Grade 7 Big Ideas SY
|
|
- Cecily Bradley
- 5 years ago
- Views:
Transcription
1 Topics and Chapters/Units Days in Cycle Dates Grade 7 Big Ideas SY Benchmark Cycle 1 Benchmark Cycle 2 Benchmark Cycle 3 Cycle 4 September 5 - October 31 BM Window Opens November 1 November 2 - January 26 BM Window Opens January 29 January 30 - May 8 BM Window Opens May 9 May 10 - June 12 Total Days: 39 Including 1 Half Day Total Days: 50 Including 4 Half Days Total Days Before PSSA: 50 Including 9 Half Days Total Days in Cycle: 60 Including 13 Half Days; Excluding Week of Math PSSA Total Days: 22 Including 1 Half Day Big Ideas 1: Integers 2: Rational Numbers 3.1, 3.2*: Expressions and Equations *Note: The 3.2 Lesson Extension does not include PA eligible content for 7 th grade and so can be done following the PSSA. Big Ideas : Expressions and Equations 4: Inequalities 5: Ratios and Proportions : Percents Big Ideas : Percents 7: Constructions and Scale Drawings 8: Circles and Area 9: Surface Area and Volume Big Ideas 10: Probability and Statistics Remediate and Extend A benchmark cycle is defined as the time allotted to teach the content that is on each benchmark, and assumes the benchmark is taken in the first week of the window. This means that though it is fine to give the test later in the window, you should be moving on to new content as of the above listed dates, or you will fall behind. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
2 Table of Contents Benchmark Cycle 1 Standards... 3 Benchmark Cycle 1 Scope and Sequence... 4 Benchmark Cycle 2 Standards... 7 Benchmark Cycle 2 Scope and Sequence... 9 Benchmark Cycle 3 Standards Benchmark Cycle 3 Scope and Sequence Cycle 4 Standards Cycle 4 Scope and Sequence Document Information Page THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
3 Benchmark Cycle 1 Standards PA Core Standard PA Eligible Content Common Core Standard CC E.1 Apply and extend previous understandings of operations with fractions to operations with rational numbers. CC B.1 Apply properties of operations to generate equivalent expressions. CC B.3 Model and solve real world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations. M07.A-N Apply properties of operations to add and subtract rational numbers, including real-world contexts. M07.A-N Represent addition and subtraction on a horizontal or vertical number line. M07.A-N Apply properties of operations to multiply and divide rational numbers, including real-world contexts; demonstrate that the decimal form of a rational number terminates or eventually repeats. M07.B-E Apply properties of operations to add, subtract, factor, and expand linear expressions with rational coefficients. M07.B-E Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate. 7.NS.1. 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. d. Apply properties of operations as strategies to add and subtract rational numbers. 7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers. 7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 7.NS.1. 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. d. Apply properties of operations as strategies to add and subtract rational numbers. 7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
4 9/5 9/26 2 Days Per Lesson + 4 Days Benchmark Cycle 1 Scope and Sequence Suggested Dates Chapter 1: Integers Section Lesson Title Lesson Goal(s) 1.1 Integers and Absolute Value 1.2 Adding Integers - Define the absolute value of a number - Find absolute values of numbers - Add integers - Show that the sum of a number and its opposite is 0 Eligible Content M06.A-N Preparing for: M07.A-N M07.A-N M07.A-N Subtracting Integers - Subtract Integers M07.A-N M07.A-N Multiplying Integers - Multiply integers M07.A-N Dividing Integers - Divide Integers M07.A-N THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
5 9/27 10/12 2 Days Per Lesson + 3 Days Suggested Dates Chapter 2: Rational Numbers Section Lesson Title Lesson Goal(s) 2.1 Rational Numbers 2.2 Adding Rational Numbers - Understand that a rational number is an integer divided by an integer - Convert rational numbers to decimals - Add rational numbers Eligible Content Preparing for: M07.A-N M07.A-N M07.A-N Subtracting Rational Numbers - Subtract rational numbers M07.A-N M07.A-N Multiplying and Dividing Rational Numbers - Multiply and divide rational numbers M07.A-N THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
6 10/13 10/31 2 Days per Lesson Days Suggested Dates Chapter 3: Expressions and Equations Section Lesson Title Lesson Goal(s) 3.1 Algebraic Expressions Adding and Subtracting Linear Expressions Solving Equations Using Addition or Subtraction - Apply properties of operations to simplify algebraic expressions - Apply properties of operations to add and subtract linear expressions - Write simple equations - Solve equations using addition or subtraction Eligible Content M07.B-E M07.B-E M07.B-E M07.B-E M07.B-E Solving Equations Using Multiplication or Division - Solve equations using multiplication or dividion M07.B-E M07.B-E Solving Two-Step Equations - Solve two-step equations M07.B-E M07.B-E Benchmark 1 Window: 11/1 11/17 THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
7 Benchmark Cycle 2 Standards PA Core Standard PA Eligible Content Common Core Standard CC B.1 Apply properties of operations to generate equivalent expressions. CC B.3 Model and solve real world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations. M07.B-E Apply properties of operations to add, subtract, factor, and expand linear expressions with rational coefficients. M07.B-E Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate. M07.B-E 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. 7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 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 $ 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. 7.EE.4 Use variables to represent quantities in a realworld or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. a. 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. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
