Sevier County School System Math Correlations/Pacing Guide Grade 7

Seventh Grade Sevier County School System TNReady Blueprint Math Correlations/Pacing Guide 2016-2017 This pacing guide was designed to correlate with the TNReady Blueprint Assessment.

The following pages are a recommended pacing guide for mathematics. This pacing guide is designed to assist the teacher in planning for the entire school year and to complete the necessary Tennessee State Standards required for seventh grade. All topics and lessons are listed in an order that is conducive to completing necessary skills prior to testing for seventh grade. ● Curriculum standards drive the instruction, not the textbook. The textbook is a resource to assist you in meeting the needs of your students. ● With the changes with TN Ready Assessment and the item types, incorporating math tasks will be critical in your instruction. ● These standards will need to be frequently revisited throughout the school year using tasks and additional resources and need to be able to be completed with and WITHOUT a calculator. FLUENCY - 7.NS.A.1 and 7.NS.A.2- Fluency with rational number arithmetic. 7.EE.B.3- Solve multistep problems with positive and negative rational numbers in any form. 7.EE.B.4- Solve one-variable equations of the form px + q = r and p(x + q) = r fluently. ● The Standards for Mathematical Practice should be taught simultaneously with the Common Core State Standards. Students should be familiar with the technical terminology used. Please go to http://www.livebinders.com/play/play?id=932299 (Access key: seviermath) for math practice posters. ● It is imperative to incorporate Accountable Talk and Number Talks into weekly lesson planning and student activities. For more information on Number Talks, please research Number Talks by Marilyn Burns via website access to downloadable content at : http://www.ursdoc.com/number-talks-marilyn-burns.html. In order to extend number talks practice, refer to Extending Number Talks. ● The Tennessee State Standards emphasizes deep mathematical thinking and reasoning. Eight supporting lessons (task arcs) with associated lesson guides can be found at www.tncore.org and http://www.livebinders.com/play/play?id=932299 (Access key: seviermath). Task Arcs provide three phases: set-up phase, explore phase, and share, discuss, and analyze phase. Because the Standards emphasize the development of conceptual understanding and procedure knowledge, there are three types of tasks in a set of related lessons: developing understanding tasks, solidifying understanding tasks, and the application aspect of tasks. To view Task Arcs, follow these links: Task Arcs (A): http://tncore.org/sites/www/Uploads/Math_Tasks_July2013/gr7_guide_arc_update9.5.pdf Task Arcs (B): http://tncore.org/sites/www/Uploads/MathTasks_9.13/7thGradeTaskArc.pdf RESOURCES : http://www.livebinders.com/play/play?id=932299 Access key: seviermath ● http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/7th.pdf (unpack the standards) ● http://www.tncore.org/ Username: tncore-math Password: firsttothetop%. Livebinder also has many resources for tasks. ● Text - Houghton Mifflin Harcourt - Go Math https://my.hrw.com/

1 Sevier County School System Math Correlations/Pacing Guide Grade 7 ● The tasks from www.insidemathematics.org are multi leveled. For grade 7, make sure to scroll down to level C/D as level A- primary is designed for K-1 ● For each of the unit materials in Eureka Math @greatminds.net you will need to create a user name and password. Click here for the overview of this free material. ● cpalms resources - are free resources organized by standard

