Unit 1 - Henry County School Districtschoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Cent… ·...

Course: 7TH Grade Mathematics Updated 7/17/2014

7th Grade Math Curriculum Map 2015-2016 School Year

First Semester Second Semester

Unit 1Inferences

(5 weeks)

Unit 2Operations and

Rational Numbers

(5 weeks)

Unit 3Expressions

andEquations

(6 weeks)

Unit 4Ratios and

ProportionalRelationships

(5 weeks)

Unit 5Geometry

(4 weeks)

Unit 6Probability

(4 weeks)

Unit 7Show What We

Know

(3 weeks)

Common Core Georgia

Performance Standards

Common Core Georgia Performance Standards

MCC7.SP.1MCC7.SP2MCC7.SP.3MCC7.SP.4

Incorporated Standards*MCC7.NS.1*

MCC7.NS.2MCC7.NS.3

MCC7.NS.1: a,b,c,dMCC7NS.2: a,b,c,d

MCC7.NS.3

MCC7.EE1MCC7.EE2MCC7.EE.3

MCC7.EE4: A,b

Incorporated Standards*MCC7.NS.1*

MCC7.NS.2MCC7.NS.3

MCC7.RP.1MCC7.RP2: a,b,c,d

MCC7.RP.3MCC7.G.1

Incorporated Standards*MCC7.EE.3*MCC7.NS.1MCC7.NS.2MCC7.NS.3

MCC7.G.2MCC7.G.3MCC7.G.4MCC7.G.5MCC7.G.6

Incorporated Standards*MCC7.G.1*

MCC7.SP.5MCC7.SP.6

MCC7.SP.7: a,bMCC7.SP.8: a,b,c

All standards

Overarching Essential Questions

Overarching Essential Questions

“How dowe analyze

data to make inferences?”

“How do rational numbers help us to recognize or make

connections among mathematical

ideas?

“How can we use equations to solve complex real-world

problems?”

“When or where is it beneficial to use

proportional relationships to

analyze or solve real-world problems

“How do we describe the relationship

between geometric figures?”

“How can expected value be used to help

make decisions?”

“How can what we learned this year

impact how we think in preparation for

next year?”

*Standards for Mathematical Practice are addressed throughout the year!

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2


FIRST SEMESTERUnit 1:

Operations & Rational Numbers

Unit 2:Expressions &

Equations

Unit 3:Ratios & Proportional

Relationships7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.7.NS.1a Describe situations in which opposite quantities combine to make 0.7.NS.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.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.1d Apply properties of operations as strategies to add and subtract rational numbers.7.NS.2 Apply and extend previous understandings of multiplication and division 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.2b Understand that rational numbers can be divided, provided that the divisor is not zero, and every quotient of rational numbers (with non-zero divisor) is a rational number. If p and q are rational

numbers then −( pq )= (−p )q

= p(−q )

. Interpret

quotients of rational numbers by describing real-world contexts.7.NS.2c Apply properties of operations as strategies

7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.7.EE.3 Solve multi‐step real‐life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.7.EE.4 Use variables to represent quantities in a real‐world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.7.EE.4a 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.7.EE.4b 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.

7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

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Course: 7TH Grade Mathematics Updated 7/17/2014to multiply and divide rational numbers7.NS.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0’s or eventually repeats.7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

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Course: 7TH Grade Mathematics Updated 7/17/2014SECOND SEMESTER

Unit 3: Ratios & Proportional Relationships

Unit 4:Inference

Unit 5:Geometry

Unit 6:Probability

Unit 7: Show What We Know

7.RP.2 Recognize and represent proportional relationships between quantities.7.RP.2a 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.7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.7.RP.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.2d 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.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas

Apply and extend previous understandings of measurement and interpreting data.7.SP.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.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.7.SP.3. Informally assess the degree of visual overlap of two numerical data distributions with similar variability, 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

Draw, construct and describe geometrical figures and describe the relationships between them.7.G.2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.7.G.3. Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.7.G.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.7.G.5. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.7.G.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Investigate chance processes and develop, use, and evaluate probability models.7.SP.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.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long‐run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.7.SP.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.7.SP.7a 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.7.SP.7b 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.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.7.SP.8a 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.7.SP.8b Represent sample spaces for compound events using methods such as organized lists,

ALL STANDARDS

5

Course: 7TH Grade Mathematics Updated 7/17/2014from a scale drawing and reproducing a scale drawing at a different scale.

noticeable.7.SP.4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.

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.7.SP.8c 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?

