Grade 7 Blackline Masters

Grade 7

Promotion Portfolio Blackline Masters

2010‐2011

DUPLICATE AS NEEDED

NYC Department of Education

May 2011

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Promotion Portfolio Blackline Masters: Instructions

The Promotion Portfolio Blackline Masters should be used along with the Promotion Portfolio

Manual when administering the promotion portfolio. It contains all materials used by students

during the administration of the promotion portfolio as well as sheets on which teachers need

to write. The Blackline Masters packet is divided into two sections: “Teacher Materials” and

“Student Materials.” When administering the promotion portfolio, teachers should keep the

sheets labeled “Teacher Materials,” and students should use the sheets labeled “Student

Materials.”

Not all of the pages included in the Blackline Masters need to be submitted for the final

promotion portfolio. Use the “Checklist for Assembling the Promotion Portfolio” on the next

page to ensure that all necessary elements have been included in the promotion portfolio

submitted to principals. Each page in this packet that needs to be included in the final

promotion portfolio is marked as “Include in final promotion portfolio.”

Additionally, you may notice several blank pages in the Blackline Masters. These placeholder

pages will separate pages that should be included in the final promotion portfolio from those

that do not need to be included to allow for double‐sided copy duplication of the Blackline

Masters.

Teacher Materials **Include in final promotion portfolio**

Checklist for Assembling the Promotion Portfolio

Before submitting the promotion portfolio to community superintendents, use this checklist to ensure

the promotion portfolio is complete. (Note: After you complete this checklist, it will be included in the

promotion portfolio.) The promotion portfolio should contain components below in the order listed:

1. Promotion Portfolio Summary Sheet

Has the summary sheet been successfully scanned in ATS so that the results appear on the UPSC screen in

ATS?

Did the principal indicate the student’s performance level as demonstrated by the promotion portfolio

and sign the “Promotion Portfolio Summary Sheet”?

If the principal is submitting the promotion portfolio to the community superintendent in June, is the

student’s performance on the promotion portfolio comparable to High Level 2? (If performance is not

comparable to High Level 2, portfolio should not be submitted to the community superintendent in June.)

2. Checklist for Assembling the Promotion Portfolio: After completing this checklist to verify that all

necessary promotion portfolio components are included, add it to the promotion portfolio.

For students administered the ELA promotion portfolio:

3. Leveled Text Scoring Sheet (Also include teacher’s copy of the reading record if available)

4. Student Independent Writing Activity: Student writing activity from Blackline Masters

5. ELA Class Work

ONE piece of ELA class work is included in the promotion portfolio

Class work submitted follows the guidelines outlined in the Promotion Portfolio Manual (ditto sheets,

workbooks, etc. will not be accepted)

Description of task, draft with editing/revisions, final product and scoring tool are included

For students administered the mathematics promotion portfolio:

6. Mathematical Inventory

Mathematical Inventory Scoring Sheet from Blackline Masters

Mathematical Inventory: Student Sheet from Blackline Masters

7. Standard Math Problems

Standard Math Problem Scoring Sheet from Blackline Masters

Standard Math Problem: Student Sheet from Blackline Masters

8. Math Class Work

ONE piece of math class work is included in the promotion portfolio

Class work submitted follows the guidelines outlined in the Promotion Portfolio Manual (ditto sheets,

workbooks, etc. will not be accepted)

Description of task, evidence of process used to produce the answer, correct answer and scoring tool are

included


Student Name: School:

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Leveled Text Scoring Sheet Teachers: Use this sheet to calculate students’ accuracy rate during the first 100 words of their reading

record in the box below.

In addition to this sheet, please include a copy of the student’s reading record in the final promotion

portfolio if possible.

Reading Leveled Books from Classroom Libraries: Coding the Reading Record

Follow these directions for recording a student’s reading:

Errors:

1. Misread word/substitution: Cross out the word and above the text, write the word the student

read incorrectly or substituted.

2. Omission: Circle the omitted word.

3. Insertion: Draw a caret ( ^ ) where the student inserts a word (s) and write the word above.

4. Punctuation ignored: Circle the ignored punctuation.

5. Teacher help: Write “T” above the word.

Repairs – Not Errors

1. Self‐correction: Write “SC” above the corrected word.

2. Pause: Write “P” above a word where the student pauses and works through decoding a

difficult word without help from the teacher.

