1-2
7.SP.B.3-4
7.SP.C.5-8
Complementary Standards: Shall serve to enhance the math focus and reinforce the target
standards.
7.NS.A.1d, 2c, 2d, 3
7.RP.A.1-3
7.EE.B.3
7.G.A.1
Target Standards: Shall be emphasized during the quarter and used in a formal
assessment to evaluate student mastery.
7.G.A.2-3
7.G.B.5- 6
7.SP.B.3- 4
Complementary Standards: Shall serve to enhance the math focus and reinforce the
target standards.
7.EE.A.2
7.EE.B.3-4
7.NS.A.3
Foundational Standards: These serve to support the concepts within the math focus and Foundational Standards: These serve to support the concepts within the math focus
target standards
and target standards
6.RP.A.1, 2, 3, 3c
6.G.A.1
6.SP.B.5
4.MD.C.7
6.G.A.1, 2, 4
7.G.B.4
7.RP.A.2
7.EE.B.4a
7.NS.A.1b, 3
Semester Constant Major Clusters: (Domains are in parentheses)
7.RP.A Analyze proportional relationships and use them to solve real‐world and mathematical problems. (Ratios and Proportional Relationships)
7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. (The Number System)
7.EE.A Use properties of operations to generate equivalent expressions. (Expressions and Equations)
7.EE.B Solve real‐life and mathematical problems using numerical and algebraic expressions and equations.( Expressions and Equations)
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Arizona’s College and Career Ready Standards – Mathematics
Grade 7 Standards
Arizona’s College and Career Ready Standards – Mathematics – 7th Grade Standards
1.
Developing understanding of and applying proportional relationships

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.
Developing understanding of operations with rational numbers and working with expressions and linear equations
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.
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
3.

4.
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 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 twoand three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms.
Drawing inferences about populations based on samples

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.
Ratio and Proportional Relationships - Analyze proportional relationships and use them to solve real-world and mathematical problems.
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 complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour.
7.RP.A.2:
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. 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.
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.
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.
The Number System - Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
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.
a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.
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). Interpret sums of rational numbers by describing real-world contexts.
c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–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.
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
7.NS.A.2: 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 integers 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 rational number terminates in 0s or eventually repeats.
7.NS.A.3: Solve real-world and mathematical problems involving the four operations with rational numbers. (NOTE: Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
Expressions and Equations - Use properties of operations to generate equivalent expressions.
7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
7.EE.A.2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the
same as “multiply by 1.05.”
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
7.EE.B.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to
calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. 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.
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.
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. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
b. 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.
Geometry - Draw, construct, and describe geometrical figures and describe the relationships between them.
7.G.A.1:
7.G.A.2:
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.
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.
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.
Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
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.
7.G.B.5:
7.G.B.6:
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
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 - Use random sampling to draw inferences about a population.
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.
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.
Draw informal comparative inferences about two populations.
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.
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
seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Investigate chance processes and develop, use, and evaluate probability models.
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.
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.
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.
a. 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.
b. 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?
7.SP.C.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
a. 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.
b. 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.
c. 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?
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
7th Grade Math Textbook Guide - Overview
Textbook Resources (7th Grade Math)
Quarter
HOLT Mathematics:
Chapters 1, 2, 3, 5, 6
1
Math in Context:
Building Formulas: Section B
Facts and Factors: Section D
Made to Measure: Sections A, B
Operations: Sections A, B, C, D
Ratios and Rates: All Sections
Second Chance: All Sections
Target Standards
Complementary Standards
7.RP 1-3
7.EE.1
7.G.1
7.NS.2, 2d
7.NS.1-3
Connected Math:
Accentuate the Negative: Investigations 1-4
Bits n Pieces I: Investigations 3-4
Bits n Pieces II: Investigations 1-2, 3
Bits n Pieces III: Investigations 1, 3-5
Comparing and Scaling: Investigations 1-4
Growing, Growing: Investigations 4
Moving Straight Ahead: Investigations 3-4
Say It With Symbols: Investigations 1-4.
