Acknowledgements

This work reflects a collaborative effort of teachers across our district along with the support of staff from the Office of Curriculum and Instruction. Kyra Allen, Belfair Montessori Magnet

Malissa Drake, Greenville Superintendent’s Academy

Jayadra Rodney, Capitol Middle Magnet

East Baton Rouge School System

A Publication of the Office of Curriculum, Instruction, & PD

MATH Grade 7

2018-2019

1

Grade 7 Mathematics

Revised July 17, 2018

1st Nine Weeks

August 9 – October 11

2nd Nine Weeks

October 12 – December 18

3rd Nine Weeks

January 7 – March 8

4th Nine Weeks

March 11 – May 20

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Ratios and

Proportional

Relationships

Rational Numbers Expressions and

Equations

Percent and

Proportional

Relationships

Statistics and

Probability Geometry

Aug. 15 – Sept. 21 Sept. 24 – Oct. 26 Oct. 29 – Dec. 18 Jan. 7 – Feb. 8 Feb. 11 – Mar. 22 Mar. 25 – May 18 6.RP.A.1 6.NS.1 6.EE.A.3 7.RP.A.1 6.SP.B.5 6.G.A.1

6.RP.A.2 6.NS.B.3 6.EE.A.4 7.RP.A.2a 7.SP.A.1 6.G.A.2

6.RP.A.3 6.NS.C.5 6.EE.B.7 7.RP.A.2b 7.SP.A.2 6.G.A.4

7.RP.A.1 6.NS.C.6 6.EE.B.8 7.RP.A.2c 7.SP.B.3 7.G.A.2

7.RP.A.2a 6.NS.C.7 7.EE.A.1 7.RP.A.2d 7.SP.B.4 7.G.A.3

7.RP.2b 6.EE.A.3 7.EE.A.2 7.RP.A.3 7.SP.C.5 7.G.B.4

7.RP.2c 6.EE.A.4 7.EE.B.3 7.EE.B.3 7.SP.C.6 7.G.B.5

7.RP.2d 7.NS.A.1 7.EE.B.4 7.G.A.1 7.SP.C.7 7.G.B.6

7.RP.A.3 7.NS.A.2 7.G.B.4 7.SP.C.8a

7.EE.B.4a 7.NS.A.3 7.G.B.5 7.SP.C.8b

7.G.A.1 7.EE.A.2 7.G.B.6

7.EE.B.4a

Foundational Skills identify standards that are prerequisites to the on-grade level standards being addressed in each unit. Teachers are advised to use these standards to provide

scaffolds, remediation, and/or practice/review activities to assist students with making connections between previous concepts learned and the major, supporting, and additional

content addressed in the current unit. For further guidance, refer to the LDOE Remediation guides and the LDOE Companion documents.

LEAP 360 Diagnostic

Assessment: August 13-14, 2018

LEAP 360 Interim Form 1B:

December 14 – 18, 2018 LEAP 360 Interim Form 2B:

March 11 - 12, 2019

LEAP 2025:

April 1 – May 3, 2019

TECHNOLOGY INTEGRATION PURPOSE:

In today’s society, it is critical for students to be able to use the vast amount of technology available to them. Computer literacy will provide students with skills they need to succeed in the technological age. The technology

standards identified below support schools in building students’ digital literacy by authentically incorporating technology into instruction at every grade level.

2

Grade 7 Mathematics

Revised July 17, 2018 ISTE Focus: Digital Citizenship LDOE Focus:

RIG.9, ACPO.5, ACPO.1,

ACPO.6, ACPO.7,

RIG.11, ACPO.2,

ACPO.3, ACPO.8,

ACPO.4, ACPO.11

ISTE Focus: Empowered

Learner

LDOE Focus:

ACPO.10, BCO.12,

WP.6, WP.9, WP.10,

BCO.1, BCO.2, BCO.3,

BCO.4, BCO.5, BCO.6,

BCO.7, BCO.7a,

BCO.7b, BCO.7c,

BCO.7d, BCO.7e,

BCO.8, BCO.9, BCO.10,

BCO.11, WP.1, S.13,

RIG.6

ISTE Focus: Knowledge

Constructor

LDOE Focus:

RIG.7, RIG.8, RIG.13,

RIG.3, ACPO.9, RIG.1,

RIG.2, RIG.5, RIG.12,

PMT.5

ISTE Focus: Innovative

Designer

LDOE Focus:

MA.3

ISTE Focus: Computational

Thinker

LDOE Focus:

S.1, RIG.4, MA.2, S.2,

S.3, S.4, S.8,

S.9, S.6, S.7, S.5, S.11,

S.12, S.10

ISTE Focus: Creative

Communicator

LDOE Focus:

RIG.10, PMT.4,

PMT.1CC.3, CC.4, WP.2,

WP.7, WP.3, WP.4,

WP.5, PMT.2, PMT.3,

PMT.6, MA.1, CC.2,

CC.6, CC.7, WP.8,

PMT.7

ISTE Focus: Global

Collaborator

LDOE Focus:

CC.5, CC.8, CC.1

Major Clusters Supporting Clusters Additional Clusters Foundational Review Skills RP – Ratio and Proportional Reasoning (1,2, 3)

NS – The Number System (1, 2, 3)

EE – Expressions and Equations (1, 2, 3, 4)

SP – Statistics and Probability (1, 2, 5, 6, 7, 8)

G – Geometry (1, 2, 3, 4, 5, 6)

SP – Statistics and Probability (3, 4)

6.RP.A.2 6.RP.A.3a

6.RP.A.3b 6.RP.A.3c

6.RP.A.3d

6.EE.A.3 6.EE.A.4

6.EE.B.3

6.EE.B.6

6.EE.B.7 6.EE.B.8

6.NS.A.1 6.NS.B.3

6.NS.C.5

6.SP.A.1 6.SP.A.2

6.G.A.1

6.G.A.2 6.G.A.4

3

Grade 7 Mathematics

Revised July 17, 2018

Summary of Year for 7th Grade Math In 6th grade, students extend their conceptual understanding of the set of rational numbers to include negative rational numbers. In 7th grade, students will extend their work on

operations with rational numbers to include all rational numbers. Students should apply the connections between addition and subtraction as well as the connections between

multiplication and division to gain a high level of procedural skill and fluency in performing operations with rational numbers. Students’ fluency with rational numbers will be

applied in modeling and solving multi-step real-world and mathematical problems; furthermore, their fluency with rational numbers will be applied to their work in solving linear

equations and inequalities in one variable. Students will be expected to extend their procedural skill and fluency in solving a single-step equation from 6th grade to solving multi-

step equations and inequalities in 7th grade. Then the course will transition to extending students’ capacity for rigor with proportional reasoning. First, students will use scale

drawing to reengage with proportional reasoning, then apply proportional reasoning to model and solve problems involving percents, and finally extend their work with

proportional reasoning to examine relationships between two quantities. After proportional reasoning students will extend their work with univariate statistics from 6 th grade to

examining and making inferences about populations. Pairing with statistics, students will be introduced to the concept of probability and work problems involving simple and

compound probabilities. Both statistics and probability will support student’s work with rational numbers and proportional reasoning by allowing students to apply their conceptual

understanding and fluency in new and different contexts. The course concludes with a study of geometry including geometric construction, geometric measures of two and three

dimensional figures, an introduction to circles, and angle pairs.

Standards Clarification for 7th Grade Math

Some standards may be revisited several times during the course; others may be only partially addressed in different units, depending on the focus of the unit. See the Standards

Clarification column for information on the repeated standards.

