mathematics grade 7 pacing guideebrschools.org/pdf/candi/grade7_pacing_2015-2016-rev 9-2015.pdf ·...

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Mathematics Grade 7 – Pacing Guide

Revised 9/9/2015

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Revised 9/9/2015

We would like to acknowledge all teachers who provided input. Special thanks to the following teachers for

working throughout the summer to enhance the pacing guides:

Keyoka Bernard, Southeast Middle School

Kimberly Daniels, Sherwood Middle School

Donald Esteen, Capitol Middle School

Tobrina Jackson, Glasgow Middle School

Cherie Neill, Sherwood Middle School

Lawryn Owens McKinley Middle Magnet School

Danielle Ricks, Westdale Middle School

Jayadra Rodney, Capitol Middle School

Chandra Smith, McKinley Middle Magnet School

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Revised 9/9/2015

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1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks Chapter 0 Chapter 3 Chapter 4 Chapter 1 Chapter 2 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 End of Year

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8

5-6 days Aug 6 -13

14-16 days Aug 18 – Sep 10

14-16 days Sep 11 – Oct 2

12-14 days Oct 13 – 30

13-15 days Nov 2 – 20

10-12 days Nov 30 – Dec

15

18-20 days Jan 5 – Feb

1

12-14 days Feb 2 – 23

10-12 days Feb 24 – Mar

10

6-8 days Mar 21 – Apr

11

8-9 days Apr 12 – 22

10-12 days May 2 – May 13

4.NBT.3 7.NS.A.1 (all) 7.NS.A.1 (all) 7.RP.A.1 7.RP.A.2c 7.EE.A.1 7.EE.B.3 7.G.A.1 7.G.B.4 7.SP.C.5 7.SP.A.1

Reteach un-mastered skills

Especially 7.NS.1-3 &

7.EE.1-3

4.NBT.4 7.NS.A.2a 7.NS.A.2 7.RP.A.2

(all) 7.RP.A.3 7.EE.A.2

7.EE.B.4 (all)

7.G.A.2 7.G.B.6 7.SP.C.6 7.SP.A.2 8.EE.A.1

5.NBT.4 7.NS.A.2b 7.NS.A.3 7.RP.A.3 7.EE.A.2 7.G.A.3 7.SP.C.7 7.SP.B.3 8.EE.A.2

5.NBT.5 7.NS.A.2c 7.EE.B.3 7.NS.A.3 7.EE.B.3 7.G.B.5 7.SP.C.8 7.SP.B.4 8.EE.A.3

5.NBT.6 7.NS.A.3 8.NS.A.1

5.NF.1 7.EE.B.3 8.NS.A.2

5.NF.4a

6.NS.1

6.NS.3

Review: Oct 5-6 Review and assessment dates; Non-consecutive dates allow for

testing, review, and school holidays. Summative Assessment: Oct 7-8

Review: Dec 14-15

Summative Assessment: Dec 16-18

Review: Mar 7-8 Summative Assessment: Mar 9-10

*PARCC Phase 1 PBT: Mar 14-18*

Review: May 16-17 Comprehensive Post-Assessment: May 18-20

*PARCC Phase 2 PBT: April 25-29*

Major Clusters Supporting Clusters

Additional Clusters Other

RP – Ratio and Proportional Reasoning (1,2, 3) NS – The Number System (1, 2, 3) EE – Expressions and Equations (1, 2, 3, 4)

SP – Statistics and Probability (1, 2, 5, 6, 7, 8)

G – Geometry (1, 2, 3, 4, 5, 6) SP – Statistics and Probability (3, 4)

Potential Gaps in Student Pre-Requisite Knowledge (click to see description) 6.NS – 1, 2, 3, 6, 7 6.EE – 1, 3, 4, 5, 7, 8, 9 6.G – 1, 2, 4 6.SP – 1, 2, 3, 4

75 – 80 % of items from the major clusters will be on the state assessments.

http://www.louisianabelieves.com/docs/common-core-state-standards-resources/guide---grade-7-math-gap-document.pdf?sfvrsn=4

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Revised 9/9/2015

Summary of Year for Grade 7 Mathematics In 6th grade, students extend their conceptual understanding of the set of rational numbers to include negative rational numbers. In 7th grade, students will extend their work on operations with rational numbers to include all rational numbers. Students should apply the connections between addition and subtraction as well as the connections between multiplication and division to gain a high level of procedural skill and fluency in performing operations with rational numbers. Students’ fluency with rational numbers will be applied in modeling and solving multi-step real-world and mathematical problems; furthermore, their fluency with rational numbers will be applied to their work in solving linear equations and inequalities in one variable. Students will be expected to extend their procedural skill and fluency in solving a single-step equation from 6th grade to solving multi-step equations and inequalities in 7th grade. Then the course will transition to extending students’ capacity for rigor with proportional reasoning. First, students will use scale drawing to reengage with proportional reasoning, then apply proportional reasoning to model and solve problems involving percents, and finally extend their work with proportional reasoning to examine relationships between two quantities. After proportional reasoning students will extend their work with univariate statistics from 6th grade to examining and making inferences about populations. Pairing with statistics, students will be introduced to the concept of probability and work problems involving simple and compound probabilities. Both statistics and probability will support student’s work with rational numbers and proportional reasoning by allowing students to apply their conceptual understanding and fluency in new and different contexts. The course concludes with a study of geometry including geometric construction, geometric measures of two and three dimensional figures, an introduction to circles, and angle pairs.

Standards Clarification for Grade 7 Mathematics

Some standards are included in multiple units to provide students with multiple opportunities to engage with the content. In the tables that follow, suggested focus areas and possible benchmarks for repeated standards are identified in the column labeled Standards Clarification.

Mathematical Practices Recommendations for Grade 7 Mathematics Mathematical practices should be evident throughout mathematics instruction and connected to all of the content areas addressed at this grade level. Mathematical tasks are an important opportunity to connect content and practices. Some brief examples of how the content of this grade might be connected to the practices follow.