Stretching and Shrinking: Investigations 1-5
The Shapes of Algebra: Investigations 1-5
Thinking With Mathematical Models: Investigations 2-3
Variables and Patterns: Investigations 4
HOLT Mathematics:
Chapters 1, 2, 3, 5, 6, 12
2
7.EE.1-4
7.G.4- 6
Math in Context:
Building Formulas: Sections A, B
Facts and Factors: Section D
Made to Measure: Sections A, B
Operations: Sections A, B, C, D
Packages and Polygons: All Sections
Ratios and Rates: Sections A, B, C, D, E
Second Chance: All Sections
Connected Math:
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
7.NS.1 (a,b,c,d), 2(a,b,c,d), 3
Textbook Resources (7th Grade Math)
Quarter
Target Standards
Complementary Standards
7.SP.1-8
7.NS.1d, 2c, 2d, 3
2 and 3 Dimensional- Filling and Wrapping
2 Dimensional Covering & Surrounding-Investigation #4 for Circles
Accentuate the Negative: Investigations 1-4
Bits n Pieces II: Investigations 1-3
Bits n Pieces III: Investigations 1, 3
Comparing and Scaling: Investigations 3-4
Frogs, Fleas, and Painted Cubes: Investigations 1-4
Growing, Growing, Growing: Investigations 1-4
Looking for Pythagoras: Investigations 3-4
Moving Straight Ahead: Investigations 1-4
Say It With Symbols: Investigations 1-5
Stretching and Shrinking: Investigations 1-5
The Shapes of Algebra: Investigations 1-5
Thinking With Mathematical Models: Investigations 1-3
Variables and Patterns: Investigations 1-4
HOLT Mathematics:
Chapters 1, 2, 3, 5, 6, 7, 12
3
7.RP.1-3
Math in Context:
Building Formulas: Section B.
Dealing with Data: All Sections
Facts and Factors: Section D
Made to Measure: Sections A, B
Operations: Sections B, C, D
Probability and Data Analysis: All Sections
Ratios and Rates: All Sections
Second Chance: All Sections
7.EE.3
7.G.1
Connected Math:
Accentuate the Negative: Investigations 1-4
Bits n Pieces I: Investigations 3-4
Bits n Pieces II: Investigations 1-2
Bits n Pieces III: Investigations 1, 4-5
Comparing and Scaling: Investigations 1-4
Frogs, Fleas, and Painted Cubes: Investigations 1-4
Growing, Growing, Growing: Investigations 1-4
Looking for Pythagoras: Investigations 3-4
Moving Straight Ahead: Investigations 1-4
Say It With Symbols: Investigations 1-5.
Stretching and Shrinking: Investigations 1-5
The Shapes of Algebra: Investigations 2-5
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Textbook Resources (7th Grade Math)
Quarter
Target Standards
Complementary Standards
7.G.2, 3, 5, 6
7.EE.2, 3, 4
7.SP.3, 4
7.NS.3
Thinking With Mathematical Models: Investigations 1-3
Variables and Patterns: Investigations 2-4
What Do You Expect?
HOLT Mathematics:
Chapters 1, 2, 3, 5, 6, 7, 12
4
Math in Context:
Building Formulas: Sections A, B
Dealing with Data: All Sections
Facts and Factors: Section D
Made to Measure: Section B
Operations: Sections B, C, D
Packages and Polygons: All Sections
Probability and Data Analysis: All Sections
Ratios and Rates: Sections A, C, D, E
Second Chance: All Sections
Connected Math:
2 and 3 Dimensional- Filling and Wrapping
2 Dimensional Covering & Surrounding-Investigation #4 for Circles
Accentuate the Negative: Investigations 1-4
Frogs, Fleas, and Painted Cubes: Investigations 1-4
Growing, Growing, Growing: Investigations 1-4
Looking for Pythagoras: Investigations 3-4
Moving Straight Ahead: Investigations 1-4
Say It With Symbols: Investigations 1-5
The Shapes of Algebra: Investigations 2-5
Thinking With Mathematical Models: Investigations 1-3
Variables and Patterns: Investigations 1-4
What Do You Expect?