Mathematical Practice Recommendations for 7th Grade Math

These practices should become the natural way in which students come to understand and do mathematics and should be evident throughout mathematics instruction for this

course. While depending on the content to be understood or on the problem to be solved, any practice might be brought to bear, some practices may prove more useful than

others. Each unit addresses one or more of the 8 Mathematical Practices listed below. Refer to “Mathematical Practices” at the start of every lesson. Briefly discuss these

standards with your students daily to help them understand the importance of using math effectively as well as understand their abilities to become mathematically proficient.

Below are a few examples of how these practices may be integrated into Algebra:

MP.1. Make sense of

problems and

persevere in solving

them.

When students compare arithmetic and algebraic solutions to the same problem (7.EE.4a), they are identifying correspondences between different

approaches. Students also solve problems involving ratios and rates and discuss how they solved them. Students solve real-world problems through the

application of algebraic and geometric concepts. Students seek the meaning of a problem and look for efficient ways to represent and 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 “Can I solve the

problem in a different way?”

MP.2. Reason

abstractly and

quantitatively.

In grade 7, students represent a wide variety of real-world contexts through the use of real numbers and variables in mathematical expressions,

equations, and inequalities. Students contextualize to understand the meaning of the number or variable as related to the problem and decontextualize to

manipulate symbolic representations by applying properties of operations.

MP.3. Construct

viable arguments and

In grade 7, students construct arguments using verbal or written explanations accompanied by expressions, equations, inequalities, models, and graphs,

tables, and other data displays (e.g., box plots, dot plots, histograms). They further refine their mathematical communication skills through mathematical

discussions in which they critically evaluate their own thinking and the thinking of other students. They pose questions like “How did you get that?”,

“Why is that true?”, and “Does that always work?” They explain their thinking to others and respond to others’ thinking.

4

Grade 7 Mathematics

Revised July 17, 2018 critique the reasoning

of others.

MP.4. Model with

mathematics.

Proportional relationships present opportunities for modeling. For example, the number of people who live in an apartment building might be taken as

proportional to the number of stories in the building for modeling purposes. Students form expressions, equations, or inequalities from real-world

contexts and connect symbolic and graphical representations. Students explore covariance and represent two quantities simultaneously. They use

measures of center and variability and data displays (e.g., box plots and histograms) to draw inferences, make 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 a problem context.

MP.5. Use

appropriate tools

strategically.

Students consider available tools (including estimation and technology) when solving a mathematical problem and decide when certain tools might 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 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. When students notice when given geometric conditions determine a unique triangle, more than one triangle or no

triangle (7.G.2), they have an opportunity to construct viable arguments and critique the reasoning of others. Such problems also present opportunities

for using appropriate tools strategically (MP.5).

MP.6. Attend to

precision.

In grade 7, students continue to refine their mathematical communication skills by using clear and precise language in their discussions with others and

in their own reasoning. Students define variables, specify units of measure, and label axes accurately. Students use appropriate terminology when

referring to rates, ratios, probability models, geometric figures, data displays, and components of expressions, equations or inequalities.

MP.7. Look for and

make use of structure.

Students routinely seek patterns or structures to model and solve problems. For instance, students recognize patterns that exist in ratio tables making

connections between the constant of proportionality in a table with the slope of a graph. Students apply properties to generate equivalent expressions

(e.g., 6 + 2x = 2 (3 + x) by distributive property) and solve equations (e.g. 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 verify that they

have listed all possibilities. Solving an equation such as 4 = 8(x – ½) requires students to see and make use of structure, temporarily viewing x – ½ as a

single entity.

MP.8. Look for and

express regularity in

repeated reasoning.

Students use repeated reasoning to understand algorithms and make generalizations about patterns. During multiple opportunities to 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 extend their thinking

to include complex fractions and rational numbers. Students formally begin to make connections between covariance, rates, and representations showing

the relationships between quantities. They create, explain, evaluate, and modify probability models to describe simple and compound events.

Fluency Expectations for 7th Grade Math

7.EE.B.3: Students solve multistep problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. This work is

the culmination of many progressions of learning in arithmetic, problem solving and mathematical practices.

7.EE.B.4: In solving word problems leading to one-variable equations of the form px + q = r and p(x + q) = r, students solve the equations fluently. This will require fluency with rational

number arithmetic (7.NS.1–3), as well as fluency with applying properties operations to rewrite linear expressions with rational coefficients (7.EE.1).

7.NS.A.1-2: Adding, subtracting, multiplying, and dividing rational numbers is the culmination of numerical work with the four basic operations. The number system will continue to

develop in grade 8, expanding to become the real numbers by the introduction of irrational numbers, and will develop further in high school, expanding to become the complex numbers

with the introduction of imaginary numbers. Because there are no specific standards for rational number arithmetic in later grades and because so much other work in grade 7 depends on

rational number arithmetic, fluency with rational number arithmetic should be the goal in grade 7

5

Grade 7 Mathematics

Revised July 17, 2018 Learning Progressions

Students should see their content knowledge building and increasing as the school year progresses. Opportunities for spiraling and connecting the foundational skills are important

to helping students do well in the grade/course. To review and better understand how students learning progressions should occur, please review page 5 of the Louisiana Student

Standards for K-12 Math.

Extended Resources for Instructional Planning

Sample EBR Accommodations and Modifications

The list below outlines some helpful tips for accommodating your students and modifying their assignments and/or assessments.

Room Arrangements

Anchor charts related to content

Increase distance between desks

Flexible grouping

Task lists that are desk top

Lesson Presentation

Multi-sensory Activities

Model, repeat, restate

Break larger presentations into smaller segments

Varied activities to meet all needs

Assignments & Assessments

Simplifying complex directions

Multi -sensory approach

Shorten assignments

Simplify directions with pictures

Modeling directions/ expectations

Extended time

Frequent Short Quizzes

Extra time

Extra wait time

Extended time

Manipulatives

Extra credit recovery

Visuals

Louisiana Department of Education Resources

Link to Louisiana Believes Middle School Math Teacher Library K-12 Math Planning Resources

DISCLAIMER: The accommodations listed are intended

for general guidance only. They should not be relied upon as

substitutes or replacements for the legal and binding

accommodations documented on a student’s Individual

Education/Individual Accommodation Plan (IEP/IAP). It is

the responsibility of each IEP Instructor/school site 504

Coordinator to ensure that accommodations documented on

a student’s IEP/IAP are appropriately developed based on

individual student need and implemented with fidelity.

EBRPSS’s Department of Curriculum & Instruction K-12

and its members disclaim use of these accommodations

beyond general guidance.

6

Grade 7 Mathematics

Revised July 17, 2018

Both of these links will provide you with helpful information for planning resources, sample items, assessment guidance, remediation guidance, companion documents and The

Louisiana Believes High School Math Guidebook Middle School Math Guidebook

LDOE Companion Document – Designed to assist educators in interpreting and implementing Louisiana’s new math standards. Examples are samples only and should not be

considered an exhaustive list.

Louisiana Connectors

The Louisiana Connectors are a set of aligned expectations to ensure the standards are accessible to students with significant cognitive disabilities and students with English

language learning (ELL) needs.

Overview

Connectors for Students with Significant Disabilities

Connectors

Connectors for English Learners

Connectors

Engage NY Translated Modules

7

Grade 7 Mathematics

Revised July 17, 2018

Financial Literacy

In 2001, the Louisiana State Legislature passed ACT R.S. 17:282.3 related to personal financial education and instruction. Specifically, Section B, addressed in

Bulletin 741, Chapter 23 Subchapter A §2305B, states that “A public school may offer instruction in personal financial management based upon the concept of

achieving financial literacy through the teaching of personal management skills and the basic principals involved with earning, spending, saving, and investing.

