Course: Grade 7 Mathematics
Estimated Pacing Weeks 1-2
Focus TEKS Student Expectations
Integers and Integer Operations
7.1: The student represents and uses
numbers in a variety of equivalent forms. The
student is expected to:
7.1A: compare and order integers and
positive rational numbers;
7.2: The student adds, subtracts, multiplies,
or divides to solve problems and justify
solutions. The student is expected to:
7.2C: use models, such as concrete
objects, pictorial models, and number
lines, to add, subtract, multiply, and divide
integers and connect the actions to
algorithms
7.13: The student applies Grade 7
mathematics to solve problems connected to
everyday experiences, investigations in other
disciplines, and activities in and outside of
school. The student is expected to:
7.13A: identify and apply mathematics to
everyday experiences, to activities in and
outside of school, with other disciplines,
and with other mathematical topics.
7.14: The student communicates about
Grade 7 mathematics through informal and
mathematical language, representations, and
models. The student is expected to:
7.14A: communicate mathematical ideas
using language, efficient tools, appropriate
units, and graphical, numerical, physical,
or algebraic mathematical models
7.15: The student uses logical reasoning to
make conjectures and verify conclusions.
The student is expected to:
7.15A: make conjectures from patterns or
sets of examples and nonexamples; and
7.15B: validate his/her conclusions using
mathematical properties and relationships.
© 2010 Austin Independent School District
Austin ISD Grading Period Snapshot (GPS)
1st Six Weeks – Aug 23 – Oct 1 (29 days)
What Teachers Do
 Introduce working in pairs/groups;
establish group norms and
expectations for independent work
and flexible grouping options
 Establish lesson model for rigorous
tasks & accountable talk: SetUp/Launch; Explore; Share/
Analyze/Discuss; Summary
 Engage students in discussions
related to the Essential Questions
 Provide concrete models such as
colored counters, number lines, and
integer tiles to develop the concept
of operations with integers
 Allow time to explore multiple
strategies for adding, subtracting,
multiplying, and dividing integers
 Provide the tools for students to
assess their own understanding
such as calculators to check their
own work, working with a partner,
and revising their work
 Provide opportunities for students
to present their solution strategies to
each other and discuss how
different strategies are related
 Provide students with practice
drawing and explaining how integer
models are connected to addition,
subtraction, multiplication, and
division algorithms
What Students Do
 Students will compare and




