BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard
Key Vocabulary
Learning Target
four-step plan, problem-solving, factors, exponents, base, powers, squared, cubed, standard/ exponential form, squares, square roots, perfect squares, numerical expressions, order of operations.
I can solve real-world problems using the fourstep plan method.
1
The Number System 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. a. 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. b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers. 7.NS.2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. b. Understand that integers can be divided, provided that the divisor is not zero, and every
I can evaluate powers and exponents.
Resources/Activities math textbook, Glencoe website, www.mathplaygro und.com
Assessment Glencoe website, Daily Quick Checks, classwork/ homework
I can find squares of numbers and square roots of perfect squares. I can evaluate expressions using the order of operations.
1
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard
Key Vocabulary
Learning Target
Resources/Activities
Assessment
quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then – (p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts. c. Apply properties of operations as strategies to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
2
3, 4
The Number System 7NS.1, 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.3: Solve real-world and mathematical problems involving the four operations with rational numbers. (NOTE: Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
The Number System/Expressions and Equations 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. d. Apply properties of operations as strategies to add and subtract rational numbers. 7.NS.3: Solve real-world and mathematical problems involving the four operations with rational numbers. (NOTE: Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) 7.EE.4: Use variables to represent quantities in a
guess and check strategy, variable, algebraic expressions, coefficient, equation, solution, solving an equation, defining the variable commutative, associative, identity, and distributive properties,
I can effectively use the guess and check strategy to solve problems.
term, arithmetic sequence, function tables
I can make function tables and write equations.
textbook, Glencoe website, www.mathplaygro und.com
Mid-chapter quiz, Daily Quick Checks, daily work
textbook, Glencoe website,
Daily Quick Checks, daily work, chapter review pages and chapter test
I can evaluate algebraic expressions. I can write and solve equations using mental math. I can use the commutative, associative, identity, and distributive properties to solve problems,
2
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard
Key Vocabulary
Learning Target
Resources/Activities
Assessment
textbook, Glencoe website, Mathematics Station Activities
station activities, Daily Quick Checks, daily work, teacher made quiz
textbook, Glencoe website, Mathematics Station Activities
station activities, Daily Quick Checks, daily work, midchapter quiz, review pages, test
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?
5
6, 7
The Number System 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. a. 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. b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
integers, absolute value, coordinate plane, additive inverse
The Number System 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. a. Describe situations in which opposite quantities
looking for a pattern
I can read and write integers and find the absolute value of a number. I can compare and order integers. I can graph points on a coordinate plane. I can add integers.
I can subtract, multiply, and divide integers. I can solve problems using the looking for a pattern strategy.
3
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard
Key Vocabulary
Learning Target
Resources/Activities
Assessment
combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 7.NS.2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then – (p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.
4
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard
Key Vocabulary
Learning Target
Expressions and Equations 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 8strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 7.EE.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus
verbal phrases and sentences, algebraic expressions, algebraic equations, work backwards strategy
I can write verbal phrases and sentences as simple algebraic expressions and equations.
Resources/Activities textbook, Glencoe website, www.mathplaygro und.com
Assessment Daily Quick Checks, daily work, mid-chapter quiz
I can solve addition and subtraction equations. I can solve multiplication equations. I can solve problems using the work backwards strategy.
5
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard
Key Vocabulary
Learning Target
Resources/Activities
Assessment
$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.
9
10
Expressions and Equations 7.EE.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Expressions and Equations 7.EE.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 7.EE.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? b. Solve word problems leading to inequalities of
two-step equations, perimeter, area, graphing data
I can solve two-step equations.
textbook, Glencoe website
Daily Quick Checks, Check your Understanding, daily work, review pages
textbook, Glencoe website,
Daily Quick Checks, review and practice pages, chapter test/cumulative test
I can find the perimeter and area of squares and rectangles. I can graph data to demonstrate relationships.
function tables, linear equations
I can create and understand function tables and graph solutions to linear equations.
6
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard
Key Vocabulary
Learning Target
Resources/Activities
Assessment
simplify, expand algebraic equations,
I can simplify and evaluate algebraic expressions.
Kentucky Crosswalk Coach books
daily work, teacher-made quiz, teachermade test
factor algebraic equations, inequality, solution set
I can use algebra to solve word problems.
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.
11
Expressions and Equations 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. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 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. 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.
I can use inverse operations to find the solution set for an equality. I can interpret and graph the solution set for an inequality.
7
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard
Key Vocabulary
The Number System 7.NS.2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
prime factorization, prime/composite numbers, greatest common factor, organized lists, terminating and repeating decimals
12
13
Learning Target I can find the prime factorization of a composite number.