When students compare arithmetic and algebraic solutions to the same problem (7.EE.4a), they are identifying correspondences between different approaches (MP.1).

Solving an equation such as 4 = 8(x – ½) requires students to see and make use of structure (MP.7), temporarily viewing x – ½ as a single entity.

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 (MP.3). Such problems also present opportunities for using appropriate tools strategically (MP.5).

Proportional relationships present opportunities for modeling (MP.4). 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.

Focus Standards for Mathematical Practices

Each chapter addresses one or more of the 8 Mathematical Practices listed below. Refer to the Mathematical Practice Handbook on pages MP1 – MP20 in the Teacher’s Edition. Refer to “Mathematical Practices” at the end of each “Real-World Link” at the start of every lesson. Look for the red “MP” throughout the daily lessons for activities and exercises that allow the students to become familiar with the Mathematical Practices. MP 1 Make sense of problems and persevere in solving them. MP 5 Use appropriate tools strategically. MP 2 Reason Abstractly and Quantitatively. MP 6 Attend to Precision. MP 3 Construct viable arguments and critique the reasoning of others. MP 7 Look for and make use of structure. MP 4 Model with Mathematics. MP 8 Look for and express regularity in repeated reasoning.

Fluency Expectations or Examples of Culminating Standards for Grade 6 Mathematics

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Revised 9/9/2015 7.EE.B.3: Students solve multistep problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools

strategically. This work is the culmination of many progressions of learning in arithmetic, problem solving and mathematical practices.

7.EE.B.4: In solving word problems leading to one-variable equations of the form px + q = r and p(x + q) = r, students solve the equations fluently. This will require fluency with rational number arithmetic (7.NS.1–3), as well as fluency with applying properties operations to rewrite linear expressions with rational coefficients (7.EE.1).

7.NS.A.1-2: Adding, subtracting, multiplying, and dividing rational numbers is the culmination of numerical work with the four basic operations. The number system will continue to develop in grade 8, expanding to become the real numbers by the introduction of irrational numbers, and will develop further in high school, expanding to become the complex numbers with the introduction of imaginary numbers. Because there are no specific standards for rational number arithmetic in later grades and because so much other work in grade 7 depends on rational number arithmetic, fluency with rational number arithmetic should be the goal in grade 7.

Learning Progressions For CCSS Learning Progressions – Refer to “Track Your Common Core progress” on pages xvii-xx of the Teacher’s Edition to help student self-monitor. Students should see their content knowledge increasing as the year progresses.

Sample Accommodations & Modifications Room Arrangements ______Anchor charts related to content ______Increase distance between desks ______Flexible grouping ______Task lists that are desk top Lesson Presentation ______Multi-sensory Activities ______Model, repeat, restate ______Break larger presentations into smaller segments ______Varied activities to meet all needs

Assignments & Assessments ______ Extended time ______ Simplifying complex directions ______ Multi -sensory approach ______ Shorten assignments ______ Extra time ______ Manipulatives ______ Extra credit recovery ______ Extra wait time ______ Simplify directions with pictures ______ Modeling directions/ expectations ______ Visuals ______ Extended time ______ Frequent short Quizzes

DISCLAIMER: The accommodations listed are intended for general guidance only. They should not be relied upon as substitutes or replacements for the legal and binding accommodations documented on a student’s Individual Education/Individual Accommodation Plan (IEP/IAP). It is the responsibility of each IEP Instructor/school site 504 Coordinator to ensure that accommodations documented on a student’s IEP/IAP are appropriately developed based on individual student need and implemented with fidelity. EBRPSS’s Department of Curriculum & Instruction K-12 and its members disclaim use of these accommodations beyond general guidance.

Enrichment, Differentiation and Modified Assignments

To Assist with Planning ENRICHMENT, DIFFERENTIATION, & MODIFIED assignments refer also to:

1. Focus, Coherence and Rigor in T.E.

2. Alternate Strategies in each lesson (RTI, EL Learners, etc.)

3. Interactive white boards (IWB)

4. Planning online graphics at the top of each lesson

5. Inquiry Labs throughout the text

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Revised 9/9/2015

Literacy Resources

Each chapter/lesson includes the following opportunities for teachers to integrate literacy into Math:

a. In the “Launch the Lesson” section of the Teacher’s Edition, each lesson opens with a “Real World Link” connection. Incorporate these into your lessons as much as possible.

b. Use the “Vocabulary Start-Up” where applicable in the lessons c. Refer to the “What Tools Do You Need” in the “Chapter Launcher” to ensure that you are implementing the necessary vocabulary and literacy strategies for ALL learners. d. Each lesson includes identifying the mathematical practice used. Incorporate these into your instruction. e. Teachers might also use the ELL Strategy in each lesson with ALL students to solidify daily understanding of key topics, concepts, and vocabulary. f. Use the 5E Model Daily in the Launch the Lesson (Engage, Explore), Teach the Concept (Explain) and Practice and Apply (Explain, Elaborate and Evaluate) g. For differentiation https://mathreasoninginventory.com/Home/Index h. Math Solutions http://mathsolutions.com/books-resources/classroom-lessons/

LDOE Resources

***Please click on the links below for assistance with possible LDOE resources*** Link to Louisiana Believes Middle Math Teacher Library -Planning Resources -Sample Items -Assessment Guidance -The Louisiana Believes Grade 6-8 Math Guidebook Remediation Guide – pages 77-78

https://mathreasoninginventory.com/Home/Index

http://mathsolutions.com/books-resources/classroom-lessons/

https://www.louisianabelieves.com/resources/library/teacher-support-toolbox-library/6-8-grade-math-teachers

http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/2014-math-6-8-curriculum-guidebook.pdf?sfvrsn=4

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Revised 9/9/2015

1ST 9 Weeks

Chapter 0: Fundamental Skill Review

Possible time frame: 5 – 8 days

August 6 - 17

Chapter 0 represents fundamental skills that are needed for students to perform well in the current course. Although these skills are being reviewed, these skills should be continuously reviewed and spiraled throughout the course. In Chapter 0, students will revisit pre-requisite foundational skills needed for successful mastery of 7th grade concepts. These skills will include fluent operations with whole numbers and positive rational numbers, rounding, and place value.

