7th Grade Math Curriculum Map

i h Grade Math Curriculum Map
7th Grade Math Curriculum

Introduction
This document contains all mandated 2010 Arizona Mathematical Standards for ih standards have been organized into
units and clusters. The units represent the major domain under which the identified represents the collection of similar
concepts within the larger domain. Within these units and clusters the _6.+~~ to represent a logical progression
of the content knowledge. It is expected that all teachers follow the the following document.

Organiza
Approximate Time
Approximate times are based on a 60-minute instructional session for grades 6-8.
'Ii">.'.
clusters must be taught prior to the 2013 AIMS
assessment.

Essential Questions
Essential Questions are to be posed to the students at the beginning the cluster. They are designed to facilitate
conceptual development of the content and can be used as a tool for order thinking and inquiry. The students should be
able to answer these on their own by the end of

Big Ideas
Big Ideas are the essential understandings These are the enduring understandings we want students to carry
with them from grade level to grade level. indicative of a student mastering the Big Idea, however they are not
always synonymous. Thus, in cases that the does not include all components of the Big Idea, the Big Idea (tor
teacher use) has been provided in .

process. Being aware of such misconceptions allows us to plan for them during

This document has been organized b ds and mathematical practices. The content standards are those that represent knowledge
specific to the mathematical standard ( ains). The mathematical practices describe varieties of expertise that mathematics educators at
all levels should seek to develop in their s . These practices rest on important "processes and proficiencies" with longstanding importance in
mathematics education. The content standar and mathematical standards have been paired to represent possible combinations of content standards
with mathematical practices. As described in the Arizona state standards, the content standards are not intended to be taught in isolation; thus, the

8/1312012 Isaac Elementary School District

t h Grade Math Curriculum Map
pairing of these standards provides a possible context for teaching these standards. Each time, the performance objective should be taught to a deeper
level of understanding and/or should be connected to the other standards in the cluster.

Common Core/Cross Curricular
The standards in the Common Core/Cross Curricular column represent possible reading, language standards that can be reinforced
or taught through the mathematical content standards with which they are paired.

Priority
With input from grade level teachers, standards have been prioritized in two prioritized using a three-point
scale. Essential standards represent those that are heavily weighted on icable in multiple contexts.
Important standards are those that are applicable in many contexts and less state/national exaffls. Useful standards are those
with the least weight on state/national exams and are likely only useful in a SjJt::,;lU'; is denoted in the priority column with the codes E
(essential), I (important) and U (useful). This label applies to the content standar The skill/process standards that are a priority for this
grade level are highlighted in blue and are expected to be maste~"at this grade level.

Key Vocabulary
The key vocabulary that should be taught for each ofthe vocabulary. These vocabulary words are coded
as tier one (1), tier two (2) or tier three (3). Tier one words are those should not be explicitly taught. Tier two words are
high utility words that can be used across content n~~n~ ~~ n~~b~+~ specific words.

Resources
The two types of resources listed are the W Resources. All are suggestions that teachers may use to support
instruction. They are aligned to the standard resources are useful Internet links that can be used for the teacher's
edification prior to instruction or as a tool during are suggested pages from the adopted texts.

Unit/Cluster Project
The Unit/Cluster Projects to support students in making connections, critical thinking, higher order
thinking, and/or spiraling from all clusters within a unit while cluster project support the standards in a
particular cluster. While do a project with every unit or cluster these resources will support project-based instruction
and practice should the tea.-w;;]

Assessment
The assessment section of the map for teachers to plan the dates that they will give a formative assessment for the cluster. It is
expected that each cluster be assessed eommon formative assessment.

8/1312012 2 Isaac Elementary School District

Other
Standards may appear more than once. Each time they should be taught within the context of andlor revisited to a deeper level of
knowledge. Underlined segments of a standard indicate an additional piece of the standard that not covered in previous clusters.
[Bracketsl will occasionally appear though out the document and indicate clarification of the Bracketed information is not a part of the
standard itself.

Unit: Ratios of Proportional Relationships
Cluster: Rate of Change

Time: 3 weeks
Essential Questions

• Why is it important to know proportions? dents will understand that proportional

are used to solve real-world situation.

• How is rate of change and proportions • Students will understand that if two quantities are

proportional that one varies directly with another. As

the rate of one quantity changes, the other quantity

changes at on independent constant rate.

