BOE APPROVED 3/12/13

Curriculum Scope & Sequence

Subject/Grade Level: MATHEMATICS/GRADE 7 Course: MATH 7

Unit Duration NJCCCS / Unit Goals Transfer Goal(s) Enduring Essential Questions
Understandings
Review of 10 Days Unit Goals: Students will be  There are  When have I
Numerical able to numerical seen this before
Relationships 1.1 Describing Patterns independently relationships and when will I
and 1.2 Variables and Expressions apply their and properties see it again?
Properties 1.3 Powers and Exponents learning of that are used in
1.5 Order of Operations mathematical all levels of
relationships and mathematics.
properties to this
year’s
mathematics
curriculum.

Number 25 Days Unit Goals: Students will be  Integers  Why do we need

System/ able to represent positive and
Integers 6.1 Comparing and Ordering Integers independently positive and negative
6.2 Adding Integers use their learning negative numbers?
6.3 Subtracting Integers of rational situations.  When in the real
6.4 Multiplying Integers numbers to  Integers are used world do you
6.5 Dividing Integers accurately in a variety of subtract
6.6 Rational Numbers represent and/or scenarios negative
Extension - Converting Rational to Decimal solve a including integers?
6.7 Distributive Property quantitative temperature,  Can everything
situation. altitude, and that can be done
Standards: debt. mathematically
7.NS.1Apply and extend previous understandings of addition  Every numerical be undone?
and subtraction to add and subtract rational numbers; operation has an
represent addition and subtraction on a horizontal or inverse.
vertical number line diagram.
a. 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.
b. Understand p + q as the number located a distance
Unit Duration NJCCCS / Unit Goals Transfer Goal(s) Enduring Essential Questions
Understandings
|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.2Apply and extend previous understandings of
multiplication and division and of fractions to multiply
and divide rational numbers.
a. 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.
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.3Solve real-world and mathematical problems involving
 Unit Duration NJCCCS / Unit Goals Transfer Goal(s) Enduring Essential Questions
Understandings
the four operations with rational numbers.
(Computations with rational numbers extend the rules
for manipulating fractions to complex fractions.)
Expressions, 30 Days Unit Goals: Students will be  The symbolic  How can solving
Equations, able to language of equations be
and 7.1 Writing Expressions and Equations independently algebra is used useful in real
Inequalities 7.2 Simplifying Expressions use their learning to communicate life?
7.3 Solving Addition and Subtraction Equations to write and solve and generalize  How is thinking
7.4 Solving Mult. and Div. Equations equations that the patterns and algebraically
7.5 Solving Two-Step Equations model real world relationships in differ from
7.6 Solving Inequalities linear the real world. thinking
Extension - Multi-Step with Fractions and Decimals relationships.  Algebra often arithmetically?
uses number  What is meant
Standards: properties to by equality?
7.EE.1 Apply properties of operations as strategies to add, create an  When is it
subtract, factor, and expand linear expressions with equivalent legitimate for
rational coefficients. expression or you to break
7.EE.2 Understand that rewriting an expression in different equation in apart a task to
forms in a problem context can shed light on the order to solve a make it easier to
problem and how the quantities in it are related. For problem. complete?
example, a + 0.05a = 1.05a means that “increase by  The equal sign
5%” is the same as “multiply by 1.05.” means two
7.EE.3 Solve multi-step real-life and mathematical problems expressions
posed with positive and negative rational numbers in represent the
any form (whole numbers, fractions, and decimals), same value.
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
 Unit Duration NJCCCS / Unit Goals Transfer Goal(s) Enduring Essential Questions
Understandings
computation.
7.EE.4 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 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.
For example, the perimeter of a rectangle is 54
cm. Its length is 6 cm. What is its width?
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.

Ratios and 30 Days Unit Goals: Students will be  Parts of a whole  Why do we use
Proportions able to can be different
8.1 Ratios independently represented with mathematical
8.2 Rates use their learning different forms to
8.3 Slope to analyze, mathematical represent the
8.4 Writing and Solving Proportions model, and show forms, such as same thing?
8.5 Solving Proportions using Cross Product relationships fractions,  When and why
8.6 Scale Drawing and Models between related percents, might it be
variables in the decimals and beneficial to
Standards: world. ratios. give a quantity
7.RP.1 Compute unit rates associated with ratios of fractions,  Proportions are of something in
including ratios of lengths, areas and other quantities two ratios that a proportional
measured in like or different units. For example, if a are equal in amount?
 Unit Duration NJCCCS / Unit Goals Transfer Goal(s) Enduring Essential Questions
Understandings
person walks 1/2 mile in each 1/4 hour, compute the value.
unit rate as the complex fraction 1/2/1/4 miles per
hour, equivalently 2 miles per hour.
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.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.

