PVMS 7th Grade Math Year-at-a-Glance Completed 1-14-14 Quarter 1 Quarter 2 Quarter 3 Quarter 4 7.RP.1 7.RP.2 7.SP.1 7.SP.2 7.SP.3 7.SP.4 7.SP.5 7.SP.6 7.SP.7 7.SP.8 7.NS.1 7.NS.2 7.SP.6 7.SP.7 7.EE.1 7.EE.2 7.EE.3 7.EE.4 7.G.1 7.G.2 7.G.3 7.G.4 7.G.5 7.G.6
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given ratios of fraction to fractions in contextual situations, Calculate the equivalent unit rate and justify the unit rate within the given context. Unit rate Ratio Students know: Techniques for producing ratios equivalent to given ratios, including finding unit rates. Students understand that/are able to: Determine equivalent ratios (including unit rates) for ratios consisting of fractions. Unit rates are used to clearly communicate rates in contextual situations and allow for clearer comparisons EE7.RP.1-3. Use a ratio to model or describe a relationship. Level IV Students will: EE7.RP.1-3. Complete the ratio using numbers to show relationships. Ex. Given one component of a ratio in standard form (1:_) complete the ratio. Ex. Given a family picture, what is the ratio of people wearing hats compared to the total number of people in the picture? Ex. Describe the relationship between miles driven and the time taken by creating a ratio (e.g., Katie knows she can drive one mile in two minutes is 1:2.) Level III Students will: EE7.RP.1-3. Use a ratio to model or describe a relationship. Ex. Given a bag of green and red chips, identify the ratio of green chips compared to red chips. Ex. Use a pictorial representation to show part-whole relationship (e.g., What part of the picture is shaded? Three parts are shaded and one part is not.). Level II Students will: EE7.RP.1-3. Demonstrate a simple ratio relationship. Ex. Using a dry ease board demonstrate a ratio relationship of squares to circles. Ex. When playing a board game, move one space for every dot on the die. Ex. Complete a pattern given a simple ratio. Level I Students will: EE7.RP.1-3. Identify one item as it relates to another. Ex. When given two baskets with markers, count the number in each basket and compare. Ex. Given two cards with attendance cards, compare the number here and absent. Ex. Given a half an apple and a whole apple, identify “the whole” apple.
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given multi-step problems involving contexts with ratios and percent, Solve and justify solutions using a variety of representations and solution paths. Students know: Techniques for representing mathematical contexts that include percent and ratios, Techniques for producing ratios equivalent to given ratios, including finding unit rates. Students understand that/are able to: Strategically choose and apply representations that aid in solutions of percent and ratio problems, Solve and interpret the solutions. Patterns and relationships in mathematical contexts can be represented in a variety of ways in order to solve problems, including that a variety of representations of ratio and percent can be used to solve and interpret mathematical contexts EE7.RP.1-3. Use a ratio to model or describe a relationship. Level IV Students will: EE7.RP.1-3. Complete the ratio using numbers to show relationships. Ex. Given one component of a ratio in standard form (1:_) complete the ratio. Ex. Given a family picture, what is the ratio of people wearing hats compared to the total number of people in the picture? Ex. Describe the relationship between miles driven and the time taken by creating a ratio (e.g., Katie knows she can drive one mile in two minutes is 1:2.) Level III Students will: EE7.RP.1-3. Use a ratio to model or describe a relationship. Ex. Given a bag of green and red chips, identify the ratio of green chips compared to red chips. Ex. Use a pictorial representation to show part-whole relationship (e.g., What part of the picture is shaded? Three parts are shaded and one part is not.). Level II Students will: EE7.RP.1-3. Demonstrate a simple ratio relationship. Ex. Using a dry ease board demonstrate a ratio relationship of squares to circles. Ex. When playing a board game, move one space for every dot on the die. Ex. Complete a pattern given a simple ratio. Level I Students will: EE7.RP.1-3. Identify one item as it relates to another. Ex. When given two baskets with markers, count the number in each basket and compare. Ex. Given two cards with attendance cards, compare the number here and absent. Ex. Given a half an apple and a whole apple, identify “the whole” apple.
CCSS Math Pacing Guide Grade 7 Grade Level: 7th Standard with code: 7.NS.2a Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. 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 contexts. Domain: The Number System Cluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Quarter 1: Quarter 2: Recognize that the process for multiplying fractions can be used to multiply rational numbers including integers. Know and describe the rules when multiplying signed numbers Apply the properties of operations, particularly distributive property, to multiply rational numbers. Interpret the products of rational numbers by describing real-world contexts. Quarter 3: Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. world
CCSS Math Pacing Guide Grade 7 Grade Level: 7th Standard with code: 7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Domain: Expressions and Equations Cluster: Use properties of operations to generate equivalent expressions. Quarter 1: Quarter 2: Quarter 3: Combine like terms with rational coefficients. Factor and expand linear expressions with rational coefficients using the distributive property. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients . Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
CCSS Math Pacing Guide Grade 7 Grade Level: 7th Standard with code: 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. Domain: Geometry Cluster: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Identify and recognize types of angles: supplementary, complementary, vertical, adjacent. Determine complements and supplements of a given angle. Determine unknown Angle measures by writing and solving algebraic equations based on relationships between angles Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
CCSS Math Pacing Guide Grade 7 Grade Level: 7th Standard with code: 7.SP.7ab Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Domain: Statistics and Probability Cluster: Investigate chance processes and develop, use, and evaluate probability models. Quarter 1: Recognize uniform (equally likely) probability. Use models to determine the probability of events Develop a uniform probability model and use it to determine the probability of each outcome/event. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. Analyze a probability model and justify why it is uniform or explain the discrepancy if it is not. Quarter 2: Recognize uniform (equally likely) probability. Use models to determine the probability of events Develop a uniform probability model and use it to determine the probability of each outcome/event. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. Analyze a probability model and justify why it is uniform or explain the discrepancy if it is not. Quarter 3: Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
problems and persevere in solving them. and quantitatively. arguments and critique the reasoning of others. mathematics. tools strategically. precision. use of structure. express regularity in repeated reasoning. Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given the description of a compound event, (e.g., rolling a sum of seven with two dice), Use models, (e.g., organized lists, tables, tree diagrams, and simulations) to find and explain the possible outcomes in the event and find the probability of each outcome. Given a contextual or mathematical situation involving probability related to a compound event, Develop a simulation and data collection process, collect and organize the relevant data, and use the long-run relative frequency to justify an approximation of the probability of the Probability Compound event Tree diagram Sample space Students know: Methods for modeling compound events, (e.g., organized lists, tables, tree diagrams, simulation), Methods for calculating and/or expressing relative frequency, Methods for calculating probability from models of probability for compound events. Students understand that/are able to: Calculate probability of a specific outcome of a compound event, Strategically use models of compound events to determine the possible outcomes and their probabilities, Use mathematical vocabulary to justify solutions and solution paths for solving problems involving the probability of specific events in a compound event, Set up and conduct simulations that model particular chance events and use the data from the simulation to approximate probabilities associated with the chance event. The observed relative frequency of a particular outcome of a chance event, including compound events, approximates the theoretical probability of that outcome in any random occurrence of the event, As the number of observations of a chance event gets large, the relative frequency of occurrence of any particular outcome tends to more closely match the theoretical probability of that outcome. EE7.SP.8. N/A EE7.SP.8. N/A