• What is a nronort
• Students will understand proportional relationship can

be displayed in tables, graphs, and real-life

contextual situations

8/13/2012 3 Isaac Elementary School District

h
i Grade Math Curriculum
Priority I Standard Mathematica I Common Resources
Practices Core/Cross Web Resources Core
Curricular
*S IC I P02. Find or use factors, MC:4-1
multiples, or prime factorization within a
set of numbers.

7.RP.1. Compute unit rates associated 7.MP.2. MC: 6-1,6-2
with ratios of fractions, including ratios of 7.MP.6.
lengths, areas and other quantities Ratio and Proportion
measured in like or different units. For
example, if a person walks !0 mile in each
~ hour, compute the unit rate as the
complex fraction !0/~ miles per hour,
t>rwi"nltmtlll 2 miles Der hour.
7.RP.2. Recognize and represent Proportions MC: 6-3
proportional relationships between inate pair (Rectangle)
quantities. Coordinate plane
Equation Proportions (Cake)
a. Decide whether two quantities are in a Graph
proportional relationship, e.g., by t~~inn ..:'''1 Origin Proportions (What's
for equivalent ratios in a table or
Proportions your rate?)
graphing on a coordinate plane and
Table
observing whether the graph is a straight
Unit rate Proportions (Walk the
line through the origin.
Units plank)
b. Identify the constant
(unit rate) in tables,
diagrams, and
proportional

c. Represent proportion'
equations. For example,
proportional to the number n
purchased at a constant price p,
relationship between the total cost
number of items can be expressed as

d. Explain what a point (x, y) on the graph
of a proportional relaticlIls!Jipmellrls_in_--->


t h Grade Math Curriculum
Priority I Standard Mathematical Common Resources
Curricular
terms of the situation, with special
attention to the points (0, 0) and (I, r)
where r is the unit rate .
.~~..~------~--~------------~~------------------~~~~--~~
*S3C3P04. Translate hpl'llIP,>n MC: 1-10,3-7
and tables that represent a linear equation.

Unit
Project:

sment:


7'h Grade Math Curriculum Map

Unit: Ratios of Proportional Relationships
Cluster: Ratio and Percent

Approximate Time: 2 week

Essential Questions

• How is percent and proportions related? the relationship between

• What is the difference between percent change and net :::~~~tuaems will understand that percents are used to

solve real-world problems that include: simple

interest, tax, percent change, percent error, fees and

commissions.

• Describe how • Students will proportions to scale real-world

problems. figures. e.g. maps and building blueprints


7thGrade Math Curriculum
Curricular
*S I C3 P04. Estimate the measure MC: 6-4
of an object in one system of units
given the measure of that object in
another system and the approximate
1------11
conversion factor.
....
n n n m _

7.G.1. Solve problems involving 7.MP.l. 6-8.RST.7 MC: 6-8
scale drawings of geometric figures, 7.MP.2. SC07-S I C2-04
such as computing actual 7.MP.3. SS07 -S4C6-03
and areas from a scale tiro>wino 7.MP.4. SS07 -S4C 1-0 I
reproducing a scale 7.MP.5. SS07 -S4C 1-02
different scale. 7.MP.6. ET07-SICI-OI
7.MP.7.
7.MP.8.
7.RP.3. Use proportional MC: 6-9, 7-1, 7-2,
relationships to solve multistep ratio 7-3, 7-4, 7-5, 7-6,
and percent problems. Examples: 7-7, 7-8, 7-9
simple interest, tax, markups and
markdowns, gratuities and
commissions, fees, percent increase Increase
and decrease, percent error. Markdowns markups
Percent
Ratio
Simple interest
Tax
Unit
Project:


7th Grade Math Curriculum Map

Unit: The Number System
Cluster: The Number Line

Time: 3 weeks


7th Grade Math Curriculum
Essential Questions Big Ideas

• What is distance? • will understand that absolute value is the

• What is a number? that all real numbers fit on

t.."4RLlVllCU and irrational

• How can the four arithematic operations can be representated on a

line? operations (addition, subtraction, multiplication,

division) can be representated on a number

• How is subtraction and the additive inverse related?

• Students will understand that subtracting a number

• How is division and the multipli"(.ul~ is the same as addings its additive inverse.

