GRADE 7 MATHEMATICS INSTRUCTIONAL PACING GUIDE (Days
GRADE 7 MATHEMATICS INSTRUCTIONAL PACING GUIDE (Days BASED ON 60 MINUTES) 7-1.1 7-1.2
Standard 7-1: PROCESS STANDARD (This standard is to be embedded in instructional delivery each nine weeks) Generate and solve complex abstract problems that involve modeling physical, social, or mathematical phenomena. Evaluate conjectures and pose follow-up questions to prove or disprove conjectures.
7-1.3
Use inductive and deductive reasoning to formulate mathematical arguments.
7-1.4 7-1.5 7-1.6 7-1.7
Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship. Generalize mathematical statements based on inductive and deductive reasoning. Use correct and clearly written or spoken words, variables, and notation to communicate about significant mathematical tasks. Generalize connections among a variety of representational forms and real-world situations.
7-1.8
Use standard and nonstandard representations to convey and support mathematical relationships.
DATES TAUGHT
RESOURCES (MANIPULATIVES, RTI, UNITED STREAMING, ETC.)
FIRST NINE WEEKS CCSS-M Standards: 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 variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability
Common Core Drop-In Unit (Statistics)
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.
CCSS-M Statistics Unit Incorporates SC Indicators:
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.
7-6.5 Apply procedures to calculate the probability of mutually exclusive simple or compound events. 7-6.6 Interpret the probability of mutually exclusive simple or compound events.
17 DAYS
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. o
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
o
Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
7-6.7 Differentiate between experimental and theoretical probability of the same event. 7-6.1 Predict the characteristics of two populations based on the analysis of sample data. 7-6.2 Organize data in box plots or circle graphs as appropriate. (Circle Graphs and Box Plots) 7-6.3
7-6.4
Apply procedures to calculate the interquartile range. Interpret the interquartile range for data.
7.SP.8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. o
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.
o
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.
o
Design and use a simulation to generate frequencies for compound events.
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE
© - Cannot be reproduced without permission
CURRICULUM AND INSTRUCTION
JUNE 2011
GRADE 7 MATHEMATICS INSTRUCTIONAL PACING GUIDE (Days BASED ON 60 MINUTES) Standard 7-1: PROCESS STANDARD (This standard is to be embedded in instructional delivery each nine weeks) 7-1.1
Generate and solve complex abstract problems that involve modeling physical, social, or mathematical phenomena.
7-1.2 7-1.3
Evaluate conjectures and pose follow-up questions to prove or disprove conjectures. Use inductive and deductive reasoning to formulate mathematical arguments.
7-1.4
Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship.
7-1.5 7-1.6
Generalize mathematical statements based on inductive and deductive reasoning. Use correct and clearly written or spoken words, variables, and notation to communicate about significant mathematical tasks.
7-1.7
Generalize connections among a variety of representational forms and real-world situations.
7-1.8
Use standard and nonstandard representations to convey and support mathematical relationships.
DATES TAUGHT
RESOURCES (MANIPULATIVES, RTI, UNITED STREAMING, ETC.)
FIRST NINE WEEKS (CONTINUED) 7-6.8
Use the fundamental counting principle to determine the number of possible outcomes for a multistage event.
7-2.9
Apply an algorithm to multiply and divide fractions and decimals. (multiply fractions only) Organize data in box plots or circle graphs as appropriate. (Circle graphs Only) Apply an algorithm to multiply and divide fractions and decimals. Generate strategies to determine the perimeters and areas of trapezoids.
7-6.2 7-2.9 7-5.3 7-5.2
7-4.2
Apply strategies and formulas to determine the surface area and volume of the three-dimensional shapes prism, pyramid, and cylinder. Explain the results of the intersection of two or more geometric shapes in a plane.
7-4.3
Illustrate the cross section of a solid.
7-4.4
Translate between two- and three-dimensional representations of compound figures. Analyze the congruent and supplementary relationships—specifically, alternate interior, alternate exterior, corresponding, and adjacent—of the angles formed by parallel lines and a transversal.
7-4.5
1 DAY 1 DAY 2 DAYS 2 DAYS 4 DAYS 6 DAYS
3 DAYS
3 DAYS
3 DAYS
ADMINISTER FALL COMMON ASSESSMENT
SECOND NINE WEEKS 7-5.4
Recall equivalencies associated with length, mass and weight, and liquid volume: 1 square yard = 9 square feet, 1 cubic meter = 1 million cubic centimeters,
1 kilometer =
5 mile, 1 inch = 8
2.54 centimeters; 1 kilogram = 2.2 pounds; and 1.06 quarts = 1 liter. 7-5.5
Use one-step unit analysis to convert between and within the U.S. Customary System and the metric system.
