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Mathematics Toolkit
Curriculum Guidance Materials & Resources
Template for Analysis of Mathematics Programs/Series
| Grade 7 - Performance Indicators Process Strands |
Does the program/series support the development of the process/content in the performance indicator? | Are additional resources needed? | At what grade level is the indicator addressed? | Is the concept newly introduced this year? |
| 7.PS.1 Use a variety of strategies to understand new mathematical content and to develop more efficient methods | ||||
| 7.PS.2 Construct appropriate extensions to problem situations | ||||
| 7.PS.3 Understand and demonstrate how written symbols represent mathematical ideas | ||||
| 7.PS.4 Observe patterns and formulate generalizations | ||||
| 7.PS.5 Make conjectures from generalizations | ||||
| 7.PS.6 Represent problem situations verbally, numerically, algebraically, and graphically | ||||
| 7.PS.7 Understand that there is no one right way to solve mathematical problems but that different methods have advantages and disadvantages | ||||
| 7.PS.8 Understand how to break a complex problem into simpler parts or use a similar problem type to solve a problem | ||||
| 7.PS.9 Work backwards from a solution | ||||
| 7.PS.10 Use proportionality to model problems | ||||
| 7.PS.11 Work in collaboration with others to solve problems | ||||
| 7.PS.12 Interpret solutions within the given constraints of a problem | ||||
| 7.PS.13 Set expectations and limits for possible solutions | ||||
| 7.PS.14 Determine information required to solve the problem | ||||
| 7.PS.15 Choose methods for obtaining required information | ||||
| 7.PS.16 Justify solution methods through logical argument | ||||
| 7.PS.17 Evaluate the efficiency of different representations of a problem | ||||
| 7.RP.1 Recognize that mathematical ideas can be supported by a variety of strategies | ||||
| 7.RP.2 Use mathematical strategies to reach a conclusion | ||||
| 7.RP.3 Evaluate conjectures by distinguishing relevant from irrelevant information to reach a conclusion or make appropriate estimates | ||||
| 7.RP.4 Provide supportive arguments for conjectures | ||||
| 7.RP.5 Develop, verify, and explain an argument, using appropriate mathematical ideas and language | ||||
| 7.RP.6 Support an argument by using a systematic approach to test more than one case | ||||
| 7.RP.7 Devise ways to verify results or use counterexamples to refute incorrect statements | ||||
| 7.RP.8 Apply inductive reasoning in making and supporting mathematical conjectures | ||||
| 7.CM.1 Provide a correct, complete, coherent, and clear rationale for thought process used in problem solving | ||||
| 7.CM.2 Provide an organized argument which explains rationale for strategy selection | ||||
| 7.CM.3 Organize and accurately label work | ||||
| 7.CM.4 Share organized mathematical ideas through the manipulation of objects, numerical tables, drawings, pictures, charts, graphs, tables, diagrams, models and symbols in written and verbal form | ||||
| 7.CM.5 Answer clarifying questions from others | ||||
| 7.CM.6 Analyze mathematical solutions shared by others | ||||
| 7.CM.7 Compare strategies used and solutions found by others in relation to their own work | ||||
| 7.CM.8 Formulate mathematical questions that elicit, extend, or challenge strategies, solutions, and/or conjectures of others | ||||
| 7.CM.9 Increase their use of mathematical vocabulary and language when communicating with others | ||||
| 7.CM.10 Use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and rationale | ||||
| 7.CM.11 Draw conclusions about mathematical ideas through decoding, comprehension, and interpretation of mathematical visuals, symbols, and technical writing | ||||
| 7.CN.1 Understand and make connections among multiple representations of the same mathematical idea | ||||
| 7.CN.2 Recognize connections between subsets of mathematical ideas | ||||
| 7.CN.3 Connect and apply a variety of strategies to solve problems | ||||
| 7.CN.4 Model situations mathematically, using representations to draw conclusions and formulate new situations | ||||
| 7.CN.5 Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics | ||||
| 7.CN.6 Recognize and provide examples of the presence of mathematics in their daily lives | ||||
| 7.CN.7 Apply mathematical ideas to problem situations that develop outside of mathematics | ||||
| 7.CN.8 Investigate the presence of mathematics in careers and areas of interest | ||||
| 7.CN.9 Recogn ize and apply mathematics to other disciplines, areas of interest, and societal issues | ||||
| 7.R.1 Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations | ||||
| 7.R.2 Explain, describe, and defend mathematical ideas using representations | ||||
| 7.R.3 Recognize, compare, and use an array of representational forms | ||||
| 7.R.4 Explain how different representations express the same relationship | ||||
| 7.R.5 Use standard and non-standard representations with accuracy and detail | ||||
| 7.R.6 Use representations to explore problem situations | ||||
| 7.R.7 Investigate relationships between different representations and their impact on a given problem | ||||
| 7.R.8 Use representation as a tool for exploring and understanding mathematical ideas | ||||
| 7.R.9 Use mathematics to show and understand physical phenomena (e.g., make and interpret scale drawings of figures or scale models of objects) | ||||
| 7.R.10 Use mathematics to show and understand social phenomena (e.g., determine profit from sale of yearbooks) | ||||
| 7.R.11 Use mathematics to show and understand mathematical phenomena (e.g., use tables, graphs, and equations to show a pattern underlying a function) |
| Grade 7 - Performance Indicators Content Strands |
Does the program/series support the development of the process/content in the performance indicator? | Are additional resources needed? | At what grade level is the indicator addressed? | Is the concept newly introduced this year? |
