California Common Core

Standards for Mathematics

Correlations for HMH California Go Math Grade 7
Standard Descriptor Taught Reinforced
7.RP RATIOSANDPROPORTIONALRELATIONSHIPS
Analyzeproportionalrelationshipsandusethemtosolvereal-worldandmathematicalproblems.
7.RP.1 Compute unit rates associated with ratios of SE: 117120 SE: 121122,
fractions, including ratios of lengths, areas and 135136
other quantities measured in like or different
units.
7.RP.2 Recognize and represent proportional SE: 123126, SE: 127128,
relationships between quantities. 129132; See 133134,
also parts ad 135136; See
below. also parts ad
below.
7.RP.2a Decide whether two quantities are in a SE: 123124, SE: 127128,
proportional relationship, e.g., by testing for 126, 129130, 133134,
equivalent ratios in a table or graphing on a 132 135136
coordinate plane and observing whether the
graph is a straight line through the origin.
7.RP.2b Identify the constant of proportionality SE: 123126, SE: 127128,
(unit rate) in tables, graphs, equations, 129130 133134,
diagrams, and verbal descriptions of 135136
proportional relationships.
7.RP.2c Represent proportional relationships by SE: 125126, SE: 127128,
equations. 131132, 319 133134,
135136, 321,
330
7.RP.2d Explain what a point (x, y) on the graph of a SE: 129130 SE: 133
proportional relationship means in terms of the
situation, with special attention to the points
(0, 0) and (1, r) where r is the unit rate.
7.RP.3 Use proportional relationships to solve SE: 141144, SE: 145146, Houghton Mifflin Harcourt Publishing Company
multistep ratio and percent problems. 147150, 151152,
153156 157158,
159160

CA2 California Common Core Standards for Mathematics

 Standard Descriptor Taught Reinforced
7.NS THE NUMBER SYSTEM
Apply and extend previous understandings of operations with fractions to add, subtract, multiply,
and divide rational numbers.
7.NS.1 Apply and extend previous understandings of SE: 710, SE: 1112,
addition and subtraction to add and subtract 1316, 1922, 1718, 2324,
rational numbers; represent addition and 25, 7579; See 30, 3132,
subtraction on a horizontal or vertical number also parts ad 8082,
line diagram. that follow. 101102; See
also parts ad
that follow.
7.NS.1a Describe situations in which opposite SE: 13, 15, 16, SE: 17, 74
quantities combine to make 0. 70, 72
7.NS.1b Understand p + q as the number located SE: 8, 1316, SE: 1112,
a distance |q| from p, in the positive or 6770, 72 1718, 3132,
negative direction depending on whether 7374, 102
qis positive or negative. Show that a number
and its opposite have a sum of 0 (are additive
inverses). Interpret sums of rational numbers
by describing real-world contexts.
7.NS.1c Understand subtraction of rational numbers as SE: 2022, SE: 2324,
adding the additive inverse, p - q = p + (-q). 7779 3132, 8082,
Show that the distance between two rational 101102
numbers on the number line is the absolute
value of their difference, and apply this
principle in real-world contexts.
7.NS.1d Apply properties of operations as strategies to SE: 9, 26, 7072 SE: 12, 29,
add and subtract rational numbers. 7374
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California Common Core Standards for Mathematics CA3

 Standard Descriptor Taught Reinforced
7.NS.2 Apply and extend previous understandings of SE: 3740, SE: 4142,
multiplication and division and of fractions to 4346, 8386, 4748, 5556,
multiply and divide rational numbers. 89, 92; See 8788, 9394,
also parts ad 101102; See
below. also parts ad
below.
7.NS.2a Understand that multiplication is extended SE: 3738, 49, SE: 42, 5354,
from fractions to rational numbers by 52, 8384, 86 5556, 8788,
requiring that operations continue to satisfy 101
the properties of operations, particularly the
distributive property, leading to products such
as (-1)(-1) = 1 and the rules for multiplying
signed numbers. Interpret products of rational
numbers by describing real-world contexts.
7.NS.2b Understand that integers can be divided, SE: 44, 46, 61, SE: 48, 66,
provided that the divisor is not zero, and every 64, 8990, 92 9394, 101
quotient of integers (with non-zero divisor) is a
rational number. If p and q are integers, then
-(_q)= ____
p (-p) p
q = ____
(-q) . Interpret quotients of

rational numbers by describing real-world
contexts.
7.NS.2c Apply properties of operations as strategies to SE: 49, 52, SE: 53, 5556,
multiply and divide rational numbers. 8586, 9192 8788, 9394,
101102
7.NS.2d Convert a rational number to a decimal using SE: 6164 SE: 6566,
long division; know that the decimal form of a 101102
rational number terminates in 0s or eventually
repeats.
7.NS.3 Solve real-world and mathematical problems SE: 2528, SE: 2930,
involving the four operations with rational 4346, 5052, 3132, 4748,
numbers. 7172, 9598 5354, 5556,
7374, 99100,
101102