Recommended Standards Generalize place value understanding for multi-digit whole numbers. 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.

Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Understand the place value system. 5.NBT.4 Use place value understanding to round decimals to any place.

Perform operations with multi-digit whole numbers and with decimals to hundredths. 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. 5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Use equivalent fractions as a strategy to add and subtract fractions. 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) Apply and extend previous understandings of multiplication and division. 5.NF.4a Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

Apply and extend previous understandings of multiplication and division to divide fractions by fractions. 6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi.?

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Revised 9/9/2015 Compute fluently with multi-digit numbers and find common factors and multiples. 6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Resources by Standard

***Below are possible resources (by standard) that can be used. Please note that this gives you a starting point and other/additional resources may be used in place of these listed below***

Khan Academy resources are very good. However, be mindful that the lessons are on level and these videos do not always breakdown processes or include every step necessary to solve problems. These videos may also expand concepts further than may be necessary for your students. Please review and become familiar with each video prior to implementing in your lesson plan.

LearnZillion links within YAG/YID route teachers to the LearnZillion homepage.

McGraw Hill PowerUps: To access Online PDF: ConnectEd Course 2 (Teacher Edition) Tab: Assess Menu Item: PowerUp for the PARCC Assessment Power up for PARCC (1st Document); Additional resources available for each chapter included an analysis of Online Chapter Test and Scoring Rubric for Online Performance Task

Standard Illustrative Math Khan Academy LDOE Guidebook LearnZillion Math Design Collaborative (MDC)

McGraw Hill Additional

4.NBT.3 https://www.khanacademy.org/commoncore/grade-4-NBT#4.NBT.A.3

https://learnzillion.com/student/lessons/525

4.NBT.4 https://www.khanacademy.org/commoncore/grade-4-NBT#4.NBT.B.4

5.NBT.4 https://www.khanacademy.org/commoncore/grade-5-NBT#5.NBT.A.4


5.NBT.5 https://www.khanacademy.org/commoncore/grade-5-NBT#5.NBT.B.5

5.NBT.6 https://www.illustrativemathematics.org/content-standards/tasks/878

https://www.khanacademy.org/commoncore/grade-5-NBT#5.NBT.B.6

https://www.khanacademy.org/commoncore/grade-4-NBT#4.NBT.A.3






















https://www.illustrativemathematics.org/content-standards/tasks/878









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Revised 9/9/2015 5.NF.1 https://www.illustra

tivemathematics.org/content-standards/tasks/1563

https://www.khanacademy.org/commoncore/grade-5-NF#5.NF.A.1


5.NF.4a https://www.khanacademy.org/commoncore/grade-5-NF#5.NF.B.4a

https://learnzillion.

com/student/lesson

s/125

6.NS.1 https://www.khanacademy.org/commoncore/grade-6-NS#6.NS.A.1


6.NS.3 https://www.illustrativemathematics.org/content-standards/tasks/275

https://www.khanacademy.org/commoncore/grade-6-NS#6.NS.B.3

YouTube: Graphic Organizer (Foldable) - Adding & Subtracting (Part 1) -Multiplication & Division (Part 2) Math Goodies: - Decimal Word Problems (Mixed Review) - Multiplying Decimals With Whole Numbers - Multiplying Decimals -Dividing Decimals by Whole Numbers - Dividing Decimals - Decimal Word Problems (Mixed Review 2)













https://www.khanacademy.org/commoncore/grade-5-NF#5.NF.B.4a







https://www.khanacademy.org/commoncore/grade-6-NS#6.NS.A.1
















https://www.youtube.com/watch?v=T1cy01Gzfro

https://www.youtube.com/watch?v=T1cy01Gzfro

https://www.youtube.com/watch?v=6ibiN0YyZGM&feature=youtu.be

https://www.youtube.com/watch?v=6ibiN0YyZGM&feature=youtu.be

http://www.mathgoodies.com/lessons/decimals/solve_word_problems.html



http://www.mathgoodies.com/lessons/decimals_part2/multiply_by_whole.html

http://www.mathgoodies.com/lessons/decimals_part2/multiply_by_whole.html

http://www.mathgoodies.com/lessons/decimals_part2/multiply_decimals.html

http://www.mathgoodies.com/lessons/decimals_part2/divide_by_whole.html

http://www.mathgoodies.com/lessons/decimals_part2/divide_by_whole.html

http://www.mathgoodies.com/lessons/decimals_part2/divide_decimals.html

http://www.mathgoodies.com/lessons/decimals_part2/solve_more_problems.html



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Revised 9/9/2015

1ST 9 Weeks

Chapter 3: Integers

Possible time frame: 14-16 days

August 18 – September 10

In this chapter, students will: -add, subtract, multiply and divide integers - model negative integers in everyday context -use addition, subtraction, multiplication and division of integers to solve real-world problems -extend their conceptual understanding of division to explain why answers are (+) ot (-) in problems

Major Cluster Standards Standards Clarification 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.

7.NS.A.1a 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.

7.NS.A.1b 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.

7.NS.A.1c 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.

7.NS.A.1d Apply properties of operations as strategies to add and subtract rational numbers.

7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. 7.NS.2a 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.

7.NS.A.3 Computations with integers. Students will continue to solve problems involving the four operations with integers throughout the remainder of the course. See the gap document on page three for information on potential gaps and prerequisite skills from the previous grade.

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Revised 9/9/2015 7.NS.2ab 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. 7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers.

7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers..

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 ¾ inches long in the center of a door that is 27 ½ 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.