7-3.1
Analyze geometric patterns and pattern relationships.
7-3.2
Analyze tables and graphs to describe the rate of change between and among quantities. Understand slope as a constant rate of change.
7-3.3 7-3.4 7-3.5
7 DAYS
Use inverse operations to solve two-step equations and two-step inequalities. Represent on a number line the solution of a two-step inequality.
3 DAYS 2 DAYS 3 DAYS 5 DAYS 2 DAYS
CCSS-M Standards: 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. 18 DAYS
Common Core Drop-In Unit (Proportional Reasoning)
7.RP.2. Recognize and represent proportional relationships between quantities. o
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.
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE
© - Cannot be reproduced without permission
CURRICULUM AND INSTRUCTION
JUNE 2011
GRADE 7 MATHEMATICS INSTRUCTIONAL PACING GUIDE (Days BASED ON 60 MINUTES) Standard 7-1: PROCESS STANDARD (This standard is to be embedded in instructional delivery each nine weeks) 7-1.1
Generate and solve complex abstract problems that involve modeling physical, social, or mathematical phenomena.
7-1.2
Evaluate conjectures and pose follow-up questions to prove or disprove conjectures.
7-1.3
Use inductive and deductive reasoning to formulate mathematical arguments.
7-1.4
Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship.
7-1.5
Generalize mathematical statements based on inductive and deductive reasoning.
7-1.6 7-1.7
Use correct and clearly written or spoken words, variables, and notation to communicate about significant mathematical tasks. Generalize connections among a variety of representational forms and real-world situations.
7-1.8
Use standard and nonstandard representations to convey and support mathematical relationships.
SECOND NINE WEEKS (CONTINUED) DATES TAUGHT
RESOURCES (MANIPULATIVES, RTI, UNITED STREAMING, ETC.)
o
o
o
Common Core Drop-In Unit - Continued (Proportional Reasoning)
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
CCSS-M Proportional Reasoning Unit Incorporates SC Indicators:
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. 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.
6-5.6 7-3.6 7-3.7
18 DAYS (CONTINUED)
7-2.5
7-5.1
7.RP.3. Use proportional relationships to solve multistep ratio and percent problems
8-2.7 7-4.6
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.
7-4.7 7-4.8
Use proportions to determine unit rates. Represent proportional relationships with graphs, tables, and equations. Classify relationships as either directly proportional, inversely proportional, or non-proportional. Apply ratios, rates, and proportions to discounts, taxes, tips, interest, unit costs, and similar shapes. Use ratio and proportion to solve problems involving scale factors and rates. Apply ratios, rates, and proportions. Compare the areas of similar shapes and the areas of congruent shapes. Explain the proportional relationship among attributes of similar shapes. Apply proportional reasoning to find missing attributes of similar shapes.
ADMINISTER WINTER COMMON ASSESSMENT
THIRD NINE WEEKS 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.
Common Core Drop-In Unit - Continued (Proportional Reasoning)
CCSS-M Proportional Reasoning Unit Incorporates SC Indicators:
7.RP.2. Recognize and represent proportional relationships between quantities. o
o
o
o
6-5.6 7-3.6
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.
7-3.7
7-2.5
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 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.
7-5.1
7 DAYS
8-2.7 7-4.6 7-4.7 7-4.8
Use proportions to determine unit rates. Represent proportional relationships with graphs, tables, and equations. Classify relationships as either directly proportional, inversely proportional, or non-proportional. Apply ratios, rates, and proportions to discounts, taxes, tips, interest, unit costs, and similar shapes. Use ratio and proportion to solve problems involving scale factors and rates. Apply ratios, rates, and proportions. Compare the areas of similar shapes and the areas of congruent shapes. Explain the proportional relationship among attributes of similar shapes. Apply proportional reasoning to find missing attributes of similar shapes.
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 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.