Such instruction and subject matter shall be integrated into an existing course of study.” The link to the Financial Literacy Clearinghouse will provide you with an

overview of how Louisiana Bulletin 741 for Public Administrators addresses this legislation as well as links to resources to integrate financial literacy into the

current grade level/subject area.

8

Grade 7 Mathematics

Revised July 17, 2018

1st Nine Weeks

Unit 1: Ratios and Proportional Relationships Possible time frame:

August 15 – September 21 In this unit, students will analyze proportional relationships and use them to solve real-world and mathematical problems. Students will write rates and compute unit rates

associated with ratios of fractions (complex fractions). Students will recognize and construct proportional relationships between quantities and present those relationships as tables,

graphs, diagrams, equations, and/or with verbal descriptions. Students will analyze the graphs of proportional relationships to interpret and explain what ordered pairs (x,y) mean in

the context of the scenario. In addition, students will use proportional reasoning to solve multi-step ratio and percent problems. Students will interpret and/or write algebraic

expressions to model and explain mathematical relationships real-world mathematical problems.

Foundational Skills Standards Foundation Skills Review are concepts that can be reviewed during the beginning of each unit to help students make connections by transferring previous concepts into

learning the units’ major, supporting and additional standards. 6. RP.A.1 - Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:

1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

6. RP.A.2 – Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3

cups of flour to 4 cups of sugar, so there is ¾ cup of flour for each cup of sugar; We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” 6.RP.A.3a– Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, plot the pairs of values in tables and/or the

coordinate plane. Use tables to compare ratios.

6.RP.A.3b– Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns

could be mowed in 35 hours? At what rate were lawns being mowed?

6.RP.A.3c– Find a percent of a quantity as a rate per 100 (e.g. 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the

percent.

6.RP.A.3d– Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Major Cluster Standards Standards Clarification

Analyze proportional relationships and use them to solve real-world and mathematical problems. 7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured

in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction

1/2/1/4 miles per hour, equivalently 2 miles per hour.

7.RP.A.2 Recognize and represent proportional relationships between quantities.

7.RP.A.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.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal

descriptions of proportional relationships.

7.RP.A.2c 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.

7.RP.A.2d 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.

7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems of simple interest, tax, markups and

markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error.

7.RP.A.1 Students will extend their work with

unit rates to discover the constant of

proportionality from a table, graph, equation,

diagram, or verbal description in a proportional

relationship for 7.RP.A.2. Additionally, in

7.RP.A.2d, students will understand the

significance of the point (1, r) where “r” is the

unit rate of the graph for a proportional

relationship.

7.RP.A.3 was modified under the new Louisiana

2016-17 Standards (modifications underlined).

7.EE.A.2 Students will continue to use the

structure of expressions to provide additional

insight into the context of real-world percent

problems.

9

Grade 7 Mathematics

Revised July 17, 2018

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. For example, a + 0.05a = 1.05a means that "increase by 5%" is the same as "multiply by 1.05."

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

7.EE.B.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r, are specific

rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying

the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What

is its width?

10

Grade 7 Mathematics

Revised July 17, 2018 Resources by Standard

Unit 1: Ratios and

Proportional

Relationships

Below are possible resources (by standard) that can be used for teaching and learning of all students. Please note that this gives you a starting point and other/additional resources may be used in place of these listed below.

Louisiana Teacher’s

Toolbox Resources:

Louisiana Department of Education and Louisiana Believes Links: Link to Louisiana Believes Grade 6-8 Math Teacher Library (Standards, Planning Resources, Assessment Guidance, and Sample Items) Link to LDOE 6-8 Math Louisiana Math Guidebook (Extended Constructed Response Items, Instructional Tasks, Remediation Guide) Link to LDOE Companion Documents (Samples to assist educators with implementing Louisiana’s new standards) Link to LDOE Guide to Implementing Eureka (multiple layers of guidance regarding how Eureka Math lessons correlate with LSSM)

Affirm/Edulastic Edulastic is a platform for personalized formative assessment for K-12 students, teachers and school districts. It provides an easy, uniform way for teachers to

deliver CFAs using Google Classroom. The online learning environment mirrors the item types that students will see on the state assessment.

Technology

Link to LDOE Building Digital Literacy guidance document. This document provides input on how to effectively implement instructionally appropriate

technology into your instruction. It’s important to know that it does not limit when students can be introduced to technology content, so it is always important

to consider the instructional needs of your students. Technology Tools & Resources Grades 6-8 ISTE Focus: Digital Citizenship

LDOE Focus: RIG.9,ACPO.5,ACPO.1,ACPO.6,ACPO.7,RIG.11,ACPO.2,ACPO.3,ACP

Eureka Math The district recommended pacing is to follow Eureka Math sequence as written. Use the Louisiana Guide to Implementing Eureka Math for specific

information regarding pacing of on level, remediation, and enrichment lessons. This guide is specifically designed to correlate with LSSM and provides pacing

guidance based on Louisiana standards and assessment timelines. Remember: The Eureka Math program is a Story of Units and the modules should be taught

in the research-based sequence as specified by the program. An additional tool to assist with planning and instruction is the LDOE Eureka Remediation

Tools. You can access the Eureka Math modules in the secondary math shared drive or at https://greatminds.org/math/teachers

Use the EBRP Curriculum Year At-A-Glance document to identify the standards that will be covered on the district mid-year assessment. Standards Eureka Math Khan Academy Desmos Learnzillion MDC Illustrative Math

7.RP.A.1 Module 1

Topic C

Lessons 11 & 12

Topic C Understanding Rates as

Ratios

Unit Rates Using Fractions

Unit Rates from Pictures

T-Shirt Sale

Track Practice

7.RP.A.2a Module 1

Topic A

Lessons 2-6

Topic B

Lesson 10

Topic A Understanding

Proportional Relationships

Proportional Relationships

from Tables

Buses

Buying Bananas

11

Grade 7 Mathematics

Revised July 17, 2018 Topic C

Lesson 15

Topic D

Lesson 17

Graphs of Proportional

Relationships

Comparing C.O.P in

Tables and Graphs

7.RP.A.2b Module 1

Topic A

Lesson 2

Topic B

Lessons 7-10

Topic C

Lesson 15

Topic D

Lesson 17

Topic B Graphs of Proportional

Relationships

Identify C.O.P in Graphs

Comparing C.O.P in

Tables and Graphs

Ice Cream Cider versus Juice

7.RP.A.2c Module 1

Topic A

Lesson 2

Topic B

Lessons 8-10

Topic C

Lesson 15

Topic B Understand the

proportional relationship

between quantities

Use equations and graphs

to predict costs and profits

Formalize the concept of

the constant of

proportionality

Counting Trees Gym Membership Plans

7.RP.A.2d Module 1

Topic B

Lesson 10

Topic C

Lesson 15

Topic B

Graphs of Proportional

Relationships

Comparing C.O.P in

Tables and Graphs

25% Sale

7.RP.A.3

Module 1

Topic C

Lesson 14

Topic C

Real-World Percent

Problems

Percent of a Number

Equations for Percent

Increase

A Golden Crown?