order rational numbers and
integers using a number line
and symbolic
representations such as less
than (<), greater than (>),
and equal to (=)
Students will use colored
counters, number lines, and
integer tiles to develop an
understanding of operations
with integers
Students will share
strategies for connecting
concrete models to
algorithms for operations
with integers
Students will identify an
efficient and accurate
method for adding,
subtracting, multiplying and
dividing integers
Students will connect
operations with integers to
real world examples
involving above and below
sea level, and increases or
decreases in temperature
 Incorporate the English Language
Proficiency standards in learning
activities to address the language
acquisition needs of ELL’s
Course Grade 7 Mathematics Page 1 of 2
2010 - 2011
Student Work
Products/Assessment Evidence
 Key Vocabulary: (on word wall, in
notebook, etc.)
integers, positive, negative,
opposites, rational numbers,
models, tools
 A large number line with student
examples of rational numbers and
integers correctly placed on the
number line should be displayed
in the classroom
 Student work including pictures of
concrete models such as two
colored counters, number lines, or
integer tiles should be displayed
inside or outside the classroom
 Student work with pictorial models
of operations with integers should
include connections to algorithms
 Students track their progress on
their previous TAKS
 Assessments to monitor progress:
-exit slips,
- interim assessments
-unit assessments
-Mathematical Assessment Tasks
2009 TAKS released items
 7.1A #13
 7.2C #38
 7.13A #12, 34
 7.14A #29, 42
 7.15A #15
 7.15B #3
updated 6/15/10
Course: Grade 7 Mathematics
Estimated Pacing Weeks 3-6
Focus TEKS Student Expectations
Numerical Representations:
7.1: The student represents and uses numbers
in a variety of equivalent forms. The student is
expected to:
7.1C: represent squares and square roots
using geometric models.
7.2: The student adds, subtracts, multiplies, or
divides to solve problems and justify solutions.
The student is expected to:
7.2E: simplify numerical expressions
involving order of operations and exponents.
Representing, Multiplying, and Dividing
Fractions and Decimals:
7.1: The student represents and uses numbers
in a variety of equivalent forms. The student is
expected to:
7.1A: previously stated
7.1B: convert between fractions, decimals,
whole numbers, and percents mentally, on
paper, or with a calculator.
7.2: The student adds, subtracts, multiplies, or
divides to solve problems and justify solutions.
The student is expected to:
7.2A: represent multiplication and division
situations involving fractions and decimals
with models, including concrete objects,
pictures, words, and numbers.
7.2B: use addition, subtraction,
multiplication, and division to solve problems
involving fractions and decimals.
7.2F: select and use appropriate operations
to solve problems and justify the selections.
7.2G: determine the reasonableness of a
solution to a problem.
7.13: The student applies Grade 7 mathematics
to solve problems connected to everyday
experiences, investigations in other disciplines,
and activities in and outside of school.
7.13B, C, D: develop and use a problemsolving model and a variety of strategies using
mathematical tools.
© 2010 Austin Independent School District
Austin ISD Grading Period Snapshot (GPS)
1st Six Weeks – Aug 23 – Oct 1 (29 days)
What Teachers Do
 Continue to provide opportunities
for working in pairs/groups;
establish group norms and
expectations for independent
work and flexible grouping
options.
What Students Do
 Students will connect

 Communicate clear expectations
for quality work products
 Engage students in discussions
related to the Essential Questions
 Provide concrete and pictorial
models for understanding square
numbers and their roots
 Display and reinforce a strategy
for remembering and applying the
order of operations to simplify
expressions
 Provide concrete models and
manipulatives for representing
and ordering fractions and
decimals



 Provide opportunities for students
to convert between fractions,
decimals, and percents

 Provide scaffolding activities such
as concrete and pictorial models
for adding, subtracting,
multiplying, and dividing fractions
and decimals

 Incorporate the English Language
Proficiency standards in learning
activities to address the language
acquisition needs of ELL’s

models of squares and
square roots to numerical
representations
Students will simplify
numerical expressions
using the order of
operations
Students will relate models
of equivalent forms of
rational numbers to the
numerical representations
Students will create
equivalent forms of rational
numbers given any one
representation (fractions,
decimals, and percents)
Students will use
manipulatives and pictorial
models of fractions and
decimals to represent
multiplication and division
problems
Students will add, subtract,
multiply, and divide
fractions and decimals in
problem situations
Students will justify
solutions to rational number
problems verbally and in
writing
Students will determine if
answers to rational number
problems are reasonable
 Differentiate instruction for
struggling learners using
mathematical manipulatives and
flexible grouping strategies
Course Grade 7 Mathematics Page 2 of 2
2010 - 2011
Student Work
Products/Assessment Evidence
 Key Vocabulary: (on word wall, in
notebook, etc.)
square numbers, square roots,
area of a square, order of
operations, parentheses,
exponents, factors, product,
grouping, sharing, dividend,
divisor, quotient
 Posters created by students with
the area of the squares and
square roots (side length) labeled
 Student work with pictorial models
of fractions and decimals for
ordering, representing equivalent
forms, and adding, subtracting,
multiplying, and dividing
 Student work posters with
strategies for remembering and
applying the order of operations
 Assessments to monitor progress:
-exit slips,
- interim assessments
-unit assessments
-Mathematical Assessment Tasks
-white boards or write and wipe
worksheets
2009 TAKS released items
 7.1C #7
 7.2E #26
 7.1B #2
 7.2A #43
 7.2B #10
 7.2F #46
 7.2G #30
 7.13B #6, 48
 7.13C #31
updated 6/15/10