SAUSD Curriculum Map 2015-2016: Math 7

Math 7
These curriculum maps are designed to address CCSS Mathematics and Literacy outcomes. The
overarching focus for all curriculum maps is building student’s content knowledge and literacy skills as
they develop knowledge about the world. Each unit provides several weeks of instruction. Each unit also
includes various assessments. Taken as a whole, this curriculum map is designed to give teachers
recommendations and some concrete strategies to address the shifts required by CCSS.

Instructional Shifts in Mathematics

Focus: Focus requires that we significantly narrow and deepen the scope of content in
each grade so that students experience concepts at a deeper level.
Focus strongly  Instruction engages students through cross-curricular concepts and application. Each
where the unit focuses on implementation of the Math Practices in conjunction with math content.
Standards focus  Effective instruction is framed by performance tasks that engage students and promote
inquiry. The tasks are sequenced around a topic leading to the big idea and essential
questions in order to provide a clear and explicit purpose for instruction.

Coherence: Coherence in our instruction supports students to make connections within and
across grade levels.
Think across  Problems and activities connect clusters and domains through the art of questioning.
grades, and link  A purposeful sequence of lessons build meaning by moving from concrete to abstract,
to major topics with new learning built upon prior knowledge and connections made to previous
learning.
within grades
 Coherence promotes mathematical sense making. It is critical to think across grades
and examine the progressions in the standards to ensure the development of major
topics over time. The emphasis on problem solving, reasoning and proof,
communication, representation, and connections require students to build
comprehension of mathematical concepts, procedural fluency, and productive
disposition.
Rigor: Rigor helps students to read various depths of knowledge by balancing
conceptual understanding, procedural skills and fluency, and real-world
In major topics, applications with equal intensity.
pursue  Conceptual understanding underpins fluency; fluency is practiced in contextual
conceptual applications; and applications build conceptual understanding.
understanding,  These elements may be explicitly addressed separately or at other times combined.
Students demonstrate deep conceptual understanding of core math concepts by
procedural skills
applying them in new situations, as well as writing and speaking about their
and fluency, and
understanding. Students will make meaning of content outside of math by applying
application math concepts to real-world situations.
 Each unit contains a balance of challenging, multiple-step problems to teach new
mathematics, and exercises to practice mathematical skills

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 SAUSD Curriculum Map 2015-2016: Math 7

8 Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all
levels should seek to develop in their students. These practices rest on important “processes and
proficiencies” with longstanding importance in mathematics education. They describe how students should
learn the content standards, helping them to build agency in math and become college and career ready. The
Standards for Mathematical Practice are interwoven into every unit. Individual lessons may focus on
one or more of the Math Practices, but every unit must include all eight:

Mathematically proficient students start by explaining to themselves the meaning of a problem and
looking for entry points to its solution. They analyze givens, constraints, relationships, and goals.
They make conjectures about the form and meaning of the solution and plan a solution pathway
1. Make sense rather than simply jumping into a solution attempt. They consider analogous problems, and try
of problems special cases and simpler forms of the original problem in order to gain insight into its solution.
and persevere They monitor and evaluate their progress and change course if necessary. Older students might,
in solving depending on the context of the problem, transform algebraic expressions or change the viewing
them window on their graphing calculator to get the information they need. Mathematically proficient
students can explain correspondences between equations, verbal descriptions, tables, and graphs
or draw diagrams of important features and relationships, graph data, and search for regularity or
trends. Younger students might rely on using concrete objects or pictures to help conceptualize
and solve a problem. Mathematically proficient students check their answers to problems using a
different method, and they continually ask themselves, "Does this make sense?" They can
understand the approaches of others to solving complex problems and identify correspondences
between different approaches.
Mathematically proficient students make sense of quantities and their relationships in problem
situations. They bring two complementary abilities to bear on problems involving quantitative
relationships: the ability to decontextualize—to abstract a given situation and represent it
2. Reason symbolically and manipulate the representing symbols as if they have a life of their own, without
Abstractly and necessarily attending to their referents—and the ability to contextualize, to pause as needed during
quantitatively the manipulation process in order to probe into the referents for the symbols involved. Quantitative
reasoning entails habits of creating a coherent representation of the problem at hand; considering
the units involved; attending to the meaning of quantities, not just how to compute them; and
knowing and flexibly using different properties of operations and objects.

Mathematically proficient students understand and use stated assumptions, definitions, and
previously established results in constructing arguments. They make conjectures and build a logical
progression of statements to explore the truth of their conjectures. They are able to analyze
3. Construct situations by breaking them into cases, and can recognize and use counterexamples. They justify
viable their conclusions, communicate them to others, and respond to the arguments of others. They
arguments reason inductively about data, making plausible arguments that take into account the context from
and critique which the data arose. Mathematically proficient students are also able to compare the effectiveness
the reasoning of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—
of others if there is a flaw in an argument—explain what it is. Elementary students can construct arguments
using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can
make sense and be correct, even though they are not generalized or made formal until later grades.
Later, students learn to determine domains to which an argument applies. Students at all grades
can listen or read the arguments of others, decide whether they make sense, and ask useful
questions to clarify or improve the arguments.

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 SAUSD Curriculum Map 2015-2016: Math 7
Mathematically proficient students can apply the mathematics they know to solve problems arising
in everyday life, society, and the workplace. In early grades, this might be as simple as writing an
addition equation to describe a situation. In middle grades, a student might apply proportional
reasoning to plan a school event or analyze a problem in the community. By high school, a student
4. Model with might use geometry to solve a design problem or use a function to describe how one quantity of
mathematics interest depends on another. Mathematically proficient students who can apply what they know are
comfortable making assumptions and approximations to simplify a complicated situation, realizing
that these may need revision later. They are able to identify important quantities in a practical
situation and map their relationships using such tools as diagrams, two-way tables, graphs,
flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions.
They routinely interpret their mathematical results in the context of the situation and reflect on
whether the results make sense, possibly improving the model if it has not served its purpose.
Mathematically proficient students consider the available tools when solving a mathematical
problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a
calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry
5. Use software. Proficient students are sufficiently familiar with tools appropriate for their grade or
appropriate course to make sound decisions about when each of these tools might be helpful, recognizing both
tools the insight to be gained and their limitations. For example, mathematically proficient high school
strategically students analyze graphs of functions and solutions generated using a graphing calculator. They
detect possible errors by strategically using estimation and other mathematical knowledge. When
making mathematical models, they know that technology can enable them to visualize the results of
varying assumptions, explore consequences, and compare predictions with data. Mathematically
proficient students at various grade levels are able to identify relevant external mathematical
resources, such as digital content located on a website, and use them to pose or solve problems.
They are able to use technological tools to explore and deepen their understanding of concepts.
Mathematically proficient students try to communicate precisely to others. They try to use clear
definitions in discussion with others and in their own reasoning. They state the meaning of the
symbols they choose, including using the equal sign consistently and appropriately. They are
6. Attend to careful about specifying units of measure, and labeling axes to clarify the correspondence with
precision quantities in a problem. They calculate accurately and efficiently, express numerical answers with a
degree of precision appropriate for the problem context. In the elementary grades, students give
carefully formulated explanations to each other. By the time they reach high school they have
learned to examine claims and make explicit use of definitions.
Mathematically proficient students look closely to discern a pattern or structure. Young students,
for example, might notice that three and seven more is the same amount as seven and three more,
or they may sort a collection of shapes according to how many sides the shapes have. Later,
7. Look for students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about
and make use the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and
of structure the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use
the strategy of drawing an auxiliary line for solving problems. They also can step back for an
overview and shift perspective. They can see complicated things, such as some algebraic
expressions, as single objects or as being composed of several objects. For example, they can see 5 -
3(x - y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be
more than 5 for any real numbers x and y.
Mathematically proficient students notice if calculations are repeated, and look both for general
8. Look for methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that
they are repeating the same calculations over and over again, and conclude they have a repeating
and express decimal. By paying attention to the calculation of slope as they repeatedly check whether points are
regularity in on the line through (1, 2) with slope 3, middle school students might abstract the equation (y - 2)/(x
repeated - 1) = 3. Noticing the regularity in the way terms cancel when expanding (x - 1)(x + 1), (x - 1)(x2 + x
reasoning + 1), and (x - 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric
series. As they work to solve a problem, mathematically proficient students maintain oversight of
the process, while attending to the details. They continually evaluate the reasonableness of their
intermediate results.