C&I Math | Tucson Unified School District Revised: 07/15/14
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7th Grade Math Textbook Guide – Detail
Textbook Resources by Standard (7th Grade Math)
Quarter
7.NS.1a
Holt Mathematics – Chapter 2
Math in Context – Operations
Connected Math – Accentuate the negative
1
Target
Standards
Complementary
Standards
7.RP 1-3
7.EE.1
7.G.1
7.NS.2, 2d
7.NS.1-3
7.NS.1b
HOLT Mathematics: Chapters 2.1, 2.2. Additional Pages: 98-99, 138.
Math in Context: Operations: Sections A, B, C, D.
Connected Math: Accentuate the Negative: Investigations 1-2.
7.NS.1c
HOLT Mathematics: Chapters 2.3. Additional Pages: 86-87.
Math in Context: Operations: Sections B, C.
Connected Math: Accentuate the Negative: Investigations 2.
7.NS.1d
HOLT Mathematics: Chapters 1.6
Math in Context: None
Connected Math: Accentuate the Negative: Investigations 2,4. Bits n Pieces II: Investigations 1-2,
Bits n Pieces III: Investigations 1
7.NS.2a
HOLT Mathematics: Chapters 2.4, 3.3, 3.10. Additional Pages: 92-93, 158-159, 194-195.
Math In Context: Operations: Section C, D. Ratios and Rates: Section A, D, E. Made to Measure: Section B.
Second Chance: Section D. Facts and Factors: Section D
Connected Math: Bits n Pieces II: Investigations 3, Bits n Pieces III: Investigations 3, Accentuate the
Negative: Investigations 3-4
7.NS.2b
HOLT Mathematics: Chapters 2.4. Additional Pages: 93, 139.
Math in Context: Operations: Section C, D.
Connected Math: Accentuate the Negative: Investigations 3
7.NS.2c
HOLT Mathematics: Chapters 1.6
Math in Context: None
Connected Math: Accentuate the Negative: Investigations 3-4
7.NS.2d
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Textbook Resources by Standard (7th Grade Math)
Quarter
Target
Standards
Complementary
Standards
7.EE.1-4
7.NS.1 (a,b,c,d),
2(a,b,c,d), 3
HOLT Mathematics: Chapters 2.10, 6.2. Additional Pages: 129, 130, 132, 140, 141
Math In Context: Ratios and Rates: Section C Second Chance: Section A, B. Ratios and Rates: Section B.
Connected Math: Comparing and Scaling: Investigations 3, Accentuate the Negative: Investigations 3
7.NS.3
HOLT Mathematics: Chapters 1.5, 1.6, 2.2, 2.3, 2.4, 3.1, 3.2, .3.3, 3.4, 3.5, 3.8, 3.9, 3.10, 3.11. Additional
Pages: 27, 133, 138, 139, 215.
Math in Context: Made to Measure: Section B. Facts and Factors: Section D. Ratios and Rates: Section A, D,
E. Building Formulas: Section B. Operations: Section B, C, D. Second Chance: Section D.
Connected Math: Accentuate the Negative: Investigations 2-4
7.EE.1
HOLT Mathematics: Chapters 1.9. Additional Pages: 55, 60, 66, 70.
Math In Context: None
Connected Math: Moving Straight Ahead: Investigations 3-4, Thinking With Mathematical Models:
Investigations 2-3, The Shapes of Algebra: Investigations 1-5, Say It With Symbols: Investigations 1-4.
7.RP.1
HOLT Mathematics: Chpt 5.2 Additional Pages: 318
Math In Context: Ratios and Rates: Section All
Connected Math: Bits n Pieces I: Investigations3-4, Comparing and Scaling: Investigations 3, Stretching and
Shrinking: Investigations 1-5
7.RP.2
HOLT Mathematics: Chapter 5-1
Connected Math: Variables ad patterns (7th grade unit)
7.RP.3
HOLT Mathematics: Chapters 6.3, 6.6, 6.7. Additional Pages: 361, 366, 367.
Math in Context: Ratios and Rates: Section C.