6

Course: 7TH Grade Mathematics Updated 7/17/2014Grade 7 – Unit 1: Operations with Rational Numbers

Day 1 Day 2 Day 3 Day 4 Day 5August 4 August 5 August 6 August 7 August 8

Introductions, review syllabus, set expectations for student-centered, task-based instruction

Pre-test/Diagnostic Test Rational numbers and Absolute Value7.NS.1

Comparing and ordering rational numbers7.NS.1

Comparing and ordering rational numbers7.NS.1


Adding and problem solving with rational numbers7.NS.17.NS.3




Spotlight Task: Deep Freeze

7.NS.3






Task: Show Me The Sign

7.NS.3


Subtracting and problem solving with rational numbers7.NS.17.NS.3




Task: Hot Air Balloon

7.NS.17.NS.3

Day 21 Day 22 Day 23September 1 September 2 September 3 September 4 September 5

Labor Day (School Closed for Students)

Professional Learning Subtracting and problem solving with rational numbers7.NS.1, 7.NS.3

Subtracting and problem solving with rational numbers7.NS.1, 7.NS.3

Subtracting and problem solving with rational numbers7.NS.1, 7.NS.3

7

Course: 7TH Grade Mathematics Updated 7/17/2014Day 24 Day 25 Day 26 Day 27 Day 28

September 8 September 9 September 10 September 11 September 12Subtracting and problem solving with rational numbers7.NS.17.NS.3


Task: Debits & Credits7.NS.17.NS.3

Multiplying and problem solving with rational numbers7.NS.27.NS.3


Day 29 Day 30 Day 31 Day 32 Day 33September 15 September 16 September 17 September 18 September 19





Task: Multiplying Rational Number7.NS.2

Day 34 Day 35 Day 36 Day 37 Day 38September 22 September 23 September 24 September 25 September 26


Dividing and problem solving with rational numbers7.NS.27.NS.3



Task: What Does It Cost?7.NS.27.NS.3

Day 39 Day 40 Day 41 Day 42 Day 43September 29 September 30 October 1 October 2 October 3


BENCHMARK 1 Review for Unit 1 Assessment Review for Unit 1 Assessment Unit 1 Assessment

FALL BREAK October 6th - 10th

8

Course: 7TH Grade Mathematics Updated 7/17/2014Unit 1: Operations with Rational Numbers

Essential Questions

What models can be used to show addition and subtraction of positive and negative rational numbers?

What strategies are most useful in helping me develop algorithms for adding, subtracting, multiplying, and dividing positive and negative rational numbers?

How can I use models to prove that opposites combine to 0?

What real life situations combine to make 0?

How do I use a number line to model addition or subtraction of rational numbers?

How do I convert a rational number to a decimal using long division?

Key Vocabulary Additive Inverse Multiplicative Inverse Absolute Value Rational numbers Natural Numbers Negative Numbers Opposite Numbers Positive Numbers Rational Numbers Repeating Decimal Terminating Decimal Zero Pair

Prerequisite Skills positive and negative numbers are used together to describe quantities having opposite directions or values; use

positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

rational numbers are points on the number line. numbers with opposite signs indicate locations on opposite sides of 0 on the number line; recognize that the opposite of

the opposite of a number is the number itself, e.g.,−(−3 )=3, and that 0 is its own opposite

absolute value of a rational number is its distance from 0 on the number line interpret absolute value as magnitude for a positive or negative quantity in a real-world situation

Suggested Learning Resources/Performance

Tasks

See next page for 7th grade resources and performance tasks.

CCGPS Standards Addressed:7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.7.NS.1a Describe situations in which opposite quantities combine to make 0.7.NS.1b Understand p+q as the number located a distance |q| fromp, 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.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.1d Apply properties of operations as strategies to add and subtract rational numbers.7.NS.2 Apply and extend previous understandings of multiplication and division 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 )=1and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.7.NS.2b Understand that rational numbers can be divided, provided that the divisor is not zero, and every quotient of rational numbers (with non-zero divisor) is a rational number. 7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers7.NS.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0’s or eventually repeats.7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

9

Course: 7TH Grade Mathematics Updated 7/17/2014Unit 1: Learning Tasks and Performance Tasks

SP: Skills Practice FAL: Formative Assessment Lesson Unit 1

LT: Learning Task CT: Culminating Task Key StandardsPT: Performance Task

NS.1NS.1a NS.1b NS.1c NS.1d NS.2 NS.2a NS.2b NS.2c NS.2d NS.3

Unit 1 Framework Task: What's Your Sign? LT x x x x x

Unit 1 FrameworkTask: Helicopters & Submarines LT

Unit 1 Framework Task: Hot Air Balloons LT x x x x xUnit 1 Framework Task: Debits and Credits PT x x x x x

