Seventh Grade Mathematics Learning Targets
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7th Grade Each of the standards are color coded based on the PARCC frameworks. Major PARCC standards are coded in green Supporting PARCC standards are coded in blue Additional PARCC standards are coded in yellow For grades 3­8 (EOY) represents learning targets on the end of year PARCC assessment and (PBA) represents learning targets on the performance based assessment. Unit 1: Rational Number Operations (5 to 6 weeks) Learning Targets/PARCC Reference Standards/PARCC Reference Learning Target 1 ­ I can add and subtract rational numbers. Learning Target 2 ­ I can model addition and subtraction on a vertical or horizontal number line. Learning Target 3 ­ I can describe a situation where opposite numbers combine to make zero. Learning Target 4 ­ I can determine the direction and distance between two points on a number line. Learning Target 5 ­ I can prove with a number line that a number and its opposite has a sum of zero, (additive inverse). Learning Target 6 ­ I can use a number line to model real­world situations using positive and negative numbers. Learning Target 7 ­ I can use additive inverse to solve subtraction problems. Learning Target 8 ­ I can show absolute value is equal to the distance between two points on a number line. Learning Target 9 ­ I can apply the use of absolute value in the real world. Learning Target 10 ­ I can identify the properties of operations in addition and subtraction. Learning Target 11 ­ I can apply the properties of operations to solve addition and subtraction equations. Learning Target 12 ­ I can apply the operations in real world situations. 7.NS.1 (Add and subtract rational numbers) (PBA/EOY) Learning Target 13 ­ I can multiply and divide rational numbers, including fractions. 7.NS.2 (Multiply and divide rational Learning Target 14 ­ I can apply the properties of operations numbers) to fractions. (PBA/EOY) Learning Target 15 ­ I can use the distributive with positive and negative rational numbers. Learning Target 16 ­ I can apply the rules for multiplying signed numbers. Learning Target 17 ­ I can Interpret products of rational numbers in real world situations. Learning Target 18 ­ I can explain that integers can be divided. Learning Target 19 ­ I can show an integer can't be divided by zero. Learning Target 20 ­ I can show every quotient, with a non­zero divisor, is a rational number. Learning Target 21 ­ I can identify the properties of operations. Learning Target 22 ­ I can apply properties of operations as strategies to multiply and divide rational numbers. Learning Target 23 ­ I can convert a rational number to a decimal using long division. Learning Target 24 ­ I can show that the decimal form of a rational number terminates in 0s or eventually repeats. Learning Target 25 ­ I can solve real world problem involving 7.NS.3 (Solve the four operations with rational numbers real­world problems with rational numbers) (PBA/EOY) Unit 2: Ratios & Proportionality (4 to 5 weeks) Learning Targets/PARCC Reference Standards/PARCC Reference Learning Target 1 ­ I can identify unit rates. Learning Target 2 ­ I can write ratios in fraction units. Learning Target 3 ­ I can work in different unit measures Learning Target 4 ­ I can apply ratios to length, area and other measures. 7.RP.1 (Unit rates) (PBA/EOY) Learning Target 5 ­ I can create a table to determine proportional relationship between two quantities. Learning Target 6 ­ I can create a graph to determine proportional relationship between quantities Learning Target 7 ­ I can analyze a table or graph to determine proportional relationship between quantities. Learning Target 8 ­ I can analyze visual and verbal models of proportionality. Learning Target 9 ­ I can identify the constant in models of proportionality. Learning Target 10 ­ I can label the points on a graph to match the situation. Learning Target 11 ­ I can label a table to match the situation. 7.RP.2 (Proportional Relationships) (PBA/EOY) Unit 3: Ratio and Proportion Applications (2 to 3 weeks) Learning Targets/PARCC Reference Standards/PARCC Reference Learning Target 1 ­ I can use cross­multiplication to solve proportionality. Learning Target 2 ­ I can explain why cross­multiplication is used to solve proportion problems. Learning Target 3 ­ I can solve multi­step ratio problems. Learning Target 4 ­ I can solve multi­step percent problems. Learning Target 5 ­ I can apply multi­step problem solving to real world situations. 