3. Repetition: Draw an arrow backwards over the repeated word(s), starting with the last word

read. Remember: Repeated errors on the same (recurring) word are counted as one error only.

Formula for Calculating Accuracy Rate

(words) 100 ‐ (errors) ____ = (total) ____ ÷ (words) ____ x 100 = (Accuracy Rate) ____ %

(Use the first 100 words in the text for the reading record.)



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Mathematical Inventory Scoring Sheet Teachers: As you ask students the Mathematical Inventory questions in the Promotion Portfolio Manual

(pages 24‐31), use the table below to record their mastery of each skill and calculate the total number of

skills mastered. Students must answer all parts of each question correctly to achieve mastery for that skill.

Mathematical Skill Mastery (yes/no)

1. Understand place value for rational and irrational numbers up to and including 1,000,000. (7.N.3)

2. Add, subtract, multiply, and divide integers. (7.N.12)

3. Identify common factors and greatest common factor of 2 numbers. (7.N.8

4. Simplify mathematical expressions using order of operations. (7.N.11)

5. Solve and explain two‐step equations, involving whole numbers. (6.A.4)

6. Solve simple proportions within context. (6.A.5)

7. Translate two‐step verbal expressions into algebraic expressions. (7.A.1)

8. Graph the solution set of an inequality on a number line. (7.G.10)

9. Calculate the area of basic polygons drawn on a coordinate plane, having sides of integer length. (6.G.11)

10. Given the circumference or area of a circle, determine the diameter or radius. (7.G.1)

11. Calculate the volume of a rectangular prism. (7.G.2)

12. List the possible outcomes for a compound event. (6.S.9)

13. Determine the probability of dependent events. (6.S.10)

14. Determine the number of possible outcomes of a compound event. (6.S.2)

15. Read and interpret data represented graphically (pictograph, bar graph, histogram, line graph, double line/bar graph, or circle graph). (7.S.6)

16. Display data in a circle graph. (7.S.2)

17. Construct a double bar graph or double line graph from raw data. (7.S.3)

18. Use a protractor to draw central angles in a given circle. (7.M.8)

19. Estimate the surface area of a rectangular prism. (7.M.11)

20. Justify the reasonableness of the mass of an object. (7.M.13)

Total Mastery: _____ out of 20 skills



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Standard Math Problems Scoring Sheet

Teachers: After students have completed the Standard Math Problems, use the table below to record

which questions the student answered correctly. Students must answer all parts of each question correctly

to achieve mastery for that skill.

Question Benchmarks Mastery (yes/no)

Question 1 Students must be able to solve at least three of these problems correctly.

(Note: Within each part, all answers must be complete and correct. Work

must be shown in part a.)

Question 2 Students must draw a rectangle, with an exact area of 18 square units and

must correctly label vertices of the rectangle with A, B, C, and D. They must

also identify each of the vertices with the correct (x,y) value of the

coordinates.

Question 3 Students must answer the question correctly. Work must be shown.

Question 4 Students must answer at least two of the three parts of the question correctly.

Question 5 Students must be able to draw the Venn diagram correctly and answer at

least 2 of the 3 additional questions correctly.

Total Mastery: _____ out of 5 skills

Student Materials For student reference only – do not include in final promotion portfolio

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Standard Reading Passage – Fiction Passage #1

City of the Sea

Sara took a deep breath. She said to herself, “The sea air—there is nothing like it in the world.

It can make you feel so good.”

However, Sara was feeling a little sad. Tomorrow she was going back home to the city with her

family. If only she could take the sea home with her! Well, why not?

Sara liked to paint and never traveled anywhere without her paints and brushes. This seemed

like a good chance to paint her first picture of the seashore. She sat for a moment, staring at

the sea. First, she thought about the colors. There was the tan sand, the greenish‐blue ocean

with white foamy waves, and the clear blue sky. More than the colors, though, she wanted to

capture the way this scene made her feel.

How did the ocean make her feel? She felt peaceful and relaxed. Watching the huge waves,

she was in awe. The ocean was so powerful, so big. It seemed to go on and on with no end.