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 SAUSD Curriculum Map 2015-2016: Math 7

English Language Development Standards

The California English Language Development Standards (CA ELD Standards) describe the key
knowledge, skills, and abilities in core areas of English language development that students learning
English as a new language need in order to access, engage with, and achieve in grade‐level academic
content, with particular alignment to the key knowledge, skills, and abilities for achieving college‐ and
career‐readiness. ELs must have full access to high quality English language arts, mathematics, science,
and social studies content, as well as other subjects, at the same time as they are progressing through the
ELD level continuum. The CA ELD Standards are intended to support this dual endeavor by providing
fewer, clearer, and higher standards. The ELD Standards are interwoven into every unit.

Interacting in Meaningful Ways

A. Collaborative (engagement in dialogue with others)
1. Exchanging information/ideas via oral communication and conversations

B. Interpretive (comprehension and analysis of written and spoken texts)

5. Listening actively and asking/answering questions about what was heard
8. Analyzing how writers use vocabulary and other language resources

C. Productive (creation of oral presentations and written texts)

9. Expressing information and ideas in oral presentations
11. Supporting opinions or justifying arguments and evaluating others’ opinions or
arguments

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 SAUSD Curriculum Map 2015-2016: Math 7
How to Read this Document

 The purpose of this document is to provide an overview of the progression of units of study within a
particular grade level and subject describing what students will achieve by the end of the year. The
work of Big Ideas and Essential Questions is to provide an overarching understanding of the
mathematics structure that builds a foundation to support the rigor of subsequent grade levels. The
Performance Task will assess student learning via complex mathematical situations. Each unit
incorporates components of the SAUSD Theoretical Framework and the philosophy of Quality
Teaching for English Learners (QTEL). Each of the math units of study highlights the Common Core
instructional shifts for mathematics of focus, coherence, and rigor.

 The 8 Standards for Mathematical Practice are the key shifts in the pedagogy of the classroom.
These 8 practices are to be interwoven throughout every lesson and taken into consideration during
planning. These, along with the ELD Standards, are to be foundational to daily practice.

 First, read the Framework Description/Rationale paragraph, as well as the Common Core State
Standards. This describes the purpose for the unit and the connections with previous and subsequent
units.

 The units show the progression of units drawn from various domains.

 The timeline tells the length of each unit and when each unit should begin and end.

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 SAUSD Curriculum Map 2015-2016: Math 7

SAUSD Scope and Sequence for Math 7

Unit 1 Unit 2 Unit 3 Unit 4A

9/01/15 - 10/12/15 - 11/30/15- 01/04/16 –
10/09/15 11/20/15 12/18/15 01/22/16
6 weeks 6 Weeks 3 Week 3 Weeks
Operations with Rates, Ratios, Percent Expressions,
Rational and Applications Equations, &
Numbers Proportional Inequalities
Reasoning
Part A

****SEMESTER****

Unit 4B Unit 5 Unit 6 Unit 7 Unit 8

02/01/16 – 02/22/16 – 04/11/16- 05/02/16 - 05/23/16 –
02/19/16 04/01/16 04/29/16 05/20/16 6/16/16
3 Weeks 6 Weeks 3 Weeks 3 Weeks 4 Weeks
Expressions, Geometry Probability Statistics Enrichment
Equations, &
Inequalities

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 SAUSD Curriculum Map 2015-2016: Math 7

Math 7 Overview:
As students enter seventh grade, they have an understanding of variables and how to apply
properties of operations to write and solve simple one-step equations. They are fluent in all positive
rational number operations. Students have been introduced to ratio concepts and applications,
concepts of negative rational numbers, absolute value, and all four quadrants of the coordinate
plane. Students have a solid foundation for understanding area, surface area, and volume of
geometric figures and have been introduced to statistical variability and distributions (Adapted
from The Charles A. Dana 9 Center Mathematics Common Core Toolbox 2012).

In grade seven instructional time should focus on four critical areas: (1) developing understanding
of and applying proportional relationships, including percentages; (2) developing understanding of
operations with rational numbers and working with expressions and linear equations; (3) solving
problems involving scale drawings and informal geometric constructions and working with two-
and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4)
drawing inferences about populations based on samples. (CCSSO 2010, Grade 7 Introduction).

Students also work towards fluently solving equations of the form 𝑝𝑥 + 𝑞=𝑟 and (𝑥 + 𝑞)=𝑟.

(From the CA Mathematics Framework for Math 7)

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 SAUSD Curriculum Map 2015-2016: Math 7
Unit 1: Operations with Rational Numbers
(6 weeks 9/01-10/09)
Big Idea For a given set of numbers there are relationships that are always true, and
these are the rules that govern arithmetic and algebra.
Essential Questions Performance Task Problem of the
Month
 How can operations with integers be  Division [6th Grade 2007] p.35  Got Your Number
illustrated in multiple ways? (Models,  Fractions [6th Grade 2010] p.4 POM and
verbally, and symbolically)  Fraction Match [6th Grade 2012] p.5-6 Teacher’s Notes
 What’s the difference between the  Ribbons and Bows [6th Grade 2013] p.8-9
opposite and the absolute value of a  Brenda’s Brownies [6th Grade 2014] p.2-3
number?  Yogurt [7th Grade 2003] p.59-60
 Cat Food [7th Grade 2009] p.74
Unit Topics/Concepts Content Standards Resources

Introduction to Addition & 7.NS Apply and extend previous understandings of Essential Resources:
Subtraction of Rational operations with fractions to add, subtract, multiply, 7th Grade Framework
Numbers (including and divide rational numbers. (pgs 19-22)
fractions and decimals) University of Arizona
1. Understand “Opposite 7.NS.1 Apply and extend previous understandings of Progressions
quantities combine to make addition and subtraction to add and subtract rational (Documents for the
zero.” Additive Inverse numbers; represent addition and subtraction on a Common Core Math
2. Identify the absolute Value as horizontal or vertical number line diagram. Standards:
the distance between two a. Describe situations in which opposite quantities Draft 6-7 Progression
numbers on a number line combine to make 0. For example, a hydrogen atom on The Number System
3. Apply the properties of has 0 charge because its two constituents are pg. 9)
operations to adding and oppositely charged.
subtracting rational numbers b. Understand p + q as the number located a distance Instructional
and represent the information |q| from p, in the positive or negative direction Resources:
on a number line depending on whether q is positive or negative. Adopted Text CGP:
 Commutative Property Show that a number and its opposite have a sum of 231 – +/- Integers &
 Associative Property 0 (are additive inverses). Interpret sums of rational Decimals 232 – x /
Interpret sums of rational numbers by describing real-world contexts. Integers
numbers by describing real- c. Understand subtraction of rational numbers as 113 – Distributive
world contexts. adding the additive inverse, p – q = p + (– q). Show Property
Understand subtraction that the distance between two rational numbers on 114 – Identity & Inverse
of rational numbers as adding the number line is the absolute value of their properties
the additive inverse and difference, and apply this principle in real-world 221 – Absolute Value
apply this to real world context.
situations d. The Apply properties of operations as strategies to IMP: Discovering
add and subtract rational numbers. Properties (4.0-4.2)
Introduction to Multiplication http://sausdmath.pbwor
& Division of rational numbers 7.NS.2 Apply and extend previous understandings of ks.com/w/file/28887951
(including fractions and multiplication and division and of fractions to multiply /Discovering%20Propert
decimals) and divide rational numbers. ies.pdf

1. Apply properties of a. Understand that multiplication is extended from Dan Meyer 3-act videos
operations to multiply and fractions to rational numbers by requiring that (list and interactive link
divide rational numbers operations continue to satisfy the properties of to Dan Meyer's videos by
 Commutative Property operations, particularly the distributive property, standard)
 Associative Property leading to products such as (–1)(–1) = 1 and the

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 SAUSD Curriculum Map 2015-2016: Math 7
 Distributive Property rules for multiplying signed numbers. Interpret MAP Lessons:
 Multiplicative Inverse products of rational numbers by describing real- http://map.mathshell.org
2. Interpret products of rational world contexts. /materials/lessons.php
numbers by describing real- b. Understand that integers can be divided, provided  Using Positive and
world situations and that the divisor is not zero, and every quotient of Negative Numbers in
integers (with non-zero divisor) is a rational Context – 7th Grade
understand that
number. If p and q are integers, then –(p/q) = (– Formative Assessment
multiplication of rational p)/q = p/(–q). Interpret quotients of rational Lesson
numbers satisfies properties numbers by describing real world contexts. MARS- Number System
of operations c. Apply properties of operations as strategies to tasks
multiply and divide rational numbers. http://map.mathshell.org
Expanding understandings of d. Convert a rational number to a decimal using long /materials/stds.php?id=1
rational numbers division; know that the decimal form of a rational 559#standard1569
number terminates in 0s or eventually repeats. ● Division
1. Convert between fractions ● A Day Out
and decimals (terminating ● Taxi Cabs
and repeating) 7.NS.3 Solve real-world and mathematical problems
 Use equivalent fractions involving the four operations with rational numbers.  SERP Problem:
 Use long division http://math.serpmedi
2. Assess the reasonableness of 7.EE.3 Solve multi-step real-life and mathematical a.org/diagnostic_teach
answers using mental problems posed with positive and negative rational ing/poster-problems
computation and estimation. numbers in any form (whole numbers, fractions, and Walking the Line
 Rounding decimals), using tools strategically. Apply properties of
 Front-end operations to calculate with numbers in any form;  SERP Problem:
3. Understand that a rational convert between forms as appropriate; and assess the http://math.serpmedi
reasonableness of answers using mental computation a.org/diagnostic_teach
number is the quotient of
and estimation strategies. ing/poster-problems
two integers (without a zero
Seeing Sums
denominator)
4. Interpret products and Additional Resources:
quotients by describing in Video: Discovery
real-world contexts Streaming- Introduction
to integers.mov (see site
for more)
Integer War (Cards or
dice)
(to be developed)
Algebra/ 2-color tiles for
review

