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Aligning NJ Grade 7 Mathematics Curricula to the Common Core State Standards
NEW
OLD
Common Core State Standards (CCSS)
adopted June 16, 2010
2008 NJ Core Curriculum Content
Standards (NJ cccs)
How is it related to
the old content?
If not related, where
did old content go?
Ratios and Proportional Relationships 7.RP
Analyze proportional relationships and use them to
solve real-world and mathematical problems.
7.RP.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.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.
This CCSS moves
“rates” from grade 8
(4.1.8.A.3) to grade 7.
It also moves
“compound
measurement units”
from grade 8
(4.2.8.D.6) to grade 7.
NEW (to grade 7)
4.1.7.A.3. Understand and use ratios,
proportions, and percents (including
percents greater than 100 and less than
1) in a variety of situations.
4.2.7.C.1. Use coordinates in four
quadrants to represent geometric
concepts.
4.3.7 B.1. Graph functions, and
understand and describe their general
behavior.
 Equations involving two variables
4.3.7.C.1. Analyze functional
relationships to explain how a change in
one quantity can result in a change in
another, using pictures, graphs, charts,
and equations.
4.3.7.A.1. Recognize, describe, extend,
and create patterns involving whole
numbers, rational numbers, and integers.
 Descriptions using tables, verbal and
symbolic rules, graphs, simple
equations or expressions
 Finite and infinite sequences
 Generating sequences by using
calculators to repeatedly apply a
formula
Related, but the
new CCSS contain
more specific
expectations
regarding
proportional
relationships.
Related, but the
new CCSS move
“rates” from grade
8 to grade 7.
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.
Although the new
CCSS postpone
functions until
grade 8, the use of
symbolic algebra
(equations) to
model (represent)
relationships is
explicit in bullet 1 of
NJ cccs 4.3.7.C.2.
4.3.7.C.2. Use patterns, relations,
symbolic algebra, and linear functions to
model situations.
 Using manipulatives, tables, graphs,
verbal rules, algebraic expressions/
equations/inequalities
 Growth situations, such as population
growth and compound interest, using
recursive (e.g., NOW-NEXT) formulas
(cf. science standards and social
studies standards)
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.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 new CCSS
move “rates” from
grade 8 to
grade 7.
NEW (to grade 7)
Although possibly
new in many 7th
grade classes, the
content may have
been included in
others as “a variety
of situations” under
NJ cccs 4.1.7.A.3.
The new CCSS
postpone
introducing the
concept of a
function until
grade 8.
Without the formal
terminology, sequences
are introduced in grades
4 and 5 in the CCSS.
The formal study of
arithmetic and
geometric sequences is
postponed until HS.
Growth functions and
the formal study of
arithmetic and
geometric sequences
are postponed until HS.
[“Understand and use ratios, proportions,
and percents (including percents greater
than 100 and less than 1) in a variety of
situations” from 4.1.7.A.3 above.]
Related, but the new
CCSS contain more
specific expectations
regarding proportional
relationships.
Shaded content is not a focus in this grade because it has already been covered in previous grades, because it will be covered in later
grades, or because it is not included at any grade in the new CCSS.
April 2011
1
The Number System 7.NS
Apply and extend previous understandings of
operations with fractions to add, subtract, multiply, and
divide rational numbers.
7.NS.1. Apply and extend previous
Similar, but the
understandings of addition and subtraction
new CCSS contain
to add and subtract rational numbers;
more specific
represent addition and subtraction on a
expectations
horizontal or vertical number line diagram.
regarding
operations
a. Describe situations in which opposite
involving negative
quantities combine to make 0. For
numbers.
example, a hydrogen atom has 0
4.1.7.A.1. Extend understanding of the
number system by constructing
meanings for the following:

Rational numbers

Percents

Whole numbers with exponents
4.1.7.B.1. Use and explain procedures
for per-forming calculations with integers
and all number types named above
(Rational numbers, Percents, Whole
numbers with exponents) with:

Pencil-and-paper

Mental math

Calculator
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.
4.3.7 D.1. Use graphing techniques on a
number line.
 Absolute value
 Arithmetic operations represented by
vectors (arrows)
(e.g., “-3 + 6” is “left 3, right 6”)
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.
4.3.7.D.4. Understand and apply the
properties of operations, numbers,
equations, and inequalities.
 Additive inverse
 Multiplicative inverse
4.1.7.B.1. Use and explain procedures
for performing calculations with integers
and all number types named above
(Rational numbers, Percents, Whole
numbers with exponents) with:

Pencil-and-paper

Mental math

Calculator
d. Apply properties of operations as
strategies to add and subtract rational
numbers.
7.NS.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.
Related, but the
new CCSS contain
more specific
expectations
regarding
operations
involving negative
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.
Similar
4.3.7.D.4. Understand and apply the
properties of operations, numbers,
equations, and inequalities.
 Additive inverse
 Multiplicative inverse
4.1.7.A.6. Understand that all fractions
can be represented as repeating or
terminating decimals.
Related but much
more specific
expectation
Exponents get more
attention in grades 6
and HS in the CCSS.
Also linked to
CCSS 7.NS.2
below for
multiplication and
division
In Transition:
Students coming to
seventh grade from
classes in which the
2008 standards were
used may not yet have
been introduced to
absolute value. Until
the curriculum change
has been implemented
at grade 6, teachers will
need to continue
introducing this concept
at grade 7.
Also linked to
CCSS 7.NS.1
above for addition
and subtraction
Also linked to the
new CCSS 7.EE.1
above
Shaded content is not a focus in this grade because it has already been covered in previous grades, because it will be covered in later
grades, or because it is not included at any grade in the new CCSS.
April 2011
2
4.1.7.A.5. Use whole numbers,
fractions, decimals, and percents to
represent equivalent forms of the same
number.
From the introduction to
Grade 7, critical area
(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.”
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.” (Footnote to Common Core
State Standards)]
4.1.7.A.2. Demonstrate a sense of the
relative magnitudes of numbers (as
applied to rational numbers and
percents).
4.1.7.A.4. Compare and order numbers
of all named types
 Rational numbers
 Percents
 Whole numbers with exponents
While not explicitly
articulated in the
CCSS for grade 7,
these expectations
from the 2008 NJ cccs
are part of the
“understanding of
number” as explained
in the CCSS Grade 7
introduction.
Compare & order are
not explicitly articulated
in the grade 7 CCSS.
Exponents get more
attention in grades 6
and HS in the CCSS.
4.5.7.A.2. Solve problems that arise in
mathematics and in other contexts.
 Open-ended problems
 Non-routine problems
 Problems with multiple solutions
 Problems that can be solved in several
ways
[An application of CCSS 7.NS.1 and
7.NS.2 (NJ cccs 4.1.7.B.1) above]
Similar, except
that manipulating
complex fractions
is new at this
grade level.
Expressions and Equations 7.EE
4.3.7.D.3. Create, evaluate, and simplify
algebraic expressions involving variables.
 Order of operations, including
appropriate use of parentheses
 Substitution of a number for a
variable
In CCSS, this is 6th
grade content (6.EE.2).
4.3.7.D.4. Understand and apply the
properties of operations, numbers,
equations, and inequalities.
 Additive inverse
 Multiplicative inverse
4.5.7.E.2. Select, apply, and translate
among mathematical representations to
solve problems.
Also linked to the
new CCSS 7.NS.1d
and 7.NS.2c above
4.1.7 B.2. Use exponentiation to find
whole number powers of numbers.
CCSS move this from
grade 7 to grade 6
(6.EE.1 & 2c).
In Transition:
Students coming to
seventh grade from
classes in which the
2008 standards were
used may not yet have
mastered this content.
Until the curriculum
change has been
implemented at grade 6,
teachers will need to
continue including this
material at grade 7.
Use properties of operations to generate equivalent
expressions.
7.EE.1. Apply properties of operations as
strategies to add, subtract, factor, and
expand linear expressions with rational
coefficients.
Related but more
specific expectation
that goes beyond the
2008 NJ cccs for this
grade level.
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.”
Instructional
guidance beyond the
level of specificity
provided in the
NJ cccs
In Transition:
Students coming to
seventh grade from
classes in which the
2008 standards were
used may not yet have
mastered this content.
Until the curriculum
change has been
implemented at grade 6,
teachers will need to
continue including this
material at grade 7.
Shaded content is not a focus in this grade because it has already been covered in previous grades, because it will be covered in later
grades, or because it is not included at any grade in the new CCSS.
April 2011
3
4.1.7 B.3. Understand and apply the
standard algebraic order of operations,
including appropriate use of parentheses.
[Also including exponents, from NJ cccs
4.1.7.A.1 and 4.1.7.B.2]
In CCSS, this is
grade 6 content
(6.EE.1 & 6.EE.2c).
See also 5.OA.1 & 2.
In Transition:
Students coming to
seventh grade from
classes in which the
2008 standards were
used may not yet have
mastered this content.
Until the curriculum
change has been
implemented at grade 6,
teachers will need to
continue including this
material at grade 7.
Solve real-life and mathematical problems using
numerical and algebraic expressions and equations.
7.EE.3. Solve multi-step real-life and
Similar but more
mathematical problems posed with positive
specific
and negative rational numbers in any form
expectation
(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.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.
4.5.7.A.2. Solve problems that arise in
mathematics and in other contexts.
 Open-ended problems
 Non-routine problems
 Problems with multiple solutions
 Problems that can be solved in several
ways
4.1.7.C.1. Use equivalent
representations of numbers such as
fractions, decimals, and percents to
facilitate estimation.
4.5.7.D.4. Rely on reasoning, rather than
answer keys, teachers, or peers, to
check the correctness of their problem
solutions.
Somewhat similar,
although CCSS move
fluent use of algebraic
methods from grade 8
to grade 7. Note that
the new CCSS are
more limiting in terms
of types of equations
to be solved. Note
also that this CCSS
allows rational
coefficients.
4.3.7.D.2. Solve simple linear equations
informally and graphically.
 Multi-step, integer coefficients only
(although answers may not be
integers)
 Using paper-and-pencil, calculators,
graphing calculators, spreadsheets,
and other technology
Somewhat related
but much more
specific expectation.
CCSS move the
solving of linear
inequalities from
grade 8 (4.3.8.D.3)
to grade 7.
4.3.7.D.4. Understand and apply the
properties of operations, numbers,
equations, and inequalities.
 Additive inverse
 Multiplicative inverse
Also linked to the
new CCSS 7.EE.1,
7.NS.1d, and
7.NS.2c above
NEW (to grade 7)
Geometry 7.G
Draw, construct, and describe geometrical figures and
describe the relationships between them.
Shaded content is not a focus in this grade because it has already been covered in previous grades, because it will be covered in later
grades, or because it is not included at any grade in the new CCSS.
April 2011
4
7.G.1. 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.
Similar although
slightly more
specific
expectation
4.2.7 A.2. Understand and apply the
concept of similarity.
7.G.2. 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.3. Describe the two-dimensional
figures that result from slicing threedimensional figures, as in plane sections of
right rectangular prisms and right
rectangular pyramids.
Instructional
guidance beyond
the level of
specificity provided
in the NJ cccs
4.2.7.A.3. Use logic and reasoning to
make and support conjectures about
geometric objects. [Related to