• Students will understant that dividing by a number

• Whv Cl'In't von CllVHle hVA4:r~"3R:'~~:SS81>"""~, is the same as multiplying by its multiplicative

Inverse.

• Students understand that you cannot divide by

o.


Curricular
*SIC3POI. Estimate and apply
benchmarks for rational numbers and
common irrational numbers.

*S IC3 P03. Estimate square roots of MC: 1-3, 12-1
numbers less than 1000 by locating them
between two consecutive whole numbers.

7.NS.l. Apply and extend previous 7.MP.2. MC: 2-1, 2-2, 2-4,
understandings of addition and subtraction 7.MPA. 2-5
to add and subtract rational numbers; 7.MP.7.
represent addition and subtraction on a
horizontal or vertical number line diagram.

a. Describe situations in which opposite
quantities combine to make O. For example,
a hydrogen afom has 0 charge because its
Inverse properties
two consfifuenfs are oppositely charged.
Multiplicative
b. Understand p + q as the number
inverse
a distance I q I from p, in the positive or Minuend
negative direction depending on whether q Operations
is positive or negative. Show that a number Opposite
and its opposite have a sum Subrahead
additive inverses). Sum
rational numbers b Variable
contexts. Vertical

c. Understand
numbers as adding
- q p + (-q). Show
between two rational
number line is the absolute
difference, and apply this
world contexts.

d. Apply properties of operations as

to add and subtract rational

8/13/2012 10
Isaac Elementary School District

numbers.

Priority Standard Mathematical Common Resources

Practices
Core/Cross Web Resources Core
Curricular
*SIC I P03. Compare and order rational MC: 4-9
numbers using various models and
representations.

7.NS.2. Apply and extend previous 7.MP.2. MC: 2-6,2-8
understandings of multiplication and 7.MPA.
division and of fractions to multiply and 7.MP.7.
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
-Associative
signed numbers. Interpret products of -Identity
rational numbers by describing rea -Distributive
contexts. Quotient
Repatend
b. Understand that integers can be Terminates
divided, provided that the
zero, and every quotient
non-zero divisor) is a
and q are intege
p/(-q). Interpret
numbers by d

c. Apply properties of 0
strategies to multiply and
numbers.

d. Convert a rational number to a
using long division; know that the
form of a rational number terminates in Us
or


Unit
Proiect:

Unit: The Number System
Cluster: Order of Operation

...........vjmate Time: 1 week


h

• What are grouping symbols? • symbols include: Parentheses, absolute

• A base raised to the 0 power is what value? Why? and cube roots, brackets, and braces

• Do we apply the rules of multiplication before division whilst using ~lClllUll" to evaluate expressions

of operations to evaluate an expression?

• Do we apply the rules of addition before subtraction

operations to evaluate an expression?

• When would we express a number in S~!~~~JDt!or • Scientific notation is used to express very large

quantities and very small quantities.

• Multiplying a number by an exponent with base 10

moves the decimal to the left or right.


Curricular
"'S IC2P04. Represent and interpret MC: 1-2, p. LA2
numbers using scientific notation LA5
(positive exponents

