Content Emphases for Grade 7 Major Cluster 70% of time

Save this PDF as:

Size: px
Start display at page:

Download "Content Emphases for Grade 7 Major Cluster 70% of time"

Transcription

1 Critical Area: Geometry Content Emphases for Grade 7 Major Cluster 70% of time Supporting Cluster 20% of Time Additional Cluster 10% of Time 7.RP.A.1,2,3 7.SP.A.1,2 7.G.A.1,2,3 7.NS.A.1,2,3 7.SP.C.5,6,7,8 7.G.B.4,5,6 7.EE.A.1,2 7.SP.B.3,4 7.EE.B.3,4 7.G.A Draw construct, and describe geometrical figures and describe the relationships between them. 7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given 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. Geometry 7.G Domain: Clusters: Clusters outlined in bold should drive the learning for this period of instruction. 7.G.B Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Standards for Mathematical Practice 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 use of structure. 8. Look for and express regularity in repeated reasoning 7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Standards: Standards outlined in bold should drive the learning for this period of instruction. 7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Expressions and Equations 7.EE 7.EE.A Use properties of operations to generate equivalent expressions 7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related Property of MPS Page 1

2 Foundational Standards: 6.G.A.1 6.G.A.3 6.EE.A NS.C.5-6 Pathway to Algebra Readiness Future Learning: 7.G.A.3 8.G G.C.9 Key Student Understandings Assessments Geometry Students understand the properties needed to construct polygons. Formative Assessment Strategies Students understand special relationships among angles. Expressions and Equations Evidence for Standards-based Grading Students understand how writing equations can relate to angle relationships. Common Misconceptions/Challenges 7.G.A.2 Draw construct, and describe geometrical figures and describe the relationships between them. Students often have difficulty correctly setting up proportions when determining the relationship between geometrical figures. Students lack practice with a protractor and therefore struggle to use one to measure angles. 7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Many students confuse/interchange the vocabulary, especially supplementary and complementary. Students lack to rote knowledge of benchmark angle measures. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Students may struggle to identify which variable is the x (independent) and y (dependent). Students may be confused as to when to combine like terms. 7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. As students begin to build and work with expressions containing more than two operations, students tend to set aside the order of operations. For example having a student simplify an expression like 8 + 4(2x - 5) + 3x can bring to light several misconceptions. Do the students immediately add the 8 and 4 before distributing the 4? Do they only multiply the 4 and the 2x and not distribute the 4 to both terms in the parenthesis? Do they collect all like terms , and 2x + 3x? Each of these show gaps in students understanding of how to simplify numerical expressions with multiple operations Property of MPS Page 2

3 Instructional Practices Domain: 7.G. Geometry Cluster: 7.G.A Draw, construct, and describe geometrical figures and describe the relationships between them 7.G.A.2 Example 1: Draw a quadrilateral with one set of parallel sides and no right angles. Students understand the characteristics of angles and side lengths that create a unique triangle, more than one triangle or no triangle. Example 2: Can a triangle have more than one obtuse angle? Explain your reasoning. Example 3: Will three sides of any length create a triangle? Explain how you know which will work. Possibilities to examine are: o 13 cm, 5 cm, and 6 cm o 3 cm, 3cm, and 3 cm o 2 cm, 7 cm, 6 cm Solution: A above will not work; B and C will work. Students recognize that the sum of the two smaller sides must be larger than the third side. Cluster: 7.G.B Solve real-life and mathematical problems involving angle measure, area, surface area, and volumes 7.G.B.5, Examples: Write and solve an equation to find the measure of angle x. Solution: The right angle of the triangle is 90 and another angle measure of the triangle is labeled =130. The total angle measure of any triangle is =50 so the last angle measure must equal 50. Because angle x and the 50 degree angle are supplementary, they must total 180. Therefore, angle x must equal =180. Find the measure of angle x Property of MPS Page 3