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CA4 California Common Core Standards for Mathematics

 Standard Descriptor Taught Reinforced
7.EE EXPRESSIONS AND EQUATIONS
Use properties of operations to generate equivalent expressions.
7.EE.1 Apply properties of operations as strategies SE: 173176 SE: 177178,
to add, subtract, factor, and expand linear 197198
expressions with rational coefficients.
7.EE.2 Understand that rewriting an expression in SE: 147150, SE: 151152,
different forms in a problem context can shed 173176 159160,
light on the problem and how the quantities in 177178,
it are related. 197198
Solve real-life and mathematical problems using numerical and algebraic expressions and
equations.
7.EE.3 Solve multi-step real-life and mathematical SE: 2628, SE: 2930,
problems posed with positive and negative 5052, 9598, 3132, 5354,
rational numbers in any form (whole 153156 5556, 99100,
numbers, fractions, and decimals), using tools 101102,
strategically. Apply properties of operations 157158
to calculate with numbers in any form; convert
between forms as appropriate; and assess
the reasonableness of answers using mental
computation and estimation strategies.
7.EE.4 Use variables to represent quantities in a SE: 179182, SE: 183184,
real-world or mathematical problem, and 185188, 191, 189190, 194,
construct simple equations and inequalities 207208, 195196,
to solve problems by reasoning about the 211214; See 197198,
quantities. also parts a and 209210,
b below. 215216,
223224; See
also parts a
and b below.
7.EE.4a Solve word problems leading to equations of SE: 191194 SE: 195196,
the form px + q = r and p(x + q) = r, where 197198
p, q, and r are specific rational numbers.
Solveequations of these forms fluently.
Compare an algebraic solution to an arithmetic
solution, identifying the sequence of the
operations used in each approach.
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7.EE.4b Solve word problems leading to inequalities SE: 203208, SE: 209210,
of the form px + q > r or px + q < r, where p, q, 217220 221222,
and r are specific rational numbers. Graph the 223224
solution set of the inequality and interpret it in
the context of the problem.

California Common Core Standards for Mathematics CA5

 Standard Descriptor Taught Reinforced
7.G GEOMETRY
Draw, construct, and describe geometrical figures and describe the relationships between them.
7.G.1 Solve problems involving scale drawings of SE: 237240 SE: 241242,
geometric figures, including computing actual 259260
lengths and areas from a scale drawing and
reproducing a scale drawing at a different scale.
7.G.2 Draw (freehand, with ruler and protractor, and SE: 243245 SE: 245246,
with technology) geometric shapes with given 259260
conditions. Focus on constructing triangles
from three measures of angles or sides,
noticing when the conditions determine a
unique triangle, more than one triangle, or no
triangle.
7.G.3 Describe the two-dimensional figures that SE: 247249 SE: 249250,
result from slicing three-dimensional figures, 259260
as in plane sections of right rectangular prisms
and right rectangular pyramids.
Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
7.G.4 Know the formulas for the area and SE: 265268, SE: 269270,
circumference of a circle and use them to solve 271274 275276,
problems; give an informal derivation of the 295296
relationship between the circumference and
area of a circle.
7.G.5 Use facts about supplementary, SE: 251256 SE: 257258,
complementary, vertical, and adjacent angles 259260
in a multi-step problem to write and solve
simple equations for an unknown angle in a
figure.
7.G.6 Solve real-world and mathematical problems SE: 277280, SE: 281282,
involving area, volume and surface area of 283286, 287288,
two- and three-dimensional objects composed 289292 293294,
of triangles, quadrilaterals, polygons, cubes, 295296
and right prisms.

