3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

In the beginning of this quarter students will understand, write, and evaluate variable expressions using formulas. Students will understand that expressions in different forms can be equivalent. They will rewrite expressions in equivalent forms, and identify solutions of equations. They will use properties of operations to solve simple one-step equations and construct and analyze tables to describe relationships between quantities. They will understand that a data distribution may not have a definite center and that the various ways to measure center may yield different values. Students will understand measures of central tendency and recognize that measures of variability can be used to summarize data. They will describe and summarize numerical data sets, by identifying clusters, peaks, gaps, and symmetry within the context in which the data was collected. By the end of this quarter students will be able to solve problems involving circumference and area of a circle and understand properties of three-dimensional shapes and their related parts. They will be able to use properties of operations to generate equivalent expressions and solve real-life and mathematical problems using numerical and algebraic expressions and equations. Students will be able to use random sampling to draw inferences about a population, draw informal comparative inferences about two populations and investigate chance processes. They will develop, use, and evaluate probability models. The terms students should learn to use with increased precision are: circumference, diameter, pi, parallel, perpendicular, skew, numeric expressions, algebraic expressions, maximum, minimum, relevant information, irrelevant information, random sampling, population, representative sample, inferences, variation/variability, distribution, measures of center, measures of variability, sample space.

Performance Descriptor/ Eligible PA Common Core Content Standards Performance Descriptor 2.3. Geometry 2.3.7.A.1 CCRS.7.G.4 Solve real-world and mathematical CCRS.7.G.6 problems involving angle measure, area, surface area, circumference, and volume Eligible Content M07.C-G.2.2.1 Find the area and circumference of a circle. Solve problems involving area and circumference of a circle(s). Formulas will be provided.

What will it mean for the student? Students will be able to solve practical problems involving circumference and area of a circle, given the diameter or radius. Students will understand the ratio of circumference to diameter can be expressed as pi.

Performance Descriptor 2.3. Geometry 2.3.7.A.2 CCRS.7.G.1 Visualize and represent geometric figures CCRS.7.G.3 and describe the relationships between them. Eligible Content M7.C.1.1.3 Identify parallel, perpendicular and/or skew line segments within threedimensional figures.

Students will be to identify, define, label, and/or describe properties of three-dimensional shapes and their related parts.

3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

Standards of Mathematical Practice Non-Negotiables: Make sense of problems and persevere in solving them; Use appropriate tools strategically; Look for and make use of structure; Reason abstractly and quantitatively; Model with mathematics; Attend to precision; Look for and express regularity in repeated reasoning.

How will students apply their knowledge and skills? Proficient: Advanced: Sample Task: Sample Task: Show and explain how the Justify the formulas for the area and circumference and area of a circle circumference of a circle, and use are related and explain the them to solve problems; provide an relationship between diameter, informal derivation of the relationship circumference and pi. Apply the between the circumference and area formulas for area and circumference of a circle. Students will be able to of a circle to solve problems. generate the formulas for Discuss circumference and area. Clarify Prove Differentiate

Textual References and Resources See Schoolnet for Internet links and resources. Use this space for planning.

Sample Task: Employ three-dimensional figures to identify, locate, and define parallel, perpendicular and skew line segments within three-dimensional figures. Analyze Interpret

Sample Task: Formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations and concrete models, recognizing when two lines are parallel, perpendicular, skew or intersecting. Prove Connect

3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

In the beginning of this quarter students will understand, write, and evaluate variable expressions using formulas. Students will understand that expressions in different forms can be equivalent. They will rewrite expressions in equivalent forms, and identify solutions of equations. They will use properties of operations to solve simple one-step equations and construct and analyze tables to describe relationships between quantities. They will understand that a data distribution may not have a definite center and that the various ways to measure center may yield different values. Students will understand measures of central tendency and recognize that measures of variability can be used to summarize data. They will describe and summarize numerical data sets, by identifying clusters, peaks, gaps, and symmetry within the context in which the data was collected. By the end of this quarter students will be able to solve problems involving circumference and area of a circle and understand properties of three-dimensional shapes and their related parts. They will be able to use properties of operations to generate equivalent expressions and solve real-life and mathematical problems using numerical and algebraic expressions and equations. Students will be able to use random sampling to draw inferences about a population, draw informal comparative inferences about two populations and investigate chance processes. They will develop, use, and evaluate probability models. The terms students should learn to use with increased precision are: circumference, diameter, pi, parallel, perpendicular, skew, numeric expressions, algebraic expressions, maximum, minimum, relevant information, irrelevant information, random sampling, population, representative sample, inferences, variation/variability, distribution, measures of center, measures of variability, sample space.