Standards for Mathematical Practice-This is a great resource to better understand the mathematical practices and how to apply the Mathematical Practices into your daily regime. http://www.insidemathematics.org/common-core-resources/mathematical-practice-standards Math Practices Explanations and Examples 1. Make sense of In grade 7, students solve problems involving ratios and rates and discuss how they solved the problems. Students solve real world problems problems and through the application of algebraic and geometric concepts. Students seek the meaning of a problem and look for efficient ways to represent and persevere in solve it. They may check their thinking by asking themselves, “What is the most efficient way to solve the problem?”, “Does this make sense?”, and solving them. “Can I solve the problem in a different way?”. 2. Reason In grade 7, students represent a wide variety of real world contexts through the use of real numbers and variables in mathematical expressions, abstractly and equations, and inequalities. Students contextualize to understand the meaning of the number or variable as related to the problem and quantitatively. decontextualize to manipulate symbolic representations by applying properties of operations. 3. Construct viable In grade 7, students construct arguments using verbal or written explanations accompanied by expressions, equations, inequalities, models, and arguments and graphs, tables, and other data displays (i.e. box plots, dot plots, histograms, etc.). The students further refine their mathematical communication critique the skills through mathematical discussions in which they critically evaluate their own thinking and the thinking of other students. They pose questions reasoning of like “How did you get that?”, “Why is that true?”, “Does that always work?”. They explain their thinking to others and respond to others’ thinking. others. In grade 7, students model problem situations symbolically, graphically, tabularly, and contextually. Students form expressions, equations, or inequalities from real world contexts and connect symbolic and graphical representations. Students explore covariance and represent two 4. Model with quantities simultaneously. They use measures of center and variability and data displays (i.e. box plots and histograms) to draw inferences, make mathematics. comparisons and formulate predictions. Students use experiments or simulations to generate data sets and create probability models. Students need many opportunities to connect and explain the connections between the different representations. They should be able to use all of these representations as appropriate to any problem’s context. Students consider available tools (including estimation and technology) when solving a mathematical problem and decide when certain tools might 5. Use appropriate be helpful. For instance, students in grade 7 may decide to represent similar data sets using dot plots with the same scale to visually compare the tools strategically. center and variability of the data. Students might use physical objects or applets to generate probability data and use graphing calculators or spreadsheets to manage and represent data in different forms. In grade 7, students continue to refine their mathematical communication skills by using clear and precise language in their discussions with others 6. Attend to and in their own reasoning. Students define variables, specify units of measure, and label axes accurately. Students use appropriate terminology precision. when referring to rates, ratios, probability models, geometric figures, data displays, and components of expressions, equations or inequalities. 7. Look for and Students routinely seek patterns or structures to model and solve problems. For instance, students recognize patterns that exist in ratio tables make use of making connections between the constant of proportionality in a table with the slope of a graph. Students apply properties to generate equivalent structure. expressions (i.e. 6 + 2x = 3 (2 + x) by distributive property) and solve equations (i.e. 2c + 3 = 15, 2c = 12 by subtraction property of equality), c = 6 by division property of equality). Students compose and decompose two- and three-dimensional figures to solve real world problems involving scale drawings, surface area, and volume. Students examine tree diagrams or systematic lists to determine the sample space for compound events and 2 Sevier County School System Math Correlations/Pacing Guide Grade 7 verify that they have listed all possibilities. In grade 7, students use repeated reasoning to understand algorithms and make generalizations about patterns. During multiple opportunities to 8. Look for and solve and model problems, they may notice that a/b ÷ c/d = ad/bc and construct other examples and models that confirm their generalization. They express regularity extend their thinking to include complex fractions and rational numbers. Students formally begin to make connections between covariance, rates, in repeated and representations showing the relationships between quantities. They create, explain, evaluate, and modify probability models to describe simple reasoning. and compound events. TNReady Blueprint for 7th Grade Mathematics

Math Six Tennessee Text Practi Weeks Standards ces Unit 1 The Number System (Modules 1, 2, and 3) Approximately 37 Days August 18 - October 11 MODULE 1 - The Number System 1st Six Lesson 1.1 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; MP. 5 Weeks Adding represent addition and subtraction on a horizontal or vertical number line diagram. Integers with the Same Sign 7.NS.1b 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.

7.NS.A.1.d (7.NS.1.d) Apply properties of operations as strategies to add and subtract rational numbers

1st Six Lesson 1.2 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; MP. 5 Weeks Adding represent addition and subtraction on a horizontal or vertical number line diagram. Integers with Different 7.NS.1b Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on Signs 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 1st Six Lesson 1.3 7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the MP. 2 Weeks Subtracting distance between two rational numbers on the number line is the absolute value of their difference, and apply this Integers principle in real-world contexts.

7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers;

3 Sevier County School System Math Correlations/Pacing Guide Grade 7 represent addition and subtraction on a horizontal or vertical number line diagram. 1st Six Lesson 1.4 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. MP. 1 Weeks Apply Also 7.NS.1, 7.NS.1d, 7.EE.3 Addition & Subtraction of Integers 1st Six Ready to Go 7.NS.1 - Lesson 1.1 MP. Weeks On? 7.NS.1 - Lesson 1.2 1,2,5 Module 1 7.NS.1, 7.NS.1c, 7.NS.1d - Lesson 1.3 Assessment 7.NS.3, 7.EE.3 - Lesson 1.4 Readiness Unit 1 MODULE 2 Multiplying and Dividing Integers 1st Six Lesson 2.1 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide MP. 2 Weeks Multiplying rational numbers. Integers 7.NS.2a 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. 1st Six Lesson 2.2 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide MP. 7 Weeks Dividing rational numbers. Integers 7.NS.2b 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. If p and q are integers then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.