The more she watched the scene around her, the more she saw that it was not so calm. The

waves crashed on the shore, creating great mounds of foam that disappeared as quickly as they

appeared. Off in the distance, she could see a ship. In a few minutes, it would be out of sight.

Seagulls flew by, landed, and then took off again to look for food. Small crabs peeked out of

their homes in the sand and crawled back in. Everywhere Sara looked something was

happening.

“If you really think about it,” she thought, “the sea isn’t really as peaceful as it looks at first

glance. It is as busy as any city. Animals, people, and all kinds of things are moving all the

time.”

At last, she knew what she wanted to express. Slowly, as she applied the paint to her canvas,

the story she wanted to tell started to appear in her painting. By the time the sun went down,

she had her painting of the seashore. Instead of a quiet, unchanging place, Sara’s picture

showed sand, sea, and sky filled with seagulls, swimmers, and crabs that were constantly in

motion. The movement of the boats, seagulls, swimmers, crabs, and the ocean was shown with

lines indicating swift movement. Sara’s painting was clearly alive with activity.

She took it inside to show her family. “I call it City of the Sea,” said Sara. “What do you think?”

Her mother studied it closely. “Looks perfect to me,” she replied.


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Standard Reading Passage – Fiction Passage #2

Ms. Lee

James was going to be in a lot of trouble. He had not done his homework for three days, and

Ms. Lee, his teacher, was beginning to lose her patience with him. James felt terrible. He did

not want to get into trouble. Ms. Lee was his favorite teacher because she made learning fun,

and she was very nice. She also was very strict when it came to turning in your homework on

time. However, James found it difficult to finish his work because he was often thinking and

dreaming about other things, like becoming a movie actor.

“James, would you like to put question 3 on the board?” Ms. Lee asked, knowing that James

was in his own dream world again. He got up slowly and walked nervously to the blackboard.

He did not even know which chapter the class was reviewing. He wrote a few numbers on the

board. All the numbers were wrong. “James,” said Ms. Lee, passing by his desk, “please come

and see me after school. I’d like to talk with you.”

James just sat in his seat, dreading the end of the school day. He knew that Ms. Lee was not

happy with him. He was in big trouble. He spent the day worrying about what she would say to

him.

At three o’clock, just after classes finished, James went to Ms. Lee’s classroom. “Hi James,

come in,” she said. “I’ve been meaning to talk with you about your daydreaming. You must pay

more attention to your schoolwork. I know that you can to do it. You could do much better if

you worked at it. If you want to be a famous actor, you will need to study very hard.” They

talked about James’s desire to become an actor. Most of the time they talked about how he

could raise his grades. He had to learn to keep his mind on his schoolwork.

After their meeting, James felt much better. He promised to try harder in class and to do his

homework every day. He realized that Ms. Lee wanted to help him succeed. James would

never be nervous about talking to his teacher again.

In the weeks that followed, James improved his study habits and found it easier to pay

attention to what he was supposed to be doing. He did his homework on time. He was the first

to raise his hand in class to answer a question. He did not want to disappoint Ms. Lee ever

again.


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Standard Reading Passage – Non‐fiction Passage #1

The Machine that Changed the World

Everywhere we go, we see cars. People use cars all the time. They drive cars to school, work,

the park, soccer games, the grocery store, and many other places. It is hard to imagine life

without cars. However, cars were not always common. At one time, only wealthy people could

own a car. The first cars cost so much because they were very difficult to make.

Building a car took a lot of time. Every part was made individually. Then, a skilled worker put

all the parts together. A man named Henry Ford changed that. Ford thought everyone should

be able to own a car, and he decided to make a car that most people could afford. Henry Ford

did not invent the car, but he changed the way that cars were built.

Ford had a better idea about how to build cars. The first thing he did was make each part of a

car exactly alike. That is, a wheel from one car was exactly the same as every other wheel and

could fit any car. This allowed Ford to make many parts all at once instead of making individual

parts for each car. The car cost a lot less to make this way. Ford put his cars together using a

moving belt called an assembly line. Each worker along the line had a single job to do. One

worker put on doors. Another worker put on wheels. The car moved along the belt until all of

the parts had been added. Now that a car could be made more quickly, it was cheaper to buy

and more people could own one.