Performance Descriptor/ Eligible Content Performance Descriptor 2.4.6.B.2 Use numerical data and apply statistical properties to summarize and describe a distribution. Eligible Content M06.D-S.1.1.2 Determine quantitative measures of center (e.g., median, mean, and/or mode) and variability (e.g., range, interquartile range, and/or mean absolute deviation).

PA Common Core Standards 2.4. Measurement, Data and Probability CCRS.6.SP.3 CCRS.6.SP.4 CCRS.6.SP.5

Performance Descriptor 2.4.6.B.2 Use numerical data and apply statistical properties to summarize and describe a distribution. Eligible Content M06.D-S.1.1.4 Relate the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

2.4. Measurement, Data and Probability CCRS.6.SP.3 CCRS.6.SP.4 CCRS.6.SP.5

What will it mean for the student? Students will be able to summarize the measure of center with the median or mean. Students will be able to find the interquartile range (IQR) from a data set by finding upper and lower quartiles and taking the difference or from reading a box plot. Students will develop these understandings of what the mean represents by redistributing data sets to be level or fair (equal distribution) and by observing that the total distance of data values above the mean is equal to the total distance of the data values below the mean (balancing point). Students will be able to use the concept of mean to solve problems. Students will calculate the mean given a data set represented in a frequency table. Students understand how measures of center and measures of variability are represented by graphical displays. Students will describe the context of the data, using the shape of the data and are able to use this information to determine an appropriate measure of center and measure of variability.

3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

Standards of Mathematical Practice Non-Negotiables: Make sense of problems and persevere in solving them; Use appropriate tools strategically; Look for and make use of structure; Reason abstractly and quantitatively; Model with mathematics; Attend to precision; Look for and express regularity in repeated reasoning.

How will students apply their knowledge and skills? Proficient: Advanced: Sample Task: Sample Task: Calculate and/or explain how to find Analyze and interpret how the median, mean, and/or mode and measures of center and measures of range, interquartile range, and/or variability from a graphical mean absolute deviation. representation Understand Critique Develop Apply Concepts

Textual References and Resources See Schoolnet for Internet links and resources. Use this space for planning.

Sample Task: Explain how measures of center and measures of variability are represented Recognize Articulate

Sample Task: Analyze how measures of center and measures of variability are represented Draw conclusions Summarize

3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

In the beginning of this quarter students will understand, write, and evaluate variable expressions using formulas. Students will understand that expressions in different forms can be equivalent. They will rewrite expressions in equivalent forms, and identify solutions of equations. They will use properties of operations to solve simple one-step equations and construct and analyze tables to describe relationships between quantities. They will understand that a data distribution may not have a definite center and that the various ways to measure center may yield different values. Students will understand measures of central tendency and recognize that measures of variability can be used to summarize data. They will describe and summarize numerical data sets, by identifying clusters, peaks, gaps, and symmetry within the context in which the data was collected. By the end of this quarter students will be able to solve problems involving circumference and area of a circle and understand properties of three-dimensional shapes and their related parts. They will be able to use properties of operations to generate equivalent expressions and solve real-life and mathematical problems using numerical and algebraic expressions and equations. Students will be able to use random sampling to draw inferences about a population, draw informal comparative inferences about two populations and investigate chance processes. They will develop, use, and evaluate probability models. The terms students should learn to use with increased precision are: circumference, diameter, pi, parallel, perpendicular, skew, numeric expressions, algebraic expressions, maximum, minimum, relevant information, irrelevant information, random sampling, population, representative sample, inferences, variation/variability, distribution, measures of center, measures of variability, sample space.

Performance Descriptor/ Eligible Content Performance Descriptor 2.4.6.B.2 Use numerical data and apply statistical properties to summarize and describe a distribution. Eligible Content M7.E.1.1.1 Analyze data and/or answer questions pertaining to data represented in histograms, double bar graphs, multiple line graphs or stem-and-leaf plots. Performance Descriptor 2.4.7.B.1 Draw inferences about populations based on random sampling concepts Eligible Content M07.D-S.1.1.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Example 1: Estimate the mean word length in a book by randomly sampling words from the book. Example 2: Predict the winner of a school election based on randomly sampled survey data.

