Coosa Middle School

Coosa Middle School 7th Grade Math Syllabus 2012-2013 First Semester Standards

MCC7.NS.1a, MCC7.NS.1b, MCC7.NS.1c, MCC7.NS.1d, MCC7.NS.2a, MCC7.NS.2b, MCC7.NS.2c, MCC7.NS.2d, MCC7.NS.3, MCC7.EE.1, MCC7.EE.2, MCC7.EE.3, MCC7.EE.4a, MCC7.EE.4b, MCC7.RP.1, MCC7.RP.2a, MCC7.RP.2b, MCC7.RP.2c, MCC7.RP.2d, MCC7.RP.3, MCC7.G.1 Unit One: MCC7.NS1a,b,c,d,and MCC7.NS2,2a Operations with Rational Numbers

• represent addition and subtraction on a horizontal or vertical number line diagram. • describe situations in which opposite quantities combine to make 0. • understand p+q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is 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.

• understand subtraction of rational numbers as adding the additive inverse, 𝑝−𝑞=𝑝+(−𝑞).

• show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.

• apply properties of operations as strategies to add and subtract rational numbers.

• apply and extend previous understandings of multiplication and division to multiply and divide rational numbers.

• understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy 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. • understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number.

• understand if 𝑝 and 𝑞 are integers then –𝑝𝑞=(−𝑝)𝑞=𝑝(−𝑞).

• interpret quotients of rational numbers within real-world contexts.

• apply properties of operations as strategies to multiply and divide rational numbers.

• convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0’s or eventually repeats.

• solve real-world and mathematical problems involving the four operations with rational numbers.

Unit Two: MCC7.EE1, MCC7.EE2, MCC7.EE3, MCC7.EE4,MCC.EE4a

Expressions and Equations

• use the properties of operations to rewrite equivalent numerical expressions.

• understand that the properties of operations hold for integers, rational, and real numbers.

• use variables to represent real-world situations and use the properties of operations to generate equivalent expressions for these situations.

•experience expressions for amounts of increase and decrease.

• use substitution to understand that expressions are equivalent.

• use and understand the properties of operations which include: the commutative, associative, identity, inverse properties of addition and of multiplication, and the zero property of multiplication.

• understand the connections between performing the inverse operation and undoing the operations.

• show their steps in their work and explain their thinking using the correct terminology for the properties and operations.

• build upon their understanding and application of writing and solving one-step equations from a problem situation in order to understand and solve multi-step equations from a problem situation.

• practice using rational numbers including: integers, and positive and negative fractions and decimals. • analyze a situation and identify what operation should be completed first, and then find the values for that computation.

• work with multi-step problem situations that have multiple solutions and therefore can be represented by an inequality.

• understand that values can satisfy an inequality but may not be appropriate for the situation, therefore limiting the solutions for that particular problem.

Unit Three: MCC7.RP1, MCC7.RP2a,b,c,d, MCC7.RP3, MCC7.G.1

Ratios and Proportional Relationships • Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

Explain what a point (x, y) on the graph of a 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.

• Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Second Semester

MCC7.SP.1, MCC7.SP.2, MCC7.SP.3, MCC7.SP.4, MCC7.G.2, MCC7.G.3, MCC7.G.4, MCC7.G.5, MCC7.G.6,

MCC7.SP.5, MCC7.SP.6, MCC7.SP.7a, MCC7.SP.7b, MCC7.SP.8a, MCC7.SP.8b, MCC7.SP.8c

Unit Four: MCC7.SP.1, MCC7.SP2, MCC7.SP3, MCC7. SP4 Inferences • understand that random sampling guarantees that each element of the population has an equal opportunity to be selected in the sample. • compare the random sample to the population, asking questions like, “Are all the elements of the entire population represented in the sample?” and “Are the elements represented proportionally?”

• make inferences given random samples from a population along with the statistical measures.

• learn to draw inferences about one population from a random sampling of that population.

• draw informal comparative inferences about two populations.

• deal with small populations and determine measures of center and variability for a population.

• compare measures of center and variability and make inferences.

• use graphical representations of data to compare measures of center and variability.

• begin to develop understanding of the benefits of the measures of center and variability by analyzing data with both methods.

• understand that when they study large populations, random sampling is used as a basis for the population inference.

• understand that measures of center and variability are used to make inferences on each of the general populations.

• make comparisons for two populations based on inferences made from the measures of center and variability.

Unit Five : MCC7.G.2, MCC7.G.3, MCC7.G.4, MCC7.G.5, MCC7.G.6

Geometry

• write and solve equations involving angle relationships,

• explore two-dimensional cross-sections of cylinders, cones, pyramids, and prisms,

• know and use the formula for the circumference and area of a circle, and

• solve engaging problems that require determining the area, volume, and surface area of fundamental solid figures. Unit Six : MCC7.SP.5, MCC7.SP.6, MCC7.SP 7a,b, MCC7. SP 8 a,b,c.

Probablility.

• begin to understand the probability of chance (simple and compound).

• develop and use sample spaces.

• compare experimental and theoretical probabilities.

• develop and use graphical organizers.

• use information from simulations for predictions.

• understand the probability of chance by using the benchmarks of probability: 0, 1/2 and 1.

•experience situations that have clearly defined probability of never happening as zero, equally likely

to happen as to not happen as 1/2 or always happening as 1.

• experience situations in which the probability is somewhere between 0 and 1 and express the probability as number between those benchmark values.

• make predictions about the relative frequency of an event by using simulations to collect, record, organize and analyze data.

• develop the understanding that the more the simulation for an event is repeated, the closer the experimental probability approaches the theoretical probability.

• develop probability models to be used to find the probability of events.

• develop models of equal outcomes and models of not equal outcomes and use them to determine the probabilities of events.

• begin to expand the knowledge and understanding of the probability of simple events.

• find the probabilities of compound events by creating organized lists, tables and tree diagrams.

• determine, from each sample space, the probability or fraction of each possible outcome. • continue to build on the use of simulations for simple probabilities and now expand the simulation of compound probability.

Unit Seven Students will review all standards During the school year we will use the Common Core Georgia Performance Standards. These standards have been designed by Georgia to increase student learning and performance. Students will be challenged with high expectations and will be required to show their ability to apply the skills they have learned in the classroom. Your child will use the Common Core Georgia Performance Standards and will be tested on them in the spring on the CRCT. Students will be covering the attached standards, completing performance tasks geared toward accelerating their knowledge, and working on math vocabulary. Your child will be expected to maintain a vocabulary notebook all year. Students will have cumulative weekly open notebook quizzes on their vocabulary words. These will count as daily grades and will average to be one test grade at the end of the nine weeks. Students will have daily work, quizzes, performance tasks, and unit tests that will make up their grades.

Please sign and return the bottom part this page to your child’s math teacher. Keep the top and the other page as a reference for material to be covered and how to get in touch with the teachers.

There is extra help available as needed. I will be available to assist your child in learning from 7:30 a.m. until 8:00 a.m. most mornings. After school assistance is also available but must be arranged ahead of time with the teacher. Please feel free to e-mail or call concerning your child. The school number is 706-236-1856. I look forward to a great year of learning with your child.

Rebekah Nichols – [email protected]

Lila Culberson- [email protected]

Leigh Fowler- [email protected]

Jamey Goss- [email protected]

______Please sign and detach the bottom and return it to the teacher. Keep the top as a reference for material to be covered and how to get in touch with the teachers. Thank you!

County Grading Policy

35% Class Work, Daily Work, Quizzes, Homework 55% Test Grades 10% Final Exam

Student Signature______

Parent Signature______Parent E-mail Address______Phone Number ______