8 CC D.1 Analyze proportional relationships and use them to model and solve real world and mathematical problems. M07.B-E Determine the reasonableness of answer(s) or interpret the solution(s) in the context of the problem. M07.A-R Determine whether two quantities are proportionally related (e.g., by testing for equivalent ratios in a table, graphing on a coordinate plane and observing whether the graph is a straight line through the origin). M07.A-R Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. M07.A-R Represent proportional relationships by equations. M07.A-R 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. M07.A-R Use proportional relationships to solve multi-step ratio and percent problems. 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. 7.RP.2. Recognize and represent proportional relationships between quantities. a. 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. b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. c. 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. d. 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. 7.RP.3. Use proportional relationships to solve multistep ratio and percent problems. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
9 11/02 11/22 2 Days per Lesson Days Benchmark Cycle 2 Scope and Sequence Suggested Dates Chapter 4: Inequalities Section Lesson Title Lesson Goal(s) 4.1 Writing and Graphing Inequalities 4.2 Solving Inequalities Using Addition or Subtraction - Write and graph inequalities - Use substitution to check whether a number is a solution to an inequality - Solve inequalities using addition or subtraction Eligible Content M07.B-E M07.B-E M07.B-E M07.B-E Solving Inequalities Using Multiplication or Division - Solve inequalities using multiplication or division M07.B-E M07.B-E Solving Two-Step Inequalities - Solve multi-step inequalities M07.B-E M07.B-E THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
10 11/27 12/22 2 Days per Lesson Days Suggested Dates Chapter 5: Ratios and Proportions Section Lesson Title Lesson Goal(s) Eligible Content 5.1 Ratios and Rates 5.2 Proportions - Find ratios, rates and unit rates - Find ratios and rates involving ratios of fractions - Use equivalent ratios to determine whether two ratios form a proportion - Use the Cross Products Property to determine whether two ratios form a proportion M07.A-R M07.A-R Extension Graphing Proportional relationships - Use graphs to determine whether two ratios form a proportion - Interpret graphs of proportional relationships M07.A-R Writing Proportions - Write proportions - Solve proportions using mental math M07.A-R Solving Proportions - Solve proportions using multiplication or the Cross Products Property - Use a point on a graph to write and solve proportions M07.A-R Slope - Find the slopes of lines - Interpret the slopes of lines as rates M07.A-R Direct Variation - Identify direct variation from graphs or equations - Use direct variation models to solve problems M07.A-R THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
11 01/03 01/26 2 Days per Lesson + 3 Days Suggested Dates Chapter 6: Percents Section Lesson Title Lesson Goal(s) 6.1 Percents and Decimals 6.2 Comparing and Ordering Fractions, Decimals, and Percents - Write percents as decimals - Write decimals as percents - Compare and order fractions, decimals, and percents Eligible Content Preparing for: M07.A-R Preparing for: M07.A-R The Percent Proportion - Use the percent proportion to find parts, wholes, and percents M07.A-R The Percent Equation - Use the percent equation to find parts, wholes, and percents M07.A-R Percents of Increase and Decrease - Find percents of increase - Find percents of decrease M07.A-R Discounts and Markups - Use percent of discounts to find prices of items - Use percents of markups to find selling prices of items M07.A-R Simple Interest - Use the simple interest formula to find interest earned or paid, annual interest rates and amounts paid on loans M07.A-R Benchmark 2 Window 01/26 02/13 THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
12 Benchmark Cycle 3 Standards PA Core Standard PA Eligible Content Common Core Standard CC E.1 Apply and extend previous understandings of operations with fractions to operations with rational numbers. CC B.3 Model and solve real world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations. CC A.2 Visualize and represent geometric figures and describe the relationships between them. M07.A-N Apply properties of operations to multiply and divide rational numbers, including realworld contexts; demonstrate that the decimal form of a rational number terminates or eventually repeats. M07.B-E 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, and graph the solution set of the inequality. M07.B-E Determine the reasonableness of answer(s) or interpret the solution(s) in the context of the problem. M07.C-G Solve problems involving scale drawings of geometric figures, including finding length and area. 7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers. 7.EE.4. Use variables to represent quantities in a realworld or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. b. 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. 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. 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. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