PA Common Core Standards 2.4. Measurement, Data and Probability CCRS.6.SP.3 CCRS.6.SP.4 CCRS.6.SP.5

What will it mean for the student? Students will be able to organize and display data using an appropriate data display, such as histograms, line graphs, double bar graphs, and stem-and-leaf plots.

2.4. Measurement, Data and Probability CCRS.7.SP.1 CCRS.7.SP.2

Students will collect and use multiple samples of data to draw inference from the data. Students will use this information to draw inference from the data. A random sample must be used in conjunction with the population to get accuracy.

3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

Standards of Mathematical Practice Non-Negotiables: Make sense of problems and persevere in solving them; Use appropriate tools strategically; Look for and make use of structure; Reason abstractly and quantitatively; Model with mathematics; Attend to precision; Look for and express regularity in repeated reasoning.

How will students apply their knowledge and skills? Proficient: Advanced: Sample Task: Sample Task: Interpret and explain data shown in Use numerical summaries to complex data displays; answer describe different sets of data; questions that addresses the data. interpret trends and make Formulate predictions based on data displayed Organize in a graph; use measures of central tendency and spread to compare data sets. Design Analyze

Textual References and Resources See Schoolnet for Internet links and resources. Use this space for planning.

Sample Task: Collect random samples to use in conjunction with the population to make accurate predictions about a population. Assess

Sample Task: Formulate hypothesis, draw conclusions, and make convincing arguments based on data analysis. Judge Defend

3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

In the beginning of this quarter students will understand, write, and evaluate variable expressions using formulas. Students will understand that expressions in different forms can be equivalent. They will rewrite expressions in equivalent forms, and identify solutions of equations. They will use properties of operations to solve simple one-step equations and construct and analyze tables to describe relationships between quantities. They will understand that a data distribution may not have a definite center and that the various ways to measure center may yield different values. Students will understand measures of central tendency and recognize that measures of variability can be used to summarize data. They will describe and summarize numerical data sets, by identifying clusters, peaks, gaps, and symmetry within the context in which the data was collected. By the end of this quarter students will be able to solve problems involving circumference and area of a circle and understand properties of three-dimensional shapes and their related parts. They will be able to use properties of operations to generate equivalent expressions and solve real-life and mathematical problems using numerical and algebraic expressions and equations. Students will be able to use random sampling to draw inferences about a population, draw informal comparative inferences about two populations and investigate chance processes. They will develop, use, and evaluate probability models. The terms students should learn to use with increased precision are: circumference, diameter, pi, parallel, perpendicular, skew, numeric expressions, algebraic expressions, maximum, minimum, relevant information, irrelevant information, random sampling, population, representative sample, inferences, variation/variability, distribution, measures of center, measures of variability, sample space.

Performance Descriptor/ Eligible Content Performance Descriptor 2.4.7.B.2 Draw informal comparative inferences about two populations. Eligible Content M07.D-S.2.1.1 Compare two numerical data distributions using measures of center and variability. Example 1: The mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team. This difference is equal to approximately twice the variability (mean absolute deviation) on either team. On a line plot, note the difference between the two distributions of heights. Example 2: Decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth grade science book. Relate the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered

PA Common Core Standards 2.4. Measurement, Data and Probability CCRS.7.SP.3 CCRS. 7.SP.4

What will it mean for the student? Students will develop a full understanding of the data requires consideration of the measures of variability as well as mean or median. Variability is responsible for the overlap of two data sets and that an increase in variability can increase the overlap and median is paired with the interquartile range and mean is paired with the mean absolute deviation (MAD). Students will compare two sets of data using measures of center (mean and median) and variability MAD.

3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

Standards of Mathematical Practice Non-Negotiables: Make sense of problems and persevere in solving them; Use appropriate tools strategically; Look for and make use of structure; Reason abstractly and quantitatively; Model with mathematics; Attend to precision; Look for and express regularity in repeated reasoning.