7.NS.3. Solve real-world and 7.MP.l. 6-8.RST.3 MC: 1-4
mathematical problems 7.MP.2.
the four operations with rational 7.MP.5.
numbers. (Computations with 7.MP.6.
rational numbers extend the rules 7.MP.7.
for manipulating fractions to 7.MP.8.
~~~~lov fractions.

Unit
Project:

Assessment:

811312012 14 Isaac Elementary School District

Unit: Expressions and Equations

Cluster: Properties of Evaluating Expressions

Time: 1 week

• What is a variable? that a variable is a

• What does it mean when one thing is equivalent to *uu,",m" will be able to use properties of operations

• What is a coefficient? , subtract, factor, and expand expressions with

• Students will look at a given problem and be able to

express it in a different context.


h
Curricular
7 .EE.1. Apply properties of 7.MP.2. 6-8.RST.5 MC: 1-8
operations as strategies to 7.MP.6.
and expand linear 7.MP.7.
expressions with rational
coefficients.

7.EE.2. Understand that rewriting an 7.MP.2. 6-8.WH5T.l b-c
expression in different fonns in a 7.MP.6. 6-8.WH5T.2b-c
problem context can shed light on 7.MP.7. 6-8.R5T.3
the problem and how the quantities 7.MP.8. 6-8.R5T.7
in it are related. For example, a + 5507-55(2-09
0.05a 1.05a means that "increase SC07-S2C2-03
. 5%" is the same as
1.05. "
Unit
Project:

Assess



Unit: Expressions and Equations
Cluster: Solving Equations

te Time: 2 weeks

• How do we translate a written or verbal description to create an equation or

equation? text or real-world scenario.

• What is the difference between an expression and an will understand the difference between an

• What is an inequality? equation, and inequality.

• Students will be able to solve for a missing piece of

information from a specific problem or text.

• Students be able to check the reasonableness of

an answer.


Grade Math Curriculum
Curricular
*S3C3P02. Evaluate an expression MC: 1-6
containing one or two variables by
substituting numbers for the
variables.
7.EE.3. Solve multi-step real-life 7.MP.1. 6-8.WHST.l b-c MC: 1-7
and mathematical problems posed 7.MP.2. 6-8.WHST2b
with positive and negative rational 7.MP.3. 6-S.RST.7
numbers in any form (whole 7.MP.4. ET07-S6C2-03
numbers, fractions, and decimals), 7.MP.5.
using tools strategically. Apply 7.MP.6.
properties of operations to calculate 7.MP.7.
with numbers in any form; convert 7.MP.S.
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 1110 ofher salary an
hour, or $2.50, for a new salary of
$27.50. Ifyou want to place a towel
bar 9 314 inches long in the center
ofa door that is 27 112 inches wide,
you will need to place the bar about
9 inches from each edge; this
estimate can be used as a
the exact compufntinJ
7.EE.4. Use va

Inverse operations
simple equations
solve problems by
the quantities.

a. Solve word problems
equations of the form px+q=r
p(x+q)=r, where p, q, and rare
specific rational numbers. Solve
equations of these forms fluently.
Compare an algebraic solution to an
arithmetic solution. identifyina the

Curricular
sequence of the operations used in
each approach. For example, fhe
perimefer of a recfang/e is 54 em. Ifs
lengfh is 6 em. Whaf is ifs widfh?

b. Solve word problems leading to
inequalities ofthe form px+ q>r or
px+q < r, where p, q, and rare
specific rational numbers. Graph the
solution set ofthe 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 ofsales you need to make,
and describe the solutions.
*SSC2P09. Solve logic problems
using mUltiple variables and statement
multiple conditional statements Logic
words. oictures. and charts.
*SSC2POlO. Demonstrate and Deductive reasoning
explain that the process of solving
. is a deductive
Unit
Project:


h
t Grade Math Curriculum Map

Unit: Geometry
Cluster: Angles

Time: 1 week

• What is the difference between equal, approximate, and congruent? the difference between

congruent.

• Which angle relationships are congruent? Which are not?

will utilize the properties of angles to solve

measure of an unknown angle.


Curricular
*S4CIP05. Identify corresponding
parts of congruent figures.

7.G.5. Use facts about 7.MP.3. ET07-S I C4-0 I
supplementary, complementary, 7.MP.4.
vertical, and adjacent angles in a 7.MP.5.
multi-step problem to write and 7.MP.6.
solve simple equations for an 7.MP.7.
unknown angle in a figure.

Unit
Project:

Unit: Geometry
Cluster: Geometric Properties


i h Grade Math Curriculum

• What is a cross section? • will be able to determine what type of 2-D

• What is a 3D shape? from a cross section of a 3-D figure.

• What is a 2D shape?

that the number of sides a

directly translates to the sum of its interior

will know what the parts of a triangle are