13 CC A.2 Visualize and represent geometric figures and describe the relationships between them. CC A.1 Solve real world and mathematical problems involving angle measure, area, surface area, circumference, and volume. M07.C-G Identify or describe the properties of all types of triangles based on angle and side measures. M07.C-G Use and apply the triangle inequality theorem. M07.C-G Describe the two-dimensional figures that result from slicing three-dimensional figures. M07.C-G Identify and use properties of supplementary, complementary, and adjacent angles in a multi- step problem to write and solve simple equations for an unknown angle in a figure. M07.C-G Identify and use properties of angles formed when two parallel lines are cut by a transversal (e.g., angles may include alternate interior, alternate exterior, vertical, corresponding). NO MATCH 8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. 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.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. 8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. M07.C-G Find the area and circumference of a circle. Solve problems involving area and circumference of a circle(s). Formulas will be provided. 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. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
14 CC B.3 Investigate chance processes and develop, use, and evaluate probability models. M07.C-G 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. Formulas will be provided. M07.D-S Predict or determine whether some outcomes are certain, more likely, less likely, equally likely, or impossible (i.e., 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). 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. 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. M07.D-S Determine the probability of a chance event given relative frequency. Predict the approximate relative frequency given the probability. M07.D-S Find the probability of a simple event, including the probability of a simple event not occurring. 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. Preparing for 7.SP.8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. a. 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. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
15 01/30 02/23 2 Days per Lesson Days Benchmark Cycle 3 Scope and Sequence Suggested Dates Chapter 7: Constructions and Scale Drawings Section Lesson Title Lesson Objective(s) 7.1 Adjacent and Vertical Angles Extension 7.4 Complementary and Supplementary Angles Triangles Angle Measures of Triangles Quadrilaterals 7.5 Scale Drawings Supplemental Lesson Angles formed by Parallel Lines Cut by a Transversal - Identify adjacent and vertical angles - Find angle measures using adjacent and vertical angles - Classify pairs of angles as complementary, supplementary, or neither - Find angle measures using complementary and supplementary angles - Construct triangles with given angle measurements - Construct triangles with given side lengths* *Note: Construction is not assessed on the PSSA. Students must be familiar, however, with angles in triangles and the Triangle Inequality Theorem. - Understand that the sum of the angle measures of any triangle is 180 o - Find missing angle measures in triangles - Understand that the sum of the angle measures of any quadrilateral is 360 o - Find missing angle measures in quadrilaterals - Construct quadrilaterals* *Note: Construction is not assessed on the PSSA. Students must be familiar, however, with angles in quadrilaterals. - Use scale drawings to find actual distances - Find scale factors - Use scale drawings to find actual perimeters and areas - Recreate scale drawings at a different scale Eligible Content M07.C-G M07.C-G M07.C-G M07.C-G M07.C-G M07.C-G M07.C-G M07.C-G M07.C-G M07.C-G THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
16 02/26 03/09 2 Days per Lesson + 3 Days Suggested Dates Chapter 8: Circles and Area Section Lesson Title Lesson Objective(s) 8.1 Circles and Circumference - Describe a circle in terms of radius and diameter - Understand the concept of pi - Find circumferences of circles and perimeters of semicircles Eligible Content M07.C-G Areas of Circles - Find areas of circles and semicircles M07.C-G Areas of Composite Figures - Find areas of composite figures by separating them into familiar figures M.07.C-G THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
17 03/12 04/13 2 Days per Lesson + 2 Days and ELA PSSA Week Suggested Dates Chapter 9: Surface Area and Volume Section Lesson Title Lesson Objective(s) 9.1 Surface Areas of Prisms - Use two-dimensional nets to represent three-dimensional solids - Find surface areas of rectangular and triangular prisms Eligible Content M.07.C-G Preparing for M.07.C-G Surface Areas of Pyramids - Find surface areas of regular pyramids M.07.C-G Preparing for M.07.C-G Surface Areas of Pyramids - Find surface areas of cylinders M.07.C-G Preparing for M.07.C-G Volumes of Prisms 9.5 Volumes of Pyramids - Find volumes of prisms - Find volumes of pyramids M.07.C-G Preparing for M.07.C-G M.07.C-G Preparing for M.07.C-G Extension Cross Sections of Three- Dimensional Figures - Describe the intersections of planes and solids M.07.C-G Math PSSA 4/16 4/20 THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
18 04/23 05/08 2 Days Per Lesson + 2 Days Suggested Dates Chapter 10: Probability and Statistics Section Lesson Title Lesson Objective 10.1 Outcomes and Events - Identify and count the outcomes of experiments 10.2 Probability 10.3 Experimental and Theoretical Probability - Understand the concept of probability and the relationship between probability and likelihood - Find probabilities of events - Find relative frequencies - Use experimental probabilities to make predictions - Use theoretical probabilities to find quantities - Compare experimental and theoretical probabilities Eligible Content M07.D-S M07.D-S M07.D-S M07.D-S THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
19 Cycle 4 Standards PA Core Standard PA Eligible Content Common Core Standard CC B.3 Investigate chance processes and develop, use, and evaluate probability models. M07.D-S Predict or determine whether some outcomes are certain, more likely, less likely, equally likely, or impossible (i.e., 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). M07.D-S Determine the probability of a chance event given relative frequency. Predict the approximate relative frequency given the probability. M07.D-S Find the probability of a simple event, including the probability of a simple event not occurring. M07.D-S Find probabilities of independent compound events using organized lists, tables, tree diagrams, and simulation. 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. 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. Preparing for 7.SP.8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. a. 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. 7.SP.8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. a. 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. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