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CA6 California Common Core Standards for Mathematics

 Standard Descriptor Taught Reinforced
7.SP STATISTICS AND PROBABILITY
Use random sampling to draw inferences about a population.
7.SP.1 Understand that statistics can be used to gain SE: 311314, SE: 315316,
information about a population by examining 317320 329330,
a sample of the population; generalizations 321322,
about a population from a sample are valid 329330
only if the sample is representative of that
population. Understand that random sampling
tends to produce representative samples and
support valid inferences.
7.SP.2 Use data from a random sample to draw SE: 317, SE: 321322,
inferences about a population with an 323326 327328,
unknown characteristic of interest. Generate 329330
multiple samples (or simulated samples) of the
same size to gauge the variation in estimates or
predictions.
Draw informal comparative inferences about two populations.
7.SP.3 Informally assess the degree of visual overlap SE: 336, 338, SE: 339340,
of two numerical data distributions with similar 342, 344, 345346,
variabilities, measuring the difference between 347348, 350 351352,
the centers by expressing it as a multiple of a 353354
measure of variability.
7.SP.4 Use measures of center and measures of SE: 335, SE: 339340,
variability for numerical data from random 337338, 341, 345346,
samples to draw informal comparative 343344, 351352,
inferences about two populations. 349350 353354
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California Common Core Standards for Mathematics CA7

 Standard Descriptor Taught Reinforced
Investigate chance processes and develop, use, and evaluate probability models.
7.SP.5 Understand that the probability of a chance SE: 367369, SE: 373374
event is a number between 0 and 1 that 371372
expresses the likelihood of the event occurring.
Larger numbers indicate greater likelihood.
A probability near 0 indicates an unlikely event,
a probability around _12indicates an event that
is neither unlikely nor likely, and a probability
near 1 indicates a likely event.
7.SP.6 Approximate the probability of a chance event SE: 375, SE: 379380,
by collecting data on the chance process that 377378, 391392,
produces it and observing its long-run relative 387390, 415416
frequency, and predict the approximate relative 401402,
frequency given the probability. 411414
7.SP.7 Develop a probability model and use it to find SE: 401402; SE: 403404;
probabilities of events. Compare probabilities See also parts a See also parts a
from a model to observed frequencies; if and b below. and b below.
the agreement is not good, explain possible
sources of the discrepancy.
7.SP.7a Develop a uniform probability model by SE: 369372, SE: 373374,
assigning equal probability to all outcomes, 399400, 393394,
and use the model to determine probabilities 413414 403404,
of events. 415416,
423424
7.SP.7b Develop a probability model (which may not SE: 375377, SE: 379380,
be uniform) by observing frequencies in data 378 393394
generated from a chance process.
7.SP.8 Find probabilities of compound events using SE: 381384, SE: 385386,
organized lists, tables, tree diagrams, and 405408, 393394,
simulation. 418420; See 409410,
also parts ac 421422,
below. 423424; See
also parts ac
below.
7.SP.8a Understand that, just as with simple events, the SE: 381384, SE: 385386,
probability of a compound event is the fraction 405, 408 393394,
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of outcomes in the sample space for which the 409410,
compound event occurs. 423424
7.SP.8b Represent sample spaces for compound events SE: 381384, SE: 385386,
using methods such as organized lists, tables 406408 393394,
and tree diagrams. For an event described in 409410
everyday language (e.g., rolling double sixes),
identify the outcomes in the sample space
which compose the event.
7.SP.8c Design and use a simulation to generate SE: 383384, SE: 386,
frequencies for compound events. 417420 421422,
423424

CA8 California Common Core Standards for Mathematics

 Standard Descriptor Citations
MP Mathematical Practices Standards The mathematical practices
standards are integrated
throughout the book. See,
for example, the citations
below.
MP.1 Make sense of problems and persevere in SE: 100, 155, 222, 282,
solvingthem. 324, 389
MP.2 Reason abstractly and quantitatively. SE: 94, 149, 218, 273,
347348, 392
MP.3 Construct viable arguments and critique the SE: 18, 134, 210, 258,
reasoning of others. 340, 404
MP.4 Model with mathematics. SE: 12, 122, 193, 270,
322, 386
MP.5 Use appropriate tools strategically. SE: 100, 147, 191,
243246, 323, 422
MP.6 Attend to precision. SE: 62, 128, 190, 250,
346, 380
MP.7 Look for and make use of structure. SE: 97, 146, 175, 283,
349, 410
MP.8 Look for and express regularity in repeated SE: 61, 152, 203204,
reasoning. 265, 290, 407
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California Common Core Standards for Mathematics CA9

 Succeeding with
HMH California Go Math
DO NOT EDIT--Changes must be made through File info
Actively participate in CorrectionKey=A

your learning with

LESSON
your write-in Student 7.NS.2

Edition. Explore 2.1 Multiplying Integers Apply and extend previous

understandings of
multiplication and division...
to multiply ... rational
numbers. Also 7.NS.2a

concepts, take notes,

? ESSENTIAL QUESTION

answer questions, How do you multiply integers?

and complete your EXPLORE ACTIVITY 1

7.NS.2, 7.NS.2a

homework right in Multiplying Integers Using

your textbook! a Number Line
You can use a number line to see what happens when you multiply a positive
EXPLORE ACTIVITY
number by a negative number.