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 SAUSD Curriculum Map 2015-2016: Math 7
Unit 1: Operations with Rational Numbers
(Support & Strategies)
Framework Description/Rationale
Rationale:
This is placed as the second unit to provide a foundation of skills for the work that follows in units 3-7,
specifically working with rational numbers with all four operations. This should lead nicely into unit 3 work
with expressions and equations and decimal & fractional representations in unit 4 (Percent Applications).
Framework Description:
 In grade 6, students learn the concept of a negative number and work with absolute value, opposites, and
making “0.” In grade 7, students will experience for the first time performing operations with negative
numbers. Using the number line and other tools, students will perform operations with integers, fractions, and
decimals.
 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide
rational numbers.
 Use properties of operations to generate equivalent expressions.
(See CCSS CA 7th Grade Framework pgs. 19-22 for more details)

Academic Language Instructional Tool/Strategy Examples Preparing the Learner

Support
Key Vocabulary for Word  Number Line Model (Vector Model) Fractions (prior knowledge)
Bank:  Colored Chip Model (mainly for integers)
 Integers  Money Account Models 5th grade
 Signed Numbers - unit fractions
 Class Discussion on the meaning of
 Positive - adding unlike
operations
 Negative denominators
 Rational Numbers
 Pattern Tables
 Model with Equation 6th grade
 Sum/Difference
 Area Models - dividing a fraction by a
 Deposit/Withdraw/
 Estimation Strategies: fraction
Overdraft
 Front-end estimation with adjusting - concepts of negative
 Credit/Debit
 Profit/Loss
numbers
(using the highest place value and
 Product/Quotient - negative fractions on a
estimating from the front end making
 Absolute Value adjustments to the estimate by taking number line
 Opposites into account the remaining amounts),
 Additive Inverse By end of 6th grade,
 Rounding and adjusting (students
 Multiplicative Inverse students have used every
round down or round up and then
 Identity Properties adjust their estimate depending on operation with fractions
 Commutative Property how much the rounding affected the
 Associative Property original values)  Activity: Above & Below
 Distributive Property Sea Level (7.NS.1.c)
 Terminating Decimals
 Repeating Decimals

Teacher Notes:

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 SAUSD Curriculum Map 2015-2016: Math 7
Unit 2: Rates, Ratios, and Proportional Relationships
(6 weeks 10/12-11/20)
Big Idea If two quantities vary proportionally, that relationship can be represented in
multiple ways.
Essential Questions Performance Task Problem of the
Month
 What is the constant of  Leaky Faucet [7th Grade 2002] p.9  POM: “First
proportionality?  Mixing Paints [7th Grade 2003] p.4 Rate” First Rate
 How can two quantities be  Cereal [7th Grade 2004] p.17 (Teacher Notes)
identified as proportional or non-  Lawn Mowing [7th Grade 2005] p.3  Level A
proportional?  Breakfast of Champions [7th Grade 2012] p.8-9  Level B
 How can the constant of  Is it Proportional? [7th Grade 2014] p.6-7  Level C
proportionality (unit rate) be (See the end of this document for Performance Task  Level D
determined given a table? Graph? descriptions)  Level E
Equation? Diagram? Verbal *Please read SVMI’s document security
description? information:
 What does a specific point on a  http://www.svmimac.org/memberresources.htm
graph (x,y) represent? l
Unit Topics/Concepts Content Standards Resources
Unit Rate 7.RP Analyze proportional relationships and use Essential Resources:
● Compute unit rates them to solve real-world and mathematical CCSS 7th Grade Framework
● Include complex problems. (pgs. 6-11)
fractions University of Arizona
7.RP.1 Compute unit rates associated with ratios Progressions
Recognize and represent of fractions, including ratios of lengths, areas and (Documents for the Common
proportional relationships other quantities measured in like or different Core Math Standards:
1. Determine if two units. Draft 6-7 Progression on Ratios
quantities are and Proportional
proportional or non- For example, if a person walks ½ mile in each 1/4 Relationships)
proportional. hour, compute the unit rate as the complex fraction
a. Prove in a table. 1/2/1/4 miles per hour, equivalently 2 miles per Instructional Resources:
b. Graph on a hour. • Ratios & Proportional
coordinate plane. Reasoning Unit
(Quadrant I only) 7.RP.2 Recognize and represent proportional • Engage NY – Adapted
c. Identify ratios as relationships between quantities. • IMP Unit Plan: Unit 8
proportional if two a. Decide whether two quantities are in a  Susan Mercer: 7th
conditions are met: proportional relationship, e.g., by testing for Proportion Rates
 Linear equivalent ratios in a table or graphing on a • 7th Proportions, Rates (Carr
 Starts at the coordinate plane and observing whether the 11-12)
origin graph is a straight line through the origin. • Illustrative Mathematics
b. Identify the constant of proportionality (unit Track Practice
2. Identify the constant of rate) in tables, graphs, equations, diagrams,  Dan Meyer 3-act videos (list
proportionality (unit and verbal descriptions of proportional and interactive link to Dan
rate) relationships. Meyer's videos by standard)
a. In a table c. Represent proportional relationships by  YouTube Video about Double
b. Graphs equations. For example, if total cost t is Number Lines and Tape
c. Equations proportional to the number n of items Diagrams
d. Diagrams purchased at a constant price p, the
e. Verbal description relationship between the total cost and the Adopted Text CGP
number of items can be expressed as t = pn. 421 – Ratios & Rates
3. Write equations that d. Explain what a point (x, y) on the graph of a 422 –Graphing Ratios & Rates
proportional relationship means in terms of

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 SAUSD Curriculum Map 2015-2016: Math 7
represents proportional the situation, with special attention to the 423 –Speed, Distance & Time
relationships. y=kx points (0, 0) and (1, r) where r is the unit rate. 424 –Direct Variation
(k = constant of 431 –Converting Measures
proportionality) 7.EE.3 Solve multi-step real-life and mathematical 432 –Converting between Unit
problems posed with positive rational numbers in Systems
4. Explain what a point any form (whole numbers, fractions, and 433 – Dimensional Analysis
(x,y) means on a graph. decimals), using tools strategically. Apply
a. Focus on the points properties of operations to calculate with MAP Lessons:
(0,0) and (1,r) in the numbers in any form; convert between forms as  Developing a Sense of Scale –
context of the appropriate; and assess the reasonableness of 7th Grade Formative
problem where r is answers using mental computation and Assessment Lesson
the unit rate estimation strategies.
 Proportion and Non-Proportion
Situations– 6th Grade
Formative Assessment Lesson
 Modeling: A Race– 7th Grade
Formative Assessment Lesson
 Drawing to Scale: Designing a
Garden – 7th Grade Formative
Assessment Lesson
 MARS - Ratios and
proportional Relationships
http://map.mathshell.org/m
aterials/stds.php?id=1559#s
tandard1569
● Buses
● Sale
● T-Shirt Sale
● A golden Crown?
 SERP Problem:
http://math.serpmedia.org/di
agnostic_teaching/poster-
problems
Drag Racer Dragon Fly