Second Chance: Section All
Connected Math: Bits n Pieces III: Investigations 4-5, Variables and Patterns: Investigations 4, Comparing
and Scaling: Investigations 1-4, Stretching and Shrinking: Investigations 4-5, Growing, Growing, Growing:
Investigations 4.
7.G.1
HOLT Mathematics: Chapters 5.9 Additional Pages: 312, 320, 321
Math In Context: Made to Measure: Section A, Ratios and Rates: Section D,E.
Connected Math: Stretching and Shrinking: Investigations 1-5, Comparing and Scaling: Investigations 4,
Filling and Wrapping: Investigations
7.NS.1a
Holt Mathematics – Chapter 2
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1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
2
Textbook Resources by Standard (7th Grade Math)
Quarter
Math in Context – Operations
Connected Math – Accentuate the negative
Target
Standards
7.G.4- 6
7.NS.1b
HOLT Mathematics: Chapters 2.1, 2.2. Additional Pages: 98-99, 138.
Math in Context: Operations: Sections A, B, C, D.
Connected Math: Accentuate the Negative: Investigations 1-2.
7.NS.1c
HOLT Mathematics: Chapters 2.3. Additional Pages: 86-87.
Math in Context: Operations: Sections B, C.
Connected Math: Accentuate the Negative: Investigations 2.
7.NS.1d
HOLT Mathematics: Chapters 1.6
Math in Context: None
Connected Math: Accentuate the Negative: Investigations 2,4. Bits n Pieces II: Investigations 1-2, Bits n
Pieces III: Investigations 1
7.NS.2a
HOLT Mathematics: Chapters 2.4, 3.3, 3.10. Additional Pages: 92-93, 158-159, 194-195.
Math In Context: Operations: Section C, D. Ratios and Rates: Section A, D, E. Made to Measure: Section B.
Second Chance: Section D. Facts and Factors: Section D
Connected Math: Bits n Pieces II: Investigations 3, Bits n Pieces III: Investigations 3, Accentuate the
Negative: Investigations 3-4
7.NS.2b
HOLT Mathematics: Chapters 2.4. Additional Pages: 93, 139.
Math in Context: Operations: Section C, D.
Connected Math: Accentuate the Negative: Investigations 3
7.NS.2c
HOLT Mathematics: Chapters 1.6
Math in Context: None
Connected Math: Accentuate the Negative: Investigations 3-4
7.NS.2d
HOLT Mathematics: Chapters 2.10, 6.2. Additional Pages: 129, 130, 132, 140, 141
Math In Context: Ratios and Rates: Section C Second Chance: Section A, B. Ratios and Rates: Section B.
Connected Math: Comparing and Scaling: Investigations 3, Accentuate the Negative: Investigations 3
7.NS.3
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Complementary
Standards
Textbook Resources by Standard (7th Grade Math)
Quarter
HOLT Mathematics: Chapters 1.5, 1.6, 2.2, 2.3, 2.4, 3.1, 3.2, .3.3, 3.4, 3.5, 3.8, 3.9, 3.10, 3.11. Additional
Pages: 27, 133, 138, 139, 215.
Math in Context: Made to Measure: Section B. Facts and Factors: Section D. Ratios and Rates: Section A, D,
E. Building Formulas: Section B. Operations: Section B, C, D. Second Chance: Section D.
Connected Math: Accentuate the Negative: Investigations 2-4
7.EE.1
HOLT Mathematics: Chapters 1.9. Additional Pages: 55, 60, 66, 70.
Math In Context: None
Connected Math: Moving Straight Ahead: Investigations 3-4, Thinking With Mathematical Models:
Investigations 2-3, The Shapes of Algebra: Investigations 1-5, Say It With Symbols: Investigations 1-4.
7.EE.2
HOLT Mathematics: Chapters 1.8 Additional Pages: 55, 60, 66, 67.
Math in Context: Building Formulas: Section A, Packages and Polygons: Section D
Connected Math: Thinking With Mathematical Models: Investigations 2-3, Growing, Growing, Growing:
Investigations 1, Frogs, Fleas, and Painted Cubes: Investigations 2, Say It With Symbols: Investigations Q-4,
Shapes of Algebra: Investigations 2-5.