A Henry made three withdrawals of $2 each from his savings account.

Explore Activities help
What was the change in his balance?
you develop a deeper
Find 3(-2).

To graph -2, you would start at 0 and move units to the left.
understanding of math
3(-2) means ( )+( )+( ). concepts.

?
To graph 3(-2), start at 0 and move
+(-2) +(-2) +(-2)
(-2)
2 units to the left times.
ESSENTIAL QUESTION The result is . -8 -7 -6 -5 -4 -3 -2 -1 0

The change in Henrys balance was

B Lisa plays a video game in which she loses points. She loses
Essential Questions 3 points 2 times. What is her score?
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ensure that you Find 2(-3).

2(-3) means ( )+( ).
know exactly whatDO NOT EDIT--Changes must be made through Show this on the number line.
File info
CorrectionKey=A
you are learning. Lisa has a score of . -8 -7 -6 -5 -4 -3 -2 -1 0

Reflect
1. What do you notice about the product of two integers with different
LESSON
Applying Addition signs? 7.NS.3

1.4 and Subtraction

Solve real-world and
mathematical problems
involving the four operations
with rational numbers. Also

of Integers
7.NS.1, 7.NS.1d, 7.EE.3

Lesson 2.1 37

? ESSENTIAL QUESTION
7_MCAAESE202610_U1M02L1.indd
How do you solve multistep problems involving addition and
37subtraction of integers? 12/04/13 1:33 AM

Solving a Multistep Problem

You can use what you know about adding and subtracting integers to solve a
multistep problem.

Math On the Spot

EXAMPL 1
EXAMPLE 7.NS.3, 7.NS.1

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A seal is swimming in the ocean 5 feet below sea level.

It dives down 12 feet to catch some fish. Then, the seal 5
swims 8 feet up towards the surface with its catch.
What is the seals final elevation relative to sea level? Sea Level 0

5
STEP 1 Write an expression.

The seal starts at 5 feet below the surface, 10

YOUR TURN
12
so its initial position is -5 ft.

Math On the Spot

+8
15
Dives Swims
Starts - +
down up 20

Your Turn exercises -5 - +

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12 8

check your STEP 2 Add or subtract from left to right to find the
value of the expression. This is reasonable
understanding of -5 - 12 + 8 = -17 + 8
because the seal
swam farther down
Scan QR codes
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than up.
new concepts. = -9
The seals final elevation is 9 feet below sea level. with your smart
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YOUR TURN
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1. Anna is in a cave 40 feet below the cave entrance. She descends
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7.RP.2b, 7.RP.2c
7.RP.1, 7.RP.2, 7.RP.2a,

Un it
To Inf inity (Almos t)and Beyond!
ed to make a scale
do decid
For a science project, Orlan =
m using a scale of 1 inch
model of the solar syste Sun
would make Earth a sphere about the Jupiter
10,000 miles. That Venus
size of a golf ball. Mercury Uranus
he would need a lot more
He quickly discovered that ea
Earth Pluto
possibly give him. Creat
space than the school could
Mars
scaled-down sizes and

Project
presentation showing the Neptune
Saturn
to use for his model

Unit
Orlan do would need
distances that each
ntation should include
solar system. Your prese
the
in inches, of the Sun and
The scaled-down diameters, s, and Neptune,
Mars, Jupiter, Saturn, Uranu
planets Mercury, Venus,

Reading
10,00 0 miles
Apply new skills and concepts s, of Mercury, Venus,

to solve real-world problems

The scaled-down distan
Earth, Mars, Jupiter, Satur
10,000 miles. Base your
Start-Up
ces from the Sun, in inche
n, Uranus, and Neptune,
calculation s on
based on a scale of
the average distances of
Vocabulary
Review Words

in Unit Projects and Math in n distances from the Sun easie r to visualize, Visualize Vocabulary constant (constante)
conversion factor
To make the scaled-dow Mars to
Mercury, Venus, Earth, and Use the words to complete the graphic. You can put more (factor de conversin)
should convert those of
Careers Activities.you
feet and the rest to miles. Use the space below to write down
any than one word in each bubble.
ation from your teacher.
equivalent ratios (razones
equivalentes)
rtant inform
questions you have or impo 2 __ percent (porcentaje)
_ =3
4 6 36%
rate (tasa)
ratio (razn)