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE
© - Cannot be reproduced without permission
CURRICULUM AND INSTRUCTION
JUNE 2011
GRADE 7 MATHEMATICS INSTRUCTIONAL PACING GUIDE (Days BASED ON 60 MINUTES) Standard 7-1: PROCESS STANDARD (This standard is to be embedded in instructional delivery each nine weeks) 7-1.1 Generate and solve complex abstract problems that involve modeling physical, social, or mathematical phenomena. 7-1.2 Evaluate conjectures and pose follow-up questions to prove or disprove conjectures. 7-1.3 Use inductive and deductive reasoning to formulate mathematical arguments. 7-1.4 Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship. 7-1.5 Generalize mathematical statements based on inductive and deductive reasoning. 7-1.6 Use correct and clearly written or spoken words, variables, and notation to communicate about significant mathematical tasks. 7-1.7 Generalize connections among a variety of representational forms and real-world situations. 7-1.8 Use standard and nonstandard representations to convey and support mathematical relationships. DATES RESOURCES (MANIPULATIVES, RTI, UNITED STREAMING, ETC.) TAUGHT
THIRD NINE WEEKS (CONTINUED) 7-4.9
Create tessellations with transformations.
7-4.10
Explain the relationship of the angle measurements among shapes that tessellate. Generate strategies to add, subtract, multiply, and divide integers. Apply an algorithm to multiply and divide fractions and decimals. (mult. of. fractions and decimals is a review) Understand fractional percentages and percentages greater than one hundred. Understand the inverse relationship between squaring and finding the square roots of perfect squares. Represent the location of rational numbers and square roots of perfect squares on a number line. Compare rational numbers, percentages, and square roots of perfect squares by using the symbols ≤, ≥, , and =. Understand the meaning of absolute value. Translate between standard form and exponential form. Translate between standard form and scientific notation.
7-2.8 7-2.9 7-2.1 7-2.10 7-2.2 7-2.3
7-2.4 7-2.6 7-2.7
3 DAYS
6 DAYS 5 DAYS 5 DAYS 3 DAYS 2 DAYS 3 DAYS 2 DAYS 3 DAYS 3 DAYS
ADMINISTER SPRING COMMON ASSESSMENT
FOURTH NINE WEEKS COVER ALL CONTENT NOT TAUGHT PRIOR TO SPRING BREAK
INTENSIVE REVIEW FOR PASS
ADMINISTER FINAL PERFORMANCE TASK
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE
© - Cannot be reproduced without permission
CURRICULUM AND INSTRUCTION
JUNE 2011
Standard 7-1: PROCESS STANDARD (This standard is to be embedded in instructional delivery each nine weeks) Generate and solve complex abstract problems that involve modeling physical, social, or mathematical phenomena. Evaluate conjectures and pose follow-up questions to prove or disprove conjectures.
7-1.3
Use inductive and deductive reasoning to formulate mathematical arguments.
7-1.4 7-1.5 7-1.6 7-1.7
Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship. Generalize mathematical statements based on inductive and deductive reasoning. Use correct and clearly written or spoken words, variables, and notation to communicate about significant mathematical tasks. Generalize connections among a variety of representational forms and real-world situations.
7-1.8
Use standard and nonstandard representations to convey and support mathematical relationships.
DATES TAUGHT
RESOURCES (MANIPULATIVES, RTI, UNITED STREAMING, ETC.)
FIRST NINE WEEKS CCSS-M Standards: 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 variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability
Common Core Drop-In Unit (Statistics)
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.
CCSS-M Statistics Unit Incorporates SC Indicators:
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.
7-6.5 Apply procedures to calculate the probability of mutually exclusive simple or compound events. 7-6.6 Interpret the probability of mutually exclusive simple or compound events.
17 DAYS
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. o
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
o
Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
7-6.7 Differentiate between experimental and theoretical probability of the same event. 7-6.1 Predict the characteristics of two populations based on the analysis of sample data. 7-6.2 Organize data in box plots or circle graphs as appropriate. (Circle Graphs and Box Plots) 7-6.3
7-6.4
Apply procedures to calculate the interquartile range. Interpret the interquartile range for data.
7.SP.8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. o
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.
o
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.
o
Design and use a simulation to generate frequencies for compound events.
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE
© - Cannot be reproduced without permission
CURRICULUM AND INSTRUCTION
JUNE 2011
GRADE 7 MATHEMATICS INSTRUCTIONAL PACING GUIDE (Days BASED ON 60 MINUTES) Standard 7-1: PROCESS STANDARD (This standard is to be embedded in instructional delivery each nine weeks) 7-1.1
Generate and solve complex abstract problems that involve modeling physical, social, or mathematical phenomena.