LearnZillion links within YAG/YID route teachers to the LearnZillion homepage. McGraw Hill PowerUps: To access Online PDF: ConnectEd Course 2 (Teacher Edition) Tab: Assess Menu Item: PowerUp for the PARCC Assessment Power up for PARCC (1st Document); Additional resources available for each chapter included an analysis of Online Chapter Test and Scoring Rubric for Online Performance Task.



Multiple Standards

Instructional Task: Video Games – Pgs. 108-114 Instructional Task: Field Trip – Pgs. 127-131

McGraw Hill Power Up! Performance Task – Weather Report (Student Textbook pg. 255) Performance Task - Football Night (Online PDF pgs. 117-118)

12


Revised 9/9/2015 Chapter Test – Chapter 3 Test (Online PDF pgs. 65-70)

7.NS.A.1 https://www.illustrativemathematics.org/content-standards/tasks/46

https://learnzillion.com/student/lessons/2665 https://learnzillion.com/student/lessons/2665 https://learnzillion.com/student/lessons/2703 https://learnzillion.com/student/lessons/2670

7.NS.A.2a – c https://www.illustrativemathematics.org/content-standards/tasks/2041

7.NS.A.2a https://learnzillion.com/student/lessons/706 7.NS.A.2b: https://learnzillion.com/student/lessons/1032 7.NS.A.2c: https://learnzillion.com/student/lessons/701

7.NS.A.3 https://learnzillion.com/student/lessons/359 https://learnzillion.com/student/lessons/990

7.EE.B.3 Extended Constructed





































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Revised 9/9/2015 Response: Sleep Survey – Pgs. 84-89

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Revised 9/9/2015

2nd 9 Weeks

Chapter 4: Rational Numbers Possible time frame:

14 – 16 days September 11 – October 2

In this chapter, students will: -convert fractions to decimals using long division and understand the difference between terminating and repeating decimal -compare and order rational numbers -add, subtract, multiply and divide fractions -perform the operations in real life context -use decimal operations to convert between measurement systems

Major Cluster Standards Standards Clarification 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.

7.NS.A.1a 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.

7.NS.A.1b 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.

7.NS.A.1c 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.

7.NS.A.1d Apply properties of operations as strategies to add and subtract rational numbers. 7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

7.NS.A.2a 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.

7.NS.A.2b 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.

7.NS.A.2c Apply properties of operations as strategies to multiply and divide rational numbers.

7.NS.A.3 Computations with rational

numbers extend the rules for multiplying

fractions to complex fractions. Students

will continue to solve problems involving

the four operations with rational

numbers throughout the remainder of

the course.

See the gap document on page three for

information on potential gaps and

prerequisite skills from the previous

grade.

15


Revised 9/9/2015 7.NS.A.2d 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.

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 ¾ inches long in the center of a door that is 27 ½ 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.




LearnZillion links within YAG/YID route teachers to the LearnZillion homepage. Simply type in the QuickCode to retrieve the suggested video. McGraw Hill PowerUps: To access Online PDF: ConnectEd Course 2 (Teacher Edition) Tab: Assess Menu Item: PowerUp for the PARCC

Assessment Power up for PARCC (1st Document); Additional resources available for each chapter included an analysis of Online Chapter Test and Scoring Rubric for Online Performance Task.



Multiple

Standards

http://map.mathshe

ll.org/lessons.php?c

ollection=8&unit=71

05

McGraw Hill Power

Up!

Performance Task –

Managing Money

(Student Textbook

pg. 339)


Heating Up/Cooling

Down (Online PDF

pgs. 119-120)

http://illuminations.

nctm.org/Lesson.asp

x?id=1120

http://map.mathshell.org/lessons.php?collection=8&unit=7105




http://illuminations.nctm.org/Lesson.aspx?id=1120



16


Revised 9/9/2015

Chapter Test –

Chapter 4 Test

(Online PDF pgs. 71-

76)

7.NS.A.1 https://learnzillion.c

om/student/lessons

/1232

7.NS.A.2 https://www.illustra

tivemathematics.org

/content-

standards/tasks/604

https://www.khanac

ademy.org/math/cc-

seventh-grade-

math/cc-7th-

fractions-

decimals/cc-7th-

fracs-to-

decimals/v/converti

ng-fractions-to-

decimals-example

https://www.khanac

ademy.org/math/cc-

seventh-grade-

math/cc-7th-

fractions-

decimals/cc-7th-

add-sub-rational-

numbers/v/compari

ng-rational-numbers

https://learnzillion.c

om/student/lessons

/1577

7.NS.A.3 https://learnzillion.c

om/student/lessons

/1150


om/student/lessons

/1234

http://map.mathshe

ll.org/tasks.php?unit

=MA11&collection=

9&redir=1








https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-fractions-decimals/cc-7th-fracs-to-decimals/v/converting-fractions-to-decimals-example










https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-fractions-decimals/cc-7th-add-sub-rational-numbers/v/comparing-rational-numbers


















http://map.mathshell.org/tasks.php?unit=MA11&collection=9&redir=1




17


Revised 9/9/2015


om/student/lessons

/1578

7.EE.B.3

https://www.illustra

tivemathematics.org

/content-

standards/tasks/158

8

7.NS.A.1

7.NS.A.3

Instructional Task:

Club Budget – Pgs.

115-126

Extended

Constructed

Response: Distance

Between Houses –

Pgs. 104-107









18


Revised 9/9/2015

2nd 9 Weeks

Chapter 1: Ratios and Proportional Reasoning Possible time frame:

12 – 14 days October 13 – October 30

In chapter 1, students will be asked to analyze proportional relationships and distinguish between situations that are proportional and situations that are not. To solve the real-world and mathematical problems in this chapter students will use rates, unit rates, complex fractions, and proportional and non-proportional relationships. Additionally, students will also be asked to find the rate of change, convert units of measure, graph ratios and rates, write and solve proportions, calculate the slope of a line using tables and graphs, and solve problems using direct variation.

Major Cluster Standards Standards Clarification 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.