20 b. 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. c. Design and use a simulation to generate frequencies for compound events. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
21 05/10 06/01 2 Days Per Lesson Days Cycle 4 Scope and Sequence Suggested Dates Chapter 10: Probability and Statistics Section Lesson Title Lesson Objective 10.4 Compound Events Extension Independent and Dependent Events Simulations 10.6 Samples and Populations 10.6 Extension Generating Multiple Samples 10.7 Comparing Populations - Use tree diagrams tables, or a formula to find the number of possible outcomes - Find probabilities of compound events - Identify independent and dependent events - Use formulas to find probabilities of independent and dependent events - Determine when samples are representative of populations - Use data from random samples to make predictions about populations - Use multiple samples to make predictions about populations - Use measures of center and variation to compare populations - Use random samples to compare populations 8.2 Perimeters of Composite Figures - Find perimeters of composite figures Eligible Content M07.D-S M07.D-S M07.D-S M07.D-S Not Assessed in PA M07.D-S M07.D-S M07.D-S M07.D-S M07.D-S M07.D-S Not Assessed in PA THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
22 Option 1: Reteach Based on Common Coreidentified focal areas. 6/04 6/12 7 Days Remediate and Extend by Preparing for Grade 8 You taught many topics this year. The four below are identified as the most critical for 7 th grade. If you want to revisit something, one or more of these topics would be a good idea. 7.RP.A Analyze proportional relationships and use them to solve real-world and mathematical problems. 7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 7.EE.A Use properties of operations to generate equivalent expressions. 7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions and equations Option 2: Pre-Teach Based on 7 th Grade Needs You can check in with your 8 th grade teacher to ask what content you could pre-teach or what content they would like you to revisit. The first two Topics in 8 th grade are: 1) Real Numbers 2) Analyze and Solve Linear Equations You can access the 8 th grade Teacher s Guide and materials online for reference. Option 3: Financial Literacy The Federal Reserve Bank of Philadelphia has posted free lesson plans for elementary teachers (including K) on financial literacy at: Many of these lessons are tied to early children s literature, as well. In addition, Census.gov has a number of data analysis activities, using real U.S. Census data, at: THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
23 PA Core Standards and Eligible Content by Cycle PA Core Standard CC D.1 Analyze proportional relationships and use them to model and solve real-world and mathematical problems. PA Eligible Content M07.A-R Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units. M07.A-R Determine whether two quantities are proportionally related (e.g., by testing for equivalent ratios in a table, graphing on a coordinate plane and observing whether the graph is a straight line through the origin). Cycle 1 Cycle 2 Cycle 3 Cycle 4 M07.A-R Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. M07.A-R Represent proportional relationships by equations. M07.A-R 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. M07.A-R Use proportional relationships to solve multi-step ratio and percent problems. CC E.1 Apply and extend previous understandings of operations with fractions to operations with rational numbers. M07.A-N Apply properties of operations to add and subtract rational numbers, including real-world contexts. M07.A-N Represent addition and subtraction on a horizontal or vertical number line. M07.A-N Apply properties of operations to multiply and divide rational numbers, including real-world contexts; demonstrate that the decimal form of a rational number terminates or eventually repeats. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
24 CC B.1 Apply properties of operations to generate equivalent expressions. CC B.3 Model and solve real world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations. M07.B-E Apply properties of operations to add, subtract, factor, and expand linear expressions with rational coefficients. M07.B-E Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate. M07.B-E 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. M07.B-E 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, and graph the solution set of the inequality. CC B.3 Model and solve real-world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations. CC A.1 Solve realworld and mathematical problems involving angle measure, area, surface area, circumference, and volume. M07.B-E Determine the reasonableness of answer(s) or interpret the solution(s) in the context of the problem. M07.C-G Identify and use properties of supplementary, complementary, and adjacent angles in a multi- step problem to write and solve simple equations for an unknown angle in a figure. M07.C-G Identify and use properties of angles formed when two parallel lines are cut by a transversal (e.g., angles may include alternate interior, alternate exterior, vertical, corresponding). M07.C-G Find the area and circumference of a circle. Solve problems involving area and circumference of a circle(s). Formulas will be provided. M07.C-G 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. Formulas will be provided. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