Unit 1 FrameworkTask: Multiplying Rational numbers LT x x x x

Unit 1 FrameworkTask: Multiplying Rational Numbers LT x x x x

Unit 1 FrameworkTask: Patterns of Multiplication & Division LT x x x x

Unit 1 FrameworkTask: The Repeater Vs. the Terminator LT x x

CMP: Accentuate the Negative Investigation 2 LT x x x xCMP: Skills Practice (7th gd.) SP x x

Coach BookLT/PT x x x x x x

CMP: Accentuate the Negative Investigation 3 LT x x x xCMP: Accentuate the Negative Investigation 4 LT x x x x

Exemplars Volume 10We Think Math is Really Fine PT x x x x x

Exemplars Volume 10 ATT&T Choice PT x x x xExemplars Volume 10 Cookie Caper PT x x x xExemplars Volume 10 Gobble, Gobble, Gobble PT x

Exemplars Volume 10The Sweetest Time of the Year PT x x

Exemplars Volume 10 Candy Box PT x x x xExemplars Volume 10 Indoor Paintball field Trip PT x x x xExemplars Volume 10 Lugging Water II PT x xExemplars Volume 10 Mrs.McNair New Walkway PT x x xExemplars Volume 10 Pyramids of Giza PT x x

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Exemplars Volume 10Tiffany's cand Making Buines PT x x x x

Grade 7—Unit 2: Expressions and EquationsDay 1 Day 2 Day 3 Day 4 Day 5

October 13 October 14 October 15 October 16 October 17Introduction of vocabulary and translating expressions7.EE.1

Properties/combining like terms with rational numbers translating expressions7.EE.1

Properties/combining like terms with rational numbers7.EE.1

Properties/combining like terms with distributive property7.EE.1

Properties/combining like terms with distributive property7.EE.1

Day 6 Day 7 Day 8 Day 9 Day 10October 20 October 21 October 22 October 23 October 24

Distributing and Factors by Area Task7.EE.2

Evaluate algebraic expressions with rational numbers7.EE.2



Evaluate algebraic expressions with rational numbersTask: Algebra Magic7.EE.1, 7.EE.2, 7.EE.3, 7.EE.4

Day 11 Day 12 Day 13 Day 14 Day 15October 27 October 28 October 29 October 30 October 31

Translating equations/solving one step equations with rational numbers (addition and subtraction property of equality)7.EE.3 7.EE.4

Translating equations/solving one step equations with rational numbers (addition and subtraction property of equality)7.EE.3 7.EE.4

Translating equations/solving one step equations with rational numbers (multiplication and division property of equality)7.EE.3 7.EE.4

Translating equations/solving one step equations with rational numbers (multiplication and division property of equality)7.EE.3 7.EE.4

AssessmentDays 1 - 14

Day 16 Day 17 Day 18 Day 19November 3 November 4 November 5 November 6 November 7

Translating/solving two step equations with rational numbers7.EE3 & 7.EE.4

Professional Learning Translating/solving two step equations with rational numbers7.EE3 & 7.EE.4

Translating/solving two step equations with rational numbers7.EE3 & 7.EE.4

Spotlight Task: Guess My Number7.EE.2

Day 20 Day 21 Day 22 Day 23 Day 24November 10 November 11 November 12 November 13 November 14

Introduction to solving and graphing inequalities7.EE.4

Solving and graphing inequalities7.EE.4



Assessment7.EE.3, 7.EE.4

Day 25 Day 26 Day 27 Day 28 Day 29November 17 November 18 November 19 November 20 November 21

11

Course: 7TH Grade Mathematics Updated 7/17/2014Review Unit 2 Review Unit 2 Assessment Unit 2 FAL: Building or Solving

OR Steps to SolvingCulminating Task:

Population Equations

Thanksgiving Break November 24th - 28th

12

Course: 7TH Grade Mathematics Updated 7/17/2014Unit 2: Expressions and Equations

Unit 2 color coded boxes

Prerequisite Skills number sense computation with whole

numbers and decimals, including application of order of operations

addition and subtraction of common fractions with like denominators

computation with all positive and negative rational numbers

data usage and representations

Enduring Understandings Variables can be used to

represent numbers in any type mathematical problem.

Understand the difference in an expression and an equation.