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 SAUSD Curriculum Map 2015-2016: Math 7
Unit 2: Rates, Ratios, and Proportional Relationships
(Support & Strategies)
Framework Description/Rationale
Rationale:
Ratios and Proportional Relationships is the first unit because it is the primary theme of 7th grade. This type of reasoning
should be at the foundation of units that follow. Negative values will not be used in this unit and algorithmic equation strategies
should not be the focus. Percents will be the focus of a later unit.
Framework Description:
In addition, standard 7.EE.3, “assess the reasonableness of answers using mental computation and estimation strategies,“ is a
recurring focus in each unit.
Unit Rate
 Students further their understanding of unit rate from 6th grade. In 7th grade students will find unit rates in ratios involving
1
1 3
fractional quantities, for example, 2
=
3 6
 Students will set up an equation with equivalent fractions and use reasoning about equivalent fractions to solve them, for
1
1 𝑥
example, 2 = (See 7th Grade Framework for more details pages (6-11)
3 12
Recognize and Represent Proportional Relationships
 In this sections students will determine if two quantities are proportional by using tables, equations, and graphs. The
shortcut of “cross products” should be examined later as students begin to recognize patterns and why the shortcut
works. Students should not be using “cross products” as the first Students will need to identify the unit rate given a
table, graph, equation, diagrams, and a verbal description. Knowing the constant of proportionality (unit rate) students
will be able to write equations in the form y=kx (See 7th Grade Framework for more details pages 6-11)

Academic Instructional Tool/Strategy Examples Preparing the

Language Support Learner
Key Vocabulary for  Manipulatives and picture representations. Topics:
Word Bank:  Double Sided Number Lines  Equivalent
● Identify  Tape Diagram fractions
● Determine  Graphs  Plotting points on a
● Equivalent  Equations
coordinate grid
● Quantities  Verbal Descriptions focusing on the numerical value.
● Ratio (Quadrant 1)
 Graph showing the increase of y to x in a” Unit Rate
● Ratio Table Triangle”. Translate the graph to an equation in the form of
● Unit Rate (r/1) y=kx. 6th grade
● Constant  Create a table, graph data and derive that x and y are values that  Concept of a ratio
● Coordinate Plane form a ray with an end point at the origin  Equivalent ratios
● Constant of  Record measurements of shapes, determine ratios between two  Constant speed
Proportionality figures and ratios within a single figure, notice that ratios are  Unit rate
(k) equal, and use these relationships to create scale drawings using
● Proportional grid paper. Students should also be able to explain why two
Relationships figures are not scale drawings of one another using their
● Scale Drawing understanding of ratios.
● Scale Factor  Example: Students can blow-up or shrink pictures on grid paper
(foundation for “dilations”). Students can recreate an image
using 2 units of length for every 1 unit on the original picture.
Teacher Notes:

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 SAUSD Curriculum Map 2015-2016: Math 7
Unit 3: Percent Applications
(3 weeks 11/30 - 12/18)
Big Idea Proportional relationships can be used to solve real-world problems.
Essential Questions Performance Task Problem of the Month
 How can proportions be used to  Sewing [6th Grade 2009] p.61 ● POM: “Measuring Up”
solve real-world problems  Work [7th Grade 2007] p.36 Measuring Up
involving percents? (Mark-up,  Sales [7th Grade 1999] p.2 Teacher Notes
Discounts, tips, tax commission)  Special Offer [7th Grade 2004] p.34 ● Level A
 How can estimation be used to test  Buying a Camera [7th Grade 2006] p.29-30 ● Level B
the reasonableness of a solution?  Sale [7th Grade 2008] p. 60 ● Level C
 Shopper’s Corner [7th Grade 2013] p.10-11 ● Level D
● Level E
Unit Topics/Concepts Content Standards Resources

Solve multi-step real-life and 7.RP Analyze proportional Essential Resources:

mathematical problems relationships and use them to CCSS 7th Grade Framework
1. Tax solve real-world and mathematical (pgs. 12-13)
2. Tip problems.
3. Mark-up Instructional Resources
4. Discount/Sale price 7.RP.3  IMP Unit Plan: Percent
5. Commission Use proportional relationships to • Percent 1.0 – 1.2
6. Simple interest solve multistep ratio and percent • Percent 6.0 – 6.2
7. Percent error problems. Examples: simple • Percent 3.0 – 3.1
interest, tax, markups and • Percent 7.0 – 7.3
Use multiple strategies markdowns, gratuities and • Percent 4.0 – 4.2
● Double-sided number line commissions, fees, percent increase • Percent 8.0 – 8.2
● Tape diagram and decrease, percent error. • Percent 5.0 – 5.3
● Visual model  EngageNY: Module 4
● Equations 7.EE.3 Solve multi-step real-life  Dan Meyer 3-act videos (list and interactive
● Proportions and mathematical problems posed link to Dan Meyer's videos by standard)
● Use estimation strategies to with positive and negative rational  MAP Lessons:
test the reasonableness of a numbers in any form (whole  Estimation and Approximation: The
solution numbers, fractions, and decimals), Money Munchers – 7th Grade Formative
using tools strategically. Apply Assessment Lesson
properties of operations to  Increasing and Decreasing Quantities by
calculate with numbers in any a Percent – 7th Grade Formative
form; convert between forms as Assessment Lesson
appropriate; and assess the  Georgia Dept. of Ed: Unit 3 (begin on pg.
reasonableness of answers using 27)
mental computation and
estimation strategies. Adopted Text: CGP
434 – Converting Between Units of Speed
811 – Percents
812 – Changing Fraction & Decimals to
Percents
813 – Percent Increases & Decreases
821 – Discounts & Markups
822 – Tips, Tax & Commission
823 - Profit
824 – Simple Interest

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 SAUSD Curriculum Map 2015-2016: Math 7
Unit 3: Percent Applications
(Instructional Support & Strategies)
Framework Description/Rationale
Rationale:
Percents are brought in as the fourth unit to both review and continue the most significant theme of the year (ratios
and proportional reasoning) and following skill development in working with rational numbers, expressions, and
equations.
Framework Description:
Multi-step percent problems involving percent increase and decrease--Building on Proportional understanding from
previous unit using various representations
(see 7th Grade Framework pgs. 12-13 for further explanation, examples, and ways to model problems).
Academic Language Instructional Tool/Strategy Examples Preparing the Learner
Support
Key Vocabulary Word Bank: Use multiple strategies to work with percents From 6th Grade:
● Percent ● double-sided number line ● Fluently add, subtract,
● Percentage ● tape diagram multiply, and divide multi-
● Percent Increase Example: Gas prices are projected to digit decimals using the
● Percent Decrease increase 124% by April 2015. A gallon of gas standard algorithm for
● Enlargement currently costs $4.17. What is the projected each operation.
● Reduction cost of a gallon of gas for April 2015? ● Find a percent of a quantity
● Tax as a rate per 100 (e.g., 30%
● Tip/Gratuity of a quantity means
● Markup/Markdown 30/100 times the
● Discount ● visual model quantity); solve problems
● Sale Price Example: A sweater is marked down 33%. Its involving finding the
● Commission original price was $37.50. What is the price of whole, given a part and the
● Fees the sweater before sales tax? percent.
● Simple Interest ● Use ratio reasoning to
● Percent Error convert measurement
units; manipulate and
transform units
appropriately when
● Equations multiplying or dividing
Ex: Sale Price = 0.67 x Original Price quantities.
● Proportions
● Use estimation strategies to test the
reasonableness of a solution
● Equivalent fractions
● T-tables

Teacher Notes:

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 SAUSD Curriculum Map 2015-2016: Math 7
Unit 4A and 4B: Expressions, Equations, and Inequalities
(6 weeks 1/04-02/19)
Big Idea Any number, measure, numerical expression, algebraic expression, or equation
can be represented in an infinite number of ways that have the same value.
Essential Questions Performance Task Problem of the
Month
 How can estimation be used to test the  The Number Cruncher [6th Grade 2001] p.3-4  Tri-Triangles
reasonableness of a solution?  Festival Lights [6th Grade 2011] p.4-5 POM and
 How can the properties of rational  Lattice Fence [6th Grade 2012] p.7-8 Teacher’s
numbers be used to create equivalent  Facts in Fruit [7th Grade 2012] p.6-7 Notes
expressions and equations?
Unit Topics/Concepts Content Standards Resources