Using proportions to find missing measures
Scale drawings
Models of 3D objects
3-D objects are
not explicitly
included at this
grade level.
Mathematical Process No. 3 description,
that students “make conjectures and build a
logical progression of statements to explore
the truth of their conjectures.”]
The new CCSS
move this from grade
8 (NJ cccs 4.2.8.A.1)
to grade 7.
NEW (to grade 7)
4.2.7.A.1. Understand and apply
properties of polygons.
 Quadrilaterals, including squares,
rectangles, parallelograms,
trapezoids, rhombi
 Regular polygons
In the CCSS,
Identification and
classification of twodimensional figures,
including quadrilaterals,
are in grade 5 (5.G.3
and 4). Applying those
properties is not
explicitly articulated in
CCSS at any grade.
4.2.7 B.2. Understand and apply
transformations.
CCSS move this
from grade 7 to
grade 8.
 Finding the image, given the pre-image,
and vice-versa
 Sequence of transformations needed to
map one figure onto another
 Reflections, rotations, and translations
result in images congruent to the pre-image
 Dilations (stretching/shrinking) result in
images similar to the pre-image
4.2.7.C.2. Use a coordinate grid to
model and quantify transformations (e.g.,
translate right 4 units).
4.2.7.D.1. Solve problems requiring
calculations that involve different units of
measurement within a measurement system
(e.g., 4’3” plus 7’10” equals 12’1”).
CCSS move this from
grade 7 to grade 8
(8.G.1, 2, 3, & 4).
Although not
precisely articulated
in the new CCSS, it
is strongly related to
5.MD.1 and 6.RP.3d.
Solve real-life and mathematical problems involving
angle measure, area, surface area, and volume.
4.2.7.D.3. Recognize that all
measurements of continuous quantities
are approximations.
4.2.7.D.2. Select and use appropriate
units and tools to measure quantities to
the degree of precision needed in a
particular problem-solving situation.
7.G.4. Know the formulas for the area and
circumference of a circle and use them to
solve problems; give an informal derivation
Although not explicitly
articulated in the CCSS,
this remains a critical
understanding for
students to solve real-life
problems. It is implicitly
related to Mathematical
Practice Standard #6.
The new CCSS for
Mathematical Practice
include selection of tools
and precision:
“Mathematically proficient
students consider the
available tools when
solving a mathematical
problem” (#5). “They
calculate accurately and
efficiently, express
numerical answers with a
degree of precision
appropriate for the
problem context” (#6).
In Transition:
CCSS move area
and circumference
of a circle from
NEW (to grade 7)
Students coming to
seventh grade from
classes in which the
Shaded content is not a focus in this grade because it has already been covered in previous grades, because it will be covered in later
grades, or because it is not included at any grade in the new CCSS.
April 2011
5
of the relationship between the
circumference and area of a circle.
2008 standards were
used may already know
this content. Once the
curriculum change has
been implemented at
grade 6, teachers can
no longer assume
previous familiarity with
circumference and area
of a circle.
grade 6 (NJ cccs
4.2.6.E.2) to
grade 7.
4.2.7 E.1. Develop and apply strategies
for finding perimeter and area.
 Geometric figures made by combining
triangles, rectangles and circles or parts
of circles
 Estimation of area using grids of various
sizes
7.G.5. 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.
7.G.6. 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.
CCSS move this
from grade 8
(4.2.8.A.1) to
grade 7.
Although this 2008
CPI is somewhat
related to CCSS
7.G.4 above and
7.G.6 below, the
emphasis is very
different.
NEW (to grade 7)
CCSS move this
from grade 8
(4.2.8.E.3) to
grade 7.
NEW (to grade 7)
4.2.7 E.2. Recognize that the volume of
a pyramid or cone is one-third of the
volume of the prism or cylinder with the
same base and height (e.g., use rice to
compare volumes of figures with same
base and height).
CCSS move volume
of a cone from grade
