CMP Pacing Guide Activity Common Core Standards Estimated Time Unit Readiness Assessment (CMP3) 7.NS.1; 7.NS.2; 7.NS.3 1 Block Accentuate the Negative (CMP3) Investigation 1 7.NS.A.1; 7.NS.A.1a; 7.NS.A.2; 7.NS.A.3; 7.EE.B.4b 3 Blocks Assessment: Check Up 1 (CMP3) 7.NS.A.1; 7.NS.A.1a; 7.NS.A.2; 7.NS.A.3; 7.EE.B.4b ½ Block Accentuate the Negative (CMP3) Investigation 2 7.NS.A.1; 7.NS.A.1b; 7.NS.A.1c; 7.NS.A.2; 7.NS.A.3 3 Blocks Assessment: Partner Quiz (CMP3) 7.NS.A.1; 7.NS.A.1b; 7.NS.A.1c; 7.NS.A.2; 7.NS.A.3 ½ Block Performance Task 1 7.NS.A.1 1 Block Accentuate the Negative (CMP3) Investigation 3 7.NS.A.2; 7.NS.A.2a; 7.NS.A.2b; 7.NS.A.2c; 7.NS.A.3 2½ Blocks Assessment: Check Up 2 (CMP3) 7.NS.A.2; 7.NS.A.2a; 7.NS.A.2b; 7.NS.A.2c; 7.NS.A.3 ½ Block Accentuate the Negative (CMP3) Investigation 4 7.NS.A.1; 7.NS.A.1d; 7.NS.A.2; 7.NS.A.2a; 7.NS.A.2d; 7.NS.A.3 2½ Blocks Unit 1 Assessment 7.NS.1; 7.NS.2; 7.NS.3 1 Block Performance Task 2 7.EE.A.1 1 Block Total Time 16 ½ Blocks
Pacing Calendar SEPTEMBER Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 Labor Day 2 OPENING DAY SUP. FORUM PD DAY 3 PD DAY 4 PD DAY 5 PD DAY 6 7 8 PD DAY? 9 1st Day for students 10 11 12 13 14 15 Unit 1: Number Sense Readiness Assessment 16 17 18 19 Assessment: Check Up 1 20 21 22 23 24 12:30 pm Dismissal for students 25 Assessment: Partner Quiz 26 Performance Task 1 Due 27 28 29 30
OCTOBER Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 Assessment: Check Up 2 2 3 4 5 6 Assessment: Unit 1 Assessment 7 8 Unit 1 Complete Performance Task 2 Due 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 12:30 pm Dismissal for students 24 25 26 27 28 29 30 12:30 pm Dismissal for students 31
PARCC Assessment Evidence Statements CCSS Evidence Statement Clarification Math Practices Calculator ? 7.NS.1a 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. i) Tasks require students to recognize or identify situations of the kind described in standard 7.NA.1a. 5 No 7.NS.1b-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. b. Understand as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. i) Tasks do not have a context. ii) Tasks are not limited to integers. iii) Tasks involve a number line. iv) Tasks do not require students to show in general that a number and its opposite have a sum of 0: this aspect of standard 7.NS.1b may be assessed on the Grade 7 PBA. 5, 7 No 7.NS.1b-2 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. b. Interpret sums of rational numbers by describing real world contexts. i) Tasks require students to produce or recognize real world contexts that correspond to given sums of rational numbers. ii) Tasks are not limited to integers. iii) Tasks do not require students to show in general that a number and its opposite have a sum of 0. 2, 3, 5 No
7.NS.1c-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. c. Understand subtraction of rational numbers as adding the additive inverse, . Apply this principle in contexts. i) Pool should contain tasks with and without contexts. ii) Contextual tasks might, for example, require students to create or identify a situation described by a specific equation of the general form . such as. iii) Non-contextual tasks are not computation tasks but rather require students to demonstrate conceptual understanding, for example by identifying a sum that is equivalent to a given difference. iv) Tasks are not limited to integers. 2, 7, 5 No 7.NS.1d 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. i) Tasks do not have a context. ii) Tasks are not limited to integers. iii) Tasks may involve sums and differences of 2 or 3 rational numbers. iv) Tasks require students to represent addition and subtraction on a horizontal or vertical number line, or compute a sum or difference, or demonstrate conceptual understanding for example by producing or recognizing an expression equivalent to a given sum or difference. 7, 5 No 7.NS.2a-1 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 and the rules for multiplying signed numbers. i) Tasks do not have a context. ii) Tasks are not computation tasks but rather require students to demonstrate conceptual understanding, for example by providing students with a numerical expression and requiring students to produce or recognize an equivalent expression using properties of operations, particularly the distributive property. 7 No
Assessment Framework Unit 1 Assessment Framework Assessment CCSS Estimated Time Format Graded ? Unit Readiness Assessment (Beginning of Unit) CMP3 7.NS.1; 7.NS.2; 7.NS.3 1 Block Individual No Assessment: Check Up 1 (After Investigation 1) CMP3 7.NS.A.1; 7.NS.A.1a; 7.NS.A.2; 7.NS.A.3; 7.EE.B.4b ½ Block Individual Yes Assessment: Partner Quiz (After Investigation 2) CMP3 7.NS.A.1; 7.NS.A.1b; 7.NS.A.1c; 7.NS.A.2; 7.NS.A.3 ½ Block Group Yes Assessment: Check Up 2 (After Investigation 3) CMP3 7.NS.A.2; 7.NS.A.2a; 7.NS.A.2b; 7.NS.A.2c; 7.NS.A.3 ½ Block Individual or Group Yes Unit 1 Assessment (Conclusion of Unit) Model Curriculum 7.NS.1; 7.NS.2; 7.NS.3 1 Block Individual Yes Unit 1 Performance Assessment Framework Assessment CCSS Estimated Time Format Graded ? Performance Task 1 (Late September) Comparing Freezing Points and Operations on the Number Line 7.NS.A.1 1 Block Group Yes; Rubric Performance Task 2 (Early October) Writing Expressions 7.EE.A.1 1 Block Individual w/ Interview Opportunity Yes: rubric Assessment Check 1 & 2 (optional) 7.NS.1; 7.NS.2; 7.NS.3 Teacher Discretion Teacher Discretion Yes, if administered Summative Tasks (optional) 7.NS.1; 7.NS.2 Teacher Discretion Teacher Discretion Yes, if administered
Performance Tasks Performance Task 1: Comparing Freezing Points (7.NS.A.1) Ocean water freezes at about -2 ½ ˚C. Fresh water freezes at 0 ˚C . Antifreeze, a liquid used in the radiators of cars, freezes at -64 ˚C . Imagine that the temperature has dropped to the freezing point for ocean water. How many degrees more must the temperature drop for the antifreeze to turn solid? Explain your reasoning. Operations on the Number Line (7.NS.A.1) A number line is shown below. The numbers 0 and 1 are marked on the line, as are two other numbers a and b. Which of the following numbers is negative? Choose all that apply. Explain your reasoning. a. a – 1 b. a − 2 c. –b d. a + b e. a − b f. ab + 1 Solution: Comparing Freezing Points