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September – June
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
Throughout The Year
Glencoe Grade 7
2007–2008 Mathematics Curriculum Guides
Wisconsin
Mathematics
Standard
MPS
Learning Target
A.
Mathematical
Processes
Note: Mathematical processes
need to be embedded in all
mathematical strands
throughout the school year.
Math processes are assessed on
the WKCE-CRT and reported
as a separate proficiency area.
For example, students are
asked to provide written
justifications and explanations,
pose problems, and represent
concepts.
Wisconsin Assessment
Descriptors for Mathematics
Curriculum
1) Reasoning: Use reasoning and logic to:
• Perceive patterns
• Identify relationships
• Formulate questions
• Pose problems
• Make conjectures
• Justify strategies
• Test reasonableness of results
2) Communication: Communicate mathematical ideas and reasoning using
the vocabulary of mathematics in a variety of ways (e.g., using words,
numbers, symbols, pictures, charts, tables, diagrams, graphs, and models).
3) Connections: Connect mathematics to the real world as well as within
mathematics.
4) Representations: Create and use representations to organize, record, and
communicate mathematical ideas.
5) Problem Solving: Solve and analyze routine and non-routine problems.
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
V.2
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
updated 11/07
September – June
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
Time
September
Chapter
MPS Learning Targets
Chapter 1:
Decimals
Patterns and
Algebra
Number Operations and
Relationships:
Learning Target # 1
Represent, rename, compare, and
identify equivalent forms of fractions,
decimals, and percents using place value
and number theory concepts. (1.1, 1.2,
1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9)
Number Operations and
Relationships:
Learning Target #2
Estimate and justify solutions to
problems with and without context
involving whole numbers, integers, and
rational numbers, including applications
of proportional reasoning. (1.1, 1.2, 1.3,
1.4, 1.5, 1.6, 1.7, 1.8, 1.9)
Algebraic Relationships:
Learning Target #9
Describe functional relationships in
words, tables, graphs, and symbolic
rules, extend and justify sequences, and
describe graphs of real-world situations.
(1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9)
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
Wisconsin State Framework Assessment
Descriptors
District Model CABS
Mathematical Processes:
Mathematical Processes are embedded throughout all
lessons when, for example, students are asked to provide
written justifications and explanations, pose problems, and
represent concepts
We hope these district CABS
will be used to continue and
expand the formative
assessment (i.e. assessment
for learning vs. assessment of
learning) initiatives
promoted by the MMP.
Number Operations and Relationships:
B.a.1 Recognize and apply place-value concepts to
numbers less than 100,000,000 with decimals to the
thousandths place. (1.7, 1.8, 1.9)
B.a.2 Read, write, and represent numbers using words,
numerals, number lines, arrays, and expanded form (12.09
= 10 + 2 + 0.09) and symbolic renaming (12.09 = 13 –
0.91). (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9)
B.a.3 Compare and order a set of fractions or decimals (to
the hundredths place) and use symbols (<, >, =,). (1.5)
B.b.8 Use all operations in everyday situations to solve
single or multi-step word problems. (1.1, 1.2, 1.3, 1.4, 1.5,
1.6, 1.7, 1.8, 1.9)
B.b.14 Determine reasonableness of answers. (1.1, 1.2,
1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9)
Algebraic Relationships:
Algebraic Relationships:
#2, 12
F.a.3 Extend an increasing or decreasing arithmetic or
geometric pattern. (1.1, 1.2, 1.4, 1.5, 1.7)
F.a.6 Describe real-world phenomena represented by a
graph. Describe real-world phenomena that a given graph
might represent. (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9)
F.a.7 Justify the accuracy of the chosen item in a
sequence. (1.7)
F.c.15 Identify a pair of equivalent numerical or onevariable expressions when using commutative or
associative properties with addition and multiplication.
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
V.2
updated 11/07
September – June
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
(1.6)
F.c.16 Demonstrate understanding of up to four-step order
of operations expressions using parentheses, exponents,
and fraction symbol. (1.3, 1.4, 1.5, 1.6, 1.7)
F.c.17 Demonstrate understanding of distributive property
without variables. (1.6)
F.c.18 Solve order of operations problems with one
variable to demonstrate understanding of commutatively
and associatively. (1.4, 1.5, 1.6)
September /
October
Chapter 2:
Statistics:
Analyzing
Data
Statistics and Probability:
Learning Target #7
Interpret and analyze data sets and
displays using measures of central
tendency and variation, and compare
data sets to evaluate hypotheses and
multiple representations. (2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 2.7, 2.8)
October /
November
Chapter 3:
Algebra:
Integers
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
Mathematical Processes:
Mathematical processes are embedded through out all
lessons when, for example, students are asked to provide
written justifications and explanations, pose problems, and
represent concepts.
We hope these district CABS
will be used to continue and
expand the formative
assessment (i.e. assessment
for learning vs. assessment of
learning) initiatives
promoted by the MMP.