25 CC A.2 Visualize and represent geometric figures and describe the relationships between them. M07.C-G Solve problems involving scale drawings of geometric figures, including finding length and area. M07.C-G Identify or describe the properties of all types of triangles based on angle and side measures. M07.C-G Use and apply the triangle inequality theorem. M07.C-G Describe the two-dimensional figures that result from slicing three-dimensional figures. CC B.1 Draw inferences about populations based on random sampling concepts. CC B.2 Draw informal comparative inferences about two populations. CC B.3 Investigate chance processes and develop, use, and evaluate probability models. M07.D-S Determine whether a sample is a random sample given a realworld situation. M07.D-S Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. M07.D-S Compare two numerical data distributions using measures of center and variability. M07.D-S Predict or determine whether some outcomes are certain, more likely, less likely, equally likely, or impossible (i.e., 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). M07.D-S Determine the probability of a chance event given relative frequency. Predict the approximate relative frequency given the probability. M07.D-S Find the probability of a simple event, including the probability of a simple event not occurring. M07.D-S Find probabilities of independent compound events using organized lists, tables, tree diagrams, and simulation. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
26 Document Information Page Overview of Contents of Document The Cover Page lays out the Topics taught within each Cycle as well as the corresponding dates. The Benchmark Cycle Standards pages that precede each cycle outline all of the standards that are taught within that cycle. These are, therefore, all of the standards that may be on that Cycle s Benchmark. The Benchmark Cycle Scope and Sequence pages provide suggested pacing that allows for 1 day per lesson plus some flex days. We recommend proactively using the flex days for: reviewing pre-requisite content, splitting lessons over multiple days, assessing, reteaching, and doing projects. Of course, some of these will also be taken by field trips and other school activities. The PA Core Standards and Eligible Content by Cycle page lists all of the standards and indicates in which cycle(s) they are taught. What is a Cycle? We want to offer clarity on what appears on each benchmark. Additionally, there should be sufficient time to teach that content before it is tested. Because each school administers the benchmark on a different day, not necessarily corresponding with the last day of the Term, we have created Cycles. Each Cycle contains the content that is to be taught and tested on a given benchmark. Please refer to the dates on the Cover Page to ensure you are aware of the beginning and ending dates for each Cycle. What If I Fall Behind? We trust you to make decisions about what is best for your students. This pacing will prepare you for the Benchmarks and PSSA, but it is a suggested, not mandated, pacing. You may also wish to move at a faster pace. Do not feel you should slow down to match this guide. If you are concerned about content that you may not reach before the PSSA, consider implementing number talks and other short routines and games. For example, a lot of Geometry vocabulary and concepts could be taught through Which Once Doesn t Belong. Rather than pushing to cover content, or using test prep resources, content can be infused through short but meaningful structures. The table below is purely for informational purposes. We used the PSSA Mathematics Blueprint to calculate what percent of tested content you will cover, based on how much of the book you teach before the test. Again, we recommend depth and understanding over coverage, but we wanted to provide this information for your planning purposes. Percent of Eligible Content if Chapters 1-10 Are Taught Percent of Eligible Content if Chapters 1-9 Are Taught Percent of Eligible Content if Chapters 1-8 Are Taught Percent of Eligible Content if Chapters 1-7 Are Taught 100% 85.5% 83% 81.5% THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
27 Additional Key Considerations in Mathematics The Standards for Mathematical Practice are: 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning You should try to infuse these Standards into your lessons regularly. Rather than thinking of them as a box to check, think about how you are providing students with opportunities to develop as mathematical thinkers and doers. The Common Core has identified the following as the four critical areas for Grade 7: 7.RP.A Analyze proportional relationships and use them to solve real-world and mathematical problems. 7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 7.EE.A Use properties of operations to generate equivalent expressions. 7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions and equations These do not necessarily reflect what is most tested on the PSSA, but it is the content that is most essential as you prepare students for 8th grade. The School District of Philadelphia s Vision for Mathematics Teaching and Learning: Our Guiding Principles: All students think mathematically, and they will be empowered to own, share, and do mathematics. Equitable Discourse Rich + Meaningful Tasks Purpose-Driven Work Questioning and Curiosity Valuing Diverse Thinking If you have any questions or would like more information, please contact us at math@philasd.org. THE SCHOOL DISTRICT OF PHILADELPHIA, OFFICE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, CHRISTOPHER SHAFFER, DEPUTY
Grade 6: Correlated to AGS Basic Math Skills
Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and
More informationAGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationHelping Your Children Learn in the Middle School Years MATH
Helping Your Children Learn in the Middle School Years MATH Grade 7 A GUIDE TO THE MATH COMMON CORE STATE STANDARDS FOR PARENTS AND STUDENTS This brochure is a product of the Tennessee State Personnel
