Grade 7 Curriculum Roadmap
2009-2010
FIRST MARKING PERIOD
UNIT
Unit 1
Introducing Algebra
How can we use
mathematics to describe
change?
CMP2:
Variables and Patterns
PH Course 2:
Unit 4, pages 168 - 223
PACING
Suggested Pacing:
21 days
September 3October 8, 2009
KEY CONCEPTS
FOCUS AND CONTENT
SKILLS
Key 1: Quantitative variables can
express collected data and
can be represented in
tables and graphs that show
relationships between
variables, each with their
own advantages and
disadvantages.
.
 Identify quantitative variables in
situations.
Key 2: Sets of values assumed by
related variables can be
compared using graphs and
tables, and these tools can
be used to interpolate and
extrapolate to find missing
values of the variables.
 Construct tables and graphs to
display relations among
variables.
Key 3:
Equations are powerful,
mathematical tools, like
tables and graphs, and they
can represent relationships
between variables in a way
that has its own advantages
and disadvantages..
Key 4: Graphing calculators are a
useful technology that can
use equations to display of
graphs and tables to
support problem solving.
.
7th Grade Math – Road Map (2009-2010)
rev. 8/19/08
 Recognize situations where
changes in variables are related
in useful patterns.
 Describe patterns of change
shown in words, tables, and
graphs of data.
 Observe relationships between
two quantitative variables as
shown in a table, graph or
equation and describe how the
relationship can be seen in each
of the other forms of
representation.
 Use algebraic symbols to write
rules and equations relating
variables
 Use tables, graphs, and
equations to solve problems.
 Use graphing calculators to
construct tables and graphs of
relations between variables and
to answer questions about these
relations.
1
FIRST MARKING P ERIOD
UNIT
Unit 2
Similarity Transformations
When shapes shrink or
grow, what changes and
what stays the same?
KEY CONCEPTS
FOCUS AND CONTENT
SKILLS
Key 1: Certain attributes change
and certain attributes stay
the same when you perform
transformations on figures
and for similarity
transformations, those
attributes have a
commonality
 Identify similar figures by
comparing corresponding parts
CMP 2:
Stretching and Shrinking
PH Course 2:
Pages 252 – 271
Pages 374 - 407
PACING
Suggested Pacing:
22 days
October 9 –
November 16, 2009
Key 2: Some algebraic rules can
describe similarity
transformations and some do
not, and the looking at the
rule can help us identify what
kind of tranformation is
produced by it.
Key 3: The magnitudes of similarity
transformations can be
expressed by the scale
factor which can be used in
solving problems that involve
finding missing sides and the
area of similar figures.
 Use scale factors and ratios to
describe relationships among
the side lengths of similar
figures.
 Construct similar polygons.
 Draw shapes on coordinate
grids and then use coordinate
rules to stretch and shrink those
shapes.
 Predict the ways that stretching
or shrinking a figure affect
lengths, angle measures,
perimeters, and areas.
 Use the properties of similarity
to calculate distances and
heights that can't be directly
measured.
Key 4: Scale factor can be used
with similar figures to find
missing measures of parts
7th Grade Math – Road Map (2009-2010)
rev. 8/19/08
2
SECOND M AR KING PERIOD
UNIT
Unit 3
KEY CONCEPTS
Key 1:
Ratios, Proportions, and
Percent
How can we use the
relationship between
numbers to find missing
values?
CMP 2:
Key 2:
Comparing and Scaling
PH Course 2:
Pages 227 – 250
Pages 272 – 321
PACING
Suggested Pacing:
24 days
November 17 –
December 23, 2009
Key 3:
Key 4:
7th Grade Math – Road Map (2009-2010)
Ratios, percents, fraction,
differences, and scaling can
be used to compare values
and using multiplicative or
divisive models can provide
more information about a
situation than that obtained
from using a subtractive
model.
Ratios can be compared
using equivalent ratios,
percents, and fractions, and
those comparisons can be
used to choose between
options in problems
concerning situations where
two quantities vary and the
relationship between those
quantities is important.
Unit rates are a powerful
tool for expressing the
relationship between related
quantities and they simplify
comparison and problem
solving.
Equivalent ratios, or
proportions can be used to
find missing measures in
similar figures and to solve
problems involving
situations where the ratio
between two quantities
needs to stay constant.
rev. 8/19/08
FOCUS AND CONTENT
SKILLS

Analyze comparison
statements made
about quantitative
data.