Expressions you simplify and equations you solve for the variable’s value.

Write and solve multi-step equations including all rational numbers.

Some equations may have more than one solution and understand inequalities.

Suggested Learning Resources/ Performance

TasksSee next page for learning

resources and performance tasks.

CCGPS Standards Addressed:

MCC7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.MCC7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. MCC7.EE.3 Solve multi step real life and mathematical problems posed ‐ ‐with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. MCC7.EE.4 Use variables to represent quantities in a real world or ‐mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.MCC7.EE.4a 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. MCC7.EE.4b 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.

Key Vocabulary Variable Numerical expression Algebraic expression Term Coefficient Constant Equation Inequality

Essential Questions How can we represent values using variables? What is the difference in an expression and an equation? How do I simplify expressions? How can we use variables to solve equations? How do I determine the difference in equations and

inequalities? How do I solve and graph inequalities?

13


SP: Skills Practice CT: Culminating Task Unit 2LT: Learning Task PT: Performance Task Key StandardsFAL: Formative Assessment Lesson EE.1 EE.2 EE.2a EE.2b EE.3 EE.4 EE.4a EE.4bMath's Cool Module 1, Lesson 4 (1.4) xMath'sCool Module 5, Lesson 2 (5.2) xAlgebra'Scool Module 1, Lesson 2 (1.2) xAlgebra'Scool Module 1, Lesson 3 (1.3) x xAlgebra'Scool Module 1, Lesson 5 (1.5) xAlgebra'Scool Module 2, Lesson 3 xAlgebra'Scool Module 2, Lesson 4 xAlgebra'Scool Module 2, Lesson 5 xAlgebra'Scool Module 3, Lesson 1 x xAlgebra'Scool Module 3, Lessons 3-5 xAlgebra'Scool Module 4, Lesson 1 x xUnit 2 Framework Task: Area & Algebra LT x xUnit 2 Framework Task: Algebra Magic PT x x x xUnit 2 Framework Task: Calendar Equations LT x x x xUnit 2 Framework Task: The Drop PT x x xUnit 2 Framework Task: Inequality Statements LT x

Unit 2 FrameworkTask: Steps to Solving Equations FAL x x x

Unit 2 Framework Task: Population Equations CT x x x xCoach Book SP x x x x xCMP: Accentuate the Negative Investigations 2, 4 LT xCMP: Skills Practice SP x x x x xCMP: Moving Straight Ahead Investigations 1-4 LT x x x xExemplars Volume 10 Indoor Paintball Field Trip PT xExemplars Volume 10 Mrs.McNair's New Walkway PT x

Exemplars Volume 10Tiffany's Candle Making Business PT x

Exemplars Volume 10 AT&T Choice Dilemma PT xExemplars Volume 10 Basketball Packaging PT xExemplars Volume 10 Gobble, Gobble, Gobble PT x

14

Course: 7TH Grade Mathematics Updated 7/17/2014Exemplars Volume 10 The Sweetest Time of the Year PT x

Grade 7—Unit 3: Ratios and ProportionDay 1 Day 2 Day 3 Day 4 Day 5

December 1 December 2 December 3 December 4 December 5Vocabulary/Review ratios and proportions7.RP.1

Introduction to Unit Rates7.RP.1

Problem Solving: Unit Rates7.RP.1

Problem Solving: Unit Rate7.RP.1

Spotlight Task: The Fastest7.RP.27.RP.3

Day 6 Day 7 Day 8 Day 9 Day 10December 8 December 9 December 10 December 11 December 12

Introduction to Percents Problems7.RP.3

Sales Tax, Gratuities, Discounts, Simple Interest, Percent Increase & Decrease, Commissions7.RP.3



Tasks: Which Is The Better Deal?7.RP.1

Day 11 Day 12 Day 13 Day 14 Day 15December 15 December 16 December 17 December 18 December 19

Semester Exam Semester Exam Semester Exam Semester Exam Semester Exam

Semester Break December 22nd - January 2ndDay 16 Day 17 Day 18 Day 19

January 5 January 6 January 7 January 8 January 9Professional

LearningDIAGNOSTIC TEST PART 2 Introduce Function, Domain,

Range, and Input & Output Table7.RP.2

Write an equation for a function table7.RP.2

Write an equation for a function table7.RP.2

Day 20 Day 21 Day 22 Day 23 Day 24January 12 January 13 January 14 January 15 January 16