Expressions with rational numbers 7.EE Use properties of operations to Essential Resources:
and variables (including fractions and generate equivalent expressions. 7th Grade Framework (pgs. 22-27)
decimals) University of Arizona
7.EE.1 Apply properties of Progressions
1. Create an expression for a given operations as strategies to add, (Documents for the Common Core
situation using rational numbers. subtract, factor, and expand linear Math Standards:
● Visual model expressions with rational Draft 6-7 Progression on
● Verbal expression coefficients. Expressions and Equations pg. 8)
● Numeric/ algebraic expression
7.EE.2 Understand that rewriting an Instructional Resources
2. Create equivalent expressions. expression in different forms in a SAUSD Unit of Study: Expressions
● Combine like terms problem context can shed light on (this unit of study covers Expressions
● Use properties of rational the problem and how the quantities part of this unit only and does not
numbers in it are related. Understand that cover Equations or Inequalities)
● Distributive Property rewriting an expression in different
(forwards & backwards) forms in a problem context can shed IMP- Guess & Check Tables - Solve
 Factoring a coefficient light on the problem and how the word problems leading to equations
12x + 20 = 4(3x+5) quantities in it are related. IMP:
http://sausdmath.pbworks.com/w/
Students may create several different 7.EE.3 Solve multi-step real-life and browse/#view=ViewFolder&param
expressions depending upon how they mathematical problems posed with =Grade%207
group the quantities in the problem. positive and negative rational ● Word Problem Expressions
- Example: Jamie and Ted both get paid numbers in any form (whole (2.1)
an equal hourly wage of $9 per hour. This numbers, fractions, and decimals), ● Evaluating Expressions with
week, Ted made an additional $27 dollars using tools strategically. Apply Tiles (1.2)
in overtime. Write an expression that properties of operations to calculate ● Solving Linear Equations (1.0-
represents the weekly wages of both if J = with numbers in any form; convert 1.2)
the number of hours that Jamie worked between forms as appropriate; and ● Solve my problems (2.2)
this week and T = the number of hours assess the reasonableness of ● Day3-5 Solving Linear
Ted worked this week? Can you write the answers using mental computation ● Equations
expression in another way? and estimation strategies. ● Toothpicks 2.2
IMP: Word Wall 2.3
Equations with rational numbers and 7.EE.4 Use variables to represent Instructional Resources
a single variable “fluently.” quantities in a real-world or Brad Fulton: Patterns and
1. Create an equation for a given mathematical problem, and Function Connection book
situation using rational numbers and construct simple equations and Linear Functions (Carr Packet)
variables inequalities to solve problems by Susan Mercer Unit
● Visual model reasoning about the quantities. Y=mx+b Word Problems

(Last updated May 18, 2015) 16

 SAUSD Curriculum Map 2015-2016: Math 7
● Verbal equation SAM:
● Numeric/ algebraic equation a. Solve word problems leading to http://sausdmath.pbworks.com/w/
equations of the form px + pq = r browse/#view=ViewFolder&param
2. Solve multi-step real-life and and p(x + q) = r, where p, q, and r =Unit%202%20Activities
mathematical problems posed with are specific rational numbers. Cockroach Condos Activity
positive and negative rational Solve equations of these forms The Crowded Skies (Marc Petrie)
numbers in any form. fluently. Compare an algebraic
● Multi-step equations (previously solution to an arithmetic Susan Mercer: Variables with Food
referred to as one, two, and solution, identifying the
multi-step equations—note: this sequence of the operations used Dan Meyer 3-act videos (list and
is students’ first year seeing in each approach. interactive link to Dan Meyer's
equations solved formally using videos by standard)
new knowledge of inverse b. Solve word problems leading to
operations) inequalities of the form px + q > r MAP Lesson:
● Define the variable and use or px + q < r, where p, q, and r http://map.mathshell.org/material
appropriate units. are specific rational numbers. s/lessons.php
● d=rt Graph the solution set of the  Steps to Solving Equations – 7th
inequality and interpret it in the Grade Formative Assessment
3. Create equivalent equations. context of the problem. Lesson
● Combine like terms.
● Using Properties of Rational  SERP Problem:
Numbers. http://math.serpmedia.org/diag
● Distributive Property nostic_teaching/poster-
(forwards & backwards) problems
● Apply inverse operations to On the Download
solve equations.
● Check solutions by substitution. Adopted Text CGP
● Solve word problems leading to 111 – Variables and Expressions
equations. (See “strategies”) 112 –Simplifying Expressions
121 – Writing Expressions
Inequalities with rational numbers 115 – Associative &
and variables Commutative Props.
1. Create an inequality for a given 411 – Graphing equations
situation using rational numbers. 413 – Slope Key
2. Solve word problems leading to 123 Solving One-Step Equations
inequalities. 124 – Solving Two-Step Equations
3. Apply inverse operations to solve 125 –More two-step Equations
inequalities. 126 –Applications of Equations
4. Graph the solution for an 127 –Understanding Problems
inequality
5. Interpret the solution. Additional Resources:
Interactive Algebra Tiles From the
Estimation strategies for calculations Illuminations website (NCTM).
with fractions and decimals (assessing Click on the orange “Expand” tab to
reasonableness of answers) find tile activities focusing on the
Extend from students’ work with whole Distributive Property. Click on the
number operations. (see “strategies”) blue “Solve” tab to find tile activities
● Front-end estimation focusing on solving equations. Click
● Clustering around an average on the purple “Substitute” tab to
● Rounding and adjusting find tile activities
● Using friendly or compatible numbers
such as factors YouTube Video on Bar Models
● Using benchmark numbers that are
easy to compute

(Last updated May 18, 2015) 17

 SAUSD Curriculum Map 2015-2016: Math 7

Unit 4: Expressions, Equations, and Inequalities

(Support & Strategies)
Framework Description/Rationale
Expressions and equations fall after unit 2 (rational numbers) to build on the understanding of operations
with negative numbers. This unit is also to support students to prepare for units 4-7 (percents, geometry,
probability, and statistics).
(See CCSS CA 7th Grade Framework pgs. 22-27 for more details)
Academic Language Instructional Tool/Strategy Examples Preparing the
Support Learner
Key Vocabulary for Word  Modeling with tiles From 6th Grade:
Bank:  Word walls ● Understand
 Expression • color coding like terms solving an
 Equation • graph inequalities on the number line equation or
 Variable • drawing a model/diagram inequality as a
 Variable Expression • guess and check tables process of
 Numeric Expression • Tiles answering a
 Like/Unlike Terms • number lines question: which
 Evaluate • tape diagram values from a
 Simplify • introduce symbols of inequalities estimating specified set, if
 Constant • Solve word problems leading to equations: any, make the
Example: The youth group is going on a trip to the state fair. The trip equation or
 Coefficient
costs $52. Included in that price is $11 for a concert ticket and the cost inequality true?
 Distributive Property
of 2 passes, one for the rides and one for the game booths. Each of the ● Use substitution
 Inverse Operations
passes cost the same price. Write an equation representing the cost of to determine
 Operations Models whether a given
the trip and determine the price of one pass.
 Inequality number in a
 Is Greater Than specified set
 Is Less Than makes an
 Equal To Estimation Strategies: equation or
● Front-end estimation with adjusting (using the highest place value inequality true.
Strategy: and estimating from the front end making adjustments to the
Tree Map: Operation estimate by taking into account the remaining amounts),
Vocabulary ● Clustering around an average (when the values are close together
an average value is selected and multiplied by the number of values
to determine an estimate)
● Rounding and adjusting (students round down or round up and
then adjust their estimate depending on how much the rounding
affected the original values)
● Using friendly or compatible numbers such as factors (students seek
to fit numbers together - i.e., rounding to factors and grouping
numbers together that have round sums like 100 or 1000)
● Using benchmark numbers that are easy to compute (students
select close whole numbers for fractions or decimals to determine
an estimate)
Teacher Notes:

(Last updated May 18, 2015) 18

 SAUSD Curriculum Map 2015-2016: Math 7
Unit 5: Geometry
(6 weeks 02/22-04/01)
Big Idea Geometric figures can be compared by their relative values.
Essential Questions Performance Task Problem of the
Month
 What is the relationship between the area  Which is Bigger? [7th Grade 2004] p.61  Circular
and circumference of a circle?  Pizza Crusts [7th Grade 2006] p.26-27 Reasoning POM
 How can we solve for an unknown angle?  Winter Hat [7th Grade 2008] p.58 and Teacher’s
 How is the area of a 2-dimensional figure  Sequoia [7th Grade 2009] p.68-69 Notes
related to the volume of a 3-dimensional  Merritt Bakery [8th Grade 2004] p.4  Piece it Together
figure?  Wallpaper [7th Grade 2011] p.3-4 POM and
 What are some real-world applications  The Poster [7th Grade 2001] p.9 scale Teacher’s Notes
involving area and volume? drawing
 How can we determine whether 3 side  Roxie’s Photo [7th Grade 2013] p.8-9 Geo
lengths will make a triangle?
Unit Topics/Concepts Content Standards Resources

Circles 7.G Draw, construct, and describe geometrical Essential Resources:

1. Determine the constants of figures and describe the relationships between 7th Grade Framework (pgs.
proportionality for circle them. 28-31)
measures. (d=2r, c=πd)
2. Discover π as a proportional 7.G.2 Draw geometric shapes with given Instructional Resources
relationship between conditions (freehand, with ruler and protractor,  IMP Geometry Activities
diameter and circumference. and with technology). Focus on constructing IMP: GBB Geonets
3. Construct circles for specific triangles from three measures of angles or sides, IMP: Good, Better, Best
radii and diameters. noticing when the conditions determine a unique Container
4. Derive the formulas for triangle, more than one triangle, or no triangle.  EngageNY: Module 6
circumference and area.  Georgia Dept. of Ed: Unit
5. Use the formulas to solve 7.G.3 Describe the two-dimensional figures that 5
real-world problems result from slicing three-dimensional figures, as in  Dan Meyer 3-act videos
involving circumference and plane sections of right rectangular prisms and (list and interactive link
area right rectangular pyramids. to Dan Meyer's videos by
6. Given the area or Solve real-life and mathematical problems standard)
circumference, find the other. involving angle measure, area, surface area, and
volume. Adopted Text CGP
Angles 721 –Volumes
1. Classify angles 7.G.4 Know the formulas for the area and 312 – Area of Polygons
● Supplementary circumference of a circle and use them to solve 314 –Area of Irregular
● Complementary problems; give an informal derivation of the Shape
2. Solve for an unknown angle relationship between the circumference and area
using multi-step equations of a circle. MAP Lessons:
involving:  Possible Triangle
● Supplementary 7.G.5 Use facts about supplementary, Constructions – 7th Grade
● Complementary complementary, vertical, and adjacent angles in a Formative Assessment
● Vertical multi-step problem to write and solve simple Lesson
● Adjacent equations for an unknown angle in a figure.  Applying Angle
Theorems– 7th Grade
Triangles 7.G.6 Solve real-world and mathematical Formative Assessment
1. Construct triangles (focus on problems involving area, volume and surface area Lesson
measures of angles- freehand, of two- and three-dimensional objects composed  The Area of a Circle – 7th
with ruler and protractor, of triangles, quadrilaterals, polygons, cubes, and Grade Formative

(Last updated May 18, 2015) 19

 SAUSD Curriculum Map 2015-2016: Math 7
and with technology right prisms. Assessment Lesson
2. Determine what conditions  Using Dimensions:
are needed for a unique Designing a Sports Bag –
triangle or no triangle 7.G. Draw, construct, and describe geometrical 7th Grade Formative
figures and describe the relationships between Assessment Lesson
Area, volume, surface area them.  MARS - Geometry
1. Write expressions and http://map.mathshell.org/m
equations to solve for area, 7.G.1 Solve problems involving scale drawings of aterials/stds.php?id=1559#s
volume, surface area of 2-D geometric figures, including computing actual tandard1598
and 3-dimensional figures lengths and areas from a scale drawing and
● Triangles, quadrilaterals, reproducing a scale drawing at a different scale.  SERP Problem:
polygons, cubes and right (Note: Refrain from using term similar here) http://math.serpmedia.o
prisms rg/diagnostic_teaching/p
oster-problems
Slicing Triangles to Order
Describe the 2-dimensional
figures that result from slicing 3- Additional Resources
dimensional figures Slicing 3-D YouTube video:
● Right rectangular prisms https://www.youtube.com/
● Right rectangular watch?v=hlD_j3AtxGs&nored
pyramids. irect=1
 Isometric Drawing
Scale Drawings  GeoGebra (free
* Avoid using the word downloadable resource)
“similar,” rather use “scale  Examples of
drawing of each other.” The understanding circle
term “similar” will be defined formulas:
in Math 8 http://www.illustrativem
1. Blow-up or shrink athematics.org/illustratio
pictures on grid paper ns/1553
(“dilations”)
2. Compute actual side
lengths and new areas.
3. Identify the ratios
between side lengths of
two figures.
4. Identify the ratio of side
lengths within a single
figure.
5. Use the ratio of side
lengths to determine the
dimensions of scaled
figures.
6. Justify mathematically
when drawings are to
scale and not to scale.

(Last updated May 18, 2015) 20

 SAUSD Curriculum Map 2015-2016: Math 7
Unit 5: Geometry (Instructional Support & Strategies)
Framework Description/Rationale
Rationale:
Geometry was placed ahead of probability and statistics to ensure its completion by the end of the school year. This
also provides further opportunities for practice and extension working with proportional reasoning and working
with rational numbers.
Framework Description: (7th Grade Framework, pages 28-31)
 In this section, students work towards developing an understanding of several concepts:
 Draw and constructing shapes-- (see 7th Grade Framework pg. 29 for brief details)
 Cross-sections of 3-D shapes
 Area and Circumference of Circles –focusing on understanding of the formulas and why they work (see 7th Grade
Framework pgs. 30-31 for further explanation and examples). The focus should not be on memorization of
formulas. Students focus on applying those formulas to other problems.
 Using facts about angles to find unknown angle measurements
 Dimensions of shapes --find the area, surface area, and volume of 2-D shapes and 3-D shapes composed of other
shapes (see 7th Grade Framework pg. 31 for an example).
 Scale Drawings--Students solve problems involving scale drawing by applying their understanding of ratios and
proportions. Compute actual lengths and areas and reproduced a scale drawing at a different scale. Students
need to be able to determine that there are two important ratios with scale drawings: the ratios between two
figures and the ratios within a single figure. Avoid using or defining similar shapes this will be done in 8th grade.
(See 7th Grade Framework for more details pages 28-29)
Academic Instructional Tool/Strategy Examples Preparing
Language the Learner
Support
Key Vocabulary  Model the use of rulers, protractors, compass, and technology. Earlier Grade:
for Word Bank:  Use strings to construct and name the figure. Double the strings size and construct the Acute
● Pi figure. Compare/calculate the ratios. Obtuse
● Circumference  Use the free software called GeoGebra
● Area  Example: Draw an equilateral triangle with a side of 3 units using a compass and a From 6th
● Compass straight edge. Grade:
● Protractor  Use play-dough to create 3D shape and fishing line to cut into 2D shapes. Examine the
Area of right
● Complementar cross-sections that result when 3D figures are split. Students describe how two or
y more objects are related in space (skew line)
triangles,
● Supplementary  Activities: “Discovering Pi”: Students should “know” the formulas for area and other
● Vertical circumference by being able to explain why the formula works and how the formula triangles,
● Adjacent relates to area and circumference. Teachers should not give students any formulas or special
● Surface Area even the value of π until students discover it (see examples below). After students quadrilateral
● Volume know the formulas, they should be able to apply their knowledge to solve problems: s, and
● 2-Dimensional  Students can also understand the relationship between circumference and area by polygons by
(2-D) tracing the circumference of a cylindrical can on patty paper, then measuring the composing
● 3-Dimensional diameter after folding the paper appropriately. Then, students can measure a string the into
(3-D) same length as the diameter to realize that the string can go around the circumference rectangles or
● Slicing approximately three and one-sixth times. This will lead them to understand that c=πd.
decomposing
● Polygons, Therefore, students discover π and the formula for circumference on their own.
triangles, into triangles,
 Students can cut circles into finer pie pieces (sectors) and arrange them side by side to
quadrilaterals, create a parallelogram, which will create a length that is approximately πr and a height rectangles,
cubes, right that is approximately r. This will give students the opportunity to come to the and other
prisms, right conclusion that the approximate area of this shape is πr2 shapes
rectangular  Color and then cut out the angles of the triangles and put them together to see the
pyramids relationship. Use patty paper to copy one of the vertical angles and apply it over the
other angle to compare.
 Use 3D geometric shapes that students can hold and see the different shapes that
compose a 3D figure. The use of graph paper and nets. For example, bring in real-
world objects that students can use to solve for the area, volume, and or surface area
(eg cereal boxes, shoe boxes, or cell phones)