7.RP.3 (Solve multi­step ratio and percent problems) (PBA/EOY) Learning Target 6 ­ I can solve problems involving scale drawings of geometric figures. Learning Target 7 ­ I can compute the actual lengths and areas from a scale drawing. Learning Target 8 ­ I can reproduce a scale drawing at a different scale. 7.G.1 (Scale Drawing) (EOY) Unit 4: Expressions (2 to 3 weeks) Learning Targets/PARCC Reference Standards/PARCC Reference Learning Target 1 ­ I can apply properties of real numbers to write equivalent expressions. Learning Target 2 ­ I can combine like terms. Learning Target 3 ­ I can expand linear expressions with rational coefficients. Learning Target 4 ­ I can factor a linear expression using GCF. 7.EE.1 (Add, subtract, factor, expand linear expressions) (PBA/EOY) Learning Target 5 ­ I can rewrite an expression in different forms. Learning Target 6 ­ I can justify the benefits of rewriting an expression in order to solve a problem. 7.EE.2 (Understand rewriting expressions as strategy for solving in context) (EOY) Unit 5: Equations and Inequalities (4 to 5 weeks) Learning Targets/PARCC Reference Standards/PARCC Reference Learning Target 1 ­ I can convert between and among fractions, decimals, and percents as needed to solve problems. Learning Target 2 ­ I can solve multi­step algebraic equations with positive and negative rational numbers. Learning Target 3 ­ I can solve contextual and mathematical problems using rational numbers. Learning Target 4 ­ I can use estimation to justify the reasonableness of a solution. 7.EE.3 ( Solve multi­step real­world problems and convert between forms in context) (PBA/EOY) Learning Target 5 ­ I can write an equation to model a situation. Learning Target 6 ­ I can solve multi­step word problems by writing an equation. Learning Target 7 ­ I can compare an algebraic solution to a real world problem with an arithmetic solution. 7.EE.4 ( Solve real­world problems involving equations and inequalities) (PBA/EOY) Learning Target 8 ­ I can write an inequality to model a situation. Learning Target 9 ­ I can justify my selection of an equation or inequality. Learning Target 10 ­ I can write, solve, and graph inequalities. Learning Target 11 ­ I know why the formula works to determine the area and circumference of a circle. Learning Target 12 ­ I can calculate the area and circumference of a circle. Learning Target 13 ­ I can explain the relationship between circumference and area of a circle. Learning Target 14 ­ I can solve problems (mathematical and real­world) involving circles or semi­circles. 7.G.4 ( Area and circumference of circle) (EOY) Unit 6: Data Distributions (3 to 4 weeks) Learning Targets/PARCC Reference Standards/PARCC Reference Learning Target 1 ­ I can apply statistics terms such as 7.SP.1 (Sample population, sample, sample size, random sampling, populations) (EOY) generalizations, valid, biased and unbiased. Learning Target 2 ­ I can recognize sampling techniques such as convenience, random, systematic and voluntary. Learning Target 3 ­ I can recognize that generalizations about a population from a sample are valid only if the sample is representative of that population. Learning Target 4 ­ I can apply statistics to gain information about a population from a sample of the population. Learning Target 5 ­ I can generalize that random sampling tends to produce representative samples and support valid inferences. Learning Target 6 ­ I can define random sample. Learning Target 7 ­ I can identify an appropriate sample size. Learning Target 8 ­ I can analyze and interpret data from a random sample to draw inferences about a population with an unknown characteristic of interest. 7.SP.2 (Interpret random sample data) (EOY) Learning Target 9 ­ I can generate multiple samples (or simulated samples) of the same size to determine the variation in estimates or predictions by comparing and contrasting the samples. Learning Target 10 ­ I can identify measures of central tendency (mean, median, and mode) in a data distribution. Learning Target 11 ­ I can identify measures of variation including upper quartile, lower quartile, upper extreme­maximum, lower extreme minimum, range, interquartile range, and mean absolute deviation (i.e. box­and­whisker plots, line plot, dot plots, etc.). Learning Target 12 ­ I can compare two numerical data distributions on a graph by visually comparing data displays, and assessing the degree of visual overlap. Learning Target 13 ­ I can compare the differences in the measure of central tendency in two numerical data distributions by measuring the difference between the centers and expressing it as a multiple of a measure of variability. 