How will students apply their knowledge and skills? Proficient: Advanced: Sample Task: Sample Task: Give quantitative measures of center Evaluate arguments that are based (median and/or mean) and variability on statistical claims. Relate the (interquartile range and/or mean choice of measures of center and absolute deviation), as well as variability to the shape of the data describe any overall pattern and any distribution and the context in which striking deviations from the overall the data were gathered. pattern with reference to the context Appraise in which the data were gathered. Support Analyze Cite Evidence

Textual References and Resources See Schoolnet for Internet links and resources. Use this space for planning.

3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

In the beginning of this quarter students will understand, write, and evaluate variable expressions using formulas. Students will understand that expressions in different forms can be equivalent. They will rewrite expressions in equivalent forms, and identify solutions of equations. They will use properties of operations to solve simple one-step equations and construct and analyze tables to describe relationships between quantities. They will understand that a data distribution may not have a definite center and that the various ways to measure center may yield different values. Students will understand measures of central tendency and recognize that measures of variability can be used to summarize data. They will describe and summarize numerical data sets, by identifying clusters, peaks, gaps, and symmetry within the context in which the data was collected. By the end of this quarter students will be able to solve problems involving circumference and area of a circle and understand properties of three-dimensional shapes and their related parts. They will be able to use properties of operations to generate equivalent expressions and solve real-life and mathematical problems using numerical and algebraic expressions and equations. Students will be able to use random sampling to draw inferences about a population, draw informal comparative inferences about two populations and investigate chance processes. They will develop, use, and evaluate probability models. The terms students should learn to use with increased precision are: circumference, diameter, pi, parallel, perpendicular, skew, numeric expressions, algebraic expressions, maximum, minimum, relevant information, irrelevant information, random sampling, population, representative sample, inferences, variation/variability, distribution, measures of center, measures of variability, sample space.

Performance Descriptor/ Eligible Content Performance Descriptor 2.4.7.B.3 Investigate chance processes and develop, use, and evaluate probability models. Eligible Content M07.D-S.3.1.1 Predict or determine whether some outcomes are certain, more likely, less likely, equally likely, or impossible (i.e., a probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event). Performance Performance Descriptor Descriptor 2.4.7.B.3 2.4.7.B.3 Investigate Investigate chance chance processes processes and and develop, use, and evaluate develop, use, and evaluate probability probability models. models. Eligible Eligible Content Content M07.D-S.3.2.1 M07.D-S.3.2.1 Determine Determine the the probability probability of of a a chance chance event given relative frequency. event given relative frequency. Predict Predict the the approximate approximate relative relative frequency frequency given given the the probability. probability. Example: When rolling a number cube 600 times,When predict that a or 6 would be Example: rolling a3 number cube rolled roughly 200 times, but probably not 600 times, predict that a 3 or 6 would be exactly 200 times. rolled roughly 200 times, but probably not exactly 200 times.

PA Common Core Standards 2.4. Measurement, Data and Probability CCRS.7.SP.5

What will it mean for the student? Students recognize that the probability of any single event can be expressed in terms such as impossible, unlikely, likely, or certain or as a number between 0 and 1. Students will understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood.

2.4. Measurement, Data and Probability CCRS.7.SP.6 CCRS.7.SP.8

Students will approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.

3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

Standards of Mathematical Practice Non-Negotiables: Make sense of problems and persevere in solving them; Use appropriate tools strategically; Look for and make use of structure; Reason abstractly and quantitatively; Model with mathematics; Attend to precision; Look for and express regularity in repeated reasoning.

How will students apply their knowledge and skills? Proficient: Advanced: Sample Task: Sample Task: Discuss that a probability near 0 Support assertions of the likelihood indicates an unlikely event, a of a simple real-world event probability around 1/2 indicates an occurring. event that is neither unlikely nor Validate likely, and a probability near 1 indicates a likely event. Explain

Textual References and Resources See Schoolnet for Internet links and resources. Use this space for planning.