Statistics and Probability:
E.a.1 Compare two sets of data to generate or
confirm/deny hypotheses. (2.2, 2.7, 2.8)
E.a.2 Extract, interpret, and analyze data including
multiple representations of the same data from tables,
double back-to-back stem-and-leaf plots, double bar
graphs, simple circle graphs, line plots, line graphs, charts
and diagrams with and without context. (2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 2.7, 2.8)
E.a.3 Create graph with one-variable data sets using backto-back stem-and-leaf plots, double bar graphs, circle
graphs, and line plots and line graphs; discuss
appropriateness of graph selected. (2.2, 2.3, 2.4, 2.5, 2.6,
2.7, 2.8)
E.a.4 Find mean, median (with odd or even number of
data), mode and range of a set of data with and without
context. (2.3, 2.4, 2.5, 2.6, 2.7, 2.8)
E.a.5 Evaluate sources of data in context and multiple
representations of a given data set. (2.8)
Statistics and Probability:
#1a, 1b, 1c, 2, 3
‘
We hope these district CABS
Mathematical Processes:
Mathematical processes are embedded through out all
will be used to continue and
lessons when, for example, students are asked to provide
expand the formative
written justifications and explanations, pose problems, and assessment (i.e. assessment
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
V.2
updated 11/07
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
represent concepts.
November
Number Operations and
Relationships:
Learning Target #2
Estimate and justify solutions to
problems with and without context
involving whole numbers, integers, and
rational numbers, including applications
of proportional reasoning. (3.1, 3.2, 3.3,
3.4, 3.5, 3.6, 3.7)
Number Operations and Relationships:
B.a.2 Read, write, and represent numbers using words,
numerals, number lines, arrays, and expanded form (12.09
= 10 + 2 + 0.09) and symbolic renaming (12.09 = 13 –
0.91). (3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7)
B.b.10 Add and subtract decimals including thousandths
with and without text. Multiply decimals and integers (100 to 100) including thousandths with and without
context. (Ex. Interest rates). Divide decimals and integers
in problems with and without context. (3.4, 3.5, 3.6, 3.7)
B.b.14 Determine reasonableness of answers. (3.1, 3.2,
3.3, 3.4, 3.5, 3.6, 3.7)
Algebraic Relationships:
Learning Target #9
Describe functional relationships in
words, tables, graphs, and symbolic
rules, extend and justify sequences, and
describe graphs of real-world situations.
(3.1, 3.2, 3.4, 3.5, 3.6, 3.7)
Algebraic Relationships:
F.b.8 Solve single-variable inequalities using symbols.
(3.2)
F.b.9 Solve single-variable one-and two-step equations
with whole number, whole number integer, or rational,
coefficients with and without context. (3.4, 3.5, 3.6, 3.7)
F.b.11 Solve two-step multi-operation equations with
letter variables and whole number or integer coefficients
with and without context. Ex: -3 + 1 = 7. (3.1, 3.4, 3.5,
3.6, 3.7)
F.b.13 Create a corresponding algebraic expression when
given an arithmetic operation/relationship expressed in
words. (3.4, 3.5, 3.6, 3.7)
Geometry:
Learning Target #4
Design and classify symmetrical figures,
transform points and figures using the
coordinate plane, and apply properties of
similarity in problem solving situations.
(3.3)
Geometry:
C.c.12 Identify, locate, plot coordinates in all four
quadrants; draw or identify the reflection of a point across
the x- or y-axis or the translations of a point at integer
coordinates in any of the four quadrants. (3.3)
Chapter 4:
Algebra:
Linear
Equations and
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
September – June
for learning vs. assessment of
learning) initiatives
promoted by the MMP.
Algebraic Relationships:
#6a, 7, 12
We hope these district CABS
Mathematical Processes:
Mathematical processes are embedded through out all
will be used to continue and
lessons when, for example, students are asked to provide
expand the formative
written justifications and explanations, pose problems, and assessment (i.e. assessment
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
V.2
updated 11/07
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
represent concepts.
Functions
Algebraic Relationships:
Learning Target #9
Describe functional relationships in
words, tables, graphs, and symbolic
rules, extend and justify sequences, and
describe graphs of real-world situations.
(4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7)
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
September – June
for learning vs. assessment of
learning) initiatives
promoted by the MMP.
Algebraic Relationships:
Algebraic Relationships:
F.a.1 Use two concurrent numeric patterns to describe and #1a, 1b, 3a, 3b, 3c, 3d, 3e,
analyze functional relationships between two variables.
4a, 4b, 4c, 5, 6a, 6b, 6c, 6d,
7, 8, 10, 10a, 10b, 10c,
(4.6, 4.7)
F.a.3 Extend an increasing or decreasing arithmetic or
geometric pattern. (4.6, 4.7)
F.a.4 Describe and interpret linear patterns in tables and
graphs. (4.6, 4.7)
F.a.5 Identify the rule to complete or extend a function
table or any combination of the two using one or two
operations (+, -, x,) and numbers (-100 through 100) in
the function table. (4.6, 4.7)
F.a.6 Describe real-world phenomena represented by a
graph. Describe real-world phenomena that a given graph
might represent. (4.2, 4.3, 4.4, 4.5, 4.6, 4.7)
F.a.7 Justify the accuracy of the chosen item in a
sequence. (4.6, 4.7)
F.b.8 Solve single-variable inequalities using symbols.
(4.5, 4.6, 4.7)
F.b.9 Solve single-variable one-and two-step equations
with whole number, whole number integer, or rational,
coefficients with and without context. (4.2, 4.3, 4.4, 4.5,
4.6, 4.7)
F.b.10 Find values of expressions with one variable and
up to two operations including basic operations and
exponents. (4.4, 4.6, 4.7)
F.b.11 Solve two-step multi-operation equations with
letter variables and whole number or integer coefficients
with and without context. Ex: -3 + 1 = 7. (4.2, 4.3, 4.4,
4.6, 4.7)
F.b.12 Write an algebraic expression (with one or two
operations) which generalizes a linear pattern. (4.6, 4.7)
F.b.13 Create a corresponding algebraic expression when
given an arithmetic operation expressed in words. (4.1,
4.2, 4.3, 4.4)
F.b.14 Evaluate formulas with and without context by
solving for a specified variable. (4.5, 4.6)
F.c.15 Identify a pair of equivalent numerical or oneDeveloped by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
V.2
updated 11/07
September – June
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
variable expressions when using commutative or
associative properties with addition and multiplication.