As more people bought cars, better roads were needed. Cars could not move very well on the

dirt roads that horses used. Because cars needed roads with a hard surface, many miles of

paved roads were built. Traffic lights, stop signs, and gas stations became familiar sights

everywhere. Stores and restaurants opened on the side of these roads so that people could

shop and eat as they traveled from place to place.

Henry Ford’s car helped change the way people lived. People moved out of cities into quieter

areas. They no longer had to live close to where they worked or went to school. Cars quickly

took people where they needed to go. Imagine how life in the United States would be without

cars!


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Standard Reading Passage – Non‐fiction Passage #2

Sammy Sosa

Sammy Sosa was born in 1968 in the Dominican Republic. His father died when Sammy was

young. Sammy had to work to help support his family and did not have much time to play ball.

Sometimes he would join the neighborhood boys in a game of baseball. They did not have real

baseball bats or gloves. Instead, they used a tree branch or a piece of wood for a bat. The kids

still had a good time playing ball.

When he was fourteen, Sammy got a chance to play on an organized baseball team in his

hometown. It was the first time he had ever played using a real baseball glove. He had a lot of

talent and he played to win. When he hit the ball, he hit it hard.

When Sammy was sixteen, a man from the Texas Rangers saw him play. The Rangers offered

him a job playing baseball in the United States. He took their offer and became a professional

baseball player at age sixteen.

Sosa was not an instant success. He still had a lot to learn about the game of baseball. He hit

many home runs, but he also struck out a lot. He lost his confidence and made many mistakes

in the field.

In 1989, the Rangers traded Sosa to the Chicago White Sox. The White Sox were excited to

have him. This helped restore Sosa’s confidence, and he began to play well. Unfortunately, his

success did not last. He made more and more mistakes. In 1992, the White Sox traded him to

the Chicago Cubs.

The Cubs believed that Sosa could become a great player. He worked harder than ever. Soon

Sammy was hitting more and more home runs. By 1998, he had become one of baseball’s best

players. He hit 66 home runs that year and was voted the National League’s Most Valuable

Player.

On or off the baseball field, Sammy Sosa is a hero. In 1996, he created the Sammy Sosa

Foundation to help people who were not as lucky as he was. “I want to be known as a good

person more than a baseball player,” Sosa said. He has donated money to many causes, such

as health and education. When a major storm hit the Dominican Republic in 1998, Sammy had

food, blankets, and other supplies sent there. Sosa’s foundation also raised $700,000 to help his

country.


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For his outstanding service to the community, Sosa received the Roberto Clemente Award in

1998. Mrs. Vera Clemente was present, and she said about Sammy, “He’s not just a good

baseball player, but a great human being.” These words meant more to Sammy than any

baseball award he would ever receive.

Student Materials **Include in final promotion portfolio**


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Independent Writing Activity

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Independent Writing Activity – continued

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Mathematical Inventory: Student Reference

1. Place each of the following number on the number line in the correct location.

‐2.5 10 4.75 5

2. Solve each problem below.

a. (+ 65) x (‐20) =

b. (‐20) – (‐650) =

c. ‐20 + 65 =

d. +64 ÷ (‐2) =

3. a. List all the factors of 18.

b. List all the factors of 30.

c. What factors do 18 and 30 have in common?

d. What is the greatest common factor of 18 and 30?



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Mathematical Inventory: Student Sheet – continued

4. Simplify the expression, using order of operations. Show your work.

32 – 6(5 – 5) 5. Solve for n: 3n – 2 = 13. Explain the steps you used to solve the equation.

3n – 2 = 13

6. Jose can run a two‐mile race in 14 minutes. If he can maintain this speed, how many

minutes would it take for him to run 6 miles? Show all work. Explain your answer.

7. Write an algebraic expression that represents the cost of bowling n games if the charge

is $2.50 for a game and $3.25 to rent bowling shoes.



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Mathematical Inventory – Student Sheet – continued

8. Solve and graph the solution set for each of the inequalities below.

9. a. On the coordinate plane, plot and label the following points:

A (‐4, 5) B (5,5) C (5, ‐6) D (‐4, ‐6)

b. Find the area of ABCD. Show your work and explain your answer.



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10. If a circular garden has a circumference of 62 feet, determine its diameter to the nearest

whole foot. Explain your how you got your answer using words and/or draw a picture.