7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

1st Six Lesson 2.3 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Weeks Applying MP. 4 Integer Operations 1st Six Ready to Go 7.NS.2, 7.NS.2a, 7.NS.2c, 7.NS.3 - Lesson 2.1 MP.2, 4 Sevier County School System Math Correlations/Pacing Guide Grade 7 Weeks on? 7.NS.2, 7.NS.3 - Lesson 2.2 4, 7 Module 2 7.NS.1, 7.NS.1d, 7.NS.2, 7.NS.2c, 7.EE.3 - Lesson 2.3 Assessment Readiness Unit 1 MODULE 3 Rational Numbers 2nd Six Lesson 3.1 7.NS.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number MP. 3 Weeks Rational terminates in 0s or eventually repeats. Numbers and Decimals 7.NS.2b 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. If p and q are integers then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts. 2nd Six Lesson 3.2 7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers. MP. 2 Weeks Adding Rational 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; Numbers represent addition and subtraction on a horizontal or vertical number line diagram. Also 7.NS.1b, 7.NS.3 2nd Six Lesson 3.3 7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the MP. 2 Weeks Subtracting distance between two rational numbers on the number line is the absolute value of their difference, and apply this Rational principle in real-world contexts. Numbers Also 7.NS.1 2nd Six Lesson 3.4 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide Weeks Multiplying rational numbers. MP. 2 Rational Also 7.NS.2a, 7.NS.2c Numbers 2nd Six Lesson 3.5 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide MP. 4 Weeks Dividing rational numbers. Rational 7.NS.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers Numbers (with non-zero divisor) is a rational number. If p and q are integers then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.

7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers. 2nd Six Lesson 3.6 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any MP. 1 Weeks Applying form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with Rational numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental 5 Sevier County School System Math Correlations/Pacing Guide Grade 7 Number computation and estimation strategies. Operations 2nd Six Ready to Go 7.NS.2d - Lesson 3.1 Weeks On? 7.NS.1 - Lesson 3.2 Module 3 7.NS.1, 7.NS.1c, 7.NS.1d - Lesson 3.3 Assessment 7.NS.2, 7.NS.2a, 7.NS.2c, 7.EE.3 - Lesson 3.4 Readiness 7.NS.2 - Lesson 3.5 7.NS.3, 7.EE.3 - Lesson 3.6 2nd Six Study Guide Standards covered - 7.NS.2d, 7.NS.1c, 7.NS.3, 7.NS.2, 7.EE3, 7.NS.1 MP. Weeks Review & 1,2,4,5 UNIT 1 ,6 Assessment Readiness

Math Six Tennessee Text Practi Weeks Standards ces UNIT 2 Ratios and Proportional Relationships Approximately 17 days - October 12 - November 7 UNIT 2 Module 4 Rates and Proportionality 2nd Six Lesson 4.1 Unit 7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities MP. 4 Weeks Rates measured in like or different units. 2nd Six Lesson 4.2 7.RP.2 Recognize and represent proportional relationships between quantities. MP. 2 Weeks Constant Rates of Change 7.RP.2a 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.

7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 2nd Six Lesson 4.3 7.RP.2a Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table MP. 4 Weeks Proportional or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Relationships and Graphs 7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal

6 Sevier County School System Math Correlations/Pacing Guide Grade 7 descriptions of proportional relationships. Also 7.RP.2c, 7.RP.2d 2nd Six Ready to Go 7.RP.1 - Lesson 4.1 MP. Weeks On? 7.RP.2, 7.RP.2a, 7.RP.2b - Lesson 4.2 2,4 Module 4 7.RP.2, 7.RP.2a, 7.RP.2b, 7.RP.2c - Lesson 4.3 Assessment Readiness UNIT 2 MODULE 5 Proportions and Percent 2nd Six Lesson 5.1 7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. MP. 2 Weeks Percent Increase and Decrease 2nd Six Lesson 5.2 7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem MP. 5 Weeks Rewriting and how the quantities in it are related. Percent Expressions 7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. 2nd Six Lesson 5.3 7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. MP. 4 Weeks Applications of Percent 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. 2nd Six Ready to Go 7.RP.3 - Lesson 5.1 Weeks On? 7.RP.3, 7.EE.3 - Lesson 5.2 MP. Module 5 7.RP.3, 7.EE.3 - Lesson 5.3 2,4,5 Assessment Readiness 2nd Six Study Guide 7.RP.1, 7.RP.3, 7.EE3, 7.NS.1 MP. Weeks Review & 1,2,4, Unit 2 6 Assessment Readiness