(4.2, 4.3, 4.4,)
F.c.18 Solve order of operations problems with one
variable to demonstrate understanding of commutatively
and associatively. (4.2, 4.3, 4.4, 4.6, 4.7)
Geometry:
Learning Target #4
Design and classify symmetrical figures,
transform points and figures using the
coordinate plane, and apply properties of
similarity in problem solving situations.
(4.6, 4.7)
Geometry:
C.c.12 Identify, locate, plot coordinates in all four
quadrants; draw or identify the reflection of a point across
the x- or y-axis or the translation of a point at integer
coordinates in any of the four quadrants. (4.6, 4.7)
Number Operations and
Relationships:
Learning Target #1
Represent, rename, compare, and
identify equivalent forms of fractions,
decimals, and percents using place value
and number theory concepts. (4.6, 4.7)
Number Operations and Relationships:
B.a.2 Read, write, and represent numbers using words,
numerals, number lines, arrays, and expanded form (12.09
= 10 + 2 + 0.09) and symbolic renaming (12.09 = 13 –
0.91). (4.6, 4.7)
Number Operations and
Relationships:
#5
Mathematical Processes:
Mathematical processes are embedded through out all
lessons when, for example, students are asked to provide
written justifications and explanations, pose problems, and
represent concepts.
We hope these district CABS
will be used to continue and
expand the formative
assessment (i.e. assessment
for learning vs. assessment of
learning) initiatives
promoted by the MMP.
Number Operations and
Relationships:
Learning Target #2
Estimate and justify solutions to
problems with and without context
involving whole numbers, integers, and
rational numbers, including applications
of proportional reasoning. (4.6, 4.7)
November /
December
Chapter 5:
Fractions,
Decimals and
Percents
Number Operations and
Relationships:
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
Number Operations and Relationships:
Number Operations and
B.a.1 Recognize and apply place-value concepts to
Relationships:
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
V.2
updated 11/07
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
Learning Target #1
Represent, rename, compare, and
identify equivalent forms of fractions,
decimals, and percents using place value
and number theory concepts. (5.1, 5.2,
5.3, 5.4, 5.5, 5.6, 5.7, 5.8)
numbers less than 100,000,000 with decimals to the
thousandths place. (5.4, 5.5, 5.6, 5.8)
B.a.2 Read, write, and represent numbers using words,
numerals, number lines, arrays, and expanded form (12.09
= 10 + 2 + 0.09) and symbolic renaming (12.09 = 13 –
0.91). 5.4, 5.5, 5.6)
B.a.3 Compare and order a set of fractions or decimals (to
the hundredths place) and use symbols (<, >, =,). (5.8)
Number Operations and
Relationships:
Learning Target #2
Estimate and justify solutions to
problems with and without context
involving whole numbers, integers, and
rational numbers, including applications
of proportional reasoning. (5.1, 5.2, 5.3,
5.4, 5.5, 5.6, 5.7, 5.8)
B.a.4 Identify and use number theory concepts:
 Prime and composite numbers
 Divisibility potential of numbers (divisors of 1-10, 25,
and multiples of 10).
 Least common multiples
 Greatest common factor of two numbers
(5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8)
B.a.5 Demonstrate understanding of fractions and percents
with and without contexts (e.g., sales tax and discounts, 40
is 25 percent of what number?; What number is 25 percent
of 160?) (5.5, 5.6, 5.8)
B.a.6 Apply proportional reasoning to a variety of problem
situations (e.g., comparisons, rates, and similarities). (5.5,
5.6, 5.8)
B.a.7 Identify equivalent forms of fractions, decimals, and
percents. (5.3, 5.4, 5.5, 5.6, 5.8)
B.b.8 Use all operations in everyday situations to solve
single or multi-step word problems. (5.3, 5.4, 5.5, 5.6,
5.8)
B.b.9 Solve problems involving percents with and without
context. (5.5, 5.6, 5.8)
B.b.11 Demonstrate understanding of the concept of
division of fractions in a contextual setting. (5.3)
B.b.14 Determine reasonableness of answers. (5.1, 5.2,
5.3, 5.4, 5.4, 5.6, 5.7, 5.8)
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
V.2
September – June
#1, 7a, 7b, 7c, 7d
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
updated 11/07
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
December /
January
Chapter 6:
Applying
Fractions
Mathematical Processes:
Mathematical processes are embedded through out all
lessons when, for example, students are asked to provide
written justifications and explanations, pose problems, and
represent concepts.
Number Operations and
Relationships:
Learning Target #1
Represent, rename, compare, and
identify equivalent forms of fractions,
decimals, and percents using place value
and number theory concepts. (6.3, 6.4,
6.6)
Number Operations and
Relationships:
Learning Target #2
Estimate and justify solutions to
problems with and without context
involving whole numbers, integers, and
rational numbers, including applications
of proportional reasoning. (6.1, 6.2, 6.3,
6.4, 6.5, 6.6, 6.7, 6.9)
Measurement:
Learning Target #5
Make estimates, measures, and
conversions, determine distances using
scales and formulas, and apply
proportional reasoning to enlarge and
shrink figures. (6.2, 6.7)
September – June
We hope these district CABS
will be used to continue and
expand the formative
assessment (i.e. assessment
for learning vs. assessment of
learning) initiatives
promoted by the MMP.