Find the missing value and write an equation for the function table 7.RP.2

Task: Analyzing and ApplyingUnit Rates7.RP.1

Direct Variation7.RP.2



Day 25 Day 26 Day 27 Day 28January 19 January 20 January 21 January 22 January 23

15

Course: 7TH Grade Mathematics Updated 7/17/2014MLK Day Task: Natalie & Nate Walk

7.RP.2Re-teach/Review Unit 3 Assessment

16

Course: 7TH Grade Mathematics Updated 7/17/2014Unit 3: Ratios and Proportional Relationships

Essential Question What information do I get when I compare

two numbers using a ratio? What kinds of problems can I solve by

using ratios? How do I compute unit rate in tables,

graphs, equations and diagrams? How do I compute unit rate in real-world

problems? How do I use ratios and their relationships

to solve real world problems? How do I recognize proportional

relationships between quantities? How do I represent proportional

relationships between quantities? How do I solve multistep ratio problems

using proportional relationships? How do I solve multistep percent problems

using proportional relationships? How do I represent proportional

relationships by equations? How do I solve problems involving scale

drawings of geometric figures? How do I compute actual lengths and areas

from a scale drawing? How do I reproduce a scale drawing at a

different scale?

Key Vocabulary

Multiplicative inverse Percent rate of change Ratio Proportion Scale factor

Prerequisite Skills number sense computation with whole numbers and decimals,

including application of order of operations addition and subtraction of common fractions with

like denominators measuring length and finding perimeter and area of

rectangles and squares characteristics of 2-D and 3-D shapes data usage and representations

Enduring Understandings Fractions, decimals, and percents can be used interchangeably The relationships and rules that govern whole numbers, govern all rational numbers In order to add or subtract fractions, we must have like denominators When we multiply one number by another, we may get a product that is bigger

than the original number, smaller than the original number or equal to the original number

When we divide one number by another, we may get a quotient that is bigger than the original number, smaller than the original number or equal to the original number

Ratios use division to represent relationships between two quantities

Suggested Learning Resources/ Performance TasksSee next pages for resources and performance tasks.

CCGPS Standards Addressed:7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. 7.RP.2 Recognize and represent proportional relationships between quantities.7.RP.2a 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.7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.7.RP.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.2d Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

17


CT: Culminating Task SP: Skills Practice Unit 3PT: Performance Task LT: Learning Task Key StandardsFAL: Formative Assessment Lesson RP.1 RP.2 RP.2a RP.2b RP.2c RP.2d RP.3 G1Math'sCool Module 7, Lessons 2-7 xMath'sCool Module 10, Lesson 1 xAlgebra'Scool Module 4, Lesson 2 xUnit 3 Framework Task: What is Unit Rate? LT xUnit 3 Framework Task: Orange Fizz Experiment LT x x xUnit 3 Framework Task: Creating a Scale Map PT x x xUnit 3 Framework Task: Which is the better deal? LT x xUnit 3 Framework Task: Patterns & Percents LT x x x xUnit 3 Framework Task: Nate & Natalie's Walk PT x x x x xUnit 3 Framework Task: Developing a Sense of Scale FAL x x x x x xExemplars Math Volume 10 We Think Math is Really Fine PT xExemplars Math Volume 10 At&T Choice Dilemma PT xExemplars Math Volume 10 Cookie Caper PT x xExemplars Math Volume 10 Dance-a-thon PT xExemplars Math Volume 10 Gobble, Gobble, Gobble PT x xExemplars Math Volume 10 The Sweetest Time of the Year PT x xExemplars Math Volume 10 Tiffany's Candle Making Business PT x

18


Grade 7—Unit 4: InferenceDay 1 Day 2 Day 3 Day 4 Day 5

January 26 January 27 January 28 January 29 January 30Introduce inferences by discussing population, census, surveys, and samples7.SP.1 7.SP.2

Introduce inferences by discussing population, census, surveys, and samples7.SP.1 7.SP.2

Task: Is it Valid? 7.SP.1

Task: Is it Valid? 7.SP.1

Assessment/Quiz

Day 6 Day 7 Day 8 Day 9 Day 10February 2 February 3 February 4 February 5 February 6

Measures of central tendency/mean, median, mode, and outliers7.SP.4

Measures of central tendency/mean, median, mode, and outliers7.SP.4

Introduce comparing two box plots related to two populations.7.SP.3 7.SP.4

Compare two box plots related to two populations.7.SP.3 7.SP.4

Assessment/QuizTask: Got Friends7.SP.37.SP.4

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Course: 7TH Grade Mathematics Updated 7/17/2014Unit 4: Inference

Essential Question In what ways are sample

statistics related to the corresponding population parameters?

