HILLSBOROUGH TOWN SHIP SCHOOL DISTRICT

MA THEMA TICS CURRI CULUM

Grade 7

July, 2020
 Course Overview
Grade 7

The grade seven mathematics program emphasizes the following content strands as they
align with the grade seven New Jersey Student Leaming Standards (NJSLS) in
mathematics: Ratios and Proportional Relationships, The Number System, Expressions
and Equations, Geometry, and Statistics and Probability. The New Jersey Student
Leaming Standards for Mathematical Practice: make sense of problems and persevere in
solving them; reason abstractly and quantitatively; construct viable arguments and
critique the reasoning of others; model with mathematics, use appropriate tools
strategically; attend to precision; look for and make use of structure; and look for and
express regularity in repeated reasoning are embedded in the daily teaching and learning.
The content is presented using a problem solving approach designed to develop critical
thinking skills while embedding the mathematical processes into the daily teaching and
learning. Practice of basic skills is ongoing through a variety ofroutines and activities.
Topics are revisited regularly and practice is distributed over time to facilitate full
concept development. Activities explore a wide variety of content with opportunities for
students to apply basic fact skills to geometry, measurement and algebra. Program
implementation and assessment offers enrichment and reinforcement based on individual
student needs. The grade seven mathematics program prepares students to take the New
Jersey Student Leaming Assessment 7 or any new generation assessment developed.
Successful completion of the seventh grade mathematics program prepares students for
entry into either the eighth grade mathematics program or algebra 1.
 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

Unit Title: Unit 1 Number Sense and Rational Numbers j Time Frame/Pacing: 40 Days
Essential Questions
• What happens when we operate on rational numbers?

Enduring Understandings
• There are patterns to rational numbers and therefore when we operate on them there are predictable outcomes.

Standards Taught and Assessed

■ Major Cluster
• 7 .NS.A. I 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.
o a. Describe situations in which opposite quantities combine to make 0. For example, in the first round of a game, Maria scored 20
points. In the second round of the same game, she lost 20 points. What is her score at the end of the second round?
o b. Understand p + q as the number located a distance lql 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.
o 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.
o d. Apply properties of operations as strategies to add and subtract rational numbers.
• 7 .NS.A.2 Apply and extend previous understandings of multiplication and division of fractions to multiply and divide rational numbers.
o 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.
o 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.
o c. Apply properties of operations as strategies to multiply and divide rational numbers.
o d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number
terminates in Os or eventually repeats.
• 7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

Key: ■ Major Cluster 0 Supporting Cluster @) Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

Highlighted Interdisciplinary Connections

• 6.2.8.D.1.a Demonstrated an understanding of pre-agricultural and post-agrarian periods in terms of relative length of time .

Highlighted Career Ready Practices and 21st Century Themes and Skill
• 9.1.8.CDM.1: Compare and contrast the use of credit cards and debit cards for specific purchases and the advantages and disadvantages
of using each.
• 9.1.8.CR.2: Compare various ways to give back through strengths, passions, goals, and other personal factors

Social Emotional Learning Competencies

• 2.1.8.EH.2: Analyze how personal attributes, resiliency, and protective factors support mental and emotional health .
• 2.1.8.SSH.2: Develop a plan for the school to promote dignity and respect for people of all genders, gender identities, gender expressions,
and sexual orientations in the school community.
• 2.1.8.PGD.4: Analyze the relationship between healthy behaviors and personal health .
Pre-Assessment Modifications/Accommodations (ELL, Special Education, Gifted, At-Risk of Failure,
• 7.NS.A.1.d 504)
• 7.NS.A.2.c • extended time, scribe, speech to text, challenge questions, and specific other
• 7.NS.A.3 accommodations/modifications per a student's IEP or 504 plan

Student Learning Student Strategies Modifications/Accommodations

Activities and
Objectives: We are (Mathematical Formative Assessment (ELL, Special Education, Gifted,
Resources
learning to/that ... Practices) At-Risk of Failure, 504)

117.NS.A.1 Understand SMP 7 Look for Order the numbers from Interactive Number Line Number line, interactive number
absolute values and and make use of least to greatest: Using a Number Line line, clarify directions, vocabulary
ordering of rational structure Exploration usage, small group work, one one
numbers. 2.6, 1-3.11, - 1.5, 4 ½, 11. Tutorial Example one instruction, differentiated
Tutorial Exam:ple lessons, enrichment activities,
(modeling) manipulatives, modeling, and
specific other accommodations
and/or modifications per a
student's IEP or 504 plans,

Key: ■ Major Cluster C Supporting Cluster @ Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

■7.NS.A.l.b Find sums SMP 7 Look for Evaluate the expression. Using Integer Counters Use integer chips, number line,
of integers. and make use of to Find Sums clarify directions, small group
structure -6 + (-4) Exploration: Using a
Number Line
work, one one one instruction,
differentiated lessons, enrichment
Tutorial Example activities, manipulatives, modeling,
Tutorial Example and specific other accommodations
7 + (-3) (modeling) and/or modifications per a student's
IEP or 504 plans