Number Operations and Relationships:
B.a.3 Compare and order a set of fractions or decimals (to
the hundredths place) and use symbols (<, >, =,). (6.1,
6.2, 6.3, 6.4, 6.5, 6.6)
B.a.4 Identify and use number theory concepts:
 Prime and composite numbers
 Divisibility potential of numbers (divisors of 1-10, 25,
and multiples of 10).
 Least common multiples
 Greatest common factor of two numbers
(6.1, 6.2, 6.3, 6.4, 6.5, 6.6)
B.a.7 Identify equivalent forms of fractions, decimals, and
percents. (6.1, 6.2, 6.3, 6.4, 6.5, 6.6)
B.b.8 Use all operations in everyday situations to solve
single or multi-step word problems. (6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7, 6.8, 6.9)
B.b.11 Demonstrate understanding of the concept of
division of fractions in a contextual setting. (6.6)
B.b.12 Add and subtract mixed numbers and fractions
with unlike denominators, multiply mixed numbers. (6.1,
6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9)
B.b.14 Determine reasonableness of answers. (6.1, 6.2,
6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9)
Number Operations and
Relationships:
#10a, 10b, 10c
Measurement:
D.a.2 Convert units within a system e.g., feet to yards;
ounces to pounds; inches to feet; pints to quarts.
Approximate conversions of units between metric and
U.S. customary systems using a model or in context
(quart/liter, yard/meter). (6.2, 6.7)
D.c.6 Estimate area given a reference. (6.8)
D.c.7 Determine perimeter/circumference and area of
polygons and circles with and without context. (6.8, 6.9)
Measurement:
#1a, 1b
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
V.2
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
updated 11/07
September – June
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
Measurement:
Learning Target #6
Estimate and determine the
perimeter/circumference and area of
polygons and circles and the volume and
surface area of cylinders, prisms, and
pyramids. (6.8, 6.9)
Algebraic Relationships:
Learning Target #9
Describe functional relationships in
words, tables, graphs, and symbolic
rules, extend and justify sequences, and
describe graphs of real-world situations.
(6.2, 6.3, 6.4, 6.5, 6.7, 6.8, 6.9)
January
Algebraic Relationships:
F.a.6 Describe real-world phenomena represented by
a graph. Describe real-world phenomena that a given
graph might represent. (6.2, 6.3, 6.4, 6.5, 6.7, 6.8)
Mathematical Processes:
Mathematical processes are embedded through out all
lessons when, for example, students are asked to provide
written justifications and explanations, pose problems, and
represent concepts.
Chapter 7:
Ratios and
Proportions
Number Operations and
Relationships:
Learning Target #1
Represent, rename, compare, and
identify equivalent forms of fractions,
decimals, and percents using place value
and number theory concepts. (7.1, 7.2,
7.3, 7.4, 7.5, 7.6, 7.7, 7.8)
Number Operations and
Relationships:
Learning Target #2
Estimate and justify solutions to
problems with and without context
involving whole numbers, integers, and
rational numbers, including applications
of proportional reasoning. (7.1, 7.2, 7.3,
7.4, 7.5, 7.6, 7.7, 7.8)
Number Operations and Relationships:
B.a.3 Compare and order a set of fractions or decimals (to
the hundredths place) and use symbols (<, >, =,). (7.1,
7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8)
B.a.4 Identify and use number theory concepts:
 Prime and composite numbers
 Divisibility potential of numbers (divisors of 1-10, 25,
and multiples of 10).
 Least common multiples
 Greatest common factor of two numbers
(7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8)
B.a.6 Apply proportional reasoning to a variety of problem
situations (e.g., comparisons, rates, and similarities). (7.1,
7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8)
B.a.7 Identify equivalent forms of fractions, decimals, and
percents. (7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8)
B.b.8 Use all operations in everyday situations to solve
single or multi-step word problems. (7.1, 7.2, 7.3, 7.4, 7.5,
7.6, 7.7, 7.8)
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
V.2
We hope these district CABS
will be used to continue and
expand the formative
assessment (i.e. assessment
for learning vs. assessment of
learning) initiatives
promoted by the MMP.
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
updated 11/07
September – June
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
B.b.9 Solve problems involving percents with and without
context. (7.5, 7.6, 7.7, 7.8)
B.b.14 Determine reasonableness of answers. (7.1, 7.2,
7.3, 7.4, 7.5, 7.6, 7.7, 7.8)
Measurement:
Learning Target #5
Make estimates, measures, and
conversions, determine distances using
scales and formulas, and apply
proportional reasoning to enlarge and
shrink figures. (7.1, 7.2, 7.3, 7.4, 7.7,
7.8)
Measurement:
D.c.6 Estimate area given a reference. (7.4)
D.c.7 Determine perimeter/circumference and area of
polygons and circles with and without context. (7.4)
D.c.8 Determine the distance between points using a scale.
(7.4)
D.c.11 Use ratio and proportion in context. (7.1, 7.2, 7.3,
7.4, 7.5, 7.6, 7.7, 7.8)
Measurement:
#4, 5
Algebraic Relationships:
F.a.6 Describe real-world phenomena represented by
Algebraic Relationships:
#6a, 6b, 6c, 6d
Measurement:
Learning Target #6
Estimate and determine the
perimeter/circumference and area of
polygons and circles and the volume and
surface area of cylinders, prisms, and
pyramids. (7.4)
Algebraic Relationships:
Learning Target #9
Describe functional relationships in
words, tables, graphs, and symbolic
rules, extend and justify sequences, and
describe graphs of real-world situations.