See the gap document on page three for information on potential gaps and prerequisite skills from the previous grade. 7.RP.A.1 Students will extend their work with unit rates to discover the constant of proportionality from a table, graph, equation, diagram, or verbal description in a proportional relationship. Additionally students will understand the significance of the point (1, r) where the output is the unit rate of the graph for a proportional relationship.

Supporting Cluster Standards Standards Clarification 7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers. This standard should support work with

ratios and rates.



19


Revised 9/9/2015 Khan Academy resources are very good. However, be mindful that the lessons are on level and these videos do not always breakdown processes or

include every step necessary to solve problems. These videos may also expand concepts further than may be necessary for your students. Please review and become familiar with each video prior to implementing in your lesson plan.

LearnZillion links within YAG/YID route teachers to the LearnZillion homepage. McGraw Hill PowerUps: To access Online PDF: ConnectEd Course 2 (Teacher Edition) Tab: Assess Menu Item: PowerUp for the PARCC

Assessment Power up for PARCC (1st Document); Additional resources available for each chapter included an analysis of Online Chapter Test and Scoring Rubric for Online Performance Task.



Multiple Standards

Extended Constructed Response: The Equation Competition – Pgs. 99-103

http://map.mathshell.org/materials/lessons.php?taskid=456&subpage=problem http://map.mathshell.org/materials/tasks.php?taskid=365&subpage=apprentice

Performance Task - Road Trip (Student Textbook pg. 93) Performance Task - Road Trip #2 (Online PDF pgs. 113-114) Chapter Test - Chapter 1 Test (Online PDF pgs. 53-58)

7.RP.A.1 https://www.illustrativemathematics.org/content-standards/tasks/82

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-ratio-proportion/cc-7th-rates/v/rate-problem-with-fractions-1

https://learnzillion.com/student/lessons/1868 https://learnzillion.com/student/lessons/1869 https://learnzillion.com/student/lessons/2410 https://learnzillion.com/student/lessons/2706

http://map.mathshell.org/materials/lessons.php?taskid=456&subpage=problem




http://map.mathshell.org/materials/tasks.php?taskid=359&subpage=apprentice




























20


Revised 9/9/2015 7.RP.A.2 (all) https://www.illustra

tivemathematics.org/content-standards/tasks/1186

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-ratio-proportion/cc-7th-equations-of-proportional-relationships/v/constructing-an-equation-for-a-proportional-relationship

https://learnzillion.com/student/lessons/3210 https://learnzillion.com/student/lessons/3171 https://learnzillion.com/student/lessons/1873 https://learnzillion.com/student/lessons/3210 https://learnzillion.com/student/lessons/1533 https://learnzillion.com/student/lessons/1534 https://learnzillion.com/student/lessons/1870 https://learnzillion.com/student/lessons/3196 https://learnzillion.com/student/lessons/3238

7.RP.A.3 https://www.illustra

tivemathematics.org

/content-

standards/tasks/102

Math Goodies:

- Writing Fractions

as Percents

-Writing Decimals as

Percents

















































http://www.mathgoodies.com/lessons/vol4/fractions_to_percents.html

http://www.mathgoodies.com/lessons/vol4/fractions_to_percents.html

http://www.mathgoodies.com/lessons/vol4/decimals_to_percents.html

http://www.mathgoodies.com/lessons/vol4/decimals_to_percents.html

21


Revised 9/9/2015 -Writing Percents as

Decimals

7.RP.A.3 7.NS.A.3


2nd 9 Weeks

Chapter 2: Percents Possible time frame:

13 – 15 days November 2 – November 20

In 6th grade students gain an understanding of a percent as a rate per 100 and use this understanding to find the percent of a quantity and to find the whole given the part and percent. In this chapter, students will use this understanding to solve multistep ratio and percent problems including simple interest, tax, markups and markdowns, gratuities, and commissions, fees percent increase and decrease, percent error. Additionally, students will use their knowledge of creating equivalent expressions to provide insight into the context of problems.

Major Cluster Standards Standards Clarification Analyze proportional relationships and use them to solve real-world and mathematical problems.

7.RP.A.2c 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 .

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

Use properties of operations to generate equivalent expressions 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."

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.

See the gap document on page three for information on potential gaps and prerequisite skills from the previous grade. 7.EE.A.2 Students will continue to use the structure of expressions to provide additional insight into the context of problems with a focus on expressions involving percents.

7.RP.A.3 Students will continue to use proportional reasoning in conjunction with percents in their work.

Supporting Cluster Standards Standards Clarification

http://www.mathgoodies.com/lessons/vol4/percents_to_decimals.html

http://www.mathgoodies.com/lessons/vol4/percents_to_decimals.html






22


Revised 9/9/2015 N/A





McGraw Hill PowerUps: To access Online PDF: ConnectEd Course 2 (Teacher Edition) Tab: Assess Menu Item: PowerUp for the PARCC Assessment Power up for PARCC (1st Document); Additional resources available for each chapter included an analysis of Online Chapter Test and Scoring Rubric for Online Performance Task.



Multiple Standards

http://www.illustrativemathematics.org/illustrations/884

Instructional Task: Birthday Shopping – Pgs. 121-126


McGraw Hill

Power Up!


DVD Deals (Student

Textbook pg. 181)


Kyle Prices the

Inventory (Online

PDF pgs. 115-116)

Chapter Test –

Chapter 2 Test

(Online PDF pgs.

