Grade 7 Resources

Grade 7 Mississippi College- and Career-Readiness Standards for Mathematics

RCSD Quarter 1
Standard
7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition Rational
and subtraction on a horizontal or vertical number line diagram. Numbers
a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two Topic 1
constituents are oppositely charged.
b. 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.
c. Understand subtraction of rational numbers as adding the additive inverse, p – q = 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.
d. Apply properties of operations as strategies to add and subtract rational numbers.
7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Rational
a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the Numbers
properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying Topic 1
signed numbers. Interpret products of rational numbers by describing real-world contexts.
b. 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.
c. Apply properties of operations as strategies to multiply and divide rational numbers.
d. 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.
7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Rational
Number
Topic 1
7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Equivalent
Expressions
Topic 4
7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the Equivalent
quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” Expressions
Topic 4
 Grade 7 Mississippi College- and Career-Readiness Standards for Mathematics
RCSD Quarter 2
Standard
7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form Equivalent
(whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in Expressions
any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and Topic 4
estimation strategies. Equations/Inequali
ties
Topic 5
7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and Equivalent
inequalities to solve problems by reasoning about the quantities. Expressions
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 Topic 4
numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the Equations/Inequali
sequence of the operations used in each approach. ties
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 Topic 5
numbers. Graph the solution set of the inequality and interpret it in the context of the problem.
7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in Proportional
like or different units. Relationships
Topic 2
7.RP.2 Recognize and represent proportional relationships between quantities. Proportional
a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing Relationships
on a coordinate plane and observing whether the graph is a straight line through the origin. Topic 2
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.
 Grade 7 Mississippi College- and Career-Readiness Standards for Mathematics
RCSD Quarter 3
Standard
7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas Geometry
from a scale drawing and reproducing a scale drawing at a different scale. Topic 8
7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Example: simple interest, tax, markups and Percent
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Topic 3
7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; Sampling &
generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that Populations
random sampling tends to produce representative samples and support valid inferences. Topic 6
7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate Sampling &
multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. Populations
Topic 6
7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the Sampling &
difference between the centers by expressing it as a multiple of a measure of variability. Populations
Topic 6
7.SP.4 Use measures of center and measures of variability (i.e., interquartile range) for numerical data from random samples to draw Sampling &
informal comparative inferences about two populations. Populations
Topic 6
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 Probability
occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 Topic 7
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 Probability
long-run relative frequency. Topic 7
7.SP.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed Probability
frequencies; if the agreement is not good, explain possible sources of the discrepancy. Topic 7
a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities
of events.
b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Probability
a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space Topic 7
for which the compound event occurs.
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.
 Grade 7 Mississippi College- and Career-Readiness Standards for Mathematics
RCSD Quarter 4
Standard
7.G.2 Draw (freehand, with a ruler and protractor, and with technology) geometric shapes with given conditions. Geometry
Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine Topic 8
a unique triangle, more than one triangle, or no triangle.
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to Geometry
write and solve simple equations for an unknown angle in a figure. Topic 8
7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an Geometry
informal derivation of the relationship between the circumference and area of a circle. Topic 8
7.G.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane Geometry
sections of right rectangular prisms and right rectangular pyramids. Topic 8
7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and Geometry
three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Topic 8