Music Companies #2

Two School Dance

Lincoln's Math Problem

Selling Computers

12

Grade 7 Mathematics

Revised July 17, 2018 Equations for Percent

Decrease

Writing Equations to

Represent Percent of

Change

Solving Problems of

Percent Error

Tax and Tip

Chess Club

10% Increase

Discounted Books

7.EE.B.4a Module 1

Topic B

Lessons 7-10

Topic C

Lessons 11-15

Topic B

Topic C

Recipe Riddle Drill Rig

7.G.A.1 Module 1

Topic D

Lessons 16 – 22

Topic D Generating Expressions to

Represent Percent

Photographs Circumference of a Circle

Floor Plans

13

Grade 7 Mathematics

Revised July 17, 2018

1st Nine Weeks

Unit 2: Rational Numbers Possible time frame:

September 24 – October 26 In this unit, students will apply and extend previous knowledge of addition and subtraction to add and subtract rational numbers (integers, fractions, mixed numbers, and decimals)

and represent addition and subtraction of rational numbers on a horizontal or vertical number line diagram. Students will also apply and extend previous knowledge of multiplication

and division to multiply and divide rational numbers. Students will convert rational numbers into decimals, using long division, to illustrate and explain the behavior of a rational

number in decimal form (terminates or repeats). Students will apply this knowledge in order to solve real-world and mathematical problems involving the four operations with

rational numbers, including problems that convert between the customary and metric systems.

Foundational Skills Standards Foundation Skills Review are concepts that can be reviewed during the beginning of each unit to help students make connections by transferring previous concepts into

learning the units’ major, supporting and additional standards. 6.NS.A.1 - Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to

represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and

division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (𝑎𝑎/𝑏𝑏) ÷ (𝑐𝑐/𝑑𝑑) = 𝑎𝑎𝑎𝑎/𝑏𝑏𝑏𝑏.) How much chocolate will each person get if 3 people share 1/2 lb

of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

6.NS.B.3 - Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation

6.NS.C.5 – Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g. temperature above/below zero, elevation

above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of

zero in each situation.

6.NS.C.6a – Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the

number itself (e.g. – (- 3) = 3, and that 0 is its own opposite).

6.NS.C.7 – Understand ordering and absolute value of rational numbers

Major Cluster Standards Standards Clarification

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational

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

represent addition and subtraction on a horizontal or vertical number line diagram. 7.NS.A.1a Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0

charge because its two constituents are oppositely charged.

7.NS.A.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.1c 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.

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

7.NS.A.3 Computations with integers - Students will continue to solve problems involving the

four operations with integers numbers throughout the

remainder of the course. 7.NS.A.3 Computations with rational numbers extend the

rules for manipulating fractions to complex fractions.

Students will continue to solve problems involving the

four operations with rational numbers throughout the

remainder of the course.

14

Grade 7 Mathematics

Revised July 17, 2018 7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide

rational numbers. 7.NS.A.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.

7.NS.A.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.A.2c Apply properties of operations as strategies to multiply and divide rational numbers.

7.NS.A.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational

number terminates in 0s or eventually repeats.

7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Solve real-life and mathematical problems using numerical and algebraic expressions and equations. 7.EE.B.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. For example: If you want to place a towel bar 9 ¾ inches long in the center of a door that is 27 ½

inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact

computation.

15

Grade 7 Mathematics

Revised July 17, 2018

Resources by Standard

Unit 2: Rational

Numbers

Below are possible resources (by standard) that can be used for teaching and learning of all students. Please note that this gives you a starting point and other/additional resources may be used in place of these listed below.

Louisiana Teacher’s

Toolbox Resources:

Louisiana Department of Education and Louisiana Believes Links: Link to Louisiana Believes Grade 6-8 Math Teacher Library (Standards, Planning Resources, Assessment Guidance, and Sample Items) Link to LDOE 6-8 Math Louisiana Math Guidebook (Extended Constructed Response Items, Instructional Tasks, Remediation Guide) Link to LDOE Companion Documents (Samples to assist educators with implementing Louisiana’s new standards) Link to LDOE Guide to Implementing Eureka (multiple layers of guidance regarding how Eureka Math lessons correlate with LSSM)

Affirm/Edulastic Edulastic is a platform for personalized formative assessment for K-12 students, teachers and school districts. It provides an easy, uniform way for teachers to

deliver CFAs using Google Classroom. The online learning environment mirrors the item types that students will see on the state assessment.

Technology

Link to LDOE Building Digital Literacy guidance document. This document provides input on how to effectively implement instructionally appropriate

technology into your instruction. It’s important to know that it does not limit when students can be introduced to technology content, so it is always important

to consider the instructional needs of your students. Technology Tools & Resources Grades 6-8 ISTE Focus: Empowered Learner

LDOE Focus:ACPO.10, BCO.12,WP.6,WP.9,WP.10,BCO.1, BCO.2,BCO.3,BCO.4,BCO.5,BCO.6,BCO.7,BCO.7a, BCO.7b,BCO.7c,

BCO.7d,BCO.7e, BCO.8, BCO.9, BCO.10, BCO.11,WP.1,S.13, RIG.6

Eureka Math The district recommended pacing is to follow Eureka Math sequence as written. Use the Louisiana Guide to Implementing Eureka Math for specific

information regarding pacing of on level, remediation, and enrichment lessons. This guide is specifically designed to correlate with LSSM and provides pacing

guidance based on Louisiana standards and assessment timelines. Remember: The Eureka Math program is a Story of Units and the modules should be taught

in the research-based sequence as specified by the program. An additional tool to assist with planning and instruction is the LDOE Eureka Remediation

Tools. You can access the Eureka Math modules in the secondary math shared drive or at https://greatminds.org/math/teachers

Use the EBRP Curriculum Year At-A-Glance document to identify the standards that will be covered on the district mid-year assessment. Standards Eureka Math Khan Academy Desmos Learnzillion MDC Illustrative Math

7.NS.A.1a Module 2 Topic A

Lessons 1 &7

Topic A Using additive inverse to make zero

A Day Out Operations on the number

line

Distances on the Number

Line 2 7.NS.A.1b Module 2

Topic A Lessons 1-4, & 7

Topic A Adding Integers with same sign using number lines

Difference of Integers

16

Grade 7 Mathematics

Revised July 17, 2018 Add integers with

opposite signs using a number line

7.NS.A.1c Module 2 Topic A

Lessons 5-7

Topic A Integer Subtraction as

Distance on Number Line Bookstore Account

7.NS.A.1d Module 2 Topic A

Lessons 3-5 & 7-9

Topic A

Distances Between Houses

7.NS.A.2a Module 2 Topic B

Lessons 12 & 15

Topic B

Multiplying Integers

Using Number Lines Distributive Property of

Multiplication

7.NS.A.2b

Module 2 Topic B

Lessons 12 & 15

Topic B Dividing Integers by

Observing Patterns Temperature Change

7.NS.A.2c Module 2 Topic B

Lessons 15 & 16

Topic B Solve multiplication

problems using the

commutative and

associative properties

7.NS.A.2d Module 2 Topic B

Lesson 14

Topic B Convert fractions and

mixed numbers to

decimals

Decimals Expansion of Fractions

Repeating or

Terminating? 7.NS.A.3 Module 2

Topic C Lessons 7, 15, 17, 18,

20 & 21

Topic C Calculating Costs

Duct Tape Bracelets

Division Drill Rig

Sharing Prize Money

17

Grade 7 Mathematics

Revised July 17, 2018 7.EE.A.2 Module 2

Topic C Lesson 19

Topic C Write a percent increase

problem as a product of

the original amount

Ticket to RIde

7.EE.B.4a Module 2 Topic C

Lessons 17, 22 & 23

Topic C Recipe Riddle Bookstore Account

Drill Rig

18

Grade 7 Mathematics

Revised July 17, 2018

2nd Nine Weeks

Unit 3: Expressions and Equations Possible time frame:

October 29 – December 18 In this unit, students will use properties of operations to generate equivalent expressions, extend their knowledge of linear equations and inequalities, and solve real-life

mathematical problems using algebraic expressions, equations, and inequalities. Students will learn and apply the vocabulary of expressions (term, coefficient, constant, variable) to

simplify expressions and evaluate algebraic expressions for given values of variables. Students will use the properties of operations (emphasis on the distributive property) to

simplify expressions and/or generate equivalent expressions by adding, subtracting, factoring, and expanding linear expressions. Students will also define a variable to write and

evaluate expressions that describe patterns within arithmetic sequences and real-life situations. Students will improve their procedural skill and fluency in solving multi-step

equations and inequalities. Students will learn how analyze real-world mathematical problems in order to construct and solve equations and inequalities within the context of the

problem. Foundational Skills Standards

Foundation Skills Review are concepts that can be reviewed during the beginning of each unit to help students make connections by transferring previous concepts into

learning the units’ major, supporting and additional standards. 6.EE.A.3– Apply the properties of operations to generate equivalent expressions. For example, apply the distributive to the expression 3(2+x) to produce the equivalent expression

6+3x; apply the distributive property to the expression 24x+18y to produce the equivalent expression 6(4x+3y); apply properties of operations to y+y+y to produce the equivalent

expression 3y.

6.EE.A.4– Identify when two expressions are equivalent (i.e. when the two expressions name the number regardless of which value is substituted into them). For example, the

expressions y+y+y and 3y are equivalent because they name the same number regardless of which number stands for y.

6.EE.B.6– Use variables to represent numbers and write expressions when solving a real-world mathematical problem; understand that a variable can represent an unknown

number or any number in a specified solution set.

6.EE.B.7– Solve real-world and mathematical problems by writing and solving equations in the form x + p = q and px = q for cases in which p, q, and x are all nonnegative rational

numbers.

6.EE.B.8– Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x >

c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

Major Cluster Standards Standards Clarification Use properties of operations to generate equivalent expressions.

7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with

rational coefficients to include multiple grouping symbols (e.g., parentheses, brackets, and braces).

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.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations. 7.EE.B.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. For example: If a woman making $25 an hour gets a

10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you

want to place a towel bar 9 ¾ inches long in the center of a door that is 27 ½ inches wide, you will need to place

the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

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.

7.EE.B.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q,

7.EE.A.1 was modified under the new Louisiana 2016-17

Standards (modifications underlined).

7.EE.A.2 Students will apply their conceptual understanding

and procedural skill in rearranging expressions to make them

more meaningful within a particular context by simplifying

algebraic expressions.

7.EE.B.4b was modified under the new Louisiana 2016-17

Standards (modifications underlined)

7.EE.B.4 The equations and inequalities in this unit should

provide the students an opportunity to work with all forms of

rational numbers (7.NS.A.3 )

19

Grade 7 Mathematics

Revised July 17, 2018 and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic

solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For

example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?

7.EE.B.4b Solve word problems leading to inequalities of the form px + q > r, px + q ≥ r, px + q < r, or

px + q ≤ r where p, q, and r are specific rational numbers. Graph the solution set of the inequality and

interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus

$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales

you need to make, and describe the solutions.

Additional Cluster Standards Standards Clarification

7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an

informal derivation of the relationship between the circumference and area of a circle.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 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.G.B.6 Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-

dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. (Pyramids limited to

surface area only).

7.G.B.4 Irrational numbers are not introduced until the 8th

grade. An approximate value of pi can be discovered by

allowing the students to derive experimentally the formulas

for area and circumference.

7.G.B.5 The standards do not explicitly address at any grade

level the measure of a straight angle. It may need to be

discovered by applying the students’ understanding of right

angles and angle addition.

Students will be expected to write and solve equations for an

unknown angle in a figure. This chapter provides an

opportunity to reinforce students’ fluency in solving

equations (7.G.A.2 and 7.G.B.5).

7.G.B.6 In mastering this standard, students should have the

opportunity to work with positive rational numbers including

fractions and decimals.

20

Grade 7 Mathematics

Revised July 17, 2018 Resources by Standard

Unit 3:

Expressions and

Equations

Below are possible resources (by standard) that can be used for teaching and learning of all students. Please note that this gives you a starting point and other/additional resources may be used in place of these listed below.

Louisiana Teacher’s

Toolbox Resources:

Louisiana Department of Education and Louisiana Believes Links: Link to Louisiana Believes Grade 6-8 Math Teacher Library (Standards, Planning Resources, Assessment Guidance, and Sample Items) Link to LDOE 6-8 Math Louisiana Math Guidebook (Extended Constructed Response Items, Instructional Tasks, Remediation Guide) Link to LDOE Companion Documents (Samples to assist educators with implementing Louisiana’s new standards) Link to LDOE Guide to Implementing Eureka (multiple layers of guidance regarding how Eureka Math lessons correlate with LSSM)

Affirm/Edulastic Edulastic is a platform for personalized formative assessment for K-12 students, teachers and school districts. It provides an easy, uniform way for teachers to

deliver CFAs using Google Classroom. The online learning environment mirrors the item types that students will see on the state assessment.

Technology

Link to LDOE Building Digital Literacy guidance document. This document provides input on how to effectively implement instructionally appropriate

technology into your instruction. It’s important to know that it does not limit when students can be introduced to technology content, so it is always important

to consider the instructional needs of your students. Technology Tools & Resources Grades 6-8 ISTE Focus: Knowledge Constructor

LDOE Focus:RIG.7,RIG.8,RIG.13,RIG.3,ACPO.9,RIG.1,RIG.2,RIG.5,RIG.12,PMT.5

Eureka Math The district recommended pacing is to follow Eureka Math sequence as written. Use the Louisiana Guide to Implementing Eureka Math for specific

information regarding pacing of on level, remediation, and enrichment lessons. This guide is specifically designed to correlate with LSSM and provides pacing

guidance based on Louisiana standards and assessment timelines. Remember: The Eureka Math program is a Story of Units and the modules should be taught

in the research-based sequence as specified by the program. An additional tool to assist with planning and instruction is the LDOE Eureka Remediation

Tools. You can access the Eureka Math modules in the secondary math shared drive or at https://greatminds.org/math/teachers

Use the EBRP Curriculum Year At-A-Glance document to identify the standards that will be covered on the district mid-year assessment. Standards Eureka Math Khan Academy Desmos Learnzillion MDC Illustrative Math

7.EE.A.1 Module 3

Topic A

Lessons 1-6

Topic A Factor Linear

Expressions

Rewriting Expressions by

Expanding

Fencing Writing Expressions

7.EE.A.2 Module 3

Topic A

Lessons 1 & 6

Topic A Combining Like Terms Ticket to Ride

21

Grade 7 Mathematics

Revised July 17, 2018 7.EE.B.3 Module 3

Topic B

Lessons 7-9

Topic B Shrinking

Anna in D.C.