Percents 20 Days Unit Goals: Students will use  Percents are  What correlation
their learning to used in the real do you look for
9.1-9.3 Percents, Fractions, Proportions, and Decimals independently world for a between the
9.4 The Percent Equation make optimal variety of principle, rate,
9.6 Percent Increase and Decrease financial situations, and length of
9.7 Discounts, Markups, Sales Tax, and Tips decisions. including time when
9.8 Simple Interest discount, sales borrowing
tax, tip, and money versus
 Unit Duration NJCCCS / Unit Goals Transfer Goal(s) Enduring Essential Questions
Understandings
Standards: mark up. saving money in
7.RP.3 Use proportional relationships to solve multistep ratio  Understanding a banking
and percent problems. Examples: simple interest, tax, percents is institution?
markups and markdowns, gratuities and commissions, essential for  How can you
fees, percent increase and decrease, percent error. financial use estimation to
decision making mentally make
and financial financial
survival. decisions?

Geometric 10 Days Unit Goal/Math Lesson: Students will be  Geometry and  How do
Figures able to spatial sense geometric
10.1 Angles independently offer ways to models describe
10.2 Special Pairs of Angles use their learning interpret and spatial
Extension - Solving Algebraically to accurately reflect on our relationships?
10.3 Triangles describe and physical  Why are angles
model geometric environment. a fundamental
Standards: shapes.  Angles make up building block?
7.G.2 Draw (freehand, with ruler and protractor, and with geometric
technology) geometric shapes with given conditions. figures as well
Focus on constructing triangles from three measures of as appear in our
angles or sides, noticing when the conditions determine environment in
a unique triangle, more than one triangle, or no triangle. real life objects.
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.

Area, Surface 15 Days Unit Goals: Students will be  Perimeter and  How does what
Area, and Area able to area measure are we measure
Volume 1.6 Perimeter and Area independently two different influence how
11.4 Area of Parallelogram use their learning aspects of we measure?
11.5 Area of Triangles and Trapezoids of volume to find geometric  How does
11.6 Circumference of a Circle the capacity of figures. volume and
11.7 Area of a Circle any standard  Surface area and surface area
three- volume provide relate to
Surface Area and Volume dimensional important real profitability?
 Unit Duration NJCCCS / Unit Goals Transfer Goal(s) Enduring Essential Questions
Understandings
12.1 Classifying Solids figure. world
12.3 Surface Area of Rectangular Prisms measurements
12.5 Volume of Rectangular Prisms of 3D figures.
Extension - Triangular Prism

Standards:
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.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 and 20 Days Unit Goal/Math Lesson: Students will be  The way that  Why is data
Probability able to data is collected, collected and
Statistics independently organized and analyzed?
3.1 Mean, Median, and Mode use their learning displayed  How do people
3.1 Extension – Sampling to make influences use data to
Extension - Mean Absolute Deviation (Algebra 1) predictions and interpretation. influence
Extension - Project decisions on real  The results of a others?
world events statistical  How can
Probability based on investigation predictions be
13.1 Introduction to Probability sampling, can be used to made based on
13.2 Tree Diagrams statistics, and refute or support data?
13.3 The Counting Principals probability. an argument.
13.6 Independent and Dependent Events  The probability
of an event’s
Standards: occurrence can
7.SP.1 Understand that statistics can be used to gain be predicted
information about a population by examining a sample with varying
Unit Duration NJCCCS / Unit Goals Transfer Goal(s) Enduring Essential Questions
Understandings
of the population; generalizations about a population degrees of
from a sample are valid only if the sample is confidence.
representative of that population. Understand that
random sampling tends to produce representative
samples and support valid inferences.
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.
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.
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.
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
Unit Duration NJCCCS / Unit Goals Transfer Goal(s) Enduring Essential Questions
Understandings
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. 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.
7.SP.7 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.
a. 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.
b. 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?
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.
b. Represent sample spaces for compound events
using methods such as organized lists, tables and
tree diagrams. For an event described in everyday
Unit Duration NJCCCS / Unit Goals Transfer Goal(s) Enduring Essential Questions
Understandings
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. . 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?