| 7.N.1 Distinguish between the various subsets of real numbers (counting/natural numbers, whole numbers, integers, rational numbers, and irrational numbers) | ||||
7.N.2 Recognize the difference
between rational and irrational numbers (e.g., explore different
approximations of
 ) |
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| 7.N.3 Place rational and irrational numbers (approximations) on a number line and justify the placement of the numbers | ||||
| 7.N.4 Develop the laws of exponents for multiplication and division | ||||
| 7.N.5 Write numbers in scientific notation | ||||
| 7.N.6 Translate numbers from scientific notation into standard form | ||||
| 7.N.7 Compare numbers written in scientific notation | ||||
| 7.N.8 Find the common factors and greatest common factor of two or more numbers | ||||
| 7.N.9 Determine multiples and least common multiple of two or more numbers | ||||
| 7.N.10 Determine the prime factorization of a given number and write in exponential form | ||||
| 7.N.11 Simplify expressions using order of operations Note: Expressions may include absolute value and/or integral exponents greater than 0. | ||||
| 7.N.12 Add, subtract, multiply, and divide integers | ||||
| 7.N.13 Add and subtract two integers (with and without the use of a number line) | ||||
| 7.N.14 Develop a conceptual understanding of negative and zero exponents with a base of ten and relate to fractions and decimals (e.g., 10-2 = .01 = 1/100) | ||||
| 7.N.15 Recognize and state the value of the square root of a perfect square (up to 225) | ||||
| 7.N.16 Determine the square root of non-perfect squares using a calculator | ||||
| 7.N.17 Classify irrational numbers as non-repeating/non-terminating decimals | ||||
| 7.N.18 Identify the two consecutive whole numbers between which the square root of a non-perfect square whole number less than 225 lies (with and without the use of a number line) | ||||
| 7.N.19 Justify the reasonableness of answers using estimation | ||||
| 7.A.1 Translate two-step verbal expressions into algebraic expressions | ||||
| 7.A.2 Add and subtract monomials with exponents of one | ||||
| 7.A.3 Identify a polynomial as an algebraic expression containing one or more terms | ||||
| 7.A.4 Solve multi-step equations by combining like terms, using the distributive property, or moving variables to one side of the equation | ||||
| 7.A.5 Solve one-step inequalities (positive coefficients only) (See 7.G.10) | ||||
| 7.A.6 Evaluate formulas for given input values (surface area, rate, and density problems) | ||||
| 7.A.7 Draw the graphic representation of a pattern from an equation or from a table of data | ||||
| 7.A.8 Create algebraic patterns using charts/tables, graphs, equations, and expressions | ||||
| 7.A.9 Build a pattern to develop a rule for determining the sum of the interior angles of polygons | ||||
| 7.A.10 Write an equation to represent a function from a table of values | ||||
| 7.G.1 Calculate the radius or diameter, given the circumference or area of a circle | ||||
| 7.G.2 Calculate the volume of prisms and cylinders, using a given formula and a calculator | ||||
| 7.G.3 Identify the two- dimensional shapes that make up the faces and bases of three-dimensional shapes (prisms, cylinders, cones, and pyramids) | ||||
| 7.G.4 Determine the surface area of prisms and cylinders, using a calculator and a variety of methods | ||||
| 7.G.5 Identify the right angle, hypotenuse, and legs of a right triangle | ||||
| 7.G.6 Explore the relationship between the lengths of the three sides of a right triangle to develop the Pythagorean Theorem | ||||
| 7.G.7 Find a missing angle when given angles of a quadrilateral | ||||
| 7.G.8 Use the Pythagorean Theorem to determine the unknown length of a side of a right triangle | ||||
| 7.G.9 Determine whether a given triangle is a right triangle by applying the Pythagorean Theorem and using a calculator | ||||
| 7.G.10 Graph the solution set of an inequality (positive coefficients only) on a number line (See 7.A.5) | ||||
| 7.M.1 Calculate distance using a map scale | ||||
| 7.M.2 Convert capacities and volumes within a given system | ||||
| 7.M.3 Identify customary and metric units of mass | ||||
| 7.M.4 Convert mass within a given system | ||||
| 7.M.5 Calculate unit price using proportions | ||||
| 7.M.6 Compare unit prices | ||||
| 7.M.7 Convert money between different currencies with the use of an exchange rate table and a calculator | ||||
| 7.M.8 Draw central angles in a given circle using a protractor (circle graphs) | ||||
| 7.M.9 Determine the tool and technique to measure with an appropriate level of precision: mass | ||||
| 7.M.10 Identify the relationships between relative error and magnitude when dealing with large numbers (e.g., money, population) | ||||
| 7.M.11 Estimate surface area | ||||
| 7.M.12 Determine personal references for customary /metric units of mass | ||||
| 7.M.13 Justify the reasonableness of the mass of an object | ||||
| 7.S.1 Identify and collect data using a variety of methods | ||||
| 7.S.2 Display data in a circle graph | ||||
| 7.S.3 Convert raw data into double bar graphs and double line graphs | ||||
| 7.S.4 Calculate the range for a given set of data | ||||
| 7.S.5 Select the appropriate measure of central tendency | ||||
| 7.S.6 Read and interpret data represented graphically (pictograph, bar graph, histogram, line graph, double line/bar graphs or circle graph) | ||||
| 7.S.7 Identify and explain misleading statistics and graphs | ||||
| 7.S.8 Interpret data to provide the basis for predictions and to establish experimental probabilities | ||||
| 7.S.9 Determine the validity of sampling methods to predict outcomes | ||||
| 7.S.10 Predict the outcome of an experiment | ||||
| 7.S.11 Design and conduct an experiment to test predictions | ||||
| 7.S.12 Compare actual results to predicted results |