4 Solution: First, find the missing angle measure of the bottom triangle ( = 120). Since the 120 is a vertical angle to x, the measure of x is also 120. Domain: 7.EE Expressions and Equations Cluster: 7.EE.B Solve real-life mathematical problems using numerical and algebraic expressions 7.EE.B.4 Examples: Amie had \$26 dollars to spend on school supplies. After buying 10 pens, she had \$14.30 left. How much did each pen cost? The sum of three consecutive even numbers is 48. What is the smallest of these numbers? Solve: 5 n + 5 = 20 4 Florencia has at most \$60 to spend on clothes. She wants to buy a pair of jeans for \$22 dollars and spend the rest on t-shirts. Each T-shirt costs \$8. Write an inequality for the number of t-shirts she can purchase. Steven has \$25 dollars. He spent \$10.81, including tax, to buy a new DVD. He needs to set aside \$10 to pay for his lunch next week. If peanuts cost \$0.38 per package, including tax, what is the maximum number of packages that Steven can buy? Write an equation or inequality to model the situation. Explain how you determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. Solve and graph your solution on a number line. Cluster: 7.EE.A Use properties of operations to generate equivalent expressions 7.EE.A.2 Examples: Jamie and Ted both get paid an equal hourly wage of \$9 per hour. This week, Ted made an additional \$27 dollars in overtime. Write an expression that represents the weekly wages of both if J = the number of hours that Jamie worked this week and T = the number of hours Ted worked this week? Can you write the expression in another way? One student might say: To find the total wage, I would first multiply the number of hours Jamie worked by 9. Then I would multiply the number of hours Ted worked by 9. I would add these two values with the \$27 overtime to find the total wages for the week. The student would write the expression. 9J + 9T Property of MPS Page 4

6 Differentiation 7.G.A.2 Draw construct, and describe geometrical figures and describe the relationships between them. Use whole numbers for struggling students, decimals and fractions for those who are ready Include less common polygons for advanced learners 7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use whole numbers for struggling students, decimals and fractions for those who are ready. Show vocabulary visually. Use highlighters to identify angles. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Continue to build on students understanding and application of writing and solving one-step equations from a problem situation to multi-step problem situations. This is also the context for students to practice using rational numbers including: integers, and positive and negative fractions and decimals. As students analyze a situation, they need to identify what operation should be completed first, then the values for that computation. Each set of the needed operation and values is determined in order. Finally an equation matching the order of operations is written. For example, Bonnie goes out to eat and buys a meal that costs \$12.50 that includes a tax of \$.75. She only wants to leave a tip based on the cost of the food. In this situation, students need to realize that the tax must be subtracted from the total cost before being multiplied by the percent of tip and then added back to obtain the final cost. C = ( )(1 + T) +.75 = 11.75(1 +T) +.75 where C = cost and T = tip. Provide multiple opportunities for students to work with multi-step problem situations that have multiple solutions and therefore can be represented by an inequality. Students need to be aware that values can satisfy an inequality but not be appropriate for the situation, therefore limiting the solutions for that particular problem. 7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. Provide opportunities to build upon this experience of writing expressions using variables to represent situations and use the properties of operations to generate equivalent expressions. Literacy Connections Academic vocabulary terms Vocabulary Strategies Literacy Connections Grade 7 EEL Strategies Property of MPS Page 6

7 These expressions may look different and use different numbers, but the values of the expressions are the same. Provide opportunities for students to use and understand the properties of operations. These include: the commutative, associative, identity, and inverse properties of addition and of multiplication, and the zero property of multiplication. Another method students can use to become convinced that expressions are equivalent is to justify each step of simplification of an expression with an operation property. Challenge Ask students to explain their thinking and ask questions such as What would happen if? Students are offered projects to extend their understanding. Students create story problems to model concepts in unit. Assign Extension problems in the A.C.E. section of CMP3 for current or related investigations. The Common Core Approach to Differentiating Instruction Attached document includes scaffolds for English Language Learners, Students with Disabilities, Below Level Students, and Above Level Students CMP3 Instructional Resources Developing Fluencies Shapes and Designs Conceptual Understanding and Fluency Games Property of MPS Page 7

GRADE 7 SKILL VOCABULARY MATHEMATICAL PRACTICES Add linear expressions with rational coefficients. 7.EE.1

Common Core Math Curriculum Grade 7 ESSENTIAL QUESTIONS DOMAINS AND CLUSTERS Expressions & Equations What are the 7.EE properties of Use properties of operations? operations to generate equivalent expressions.