More informationPage 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified
Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationMontana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011
Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade
More informationDublin City Schools Mathematics Graded Course of Study GRADE 4
I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported
More informationExtending Place Value with Whole Numbers to 1,000,000
Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit
More informationMissouri Mathematics Grade-Level Expectations
A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the
More informationUnit 3 Ratios and Rates Math 6
Number of Days: 20 11/27/17 12/22/17 Unit Goals Stage 1 Unit Description: Students study the concepts and language of ratios and unit rates. They use proportional reasoning to solve problems. In particular,
More informationLLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD MATH Length of Course: Elective/Required: School: Full Year Required Middle Schools Student Eligibility: Grades 6-8 Credit Value:
More informationMath Grade 3 Assessment Anchors and Eligible Content
Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among
More informationClassroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice
Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards
More informationTOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system
Curriculum Overview Mathematics 1 st term 5º grade - 2010 TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Multiplies and divides decimals by 10 or 100. Multiplies and divide
More informationBittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2012). Prealgebra (6th ed.). Boston, MA: Addison-Wesley.
Course Syllabus Course Description Explores the basic fundamentals of college-level mathematics. (Note: This course is for institutional credit only and will not be used in meeting degree requirements.
More informationArizona s College and Career Ready Standards Mathematics
Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June
More informationFirst Grade Standards
These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught
More informationAlgebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview
Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best
More informationMathematics. Mathematics
Mathematics Program Description Successful completion of this major will assure competence in mathematics through differential and integral calculus, providing an adequate background for employment in
More informationLearning Disability Functional Capacity Evaluation. Dear Doctor,
Dear Doctor, I have been asked to formulate a vocational opinion regarding NAME s employability in light of his/her learning disability. To assist me with this evaluation I would appreciate if you can
More informationMath-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade
Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See
More informationFlorida Mathematics Standards for Geometry Honors (CPalms # )
A Correlation of Florida Geometry Honors 2011 to the for Geometry Honors (CPalms #1206320) Geometry Honors (#1206320) Course Standards MAFS.912.G-CO.1.1: Know precise definitions of angle, circle, perpendicular
More informationFocus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.
Approximate Time Frame: 3-4 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4-digit by 1-digit, 2-digit by 2-digit) and divide (4-digit by 1-digit) using strategies
More informationMathematics process categories
Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts
More informationMath 96: Intermediate Algebra in Context
: Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)
More informationProblem of the Month: Movin n Groovin
: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of
More informationThis scope and sequence assumes 160 days for instruction, divided among 15 units.
In previous grades, students learned strategies for multiplication and division, developed understanding of structure of the place value system, and applied understanding of fractions to addition and subtraction
More informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a
More informationRadius STEM Readiness TM
Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and
More informationSAT MATH PREP:
SAT MATH PREP: 2015-2016 NOTE: The College Board has redesigned the SAT Test. This new test will start in March of 2016. Also, the PSAT test given in October of 2015 will have the new format. Therefore
More informationCommon Core Standards Alignment Chart Grade 5
Common Core Standards Alignment Chart Grade 5 Units 5.OA.1 5.OA.2 5.OA.3 5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 5.NBT.5 5.NBT.6 5.NBT.7 5.NF.1 5.NF.2 5.NF.3 5.NF.4 5.NF.5 5.NF.6 5.NF.7 5.MD.1 5.MD.2 5.MD.3 5.MD.4
More informationUsing Proportions to Solve Percentage Problems I
RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More informationMath 121 Fundamentals of Mathematics I
I. Course Description: Math 121 Fundamentals of Mathematics I Math 121 is a general course in the fundamentals of mathematics. It includes a study of concepts of numbers and fundamental operations with
More informationGUIDE TO THE CUNY ASSESSMENT TESTS
GUIDE TO THE CUNY ASSESSMENT TESTS IN MATHEMATICS Rev. 117.016110 Contents Welcome... 1 Contact Information...1 Programs Administered by the Office of Testing and Evaluation... 1 CUNY Skills Assessment:...1
More informationDiagnostic Test. Middle School Mathematics
Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by
More informationBENCHMARK MA.8.A.6.1. Reporting Category
Grade MA..A.. Reporting Category BENCHMARK MA..A.. Number and Operations Standard Supporting Idea Number and Operations Benchmark MA..A.. Use exponents and scientific notation to write large and small
More informationMathematics Assessment Plan
Mathematics Assessment Plan Mission Statement for Academic Unit: Georgia Perimeter College transforms the lives of our students to thrive in a global society. As a diverse, multi campus two year college,