(7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8)
February
Chapter 8:
Applying
Percent
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
a graph. Describe real-world phenomena that a given
graph might represent. (7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7,
7.8)
F.b.9 Solve single-variable one-and two-step equations
with whole number, whole number integer, or rational,
coefficients with and without context. (7.2, 7.3, 7.4, 7.5
7.7, 7.8)
F.b.10 Find values of expressions with one variable and
up to two operations including basic operations and
exponents. (7.2, 7.3, 7.4, 7.5 7.7, 7.8)
F.b.14 Evaluate formulas with and without context by
solving for a specified variable. (7.1, 7.2, 7.3, 7.4, 7.5,
7.6, 7.7, 7.8)
We hope these district CABS
will be used to continue and
expand the formative
assessment (i.e. assessment
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
Mathematical Processes:
Mathematical processes are embedded through out all
lessons when, for example, students are asked to provide
V.2
updated 11/07
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
written justifications and explanations, pose problems, and
represent concepts.
Number Operations and
Relationships:
Learning Target #1
Represent, rename, compare, and
identify equivalent forms of fractions,
decimals, and percents using place value
and number theory concepts. (8.1, 8.2,
8.3, 8.4, 8.5, 8.6)
Number Operations and
Relationships:
Learning Target #2
Estimate and justify solutions to
problems with and without context
involving whole numbers, integers, and
rational numbers, including applications
of proportional reasoning. (8.1, 8.2, 8.3,
8.4, 8.5, 8.6)
Number Operations and Relationships:
B.a.1 Recognize and apply place-value concepts to
numbers less than 100,000,000 with decimals to the
thousandths place. (8.1, 8.2, 8.3, 8.4, 8.5, 8.6)
B.a.2 Read, write, and represent numbers using words,
numerals, number lines, arrays, and expanded form (12.09
= 10 + 2 + 0.09) and symbolic renaming (12.09 = 13 –
0.91). (8.1, 8.2, 8.3, 8.4, 8.5, 8.6)
B.a.3 Compare and order a set of fractions or decimals (to
the hundredths place) and use symbols (<, >, =,). (8.1,
8.2, 8.3, 8.4, 8.5, 8.6)
B.a.4 Identify and use number theory concepts:
 Prime and composite numbers
 Divisibility potential of numbers (divisors of 1-10, 25,
and multiples of 10).
 Least common multiples
 Greatest common factor of two numbers
(8.1)
B.a.5 Demonstrate understanding of fractions and percents
with and without contexts (e.g., sales tax and discounts, 40
is 25 percent of what number?; What number is 25 percent
of 160?) (8.1, 8.2, 8.3, 8.4, 8.5, 8.6)
B.a.6 Apply proportional reasoning to a variety of problem
situations (e.g., comparisons, rates, and similarities). (8.1,
8.2, 8.3, 8.4, 8.5, 8.6)
B.a.7 Identify equivalent forms of fractions, decimals, and
percents. (8.1, 8.2, 8.3, 8.4, 8.5, 8.6)
B.b.8 Use all operations in everyday situations to solve
single or multi-step word problems. (8.1, 8.2, 8.3, 8.4, 8.5,
8.6)
B.b.9 Solve problems involving percents with and without
context. (8.1, 8.2, 8.3, 8.4, 8.5, 8.6)
B.b.13 Estimate the sum, difference, and product of whole
numbers, common fractions, mixed numbers, and decimals
to thousandths. (8.1, 8.2, 8.3)
B.b.14 Determine reasonableness of answers. (8.1, 8.2,
8.3, 8.4, 8.5, 8.6)
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
V.2
September – June
for learning vs. assessment of
learning) initiatives
promoted by the MMP.
Number Operations and
Relationships:
#4, 6a, 6b, 6c
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
updated 11/07
September – June
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
Statistics and Probability:
Learning Target #7
Interpret and analyze data sets and
displays using measures of central
tendency and variation, and compare
data sets to evaluate hypotheses and
multiple representations. (8.1, 8.2, 8.3,
8.4, 8.5, 8.6)
February /
March
Statistics and Probability:
Learning Target #8
Design and conduct simulations to solve
problems, determine likelihood and
fairness of events, and make predictions
and analyze outcomes based on
theoretical and experimental probability.
(8.1, 8.2, 8.3, 8.4, 8.5, 8.6)
Statistics and Probability:
E.a.2 Extract, interpret, and analyze data including
multiple representations of the same data from tables,
double back-to-back stem-and-leaf plots, double bar
graphs, simple circle graphs, line plots, line graphs, charts
and diagrams with and without context. (8.1, 8.2, 8.3, 8.4,
8.5, 8.6)
E.a.3 Create graph with one-variable data sets using backto-back stem-and-leaf plots, double bar graphs, circle
graphs, and line plots and line graphs; discuss
appropriateness of graph selected. (8.1, 8.2, 8.3, 8.4, 8.5,
8.6)
E.a.5 Evaluate sources of data in context and multiple
representations of a given data set. (8.1, 8.2, 8.3, 8.4, 8.5,
8.6)
E.b.7 Use probabilities to estimate outcomes and evaluate
fair and unfair simple events. (8.3)
Algebraic Relationships:
Learning Target #9
Describe functional relationships in
words, tables, graphs, and symbolic
rules, extend and justify sequences, and
describe graphs of real-world situations.