59-64)

7.RP.A.2c http://www.mathgoodies.com/lessons/percent/proportions.html








http://www.mathgoodies.com/lessons/percent/proportions.html




23


Revised 9/9/2015 7.RP.A.3 http://www.illustrati

vemathematics.org/illustrations/1550

https://www.khanacademy.org/math/pre-algebra/decimals-pre-alg/percent-word-probs-pre-alg/v/solving-percent-problems

https://learnzillion.co

m/student/lessons/34

47



7



8



5



6



38

http://www.mathgoodies.com/lessons/percent/sale_price.html http://www.mathgoodies.com/lessons/percent/change.html

7.EE.A.2 http://www.illustrativemathematics.org/illustrations/1450

7.EE.B.3 http://www.illustrativemathematics.org/illustrations/884



3





























http://www.mathgoodies.com/lessons/percent/sale_price.html




http://www.mathgoodies.com/lessons/percent/change.html












24


Revised 9/9/2015

2nd 9 Weeks

Chapter 5: Expressions Possible time frame:

10-12 days November 30 – December 15

In this chapter, students will: -know and apply the vocabulary of expressions (term, coefficient, constant, variable) to simplify expressions -define a variable to write expressions to represent real life situations -evaluate expressions for given values -apply the vocabulary of arithmetic sequences to reason to find a pattern and the terms of a sequence -use the distributive property to create equivalent expressions and to simplify expressions -use the properties of operations to simplify expressions (including more than one property in a single expression) -factor linear expressions

Major Cluster Standards Standards Clarification 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.”

See the gap document on page three for information on potential gaps and prerequisite skills from the previous grade.

7.EE.A.2 Students will apply their

conceptual understanding and procedural

skill in rearranging expressions to make

them more meaningful within a particular

context.








Multiple Standards

http://map.mathshell.org/materials/less

McGraw Hill

Power Up!

http://map.mathshell.org/materials/lessons.php?taskid=431&subpage=concept


25


Revised 9/9/2015 ons.php?taskid=431&subpage=concept


Movie Time

(Student Textbook

pg. 427)


Revenue/Wages/Sal

aries (Online PDF

pgs. 121-122)

Chapter Test –

Chapter 5 Test

(Online PDF pgs.

77-82)

7.EE.A.1 https://learnzillion.co


23



27



28



5

7.EE.A.2 https://www.khanacademy.org/math/algebra-basics/core-algebra-expressions/core-algebra-manipulating-expressions/v/factoring-algebraic-expressions



25















https://www.khanacademy.org/math/algebra-basics/core-algebra-expressions/core-algebra-manipulating-expressions/v/factoring-algebraic-expressions













26


Revised 9/9/2015

3rd 9 Weeks

Chapter 6: Equations and Inequalities Possible time frame:

18 – 20 days January 5 – February 1

In the 6th grade students were introduced to the concept of a variable and begin solving single-step linear equations in one variable. Also in the 6th grade, students gained a conceptual understanding of inequalities as constraints for real-world or mathematical problems recognizing that inequalities have an infinite number of solutions and can be graphed on a number line. This chapter is designed to extend students’ work with linear equations and inequalities to include solving multi-step linear equations and inequalities in one variable. The goal of this chapter is to have students solving real-world problems leading to equations and inequalities. To achieve this goal, students will need to improve their procedural skill and fluency in solving multi-step equations and inequalities which can happen both with context and without. Additionally students must learn how to construct equations and inequalities from mathematical and real-world problems. Embedded in solving multi-step equations and inequalities is the ability to perform arithmetic operations with rational numbers; therefore, this chapter will continue to increase students’ procedural skill and fluency in performing arithmetic operations with rational numbers by allowing them to use their skills in a new context.

Major Cluster Standards Standards Clarification 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 ¾ inches long in the center of a door that is 27 ½ 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.


The equations and inequalities in this unit

should provide the students an opportunity

to work with all types of rational numbers,

not just integers. (7.NS.A.3 from Chapters 1

and 3).





27


Revised 9/9/2015 McGraw Hill PowerUps: To access Online PDF: ConnectEd Course 2 (Teacher Edition) Tab: Assess Menu Item: PowerUp for the PARCC Assessment

Power up for PARCC (1st Document); Additional resources available for each chapter included an analysis of Online Chapter Test and Scoring Rubric for Online Performance Task.

Standard Illustrative Math Khan Academy LDOE Guidebook LearnZillion MDC McGraw Hill Additional Multiple Standards https://www.illustra

tivemathematics.org

/illustrations/884

Extended Constructed Response: Cookies for the Bake Sale – Pgs. 94-98

http://map.mathsh

ell.org/materials/le

ssons.php?taskid=4

31&subpage=conce

pt

McGraw Hill

Power Up!


Fall Reading

(Student Textbook

pg. 525)


Apple Festival

(Online PDF pgs.

123-124)

Chapter Test – Chapter 6 Test (Online PDF pgs. 83-88)

7.EE.B.3 https://www.illustra

tivemathematics.org

/illustrations/478

https://www.illustrativemathematics.org/illustrations/1588



1



0



1

7.EE.B.4 https://www.illustrativemathematics.org/illustrations/1475

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-variables-expressions/cc-7th-inequalities/v/inequalities-using-



9



0



2




























https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-variables-expressions/cc-7th-inequalities/v/inequalities-using-multiplication-and-division

















28


Revised 9/9/2015 multiplication-and-division https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-variables-expressions/cc-7th-2-step-equations/v/why-we-do-the-same-thing-to-both-sides-simple-equations



https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-variables-expressions/cc-7th-2-step-equations/v/why-we-do-the-same-thing-to-both-sides-simple-equations











29


Revised 9/9/2015

3rd 9 Weeks

Chapter 7: Geometric Figures Possible time frame:

12 – 14 days February 2 – February 23

In this chapter students will: -create and draw 2 & 3-dimensional figures -classify angles and triangles -identify vertical, adjacent, complementary, supplementary angles -find missing angle measure -solve real-world problems involving scale drawings (using multiple tools) -identify and draw 3-dimensional figures -identify the shape of cross sections

Additional Cluster Standards Standards Clarification

Draw, construct, and describe geometrical figures and describe the relationships between them. 7.G.A.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. 7.G.A.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.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.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.A.1 The concept of similarity is not introduced until the 8th grade and should not be discussed when working with scale drawings.

Students will be expected to write and solve equations for an unknown angle in a figure. This chapter provides an opportunity to reinforce students’ fluency in solving equations.

