Student Name:________________________
7th GRADE COMMON CORE MATH STANDARDS
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Use proportional relationships to solve multi-step operation and percent problems
o If a person walks ½ mile in each ¼ hour, what is her speed per hour?
Compute unit rates
Add, subtract, multiply, and divide rational numbers
Know irrational numbers (numbers that are not rational) and approximate them
with rational numbers
o The decimal of √2 (an irrational number) is 1.4142435623. Understand
that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to
continue on to get better approximations
Use properties of operations to solve algebraic equations
Use square root and cube root symbols to represent solutions to equations
Evaluate square root and cube roots (of small perfect square roots and cube roots)
Know that √2 is irrational
Use numbers multiplied by a power of ten to estimate very large or very small
quantities (the population of the United States is 3 x 108)
Add, subtract, factor, and expand linear expressions
Construct simple equations and inequalities to solve problems
Draw, construct, and describe geometrical figures and describe the relationships
between them
Solve problems involving angle measure, area, surface area, and volume
(cylinders, cones, and spheres)
Know formulas for volumes of cones, cylinders, and spheres
Know the formulas for area and circumference of a circle
Use random sampling to describe and compare populations
Find, calculate, and explain the probability of a chance event
o For example, if a student is selected from a class, find the probability that
Jane will be selected and the probability that a girl will be selected
o Or if 40% of donors have type A blood, what is the probability that it will
take at least 4 donors to find one with type A blood?
7th GRADE COMMON CORE LANGUAGE ARTS STANDARDS
Reading
____ Explain what the text says and draw conclusions
____ Determine the main ideas of a text and how they develop
____ Analyze how the elements or setting of a story shape the plot
____ Analyze how an author develops and contrasts his or her own point of view with
those of characters or the narrator
____ Analyze the structure of text
o Graphics, headers, and captions
____ Compare and contrast fictional and historical accounts
____ Assess the extent to which the reasoning and evidence in a text support the
author’s claims
____ Read and understand grade-level literary and nonfiction texts
Writing
____ Write arguments to support claims with clear reasons and relevant evidence
____ Write informative texts that examine a topic and convey ideas
____ Write narratives that include relevant descriptive details and well-structured event
sequences
____ Conduct research projects and demonstrate an understanding of the subject under
investigation
____ Use technology to produce and publish writing; include references and links to
resources
Speaking and Listening
____ Participate in discussions, both one-on-one and with a group
____ Evaluate the reasoning and relevance of evidence made in a speaker’s argument
____ Plan and present an argument
____ Use eye contact, appropriate volume, and clear pronunciation when presenting
Language
____ Use correct grammar and language
____ Use correct capitalization, punctuation, and spelling
____ Use a variety of methods to determine the meaning of unknown words
____ Use relationships between words to better understand words
o Synonym: a word that means the same
o Antonym: a word that means the opposite
7th GRADE SCIENCE STANDARDS
(Life Science)
Engineering Design
____ Define the criteria and constraints of a design problem with sufficient
precision to ensure a successful solution, taking into account relevant scientific
principles and potential impacts on people and the natural environment that may
limit possible solutions.
___ Evaluate competing design solutions using a systematic process to determine
how well they meet the criteria and constraints of the problem.
___ Analyze data from tests to determine similarities and differences among
several design solutions to identify the best characteristics of each that can be
combined into a new solution to better meet the criteria for success.
___ Develop a model to generate data for iterative testing and modification of a
proposed object, tool, or process such that an optimal design can be achieved.
From Molecules to Organisms: Structures and Processes
___ Conduct an investigation to provide evidence that living things are made of
cells; either one cell or many different numbers and types of cells
___Develop and use a model to describe the function of a cell as a whole and ways
parts of cells contribute to the function.
___ Use argument supported by evidence for how the body is a system of
interacting subsystems composed of groups of cells.
___ Use argument based on empirical evidence and scientific reasoning to support
an explanation for how characteristic animal behaviors and specialized plant
structures affect the probability of successful reproduction of animals and plants
respectively
___ Construct a scientific explanation based on evidence for how environmental
and genetic factors influence the growth of organisms
___ Gather and synthesize information that sensory receptors respond to stimuli
by sending messages to the brain for immediate behavior or storage as memories.
___ Construct a scientific explanation based on evidence for the role of
photosynthesis in the cycling of matter and flow of energy into and out of
organisms.
___ Develop a model to describe how food is rearranged through chemical
reactions forming new molecules that support growth and/or release energy as
this matter moves through an organism
Ecosystems: Interactions, Energy, and Dynamics
___ Analyze and interpret data to provide evidence for the effects of resource
availability on organisms and populations of organisms in an ecosystem.
___ Construct an explanation that predicts patterns of interactions among
organisms across multiple ecosystems.
___ Develop a model to describe the cycling of matter and flow of energy among
living and nonliving parts of an ecosystem.
___ Construct an argument supported by empirical evidence that changes to
physical or biological components of an ecosystem affect populations
___ Evaluate competing design solutions for maintaining biodiversity and
ecosystem services.
Heredity: Inheritance and Variation of Traits
___ Develop and use a model to describe why structural changes to genes
(mutations) located on chromosomes may affect proteins and may result in
harmful, beneficial, or neutral effects to the structure and function of the
organism
___ Develop and use a model to describe why asexual reproduction results in
offspring with identical genetic information and sexual reproduction results in
offspring with genetic variation
Biological Evolution: Unity and Diversity
___ Analyze and interpret data for patterns in the fossil record that document the
existence, diversity, extinction, and change of life forms throughout the history of
life on Earth under the assumption that natural laws operate today as in the past.