(Last updated May 18, 2015) 21

 SAUSD Curriculum Map 2015-2016: Math 7
Unit 6: Probability
(3 weeks 04/11-04/29)
Big Idea Collecting and analyzing data can answer questions, and determine further
data collection.
Essential Questions Performance Task Problem of the Month
 How can a model be  Will it Happen? [7th Grade 2008] p.50 POM: “Fair Game”
used to predict the  Flora, Freddy, and the Future [8th Grade 2008] p.60- ● Level A
probability of an event 61 ● Level B
occurring?  Duck Game [7th Grade 2001] p.5-6 ● Level C
 How can you determine  Dice Game [7th Grade 2002] p.2 ● Level D
if a game of chance is  Fair Game? [7th Grade 2003] p.48-49 ● Level E
fair?  Counters [7th Grade 2004] p.46-47 And Teacher’s Notes
Diminishing Return
POM and Teacher’s Notes
Unit Topics/Concepts Content Standards Resources
The probability of a 7.SP Investigate chance processes and develop, use, Essential Resources:
chance event occurring is and evaluate probability models. 7th Grade Framework
between 0 and 1. (pgs. 35-37)
1. Understand that the 7.SP.5 Understand that the probability of a chance University of Arizona
probability of an event event is a number between 0 and 1 that expresses the Progressions
occurring can be likelihood of the event occurring. Larger numbers (Documents for the
represented as a indicate greater likelihood. A probability near 0 Common Core Math
fraction and understand indicates an unlikely event, a probability around 1/2 Standards:
the range in the indicates an event that is neither unlikely nor likely, Draft 6-7 Progression
probability relates to and a probability near 1 indicates a likely event. on Probability and
likelihood (closer to 1-- Statistics pg. 7)
more likely; closer to 0- 7.SP.6 Approximate the probability of a chance event
-less likely, and ½-- by collecting data on the chance process that produces Instructional
neither likely or it and observing its long-run relative frequency, and Resources:
unlikely). predict the approximate relative frequency given the SAUSD Unit of Study:
2. Collect data and probability. For example, when rolling a number cube Probability
approximate the 600 times, predict that a 3 or 6 would be rolled roughly
probability of a chance 200 times, but probably not exactly 200 times. Dan Meyer 3-act videos
event occurring. (list and interactive link
3. Predict the relative 7.SP.7 Develop a probability model and use it to find to Dan Meyer's videos by
frequency of an event probabilities of events. Compare probabilities from a standard)
based on a given model to observed frequencies; if the agreement is not
probability. good, explain possible sources of the discrepancy. MAP Lessons:
4. Investigate both a. Develop a uniform probability model by assigning http://map.mathshell.org
empirical and equal probability to all outcomes, and use the /materials/lessons.php
theoretical probability. model to determine probabilities of events. For  Probability Games
Probability models can be example, if a student is selected at random from a Constructions – 7th
used to find probabilities class, find the probability that Jane will be selected Grade Formative
of events. and the probability that a girl will be selected. Assessment Lesson
1. Develop and represent b. Develop a probability model (which may not be  Evaluating Statements
probability models and uniform) by observing frequencies in data about Probability – 7th
sample spaces for single generated from a chance process. For example, find Grade Formative
and compound events. the approximate probability that a spinning penny Assessment Lesson
 Tree Diagram will land heads up or that a tossed paper cup will  MARS - Statistics and
 Table land open-end down. Do the outcomes for the Probability
 Organized List spinning penny appear to be equally likely based http://map.mathshell

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 SAUSD Curriculum Map 2015-2016: Math 7
 Simulation on the observed frequencies? .org/materials/stds.p
2. Develop a uniform hp?id=1559#standar
probability model by 7.SP.8 Find probabilities of compound events using d1598
assigning equal organized lists, tables, tree diagrams, and simulation.
probability to all a. Understand that, just as with simple events, the  SERP Problem:
outcomes. (dice) probability of a compound event is the fraction of http://math.serpmedi
3. Develop a probability outcomes in the sample space for which the a.org/diagnostic_teac
model by observing compound event occurs. hing/poster-
frequencies in data b. Represent sample spaces for compound events problems
generated from a using methods such as organized lists, tables and Try, Try Again
chance process. tree diagrams. For an event described in everyday
language (e.g., “rolling double sixes”), identify the IMP:
outcomes in the sample space which compose the http://sausdmath.pbwor
event. ks.com/w/browse/#view
c. Design and use a simulation to generate =ViewFolder&param=Uni
frequencies for compound events. For example, t%20Plan%3A%20Proba
use random digits as a simulation tool to bility
approximate the answer to the question: If 40% of ● Unit Plan: Probability
donors have type A blood, what is the probability ● Building A Winning
that it will take at least 4 donors to find one with Die
type A blood. ● Choosing Pair of Dice
● I’m on a Roll
● Spinner Mania
7.EE.3 Solve multi-step real-life and mathematical Probability Tree Map
problems posed with positive and negative rational Inside Math: Fair Game
numbers in any form (whole numbers, fractions, and
decimals), using tools strategically. Apply properties of Additional Resources:
operations to calculate with numbers in any form; Science Net Links Marble
convert between forms as appropriate; and assess the Mania
reasonableness of answers using mental computation Activity for definition
and estimation strategies. incorporate: The chance
of an event occurring can
be described numerically
by a number between 0
and 1 inclusive and used
to make predictions
about other events.

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 SAUSD Curriculum Map 2015-2016: Math 7
Unit 6: Probability
(Instructional Support & Strategies)
Framework Description/Rationale
Rationale:
Probability is brought into the map at this time of year as an important life skill that utilizes proportional reasoning
and which commonly includes very engaging hands-on lesson activities and can involve high-stakes real world
scenarios.
Framework Description:
Probability Models and Simulations (simple and compound)
(see 7th Grade Framework pg. 35-37 for details and examples)
Academic Language Instructional Tool/Strategy Examples Preparing the
Support Learner
Key Vocabulary for Word  Perform experiments: dice, games, spinners, coins,
Bank: colored cubes
 Probability  Tree diagrams
 Theoretical probability  Frequency tables
 Empirical Examples:
(Experimental Investigate chance processes and develop, use, and
probability) evaluate probability models
 Simple events
 Compound events
 Certain event
 Impossible event
 Equally likely events
 Sample Space
 Probability model
 Relative frequency of
outcomes
 Simulation

Teacher Notes:

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 SAUSD Curriculum Map 2015-2016: Math 7
Unit 7: Statistics
(3 weeks 05/02 - 05/20)
Big Idea Collecting and analyzing data can answer questions, and determine
further data collection.
Essential Questions Performance Task Problem of the Month
 How can random sampling  Basketball [6th Grade 2002] p.2 POM: Sorting the Mix
be used to draw inferences  Baseball Players [6th Grade 2003] p.3-4 Teacher Notes (n/a)
about a population?  Money [6th Grade 2005] p.6-7 POM: “Through the Grapevine“
 How can data sets be used  Supermarket [7th Grade 2000] (Student)
to predict future events?  TV Hours [7th Grade 2002] p.7-8 http://svmimac.org/images/PO
 Ducklings [7th Grade 2005] p.14-15 M-ThroughTheGrapevine.pdf
 Suzi’s Company [7th Grade 2007] p.38-39 (Teacher Notes)
 Archery [7th Grade 2009] p.71-72 ● Level A
 Population [7th Grade 2011] p.8-9 ● Level B
● Level C
● Level D
● Level E
Unit Topics/Concepts Content Standards Resources

1. Understand that statistics can be 7.SP Use random sampling to draw Essential Resources:
used to gain information about a inferences about a population. 7th Grade Framework
population by examining a sample of (pgs. 31-34)
the population 7.SP.1 Understand that statistics can be University of Arizona
2. Understand that generalizations used to gain information about a population Progressions
about a population from a sample by examining a sample of the population; (Documents for the
are valid only if the sample is generalizations about a population from a Common Core Math
representative of that population. sample are valid only if the sample is Standards:
3. Understand that random sampling representative of that population. Draft 6-7 Progression
tends to produce representative Understand that random sampling tends to on Probability and
samples and support valid produce representative samples and Statistics pg. 7)
inferences. support valid inferences.
4. Use data from a random sample to Dan Meyer 3-act videos
draw inferences about a population 7.SP.2 Use data from a random sample to (list and interactive link
with an unknown characteristic of draw inferences about a population with an to Dan Meyer's videos
interest. unknown characteristic of interest. by standard)
5. Generate multiple samples (of the Generate multiple samples (or simulated
same size) to gauge the variation in samples) of the same size to gauge the Instructional
estimates or prediction variation in estimates or predictions. Resources:
6. Use measures of center and MAP Lessons:
measures of variability for numerical 7.SP Draw informal comparative inferences http://map.mathshell.or
data from random samples to draw about two populations. g/materials/lessons.php
informal comparative inferences  Estimating:
about two populations. 7.SP.3 Informally assess the degree of Counting Trees – 7th
a. Mean visual overlap of two numerical data Grade Formative
b. Median distributions with similar variabilities, Assessment Lesson
c. Mode measuring the difference between the  Relative Frequency
d. Range centers by expressing it as a multiple of a 7th Grade Formative
e. Mid-range measure of variability. Assessment Lesson
7. Assess the degree of visual overlap 7.SP.4 Use measures of center and  Comparing Data – 7th
of two numerical data distributions measures of variability for numerical data Grade Formative
with similar variability. from random samples to draw informal Assessment Lesson
8. Compare the mean, median, MAD comparative inferences about two

(Last updated May 18, 2015) 25

 SAUSD Curriculum Map 2015-2016: Math 7
(mean absolute deviation), and populations. Adopted Text CGP
interquartile range from two 611 – Median & Range
different sets of data. 7.RP Analyze proportional relationships 612 – Box & Whisker
9. Measure the differences between the and use them to solve real-world and Plots
centers of two populations as a mathematical problems. 614 – Stem & Leaf Plots
multiple of a measure of variability 621 – Making Scatter
7.EE.3 Solve multi-step real-life and Plots
mathematical problems posed with positive 622 – Shapes of Scatter
and negative rational numbers in any form Plots
(whole numbers, fractions, and decimals),
using tools strategically. Apply properties Additional Resources:
of operations to calculate with numbers in Illustrative
any form; convert between forms as Mathematics
appropriate; and assess the reasonableness https://www.illustrativ
of answers using mental computation and emathematics.org/7
estimation strategies. Sampling for a Rock
Concert

