SEVENTH GRADE MATH CURRICULUM
The primary focus of Math in the Archdiocese of Kansas City in Kansas is to
promote in our students their problem solving abilities, which are among God’s many
gifts.
Standard 1: Number and Computation
The student will:
1. Solve real-world problems with the use of fractions. (Exo 29:40 describes
fractions)
2. ▲Generate and/or solve real-world problems using equivalent representations of
rational numbers and simple algebraic expressions.
3. ▲Perform and explain these computational procedures:
a. Add and subtract decimals from ten millions place through hundred
thousandths place,
b. Multiply and divide a four-digit number by a two-digit number using
numbers from thousands place through thousandths place.
c. Multiply and divide using numbers from thousands place through
thousandths place by 10, 100, 1000, .1, .01, .001.
d. Add, subtract, multiply, and divide fractions and express in simplest terms.
4. ▲ Find percentages of rational numbers, e.g. 12.5% x $40.25 = n.
5. Identify natural, whole, integers, rational, and irrational numbers.
6. Identify and apply inverse property of addition and multiplication.
7. Use scientific notation.
8. ◊Know and explain what happens to the product or quotient when multiplied or
divided by a positive number, negative number, or zero.
9. ◊Explain and determine the absolute value of rational numbers.
10. ◊Know and explain the relationships between natural (counting) numbers, whole
numbers, integers, and rational numbers.
11. ◊Classify a given rational number as a member of various subsets of the rational
number system.
12. ◊Generate and solve real-world problems with rational numbers and irrational
number pi.
Standard 2: Algebra
The student will:
1. ▲Represent real-world problems using variables and symbols to write linear
expressions, one- or two- step equations. (e.g. John has three times as much
money as his sister. If M is the amount of money his sister has, what is the
equality that represents the amount of money that John has? To represent the
2.
3.
4.
5.
6.
7.
8.
9.
problem situation, J = 3M could be written). Use a church bulletin for real world
problem solving.
▲Identify, state, and continue a pattern in various formats using these attributes:
a. Counting numbers including perfect squares, cubes, and factors and
multiples (number theory).
b. Positive rational numbers including arithmetic and geometric sequences.
▲State the rule to find the nth term of a pattern with one operational change
between consecutive terms (e.g. given 3,5,7, and 9, the nth term is 2n + 1).
Solve equations and inequalities.
▲Evaluate and simplify algebraic expressions and order of operations using
positive rational numbers.
Develop algebraic formulas.
▲Know the mathematical relationship between ratios, proportions, and percents
and how to solve for a missing term in a proportion with positive rational number
solutions and monomials. 5/6 = 2/x
◊Interpret, describe, and analyze the mathematical relationships of numerical,
tabular, and graphical representations.
◊Recognize that various mathematical models may be used to represent the same
problem situation.
Standard #3 Geometry
Teacher note: The term “geometry” comes from the Greek words meaning,
“earth measure.” The process of learning to measure at the early grades focuses on what
property (length, width, height) is to be measured and to make comparisons.
The student will:
1. Construct and identify 2D and 3D figures (using various crosses or other religious
objects).
2. Calculate circumference and area of circles.
3. Find missing angle of a triangle.
4. Use protractor to measure, classify, and construct angles.
5. Calculate area using area formulas for various polygons.
6. Calculate perimeter.
7. Calculate surface area.
8. ▲Identify angle and side properties of triangles and quadrilaterals:
a. Sum of the interior angles of any triangle is 180º;
b. Sum of the interior angles of any quadrilateral is 360º;
c. Parallelograms have opposite sides that are parallel and congruent;
d. Rectangles have angles of 90º, opposite sides are congruent;
e. Rhombi have all sides the same length, opposite angles are congruent;
f. Squares have angles of 90º, all sides congruent;
g. Trapezoids have one pair of opposite sides parallel and the other pair of
opposite sides not parallel.
9. ▲Know and use perimeter and area formulas for circles, squares, rectangles,
triangles, and parallelograms.
10. ▲Use given measurement formulas to find
a. Surface area of cubes;
b. Volume of rectangular prisms.
11. ▲ Solve real-world problems by finding perimeter and area of two-dimensional
composite figures of squares, rectangles, and triangles.
12. ▲Determine the actual dimensions and/or measurements of a two-dimensional
figure represented in a scale drawing.
13. ◊Identify and describe altitude, base of rectangular and triangular prisms.
14. ◊Identify corresponding parts of similar and congruent triangles and
quadrilaterals.
15. ◊Classify triangles.
16. ◊Solve real-world problems by applying the properties of plane and solid figures.
17. ◊Use all four quadrants of a coordinate plane.
18. ◊Use a given linear equation with whole number coefficients and constants and a
whole number solution to find the ordered pairs, organize the pairs, and plot the
ordered pairs.
19. ◊Examine characteristics of two-dimensional figures on a coordinate plane.
Standard 4: Data
The student will:
1. Understand that God gave us a gift to interpret data.
2. Apply appropriate problem solving strategies (religion outcome:
choices/consequences as a problem solving strategy)
3. ▲Organize, display, and read quantitative (numerical) and qualitative (nonnumerical) data in a clear, organized, and accurate manner using these data
displays:
a. Frequency graphs;
b. Bar, line, and circle graphs;
c. Venn diagrams or other pictorial display;
d. Charts and tables;
e. Stem-and-leaf plots (single);
f. Scatter plots;
g. Box-and-whiskers plots.
4. ▲Recognize and explain
a. Misleading representations of data;
b. The effects of scale or interval changes on graphs of data sets
5. Identify, compute, and interpret the mean, median, mode, and range.
6. ◊Find the probability of a compound event composed of two independent events.
7. ◊Find the probability of a simple event in an experiment or simulation using
geometric models.
8. ◊Make predictions based on the theoretical probability of a simple event.
9. ◊Determine and explain the advantages and disadvantages of using each measure
of central tendency and the range to describe a data set.
◊ Essential prerequisite skill
▲Assessed math indicators for KSDE