Use ratios, fractions,
differences, and
percents to form
comparison
statements in given
situations.

Make sense of
comparison
statements

Use the relationship
between comparisons,
I.e. percent and
fractions.

Scale ratios, rates, or
fractions to solve
problems involving
proportions.

Use patterns in data
to make predictions
between and beyond
data.

Write equations to
represent proportional
situations.

Use proportional
reasoning to find
missing values when
one part of two equal
ratios are known.

Set up and solve
proportions.

Recognize that
proportions are related
to constant growth.

Connect unit rate to
equations.
3
Second Marking Period
UNIT
Unit 4
Reasoning With Uncertainty
What do you believe will
happen in the long run?
CMP 2:
What Do You Expect?
PH Course 2:
Pages 530 - 614
PACING
KEY CONCEPTS
Key 1: The outcomes of games of
chance can be evaluated to
determine if they are fair or
equally likely by using either
theoretical or experimental
probabilities.
Key 2: The probabilities of certain
outcomes of multiple, random
events can be evaluated using
a variety of tools, one of which
is an area model
Suggested Pacing:
14 days
January 5 – 29, 2010
7th Grade Math – Road Map (2009-2010)
rev. 8/19/08
FOCUS CONTENT AND
SKILLS

Interpret experimental and
theoretical probabilities and
the relationship between
them.

Distinguish between equally
likely and non-equally likely
outcomes.

Review strategies for
identifying possible
outcomes and analyzing
probabilities such as using
lists or counting trees.

Understand that fairness
implies equally likely
outcomes.

Analyze situations that
involve two stages or two
actions.

Use area models to analyze
situations that involve two
stages.

Determine the expected
value of a probability
situation.

Analyze binomial situations.

Use probability and expected
value to make decisions.
4
THIRD MARKING PERIOD
UNIT
KEY CONCEPTS
Unit 5
Extending the Number Line To
the Left
What lies on the other side?
CMP 2:
Accentuate the Negative
PH Course 2:
Key 1: Contexts can be used
to make sense of
positive and negative
numbers, order them,
and graph them on a
number line.
Key 2: Positive and negative
numbers can be added
and subtracted to find
sums and differences.
Pages 2 – 52
PACING
Suggested Pacing:
25 days
February 3 – March
10, 2010
Key 3: Positive and negative
numbers can be
multiplied and divided
to find products and
quotients.
Key 4: When there are
multiple operations
indicated in an
expression, they must
be performed in a
specific order to get
consistent evaluations.
FOCUS AND CONTENT
SKILLS
 Use appropriate notation to
indicate positive and
negative numbers
 Locate rational numbers
(positive and negative
fractions and decimals and
zero) on a number line.
 Compare and order rational
numbers.
 Understand the relationship
between a positive or
negative number and its
opposite.
 Develop algorithms for
adding, subtracting,
multiplying, and positive and
negative numbers.
 Write mathematics
sentences to show
relationships.
 Write and use related fact
families for
addition/subtraction and
multiplication/division to
solve simple equations with
missing facts.
 Use parentheses and order
of operations to make
computation sequences
clear.
 Understand and use the
commutative property for
addition and multiplication of
positive and negative
numbers.
 Apply the distributive
property with positive and
negative numbers to simplify
expressions and solve
problems.
 Use positive and negative
numbers to graph in four
quadrants and to model and
answer questions about
applied settings.
7th Grade Math – Road Map (2009-2010)
rev. 8/19/08
5
THIRD MARKING PERIOD
UNIT
Unit 6
Linear Functions
How do we use
mathematics to describe
constant change?
CMP 2:
Moving Straight Ahead
PH Course 2:
Pages 434 - 504
PACING
Suggested Pacing: 28 days
March 11 – April 28, 2010
KEY CONCEPTS
Key 1: Linear functions can be
identified by properties
of their graphs, tables,
equations and contexts;
these properties can be
used to distinguish
linear from other types
of functions.
Key 2: Linear functions are
distinguished by the fact
that a change in the
independent variable
results in a constant,
predictable change in
the dependent variable.
Key 3: Pairs of values that can
be substituted in two or
more equations to make
them true are called
solutions, and can be
found using tables,
graphs and symbolically.
Key 4: Slope is the ratio of
vertical change to the
horizontal change
between two points on a
line, the coefficient of
the independent
variable in an equation,
and the rate of change
in the dependent
variable in a table when
the independent
variable changes by
one, and it represents a
unit rate connecting the
variables that are in the
linear relationship .
7th Grade Math – Road Map (2009-2010)
rev. 8/19/08
FOCUS CONTENT AND
SKILLS