(Last updated May 18, 2015) 26

 SAUSD Curriculum Map 2015-2016: Math 7
Unit 7: Statistics
(Instructional Support & Strategies)
Framework Description/Rationale
Rationale:
This is the final unit that introduces new content and skills from the 7th grade standards. Students will utilize
proportional reasoning in their use of samples to represent larger populations. The unit should be completed well
before testing, allowing ample time before testing for SBAC prep and review, then enrichment, review, and/or
preparation for the following year, after the SBAC.
Framework Description:
In this section, students work towards developing a deeper understanding of the following:
 Using samples to represent larger populations - applying understanding of proportions to develop this idea
(see 7th Grade Framework Pg. 31-33 for further explanation and examples).
 Using measures of center and variability to compare two populations--building on their understanding of
mean, median, mean, inter-quartile range, and mean absolute deviation students compare data from two
populations (see 7th Grade Framework pgs. 33-34 for further explanation).
Academic Language Instructional Tool/Strategy Preparing the Learner
Support Examples

Key Vocabulary for Word ● Conduct surveys Topics from 6th grade:
Bank:  web-based software Develop understanding of statistical
● Inferences  spread sheets variability.
● Representative Sample  box plots
1. Recognize a statistical question as one
● Biased/Unbiased  tables
● Random Sample  probability models
that anticipates variability in the data related
● Population to the question
● Line Plot 3. Recognize that a measure of center for a
● Box Plot numerical data set summarizes all of its
● Measures of Center: values with a single number,
● Mean 4. Display numerical data in plots on a
● Median
number line, including dot plots, histograms,
● Mode
● Range and box plots.
● Maximum 5. Summarize numerical data sets in relation
● Minimum to their context
● Outlier c. Giving quantitative measures of center
● Upper Quartile (median and/or mean) and variability
● Lower Quartile (interquartile range and/or mean absolute
● Mid-range
deviation), as well as describing any overall
● Frequency Table
pattern and any striking deviations from the
overall pattern with reference to the context
in which the data were gathered.
 d. Relating the choice of measures of center
and variability to the shape of the data
distribution and the context in which the data
were gathered.
Teacher Notes:

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 SAUSD Curriculum Map 2015-2016: Math 7
Performance Task Descriptions by Unit
Unit 1:Operations with Rational Unit 2: Ratios and Proportional Unit 3: Percent
Numbers Relationships Applications
 Division [6th Grade 2007] (Relate a  Leaky Faucet [7th Grade 2002] (Use  Sewing [6th Grade 2009] (Use
given division calculation to the rates, proportional reasoning and decimals, fractions, percents
appropriate situation) conversions) and constraints to determine a
 Fractions [6th Grade 2010] (Given 6  Mixing Paints [7th Grade 2003] (Use bill of sale for sewing supplies)
statements to determine if correct ratios and percents to determine  Work [7th Grade 2007] (Match
or not; if correct, give another the amount of each color in a written phrases with numerical
example and if incorrect, correct mixture) expressions)
the statement)  Cereal [7th Grade 2004] (Compare  Sales [7th Grade 1999] (Work
 Fraction Match [6th Grade] (Order the amount of protein in two with increase and decrease of
rational numbers on a number different cereals using percent changes)
line; translate between different ratios/proportions)  Special Offer [7th Grade 2004]
rational number representations;  Lawn Mowing [7th Grade 2005] (Calculate and compare percent
perform operations on rational (Work with ratios and proportional decreases)
numbers and determine an reasoning)  Buying a Camera [7th Grade
unknown in rational number  Breakfast of Champions [7th Grade 2006] (Work with percentage
sentences) 2012] (Solve problems with rates; increase and decrease)
 Ribbons and Bows [6th Grade 2013] determine unit cost; compare and  Sale [7th Grade 2008] (Compare
(Division and multiplication of determine the larger rate; use sales discount offers and
fractions by fractions; division with rational numbers) percents for greatest and
understanding of a unit rate and  Is it Proportional? [7th Grade 2014] smallest price reductions)
ratio reasoning) (Write an equation to represent a  Shopper’s Corner [7th Grade
 Brenda’s Brownies [6th Grade 2014] given math story or graph; 2013] (Use proportional
(Divide a rectangle into 15 equal determine if this equation is directly relationships to solve multi-step
sized brownies; determine the proportional or not; create and percent problems’; markups,
dimensions of just one of these write a proportional situation) markdowns, and percent of
brownies; interpret and compute decrease)
quotients of fractions by using
visual fraction models and
equations to represent problems)
 Yogurt [7th Grade 2003] (Use
fractions and percents with
conversion of different units and
percent of decrease)
 Cat Food [7th Grade 2009] (Use
rounded numbers appropriately in
the prescribed context; work
flexibly with fractions and
decimals in understanding rates)

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 SAUSD Curriculum Map 2015-2016: Math 7
Performance Task Descriptions by Unit
Unit 4: Expressions, Equations, and Unit 5: Geometry
Inequalities
 The Number Cruncher [6th Grade 2001] (Relate  Which is Bigger? [7th Grade 2004] (Use measurements
simple function rules and pairs of values) from a scale drawing to determine measurements in
 Festival Lights [6th Grade 2011] (Extend a pictorial real life of a cylindrical vase)
pattern and a numeric table for two different  Pizza Crusts [7th Grade 2006] (Find areas and
segments of one pattern; determine the inverse perimeters of rectangular and circular shapes)
relationship of a proportional function; generalize a  Winter Hat [7th Grade 2008] (Find the surface area of a
direct variation rule) shape with circles, rectangles, and trapezoids)
 Lattice Fence [6th Grade 2012] (Identify polygons in  Sequoia [7th Grade 2009] (Understand the relationship
a geometric growing pattern; extend a linear between diameter, radius, and circumference; use
pattern; determine the inverse relationship of a proportion or scale factor)
proportional function; generalize a direct variation  Merritt Bakery [8th Grade 2004] (Use circle diameter and
rule) circumference relationship; write one variable in terms
 Facts in Fruit [7th Grade 2012] (Use properties of of another variable and write a mathematical
numbers to find unknowns and solve equations) explanation of why a given statement is incorrect)
 Wallpaper [7th Grade 2011] (Understand how to
determine the number of strips of wallpaper and rolls of
wallpaper needed to cover a wall with given dimensions
for the wall and the wallpaper)
 Roxie’s Photo [7th Grade 2013] (Work with ratios and
proportional relationships in the context of enlarging
and reducing a given picture)

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 SAUSD Curriculum Map 2015-2016: Math 7
Performance Task Descriptions by Unit
Unit 6: Probability Unit 7: Statistics

 Will it Happen? [7th Grade 2008] (Describe events as  Basketball [6th Grade 2002] (Interpret results of a survey;
likely/unlikely; find numerical probability of various use mode; use percents)
outcomes of rolling a number cube)  Basketball Players [6th Grade 2003] (Work with the
 Flora, Freddy, and the Future [8th Grade 2008] (Use terms mean)
“likely” and “unlikely” for events and use numbers 0 to 1 as  Money [6th Grade 2005] (Interpret and compare bar
measures of likelihood) graphs)
 Duck Game [7th Grade 2001] (Find probabilities of a game with  Supermarket [7th Grade 2000] (Use measures of central
different constraints) tendency for comparison)
 Dice Game [7th Grade 2002] (Find all possible outcomes in a  TV Hours [7th Grade 2002] (Analysis of data from a stem
table and calculate probabilities) and leaf plot]
 Fair Game? [7th Grade 2003] (Use probability to judge the  Ducklings [7th Grade 2005] (Use a frequency table to
fairness of a game) determine median and mean of data)
 Counters [7th Grade 2004] (Probability of selecting a  Suzi’s Company [7th Grade 2007] (Complete a given data
particular color from a bag and then determining the fairness table and interpret the data to determine and interpret
of attributing $ amounts to the color in a game at the fair) the mean, median, mode)
 Archery [7th Grade 2009] (Use given data, draw a box and
whiskers plot and make interpretations and comparisons
between the two data sets)
 Population [7th Grade 2011] (Interpret two back-to-back
histograms on population data; calculate the percent of
increase in population between 1950 and 2000; calculate
the population in 2050 if this rate continues; describe
differences between the two back-to-back histograms)

(Last updated May 18, 2015) 30