7.EE.3
HOLT Mathematics: Chapters 1.5, 1.6, 6.2, 6.3, 6.6. Additional Pages: 27, 32, 33, 49, 65, 73, 79, 89, 360,
361, 366.
Math in Context: Building Formulas: Section B, Ratios and Rates: Section C, Second Chance: Section All
Connected Math: Variables and Patterns: Investigations 2-4, Accentuate the Negative: Investigations 1-4,
Moving Straight Ahead: Investigations 1-4, Thinking With Mathematical Models: Investigations 1-3,
Looking for Pythagoras: Investigations 3-4, Growing, Growing, Growing: Investigations 1-4. Frogs, Fleas,
and Painted Cubes: Investigations 1-4, The Shapes of Algebra: Investigations 2-5, Say It With Symbols:
Investigations 1-5.
7.EE.4a
HOLT Mathematics: Chapters 12.1, 12.2, 12.3. Additional Pages: 690, 691, 714-715, 717.
Math In Context: None
Connected Math: Variables and Patterns: Investigations 1-3. Moving Straight Ahead: Investigations 1-4, Say
It With Symbols: Investigations 1-5, Thinking With Mathematical Models: Investigations 1-3.
7.EE.4b
HOLT Mathematics: Chapters 12.7. Additional Pages: 708, 709, 716, 717.
Math in Context: None
Connected Math: Moving Straight Ahead: Investigations 2, The Shapes of Algebra: Investigations 2.
7.G.1-6
HOLT Mathematics: Chapter 5 Lesson 5-7-5-9 Similar Figures, Scale Drawings and Scale Models
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Target
Standards
Complementary
Standards
Textbook Resources by Standard (7th Grade Math)
Quarter
Target
Standards
Complementary
Standards
7.SP.1-8
7.NS.1d, 2c, 2d, 3
Math in Context: Geometry- Packages and Polygons
Connected Math: 2 Dimensional Covering & Surrounding-Investigation #4 for Circles
Shapes & Designs (6th grade); 2 and 3 Dimensional- Filling and Wrapping (7th Grade)
7.NS.1d
HOLT Mathematics: Chapters 1.6
Math in Context: None
Connected Math: Accentuate the Negative: Investigations 2,4. Bits n Pieces II: Investigations 1-2,
Bits n Pieces III: Investigations 1
7.NS.2c
HOLT Mathematics: Chapters 1.6
Math in Context: None
Connected Math: Accentuate the Negative: Investigations 3-4
7.NS.2d
HOLT Mathematics: Chapters 2.10, 6.2. Additional Pages: 129, 130, 132, 140, 141
Math In Context: Ratios and Rates: Section C Second Chance: Section A, B. Ratios and Rates: Section B.
Connected Math: Comparing and Scaling: Investigations 3, Accentuate the Negative: Investigations 3
7.NS.3
HOLT Mathematics: Chapters 1.5, 1.6, 2.2, 2.3, 2.4, 3.1, 3.2, .3.3, 3.4, 3.5, 3.8, 3.9, 3.10, 3.11. Additional
Pages: 27, 133, 138, 139, 215.
Math in Context: Made to Measure: Section B. Facts and Factors: Section D. Ratios and Rates: Section A, D,
E. Building Formulas: Section B. Operations: Section B, C, D. Second Chance: Section D.
Connected Math: Accentuate the Negative: Investigations 2-4
7.EE.3
HOLT Mathematics: Chapters 1.5, 1.6, 6.2, 6.3, 6.6. Additional Pages: 27, 32, 33, 49, 65, 73, 79, 89, 360,
361, 366.
Math in Context: Building Formulas: Section B, Ratios and Rates: Section C, Second Chance: Section All
Connected Math: Variables and Patterns: Investigations 2-4, Accentuate the Negative: Investigations 1-4,
Moving Straight Ahead: Investigations 1-4, Thinking With Mathematical Models: Investigations 1-3,
Looking for Pythagoras: Investigations 3-4, Growing, Growing, Growing: Investigations 1-4. Frogs, Fleas,
and Painted Cubes: Investigations 1-4, The Shapes of Algebra: Investigations 2-5, Say It With Symbols:
Investigations 1-5.