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More informationHonors Mathematics. Introduction and Definition of Honors Mathematics
Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students
More informationStatewide Framework Document for:
Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance
More informationTabletClass Math Geometry Course Guidebook
TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course
More informationWritten by Wendy Osterman
Pre-Algebra Written by Wendy Osterman Editor: Alaska Hults Illustrator: Corbin Hillam Designer/Production: Moonhee Pak/Cari Helstrom Cover Designer: Barbara Peterson Art Director: Tom Cochrane Project
More informationNumeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C
Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom
More informationAlignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program
Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address
More informationASSESSMENT TASK OVERVIEW & PURPOSE:
Performance Based Learning and Assessment Task A Place at the Table I. ASSESSMENT TASK OVERVIEW & PURPOSE: Students will create a blueprint for a decorative, non rectangular picnic table (top only), and
More informationPre-AP Geometry Course Syllabus Page 1
Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next
More informationStandard 1: Number and Computation
Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student
More informationPrimary National Curriculum Alignment for Wales
Mathletics and the Welsh Curriculum This alignment document lists all Mathletics curriculum activities associated with each Wales course, and demonstrates how these fit within the National Curriculum Programme
More informationIMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER. Adrian Stevens November 2011 VEMA Conference, Richmond, VA
IMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER Adrian Stevens November 2011 VEMA Conference, Richmond, VA Primary Points Math can be fun Language Arts role in mathematics Fiction and nonfiction
More informationTechnical Manual Supplement
VERSION 1.0 Technical Manual Supplement The ACT Contents Preface....................................................................... iii Introduction....................................................................
More informationCAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011
CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better
More informationLA LETTRE DE LA DIRECTRICE
LE GRIOT John Hanson French Immersion School 6360 Oxon Hill Road Oxon Hill, MD 20745 301-749-4780 Dr. Lysianne Essama, Principal MARCH 2008 Le compte à rebours a commencé: Le MSA est là. It does not matter
More informationProbability and Statistics Curriculum Pacing Guide
Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods
More informationMeasurement. When Smaller Is Better. Activity:
Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and
More informationIntroducing the New Iowa Assessments Mathematics Levels 12 14
Introducing the New Iowa Assessments Mathematics Levels 12 14 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts, Mathematics
More informationJulia Smith. Effective Classroom Approaches to.
Julia Smith @tessmaths Effective Classroom Approaches to GCSE Maths resits julia.smith@writtle.ac.uk Agenda The context of GCSE resit in a post-16 setting An overview of the new GCSE Key features of a
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationUNIT ONE Tools of Algebra
UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students
More informationSample Performance Assessment
Page 1 Content Area: Mathematics Grade Level: Six (6) Sample Performance Assessment Instructional Unit Sample: Go Figure! Colorado Academic Standard(s): MA10-GR.6-S.1-GLE.3; MA10-GR.6-S.4-GLE.1 Concepts
More informationPre-Algebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value
Syllabus Pre-Algebra A Course Overview Pre-Algebra is a course designed to prepare you for future work in algebra. In Pre-Algebra, you will strengthen your knowledge of numbers as you look to transition
More informationKeyTrain Level 7. For. Level 7. Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN
Introduction For Level 7 Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN 37405. Copyright 2000 by SAI Interactive, Inc. KeyTrain is a registered trademark of SAI Interactive, Inc.
More informationCal s Dinner Card Deals
Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help
More informationAbout the Mathematics in This Unit
(PAGE OF 2) About the Mathematics in This Unit Dear Family, Our class is starting a new unit called Puzzles, Clusters, and Towers. In this unit, students focus on gaining fluency with multiplication strategies.
More informationPRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures
PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS Inspiring Futures ASSESSMENT WITHOUT LEVELS The Entrust Mathematics Assessment Without Levels documentation has been developed by a group of
More informationSyllabus ENGR 190 Introductory Calculus (QR)
Syllabus ENGR 190 Introductory Calculus (QR) Catalog Data: ENGR 190 Introductory Calculus (4 credit hours). Note: This course may not be used for credit toward the J.B. Speed School of Engineering B. S.
More informationMathematics Success Grade 7
T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More informationFoothill College Summer 2016
Foothill College Summer 2016 Intermediate Algebra Math 105.04W CRN# 10135 5.0 units Instructor: Yvette Butterworth Text: None; Beoga.net material used Hours: Online Except Final Thurs, 8/4 3:30pm Phone:
More informationMath 098 Intermediate Algebra Spring 2018
Math 098 Intermediate Algebra Spring 2018 Dept. of Mathematics Instructor's Name: Office Location: Office Hours: Office Phone: E-mail: MyMathLab Course ID: Course Description This course expands on the
More informationBroward County Public Schools G rade 6 FSA Warm-Ups
Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.