Performance Level Descriptors Grade 6 Mathematics

Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.1-2 Grade 6 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with

CCGPS Curriculum Map. Mathematics. 7 th Grade

CCGPS Curriculum Map Mathematics 7 th Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Unit 1 Operations with Rational Numbers a b

Just want the standards alone? You can find the standards alone at 7 th Grade Mathematics Unpacked Content October, 2012

7 th Grade Mathematics Unpacked Content For the new Common Core standards that will be effective in all North Carolina schools in the 2012-13 School Year. This document is designed to help North Carolina

Grade 6 Mathematics Common Core State Standards

Grade 6 Mathematics Common Core State Standards Standards for Mathematical Practice HOW make sense of problems, persevere in solving them, and check the reasonableness of answers. reason with and flexibly

Common Core State Standard I Can Statements 7 th Grade Mathematics

Common Core State Standard 7 th Grade Mathematics CCSS Key: Ratios & Proportional Relationships (RP) The Number System (NS) Expressions & Equations (EE) Geometry (G) Statistics & Probability (SP) Common

Pythagorean Theorem. Overview. Grade 8 Mathematics, Quarter 3, Unit 3.1. Number of instructional days: 15 (1 day = minutes) Essential questions

Grade 8 Mathematics, Quarter 3, Unit 3.1 Pythagorean Theorem Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Prove the Pythagorean Theorem. Given three side lengths,

CORE Assessment Module Module Overview

CORE Assessment Module Module Overview Content Area Mathematics Title Speedy Texting Grade Level Grade 7 Problem Type Performance Task Learning Goal Students will solve real-life and mathematical problems

Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013

A Correlation of Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013 to the Topics & Lessons of Pearson A Correlation of Courses 1, 2 and 3, Common Core Introduction This document demonstrates

Stage 2 - Evidence. Curriculum Map Math-Course 2, Unit 1

Curriculum Map Math-Course 2, Unit 1 7.NS.A.1, 7.NS.A.1.a, 7.NS.A.1.b, 7.NS.A.1.c, 7.NS.A.1.d, 7.NS.A.2, 7.NS.A.2.a, 7.NS.A.2.b, 7.NS.A.2.c, 7.NS.A.2.d, 7.NS.A.3 Extend their study of procedural operations

Just want the standards alone? You can find the standards alone at www.corestandards.org. 7 th Grade Mathematics Unpacked Content February, 2012

7 th Grade Mathematics Unpacked Content For the new Common Core standards that will be effective in all North Carolina schools in the 2012-13 School Year. This document is designed to help North Carolina

How does one make and support a reasonable conclusion regarding a problem? How does what I measure influence how I measure?

Middletown Public Schools Mathematics Unit Planning Organizer Subject Mathematics Grade/Course Grade 7 Unit 3 Two and Three Dimensional Geometry Duration 23 instructional days (+4 days reteaching/enrichment)

New York CCLS. Practice. Teacher Guide Mathematics. NYS Test. Addresses latest. updates from 11/20/12. Replaces Practice Test 3

C o m m o n C o r e E d i t i o n New York CCLS Practice 7 Teacher Guide Mathematics Addresses latest NYS Test updates from 11/20/12 Replaces Practice Test 3 2013 Curriculum Associates, LLC North Billerica,

GRADE 8 SKILL VOCABULARY MATHEMATICAL PRACTICES Define rational number. 8.NS.1

Common Core Math Curriculum Grade 8 ESSENTIAL DOMAINS AND QUESTIONS CLUSTERS How do you convert a rational number into a decimal? How do you use a number line to compare the size of two irrational numbers?

6-12 ELA and Mathematics Guidelines address student rights to high quality literacy, including written expression, and mathematics instruction.

The Tennessee Department of Education supports a comprehensive and cohesive English Language Arts (ELA) and mathematics program of study for all 6-12 students. Programs should be consistent with the Common

Common Core State Standards - Mathematics Content Emphases by Cluster Grade K

Grade K Not all of the content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than the others based on the depth of the ideas, the time that they take to

Integer Operations. Overview. Grade 7 Mathematics, Quarter 1, Unit 1.1. Number of Instructional Days: 15 (1 day = 45 minutes) Essential Questions

Grade 7 Mathematics, Quarter 1, Unit 1.1 Integer Operations Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Describe situations in which opposites combine to make zero.