___ Apply scientific ideas to construct an explanation for the anatomical
similarities and differences among modern organisms and between modern and
fossil organisms to infer evolutionary relationships.
___ Analyze displays of pictorial data to compare patterns of similarities in the
embryological development across multiple species to identify relationships not
evident in the fully formed anatomy
___ Construct an explanation based on evidence that describes how genetic
variations of traits in a population increase some individuals’ probability of
surviving and reproducing in a specific environment.
___ Gather and synthesize information about the technologies that have changed
the way humans influence the inheritance of desired traits in organisms.
___ Use mathematical representations to support explanations of how natural
selection may lead to increases
7th GRADE SOCIAL STUDIES STANDARDS
The Height & Fall of the Roman Empire
____ Strengths and lasting contributions of Roman Empire
____ Geographic borders of the empire at its height
____ Internal weaknesses that led to its downfall
____ Constantine and the Byzantine Empire
____ Eastern Orthodox vs. Roman Catholic church views and church-state
relations
Islam in the Middle Ages
____Geography of Arabian Peninsula fostering nomadic and sedentary ways of
life
____ Muhammad and Islamic teachings
____ Primary sources of Islamic beliefs - influence on Muslims’ life
____ Spread of Muslim civilization, Islam and Arabic language
____ Trade routes among Asia, Africa and Europe and products traded
____ Contributions of Muslim scholars
China in the Middle Ages
____ Reunification of China under Tang Dynasty and spread of Buddhism
____ Agricultural, technological and commercial developments in Tang and
Sung periods
____ Confucianism in Sung and Mongol periods
____ Overland trade and maritime expeditions between china and Mongol
Ascendancy
____ Historic influence of tea, paper manufacturing, gunpowder, etc.
____ Imperial state and scholar - official class
Sub-Saharan Civilizations of Ghana & Mali in Medieval Africa
____ Niger River area geography and growth of Ghana and Mali empires
____ Development of commerce, states and cities in West Africa
____ Trans-Saharan caravan trade and influence of Islamic beliefs in W. Africa
____ Arabic language in government, trade and Islamic scholarship in W.
Africa
____ Written and oral traditions if African history and culture
Medieval Japan
____ Influence of China and Korea on Japan
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Reign of Prince Shotoku
Lord - vassal system (shogun, daimyo, samurai) and influence of
warrior code in 20th century
Japanese Buddhism
9th and 10th century Golden Age of literature, art and drama
Rise of military society in late 12th century
Medieval Europe
____ Geography and climate of Europe
____ Spread of Christianity north of Alps and role of church after fall of
western half of Roman Empire
____ Development of feudalism
____ English legal and constitutional practices as prelude to modern democratic
thought (e.g. Magna Charta, habeas corpus, independent judiciary)
____ Conflict and cooperation between papacy and European monarchs
____ Crusades and effects on Christian, Muslim and Jewish population in
Europe
____ Bubonic plague and effect on global population
____ Importance of Catholic church - St. Thomas Aquinas, syntheses of
classical philosophy with Christian theology, concept of natural law
____ Decline of Muslim rule in Iberian Peninsula; reconquista and rise of
Spanish and Portuguese kingdoms
Meso-American & Andean Civilizations
____ Geography of the American and its effect on trade, development and urban
societies
____ Role of people in each type of American society
____ Defeat of Aztec and Incan empires by Spanish
____ Artistic and oral traditions
____ Meso-American achievements in astronomy and mathematics
Geographic Diffusion of Renaissance
____ Revival of classical learning and new interest in humanism
____ Importance of Florence and growth of independent trading cities (e.g.
Venice)
____ Reopening of ancient “Silk Road” including Marco Polo’s travels
____ Growth and effect of new ways of disseminating info. (Bible vernacular,
printing press)
____ Intellectual advances (Leonardo da Vinci, Michelangelo, etc.)
Reformation
____ Causes of weakening of Catholic Church
____ Major figures of reformation (Erasmus, Martin Luther, John Calvin, etc.)
____ Protestants’ new practices of self-government
____ Protestant vs. Catholic regions in Europe and carryover in the New World
____ Counter-reformation and Catholic Church revitalization (council of Trent
etc.)
____ Diffusion of Christianity - mission locations
____ Golden Age of cooperation between Jews and Muslims in medieval Spain
followed by religious persecution (e.g. Spanish Inquisition and expulsion of Jews)
Scientific Revolution
____ Roots of revolution (Greek rationalism, Renaissance humanism, global
exploration, etc.)
____ New theories (Copernicus, Galileo, etc.) new inventions (telescope,
microscope, etc.)
____ Scientific method (Bacon & Descartes) and new scientific rationalism
Age of Exploration, Enlightenment & Reason
____ Voyages of discovery, cartography for new world view
____ Exchanges of plants, animals, technology, culture and ideas among
continents in 15th and 16th centuries and social effects
____ Origins of modern capitalism, market economies in 17th century Europe,
and international trading
____ Tracing of Enlightenment ideas back to Renaissance, Reformation,
Scientific Revolution, Greeks, Romans and Christianity
____ Enlightenment thinkers (e.g. John Locke, Thomas Hobbes, etc.)
____ Principles in Magna Carta as used in English Bill of Rights and American
Declaration of Independence