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Genesee Valley Central School District Math Curriculum for Grade 7
1 st Quarter – EngageNY: Module 2 → Module 1
(~𝟏𝟐)**includes eMathInstruction Unit #1-Unit #3**
Vocabulary
Multiply, divide, Unit rate, ratio, proportional relationship, constant of proportionality, origin - simple interest, tax, markup, markdown, gratuity, commissions, fees - scale drawing, scale factor – rational, irrational, additive inverse,
absolute value, divisor, quotient
Standards and Daily Objectives
Unit #1 Review 6.RP.1 6.RP.3 6.NS.1
Raw Objectives:
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems.
6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions.
Student Objectives:
I can multiply and divide integers, decimals, and fractions.
I can determine rates and ratios.
I understand how to use mathematical tools (i.e. calculator).
Unit #2 (Module 2)
7.NS.A.1 7.NS.A.2 7.NS.A.3
Raw Objectives:
7.NS.A.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. Apply properties of operations as strategies to add and subtract rational numbers.
7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
a. Apply properties of operations as strategies to multiply and divide rational numbers.
b. 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.A.3 Solve real‐world and mathematical problems involving the four operations with rational numbers.
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Student Objectives:
I can represent addition and subtraction on a number line diagram
I can describe situations where opposite quantities make 0 (additive inverse) I can use positives and negatives to rewrite expressions
I can apply additive inverse properties to solve real life problems (banking/money) I can explain multiplication with real-world examples
I understand how negatives play a role in multiplication and division I effectively use strategies to multiply and divide by hand
I can convert a number into a decimal using long division and explain when the decimal never ends I can solve real world problems using the four basic operations of math
Unit 3 (Module 1)
7.RP.1 7.RP.2 7.RP.3 7.G.1
Raw Objectives:
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 ½ / ¼ 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.
b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
c. 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 at t = pn.
d. 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.
Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
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
Student Objectives:
I can compute a unit rates with ratios of fractions
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I can decide if two quantities are in a proportional relationship by graphing I can identify the constant of proportionality
I can represent proportional relationships with equations
I can explain what a point on a graph of a proportional relationship represents
I can calculate simple interest, tax, and tip using proportional relationships and decimals I can calculate markups and mark downs
I can calculate commissions and fees
I can calculate percent increase and decrease I can calculate percent error
I understand how scale drawings work I can calculate the scale factor
I can use scale factors to determine side lengths and areas I can produce a scale drawing
Forms of Assessment
Weekly quizzes to test for specific knowledge based on a standard, spiral review “quizzes” and one unit assessment, Unit 3will have a project.
Supplemental Materials
EngageNY/Module materials, iReady toolbox/assessment, weekly homework, spiral materials, eMath instruction materials
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ndQuarter
– (~𝟏𝟐)Module 1 →
(~𝟏𝟐)Module 4→
(~𝟏𝟐)Module 3
**finish what is remining above in Module 1**
**include eMathInstruction Unit #4- Unit #6**
Vocabulary
Percent, fractions, decimals, Variables, inequality, equation, expression, algebraic, arithmetic – linear expression, rational coefficient
Standards and Daily Objectives
Unit #4-#6
(Module 3/4)
7.RP.3 7.EE.A.1 7.EE.A.2
Raw Objectives:
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.
7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
7.EE.A.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.”
7.EE.B.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 ½ 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.B.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 $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
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Student Objectives:
I can expand linear expressions with distributive property I can simplify linear expressions by combining like terms
I can change linear expressions to make more sense of the situation
I can represent real-world situations using variables and construct simple equations and inequalities
I can solve area and perimeter problems with missing information
I can rewrite expressions and equations to make better sense of what they represent (percent) I can solve multi-step problems and explain my steps and describe the problem using many forms (fractions/decimals/etc.)
I can construct multi-step equations from real-world information
I can use equations of real-world information to answer more in-depth questions about the information
I know when information calls for an equation or inequality and can set up the proper inequality
Forms of Assessment
Weekly quizzes to test for specific knowledge based on a standard, spiral review “quizzes” and one unit assessment each
Supplemental Materials
EngageNY/Module materials, iReady toolbox/assessment, weekly homework, spiral materials, eMath instruction materials
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3 rd Quarter: Module 3/4 → Module 6
**eMathInstruction Unit #9 – Unit #10
*finish what is remaining above in Module 3 & 4 first
Vocabulary
Unit rate, proportional relationship, percent, tax prism, pyramid - supplementary, complementary, vertical, adjacent – area, volume, surface area, triangle, quadrilateral, polygon, cube
Standards and Daily Objectives
Unit #9 -#10 (Module 6)
7.G.A.2 7.G.B.5 7.G.B.6
Raw Objectives:
7.G.A.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.B.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.
7.G.B.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.
Student Objectives:
I can describe the characteristics of two-dimensional figures in terms of angle measure, side congruencies, and parallel features
I can draw two dimension figures using a ruler and protractor I can construct triangles using angle measures and side lengths
I know when a triangle is possible based on angle measures and side lengths
I can take my understanding of angles to solve more complex problems
I can use area, volume, and surface area to solve multi-step, complex, real-world problems
Forms of Assessment
Weekly quizzes to test for specific knowledge based on a standard, spiral review “quizzes” and one unit assessment,
Supplemental Materials
EngageNY/Module materials, iReady toolbox/assessment, weekly homework, spiral materials, eMath instruction materials
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4 th Quarter – (~ 𝟏 𝟐 ) Module 6 → Module 5
*finish what is remining above in Module 6 first
Vocabulary
population, mean,– probability, relative frequency, probability model, discrepancy, chance process, compound event, tree diagram, likelihood, random
Standards and Daily Objectives
Unit #7 - #8 (Module 5)
7.SP.A.1 7.SP.C.7 7.SP.C.8
Raw Objectives:
7.SP.A.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.C.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.
7.SP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
Student Objectives:
I can determine if the statistics of a sample properly represent a population
I can use data to draw informal inferences about two populations (people, words in books) I can describe likelihood of events happening on a scale of 0 to 1
I can approximate probability (experimentation) and compare it to the theoretic probability I can create probability models
I can make predictions and find probability of events occurring based on probability models I can create sample spaces based on compound events
Forms of Assessment
Weekly quizzes to test for specific knowledge based on a standard, spiral review “quizzes” and one unit assessment,
Supplemental Materials
EngageNY/Module materials, iReady toolbox/assessment, weekly homework, spiral materials, eMath instruction materials