6 th Grade Math Curriculum Course Information: Course 1 of Prentice Hall Common Core

6 th Grade Math Curriculum Course Information: Course: Length: Description: Course 1 of Prentice Hall Common Core 1 period/day Mathematics at the 6 th grade level will cover a variety of fundamental math

Delaware s Common Core State Standards for Mathematics Grade 7 Assessment Examples

Delaware s Common Core State s for Mathematics Grade 7 Assessment Examples Compiled by: Teaching and Learning Branch Katia Foret, Ph.D. Education Associate Rita Fry, Ed.D. Education Associate July 2012

For example, estimate the population of the United States as 3 times 10⁸ and the

CCSS: Mathematics The Number System CCSS: Grade 8 8.NS.A. Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1. Understand informally that every number

Common Core State Standard I Can Statements 8 th Grade Mathematics. The Number System (NS)

CCSS Key: The Number System (NS) Expressions & Equations (EE) Functions (F) Geometry (G) Statistics & Probability (SP) Common Core State Standard I Can Statements 8 th Grade Mathematics 8.NS.1. Understand

Mathematics Common Core Cluster Mathematics Common Core Standard Resources. EE.6.1 Write and evaluate numerical expressions involving wholenumber

Unit 2 2 2 Unit : Operations and Properties Mathematics Common Core Domain Mathematics Common Core Cluster Mathematics Common Core Standard Resources NS..2 Fluently divide multi-digit numbers using the

CORE Assessment Module Module Overview

CORE Assessment Module Module Overview Content Area Mathematics Title T-Shirts Grade Level Grade 7 Problem Type Performance Task Learning Goal Students will solve real-life and mathematical problems using

8 th Grade Math Curriculum/7 th Grade Advanced Course Information: Course 3 of Prentice Hall Common Core

8 th Grade Math Curriculum/7 th Grade Advanced Course Information: Course: Length: Course 3 of Prentice Hall Common Core 46 minutes/day Description: Mathematics at the 8 th grade level will cover a variety

Solving Equations with One Variable

Grade 8 Mathematics, Quarter 1, Unit 1.1 Solving Equations with One Variable Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Solve linear equations in one variable

Mathematics. Mathematical Practices

Mathematical Practices 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

Unit 1, Review Transitioning from Previous Mathematics Instructional Resources: McDougal Littell: Course 1

Unit 1, Review Transitioning from Previous Mathematics Transitioning from previous mathematics to Sixth Grade Mathematics Understand the relationship between decimals, fractions and percents and demonstrate

Quadratic Functions: Complex Numbers

Algebra II, Quarter 1, Unit 1.3 Quadratic Functions: Complex Numbers Overview Number of instruction days: 12-14 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Develop

Problem of the Month: Perfect Pair

Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:

Assessment Anchors and Eligible Content

M07.A-N The Number System M07.A-N.1 M07.A-N.1.1 DESCRIPTOR Assessment Anchors and Eligible Content Aligned to the Grade 7 Pennsylvania Core Standards Reporting Category Apply and extend previous understandings

Common Core State Standards for Mathematics Accelerated 7th Grade

A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting

Multiplying Fractions by a Whole Number

Grade 4 Mathematics, Quarter 3, Unit 3.1 Multiplying Fractions by a Whole Number Overview Number of Instructional Days: 15 (1 day = 45 60 minutes) Content to be Learned Apply understanding of operations

Properties of Real Numbers

16 Chapter P Prerequisites P.2 Properties of Real Numbers What you should learn: Identify and use the basic properties of real numbers Develop and use additional properties of real numbers Why you should

6 th Grade Math. Understand ratio concepts and use ratio reasoning to solve problems.

6 th Grade Math Understand ratio concepts and use ratio reasoning to solve problems. 6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

Common Core Unit Summary Grades 6 to 8

Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity- 8G1-8G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations

Glencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9

Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 6-8 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,

Greater Nanticoke Area School District Math Standards: Grade 6

Greater Nanticoke Area School District Math Standards: Grade 6 Standard 2.1 Numbers, Number Systems and Number Relationships CS2.1.8A. Represent and use numbers in equivalent forms 43. Recognize place

Conceptual Understanding of Operations of Integers

Grade 7 Mathematics, Quarter 2, Unit 2.1 Conceptual Understanding of Operations of Integers Overview Number of instructional days: 10 (1 day = 45 60 minutes) Content to be learned Demonstrate conceptual