Recognize problems in which
the variables have a linear
relationship.

Construct tables, graphs, and
equations that express linear
relationships.

Translate information about
linear relations given in a
table, a graph, or an equation
to one of the other forms.

Understand the connections
between linear equations and
patterns in the tables and
graphs of those relations –
rate of change, slope, and yintercept.

Solve linear equations.

Solve problems and make
decisions about linear
relationships using information
given in tables, graphs, and
symbolic expressions.

Use tables, graphs, and
equations of linear relations to
solve problems.
6
FOURTH M ARKING PERIOD
UNIT
Unit 7
The Third Dimension,
Measurement and
Geometry
How do we measure
space?
CMP 2:
Filling and Wrapping
PH Course 2:
Pages 414 – 426
PACING
Suggested Pacing:
20 days
April 29 – May 28, 2010
KEY CONCEPTS
FOCUS CONTENT AND
SKILLS
Key 1: Solids have measurable
attributes that can be quantified
through counting units or by
measuring and using formulae
volume and surface area of
boxes.

Understand volume as a
measure of filling an
object and surface area
as a measure of
wrapping or covering an
object.
Key 2: Boxes can be designed to
maximize volume, minimize
surface area, or meet other
specifications.
.
Key 3: The volumes of prisms and
cylinders are equal to the
product of the area of their
bases and their heights while
the surface areas of prisms and
cylinders are equal to the sum
of the area of the bases and
the product of the height and
the circumference or perimeter
of the bases.

Use flat patterns to
visualize and calculate
surface areas of prisms
and cylinders.

Develop formulas for the
volumes of prisms,
cylinders, cones,
pyramids, and spheres
either directly or by
comparison with known
volumes.

Use surface area and
volume to solve a
variety of real-world
problems.

Understand how
changes in one or more
dimensions of a
rectangular prism or
cylinder affect the
prism's volume.

Extend understanding of
similarity and scale
factors to threedimensional figures.

Understand the effect on
surface area and
volume of applying a
scale factor to a
rectangular prism.
7th Grade Math – Road Map (2009-2010)
rev. 8/19/08
7
FOURTH M ARKING PERIOD
UNIT
KEY CONCEPTS
Return to Unit 4
Reasoning With Uncertainty
What do you believe will
happen in the long run?
Key 1: The outcomes of games of
chance can be evaluated to
determine if they are fair or
equally likely.
Key 2: Two stage probabilities can
be evaluated using an area
model.
CMP 2:
What Do You Expect?
PH Course 2:
Pages 530 - 614
PACING
Suggested Pacing:
May 28, 2009 – June 11,
2009
FOCUS CONTENT AND
SKILLS

Interpret experimental and
theoretical probabilities and
the relationship between
them.

Distinguish between equally
likely and non-equally likely
outcomes.

Review strategies for
identifying possible
outcomes and analyzing
probabilities such as using
lists or counting trees.

Understand that fairness
implies equally likely
outcomes.

Analyze situations that
involve two stages or two
actions.

Use area models to analyze
situations that involve two
stages.

Determine the expected
value of a probability
situation.

Analyze binomial situations.

Use probability and
expected value to make
decisions.
Key 3: Expected value tells us
what we can expect results
to be in the long run.
Key 4: A Bernoulli or binomial
process is a common
probability distribution that
can be used to solve
problems.
7th Grade Math – Road Map (2009-2010)
rev. 8/19/08
8