| Number, operation, and Quantitative Reasoning |
| 7.1 Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. |
| 7.1.A - compare and order integers and positive rational numbers |
| 7.1.B - convert between fractions, decimals, whole numbers, and percents mentally or on paper |
| 7.1.C - represent squares and square roots using geometric models |
| 7.2 Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. |
| 7.2.A - represent multiplication and division situations involving fractions and decimals with pictures, words, and
numbers |
| 7.2.B - use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals |
| 7.2.C - use models to add, subtract, multiply, and divide integers and connect the actions to algorithms |
| 7.2.D - use division to find unit rates and ratios in proportional relationships such as speed, density, price,
recipes, and student-teacher ratio |
| 7.2.E - simplify numerical expressions involving order of operations and exponents |
| 7.2.F - select and use appropriate operations to solve problems and justify the selections |
| 7.2.G - determine the reasonableness of a solution to a problem |
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| Patterns, Relationships, and Algebraic Thinking |
| 7.3 Patterns, relationships, and algebraic thinking. The student solves problems involving proportional relationships. |
| 7.3.A - estimate and find solutions to application problems involving percent |
| 7.3.B - estimate and find solutions to application problems involving proportional relationships such as similarity,
scaling, unit costs, and related measurement units |
| 7.4 Patterns, relationships, and algebraic thinking. The student represents a relationship in numerical, geometric, verbal, and symbolic form. |
| 7.4.A - generate formulas involving conversions, perimeter, area, circumference, volume, and scaling |
| 7.4.B - graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area,
circumference, volume, and scaling |
| 7.4.C - describe the relationship between the terms in a sequence and their positions in the sequence |
| 7.5 Patterns, relationships, and algebraic thinking. The student uses equations to solve problems. |
| 7.5.A - use models to solve equations and use symbols to record the actions |
| 7.5.B - formulate a possible problem situation when given a simple equation |
|
| Geometry and Spatial Reasoning |
| 7.6 Geometry and spatial reasoning. The student compares and classifies shapes and solids using geometric vocabulary and properties. |
| 7.6.A - use angle measurements to classify pairs of angles as complementary or supplementary |
| 7.6.B - use properties to classify shapes, including triangles, quadrilaterals, pentagons, and circles
2 & 3-Dimensional Shapes |
| 7.6.C - use properties to classify solids, including pyramids, cones, prisms, and cylinders |
| 7.6.D - use critical attributes to define similarity |
| 7.7 Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. |
| 7.7.A - locate and name points on a coordinate plane using ordered pairs of integers |
| 7.7.B - graph translations on a coordinate plane |
| 7.8 Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. |
| 7.8.A - sketch a solid when given the top, side, and front views |
| 7.8.B - make a net (two-dimensional model) of the surface area of a solid |
| 7.8.C - use geometric concepts and properties to solve problems in fields such as art and architecture |
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| Measurement |
| 7.9 Measurement. The student solves application problems involving estimation and measurement. The student is expected to estimate measurements and solve application problems involving length (including perimeter and circumference), area, and volume. |
| 7.9.A - estimate measurements and solve application problems involving length (including perimeter and circumference) |
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| Probability and Statistics |
| 7.10 Probability and statistics. The student recognizes that a physical or mathematical model can be used to describe the probability of real-life events. |
| 7.10.A - construct sample spaces for compound events (dependent and independent) |
| 7.11 Probability and statistics. The student understands that the way a set of data is displayed influences its
interpretation. |
| 7.11.A - select and use an appropriate representation for presenting collected data and justify the selection |
| 7.11.B - make inferences and convincing arguments based on an analysis of given or collected data |
| 7.12 Probability and statistics. The student uses measures of central tendency and range to describe a set of data. |
| 7.12.A - describe a set of data using mean, median, mode, and range |
| 7.12.B - choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular
situation. |
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| Underlying Processes and Mathematical Tools |
| 7.13 Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. |
| 7.13.A - identify and apply mathematics to everyday experiences, to activities in and outside of school, with other
disciplines, and with other mathematical topics |
| 7.13.B - use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the
plan, and evaluating the solution for reasonableness |
| 7.13.C - select or develop an appropriate problem-solving strategy from a variety of different types,including drawing a picture,looking for a pattern,systematic guessing and checking,acting it out,making a table,working a simpler problem,or working backwards to solve a problem. |
| 7.14 Underlying processes and mathematical tools. The student communicates about Grade 7 mathematics through informal and mathematical language,representations,and models. |
| 7.14.A - communicate mathematical ideas using language,efficient tools,appropriate units,and
graphical,numerical,physical,or algebraic mathematical models |
| 7.15 Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify
conclusions. |
| 7.15.A - make conjectures from patterns or sets of examples and nonexamples |
| 7.15.B - validate his/her conclusions using mathematical properties and relationships |
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