Who is the better batter? 7.EE.B.4a

Module 3

Topic B

Lessons 7-11

Topic B Equation Bar Models

FIshing Adventures 2

7.EE.B.4b Module 3

Topic B

Lessons 13-15

Topic B Writing Equations

Solving Inequalities

Solving and Graphing

Inequalities

Writing Inequalities

Sports Equipment Set

7.G.B.4 Module 3

Topic C

Lessons 16-18 & 20

Topic C Circumference and Area of Circles

Historic Bicycle Circumference of a Circle

7.G.B.5 Module 3

Topic B

Lessons 10 & 11

Topic B Complementary and

Supplementary Angles

Solving Equations using

Angle Relationships

7.G.B.6 Module 3

Topic C

Lessons 19-26

Topic C Surface Area of Cubes

and Prisms

Surface Area of Prisms

and Cubes using

Formulas

Applying the Volume

Formula

Problem Solving with

Area, Volume, and

Surface Area

Sand under the swing set

22

Grade 7 Mathematics

Revised July 17, 2018

3rd Nine Weeks

Unit 4: Percent and Proportional Relationships Possible time frame:

January 7 – February 8 In this unit, students will analyze proportional relationships and use them to solve real-world and mathematical problems. Students will write rates and compute unit rates

associated with ratios of fractions (complex fractions). Students will recognize and construct proportional relationships between quantities and present those relationships as

tables, graphs, diagrams, equations, and/or with verbal descriptions. Students will analyze the graphs of proportional relationships to interpret and explain what ordered pairs

(x,y) mean in the context of the scenario. In addition, students will use proportional reasoning to solve multi-step ratio and percent problems. Students will interpret and/or write

algebraic expressions to model and explain mathematical relationships real-world mathematical problems.

Foundational Skills Standards Foundation Skills Review are concepts that can be reviewed during the beginning of each unit to help students make connections by transferring previous concepts

into learning the units’ major, supporting and additional standards.

Major Cluster Standards Standards Clarification Analyze proportional relationships and use them to solve real-world and mathematical

problems. 7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths,

areas and other quantities measured in like or different units. For example, if a person walks

1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per

hour, equivalently 2 miles per hour.

7.RP.A.2 Recognize and represent proportional relationships between quantities.

7.RP.A.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.A.2b Identify the constant of proportionality (unit rate) in tables, graphs,

equations, diagrams, and verbal descriptions of proportional relationships.

7.RP.A.2c 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.

7.RP.A.2d 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.

7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems of

simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent

increase and decrease, and percent error.

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. For example, a + 0.05a

= 1.05a means that "increase by 5%" is the same as "multiply by 1.05."

7.RP.A.1 Students will extend their work with unit rates to discover the

constant of proportionality from a table, graph, equation, diagram, or verbal

description in a proportional relationship for 7.RP.A.2. Additionally, in

7.RP.A.2d, students will understand the significance of the point (1, r) where

“r” is the unit rate of the graph for a proportional relationship.

7.RP.A.3 was modified under the new Louisiana 2016-17 Standards

(modifications underlined).

7.EE.A.2 Students will continue to use the structure of expressions to provide

additional insight into the context of real-world percent problems.

23

Grade 7 Mathematics

Revised July 17, 2018 Solve real-life and mathematical problems using numerical and algebraic expressions

and equations.

7.EE.B.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. For example: If a woman making $25 an hour gets a

10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary

of $27.50.

24

Grade 7 Mathematics

Revised July 17, 2018 Resources by Standard

Unit 4:

Percents and

Proportional

Relationships

Below are possible resources (by standard) that can be used for teaching and learning of all students. Please note that this gives you a starting point and other/additional resources may be used in place of these listed below.

Louisiana Teacher’s

Toolbox Resources:

Louisiana Department of Education and Louisiana Believes Links: Link to Louisiana Believes Grade 6-8 Math Teacher Library (Standards, Planning Resources, Assessment Guidance, and Sample Items) Link to LDOE 6-8 Math Louisiana Math Guidebook (Extended Constructed Response Items, Instructional Tasks, Remediation Guide) Link to LDOE Companion Documents (Samples to assist educators with implementing Louisiana’s new standards) Link to LDOE Guide to Implementing Eureka (multiple layers of guidance regarding how Eureka Math lessons correlate with LSSM)

Affirm/Edulastic Edulastic is a platform for personalized formative assessment for K-12 students, teachers and school districts. It provides an easy, uniform way for teachers to

deliver CFAs using Google Classroom. The online learning environment mirrors the item types that students will see on the state assessment.

Technology

Link to LDOE Building Digital Literacy guidance document. This document provides input on how to effectively implement instructionally appropriate

technology into your instruction. It’s important to know that it does not limit when students can be introduced to technology content, so it is always important

to consider the instructional needs of your students. Technology Tools & Resources Grades 6-8 ISTE Focus: Innovative Designer

LDOE Focus: MA.3

Eureka Math The district recommended pacing is to follow Eureka Math sequence as written. Use the Louisiana Guide to Implementing Eureka Math for specific

information regarding pacing of on level, remediation, and enrichment lessons. This guide is specifically designed to correlate with LSSM and provides pacing

guidance based on Louisiana standards and assessment timelines. Remember: The Eureka Math program is a Story of Units and the modules should be taught

in the research-based sequence as specified by the program. An additional tool to assist with planning and instruction is the LDOE Eureka Remediation

Tools. You can access the Eureka Math modules in the secondary math shared drive or at https://greatminds.org/math/teachers

Use the EBRP Curriculum Year At-A-Glance document to identify the standards that will be covered on the district mid-year assessment. Standards Eureka Math Khan Academy Desmos Learnzillion MDC Illustrative Math

7.RP.A.2a Module 4 Topic B

Lessons 10 & 11

Module 1 Topic A

Lessons 2-6

Topic B Lesson 10

Topic C

Lesson 15

Topic B Understanding Proportional Relationships

Proportional Relationships

from Tables

Graphs of Proportional Relationships

Comparing C.O.P in Tables

and Graphs

Buses Buying Bananas

25

Grade 7 Mathematics

Revised July 17, 2018

Topic D Lesson 17

7.RP.A.2b Module 4 Topic B

Lessons 10 & 11

Module 1 Topic A

Lesson 2

Topic B Lessons 7-10

Topic C

Lesson 15

Topic D Lesson 17

Topic B

Graphs of Proportional

Relationships

Identify C.O.P in Graphs

Comparing C.O.P in

Tables and Graphs

Ice Cream Cider versus Juice

7.RP.A.2c Module 4 Topic B

Lessons 7, 10 & 11

Module 1 Topic A

Lesson 2

Topic B Lessons 8-10

Topic C

Lesson 15

Topic A

Topic B

Understand the proportional relationship

between quantities

Use equations and graphs to predict costs and

profits

Formalize the concept of the constant of proportionality

Counting Trees Gym Membership Plans

7.RP.A.2d Module 4 Topic B

Lesson 7 & 10 Module 1

Topic B

Topic B

Graphs of Proportional Relationships

Comparing C.O.P in

Tables and Graphs

25% Sale

26

Grade 7 Mathematics

Revised July 17, 2018 Lesson 10

Topic C

Lesson 15

7.RP.A.3

Module 4

Topic A Lessons 3 – 6

Topic B

Lessons 7– 11

Topic D Lesson 16

Module 1

Topic C Lesson 14

Topic A

Topic B

Real-World Percent Problems

Percent of a Number

Equations for Percent

Increase

Equations for Percent

Decrease

Writing Equations to

Represent Percent of Change

Solving Problems of Percent

Error

A Golden Crown? Music Companies #2

Two School Dance

Lincoln's Math Problem

Selling Computers

Tax and Tip

Chess Club

10% Increase

Discounted Books

7.EE.A.2 Module 4 Topic D

Lesson 16

Ticket to Ride

7.G.A.1 Module 4 Topic C

Lessons 12 - 15

Module 1 Topic D

Lessons 16 – 22

Topic C Generating Expressions to

Represent Percent Photographs Circumference of a Circle

Floor Plans

27

Grade 7 Mathematics

Revised July 17, 2018

3rd Nine Weeks

Unit 5: Statistics and Probability Possible time frame:

February 11 – March 22 In this unit, students will be introduced to the concept of probability and will extend their knowledge of statistics to population statistics. The students’ experience with probability

begins with the conceptual understanding that the probability of a chance event is a rational number between 0 and 1. Students will explore simple probability through collecting data on

a chance process (i.e. such as rolling a number cube, spinning a spinner, flipping a coin etc.), as well as through developing probability models. Students will find probability of simple

events, compound events, and independent and dependent events. Students will also use real-world situations to model probability simulations. In addition to this, students will use the

Fundamental Counting Principle to find the total number outcomes of compound events and to calculate the number of permutations (or arrangements) that exists for events in which

order is important. As students embark on statistical analysis in this unit, all data used for this concept will be derived from a real-world context with an emphasis on representative

samples and their corresponding populations. Students will utilize both measures of central tendency (median and/or mean) and measures of variability (interquartile range and/or mean

absolute deviation) to compare and make inferences for two populations. Students will make predictions, determine the validity of sampling methods, identify misleading graphs and

statistics, compare populations, and select an appropriate display to represent different types of data

Foundational Skills Standards Foundation Skills Review are concepts that can be reviewed during the beginning of each unit to help students make connections by transferring previous

concepts into learning the units’ major, supporting and additional standards.

6.SP.B.5 - Summarize numerical data sets in relation to their context, such as by:

a. Reporting the number of observations.

b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute

deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in

which the data were gathered.

d. . Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the

data were gathered.

Supporting Cluster Standards Standards Clarification Use random sampling to draw inferences about a population. 7.SP.A.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.

7.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate

multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the

mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly

sampled survey data. Gauge how far off the estimate or prediction might be.

Investigate chance processes and develop, use, and evaluate probability models.

7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event

occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates

an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance processes that produces it and observing its

long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number

cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

Students use proportional reasoning and

percentages when working with probability.

(7.RP.A.3 from Unit 2)

7.SP.C.8 Students will need a strong

conceptual understanding of probability to be

able to engage with compound probability.

28

Grade 7 Mathematics

Revised July 17, 2018

7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed

frequencies; if the agreement is not good, explain possible sources of discrepancy.

7.SP.C.7a Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to

determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane

will be selected and the probability that a girl will be selected.

7.SP.C.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance

process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup

will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed

frequencies?

7.SP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

7.SP.C.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the

sample space for which the compound event occurs.

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

an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which

compose the event.

7.SP.C.8c Design and use a simulation to generate frequencies for compound events. For example, use random digits as a

simulation tool to approximate the answer to the question: 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?

Additional Cluster Standards Standards Clarification

Draw informal comparative inferences about two populations. 7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities – using quantitative

measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any

overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative

inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally

longer than the words in a chapter of a fourth-grade science book.

7.SP.B.3 was modified under the new

Louisiana 2016-17 Standards (modifications

underlined).

29

Grade 7 Mathematics

Revised July 17, 2018 Resources by Standard

Unit 5:

Statistics and

Probability

Below are possible resources (by standard) that can be used for teaching and learning of all students. Please note that this gives you a starting point and other/additional resources may be used in place of these listed below.

Louisiana Teacher’s

Toolbox Resources:

Louisiana Department of Education and Louisiana Believes Links: Link to Louisiana Believes Grade 6-8 Math Teacher Library (Standards, Planning Resources, Assessment Guidance, and Sample Items) Link to LDOE 6-8 Math Louisiana Math Guidebook (Extended Constructed Response Items, Instructional Tasks, Remediation Guide) Link to LDOE Companion Documents (Samples to assist educators with implementing Louisiana’s new standards) Link to LDOE Guide to Implementing Eureka (multiple layers of guidance regarding how Eureka Math lessons correlate with LSSM)

Affirm/Edulastic Edulastic is a platform for personalized formative assessment for K-12 students, teachers and school districts. It provides an easy, uniform way for teachers to

deliver CFAs using Google Classroom. The online learning environment mirrors the item types that students will see on the state assessment.

Technology

Link to LDOE Building Digital Literacy guidance document. This document provides input on how to effectively implement instructionally appropriate technology

into your instruction. It’s important to know that it does not limit when students can be introduced to technology content, so it is always important to consider the

instructional needs of your students. Technology Tools & Resources Grades 6-8 ISTE Focus: Computational Thinker

LDOE Focus: S.1,RIG.4,MA.2,S.2,S.3,S.4,S.8, S.9,S.6S.7,S.5,S.11,S.12,S.10

Eureka Math The district recommended pacing is to follow Eureka Math sequence as written. Use the Louisiana Guide to Implementing Eureka Math for specific information

regarding pacing of on level, remediation, and enrichment lessons. This guide is specifically designed to correlate with LSSM and provides pacing guidance based

on Louisiana standards and assessment timelines. Remember: The Eureka Math program is a Story of Units and the modules should be taught in the research-based

sequence as specified by the program. An additional tool to assist with planning and instruction is the LDOE Eureka Remediation Tools. You can access the

Eureka Math modules in the secondary math shared drive or at https://greatminds.org/math/teachers

Use the EBRP Curriculum Year At-A-Glance document to identify the standards that will be covered on the district mid-year assessment. Standards Eureka Math Khan Academy Desmos Learnzillion MDC Illustrative Math

7.SP.A.1 Module 5 Topic C

Lessons 14-16

Topic C Understanding Statistics and Random Sampling

Evaluating Probability Statements

Analyzing Games of

Chance

Designing a Game of

Chance

Mrs. Briggs' Class Likes Math

30

Grade 7 Mathematics

Revised July 17, 2018 7.SP.A.2 Module 5

Topic C Lessons 15-20

Topic C Drawing Inferences About Populations and

Understanding Variability

Evaluating Probability Statements

Analyzing Games of

Chance

Designing a Game of

Chance

Valentine Marbles

7.SP.B.3 Module 5 Topic D

Lessons 21-23

Topic D Assessing Visual Overlap of Data

Distributions

Comparing Populations Using MADs

College Athletes

Offensive Lineman

7.SP.B.4 Topic D Compare Populations Using Mean

Compare Populations

Using Medians

Making Inferences About Range

Comparing Interquartile

Ranges

7.SP.C.5 Module 5 Topic A

Lessons 1-5

Topic A Probabilities as Ratios

Probabilities as Sums of 1

7.SP.C.6 Module 5 Topic A

Lessons 2-4, 8-9

Topic A Experimental Probabilities

Theoretical vs Experimental Probability

31

Grade 7 Mathematics

Revised July 17, 2018 Making Predictions using

Experimental Probabilities

Making Predictions using Theoretical Probabilities

7.SP.C.7a Module 5 Topic A

Lesson 4

Topic B Lessons 10 & 12

Topic A

Topic B

Develop Probability Models

7.SP.C.7b Module 5 Topic B

Lessons 10 & 12

Topic B Develop Probability

Model

7.SP.C.8a Module 5 Topic B

Lessons 10-12

Topic B Probabilities of

Compound Events

7.SP.C.8b Module 5 Topic A

Lessons 6 & 7

Topic B Lessons 10 & 12

Topic A Probabilities of

Compound Events

7.SP.C.8c Module 5 Topic B

Lessons 10-12

Topic B Probabilities of

Compound Events

32

Grade 7 Mathematics

Revised July 17, 2018

4th Nine Weeks

Unit 6: Geometry Possible time frame: March 25 – May 18

In this unit, students will create, classify, and draw two- and three-dimensional figures. Students will classify angles and identify angle relationships, such as vertical,

adjacent, complementary, supplementary angle pairs. Students will also investigate the properties of triangles to classify each triangle by angles and sides and to determine if a

triangle exists based on specific side lengths or angle measures. Students will use numerical and algebraic equations to determine missing angle measures from linear

relationships and within triangles. Students will use proportional reasoning and mathematical tools to solve real-world problems involving scale drawings or scale models. In

three-dimensional geometry, students will identify and draw solid figures and identify the resulting shape of cross-sections within solids.