Common Core Algebra Critical Area 6: Systems of Equations and Inequalities and Linear Programming

Pacing: Weeks 31-36 Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the

Level: High School: Geometry. Domain: Expressing Geometric Properties with Equations G-GPE

1. Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. Translate between the geometric

Using Khan Academy for GMAT Prep

Using Khan Academy for GMAT Prep Owl Test Prep 2016 The common core state math standards overlap with GMAT standards (pp 105 45 in the 2017 Official Guide) in a number of areas. I ve listed them below

Creating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities

Algebra 1, Quarter 2, Unit 2.1 Creating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned

Scope & Sequence MIDDLE SCHOOL

Math in Focus is a registered trademark of Times Publishing Limited. Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 06/13 MS77941n Scope & Sequence MIDDLE SCHOOL

Name Period Date MATHLINKS GRADE 8 STUDENT PACKET 1 INTEGERS REVIEW

Name Period Date 8-1 STUDENT PACKET MATHLINKS GRADE 8 STUDENT PACKET 1 INTEGERS REVIEW 1.1 Integer Operations: Patterns Explore the meaning of integer addition, subtraction, multiplication, and division.

7th Grade Mathematics Unit 1 Curriculum Map: September 9th October 25th

7th Grade Mathematics Unit 1 Curriculum Map: September 9th October 25th ORANGE PUBLIC SCHOOLS OFFICE OF CURRICULUM AND INSTRUCTION OFFICE OF MATHEMATICS Common Core Standards 6.NS.5 6.NS.6a 6.NS.7c REVIEW

Grade 8 Linear Equations in One Variable 8.EE.7a-b

THE NEWARK PUBLIC SCHOOLS THE OFFICE OF MATHEMATICS Grade 8 Linear Equations in One Variable 8.EE.7a-b 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES THE NEWARK PUBLIC SCHOOLS Office of Mathematics MATH

Unit Background. Stage 1: Big Goals

Course: 7 th Grade Mathematics Unit Background Unit Title Angle Relationships, Transversals & 3-Dimensional Geometry Does the unit title reflect the standards? PCCMS Unit Reviewer (s): Unit Designer: Resources

Such As Statements, Kindergarten Grade 8

Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential

Measurement with Ratios

Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve real-world and mathematical

Algebra I Support Lab CURRICULUM GUIDE AND INSTRUCTIONAL ALIGNMENT

TRENTON PUBLIC SCHOOLS Department of Curriculum and Instruction 108 NORTH CLINTON AVENUE TRENTON, NEW JERSEY 08609 Secondary Schools Algebra I Support Lab CURRICULUM GUIDE AND INSTRUCTIONAL ALIGNMENT The

Georgia Standards of Excellence Curriculum Frameworks Mathematics

Georgia Standards of Excellence Curriculum Frameworks Mathematics GSE Coordinate Algebra Unit 2: Reasoning with Equations and Inequalities Unit 2 Reasoning with Equations and Inequalities Table of Contents

NEW MEXICO Grade 6 MATHEMATICS STANDARDS

PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical

PA Common Core Standards Standards for Mathematical Practice Grade Level Emphasis*

Habits of Mind of a Productive Thinker Make sense of problems and persevere in solving them. Attend to precision. PA Common Core Standards The Pennsylvania Common Core Standards cannot be viewed and addressed

WORK SCHEDULE: MATHEMATICS 2007

, K WORK SCHEDULE: MATHEMATICS 00 GRADE MODULE TERM... LO NUMBERS, OPERATIONS AND RELATIONSHIPS able to recognise, represent numbers and their relationships, and to count, estimate, calculate and check

Pre-Algebra Curriculum Map 8 th Grade Unit 1 Integers, Equations, and Inequalities

Key Skills and Concepts Common Core Math Standards Unit 1 Integers, Equations, and Inequalities Chapter 1 Variables, Expressions, and Integers 12 days Add, subtract, multiply, and divide integers. Make

Grade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills

Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate

Mathematics Common Core Sample Questions

New York State Testing Program Mathematics Common Core Sample Questions Grade6 The materials contained herein are intended for use by New York State teachers. Permission is hereby granted to teachers and

Tennessee Mathematics Standards 2009-2010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes

Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical

New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and Quick Review Math Handbook Book 1