7.SP.3 (Visual overlap of data distributions) (EOY) Learning Target 14 ­ I can find measures of central tendency (mean, median, and mode) and measures of variability (range, quartile, etc.). Learning Target 15 ­ I can analyze and interpret data using measures of central tendency and variability. Learning Target 16 ­ I can draw informal comparative inferences about two populations from random sample. 7.SP.4 (Measures of center and variability with 2 populations) (EOY) Unit 7: Probability (2 to 3 weeks) Learning Targets/PARCC Reference Standards/PARCC Reference Learning Target 1 ­ I can understand that probability is 7.SP.5 (Probability expressed as a number between 0 and 1. of chance event) Learning Target 2 ­ I can understand that a random event with (EOY) a probability of ½ is equally likely to happen. Learning Target 3 ­ I can understand that as probability moves closer to 1 it is increasingly likely to happen. Learning Target 4 ­ I can understand that as probability moves closer to 0 it is decreasingly likely to happen. Learning Target 5 ­ I can determine relative frequency (experimental probability) is the number of times an outcome occurs divided by the total number of times the experiment is completed. Learning Target 6 ­ I can determine the relationship between experimental and theoretical probabilities by using the law of large numbers. Learning Target 7 ­ I can predict the relative frequency (experimental probability) of an event based on the (theoretical) probability. 7.SP.6 (Collect data on chance process) (EOY) Learning Target 8 ­ I can use models to determine the probability of events. Learning Target 9 ­ I can recognize uniform (equally likely) probability. Learning Target 10 ­ I can develop a uniform probability model and use it to determine the probability of each outcome/event. Learning Target 11 ­ I can use models to determine the probability of events. Learning Target 12 ­ I can develop a probability model (which may not be uniform) by observing frequencies in data generated from a change process. Learning Target 13 ­ I can analyze a probability model and justify why it is uniform or explain the discrepancy if it is not. 7.SP.7 ( Develop probability model) (EOY) Learning Target 14 ­ I can determine that the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Learning Target 15 ­ I can identify the outcomes in the sample space for an everyday event. Learning Target 16 ­ I can define and describe a compound event. Learning Target 17 ­ I can find probabilities of compound events using organized lists, tree diagrams, etc. and analyze the outcomes. 7.SP.8 (Find probabilities of compound events) (EOY) Learning Target 18 ­ I can choose the appropriate method such as organized lists, tables and tree diagrams to represent sample spaces for compound events. Learning Target 19 ­ I can define simulation. Learning Target 20 ­ I can design and use a simulation to generate frequencies for compound events. Unit 8: Geometric Measurement (4 to 5 weeks) Learning Targets/PARCC Reference Standards/PARCC Reference Learning Target 1 ­ I can freehand draw geometric shapes with given conditions. Learning Target 2 ­ I can draw with math tools (ruler and protractor) geometric shapes with given conditions. Learning Target 3 ­ I can draw with technology geometric shapes with given conditions. Learning Target 4 ­ I can construct triangle using three measures of angles and/or sides. Learning Target 5 ­ I can use three measures of triangles to determine a unique triangle, more than one triangle, or no triangle. 7.G.2 ( Draw geometric shapes with given conditions) (EOY) Learning Target 6 ­ I can describe the two­dimensional figures (face) that result from slicing three­dimensional figures. 7.G.3 (Describe 2­D figures resulting from slicing 3­D figures) (EOY) Learning Target 7 ­ I can use facts about supplementary angles in a multi­step problem. Learning Target 8 ­ I can use facts about complementary angles in a multi­step problem. Learning Target 9 ­ I can use facts about vertical angles in a multi­step problem. Learning Target 10 ­ I can use facts about adjacent angles in a multi­step problem. Learning Target 11 ­ I can write simple equations with facts about angles for an unknown angle in a figure. 7.G.5 (Solve equations for unknown angle) (EOY) Learning Target 12 ­ I can solve simple equations with facts about angles for an unknown angle in a figure. Learning Target 13 ­ I can identify triangles, quadrilaterals, polygons, cubes and right prisms. Learning Target 14 ­ I can solve real­world problems involving area, volume and surface area of two and three­dimensional objects. Learning Target 15 ­ I can solve for missing information if i'm given the area or volume. 7.G.6 (Solve real­world problems involving area, volume and surface area) (EOY)