Resources/Activities
Assessment
textbook, Glencoe website,
Daily Quick Checks, Check your Understanding, daily work, Glencoe website lesson quizzes
textbook, Glencoe website, Study Island, Aleks math program
midchapter quiz, Daily Quick Checks, daily work, chapter test
I can find the greatest common factor of two or more numbers. I can solve problems by making an organized list. I can write fractions in simplest form.
Expressions and Equations 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 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.
percent, least common multiple,
I can write fractions as terminating or repeating decimals and write decimals as fractions. I can write fractions as percents and percents as fractions. I can write percents as decimals and decimals as percents. I can find the least common multiple of two or more numbers. I can compare and order fractions, decimals, and percents.
8
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard The Number System
14
15
7.NS.2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then – (p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts. c. Apply properties of operations as strategies to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 7.NS.3: Solve real-world and mathematical problems involving the four operations with rational numbers. (NOTE: Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) The Number System, Expressions And Equations 7.NS.1, 2 7.EE.3 7.NS.2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
Key Vocabulary estimation, mixed numbers, eliminating possibilities
Learning Target I can estimate sums, differences, products, and quotients of fractions and mixed numbers.
Resources/Activities
Assessment
textbook, Glencoe website, Aleks math program, Study Island
Thinklink, Daily Quick Checks/Check Your Understanding, daily work/participation mid-chapter quiz
textbook, Glencoe website, Aleks math program, www.mathplaygro und.com
Daily Quick Check , Check your Understanding, daily work, review pages, chapter
I can add and subtract fractions. I can add and subtract mixed numbers. I can solve problems by eliminating possibilities.
multiplicative inverse, reciprocal,
I can multiply fractions and mixed numbers. I can solve equations with rational number solutions. I can divide fractions and
9
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
16
Standard 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.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 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 Ratios and Proportions 7.RP.1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour.
Key Vocabulary
Learning Target
Resources/Activities
mixed numbers.
ratios, like units, different units
I can write ratios as fractions in simplest form and determine whether two rations are equivalent.
Assessment test
math textbook/ resources, Glencoe website
practice pages, quiz
10
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
17,18
19
Standard
Key Vocabulary
7.RP.1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour. 7.RP.2 : Recognize and represent proportional relationships between quantities. a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
ratios, proportional relationships, equivalent ratios, coordinate plane
7.RP.2 : Recognize and represent proportional relationships between quantities.
percents, fractions, decimals,
Learning Target I can determine unit rates. I can determine rate of change and slope using tables and graphs.
Resources/Activities
Assessment
math textbook/ resources, Glencoe website, www.mathplaygro und.com
practice pages, quiz, homework
math textbook/ resources, www.mathplaygro und.com, Glencoe website
Mid-chapter/ chapter assessment, classwork, homework
I can change units in the customary system. I can change metric units of length, capacity, and mass.
using diagrams to problem solve
I can solve proportions. I can solve problems by drawing a diagram. I can solve problems involving scale drawings. I can write percents as fractions and decimals, and write fractions and decimals as percents.
11
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
20, 21
Standard
Key Vocabulary
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.
percent, percent proportion, estimation, percent equation, percent of change, sales tax and discounts, simple interest,
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 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.
Statistics and Probability
22, 23
Use random sampling to draw inferences about a population. 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
Learning Target
Resources/Activities
I can find the percent of a math textbook/ number. resources, www.mathplaygro I can solve problems und.com using the percent Glencoe website proportion.
Assessment classwork, homework, quiz, mid-chapter/ chapter test
I can estimate percents by using fractions and decimals. I can solve problems using the percent equation. I can solve problems by determining reasonable answers. I can find the percent of increase or decrease. I can solve problems involving sales tax and discounts.
data, line plot, central tendency and range, mean, median, mode, range, stem-and-leaf plot, bar graphs,
I can solve problems involving simple interest. I can display and analyze data using a line plot. I can describe a set of data using mean, median, mode, and range.
math textbook/ resources, mathplayground.c om. Glencoe website
classwork, homework, quiz, mid-chapter/ chapter test
12
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard
Key Vocabulary
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. Draw informal comparative inferences about two populations. 7.SP.3: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. 7.SP.4: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
histograms, line graphs, scatter plots, making predictions and conclusions, sample, statistics,
Learning Target
Resources/Activities
Assessment
I can display and analyze data in a stem-and-leaf plot. I can display and analyze data using bar graphs and histograms. I can solve problems by using a graph. I can analyze line graphs and scatter plots to make predictions and conclusions. I can predict actions of a larger group by using a sample. I can recognize when statistics and graphs are misleading.