7-1.2 7-1.3
Evaluate conjectures and pose follow-up questions to prove or disprove conjectures. Use inductive and deductive reasoning to formulate mathematical arguments.
7-1.4
Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship.
7-1.5 7-1.6
Generalize mathematical statements based on inductive and deductive reasoning. Use correct and clearly written or spoken words, variables, and notation to communicate about significant mathematical tasks.
7-1.7
Generalize connections among a variety of representational forms and real-world situations.
7-1.8
Use standard and nonstandard representations to convey and support mathematical relationships.
DATES TAUGHT
RESOURCES (MANIPULATIVES, RTI, UNITED STREAMING, ETC.)
FIRST NINE WEEKS (CONTINUED) 7-6.8
Use the fundamental counting principle to determine the number of possible outcomes for a multistage event.
7-2.9
Apply an algorithm to multiply and divide fractions and decimals. (multiply fractions only) Organize data in box plots or circle graphs as appropriate. (Circle graphs Only) Apply an algorithm to multiply and divide fractions and decimals. Generate strategies to determine the perimeters and areas of trapezoids.
7-6.2 7-2.9 7-5.3 7-5.2
7-4.2
Apply strategies and formulas to determine the surface area and volume of the three-dimensional shapes prism, pyramid, and cylinder. Explain the results of the intersection of two or more geometric shapes in a plane.
7-4.3
Illustrate the cross section of a solid.
7-4.4
Translate between two- and three-dimensional representations of compound figures. Analyze the congruent and supplementary relationships—specifically, alternate interior, alternate exterior, corresponding, and adjacent—of the angles formed by parallel lines and a transversal.
7-4.5
1 DAY 1 DAY 2 DAYS 2 DAYS 4 DAYS 6 DAYS
3 DAYS
3 DAYS
3 DAYS
ADMINISTER FALL COMMON ASSESSMENT
SECOND NINE WEEKS 7-5.4
Recall equivalencies associated with length, mass and weight, and liquid volume: 1 square yard = 9 square feet, 1 cubic meter = 1 million cubic centimeters,
1 kilometer =
5 mile, 1 inch = 8
2.54 centimeters; 1 kilogram = 2.2 pounds; and 1.06 quarts = 1 liter. 7-5.5
Use one-step unit analysis to convert between and within the U.S. Customary System and the metric system.
7-3.1
Analyze geometric patterns and pattern relationships.
7-3.2
Analyze tables and graphs to describe the rate of change between and among quantities. Understand slope as a constant rate of change.
7-3.3 7-3.4 7-3.5
7 DAYS
Use inverse operations to solve two-step equations and two-step inequalities. Represent on a number line the solution of a two-step inequality.
3 DAYS 2 DAYS 3 DAYS 5 DAYS 2 DAYS
CCSS-M Standards: 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. 18 DAYS
Common Core Drop-In Unit (Proportional Reasoning)
7.RP.2. Recognize and represent proportional relationships between quantities. o
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.
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE
© - Cannot be reproduced without permission
CURRICULUM AND INSTRUCTION
JUNE 2011
GRADE 7 MATHEMATICS INSTRUCTIONAL PACING GUIDE (Days BASED ON 60 MINUTES) Standard 7-1: PROCESS STANDARD (This standard is to be embedded in instructional delivery each nine weeks) 7-1.1
Generate and solve complex abstract problems that involve modeling physical, social, or mathematical phenomena.
7-1.2
Evaluate conjectures and pose follow-up questions to prove or disprove conjectures.
7-1.3
Use inductive and deductive reasoning to formulate mathematical arguments.
7-1.4
Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship.
7-1.5
Generalize mathematical statements based on inductive and deductive reasoning.
7-1.6 7-1.7
Use correct and clearly written or spoken words, variables, and notation to communicate about significant mathematical tasks. Generalize connections among a variety of representational forms and real-world situations.
7-1.8
Use standard and nonstandard representations to convey and support mathematical relationships.
SECOND NINE WEEKS (CONTINUED) DATES TAUGHT
RESOURCES (MANIPULATIVES, RTI, UNITED STREAMING, ETC.)
o
o
o
Common Core Drop-In Unit - Continued (Proportional Reasoning)
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
CCSS-M Proportional Reasoning Unit Incorporates SC Indicators:
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. 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.