7.RP.1
HOLT Mathematics: Chpt 5.2 Additional Pages: 318
Math In Context: Ratios and Rates: Section All
Connected Math: Bits n Pieces I: Investigations3-4, Comparing and Scaling: Investigations 3, Stretching and
Shrinking: Investigations 1-5
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
3
7.RP.1-3
7.EE.3
7.G.1
Textbook Resources by Standard (7th Grade Math)
Quarter
Target
Standards
Complementary
Standards
4
7.G.2, 3, 5, 6
7.EE.2, 3, 4
7.SP.3, 4
7.NS.3
7.RP.2
HOLT Mathematics: Chapter 5-1
Connected Math: Variables ad patterns (7th grade unit)
7.RP.3
HOLT Mathematics: Chapters 6.3, 6.6, 6.7. Additional Pages: 361, 366, 367.
Math in Context: Ratios and Rates: Section C.
Second Chance: Section All
Connected Math: Bits n Pieces III: Investigations 4-5, Variables and Patterns: Investigations 4, Comparing
and Scaling: Investigations 1-4, Stretching and Shrinking: Investigations 4-5, Growing, Growing, Growing:
Investigations 4.
7.G.1
HOLT Mathematics: Chapters 5.9 Additional Pages: 312, 320, 321
Math In Context: Made to Measure: Section A, Ratios and Rates: Section D,E.
Connected Math: Stretching and Shrinking: Investigations 1-5, Comparing and Scaling: Investigations 4,
Filling and Wrapping: Investigations
7.SP.1-4
HOLT Mathematics Chapter 7-Collecting, Displaying and Analyzing Data; Chapter 12- Probability
Math in Context: Probability and Data Analysis; Dealing with Data; Second Chance
Connected Math: How Likely Is it? (6th); What Do You Expect? (7th)
7.SP.5-8
HOLT Mathematics: Chapter 7-Collecting, Displaying and Analyzing Data
Chapter 12- Probability
Math In Context: Probability and Data Analysis; Dealing with Data; Second Chance
Connected Math: How Likely Is it? (6th); What Do You Expect? (7th)
7.NS.3
HOLT Mathematics: Chapters 1.5, 1.6, 2.2, 2.3, 2.4, 3.1, 3.2, .3.3, 3.4, 3.5, 3.8, 3.9, 3.10, 3.11. Additional
Pages: 27, 133, 138, 139, 215.
Math in Context: Made to Measure: Section B. Facts and Factors: Section D. Ratios and Rates: Section A, D,
E. Building Formulas: Section B. Operations: Section B, C, D. Second Chance: Section D.
Connected Math: Accentuate the Negative: Investigations 2-4
7.EE.2
HOLT Mathematics: Chapters 1.8 Additional Pages: 55, 60, 66, 67.
Math in Context: Building Formulas: Section A, Packages and Polygons: Section D
Connected Math: Thinking With Mathematical Models: Investigations 2-3, Growing, Growing, Growing:
Investigations 1, Frogs, Fleas, and Painted Cubes: Investigations 2, Say It With Symbols: Investigations Q-4,
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Textbook Resources by Standard (7th Grade Math)
Quarter
Shapes of Algebra: Investigations 2-5.
7.EE.3
HOLT Mathematics: Chapters 1.5, 1.6, 6.2, 6.3, 6.6. Additional Pages: 27, 32, 33, 49, 65, 73, 79, 89, 360,
361, 366.
Math in Context: Building Formulas: Section B, Ratios and Rates: Section C, Second Chance: Section All
Connected Math: Variables and Patterns: Investigations 2-4, Accentuate the Negative: Investigations 1-4,
Moving Straight Ahead: Investigations 1-4, Thinking With Mathematical Models: Investigations 1-3,
Looking for Pythagoras: Investigations 3-4, Growing, Growing, Growing: Investigations 1-4. Frogs, Fleas,
and Painted Cubes: Investigations 1-4, The Shapes of Algebra: Investigations 2-5, Say It With Symbols:
Investigations 1-5.