How do I choose and create appropriate graphs to represent data?

What conclusions can be drawn from data?

How can I describe the center of a set of data?

How can I describe the variation within a data set?

How can I use data to compare different groups?

Key Vocabulary Frequency Grouped Frequency Table Maximum and Minimum value Mean, Mode, Median, Range Measures of Center Measures of Spread Mutually Exclusive Outlier Sample Simple Random Sampling

Prerequisite Skills

Analyzing patterns and seeing relationships Represent and interpret data, using addition and subtraction,

multiplication and division Data can be represented graphically in a variety of ways. The type of graph

is selected to best represent a particular data set. Measures of center (mean, median, mode) and measures of variation

(range, quartiles, interquartile range) can be used to analyze data. Larger samples are more likely to be representative of a population. Recognize that a measure of center for a numerical data set summarizes

all of its values with a single number, while a measure of variation describes how its values vary with a single number.

Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Summarize numerical data sets in relation to their context, such as by reporting the number of observations.

Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered.

Enduring Understandings 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.

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.

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.

Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

CCGPS Standards Addressed:Apply and extend previous understandings of measurement and interpreting data. 7.SP.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.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. 7.SP.3. Informally assess the degree of visual overlap of two numerical data distributions with similar variability, measuring the difference between the centers by expressing it as a multiple of a measure of variability. 7.SP.4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

Suggested Learning Resources/ Performance TasksSee next pages for learning resources and performance tasks.

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Course: 7TH Grade Mathematics Updated 7/17/2014 Unit 4: Learning Tasks and Performance Tasks

LT: Learning Task SP: Skills Practice Unit 4PT: Performance Task CT: Culminating Task Key StandardsFAL: Formative Assessment Lesson SP.1 SP.2 SP.3 SP.4Algebra's Scool Module 19, Lesson 3 x xUnit 4 Frameworks Is It Valid? xUnit 4 Frameworks Shakespeare vs. Harry Potter xUnit 4 Frameworks Got Friends? xUnit 4 Frameworks Travel Times to Work xUnit 4 Frameworks Emergency 911 x x xCMP: Data Distributions Investigations 1-4 x x x xCMP: Skills Practice x x x xCoach book x x x x

21

Course: 7TH Grade Mathematics Updated 7/17/2014Grade 7—Unit 5: Geometry

Day 1 Day 2 Day 3 Day 4 Day 5February 9 February 10 February 11 February 12 February 13

Introduce types of angles/Practice writing and solving simple equations for an unknown angle in a figure.7.G.5

Practice writing and solving simple equations for an unknown angle in a figure.7.G.5

Practice writing and solving simple equations for an unknown angle in a figure.7.G.5

Assessment and/orTask: I Have A Secret Angle7.G.5

Task: Take The Ancient Greek Challenge7.G.2

Winter Break February 16th – 20th

Day 6 Day 7 Day 8 Day 9February 23 February 24 February 25 February 26 February 27

Professional Learning

Review Polygons & Follow Up with Task: Take The Ancient Greek Challenge7.G.2

Review parts of a circle and the formulas for the area and circumference of a circle7.G.4

Review parts of a circle and the formulas for the area and circumference of a circle7.G.4

Real world practice of area and circumference of a circle7.G.4/Task: Saving Sir Conference7.G.6

Day 10 Day 11 Day 12 Day 13 Day 14March 2 March 3 March 4 March 5 March 6

Review 3-D shapes and formulas for volume and surface area7.G.3




Assessment


Cross section of 3 dimensional figures7.G.3

Cross section of 3 dimensional figures7.G.3

BENCHMARK 3 Review Unit 5 Assessment

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Unit 5 Geometry

Essential Questions What are the characteristics of angles and sides that will

create geometric shapes, especially triangles? What plane figures can I make by slicing a cube by

planes? What about when I use cones, prisms, cylinders, and pyramids instead of cubes?

How can I be sure I have found all possible cross-sections of a solid?

How are the diameter and circumference of a circle related?

What is pi? How does it relate to the circumference and diameter of a circle?

How do we find the circumference of a circle? How do the areas of squares

relate to the area of circles? How is the formula for the area of a circle related to the

formula for the area of a parallelogram? Why is the area of a circle measured in “square units”

when a circle isn’t square? How can I use the special angle relationships –

supplementary, complementary, vertical, and adjacent – to write and solve equations for multi-step problems?