7.G.B.5 The standards do not explicitly address at any grade level the measure of a straight angle. It may need to be discovered by applying the students’ understanding of right angles and angle addition.





30




Standard Illustrative Math Khan Academy LDOE Guidebook LearnZillion MDC McGraw Hill Additional Multiple Standards Instructional Task:

Park Area – Pgs. 132-138

McGraw Hill Power

Up!


Stacking Triangles

(Student Textbook

pg. 605)


Deciphering Maps

(Online PDF pgs.

125-126)


7.G.A.1 https://www.illustra

tivemathematics.org

/illustrations/107

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-scale-drawings/v/scale-drawings-example


m/lessonsets/199-

solve-problems-

involving-scale-

drawings-of-

geometric-figures

(4 videos to choose from)



0



1



9













https://learnzillion.com/lessonsets/199-solve-problems-involving-scale-drawings-of-geometric-figures


















31


Revised 9/9/2015 https://learnzillion.co


7



2 7.G.A.2 https://www.khanac

ademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-constructing-slicing-geometric-shapes/v/constructing-right-isosceles


m/lessonsets/244-

draw-geometric-

shapes-with-given-

conditions

(4 videos to choose from)

7.G.A.3 https://www.illustra

tivemathematics.org

/illustrations/1532

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-constructing-slicing-geometric-shapes/e/slicing-3d-figures

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-constructing-slicing-geometric-shapes/v/vertical-slice-of-rectangular-pyramid



4



5

7.G.A.5 https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-angles/v/complementary-and-

https://learnzillion.com/lessonsets/232-use-facts-about-supplementary-complementary-vertical-and-adjacent-angles-to-







https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-constructing-slicing-geometric-shapes/v/constructing-right-isosceles









https://learnzillion.com/lessonsets/244-draw-geometric-shapes-with-given-conditions

































https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-angles/v/complementary-and-supplementary-angles







https://learnzillion.com/lessonsets/232-use-facts-about-supplementary-complementary-vertical-and-adjacent-angles-to-solve-simple-equations-for-an-unknown-angle







32


Revised 9/9/2015

supplementary-angles

solve-simple-equations-for-an-unknown-angle (6 videos to choose from)

https://learnzillion.com/lessonsets/430-solve-for-unknown-angles-using-angle-properties (5 videos to choose from)






https://learnzillion.com/lessonsets/430-solve-for-unknown-angles-using-angle-properties





33


Revised 9/9/2015





3rd 9 Weeks

Chapter 8: Measure Figures

Possible time frame: 10 - 12 days

February 24 – March 10 This will be the first time the students have engaged with circles since the 4th grade where they gained a conceptual understanding of circles and their properties with an emphasis on angle measures. In Chapter 8 Lessons 1 & 2, the students will apply their conceptual understanding of area as well as their conceptual understanding of perimeter to circles. To allow the students to leave these lessons and course with a deeper understanding of the formulas for area and circumference, students should be provided the opportunity to experimentally derive the formulas for area and circumference. This experience will also provide you the teacher an opportunity to introduce pi. After establishing the formulas for area and circumference, students will use them to solve real-world and mathematical problems in addition to providing an informal derivation of the relationship between the circumference and area of circle. In lessons 3 -8 will reinforce students’ procedural skill and fluency in working with non-negative rational numbers. Additionally, the focus is on irregular figures which distinguish these lessons from similar units on area, volume, and surface are in previous courses. All two- and three-dimensional objects used in lessons 3 – 8 should be a composition of triangles, quadrilaterals, polygons, cubes, and right prisms. This will require students to be able to recognize and decompose the objects into pieces they can work with and solve problems. To support their work with irregular two- and three-dimensional objects, students will slice three dimensional figures to describe the resulting two-dimensional figure.

Additional Cluster Standards Standards Clarification 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. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 7.G.B.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.

See the gap document on page three for information on potential gaps and prerequisite skills from the previous grade. 7.G.B.4 Irrational numbers are not introduced until the 8th grade. An approximate value of pi can be discovered by allowing the students to derive experimentally the formulas for area and circumference. 7.G.B.6 In mastering this standard, students should have the opportunity to work with non-negative rational numbers including fractions and decimals.

34




Standard Illustrative Math Khan Academy LDOE Guidebook LearnZillion MDC McGraw Hill Additional Multiple Standards https://www.illustrati

vemathematics.org/ill

ustrations/1513

Extended Constructed Response: Anna’s Room – Pgs. 89 – 93

McGraw Hill Power

Up!


Juice Box Packaging

(Student Textbook

pg. 701)


Design a Public

Library (Online PDF

pgs. 127-128)


7.G.B.4 https://www.illustrati


ustrations/34

https://www.illustrati


ustrations/1512

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-area-circumference/v/circles-radius-diameter-and-circumference

https://learnzillion.com/lessonsets/231-know-and-use-the-formulas-for-area-and-circumference-of-a-circle (4 videos to choose from)

http://www.mathgoodies.com/lessons/vol2/geometry.html

http://www.mathgoodies.com/lessons/vol2/circumference.html

http://www.mathgoodies.com/lessons/vol2/circle_area.html

7.G.B.6 https://www.illustrati


ustrations/266

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-area-volume-surface-

https://learnzillion.com/student/lessons/3423 https://learnzillion.com/student/lessons/3446

http://www.mathgoodies.com/lessons/vol1/area_parallelogram.html

http://www.mathgoodies.com/lessons/v



















https://learnzillion.com/lessonsets/231-know-and-use-the-formulas-for-area-and-circumference-of-a-circle



















https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-area-volume-surface-area/v/volume-of-gold-ring



















35


Revised 9/9/2015 area/v/volume-of-gold-ring

https://learnzillion.com/student/lessons/3489 https://learnzillion.com/student/lessons/3393

ol1/area_parallelogram.html

http://www.mathgoodies.com/lessons/vol1/area_triangle.html

http://www.mathgoodies.com/lessons/vol1/area_trapezoid.html



















36


Revised 9/9/2015



4th 9 Weeks

Chapter 9: Probability Possible time frame:

6 – 8 days March 21 – April 11

In this chapter the students will be introduced to the concept of probability. This is the students’ first experience with probability and it begins with the conceptual understanding that the probability of a chance event is a rational number between 0 and 1. Students will explore simple probability through collecting data on a chance process as well as through developing probability models. Students will: -find probability of simple events, compound events, and independent and dependent events -use real-world situations to model probability simulations -use the fundamental counting principle to find outcomes of compound events -calculate the number of permutations.