More informationAre You Ready? Simplify Fractions
SKILL 10 Simplify Fractions Teaching Skill 10 Objective Write a fraction in simplest form. Review the definition of simplest form with students. Ask: Is 3 written in simplest form? Why 7 or why not? (Yes,
More informationOFFICE SUPPORT SPECIALIST Technical Diploma
OFFICE SUPPORT SPECIALIST Technical Diploma Program Code: 31-106-8 our graduates INDEMAND 2017/2018 mstc.edu administrative professional career pathway OFFICE SUPPORT SPECIALIST CUSTOMER RELATIONSHIP PROFESSIONAL
More informationMultiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!
Multiplication of 2 and digit numbers Multiply and SHOW WORK. EXAMPLE 205 12 10 2050 2,60 Now try these on your own! Remember to show all work neatly! 1. 6 2 2. 28 8. 95 7. 82 26 5. 905 15 6. 260 59 7.
More informationHardhatting in a Geo-World
Hardhatting in a Geo-World TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
More informationExemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple
Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources
More informationMay To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment
1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationUnit 3: Lesson 1 Decimals as Equal Divisions
Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square
More information1.11 I Know What Do You Know?
50 SECONDARY MATH 1 // MODULE 1 1.11 I Know What Do You Know? A Practice Understanding Task CC BY Jim Larrison https://flic.kr/p/9mp2c9 In each of the problems below I share some of the information that
More informationGrade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print
Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology
More informationCurriculum Guide 7 th Grade
Curriculum Guide 7 th Grade Kesling Middle School LaPorte Community School Corporation Mr. G. William Wilmsen, Principal Telephone (219) 362-7507 Mr. Mark Fridenmaker, Assistant Principal Fax (219) 324-5712
More informationTable of Contents. Development of K-12 Louisiana Connectors in Mathematics and ELA
Table of Contents Introduction Rationale and Purpose Development of K-12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics
More informationCommon Core State Standards
Common Core State Standards Common Core State Standards 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Mathematical Practices 1, 3, and 4 are aspects
More informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
More informationEnd-of-Module Assessment Task K 2
Student Name Topic A: Two-Dimensional Flat Shapes Date 1 Date 2 Date 3 Rubric Score: Time Elapsed: Topic A Topic B Materials: (S) Paper cutouts of typical triangles, squares, Topic C rectangles, hexagons,
More informationThe New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013
The New York City Department of Education Grade 5 Mathematics Benchmark Assessment Teacher Guide Spring 2013 February 11 March 19, 2013 2704324 Table of Contents Test Design and Instructional Purpose...
More informationOhio s Learning Standards-Clear Learning Targets
Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking
More informationPaper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes
Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour
More informationKS1 Transport Objectives
KS1 Transport Y1: Number and Place Value Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 100 in numerals; count in multiples
More informationEdexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE
Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional
More informationAfter your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A.
MATH 6A Mathematics, Grade 6, First Semester #03 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A. WHAT
More informationKeystone Algebra 1 Open Ended Practice
Keystone Algebra 1 Open Ended Practice Free PDF ebook Download: Keystone Algebra 1 Practice Download or Read Online ebook keystone algebra 1 open ended practice in PDF Format From The Best User Guide Database
More informationHOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION
HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION Subject: Mathematics Year Group: 7 Exam Board: (For years 10, 11, 12 and 13 only) Assessment requirements: Students will take 3 large assessments during
More informationBuild on students informal understanding of sharing and proportionality to develop initial fraction concepts.
Recommendation 1 Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Students come to kindergarten with a rudimentary understanding of basic fraction
More informationAP Calculus AB. Nevada Academic Standards that are assessable at the local level only.
Calculus AB Priority Keys Aligned with Nevada Standards MA I MI L S MA represents a Major content area. Any concept labeled MA is something of central importance to the entire class/curriculum; it is a
More information2 nd grade Task 5 Half and Half
2 nd grade Task 5 Half and Half Student Task Core Idea Number Properties Core Idea 4 Geometry and Measurement Draw and represent halves of geometric shapes. Describe how to know when a shape will show
More informationFunctional Skills Mathematics Level 2 assessment
Functional Skills Mathematics Level 2 assessment www.cityandguilds.com September 2015 Version 1.0 Marking scheme ONLINE V2 Level 2 Sample Paper 4 Mark Represent Analyse Interpret Open Fixed S1Q1 3 3 0
More informationAP Statistics Summer Assignment 17-18
AP Statistics Summer Assignment 17-18 Welcome to AP Statistics. This course will be unlike any other math class you have ever taken before! Before taking this course you will need to be competent in basic
More information