7 Sevier County School System Math Correlations/Pacing Guide Grade 7

Te Tennessee Math Six Weeks xt Standards Practices

Unit 3 - Expressions, Equations, and Inequalities Approximately 17 days - November 9 - December 9 Unit 3 MODULE 6 Expressions and Equations 3rd Six Weeks Le 7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear MP. 4 ss expressions with rational coefficients on Also 7.EE.2 6. 1 Al ge br ai c Ex pr es si on s 3rd Six Weeks Le 7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and MP. 7 ss construct simple equations and inequalities to solve problems by reasoning about the quantities. on 6. 2 O ne - St

8 Sevier County School System Math Correlations/Pacing Guide Grade 7 ep Eq ua tio ns wi th Ra tio na l C oe ffi ci en ts 3rd Six Weeks Le 7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and MP. 1 ss construct simple equations and inequalities to solve problems by reasoning about the quantities. on 6. 3 W rit in g T w o- St ep Eq ua tio

9 Sevier County School System Math Correlations/Pacing Guide Grade 7 ns 3rd Six Weeks Le 7.EE.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where MP. 4 ss p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an on algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each 6. approach. 4 So 7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and lvi construct simple equations and inequalities to solve problems by reasoning about the quantities. ng T w o- St ep Eq ua tio ns 3rd Six Weeks Re 7.EE.1 - Lesson 6.1 MP. ad 7.EE.4 - Lesson 6.2 1,2,4,6,7 y 7.EE.4a - Lesson 6.3 to 7.EE.4a - Lesson 6.4 G o O n? M od ul e 6 As se ss

10 Sevier County School System Math Correlations/Pacing Guide Grade 7 m en t Re ad in es s Unit 3 Module 7 Inequalities 3rd Six Weeks Le 7.EE.4b Solve word problems leading to inequalities of the form px+q > r or px + q < r, where p, MP. 1 ss q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in on the context of the problem. 7. 1 W rit in g an d So lvi ng O ne - St ep In eq ua liti es 3rd Six Weeks Le 7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and MP. 2 11 Sevier County School System Math Correlations/Pacing Guide Grade 7 ss construct simple equations and inequalities to solve problems by reasoning about the quantities. on 7. 2 W rit in g T w o- St ep In eq ua liti es 3rd Six Weeks Le 7.EE.4b Solve word problems leading to inequalities of the form px+q > r or px + q < r, where p, MP. 5 ss q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in on the context of the problem. 7. 3 So lvi ng T w o- St ep In eq ua

12 Sevier County School System Math Correlations/Pacing Guide Grade 7 liti es 3rd Six Weeks Re 7.EE.4b - Lesson 7.1 MP. 1,2,5 ad 7.EE4 - Lesson 7.2 y 7.EE.4b - Lesson 7.3 to G o on ? M od ul e 7 As se ss m en t Re ad in es s 3rd Six Weeks St Standards Covered MP. 1,2,4 ud 7.EE4, 7.EE4b, 7.NS.3 y G ui de Re vi

13 Sevier County School System Math Correlations/Pacing Guide Grade 7 e w & U nit 3 As se ss m en t Re ad in es s

Te Tennessee Math Six Weeks xt Standards Practices

Unit 4 Geometry (approximately 27 days) December 12 - February 3 Unit 4 Module 8 Modeling Geometric Figures 3rd Six Weeks Le 7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual MP. 4 ss lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. on 8. 1 Si mi lar

14 Sevier County School System Math Correlations/Pacing Guide Grade 7 Sh ap es an d Sc al e Dr a wi ng s 3rd Six Weeks Le 7.G.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with MP. 5 ss given conditions. Focus on constructing triangles from three measures of angles or sides, noticing on when the conditions determine a unique triangle, more than one triangle, or no triangle. 8. 2 G eo m etr ic Dr a wi ng s 3rd Six Weeks Le 7.G.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as MP. 4 ss in plane sections of right rectangular prisms and right rectangular pyramids. on 8. 3 Cr

