: Ratios and Proportional Relationships Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards the student is projected to meet by the end of the school year. Column : In preparation for the IEP meeting, Indicate the evidence used to demonstrate that the student has met the standard. Column : At the end of the school year, check all standards the student met. Column : At the end of the school year, complete column to indicate evidence that demonstrates that each standard has been met. Analyze proportional relationships and use them to solve real-world and mathematical problems. 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 7.RP. walks ½ mile in each ¼ hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently miles per hour. 7.RP.* Recognize and represent proportional relationships between quantities. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 7.RP. markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Total Ratios and Proportional Relationships Standards Grade 7 MATH CCLS: The Number System Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards the student is projected to meet by the end of the school year. Column : In preparation for the IEP meeting, Indicate the evidence used to demonstrate that the student has met the standard. Column : At the end of the school year, check all standards the student met. Column : At the end of the school year, complete column to indicate evidence that demonstrates that each standard has been met. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Apply and extend previous understandings of addition and 7.NS.* subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. 7.NS.* Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Solve real-world and mathematical problems involving the four 7.NS.* operations with rational numbers. Total Number System Standards * Standard listed has subcomponents that are not listed in this form. For details, please access: http://www.p.nysed.gov/ciai/common_core_standards/pdfdocs/p_common_core_learning_standards_ela.pdf 0-0 CCLS Checklist
: Expressions and Equations Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards the student is projected to meet by the end of the school year. Column : In preparation for the IEP meeting, Indicate the evidence used to demonstrate that the student has met the standard. Column : At the end of the school year, check all standards the student met. Column : At the end of the school year, complete column to indicate evidence that demonstrates that each standard has been met. Use properties of operations to generate equivalent expressions. Apply properties of operations as strategies to add, subtract, factor, 7.EE. and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the 7.EE. quantities in it are related. For example, a + 0.05a =.05a means that increase by 5% is the same as multiply by.05. Solve real-life and mathematical problems using numerical and algebraic expressions and equations. 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 7.EE. a woman making $5 an hour gets a 0% raise, she will make an additional /0 of her salary an hour, or $.50, for a new salary of $7.50. If you want to place a towel bar 9 / inches long in the center of a door that is 7 / 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. Use variables to represent quantities in a real-world or mathematical 7.EE.* problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Total Expressions and Equations Standards * Standard listed has subcomponents that are not listed in this form. For details, please access: http://www.p.nysed.gov/ciai/common_core_standards/pdfdocs/p_common_core_learning_standards_ela.pdf 0-0 CCLS Checklist
: Geometry Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards the student is projected to meet by the end of the school year. Column : In preparation for the IEP meeting, Indicate the evidence used to demonstrate that the student has met the standard. Column : At the end of the school year, check all standards the student met. Column : At the end of the school year, complete column to indicate evidence that demonstrates that each standard has been met. Draw, construct, and describe geometrical figures and describe the relationships between them. Solve problems involving scale drawings of geometric figures, such as 7.G. computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing 7.G. triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Describe the two-dimensional figures that result from slicing threedimensional figures, as in plane sections of right rectangular prisms 7.G. and right rectangular pyramids. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Know the formulas for the area and circumference of a circle and 7.G. solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Use facts about supplementary, complementary, vertical, and 7.G.5 adjacent angles in a multi-step problem to write and use them to solve simple equations for an unknown angle in a figure. Solve real-world and mathematical problems involving area, volume 7.G.6 and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Total Geometry Standards * Standard listed has subcomponents that are not listed in this form. For details, please access: http://www.p.nysed.gov/ciai/common_core_standards/pdfdocs/p_common_core_learning_standards_ela.pdf 0-0 CCLS Checklist
: Statistics and Probability Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards the student is projected to meet by the end of the school year. Column : In preparation for the IEP meeting, Indicate the evidence used to demonstrate that the student has met the standard. Column : At the end of the school year, check all standards the student met. Column : At the end of the school year, complete column to indicate evidence that demonstrates that each standard has been met. Use random sampling to draw inferences about a population. 7.SP. 7.SP. 7.SP. 7.SP. 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. 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. Draw informal comparative inferences about two populations. 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 0 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. 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. Investigate chance processes and develop, use, and evaluate probability models. 7.SP.5 7.SP.6 7.SP.7* 7.SP.8* Understand that the probability of a chance event is a number between 0 and that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near indicates a likely event. 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 or 6 would be rolled roughly 00 times, but probably not exactly 00 times. 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. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Total Statistics and Probability Standards * Standard listed has subcomponents that are not listed in this form. For details, please access: http://www.p.nysed.gov/ciai/common_core_standards/pdfdocs/p_common_core_learning_standards_ela.pdf 0-0 CCLS Checklist
MATHEMATICS MODIFIED PROMOTION CRITERIA SUMMARY TO DETERMINE MODIFIED PROMOTION CRITERIA Use this formula to calculate & determine modified promotion criteria based on the Common Core Learning Standards (CCLS): (CCLS + CCLS ) x 00 (Total 7 th Grade CCLS ) = % of 7 th Grade Level CCLS (COLUMN ) (COLUMN ) (CCLS + CCLS ) x 00 (Total 7 th Grade CCLS ) =_%_ of 7 th Grade Level CCLS (COLUMN ) (COLUMN ) DETERMINATION DATE ( / / ): Student must meet % of grade 7 Math CCLS by the end of the grade, as written on the IEP. END OF GRADE PROMOTION DECISION Use this formula at the end of the grade to calculate whether the student has met the modified promotion criteria based on the Common Core Learning Standards (CCLS): (CCLS ) x 00 (Total 7 th Grade CCLS ) = % of 7 th Grade Level CCLS (COLUMN ) (CCLS ) x 00 (Total 7 TH Grade CCLS ) = % of 7 th Grade Level CCLS (COLUMN ) END OF GRADE REVIEW DATE ( / / ): Student has met % of grade 7 Math CCLS by the end of the grade. MODIFIED PROMOTION CRITERIA (check one): STANDARDIZED TEST RESULTS (check one): Student has met has not met Student has met has not met END OF GRADE PROMOTION DECISION (check one): Student is Recommended for Promotion Not Recommended for Promotion Approved by Name: Signature: Title: Date: / / For the 0-0 school year, the total CCLS for each grade may vary based on school s individual determination. See: http://schools.nyc.gov/academics/commoncorelibrary/about/instructionalexpectations/default.htm. * Standard listed has subcomponents that are not listed in this form. For details, please access: http://www.p.nysed.gov/ciai/common_core_standards/pdfdocs/p_common_core_learning_standards_ela.pdf 0-0 CCLS Checklist