New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and The lessons that address each Performance Indicator are listed, and those in which the Performance Indicator

Overview. Essential Questions. Grade 5 Mathematics, Quarter 3, Unit 3.2 Multiplying and Dividing With Decimals

Multiplying and Dividing With Decimals Overview Number of instruction days: 9 11 (1 day = 90 minutes) Content to Be Learned Multiply decimals to hundredths. Divide decimals to hundredths. Use models, drawings,

Common Core State Standards. Standards for Mathematical Practices Progression through Grade Levels

Standard for Mathematical Practice 1: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for

7th Grade Common Core State Standards. Flip Book

7th Grade Common Core State Standards Flip Book This document is intended to show the connections to the Standards of Mathematical Practices and the content standards and to get detailed information at

Algebra 1 2008. Academic Content Standards Grade Eight and Grade Nine Ohio. Grade Eight. Number, Number Sense and Operations Standard

Academic Content Standards Grade Eight and Grade Nine Ohio Algebra 1 2008 Grade Eight STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express

Correlation of Common Core Content Standards to CMP3 Content. Number Standard for Mathematical Content CMP3 Unit: Investigation

Correlation of Common Core Content Standards to CMP3 Content GRADE 8 8.NS.A Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1 8.NS.A.2 Understand informally

Problem of the Month: William s Polygons

Problem of the Month: William s Polygons The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common

Progress in. Mathematics. Diocese of Allentown. Mathematics. Curriculum. Grade 6. Aligned to the SADLIER

SADLIER Progress in Mathematics Aligned to the Diocese of Allentown Mathematics Curriculum Grade 6 Ratios & Proportional Relationships........ 2 The Number System....................... 5 Expressions &

MATHEMATICS Grade 6 Standard: Number, Number Sense and Operations

Standard: Number, Number Sense and Operations Number and Number C. Develop meaning for percents including percents greater than 1. Describe what it means to find a specific percent of a number, Systems

Vocabulary: Distributive property Simplify Like terms Solution Inverse operations

Targeted Content Standard(s): 8.EE.7 Solve linear equations in one variable. a) Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which

Implementing the K-8 th grade Common Core Math Standards

In consultation with the Archdiocese of San Francisco presents Implementing the K-8 th grade Common Core Math Standards Catapult Contact Information: Heather Hutchinson Regional Director (310) 897-0553

A Correlation of. to the. Common Core State Standards for Mathematics Grade 4

A Correlation of to the Introduction envisionmath2.0 is a comprehensive K-6 mathematics curriculum that provides the focus, coherence, and rigor required by the CCSSM. envisionmath2.0 offers a balanced

CCSS: Mathematics. Operations & Algebraic Thinking. CCSS: Grade 5. 5.OA.A. Write and interpret numerical expressions.

CCSS: Mathematics Operations & Algebraic Thinking CCSS: Grade 5 5.OA.A. Write and interpret numerical expressions. 5.OA.A.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate

Welcome to Math 7 Accelerated Courses (Preparation for Algebra in 8 th grade)

Welcome to Math 7 Accelerated Courses (Preparation for Algebra in 8 th grade) Teacher: School Phone: Email: Kim Schnakenberg 402-443- 3101 kschnakenberg@esu2.org Course Descriptions: Both Concept and Application

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers

Number & Place Value. Addition & Subtraction. Digit Value: determine the value of each digit. determine the value of each digit

Number & Place Value Addition & Subtraction UKS2 The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value

Common Core. Mathematics Teacher Resource Book. Teacher Resource Book Table of Contents Pacing Guides Correlation Charts Sample Lessons

204 Common Core Mathematics Teacher Resource Book 7 Teacher Resource Book Table of Contents Pacing Guides Correlation Charts Sample Lessons Sampler Includes For a complete Teacher Resource Book call 800-225-0248

Year 5. Pupils should identify the place value in large whole numbers.