7.EE.4a
HOLT Mathematics: Chapters 12.1, 12.2, 12.3. Additional Pages: 690, 691, 714-715, 717.
Math In Context: None
Connected Math: Variables and Patterns: Investigations 1-3. Moving Straight Ahead: Investigations 1-4, Say
It With Symbols: Investigations 1-5, Thinking With Mathematical Models: Investigations 1-3.
7.EE.4b
HOLT Mathematics: Chapters 12.7. Additional Pages: 708, 709, 716, 717.
Math in Context: None
Connected Math: Moving Straight Ahead: Investigations 2, The Shapes of Algebra: Investigations 2.
7.SP.3-4
HOLT Mathematics Chapter 7-Collecting, Displaying and Analyzing Data; Chapter 12- Probability
Math in Context: Probability and Data Analysis; Dealing with Data; Second Chance
Connected Math: How Likely Is it? (6th); What Do You Expect? (7th)
7.G.1-6
HOLT Mathematics: Chapter 5 Lesson 5-7-5-9 Similar Figures, Scale Drawings and Scale Models
Math in Context: Geometry- Packages and Polygons
Connected Math: 2 Dimensional Covering & Surrounding-Investigation #4 for Circles
Shapes & Designs (6th grade)
2 and 3 Dimensional- Filling and Wrapping (7th Grade)
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Target
Standards
Complementary
Standards
Major, Supporting, and Additional Clusters
Some clusters require greater emphasis than the others based on the depth of the ideas, the time that they take to master, and/or their importance to
future mathematics or the demands of college and career readiness. In addition, an intense focus on the most critical material at each grade allows
depth in learning, which is carried out through the Standards for Mathematical Practice.
Explanations of terms used:
Major clusters – areas of intensive focus, where students need fluent understanding and application of the core concepts
Supporting clusters – rethinking and linking; areas where some material is being covered, but in a way that applies core understandings
Additional Clusters – expose students to other subjects, though at a distinct, level of depth and intensity
Depth Opportunities - Highlights some individual standards that play an important role in the content at each grade. The indicated
mathematics might be given an especially in-depth treatment, as measured, for example, by the type of assessment items; the number of days;
the quality of classroom activities to support varied methods, reasoning, and explanation; the amount of student practice; and the rigor of
expectations for depth of understanding or mastery of skills. Note, however, that a standard can be individually important even though the
indicated mathematics may require relatively little teaching time.
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419
Cluster Emphasis: Grade 7
Note: Domains are in Bold. Clusters are listed under each Domain.
Major
Supporting
Additional
Ratios and Proportional Relationships
Statistics and Probability
Statistics and Probability
Analyze proportional relationships and use
them to solve real‐world and mathematical
problems.
Use random sampling to draw inferences about
a population. The standards in this cluster
represent opportunities to apply percentages
and proportional reasoning. In order to make
inferences about a population, one needs to
apply such reasoning to the sample and the
entire population.
Draw informal comparative inferences about
two populations.
The Number System
Apply and extend previous understandings of
operations with fractions to add, subtract,
multiply, and divide rational numbers.
Expressions and Equations
Use properties of operations to generate
equivalent expressions.
Investigate chance processes and develop, use,
and evaluate probability models. Probability
models draw on proportional reasoning and
should be connected to the major work in those
standards.
Geometry
Solve real‐life and mathematical problems
involving angle measure, area, surface area, and
volume.
Draw, construct and describe geometrical
figures and describe the relationships between
them.
Solve real‐life and mathematical problems
using numerical and algebraic expressions and
equations.
Depth Opportunities:
7.RP.2;
7.NS.3; 7.EE. 3, 4;
7.G .6
C&I Math | Tucson Unified School District Revised: 07/15/14
1010 E. 10th St., Tucson, AZ 85719 | Phone (520) 225-6282 | Fax (520) 225-6419