Sample Task Predict and compare results using both experimental and theoretical probability drawn from real-world problems. Investigate

Sample Task Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Design Appraise

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3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

In the beginning of this quarter students will understand, write, and evaluate variable expressions using formulas. Students will understand that expressions in different forms can be equivalent. They will rewrite expressions in equivalent forms, and identify solutions of equations. They will use properties of operations to solve simple one-step equations and construct and analyze tables to describe relationships between quantities. They will understand that a data distribution may not have a definite center and that the various ways to measure center may yield different values. Students will understand measures of central tendency and recognize that measures of variability can be used to summarize data. They will describe and summarize numerical data sets, by identifying clusters, peaks, gaps, and symmetry within the context in which the data was collected. By the end of this quarter students will be able to solve problems involving circumference and area of a circle and understand properties of three-dimensional shapes and their related parts. They will be able to use properties of operations to generate equivalent expressions and solve real-life and mathematical problems using numerical and algebraic expressions and equations. Students will be able to use random sampling to draw inferences about a population, draw informal comparative inferences about two populations and investigate chance processes. They will develop, use, and evaluate probability models. The terms students should learn to use with increased precision are: circumference, diameter, pi, parallel, perpendicular, skew, numeric expressions, algebraic expressions, maximum, minimum, relevant information, irrelevant information, random sampling, population, representative sample, inferences, variation/variability, distribution, measures of center, measures of variability, sample space.

Performance Descriptor/ Eligible Content Performance Descriptor 2.4.7.B.3 Investigate chance processes and develop, use, and evaluate probability models. Eligible Content M07.D-S.3.2.2 Find the probability of a simple event, including the probability of a simple event not occurring. Example: What is the probability of not rolling a 1 on a number cube?

PA Common Core Standards 2.4. Measurement, Data and Probability CCRS.7.SP.6 CCRS.7.SP.8

What will it mean for the student? Students will be able to define and identify what is meant by an experiment, construct sample spaces and identify events, calculate probabilities of simple events, and apply the equally likely assumption of probability.

Performance Descriptor 2.4.7.B.3 Performance Descriptor Investigate chance processes and 2.4.7.B.3 develop, use, and evaluate probability Investigate chance processes and models. develop, use, and evaluate probability models. Eligible Content M07.E.3.1.3 Eligible Use dataContent displayed in charts, graphs, or M07.E.3.1.3 tallies to find experimental probability. Use data displayed in charts, graphs, or tallies to find experimental probability.

2.4. Measurement, Data and Probability CCRS.7.SP.5 CCRS.7.SP.6 CCRS.7.SP.8

Students will be able to find and interpret the experimental of an outcome of a simple event.

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3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

Standards of Mathematical Practice Non-Negotiables: Make sense of problems and persevere in solving them; Use appropriate tools strategically; Look for and make use of structure; Reason abstractly and quantitatively; Model with mathematics; Attend to precision; Look for and express regularity in repeated reasoning.

How will students apply their knowledge and skills? Proficient: Advanced: Sample Task: Sample Task: Construct probability models that Analyze the results of a simple show all the possible outcomes of an probability experiment to make event as an organized list, table, or predictions, then compare the tree diagram, as well as show the predictions to the outcomes of the complement of the event. experiment, and replicate the Create experiment to compare results.. Investigate Evaluate

Textual References and Resources See Schoolnet for Internet links and resources. Use this space for planning.

Sample Task Understand and/or apply basic concepts of probability or outcomes. Articulate Explain

Sample Task Formulate predictions and/or draw conclusions based on probability. Apply Concepts

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3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

In the beginning of this quarter students will understand, write, and evaluate variable expressions using formulas. Students will understand that expressions in different forms can be equivalent. They will rewrite expressions in equivalent forms, and identify solutions of equations. They will use properties of operations to solve simple one-step equations and construct and analyze tables to describe relationships between quantities. They will understand that a data distribution may not have a definite center and that the various ways to measure center may yield different values. Students will understand measures of central tendency and recognize that measures of variability can be used to summarize data. They will describe and summarize numerical data sets, by identifying clusters, peaks, gaps, and symmetry within the context in which the data was collected. By the end of this quarter students will be able to solve problems involving circumference and area of a circle and understand properties of three-dimensional shapes and their related parts. They will be able to use properties of operations to generate equivalent expressions and solve real-life and mathematical problems using numerical and algebraic expressions and equations. Students will be able to use random sampling to draw inferences about a population, draw informal comparative inferences about two populations and investigate chance processes. They will develop, use, and evaluate probability models. The terms students should learn to use with increased precision are: circumference, diameter, pi, parallel, perpendicular, skew, numeric expressions, algebraic expressions, maximum, minimum, relevant information, irrelevant information, random sampling, population, representative sample, inferences, variation/variability, distribution, measures of center, measures of variability, sample space.

