Seventh Grade Mathematics
Teacher:
School:
Email Address:
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Middle Grades Mathematics Description
Adapted from the NCTM Principles and Standards for School Mathematics
During the middle grades, students solidify conceptions about themselves as learners of mathematics. They arrive at conclusions
about their competence in mathematics, their attitudes, their interest, and their motivation. Middle-grades mathematics needs to
prepare students to deal with quantitative situations in their lives outside school. Students will be using their emerging capabilities
of finding and imposing structure, conjecturing and verifying, thinking hypothetically, comprehending cause and effect, and
engaging in abstraction and generalization. As in all the grade bands, students in the middle grades need a balanced mathematics
program that encompasses all Standards, including significant amounts of algebra and geometry. Students' understanding of these
crucial ideas should be developed over all three years in the middle grades and across a broad range of mathematics content.
Algebra and geometry are crucial to success in the later study of mathematics and also in many situations that arise outside the
mathematics classroom. Students should see that these subjects are interconnected with each other and with other content areas in
the curriculum. Middle-grades students will benefit from a rich and integrated treatment of mathematics content. By the end of the
eighth grade, students should have a solid background in algebra and other areas that will prepare them to enter substantive high
school courses.
Mathematics for the middle grades instruction will center on the Common Core State Standards for Mathematics with an emphasis
on the 8 Mathematical Practices listed below. Connected Mathematics resources and assessments will be used to implement an
investigative approach to instruction as guided by the GRPS Instructional Model. Students will participate in substantive activities
and instruction in the broad areas of Ratios and Proportional Relationships, Number Systems, Expressions and Equations,
Geometry and Statistics and Probability. Instruction in these content areas should incorporate the use of the mathematics to solve
problems; an application of logical reasoning to justify procedures and solutions; and an involvement in the design and analysis of
multiple representations to learn, make connections among, and communicate about the ideas within and outside of mathematics. It
is essential that these areas be addressed in contexts that promote problem solving, reasoning, communication, making
connections, and designing and analyzing representations
Common Core State Standards Mathematical Practices:
Students will learn:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make sure of structure.
8. Look for and express regularity in repeated reasoning.
Teacher will:
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assist students in learning by providing examples and modeling
involve students in an inquiry based approach to learning: Engage, Explore, Explain, Elaborate, and
Evaluate
employ questioning techniques to lead students in clarification of mathematical ideas (see:
http://www.pbs.org/teachers/resourceroundups/ for tips)
provide rigor and relevance to students’ learning
have ambitious expectations for all, with accommodations for those who need it
Insert teacher specific classroom information here ( s.a. Supplies, expectations, etc.):
Insert teacher specific classroom information here ( s.a. Supplies, expectations, etc.):
Grading System
Performance: (Assessment of Understanding and Knowledge of concepts):
District Common Assessments: 40%
Teacher Created Assessments: 30% (summative quizzes, tests, projects)
Participation and Practice 30%: Comprised of data from work he/she does during the learning
process: (Quizzes, journals, group work, vocabulary practice,) Homework/Participation
*A student’s grade should be based primarily upon him/her demonstrating competency of standards per
the Michigan Merit Curriculum guidelines.
Grading Scale
A+
93 –100
90 – 92
87 – 89
83 – 86
80 – 82
77 – 79
73 – 76
70 – 72
67 – 69
63 – 66
60 – 62
0 – 59
Grade 7 Math 2014-15
A
AB+
B
BC+
C
CD+
D
D-
E
Exemplary Level of
Performance
Outstanding level of
performance
High level of
performance
Acceptable level of
performance
Minimal level of
performance
Unacceptable level
of performance
2
7th Grade Curriculum Pacing Document
Semester 1
Unit of Study/
Common Assessment Name Instructional Materials
Number Systems
Geometry
&
Ratios and Proportions
Ratios and Proportional
Relationships
Statistics and Probability
CMP2: Accentuate the Negative
CMP2: Stretching and Shrinking
(Inv.3-5 ONLY)
**Teachers will need to introduce the
concept and definition of similarity
prior to starting Investigation 3**
CMP2: Comparing and Scaling
CMP2: What Do You Expect?
Big Ideas
• Use appropriate notation to indicate positive and negative numbers
• Locate rational numbers (positive and negative fractions and decimals and zero) on a
number line
• Compare and order rational numbers
• Develop algorithms for adding, subtracting, multiplying, and dividing positive and
negative numbers
• Write and use related fact families for addition/subtraction and multiplication/division
to solve simple equations with missing facts
• Use parentheses and order of operations to make computational sequences clear
• Understand and use the Commutative Property for addition and multiplication of
positive and negative numbers
• Apply the Distributive Property with positive and negative numbers to simplify
expressions and solve problems
• Identify similar figures by comparing corresponding parts
• Use scale factors and ratios to describe relationships among the side lengths
of similar figures
• Construct similar polygons
• Predict the ways that stretching or shrinking a figure affect lengths, angle
measures, perimeters, and areas
• Use the properties of similarity to calculate distances and heights that can’t
be directly measured
• Use ratios, fractions, differences, and percents to form comparison statements in a
given situation.