Year 5 Year 5 programme of study (statutory requirements) Number, place value, approximation and estimation Number, place value, approximation and estimation Pupils should identify the place value in large

Mathematics Grade 5 Year in Detail (SAMPLE)

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Whole number operations Place value with decimals Add and Subtract Decimals Add and Subtract Fractions Multiply and Divide Decimals

Math Foundations IIB Grade Levels 9-12

Math Foundations IIB Grade Levels 9-12 Math Foundations IIB introduces students to the following concepts: integers coordinate graphing ratio and proportion multi-step equations and inequalities points,

Standards for Mathematical Practice: Commentary and Elaborations for 6 8

Standards for Mathematical Practice: Commentary and Elaborations for 6 8 c Illustrative Mathematics 6 May 2014 Suggested citation: Illustrative Mathematics. (2014, May 6). Standards for Mathematical Practice:

Ratios and Proportional Relationships Set 1: Ratio, Proportion, and Scale... 1 Set 2: Proportional Relationships... 8

Table of Contents Introduction...v Standards Correlations... viii Materials List... x... 1 Set 2: Proportional Relationships... 8 The Number System Set 1: Integers and Absolute Value... 15 Set 2: Comparing

MATHEMATICS LOWER KS2

MATHEMATICS LOWER KS2 The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts

Content Emphases by Cluster--Kindergarten *

Content Emphases by Cluster--Kindergarten * Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Operations and Algebraic Thinking Understand

MISSOURI MATHEMATICS CORE ACADEMIC STANDARDS CROSSWALK TO MISSOURI GLES/CLES CONTENT ALIGNMENTS AND SHIFTS Grade 4 DRAFT

CONTENT ALIGNMENTS AND SHIFTS Grade 4 Grade 4 Critical Areas In Grade 4, instructional time should focus on three critical areas: 1. developing understanding and fluency with multi-digit multiplication,

PETERS TOWNSHIP SCHOOL DISTRICT CORE BODY OF KNOWLEDGE MATH GRADE 5

PETERS TOWNSHIP SCHOOL DISTRICT CORE BODY OF KNOWLEDGE MATH GRADE 5 For each of the sections that follow, students may be required to understand, apply, analyze, evaluate or create the particular concepts

Absolute Value of Reasoning

About Illustrations: Illustrations of the Standards for Mathematical Practice (SMP) consist of several pieces, including a mathematics task, student dialogue, mathematical overview, teacher reflection

Mathematics. Curriculum Content for Elementary School Mathematics. Fulton County Schools Curriculum Guide for Elementary Schools

Mathematics Philosophy Mathematics permeates all sectors of life and occupies a well-established position in curriculum and instruction. Schools must assume responsibility for empowering students with

Overview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres

Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,

Expressions and Equations

Expressions and Equations Standard: CC.6.EE.2 Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5 as 5 y.

Arizona s College and Career Ready Standards Mathematics

Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples Third Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June

Middle Grades Mathematics 5 9

Middle Grades Mathematics 5 9 Section 25 1 Knowledge of mathematics through problem solving 1. Identify appropriate mathematical problems from real-world situations. 2. Apply problem-solving strategies

Tennessee Department of Education. Task: Sally s Car Loan

Tennessee Department of Education Task: Sally s Car Loan Sally bought a new car. Her total cost including all fees and taxes was \$15,. She made a down payment of \$43. She financed the remaining amount

Math at a Glance for April

Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common

Overview of Math Standards

Grade 8A Welcome to math curriculum design maps for Manhattan- Ogden USD 383, striving to produce learners who are: Effective Communicators who clearly express ideas and effectively communicate with diverse

Chapter 6 Real World Equations and Inequalities

Chapter 6 Real World Equations and Inequalities In this chapter we will use the geometric relationships that we explored in the last chapter and combine them with the algebra we have learned in prior chapters.

Distance, Midpoint, and Pythagorean Theorem

Geometry, Quarter 1, Unit 1.1 Distance, Midpoint, and Pythagorean Theorem Overview Number of instructional days: 8 (1 day = 45 minutes) Content to be learned Find distance and midpoint. (2 days) Identify

Wentzville School District Curriculum Development Template Stage 1 Desired Results

Wentzville School District Curriculum Development Template Stage 1 Desired Results Unit Title: Radicals and Radical Expressions Course: Middle School Algebra 1 Unit 10 Radicals and Radical Expressions

Division with Whole Numbers and Decimals

Grade 5 Mathematics, Quarter 2, Unit 2.1 Division with Whole Numbers and Decimals Overview Number of Instructional Days: 15 (1 day = 45 60 minutes) Content to be Learned Divide multidigit whole numbers

Mathematics. Mathematical Practices

Mathematical Practices 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