Also, students will perform calculations and solve mathematical problems to determine measurements of two- and three-dimensional geometric figures. In two-dimensional

figures, students will explore and solve mathematical problems associated with the circumference and area of circles and the area of composite shapes. Students will also extend

their knowledge of circles by investigating pi (𝜋) as being the ratio between circumference and diameter and providing an informal derivation of the relationship between the

circumference and area of a circle. In three-dimensional figures, students will explore and solve mathematical problems associated with the volume of prisms and the surface

area of prisms and pyramids. All two- and three-dimensional objects used in this unit should be a composition of triangles, quadrilaterals, polygons, cubes, and right prisms.

This will require students to be able to recognize and decompose the objects into pieces they can work with and solve problems. To support their work with irregular two- and

three-dimensional objects, students will slice three-dimensional figures to describe the resulting two-dimensional figure(s). Foundational Skills Standards

Foundation Skills Review are concepts that can be reviewed during the beginning of each unit to help students make connections by transferring previous concepts

into learning the units’ major, supporting and additional standards. 6.G.A.1– Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other triangles,

apply these techniques in the context of solving real-world and mathematical problems.

6.G.A.2– Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that

volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = lwh and V = Bh to find the volumes of right rectangular prisms

with fractional edge lengths in the context of solving real-world and mathematical problems.

6.G.A.4– Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in

the context of solving real-world and mathematical problems.

Additional Cluster Standards Standards Clarification

Draw, construct, and describe geometrical figures and describe the relationships between them. 7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas

from a scale drawing and reproducing a scale drawing at a different scale.

7.G.A.2 Draw (freehand, with ruler and protractor, or with technology) geometric shapes with given conditions.

(Focus is on constructing triangles from three measures of angles or sides, noticing when the conditions determine

one and only one triangle, more than one triangle, or no triangle.

7.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections

of right rectangular prisms and right rectangular pyramids.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an

informal derivation of the relationship between the circumference and area of a circle.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 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.G.A.1 The concept of similarity is not introduced until

the 8th grade and should not be discussed when working

with scale drawings.

7.G.A.2 was modified under the new Louisiana 2016-17

Standards (modifications underlined).

7.G.B.5 The standards do not explicitly address at any

grade level the measure of a straight angle. It may need to

be discovered by applying the students’ understanding of

right angles and angle addition.

Students will be expected to write and solve equations for

an unknown angle in a figure. This chapter provides an

opportunity to reinforce students’ fluency in solving

equations (7.G.A.2 and 7.G.B.5)

33

Grade 7 Mathematics

Revised July 17, 2018 7.G.B.6 Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-

dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. (Pyramids limited to

surface area only).

7.G.B.4 Irrational numbers are not introduced until the

8th grade. An approximate value of pi can be discovered

by allowing the students to derive experimentally the

formulas for area and circumference.

7.G.A.6 was modified under the new Louisiana 2016-17

Standards (modifications underlined).

7.G.B.6 In mastering this standard, students should have

the opportunity to work with positive rational numbers

including fractions and decimals.

34

Grade 7 Mathematics

Revised July 17, 2018 Resources by Standard

Unit 6:

Geometry Below are possible resources (by standard) that can be used for teaching and learning of all students. Please note that this gives you a starting point and other/additional resources may be used in place of these listed below.

Louisiana Teacher’s

Toolbox Resources:

Louisiana Department of Education and Louisiana Believes Links: Link to Louisiana Believes Grade 6-8 Math Teacher Library (Standards, Planning Resources, Assessment Guidance, and Sample Items) Link to LDOE 6-8 Math Louisiana Math Guidebook (Extended Constructed Response Items, Instructional Tasks, Remediation Guide) Link to LDOE Companion Documents (Samples to assist educators with implementing Louisiana’s new standards) Link to LDOE Guide to Implementing Eureka (multiple layers of guidance regarding how Eureka Math lessons correlate with LSSM)

Affirm/Edulastic Edulastic is a platform for personalized formative assessment for K-12 students, teachers and school districts. It provides an easy, uniform way for teachers to

deliver CFAs using Google Classroom. The online learning environment mirrors the item types that students will see on the state assessment.

Technology Link to LDOE Building Digital Literacy guidance document. This document provides input on how to effectively implement instructionally appropriate

technology into your instruction. It’s important to know that it does not limit when students can be introduced to technology content, so it is always important

to consider the instructional needs of your students. Technology Tools & Resources Grades 6-8 ISTE Focus: Creative Communicator

LDOE Focus:RIG.10,PMT.4,PMT.1CC.3,CC.4,WP.2,WP.7,WP.3WP.4,WP.5,PMT.2, PMT.3,PMT.6,MA.1,CC.2,CC.6,CC.7,WP.8,PMT.7

Eureka Math The district recommended pacing is to follow Eureka Math sequence as written. Use the Louisiana Guide to Implementing Eureka Math for specific

information regarding pacing of on level, remediation, and enrichment lessons. This guide is specifically designed to correlate with LSSM and provides pacing

guidance based on Louisiana standards and assessment timelines. Remember: The Eureka Math program is a Story of Units and the modules should be taught

in the research-based sequence as specified by the program. An additional tool to assist with planning and instruction is the LDOE Eureka Remediation

Tools. You can access the Eureka Math modules in the secondary math shared drive or at https://greatminds.org/math/teachers

Use the EBRP Curriculum Year At-A-Glance document to identify the standards that will be covered on the district mid-year assessment. Standards Eureka Math Khan Academy Desmos Learnzillion MDC Illustrative Math

7.G.A.2 Module 6 Topic B

Lessons 6-12

Constructing

Triangles Drawing Geometric

Shapes

Interior Angles of Triangles

Triangle Inequality and

Interior Angles of Triangle

7.G.A.3 Module 6 Topic C

Lessons 16-18

Cross Sections of 3D

Objects Visualizing Cross Sections

35

Grade 7 Mathematics

Revised July 17, 2018 Cross Sections of

Rectangular Prisms

7.G.B.4 Module 6 Topic D

Lesson 22

Radius, Diameter,

Circumference, and Pi Circumference and Area

of Circles

7.G.B.5 Module 6 Topic A

Lessons 1-4

Complementary and

Supplementary Angles Complementary and

Supplementary Angles

Solving Equations using

Angle Relationships

7.G.B.6 Module 6 Topic D

Lessons 20, 23 & 24

Topic E Lessons 25-27

Volume Problems Surface Area of Cubes and Prisms

Surface Area of Prisms

and Cubes using Formulas

Applying the Volume

Formula

Problem Solving with

Area, Volume, and

Surface Area