(8.1, 8.2, 8.3, 8.4, 8.5, 8.6)
Algebraic Relationships:
F.a.6 Describe real-world phenomena represented by a
graph. Describe real-world phenomena that a given graph
might represent. (8.1, 8.2, 8.3, 8.4, 8.5, 8.6)
F.b.14 Evaluate formulas with and without context by
solving for a specified variable. (8.1, 8.2, 8.3, 8.4, 8.5,
8.6)
Chapter 9:
Probability
Mathematical Processes:
Mathematical processes are embedded through out all
lessons when, for example, students are asked to provide
written justifications and explanations, pose problems, and
represent concepts.
Number Operations and
Relationships:
Learning Target #1
Represent, rename, compare, and
identify equivalent forms of fractions,
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
We hope these district CABS
will be used to continue and
expand the formative
assessment (i.e. assessment
for learning vs. assessment of
learning) initiatives
promoted by the MMP.
Number Operations and Relationships:
B.a.4 Identify and use number theory concepts:
 Prime and composite numbers
 Divisibility potential of numbers (divisors of 1-10, 25,
and multiples of 10).
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
V.2
updated 11/07
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
decimals, and percents using place value
and number theory concepts. (9.1, 9.2,
9.3, 9.4, 9.5, 9.6, 9.7)
Number Operations and
Relationships:
Learning Target #2
Estimate and justify solutions to
problems with and without context
involving whole numbers, integers, and
rational numbers, including applications
of proportional reasoning. (9.1, 9.2, 9.3,
9.4, 9.5, 9.6, 9.7)
Statistics and Probability:
Learning Target #7
Interpret and analyze data sets and
displays using measures of central
tendency and variation, and compare
data sets to evaluate hypotheses and
multiple representations. ( 9.1, 9.2, 9.3,
9.4, 9.5, 9.6, 9.7)
Statistics and Probability:
Learning Target #8
Design and conduct simulations to solve
problems, determine likelihood and
fairness of events, and make predictions
and analyze outcomes based on
theoretical and experimental probability.
(9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7)
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
September – June
 Least common multiples
 Greatest common factor of two numbers
(9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7)
B.a.5 Demonstrate understanding of fractions and percents
with and without contexts (e.g., sales tax and discounts, 40
is 25 percent of what number?; What number is 25 percent
of 160?) (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7)
B.a.6 Apply proportional reasoning to a variety of problem
situations (e.g., comparisons, rates, and similarities). (9.1,
9.2, 9.3, 9.4, 9.5, 9.6, 9.7)
B.a.7 Identify equivalent forms of fractions, decimals, and
percents. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7)
B.b.8 Use all operations in everyday situations to solve
single or multi-step word problems. (9.1, 9.2, 9.3, 9.4, 9.5,
9.6, 9.7)
B.b.9 Solve problems involving percents with and without
context. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7)
B.b.14 Determine reasonableness of answers. (9.1, 9.2,
9.3, 9.4, 9.5, 9.6, 9.7)
Statistics and Probability:
Statistics and Probability:
#4, 5, 6
E.a.2 Extract, interpret, and analyze data including
multiple representations of the same data from tables,
double back-to-back stem-and-leaf plots, double bar
graphs, simple circle graphs, line plots, line graphs, charts
and diagrams with and without context. ( 9.1, 9.2, 9.3, 9.4,
9.5, 9.6, 9.7)
E.a.3 Create graph with one-variable data sets using backto-back stem-and-leaf plots, double bar graphs, circle
graphs, and line plots and line graphs; discuss
appropriateness of graph selected. ( 9.1, 9.2, 9.3, 9.4, 9.5,
9.6, 9.7)
E.a.5 Evaluate sources of data in context and multiple
representations of a given data set. ( 9.1, 9.2, 9.3, 9.4, 9.5,
9.6, 9.7)
E.b.6 Determine the likelihood of an event and probability
based on one or two dependent independent events. ( 9.1,
9.2, 9.3, 9.4, 9.5, 9.6, 9.7)
E.b.7 Use probabilities to estimate outcomes and evaluate
fair and unfair simple events. ( 9.1, 9.2, 9.3, 9.4, 9.5, 9.6,
9.7)
E.b.8 Use data from simultaneous provided in
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
V.2
updated 11/07
September – June
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
charts/tables to solve and interpret probability problems.
( 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7)
E.b.9 Determine the number of arrangements from a set of
5 or less. Es: How many different ways could 5 students
stand in line? (9.4, 9.5)
E.b.10 Solve problems involving sample spaces or
diagrams. ( 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7)
E.b.11 Analyze outcomes based on an understanding
of theoretical and experimental probability. ( 9.1, 9.2,
9.3, 9.4, 9.5, 9.6, 9.7)
Algebraic Relationships:
Learning Target #9
Describe functional relationships in
words, tables, graphs, and symbolic
rules, extend and justify sequences, and
describe graphs of real-world situations.
(9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7)
March / April
Chapter 10:
Geometry
Number Operations and
Relationships:
Learning Target #1
Represent, rename, compare, and
identify equivalent forms of fractions,
decimals, and percents using place value
and number theory concepts. (10.2)
Number Operations and
Relationships:
Learning Target #2
Estimate and justify solutions to
problems with and without context
involving whole numbers, integers, and
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
Algebraic Relationships:
F.a.6 Describe real-world phenomena represented by a
graph. Describe real-world phenomena that a given graph
might represent. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7)
Mathematical Processes:
Mathematical processes are embedded through out all
lessons when, for example, students are asked to provide
written justifications and explanations, pose problems, and
represent concepts.