and how they are related to each other.


Curricular
*S4C I P04. Describe the
relationship between the number of
sides in a regular polygon and the
sum of its interior angles.

7.G.2. Draw (freehand, with ruler 7.MP.4. 6-8.R5T.4
and protractor, and with technology) 7.MP.5. 6-8.R5T.7
geometric shapes with given 7.MP.6. 6-8.WH5T.2b-2f
conditions. Focus on constructing 7.MP.7. 51 C2-04
triangles from three measures of 7.MP.8. ET07-SIC2-01
angles or sides, noticing when the ET07-S6C 1-03
conditions detennine 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.
Cylinder
Face
Right prism
Right pyramid
Vertex
Unit
Proiect:



U nit: Geometry
Cluster: Circumference and Area

te Time: 2 weeks

• What is the difference between perimeter, area, surface area and determine the parts of a

. I.e. circumference, area, are, chord, diameter,

• Why is volume units cubed and surface area units

understand that perimeter is the

of length, having neither width nor

• Students will understand that area is the

measurement of a surface space in a 2-D region, and

that the measuring tool used are squares that have a

length and width of one unit measure.

• Students will understand that volume is the

measurement of space that a 3-D object can occupy,

and that the measuring tool used are cubes that have

a length, width, and height of one unit measure.



Priority Standard Mathematical Common Resources
Curricular
7.GA. Know the fonnulas for the 7.MP.1. 6-S.WHST.ld

area and circumference of a circle 7.MP.2. SC07-S2C2-03

and solve problems; give an 7.MP.3.
ET07-S6C2-03
infonnal derivation of the 7.MP.4. ET07-S I C4-0 I
relationship between the 7.MP.5.

circumference and area of a circle. 7.MP.6.

7.MP.7.
,7.MP.S. _ _ _-I-_ _ _ _ _--'

relationship between central angles
and intercepted arcs; identify arcs
and chords of a circle.
*S4C4P02. Identify polygons
having the same perimeter or area.

*S5C I PO I. Create an algorithm to
detennine the area of a given

7.G.6. Solve real-world and Faces
mathematical problems involving Net
area, volume and surface area of Surface area
two- and three-dimensional objects Volume
composed of triangles,
quadrilaterals, polygons, cubes, and
right prisms.

Unit
Project:



Unit: Statistics and Probability
Cluster: Stats and Data

Time: 2 weeks

• What is a random sample and why are they used to colelct data? that a random sample is

U1.l~~ll,,;l;:> and generalization about a

• How can we design a random sample from a population? population if there is an even representation.

will understand that there is a margin of

error in making inferences with a random sample.


h
Priority I Standard Mathematica I Common Resources
Curricular
7.SP.1. Understand that 17.MP.3. 5507-54(4-04
statistics can be used to gain 7.MP.6. 5507-54(4-05
information about a population 5(07-53( 1-02
by examining a sample of the 5(07-54(3-04
population; generalizations about ET07-54(2-01
a population from a sample are ET07-54(2-02
valid only if the sample is ET07 -S6C2-03
representative of that population.
Understand that random
sampling tends to produce
representative samples and
sunnnrt v,;:alirl inf... r... n,......c
"S2C1P01. Solve problems by
selecting, constructing, and
interpreting displays of data
including mUlti-line graphs and

*S2CIP02. Interpret trends in a
data set, estimate values for
missing data, and predict values Prediction
for points beyond the range of Range
the data set. Trends
7.SP.2. Use data from a random Simulated
sample to draw inferences about
a population with an unknown
characteristic of i
Generate multiple
simulated
size to gauge 1(3-01
-51 (3-02
estimates or
ET07-54C2-02
example,
ET07-56(2-03
word length in
randomly sampling
the book; predict the
school election based on
randomly sampled survey
Gauge how far off the estimate
or Drediction miaht be.


Curricular
Unit
Project:

Assessment:


Grade Math Curriculum Map

Cluster: Data Graph and Analysis

roximate Time: 2 weeks

• Why is the average not a good measure of center to use when reporting that measures of center is a

data? a set of data, except if there

• How do outliers affect a data set?

will use measure of center to express a set of

and correctly decide which measure of center

best fits a given set of data.


Curricular
7.SP.4. Use measures of center 7.MP.1. 6-8.WHST.l b
and measures of variability for 7.MP.2. ET07-S 1C3-01
numerical data from random 7.MP.3. ET07-S 1C3-02
samples to draw informal 7.MP.4. ET07-S4C2-0 1
comparative inferences about 7.MP.S. ET07-S4C2-02
two populations. For example, 7.MP.6. ET07-S6C2-03
decide whether the words in a 7.MP.7. SC07-S 1C3-0 1
chapter of a seventh-grade SC07-S 1C3-0S
SC07-S 1C4-03