Performance Descriptor/ Eligible Content Performance Descriptor 2.4.7.B.3 Investigate chance processes and develop, use, and evaluate probability models. Eligible Content M07.D-S.3.2.3 Find probabilities of independent compound events using organized lists, tables, tree diagrams, and simulation.

PA Common Core Standards 2.4. Measurement, Data and Probability CCRS.7.SP.6 CCRS.7.SP.8

What will it mean for the student? Students will understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. Students will use tree diagrams, frequency tables, and organized lists, and simulations to determine the probability of compound events.

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3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

Standards of Mathematical Practice Non-Negotiables: Make sense of problems and persevere in solving them; Use appropriate tools strategically; Look for and make use of structure; Reason abstractly and quantitatively; Model with mathematics; Attend to precision; Look for and express regularity in repeated reasoning.

How will students apply their knowledge and skills? Proficient: Advanced: Sample Task: Sample Task: Explain the probability of a Design and use a simulation to compound event is the fraction of generate frequencies for compound outcomes in the sample space for events. For example, use random which the compound event occurs. digits as a simulation tool to Identify the outcomes in the sample approximate the answer to the space which compose the event. question: If 40% of donors have type Discuss A blood, what is the probability that it Select will take at least 4 donors to find one with type A blood? Create Apply Concepts

Textual References and Resources See Schoolnet for Internet links and resources. Use this space for planning.

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3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

In the beginning of this quarter students will understand, write, and evaluate variable expressions using formulas. Students will understand that expressions in different forms can be equivalent. They will rewrite expressions in equivalent forms, and identify solutions of equations. They will use properties of operations to solve simple one-step equations and construct and analyze tables to describe relationships between quantities. They will understand that a data distribution may not have a definite center and that the various ways to measure center may yield different values. Students will understand measures of central tendency and recognize that measures of variability can be used to summarize data. They will describe and summarize numerical data sets, by identifying clusters, peaks, gaps, and symmetry within the context in which the data was collected. By the end of this quarter students will be able to solve problems involving circumference and area of a circle and understand properties of three-dimensional shapes and their related parts. They will be able to use properties of operations to generate equivalent expressions and solve real-life and mathematical problems using numerical and algebraic expressions and equations. Students will be able to use random sampling to draw inferences about a population, draw informal comparative inferences about two populations and investigate chance processes. They will develop, use, and evaluate probability models. The terms students should learn to use with increased precision are: circumference, diameter, pi, parallel, perpendicular, skew, numeric expressions, algebraic expressions, maximum, minimum, relevant information, irrelevant information, random sampling, population, representative sample, inferences, variation/variability, distribution, measures of center, measures of variability, sample space.

Performance Descriptor/ Eligible Content Performance Descriptor 2.2.7.B.3 Model and solve real-world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations. Eligible Content M07.B-E.2.3.1 Determine the reasonableness of an answer(s), or interpret the solution(s) in the context of the problem. Example: If you want to place a towel bar that is 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

PA Common Core Standards 2.2 Algebraic Concepts 7.EE.3

What will it mean for the student? Students will express quantitative relationships by using algebraic terminology, expressions, equations, inequalities, and graphs to determine the reasonableness of an answer and to interpret the solution. Students will know the difference between relevant and irrelevant information when solving problems. Understand that some ways of representing a problem are more efficient than others, and interpret information correctly, identify the problem, and generate possible strategies and solutions.

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3rd Quarter Math: 7th Grade

College-Career Ready Common Core Standards/PA Common Core Planning and Scheduling Timeline

Standards of Mathematical Practice Non-Negotiables: Make sense of problems and persevere in solving them; Use appropriate tools strategically; Look for and make use of structure; Reason abstractly and quantitatively; Model with mathematics; Attend to precision; Look for and express regularity in repeated reasoning.

How will students apply their knowledge and skills? Proficient: Advanced: Sample Task: Sample Task: Justify if an answer is reasonable by Apply properties of operations, using estimation and mental math. factor linear expressions with Use estimation strategies for rational coefficients, expand linear calculations with fractions and expressions with rational coefficients, decimals. Use variables to construct write an expression in different simple equations and inequalities forms, and understand how rewriting and solve problems in context. an expression in different forms can Create show how the quantities in a problem Support are related. Formulate Connect

Textual References and Resources See Schoolnet for Internet links and resources. Use this space for planning.

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