■7.NS.A.l.d SMP 8 Look for Find the sum. Exploration: Adding Clarify directions, small group
Find sums of rational and express Rational Numbers work, one one one instruction,
numbers. regularity in
repeated
reasonmg
4-+
1
3 (-s D Tutorial Example
Tutorial Example
(modeling)
differentiated lessons, enrichment
activities, manipulatives, modeling,
and specific other accommodations
and/or modifications per a student's
IEP or 504 plans

■7. NS.A.Le Find SMP 7 Look for Find the difference. Exploration: Using Number line model,integer chips,
differences of integers. Integer Counters to clarify direction, small group work,
and make use of 9 - (-5) Subtract Integers one one one instruction,
structure
Tutorial Example differentiated lessons, enrichment
structure.
-1-3 Tutorial Example activities, manipulatives, modeling,
(modeling) and specific other accommodations
and/or modifications per a student's
IEP or 504 plans

117. NS.A.l.d Find SMP 8 Look for Find the difference in Exploration: Finding Clarify directions, small group
differences of rational and express temperature from a low of Distances on a Number work, one one one instruction,
numbers and fmd regularity in -12 degrees to high of37 Line differentiated lessons, enrichment
distances between degrees. Tutorial Example activities, manipulatives, modeling,
repeated
numbers on a Tutorial Example and specific other accommodations
reasonmg
number line. (modeling) and/or modifications per a student's
IEP or 504 plans

Key: ■ Major Cluster 0 Supporting Cluster @ Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

■ 7. NS.A.2.a Find SMP 7 Look for Find the product: Exploration: Multiplication chart, clarify
products of integers. and make use of Understanding Products directions, small group work, one
structure -3 · -6 Involving Negative one one instruction, differentiated
Integers lessons, enrichment activities,
5 (-S) Tutorial Example manipulatives, modeling, and
Tutorial Example specific other accommodations
(modeling) and/or modifications per a student's
IEP or 504 plans

117. NS.A.2.b Find SMP 7 Look for Find the quotient: Exploration: Multiplication chart,Clarify
quotients of integers. and make use of Understanding Quotients directions, small group work, one
(-20) Involving Negative one one instruction, differentiated
structure
2 Integers lessons, enrichment activities,
Tutorial Exam12le manipulatives, modeling, and
-49-:-7 Tutorial Example specific other accommodations/
(modeling) modifications per a student's IEP or
504 plans

■ 7. NS.A.2.d Convert SMP 7 Look for Write -0.76 as a fraction in Exploration: Exploring Place value chart, clarify directions,
between different forms of and make use of simplest form. Decimal Re12resentations small group work, one one one
rational numbers. structure Tutorial Example instruction, differentiated lessons,
Write a rational number in Tutorial Example enrichment activities, modeling,
fraction form that would (modeling) and specific other accommodations/
convert to a repeating modifications per a student's IEP or
decimal.. 504 plans

■ 7. NS.A.2.c Find SMP 8 Look for Find the product: Exploration: Finding Clarify directions, small group
products of rational and express -1.2 0.3♦ Products of Rational work, one on one instruction,
numbers. regularity in Numbers differentiated lessons, enrichment
Tutorial Example activities, modeling, and specific
repeated
Tutorial Exam12le other accommodations/
reasonmg (modeling) modifications per a student's IEP or
504 plans

Key: Major Cluster 0 Supporting Cluster @ Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

■7. NS.A.2.c Find SMP 8 Look for Find the quotient: Exploration: Finding Clarify directions, small group
quotients of rational and express Quotients of Rational work, one on one instruction,
numbers. regularity in l 3 Numbers differentiated lessons, enrichment
----- Tutorial Example activities, modeling, and specific
repeated 2 5
Tutorial Example other accommodations/
reasomng (modeling) modifications per a student's IEP or
504 plans

Benchmark Assessment Modifications/Accommodations (ELL, Special Education, Gifted, At-Risk of Failure,

•Benchmark 1 504)

Summative Assessment(s)
• extended time, scribe, speech to text, challenge questions, and specific other
accommodations/modifications per a student's IEP or 504 plan
•Unit 1 Check-in 1
0 7.NS.A.l.a
0 7.NS.A.l.b
•Unit 1 Check-in 2
0 7.NS.A.l.c
0 7.NS.A.l.d
• Unit 1 Check-in 3
0 7.NS.A.2.a
0 7.NS.A.2.b
0 7.NS.A.2.c
•Unit 1 Check-in 4
0 7 .. NS.A.2.d
0 7.NS.A.3
• Unit 1 Performance Task 1
0 7.NS.A.l
0 7.NS.A.3
•Unit 1 Performance Task 2
0 7.NS.A.2
0 7.NS.A.3

Key: ■ Major Cluster 0 Supporting Cluster @Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

Unit Title: Unit 2 Equations & Expressions I Time Frame/Pacing: 37 Days

Essential Questions
• How can we use mathematical models as tools to best describe and help explain real-life situations?