7 to grade 8 (8.G.9).
Finding the volume
of a pyramid is
postponed until HS.
Statistics and Probability 7.SP
Use random sampling to draw inferences about a
population.
7.SP.1. Understand that statistics can be
Related but much
used to gain information about a population more specific
by examining a sample of the population;
expectations
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.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.
4.4.7 A.2. Make inferences and
formulate and evaluate arguments based
on displays and analysis of data.
CCSS move this
from grade 8
(4.4.8.A.4) to
grade 7.
NEW (to grade 7)
Draw informal comparative inferences about two
populations.
7.SP.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
NEW
Shaded content is not a focus in this grade because it has already been covered in previous grades, because it will be covered in later
grades, or because it is not included at any grade in the new CCSS.
April 2011
6
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.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.
4.4.7 A.1. Select and use appropriate
representations for sets of data, and
measures of central tendency (mean,
median, and mode).
 Type of display most appropriate for
given data
Related but much
more specific and
more demanding
expectation.
 Box-and-whisker plot, upper quartile,
lower quartile
 Scatter plot
 Calculators and computer used to
record and process information
Investigate chance processes and develop, use, and
evaluate probability models.
7.SP.5. Understand that the probability of a CCSS move this
chance event is a number between 0 and 1 from grade 6
that expresses the likelihood of the event
(4.4.6.B.1) to
occurring. Larger numbers indicate greater
grade 7.
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.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.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?
Identification of
appropriate data
displays is not explicitly
included in the CCSS
at any grade, but is
critical throughout.
In CCSS, box plots
and interquartile range
are in grade 6
In CCSS, scatter plots
are in grade 8
Supportive of CCSS
Mathematical Practice #5
NEW (to grade 7)
4.4.7.B.1. Interpret probabilities as
ratios, percents, and decimals.
4.4.7.B.2. Model situations involving
probability with simulations (using
spinners, dice, calculators and
computers) and theoretical models.
 Frequency, relative frequency
Similar, but slightly
more specific
expectation.
4.4.7.B.3. Estimate probabilities and
make predictions based on experimental
and theoretical probabilities.
[“Estimate probabilities and make
predictions based on experimental and
theoretical probabilities” from 4.4.7.B.3
above.]
Related to and an
extension of
NJ cccs 4.4.7.B.3
above
4.4.7.B.4. Play and analyze probabilitybased games, and discuss the concepts
of fairness and expected value.
In CCSS, concepts
of fairness and
expected value are
postponed until HS.
Shaded content is not a focus in this grade because it has already been covered in previous grades, because it will be covered in later
grades, or because it is not included at any grade in the new CCSS.
April 2011
7
7.SP.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?
4.4.7.C.3. Apply techniques of systematic
listing, counting, and reasoning in a
variety of different contexts.
CCSS move this
from grade 8
(4.4.8.B.2) to
grade 7.
“Explore
compound events”
was included in
2008 NJ cccs at
grade 6 (4.4.6.B.3)
Bullet b is related to
4.4.7.C.3.
NEW (to grade 7)
4.4.7.C. Discrete MathematicsSystematic Listing and Counting
4.4.7.D. Discrete MathematicsVertex-Edge Graphs and Algorithms
In CCSS, Systematic
Listing and Counting
(with the exception of
4.4.7.C.3 as indicated
above) is postponed
until HS
Vertex-Edge Graphs
are not included in
the new CCSS at
any grade level
Shaded content is not a focus in this grade because it has already been covered in previous grades, because it will be covered in later
grades, or because it is not included at any grade in the new CCSS.
April 2011
8