13
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard Probability
24, 25
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. 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
Key Vocabulary probability, simple event, sample space, outcomes, permutations, combinations, experimental probabilities, theoretical probabilities, compound events, independent and dependent events,
Learning Target
Resources/Activities
Assessment
I can find the probability of a simple event.
math textbook/ resources, Glencoe website, Thinklink, Buckle Down
classwork, homework, quiz, mid- chapter/ chapter test
I can find sample spaces and probabilities. I can use multiplication to count outcomes and find probabilities. I can find the number of permutations of a set of objects and find probabilities. I can find the number of combinations of a set of objects and find probabilities. I can find and compare experimental and theoretical probabilities. I can find the probability of independent and dependent events.
14
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard
Key Vocabulary
Learning Target
Resources/Activities
Assessment
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. 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?
15
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard Geometry Draw, construct, and describe geometrical figures and describe the relationships between them. 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.
26
Key Vocabulary scale, scale drawing, scale factor, scale model
Learning Target
Resources/Activities
I can use ratios and proportions to create scale drawings.
textbook, Glencoe website, www.Aleks.com
I can identify corresponding sides of scaled geometric figures.
math program, Study Island
Assessment Quick checks, Check your Understanding questions, quizzes, midchapter test
I can compute lengths and areas from scale drawings using strategies such as proportions. I can solve problems involving scale drawings of geometric figures using scale factors. I can reproduce a scale drawing that is proportional to a given geometric figure using a different scale,
16
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard Geometry Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 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.
27
Geometry 7.G.4 Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 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.
28
Key Vocabulary angle, right angle, acute angle, obtuse angle, straight angle, supplementary, complimentary, vertical, and adjacent angles, congruent angles, degrees, vertex
radius, diameter, area, circumference, center, chord, pi
Learning Target I can identify supplementary, complementary, vertical, and adjacent angles. I can determine complements and supplements of a given angle. I can determine the degree of an unknown angle by writing and solving algebraic equations based on relationships between angles. I can identify the radius, diameter, area, circumference, chord, and center of a circle. I can identify (pi).
Resources/Activities
Assessment
textbook (Ch. 10), Glencoe website, www.Aleks.com math program, Study Island, Crosswalk Coach, Buckle Down
homework assignments, mid-chapter and chapter test, Thinklink, Aleks.com
Textbook, Study Island, www.Aleks.Com
Daily Quick Checks, homework practice, quizzes, mid-chapter and chapter test
I can determine the area and circumference of a circle. I can find the area of a circle, given its circumference. I can find the circumference of a circle, given its area. 17
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
29, 30
31, 32
Standard Geometry Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 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.
Geometry 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.
Key Vocabulary
Learning Target
base, vertex, height, formula, area, volume, surface area, three dimensional figures, face, edge, lateral face, vertex (vertices), prism, cone
I can use the formula for finding the area of a square, rectangle, parallelogram, triangle, and trapezoid.
unique triangle, Triangle Angle Sum Theorem, Triangle Inequality Theorem, right rectangular prism, right rectangular pyramid, solid figure, cross section, slicing
I can identify conditions that create unique triangles, more than one triangle, or no triangle.
Resources/Activities textbook, Crosswalk Coach, Buckle Down Coach Study Island, Aleks.com
Assessment practice pages, Aleks.com, Check your Understanding, mid-chapter and chapter test
I can use the formula for finding the volume of a cube, prism, cylinder, pyramid, and cone. I can use the formula for finding the surface area of a cube, rectangular prism, and cylinder. Crosswalk Coach, Aleks,com, Study Buckle Down, Island, teacherAleks.com, Study made test Island, Promethean Board
I can analyze given conditions based on the three measures of angles or sides of a triangle to determine when there is a unique triangles, more than one triangle, or no triangle. I can construct (freehand, rulers, protractors, and technology) from three given angle measures to determine if there is a 18
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard
Key Vocabulary
Learning Target
Resources/Activities
Assessment
unique triangle, more than one triangle, or no triangle. I can construct a triangle, when given the side measures, with the appropriate tools (freehand, ruler, protractor, and technology) to determine when there is a unique triangle, more than one triangle, or no triangles. I can define slicing as a cross section of a threedimensional figure. I can describe the twodimensional figures that result from slicing a three-dimensional figure such as a right rectangular prism or pyramid. I can analyze threedimensional figures by examining twodimensional cross sections. 33, 34
Common Core Standards Review
35,
K-PREP testing
19
BREATHITT COUNTY SCHOOLS 7TH GRADE MATH CURRICULUM Week
Standard
Key Vocabulary
Learning Target
Resources/Activities
Assessment
36
20