15 Sevier County School System Math Correlations/Pacing Guide Grade 7 os s Se cti on s 3rd Six Weeks Le 7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step MP. 2 ss problem to write and solve simple equations for an unknown angle in a figure. on 8. 4 A ng le R el ati on sh ip s 3rd Six Weeks R 7.G.1 - Lesson 8.1 MP. 2,4,5 ea 7.G.2 - Lesson 8.2 dy 7.G.3 - Lesson 8.3 to 7.G.5 - Lesson 8.4 G o O n? M od ul e 8

16 Sevier County School System Math Correlations/Pacing Guide Grade 7 A ss es s m en t R ea di ne ss Unit 4 Module 9 Circumference, Area, and Volume MP. 4th Six Weeks Le 7.G.4 Know the formulas for the area of a circle and use them to solve problems; give an informal MP. 7 ss derivation of the relationship between the circumference and area of a circle. on 9. 1 Ci rc u m fe re nc e 4th Six Weeks Le 7.G.4 Know the formulas for the area of a circle and use them to solve problems; give an informal MP. 4 ss derivation of the relationship between the circumference and area of a circle. on 9. 2 Ar ea of

17 Sevier County School System Math Correlations/Pacing Guide Grade 7 Ci rcl es 4th Six Weeks Le 7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of MP. 5 ss two- and three- dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and on right prisms. 9. 3 Ar ea of C o m po sit e Fi gu re s 4th Six Weeks Le 7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of MP. 4 ss two- and three- dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and on right prisms. 9. 4 So lvi ng Su rf ac e Ar

18 Sevier County School System Math Correlations/Pacing Guide Grade 7 ea Pr ob le m s 4th Six Weeks Le 7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of MP. 7 ss two- and three- dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and on right prisms. 9. 5 So lvi ng V ol u m e Pr ob le m 4th Six Weeks R 7.G.4 - Lesson 9.1 MP. 4,5,7 ea 7.G.4 - Lesson 9.2 dy 7.G.6 - Lesson 9.3 to 7.G.6 - Lesson 9.4 G 7.G.6 - Lesson 9.5 o O n? M od ul

19 Sevier County School System Math Correlations/Pacing Guide Grade 7 e 9 A ss es s m en t R ea di ne ss 4th Six Weeks St Standards Covered MP. ud 7.G.1, 7.G.2, 7.G.3, 7.G.4 7.G.5, 7.G.6, 7.EE.3, 7.EE.4 1,2,4,5,6 y G ui de R ev ie w & U nit 4 A ss es s m en

20 Sevier County School System Math Correlations/Pacing Guide Grade 7 t R ea di ne ss

Six Tennessee Math Text Weeks Standards Practices

Unit 5 Statistics (approximately 21 days) February 3 - March 7 Unit 5 Module 10 Random Samples and Populations 4th Six Lesson 10.1 7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample MP. 6 Weeks Populations and of the population; generalizations about a population from a sample are valid only if the sample is Samples representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 4th Six Lesson 10.2 Making 7.SP.2 Use data from a random sample to draw inferences about a population with an unknown MP. 4 Weeks Inferences from a characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the Random Sample variation in estimates or predictions.

7.RP.2c Represent Proportional Relationships by equations.

7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 4th Six Lesson 10.3 Generating 7.SP.2 Use data from a random sample to draw inferences about a population with an unknown MP. 5 Weeks Random Samples characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. 4th Six Ready to Go On? 7.SP.1 - Lesson 10.1 MP. 4,5,6 Weeks Module 10 Assessment 7.RP.2c, 7.SP.1, 7.SP.2 - Lesson 10.2 Readiness 7.SP.2 - Lesson 10.3

21 Sevier County School System Math Correlations/Pacing Guide Grade 7 Unit 5 Module 11 Analyzing and Comparing Data 5th Six Lesson 11.1 Comparing 7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw MP. 7 Weeks Data Displayed in Dot informal comparative inferences about two populations. Plots Also 7.SP.3 5th Six Lesson 11.2 Comparing 7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar MP. 2 Weeks Data Displayed in Box variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of Plots variability. Also 7.SP.4 5th Six Lesson 11.3 Using 7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar MP. 6 Weeks Statistical Measures to variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of Compare Populations variability.