• Judge whether comparison statements make sense and are useful
• Make judgments about which statements are most informative or best reflect a
particular point of view
• Decide when the most informative comparison is the difference between two quantities
and when it is a ratio between pairs of quantities
• Scale a ratio, rate, or fraction to make a larger or smaller object or population with the
same relative characteristics as the original
• Look for patterns in tables that will allow predictions to be made beyond the tables
• Write an equation to represent the pattern in a table of related variables
• Apply proportional reasoning to solve for the unknown part when one part of two equal
ratios is unknown
• Connect a unit rate to the equation describing a situation
• Interpret experimental and theoretical probabilities and the relationship between them
• Distinguish between equally likely and non-equally likely outcomes
• Review strategies for identifying possible outcomes and analyzing probabilities, such
as using lists or tree diagrams
• Determine if a game is fair or unfair
• Analyze situations that involve two stages (or two actions)
• Use area models to analyze situations that involve two stages
• Determine the expected value of a probability situation
• Analyze situations that involve binomial outcomes
• Use probability and expected value to make decisions • Analyze comparison statements
made about quantitative data
Target
Dates/Pacing
SEP - OCT
5 weeks
OCT - NOV
4 weeks
NOV – JAN
6 weeks
(Second Semester)
JAN - FEB
5 weeks
7th Grade Curriculum Pacing Document
(Continued)
Unit of Study/
Common Assessment Name Instructional Materials
Expressions and Equations
Geometry Topics
Geometry
Grade 7 Math 2014-15
CMP2: Moving Straight Ahead
And
Mathematical Learning Tasks:
Writing Expressions
Guess My Number
CMP: Common Core Transition
Investigations
Filling and Wrapping
(Inv.1-4)
And
Mathematical Learning Tasks:
Eight Circles
Sports Bag
Big Ideas
• Recognize problem situations in which two or more variables have a linear relationship
to each other
• Construct tables, graphs, and symbolic equations to express linear relationships
• Translate information about linear relations given in a table, a graph, or an equation to
one of the other forms
• Understand the connections between linear equations and the patterns in the tables and
graphs of those equations: rate of change, slope, and y-intercept
• Solve linear equations
• Solve problems and make decisions about linear
relationships using information given in tables, graphs, and symbolic expressions
• Use tables, graphs, and equations of linear relations to answer questions
• Apply properties of operations to add, subtract, factor, and expand algebraic
expressions
• Understand that writing an equivalent expression in a problem context can shed light
on how quantities in the problem are related
•identify two-dimensional figures that result from slicing three dimensional
figures
• use the formulas for area and circumference of a circle
• construct various shapes under given conditions
• find missing angle measures using known properties of angles
• Understand volume as a measure of filling an object and surface area as a measure of
wrapping an object
• Design and use nets to visualize and calculate surface areas of prisms and cylinders
• Explore patterns among the volumes of cylinders, cones, and spheres
• Develop strategies for finding the volumes of square pyramids, prisms, cylinders,
cones, and spheres directly and by comparison with known volumes
• Understand that three-dimensional figures may have the same volume but quite
different surface areas
• Understand how changes in one or more dimensions of a rectangular prism or cylinder
affects the prism’s volume and surface area
• Use the formulas for area and circumference of a circle
Target
Dates/Pacing
MAR - APR
7 weeks
May
1 week
May – June
4 weeks
5
Materials and Web Resources
CMP2 Links
Main Link to CMP2 student web site.
www.phschool.com
login id: ank
password: 0099
Parent Site.
http://www.connectedmath.msu
.edu/parents
Frequently asked Questions about
CMP2.
http://www.connectedmath.msu
.edu/parents/faq.html
Specific Units in CMP2.
http://www.connectedmath.msu
.edu/parents/ss/help/
CMP2 Parent Guide.
http://www.phschool.com/cmp2/
parent_guide.html
CMP2 Parent Brochure.
http://www.phschool.com/cmp2/
pdfs/pg_brochure.pdf
Other Math Links
Math challenges for your whole family.
http://www.figurethis.org/
Math games, puzzles, lessons, and
activities covering a variety of topics
from elementary math to calculus; also
includes a parent link.
http://www.coolmath.com/
Activities, games, and worksheets to
help teach multiplication facts.
http://www.multiplication.com/
Games for math enthusiasts of all
ages.
http://www.cut-theknot.org/games.shtml
Online educational games for kids of
all ages.
http://www.funbrain.com/
Online interactive arithmetic lessons,
problems and games for grades K-8.
http://aaamath.com/index.html
A fractions tutorial that models
fractions with number lines or circles;
fraction games are included.
http://www.visualfractions.com/
A reference guide for math topics for
grades 4-8, complete with examples,
definitions, and explanations.
http://www.mathleague.com/hel
p/help.htm
Free math lessons and math
homework help from basic math to
algebra, geometry and beyond.
http://www.math.com/students/h
omework.html
Selected Internet links for Middle
School students: projects, activities,
and sites, to help make math fun.
http://mathforum.org/students/mi
ddle/
A math help service. Ask Dr. Math a
question using the Dr. Math Web form,
or browse the extensive archive of
previous questions and answers.
http://www.mathforum.org/dr.m
ath/dr-math.html
An online scientific calculator.
http://www.calculator.com/calcs
/calc_sci.html
Department of Education Website:
www.michigan.gov/mde
Skill Builders & Interactive Sites:
http://www.internet4classrooms.co
m/skills_6th_original.htm