We hope these district CABS
will be used to continue and
expand the formative
assessment (i.e. assessment
for learning vs. assessment of
learning) initiatives
promoted by the MMP.
Number Operations and Relationships:
B.a.2 Read, write, and represent numbers using words,
numerals, number lines, arrays, and expanded form (12.09
= 10 + 2 + 0.09) and symbolic renaming (12.09 = 13 –
0.91). (10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9)
B.a.6 Apply proportional reasoning to a variety of problem
situations (e.g., comparisons, rates, and similarities).
(10.2, 10.6)
B.a.7 Identify equivalent forms of fractions, decimals, and
percents. (10.2)
B.b.8 Use all operations in everyday situations to solve
single or multi-step word problems. (10.1, 10.2, 10.3,
10.4, 10.5, 10.6, 10.7, 10.8, 10.9)
Number Operations and
Relationships:
#9a, 9b, 9c
V.2
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
updated 11/07
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
rational numbers, including applications
of proportional reasoning. (10.1, 10.2,
10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9)
Geometry:
Learning Target #3
Identify and describe polyhedra from
multiple perspectives and determine the
measure of angles and angle pairs in
polygons.. (10.3, 10.4, 10.5, 10.6, 10.7,
10.8, 10.9)
Geometry:
Learning Target #4
Design and classify symmetrical figures,
transform points and figures using the
coordinate plane, and apply properties of
similarity in problem solving situations.
(10.8, 10.9)
Measurement:
Learning Target #5
Make estimates, measures, and
conversions, determine distances using
scales and formulas, and apply
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
September – June
B.b.9 Solve problems involving percents with and without
context. (10.2)
B.b.14 Determine reasonableness of answers. (10.1, 10.2,
10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9)
Geometry:
C.a.2 Find the measure of the third angle of a triangle
when given the measures of two interior or exterior angles.
(10.4, 10.6)
C.a.4 Determine the measure of an angle in a drawing of
an adjacent and supplementary or adjacent and
complementary pair of angles when given the measure of
the other angle. (10.3)
C.b.5 Draw and/or describe a similar figure when given a
polygon drawn on graph paper with vertices at lattice
points. (10.9)
C.b.6 Identify figures that are congruent and/or similar.
(10.6, 10.9)
C.b.7 Demonstrate understanding of similarity by finding
the relationship between the sides of two figures. (10.6,
10.9)
C.b.8 Draw or identify the image of a figure based on one
or more transformations (reflection, rotation, and/or
translation). (10.9)
C.b.9 Design symmetrical shapes. Draw or identify lines
of symmetry. (10.9)
C.b.10 Classify figures possessing line symmetry only;
line and rotation symmetry; rotational symmetry only; no
symmetry. (10.9)
C.c.12 Identify, locate, plot coordinates in all four
quadrants; draw or identify the reflection of a point across
the x- or y-axis or the translation of a point at integer
coordinates in any of the four quadrants. (10.8, 10.9)
C.c.13 Locate or plot coordinates in any of the four
quadrants using a geometric figure (e.g., transformations).
(10.8, 10.9)
Geometry:
#1, 2, 4, 5, 8, 9, 10a, 10b,
11a, 11b, 12
Measurement:
D.b.5 Measure and/or draw angles up to 360 degrees.
(10.1, 10.2, 10.3, 10.4, 10.6)
Measurement:
#1, 3
V.2
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
updated 11/07
September – June
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
proportional reasoning to enlarge and
shrink figures. (10.1, 10.2, 10.3, 10.4,
10.6)
April
Statistics and Probability:
Learning Target #7
Interpret and analyze data sets and
displays using measures of central
tendency and variation, and compare
data sets to evaluate hypotheses and
multiple representations. (10.2, 10.3)
Statistics and Probability:
E.a.2 Extract, interpret, and analyze data including
multiple representations of the same data from tables,
double back-to-back stem-and-leaf plots, double bar
graphs, simple circle graphs, line plots, line graphs, charts
and diagrams with and without context. (10.2, 10.3)
E.a.3 Create graph with one-variable data sets using backto-back stem-and-leaf plots, double bar graphs, circle
graphs, and line plots and line graphs; discuss
appropriateness of graph selected. (10.2)
Algebraic Relationships:
Learning Target #9
Describe functional relationships in
words, tables, graphs, and symbolic
rules, extend and justify sequences, and
describe graphs of real-world situations.
(10.2, 10.3, 10.7)
Algebraic Relationships:
F.a.6 Describe real-world phenomena represented by a
graph. Describe real-world phenomena that a given graph
might represent. (10.2, 10.3, 10.7)
Chapter 11:
Geometry:
Measuring
TwoDimensional
Figures
Mathematical Processes:
Mathematical processes are embedded through out all
lessons when, for example, students are asked to provide
written justifications and explanations, pose problems, and
represent concepts.
Number Operations and
Relationships:
Learning Target #1
Represent, rename, compare, and
identify equivalent forms of fractions,
decimals, and percents using place value
and number theory concepts. (11.8)
Number Operations and
Relationships:
Learning Target #2
Estimate and justify solutions to
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
We hope these district CABS
will be used to continue and
expand the formative
assessment (i.e. assessment
for learning vs. assessment of
learning) initiatives
promoted by the MMP.
