Download Math, 2nd 9 weeks

2016.17, Seventh Grade Math, Quarter 2
The following practice standards will be used throughout the quarter:
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.
Ongoing Standards
Note to Teachers: The following ongoing and fluency standards will be practiced all year long and embedded into your instruction instead of
being taught in isolation.
M7.WCE.1 Express the ratio between two quantities as a percent, and a percent as a ratio or fraction.
M7.WCE.2 Fluently performs operations on rational numbers, specifically fractions and signed numbers without a calculator.
M7.WCE.3 I can use mental math and estimation strategies to determine if my solution is reasonable.
M7.WCE.4 I can apply multiple strategies to solve a problem.
M7.WCE.5 Recognize and represent the commutative, associative, and distributive properties.
*Unless otherwise noted, all resources are from the Glencoe Mc-Graw Hill Course 2, 2015 Edition.
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Standards
Student Friendly “I Can” Statements
Unit 2- The Number System (con’t)
7.NS.2 Apply and extend previous understandings of multiplication and (This is where students will apply the rules for multiplying and dividing
division and of fractions to multiply and divide rational numbers.
signed numbers.)
7.NS.2.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 realworld contexts.
I can use patterns and properties to explore the multiplication of
integers.
I can use patterns and properties to develop procedures for
multiplying integers.
I can use distributive property to verify the properties of integers.
I can describe real-world situations represented by the multiplication
of integers.
7.NS.2.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 realworld contexts.
I can use the relationship between multiplication and division to
develop procedures for dividing integers.
I can justify that a number cannot be divided by zero.
I can describe real-world situations represented by the division of
integers.
7.NS.2.c Apply properties of operations as strategies to multiply and
divide rational numbers
7.NS.2.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.
I can interpret the quotient in relation to the original problem.
1
−1
1
I can justify why the following is true: − = = .
2
2
−2
I can generalize the procedures for multiplying and dividing integers
to all rational numbers.
I can use long division to convert a rational number to a decimal.
I can verify that a number is rational based on its decimal equivalent.
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I can describe and give examples of both terminating and repeating
decimals.
7. NS.3 Solve real-world and mathematical problems involving the four
operations with rational numbers. (Computations with rational
numbers extend the rules for manipulating fractions to complex
fractions.)
M7.WCE.1 Express the ratio between two quantities as a percent, and a
percent as a ratio or fraction.
M7.WCE.7 Compare rational numbers using appropriate inequality
symbols.
I can solve real-world problems involving the addition, subtraction,
multiplication, and/or division of rational numbers.
7.NS.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.
I can apply the rules of signed numbers to problems involving
decimals and fractions.
I can convert between fractions, decimals, and percents.
I can compare rational numbers with inequality symbols.
I can represent rational numbers on the number line.
7.NS.2 Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
I can apply the rules of signed numbers to multiplication and division
problems.
7. NS.3 Solve real-world and mathematical problems involving the four
I can solve real-world problems involving the addition, subtraction,
operations with rational numbers. (Computations with rational
multiplication, and/or division of rational numbers.
numbers extend the rules for manipulating fractions to complex
fractions.)
Unit 3 Expressions and Equations
7.EE.1 Apply properties of operations as strategies to add, subtract,
I can use the commutative and associative properties to add linear
factor, and expand linear expressions with rational coefficients.
expressions with rational coefficients.
I can use the distributive property to add and/or subtract linear
expression with rational coefficients.
I can use the distributive property to factor or expand linear
expressions with rational coefficients.
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M7.WCE.8 Identify and apply the following properties in the context of
solving problems and equations:
 Additive and Multiplicative Identity
 Additive and Multiplicative Inverses
 Associative of Addition and Multiplication
 Commutative of Addition and Multiplication
 Distributive
 Definition of Division
 Definition of Subtraction
 Multiplicative Property of Zero
 Reflexive
 Symmetric
I can identify and apply the following properties in the context of
solving problems and equations:
 Additive and Multiplicative Identity
 Additive and Multiplicative Inverses
 Associative of Addition and Multiplication
 Commutative of Addition and Multiplication
 Distributive
 Definition of Division
 Definition of Subtraction
 Multiplicative Property of Zero
 Reflexive
 Symmetric
7.EE.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.”
I can rewrite expressions to make them easier to understand and
solve.
7.EE.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 as strategies 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 $250. 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.
I can solve real-world problems using rational numbers in any form,
including those problems involving multiple steps.
I can use equivalent expressions to understand the relationships
between quantities.
I can apply the properties of operations to fluently compute with
rational numbers in any form.
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7.EE.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.
7.EE.4.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?
I can write an algebraic equation with more than one step to
represent a real-world problem.
I can solve an algebraic equation with multiple steps by using the
properties of equality or mathematical reasoning, and show or
explain my steps.
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