Note: C = Л d. (Use a calculator.)

11. Calculate the volume of the rectangular prism in cubic centimeters. Show your work.

12. Ms. Ramirez is very picky about what she eats. When she buys lunch in the school

cafeteria, she considers only these options:

Main Course: Garden Salad, Cheese Pizza, Turkey Sandwich

Drink: Diet Soda, Water

Dessert: Fruit Cup, Slice of Cake, Pudding, Ice Cream

Make a list or diagram that shows all possible lunch option Ms. Ramirez has if each

lunch consists of one main course, one drink, and one dessert.



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13. There are 6 black, 4 blue, and 2 brown socks in Dakota’s sock drawer. Dakota reaches

into the sock drawer in the dark and pulls out 2 socks. What is the probability that

Dakota will pull out a matched pair or blue socks? Show your work and explain how you

got your answer.

14. Ms. Ramirez is very picky about what she eats. When she buys lunch in the school

cafeteria, she considers only these options:

Main Course: Garden Salad, Cheese Pizza, Turkey Sandwich

Drink: Diet Soda, Water

Dessert: Fruit Cup, Slice of Cake, Pudding, Ice Cream

How many different lunches might Ms. Ramirez purchase if each lunch consists of one

main course, one drink and one dessert? Explain/justify your reasoning.



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15. Students in Mr. Edwards’s class determined the number of letters in each student’s last

name for all of the students in the class. They used this data to create the bar graph below.

a. How many students have an odd number of letters in their last name?

b. How many students have fewer than 12 letters in their last name?

c. What is the fewest number of letters in a last name in Mr. Edwards’s class, based

upon the data in the graph?

d. How many students are in the class?



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16. Two hundred students at M.S. 007 were surveyed as to how often they used the

internet. The table below shows the results of the survey.

Complete the circle graph to represent the table accurately. Show your work and

explain or justify how you determined your answer. You may use a ruler or straight

edge, a protractor, and a calculator to help you.



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17. Use the data from the table below to create a double bar graph comparing the number

of red candies to the number of green candies in 10 different bags of candies. Make sure

to label all parts of your graph.



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18. Using your protractor, draw a central angle that measures 105˚ on a circle graph. Label

the angle as angle A.

19. Estimate the surface area of the rectangular prism below to the nearest centimeter.

20. Which is the best estimate of the weight of a high school football player?

a. 10 oz. b. 180 pounds c. 2 tons d. 250 grams



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Standard Math Problems: Student Sheet

1. Solve the following problems.

a. 753 x 48 =

Show your work.

b. Circle each number below that is a perfect square. If the number is a perfect square,

write its square root on the line next to the number.

81

122

144

196

c. List 5 multiples of 12 and 5 multiples of 20 on the lines below.

12

20

What is the least common multiple (LCM) of 12 and 20?

d. The average distance from Venus to the sun is 108,200,000 km.

Express this number in scientific notation.

Answer: km



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Standard Math Problems: Student Sheet – continued

2. a. On the coordinate grid below, draw a rectangle with an area of 18 square units.

Label the rectangle ABCD.

b. Identify the points A, B, C, D by their coordinate location on the graph.

A ( , ) C ( , )

B ( , ) D ( , )



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3. The twenty‐four students in Mr. Farber’s seventh‐grade class are having a celebration

party. How many ½ gallon containers of chocolate milk does Mr. Farber need to

purchase so that each student receives 8 fluid ounces of chocolate milk? Show your

work.

Note: 1 cup = 8 fluid ounces; 1 pint = 2 cups; 1 quart = 2 pints; 1 gallon = 4 quarts

Answer:

4. Write an algebraic equation for each sentence.

a. A number times itself plus 1 equals 10.

b. 2 less than 3 times a number is equal to 7.

c. 4 times a number plus 7 equals 35.



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5. There are 32 students in Tamara’s class. She surveyed her classmates and found that 15

of her classmates play baseball. In addition, 20 of her classmates play soccer, while 8 of

her classmates play both baseball and soccer.

a. Construct a Venn diagram to represent the data.

b. How many students play only baseball?

c. How many students play only soccer?

d. How many students do not play baseball or soccer?

Grade 7 Blackline Masters

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