Number Operations and Relationships:
B.a.2 Read, write, and represent numbers using words,
numerals, number lines, arrays, and expanded form (12.09
= 10 + 2 + 0.09) and symbolic renaming (12.09 = 13 –
0.91). (11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.7, 11.8)
B.a.7 Identify equivalent forms of fractions, decimals, and
percents. (11.8)
B.b.8 Use all operations in everyday situations to solve
single or multi-step word problems. (11.1, 11.2, 11.3,
11.4, 11.5, 11.6, 11.7, 11.8)
B.b.14 Determine reasonableness of answers. (11.1, 11.2,
11.3, 11.4, 11.5, 11.6, 11.7, 11.8)
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
V.2
updated 11/07
September – June
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
problems with and without context
involving whole numbers, integers, and
rational numbers, including applications
of proportional reasoning. (11.1, 11.2,
11.3, 11.4, 11.5, 11.6, 11.7, 11.8)
May
Measurement:
Learning Target #6
Estimate and determine the
perimeter/circumference and area of
polygons and circles and the volume and
surface area of cylinders, prisms, and
pyramids. (11.1, 11.2, 11.3, 11.4, 11.5,
11.6, 11.7, 11.8)
Measurement:
D.c.6 Estimate area given a reference. (11.4, 11.5)
D.c.7 Determine perimeter/circumference and area of
polygons and circles with and without context. (11.1, 11.2,
11.3, 11.4, 11.5, 11.6, 11.7, 11.8)
Statistics and Probability:
Learning Target #8
Design and conduct simulations to solve
problems, determine likelihood and
fairness of events, and make predictions
and analyze outcomes based on
theoretical and experimental probability.
(11.8)
Statistics and Probability:
E.b.6 Determine the likelihood of an event and probability
based on one or two dependent independent events. ( 11.8)
E.b.7 Use probabilities to estimate outcomes and evaluate
fair and unfair simple events. (11.8)
Algebraic Relationships:
Learning Target #9
Describe functional relationships in
words, tables, graphs, and symbolic
rules, extend and justify sequences, and
describe graphs of real-world situations.
(11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.7,
11.8)
Algebraic Relationships:
F.a.6 Describe real-world phenomena represented by a
graph. Describe real-world phenomena that a given graph
might represent. (11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.7,
11.8)
F.b.14 Evaluate formulas with and without context by
solving for a specified variable. (11.3, 11.4, 11.5, 11.6,
11.7, 11.8)
Chapter 12:
Geometry:
Measuring
ThreeDimensional
Figures
Mathematical Processes:
Mathematical processes are embedded through out all
lessons when, for example, students are asked to provide
written justifications and explanations, pose problems, and
represent concepts.
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
V.2
Measurement:
#1b, 7
We hope these district CABS
will be used to continue and
expand the formative
assessment (i.e. assessment
for learning vs. assessment of
learning) initiatives
promoted by the MMP.
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
updated 11/07
September – June
Milwaukee Public Schools Curriculum Guide for Glencoe, Gr. 7
Number Operations and
Relationships:
Learning Target #2
Estimate and justify solutions to
problems with and without context
involving whole numbers, integers, and
rational numbers, including applications
of proportional reasoning. (12,1, 12.2,
12.3, 12.4, 12.5, 12.6)
Number Operations and Relationships:
B.b.8 Use all operations in everyday situations to solve
single or multi-step word problems. (12.1, 12.2, 12.3,
12.4, 12.5, 12.6)
B.b.14 Determine reasonableness of answers. (12.1, 12.2,
12.3, 12.4, 12.5, 12.6)
Geometry:
Learning Target #4
Design and classify symmetrical figures,
transform points and figures using the
coordinate plane, and apply properties of
similarity in problem solving situations.
(12.1, 12.2, 12.3, 12.4, 12.5, 12.6)
Geometry:
C.a.1 Name 3-dimensional figures (e.g., rectangular
prisms, square pyramids, cones, cylinders, and spheres).
(12.1, 12.2, 12.3, 12.4, 12.5)
C.b.5 Draw and/or describe a similar figure when given a
polygon drawn on graph paper with vertices at lattice
points. (12.1, 12.4,)
C.b.11 Identify and describe 3-dimensional figures from
multiple perspectives. (12.1, 12.2, 12.3, 12.4, 12.5)
Geometry:
#3,7, 9
Measurement:
Learning Target #5
Make estimates, measures, and
conversions, determine distances using
scales and formulas, and apply
proportional reasoning to enlarge and
shrink figures. (12.6)
Measurement:
D.a.1 Select the appropriate unit of measure (U.S.
customary and metric) to estimate the length, liquid
capacity, volume, time, and weight/mass of everyday
objects. (12.2, 12.3, 12.4, 12.5, 12.6)
D.b.3 Apply appropriate tools techniques to measure down
to the nearest 1/4-, 1/8- or 1/16-inch or nearest centimeter
or millimeter. (12.6)
D.c.7 Determine perimeter/circumference and area of
polygons and circles with and without context. (12.4, 12.5)
D.c.9 Determine volume and surface area of cylinders,
rectangular prisms and pyramids with base shapes of
triangle, square, regular pentagon, and regular hexagon in
real-world context. (12.2, 12.3, 12.4, 12.5)
Measurement:
11, 11a
Measurement:
Learning Target #6
Estimate and determine the
perimeter/circumference and area of
polygons and circles and the volume and
surface area of cylinders, prisms, and
pyramids. (12.2, 12.3, 12.4, 12.5)
Lessons are aligned with MPS Learning Targets and
Wisconsin State Framework Descriptor as indicated by (5.2) = Lesson 5.2.
V.2
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
updated 11/07