How are the perimeter and area of a shape related? How are the areas of geometric figures related to each

other? How can the formulae for the area of plane figures be

used to solve problems? How can we find the area of regular and irregular

polygons when you don’t have a specific formula? What kinds of problems can be solved using surface areas

of right rectangular prisms? How can I use the concept of surface area and volume to

solve problems?

Prerequisite Skills: number sense computation with whole numbers and

decimals, including application of order of operations

addition and subtraction of common fractions with like denominators

measuring length and finding perimeter and area of rectangles and squares

characteristics of 2-D and 3-D shapes angle measurement data usage and representations

Suggested Learning Resources

See next pages for learning resources and performance tasks.

CCGPS Standards Addressed:7.G.2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 7.G.3. Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.7.G.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.7.G.5. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.7.G.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Enduring Understandings: Coordinate geometry can be a useful tool for understanding geometric

shapes and transformations. Cross-sections of three-dimensional objects can be formed in a variety of

ways, depending on the angle of the cut with the base of the object. The area of irregular and regular polygons can be found by decomposing the

polygon into triangles, squares, and rectangles. “Pi” () is the relationship between a circle’s circumference and diameter. Parallelograms and rectangles can be used to derive the formula for the area

of a circle. Approximate volumes of simple geometric solids may be found using

estimation Formulas may be used to determine the volume of fundamental solid figures. Approximate surface area of simple geometric solids may be found using

estimation Manipulatives and the construction of nets may be used in computing the

surface area of right rectangular prisms. Formulas may be used to compute the surface area of right rectangular

prisms.

Key Vocabulary: Adjacent Angle Circumference Complementary and Supplementary Angles Congruent Cross- section Irregular Polygon Parallel Lines Pi Regular Polygon Vertical Angles

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LT: Learning Task SP: Skills Practice Unit 5PT: Performance Task CT: Culminating Task Key StandardsFAL: Formative Assessment Lesson G.

2G.3

G.4

G.5

G.6

G.1

Math'sCool Module 8, Lesson 3 (8.3) xMath'sCool Module 9 Lesson 3 (9.3) xMath'sCool Module 9, Lesson 4 (9.4) xMath'sCool Module 10, Lesson 4 (10.4) xMath'sCool Module 10, Lesson 5 (10.5) xMath'sCool Module 10, Lesson 4 (10.4) xMath'sCool Module8, Lesson 4 (8.4) xUnit 5 Frameworks Take the Ancient Greek Challenge PT xUnit 5 Frameworks Cross-Sections of a Cube PT xUnit 5 Frameworks Similar Cross-Sections PT x

Unit 5 FrameworksWhat's My Solid? (only prisms & pyramids) PT x x

Unit 5 Frameworks It's As Easy As Pie LT xUnit 5 Frameworks Saving Sir Cumference LT xUnit 5 Frameworks Circle Cover Up LT xUnit 5 Frameworks I've Got a Secret Angle LT xUnit 5 Frameworks Stained Glass Designs PT x xUnit 5 Frameworks Boxing Bracelets (SA & V) PT xUnit 5 Frameworks Staircases PT xUnit 5 Frameworks Cool Cross-Sections CT xUnit 5 Frameworks Three Little Pig Builders (only prisms) CT xExemplars Math Volume 10 Mrs. McNair's New Walkway PT xCMP: Stretching & Shrinking Investigations 2-3 LT x

Coach bookSP/LT x

24

Course: 7TH Grade Mathematics Updated 7/17/2014Grade 7—Unit 6: Probability


Introduce to Probability7.SP.5

Task: Probability On A Number Line7.SP.5

Introduce/Practice Tree Diagrams7.SP. 5 7.SP.8

Introduce/Practice Probability of Simple Events7.SP.5, 7.SP.6, 7.SP.7

Task: Heads Wins7.SP.5, 7.SP.6, 7.SP.7

Day 6 Day 7 Day 8 Day 9March 23 March 24 March 25 March 26 March 27

Professional Learning Introduce/Practice probability of compound events7.SP.5 7.SP.6 7.SP.7

Practice probability of compound events7.SP.5 7.SP.6 7.SP.7

Practice probability of compound events7.SP.5 7.SP.6 7.SP.7

AssessmentDays 1 - 8

Day 10 Day 11 Day 12 Day 13 Day 14March 30 March 31 April 1 April 2 April 3

Introduce/Design/Conduct Simulations 7.SP.8

Review Review Assessment Task: Designing Simulations7.SP.8

Spring Break April 6th – 10th

Day 1 Day 2 Day 3 Day 4 Day 5April 13 April 14 April 15 April 16 April 17

Georgia Milestone Assessment Review



Georgia Milestone Assessment System


Day 6 Day 7 Day 8 Day 9 Day 10April 20 April 21 April 22 April 23 April 24






Day 11 Day 12April 27 April 28



April 29th – May 29th Grade 7—Unit 7: Show What You Know, 8th Grade Preparation, and Final Exam