7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. 5th Six Ready to Go On? 7.SP.3, 7.SP.4 - Lesson 11.1 MP. Weeks Module 11 Assessment 7.SP.3, 7.SP,4 - Lesson 11.2 2,3,4,6,7 Readiness 7.SP.3, 7.SP.4 - Lesson 11.3 5th Six Study Guide Review & Standards Covered MP. Weeks Unit 5 Assessment 7.SP.3, 7.EE.4a, 7.SP.2, 7.G.5 1,2,4,6 Readiness

Unit 6 Probability Approximately 22 days - March 8 - April 12 Unit 6 Module 12 Experimental Probability 5th Six Lesson 12.1 Probability 7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the MP. 6 Weeks likelihood of the event occurring. Larger numbers indicate greater likelihood. 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.

7.SP.7a Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. 5th Six Lesson 12.2 7.SP.C.6 (7.SP.6) Approximate the probability of a chance event by collecting data on the chance process that MP. 4 Weeks Experimental produces it and observing its long-run relative frequency, and predict the approximate relative frequency Probability of Simple given the probability. 22 Sevier County School System Math Correlations/Pacing Guide Grade 7 Events 7.SP.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.

5th Six Lesson 12.3 7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. MP. 2 Weeks Experimental Probability of 7.SP.8a Understand that, just as with simple events, the probability of a compound event is the fraction of Compound Events outcomes in the sample space for which the compound event occurs.

7.SP.8b Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams.

7.SP.C.8.c Design and use a simulation to generate frequencies for compound events. 5th Six Lesson 12.4 Making 7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces MP. 4 Weeks Predictions with it and observing its long-run relative frequency, and predict the approximate relative frequency given the Experimental probability. Probability 5th Six Ready to Go On? 7.SP.5 - Lesson 12.1 MP. 2,4,6 Weeks Module 12 Assessment 7.SP.6, 7.SP.7, 7.SP.7a - Lesson 12.2 Readiness 7.SP.8a, 7.SP.8b - Lesson 12.3 7.SP.6 - Lesson 12.4 Unit 6 Module 13 Theoretical Probability and Simulations 5th Six Lesson 13.1 Theoretical 7.SP.7a Develop a uniform probability model by assigning equal probability to all outcomes, and use the MP. 7 Weeks Probability of Simple model to determine probabilities of events. For example, if a student is selected at random from a class, find Events the probability that Jane will be selected and the probability that a girl will be selected.

7.SP.6 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. Also 7.SP.7 5th Six Lesson 13.2 Theoretical 7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. MP. 2 Weeks Probability of Compound Events 7.SP.8a Understand that, just as with simple events, the probability of a compound event is the fraction of 23 Sevier County School System Math Correlations/Pacing Guide Grade 7 outcomes in the sample space for which the compound event occurs.

7.SP.8b Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. 5th Six Lesson 13.3 Making 7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces MP. 4 Weeks Predictions with it and observing its long-run relative frequency, and predict the approximate relative frequency given the Theoretical Probability probability.

7.SP.7a Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. 5th Six Lesson 13.4 Using 7.SP.8c Design and use a simulation to generate frequencies for compound events. MP. 5 Weeks Technology to Conduct a Simulation 7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. 5th Six Ready to Go On? 7.SP.6, 7.SP.7, 7.SP.7a - Lesson 13.1 MP. Weeks Module 13 Assessment 7.SP.8, 7.SP.8a, 7.SP.8b - Lesson 13.2 2,4,5,7 Readiness 7.SP.6, 7.SP.7a - Lesson 13.3 7.SP.8, 7.SP.8c - Lesson 13.4 5th Six Study Guide Review Standards Covered MP. Weeks Unit 6 Assessment 7.SP.5, 7.SP.6, 7.SP.7, 7.SP.7a, 7.SP.7b, 7.SP.8, 7.SP.8a, 7.SP.8b, 7.SP.8c 2,4,5,7 Readiness Six Tennessee Math Text Weeks Standards Practices April 12 - June 5 (Spring Break April 17 - April 21) 6th Six Begin reviewing for TN Ready testing, tentatively scheduled for beginning of May. Upon completion of Weeks review, teachers are to work on Unit 7 Getting Ready for 8th Grade. Unit 7 Getting Ready for Grade 8 - https://my.hrw.com/content/hmof/math/gomath/tn/gr7/teacher_resources_9780544816411_/planning_guide/i ndex.html Unit 7 Getting Ready for Grade 8 (TOC) GR Module 1 Real Numbers and Equations GR Module 2 Proportional Relationships GR Module 3 Functions

24 Sevier County School System Math Correlations/Pacing Guide Grade 7 GR Module 4 Geometry GR Module Assessments Unit 7 Assessment Review Projects