6-5.6 7-3.6 7-3.7
18 DAYS (CONTINUED)
7-2.5
7-5.1
7.RP.3. Use proportional relationships to solve multistep ratio and percent problems
8-2.7 7-4.6
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.
7-4.7 7-4.8
Use proportions to determine unit rates. Represent proportional relationships with graphs, tables, and equations. Classify relationships as either directly proportional, inversely proportional, or non-proportional. Apply ratios, rates, and proportions to discounts, taxes, tips, interest, unit costs, and similar shapes. Use ratio and proportion to solve problems involving scale factors and rates. Apply ratios, rates, and proportions. Compare the areas of similar shapes and the areas of congruent shapes. Explain the proportional relationship among attributes of similar shapes. Apply proportional reasoning to find missing attributes of similar shapes.
ADMINISTER WINTER COMMON ASSESSMENT
THIRD NINE WEEKS 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.
Common Core Drop-In Unit - Continued (Proportional Reasoning)
CCSS-M Proportional Reasoning Unit Incorporates SC Indicators:
7.RP.2. Recognize and represent proportional relationships between quantities. o
o
o
o
6-5.6 7-3.6
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.
7-3.7
7-2.5
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 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.
7-5.1
7 DAYS
8-2.7 7-4.6 7-4.7 7-4.8
Use proportions to determine unit rates. Represent proportional relationships with graphs, tables, and equations. Classify relationships as either directly proportional, inversely proportional, or non-proportional. Apply ratios, rates, and proportions to discounts, taxes, tips, interest, unit costs, and similar shapes. Use ratio and proportion to solve problems involving scale factors and rates. Apply ratios, rates, and proportions. Compare the areas of similar shapes and the areas of congruent shapes. Explain the proportional relationship among attributes of similar shapes. Apply proportional reasoning to find missing attributes of similar shapes.
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 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.
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE
© - Cannot be reproduced without permission
CURRICULUM AND INSTRUCTION
JUNE 2011
GRADE 7 MATHEMATICS INSTRUCTIONAL PACING GUIDE (Days BASED ON 60 MINUTES) Standard 7-1: PROCESS STANDARD (This standard is to be embedded in instructional delivery each nine weeks) 7-1.1 Generate and solve complex abstract problems that involve modeling physical, social, or mathematical phenomena. 7-1.2 Evaluate conjectures and pose follow-up questions to prove or disprove conjectures. 7-1.3 Use inductive and deductive reasoning to formulate mathematical arguments. 7-1.4 Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship. 7-1.5 Generalize mathematical statements based on inductive and deductive reasoning. 7-1.6 Use correct and clearly written or spoken words, variables, and notation to communicate about significant mathematical tasks. 7-1.7 Generalize connections among a variety of representational forms and real-world situations. 7-1.8 Use standard and nonstandard representations to convey and support mathematical relationships. DATES RESOURCES (MANIPULATIVES, RTI, UNITED STREAMING, ETC.) TAUGHT
THIRD NINE WEEKS (CONTINUED) 7-4.9
Create tessellations with transformations.
7-4.10
Explain the relationship of the angle measurements among shapes that tessellate. Generate strategies to add, subtract, multiply, and divide integers. Apply an algorithm to multiply and divide fractions and decimals. (mult. of. fractions and decimals is a review) Understand fractional percentages and percentages greater than one hundred. Understand the inverse relationship between squaring and finding the square roots of perfect squares. Represent the location of rational numbers and square roots of perfect squares on a number line. Compare rational numbers, percentages, and square roots of perfect squares by using the symbols ≤, ≥, , and =. Understand the meaning of absolute value. Translate between standard form and exponential form. Translate between standard form and scientific notation.
7-2.8 7-2.9 7-2.1 7-2.10 7-2.2 7-2.3
7-2.4 7-2.6 7-2.7
3 DAYS
6 DAYS 5 DAYS 5 DAYS 3 DAYS 2 DAYS 3 DAYS 2 DAYS 3 DAYS 3 DAYS
ADMINISTER SPRING COMMON ASSESSMENT
FOURTH NINE WEEKS COVER ALL CONTENT NOT TAUGHT PRIOR TO SPRING BREAK
INTENSIVE REVIEW FOR PASS
ADMINISTER FINAL PERFORMANCE TASK
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE
© - Cannot be reproduced without permission
CURRICULUM AND INSTRUCTION
JUNE 2011