Unit 6: Probability

25


Unit 6: Learning Tasks and Performance Tasks

LT: Learning Task SP: Skills Practice Unit 6PT: Performance Task CT: Culminating Task Key Standards:FAL: Formative Assessment Lesson SP.5 SP.6 SP. SP.7a SP.7b SP. SP.8a SP.8b SP.8

Suggested Learning Resources

See next pages for learning resources and performance tasks.

Key Vocabulary:

Chance Process Compound Event Empirical Event Experimental Probability Independent events Probability Probability Model Relative Frequency of Outcomes Sample space Simple Event Simulation Theoretical Probability Tree diagram

Prerequisite Skills: number sense computation with whole numbers and decimals,

including application of order of operations addition and subtraction of common fractions with like

denominators measuring length and finding perimeter and area of

rectangles and squares characteristics of 2-D and 3-D shapes data usage and representations

Enduring Understandings: Probabilities are fractions derived from modeling real world experiments and

simulations of chance. Modeling real world experiments through trials and simulations are used to predict the

probability of a given event. Chance has no memory. For repeated trials of a simple experiment, the outcome of

prior trials has no impact on the next. The probability of a given event can be represented as a fraction between 0 and 1. Probabilities are similar to percents. They are all between 0 and 1, where a probability

of 0 means an outcome has 0% chance of happening and a probability of 1 means that the outcome will happen 100% of the time. A probability of 50% means an even chance of the outcome occurring.

If we add the probabilities of every outcome in a sample space, the sum should always equal 1.

The experimental probability or relative frequency of outcomes of an event can be used to estimate the exact probability of an event.

Experimental probability approaches theoretical probability when the number of trials is large.

Sometimes the outcome of one event does not affect the outcome of another event. (This is when the outcomes are called independent.)

Tree diagrams are useful for describing relatively small sample spaces and computing probabilities, as well as for visualizing why the number of outcomes can be large.

Simulations can be used to collect data and estimate probabilities for real situations that are sufficiently complex that the theoretical probabilities are not obvious.

Essential Questions:

Why must the numeric probability of an event be between 0 and 1?

What is the likeliness of an event occurring based on the probability near 0, ½, or 1?

How can you determine the likelihood that an event will occur?

How are the outcomes of given events distinguished as possible?

What is the difference between theoretical and experimental probability?

What is the significance of a large number of trials?

How do I determine a sample space? How can you represent the likelihood of an event

occurring? How are theoretical probabilities used to make

predictions or decisions? How can you represent the probability of

compound events by constructing models? How can I use probability to determine if a game

is worth playing or to figure my chances of winning the lottery?

What is the process to design and use a simulation to generate frequencies for compound events?

CCGPS Standards Addressed:MCC7.SP.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.MCC7.SP.7a Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.MCC7.SP.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.MCC7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.MCC7.SP.8a 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. MCC7.SP.8b 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 outcomesin the sample space which compose the event.MCC7.SP.8c Design and use a simulation to generate frequencies for compound events.

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Course: 7TH Grade Mathematics Updated 7/17/20147 8 c

Unit 6 Frameworks Probability?? LT xUnit 6 Frameworks Heads Win! LT x x x xUnit 6 Frameworks What are Your Chances? LT x x x xUnit 6 Frameworks Probably Graphing LT x xUnit 6 Frameworks Rolling Dice LT x x x x xUnit 6 Frameworks Number Cube Sums LT x x x x x x x xUnit 6 Frameworks Dice Game Task PT x x x x x xUnit 6 Frameworks Is It Fair? PT x x x x x xUnit 6 Frameworks Charity Fair PT x x x x xUnit 6 Frameworks Designing Simulations LT x x xUnit 6 Frameworks Conducting Simulations CT x x x xUnit 6 Frameworks Evaluating Statements about Probability FAL x x x xExemplars Math Volume 10 Double Trouble Dilemma PT xCMP: What do you Expect? Investigations 1-4 LT x x x x x x x x xCMP: Skills Practice SP x x x x x x x x x

Unit 6: Learning Tasks and Performance Tasks

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