Preview Words

12 inches
________
Uses of Ratios

6 to 1
Reading Start-Up complex fraction (fraccin
compleja)

(constante de
1 foot
MATH IN CAREERS
ACT IVIT Y Visualize Vocabulary
proporcionalidad)
(proporcin)
(constante)
ate an (fraccin
creating a plan to renov
Arch itect Edith is an
architect. She is currently
a new fitness center. One
wall of the warehouse is
36
s to
Get vocabulary, language,
(relacin proporcional)
compleja)
old warehouse to house wall by 25%. She want (factor
increase the length of that
feet long. Edith plans to
ensure that there is a minim
um of 1 electr ical outle t for every 12 feet of lengt
h
er of
Understand Vocabulary and
cambio)note-taking
(tasa de
support de conversin)
What is the least numb
(razones
the length of the new wall?
along the wall. What is
outlets she should includ
e in her plan for that wall?
Explain your
Match
answ er. the term on the left to the definition on the right.
throughout the book.
(tasas unitarias) equivalentes)
(porcentaje)
1. rate of change A. Statement that two rates or ratios
(proporcin)
are equivalent.
(tasa)
2. proportion B. A rate that describes how one quantity (razn)
changes in relation to another quantity. (escala)
3. unit rate C. Rate in which the second quantity is one unit.
Preview Words
164 Unit 2
(constante de
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proporcionalidad)

Active Reading Understand Vocabulary (relacin proporcional)

(tasa de
Three-Panel Flip Chart Before beginning the cambio)
module, create a three-panel flip chart to help (tasa unitaria)
you organize what you learn. Label each flap
with one of the lesson titles from this module.
As you study each lesson, write important ideas
like vocabulary, properties, and formulas under
UNIT 2 Personal
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Module 4 115
1. The regular prices of sandals at a shoe store are marked down by 15%.
Look at each sale price and determine whether it is a 15% markdown to the
nearest cent. Active Reading
Select Yes or No. Three-Panel Flip Chart

A. regular price: $24.30; sale price: $20.66 Yes No

B. regular price: $55.80; sale price: $40.80 Yes No
C. regular price: $66.50; sale price: $56.53 Yes No
Performance Tas
2. The graph shows the relationship between the ks
Assessment Readiness
y
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number of gold beads and the number of black 16 5. On Monday, Any

Black beads

beads on the bracelets that Kassie makes. a read 11 pages of

12 pages in _3 hour. Did a book in
4 Anyas reading spee
Choose True or False for each statement. 8 Monday to Tuesday? d increase by mor
Justify your answer. e than 10% from
4
A. The relationship has a constant rate of change.
True False O 2 4 6
x
Prepare for new high-stakes
Gold beads
B. The relationship can be represented by y = 4x
4 . tests with SBAC aligned
True False
C. The point (1, 4) indicates a unit rate of 4 gold beads per black bead. practice items and
True False
6. The table show
s the relationship
Performance Tasks.
3. Last year, 20,820 people attended a kite festival. This year, 19,779 people the cost of a T-shirt between
to a store and the
attended it. If attendance continues to decrease by the same percent each price that the stor retail y
e charges for T-sh
year, how many people can be expected to attend the kite festival next year? markup. irts after a 6.00 7.50
Explain your reasoning. a. Graph the relat 7.00
ions hip in the table. 8.75
b. Is the relations 8.00 10.00
hip proportional?
how you know. Explain
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9.00 11.25
c. Write an equatio
n that represents
the relationship.
d. Predict the reta
il price that the stor
store $9.50. Justify e will charge for a
your reasoning. T-shirt that costs the
4. David and Brad are competing in a 20-mile bicycle race. David rides 6.2miles
in _14 hour. Brad rides 11.9 miles in _12 hour. If both riders continue at the same
average speed, who will finish first? Explain how you know.

7. The table show

s how much simp
deposit in a savings le interest a $1,000
account at Joyner Ross Bank: $750 Dep
earn over time. The Bank will y
osit
graph shows how
interest a $750 dep much simple 50
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time. Evan has $600 Bank over
Interest ($)

that he plans to dep 40

savings account for osit in a
6 years. Which ban 30
choose? Use mathem k should he
atics to justify you
g Company

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10
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x
O 1 2 3
Time (yr)
Joyner Bank: $100
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