science book are generally
SC07-S2C2-03
longer than the words in a
SC07-S4C3-04
chapter of a fourth-grade science SS07-S4C2-0 1
book.

*S2C1 P03. Identify outliers and
determine their effect on mean,
median, mode, and range.

7.SP.3. Informally assess the
degree of visual overlap of two Measure of
numerical data distributions with Variability
similar variabilities, measuring
the difference between the
centers by expressing it as a
multiple of a measure of
variability. For
mean height of
1C3-01
basketball
1C3-02
than the -S4C2-01
on the soccer ET07-S4C2-02
the variability ET07-S6C2-03
deviation) on
dot plot, the
the two distributions of
noticeable.
Unit
Proiect:


h
i Grade Math Curriculum Map

Cluster: Simple and Compound Events

ate Time: 1 week

• How can probabilty be used to make informed predictions? that the probability of a

0, which is impossible to

• How does increasing the total number of possible outcomes affect the happen, and 1, which is certain to happen.

probability of a given situation?

Lqu;;lll~ will understand that the probability that an

even will occur is equal to the number of favorable

outcome divided by the total number of outcomes.

• Students will understand that a sample space is a

diagram of all possible outcomes for a given

situation.


Curricular
7.5P.5. Understand that the probability 7.MP.4. 6-8.WH5T.1 b
of a chance event is a number between 7.MP.5. 5507-55C1-04
o and 1 that expresses the likelihood 7.MP.6. ET07-51 C3-01
of the event occurring. Larger numbers 7.MP.7. ET07-51 C3-02
indicate greater likelihood. A
probability near 0 indicates an unlikely
event, a probability around Y2
indicates an event that is neither
unlikely nor likely, and a probability
near 1 indicates a likely event.

7.5P.8. Find probabilities of compound 7.MP.1.
events using organized lists, tables, 7.MP.2.
tree diagrams, and simulation. 7.MP.4.
7.MP.5.
a. Understand that, just as with simple 7.MP.7.
events, the probability of a compound 7.MP.8.
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
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 that
event.

answer to the question:
donors have type A
probability that it will take
donors to find one with
Unit
Project:


h
Curricular


Cluster: Theoretical and Experimental Probabilities

Time: 2 weeks
Essential Questions

• What are the similarities and differences between experimental and Students will understand that probability is a theory

theoritical probability? is the likelyhood that an event will happen, and

• Students will understand that the more trials used in

an experimental probability, the closer the

probability of an event occuring gets closer to its

theoretical probability.


Curricular
7.SP.6. Approximate the probability of a 6-S.WHST.l a
chance event by collecting data on the ET07-S1C2-01
chance process that produces it and ET07-S 10-02
observing its long-run relative
ET07-S 1C2-03
frequency, and predict the approximate
relative frequency given the probability. ET07-S 1C3-0 1
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
discrepancy.

a. Develop a uniform probability model by
assigning equal probability to all outcomes,
and use the model to dete
probabilities of events.
student is selected at
find the probabilit
and the probability

b. Develop a
may not be uniform)
frequencies in data gen
chance process. For
approximate probability that a
penny will land heads up or that
tossed paper cup will land ODen-en
down.


Curricular
Do the outcomes for the spinning penny
appear to be equally likely based on the
observed freauencies?
Unit
Project:



Unit: Displaying Data
Cluster: Data displays

roximate Time: 1 week

• What is a vertex-edge graph? to read a vertex-edge diagram.

• How are vertex-edge graphs used in real life?

• What is the diflerence between a congurent transformation and a similar Students will be able to use a Venn Diagram to

transformation? J.Jl;;;:);;1U algebraic problems.

Students will be able to translate, rotate, and reflect

geometric figures in a coordinate plane.


Priority I Standard Mathematical
Common Resources
Practices
Core/Cross Web Resources Core
Curricular
*S2C3P02. Solve counting
problems using Venn diagrams
and represent the answer

*S2C4P01. Use vertex-edge
graphs and algorithmic thinking
to represent and find solutions to
practical problems related to
Euler/Hamilton paths and
circuits.
*S4C2P01. Model the result of
a double transformation
(translations or reflections) of a
2-dimensional figure on a
coordinate plane using all four
quadrants.

Unit
Project:


7th Grade Math Curriculum Map

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7th Grade Math Curriculum Map