Math Crosswalk - 7th Grade

Ratios & Proportional Relationships

Common Core Standard ©

AASL Learning Standard(s)

7.RP.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.

2.3.1 - Connect understanding to the real world.

7.RP.2.a. Recognize and represent proportional relationships between quantities: 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.

2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

7.RP.2.b. Recognize and represent proportional relationships between quantities: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

2.1.2 - Organize knowledge so that it is useful.

7.RP.2.c. Recognize and represent proportional relationships between quantities: 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.

2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

7.RP.2.d. Recognize and represent proportional relationships between quantities: 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.

2.1.2 - Organize knowledge so that it is useful.

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

2.1.2 - Organize knowledge so that it is useful.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

 

The Number System

Common Core Standard ©

AASL Learning Standard(s)

7.NS.1.a. 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: 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.

1.1.2 - Use prior and background knowledge as context for new learning.

7.NS.1.b. 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: 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.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

7.NS.1.c. 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: Understand subtraction of rational numbers as adding the additive inverse, pq = 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.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

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

1.1.2 - Use prior and background knowledge as context for new learning.

7.NS.2.a. Understand that multiplication is extended from 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.

1.1.2 - Use prior and background knowledge as context for new learning.

7.NS.2.b. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers: 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.

1.1.2 - Use prior and background knowledge as context for new learning.

7.NS.2.c. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers: Apply properties of operations as strategies to multiply and divide rational numbers.

1.1.2 - Use prior and background knowledge as context for new learning.

7.NS.2.d. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers: 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.

1.1.2 - Use prior and background knowledge as context for new learning.

7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers.

1.2.2 - Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.

 

Expressions & Equations

Common Core Standard ©

AASL Learning Standard(s)

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

1.1.2 - Use prior and background knowledge as context for new learning.

7.EE.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.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

7.EE.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 3/4 inches long in the center of a door that is 27 1/2 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.

1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

7.EE.4.a. 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 quantitie: 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?

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

7.EE.4.b. 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 quantitie: Solve word problems leading to inequalities of the form 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.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

 

Geometry

Common Core Standard ©

AASL Learning Standard(s)

7.G.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.2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

 

7.G.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.

 

7.G.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.

 

7.G.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.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.

 

 

Statistics & Probability

Common Core Standard ©

AASL Learning Standard(s)

7.SP.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.

1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

7.SP.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.

1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

7.SP.3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.

1.1.2 - Use prior and background knowledge as context for new learning.

7.SP.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.

1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

7.SP.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 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

1.1.7 - Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

7.SP.6. Approximate the probability of a chance event by collecting data on the chance process 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.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

7.SP.7.a . 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 the discrepancy: 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.

2.1.2 - Organize knowledge so that it is useful.

7.SP.7.b. 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 the discrepancy: 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?

2.1.2 - Organize knowledge so that it is useful.

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

2.2.3 - Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.

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

2.2.1 - Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.

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

2.1.4 - Use technology and other information tools to analyze and organize information.

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