Supporting Cluster Standards Standards Clarification 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?

See the gap document on page three for information on potential gaps and prerequisite skills from the previous grade. Students use proportional reasoning and percentages when working with probability. (7.RP.A.3 from Chapter 1)

Students will need a strong conceptual

understanding of probability to be able to

engage with compound probability.

37


Revised 9/9/2015 Khan Academy resources are very good. However, be mindful that the lessons are on level and these videos do not always breakdown processes or include every

step necessary to solve problems. These videos may also expand concepts further than may be necessary for your students. Please review and become familiar with each video prior to implementing in your lesson plan.



Standard Illustrative Math Khan Academy LDOE Guidebook LearnZillion MDC McGraw Hill Additional Multiple Standards https://www.illustra

tivemathematics.org

/illustrations/1216

http://map.mathshe

ll.org/materials/less

ons.php?taskid=225

&subpage=concept

http://map.mathshe

ll.org/materials/less

ons.php?taskid=596

&subpage=concept


McGraw Hill Power

Up!


Carnival Prizes

(Student Textbook

pg. 787)


Pizza Palace (Online

PDF pgs. 129-130)


7.SP.C.5 https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-basic-prob/v/basic-probability https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-

https://learnzillion.com/student/lessons/1206 https://learnzillion.com/student/lessons/1238 https://learnzillion.com/student/lessons/1259
















https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-basic-prob/v/basic-probability








https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-basic-prob/v/intuitive-sense-of-probabilities















38


Revised 9/9/2015 basic-prob/v/intuitive-sense-of-probabilities

7.SP.C.6 https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-basic-prob/v/simple-probability

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-basic-prob/v/probability-1-module-examples





7.SP.C.7 https://www.illustrativemathematics.org/illustrations/1022

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-basic-prob/v/experimental-probability https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-theoretical-and-experimental-probability/v/compa

https://learnzillion.com/lessonsets/305-develop-probability-models (4 videos to choose from)





https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-basic-prob/v/simple-probability

































https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-basic-prob/v/experimental-probability









https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-theoretical-and-experimental-probability/v/comparing-theoretical-to-experimental-probabilites









https://learnzillion.com/lessonsets/305-develop-probability-models




39


Revised 9/9/2015 ring-theoretical-to-experimental-probabilites

7.SP.C.8 https://www.illustrativemathematics.org/illustrations/1442 https://www.illustrativemathematics.org/illustrations/885

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-compound-events/v/compound-sample-spaces

https://learnzillion.com/lessonsets/329-understand-and-find-probabilities-of-compound-events (4 videos to choose from)




















https://learnzillion.com/lessonsets/329-understand-and-find-probabilities-of-compound-events





40


Revised 9/9/2015

4th 9 Weeks

Chapter 10: Statistics

Possible time frame: 8 – 9 days

April 12 – April 22

In 5th grade students worked with data representations using only numerical data. In 6th grade students were introduced to statistics by gaining an understanding that a statistical question is one that anticipates variability in the data related to that question and accounts for it in the answer. Also in the 6th grade, students looked at data distributions for data arising from a real-world context. This chapter extends statistics in this course to population statistics. All of the data used in this chapter will be from a real-world context with an emphasis on representative samples and their corresponding populations. Students will utilize both measures of central tendency and measures of variability to compare and make inferences for two populations. Students will: -make predictions -determine the validity of sampling methods -identify misleading graphs and statistics -compare populations -select an appropriate display to represent different types of data

Supporting Cluster Standards Standards Clarification

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.


Additional Cluster Standards

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.



41


Revised 9/9/2015 Khan Academy resources are very good. However, be mindful that the lessons are on level and these videos do not always breakdown processes or include

every step necessary to solve problems. These videos may also expand concepts further than may be necessary for your students. Please review and become familiar with each video prior to implementing in your lesson plan.



Standard Illustrative Math Khan Academy LDOE Guidebook

LearnZillion MDC McGraw Hill Additional

Multiple Standards

McGraw Hill Power

Up!


Class Evaluation

(Student Textbook

pg. 851)


Pizza Palace (Online

PDF pgs. 131-132)



7.SP.A.1 https://www.illustrativemathematics.org/illustrations/974

https://learnzillion.com/lessonsets/330-understand-statistics-and-random-sampling (4 videos to choose from)


https://learnzillion.com/lessonsets/340-draw-inferences-about-a-population-and-understand-variability (4 videos to choose from)






https://learnzillion.com/lessonsets/330-understand-statistics-and-random-sampling







https://learnzillion.com/lessonsets/340-draw-inferences-about-a-population-and-understand-variability






42


Revised 9/9/2015 7.SP.A.3 https://www.illustrative

mathematics.org/illustrations/1340

https://learnzillion.com/lessonsets/740-assess-the-degree-of-visual-overlap-of-two-numerical-data-distributions (4 videos to choose from)














https://learnzillion.com/lessonsets/740-assess-the-degree-of-visual-overlap-of-two-numerical-data-distributions




































43


Revised 9/9/2015

4th 9 Weeks

End of Year Possible time frame:

10 days May 2 – May 13

This time should be used to re-teach any un-mastered skills and to prepare students for Algebra I.

mathematics grade 7 pacing guideebrschools.org/pdf/candi/grade7_pacing_2015-2016-rev 9-2015.pdf ·...

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