Enduring Understandings
• Real-life situations can be represented with mathematical models.

Standards Taught and Assessed

Major Cluster
• 7 .EE.A. I Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
• 7 .EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the
quantities in it are related. For example, a+ 0.05a = 1.05a means that "increase by 5%" is the same as "multiply by 1.05."
• 7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole
numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert
between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example:
If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of
$27.50. Ifyou 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.B.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.
o a. Solve word problems leading to equations of the form px + q =rand p(x + q) = r, where p, q, and rare 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?
o 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
ofsales you need to make, and describe the solutions.

Key: ■ Major Cluster 0 Supporting Cluster @Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

Highlighted Interdisciplinary Connections

• MS-LS 1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy
into and out of organisms.

Highlighted Career Ready Practices and 21st Century Themes and Skill
• 9.1.8.CDM. l: Compare and contrast the use of credit cards and debit cards for specific purchases and the advantages and disadvantages of
using each.
• 9.1.8.CR.2: Compare various ways to give back through strengths, passions, goals, and other personal factors

Social Emotional Learning Competencies

• 2.1.8.EH.2: Analyze how personal attributes, resiliency, and protective factors support mental and emotional health .
• 2.1.8.SSH.2: Develop a plan for the school to promote dignity and respect for people of all genders, gender identities, gender expressions,
and sexual orientations in the school community.
• 2.1.8.PGD.4: Analyze the relationship between healthy behaviors and personal health .

Pre-Assessment Modifications/Accommodations (ELL, Special Education, Gifted, At-Risk of Failure,

• 7.EE.A.1 504)
• 7.EE.B.3 • extended time, scribe, speech to text, challenge questions, and specific other
• 7.EE.B.4 accommodations/modifications per a student's IEP or 504 plan

Modifications/Accommodation
Student Learning Student Strategies
Activities and s (ELL, Special Education,
Objectives: We are (Mathematical Formative Assessment
Resources Gifted, At-Risk of Failure,
learning to/that... Practices)
504)

■ 7 .EE.A.1 Simplify SMP 7 Look for and Simplify the expressions: Exploration: Simnlifving Visual diagrams, vocabulary
algebraic expressions. make use of structure Algebraic Expressions usage, one on one instruction,
-3.4z + Ll - 2.3z - 8.2 Tutorial Examnle differentiated lessons,
Tutorial Example enrichment activities,
1 2 (modeling) manipulatives, modeling, and
--x-6+ -x-3 specific other accommodations/
3 3 modifications per a student's
IEP or 504 plans

Key: Major Cluster 0 Supporting Cluster @ Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

■?.EE.A.I Find sums SMP 7 Look for and Simplify each expression: Exploration: Using Number line, visual diagrams,
and differences of linear make use of structure Algebra Tiles one on one instruction,
Interactive Algebra Tiles
expressions.
(½x- 12) + ( ½x - 3) Tutorial Example
differentiated lessons,
enrichment activities,
Tutorial Example manipulatives, modeling, and
(modeling) specific other accommodations/
( ¾x - 1) - ( ½x - 9) modifications per a student's
IEP or 504 plans

■7.EE.A.2 Apply the SMP 7 Look for and Simplify each expression: Exploration: Using Visual diagrams, multiplication
Distributive Property to make use of structure l Models to Write chart, clarify directions, small
(18x - 30) + 9x
generate equivalent 6 Expressions group work, one on one
expressions, by factoring -2.S(p + 4) + 8.1 Exnloration: Finding instruction, differentiated
or expanding. Dimensions lessons, enrichment activities,
Factor½ out of: Tutorial Example manipulatives, modeling, and
] 3 Tutorial Exam12le specific other accommodations/
-x- - (modeling) modifications per a student's
5 5 IEP or 504 plans
Factor using the GCF:
34x + 17y
■ 7.EE.B.3 andEE.B.4.a SMP 4 Model with Solve for x: Exploration: Using Visual diagram, number line,
Write and solve one-step mathematics Algebra Tiles to Solve one on one instruction,
equations 3 EQuations - Example l differentiated lessons,
SMP 7 Look for and x+- =6 Exploration: Using enrichment activities,
4
make use of structure The perimeter of the Algebra Tiles to Solve manipulatives, modeling, and
triangle is 20.6 Eguations - Example 2 specific other accommodations/
centimeters. The two Interactive Algebra Tiles modifications per a student's
given side lengths are 6.3 Tutorial Example IEP or 504 plans
centimeters and 8.4 Tutorial Exam12le
centimeters. What is the (modeling)
unknown side length?

Key: Major Cluster □ Supporting Cluster @Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

7.EE.B.3 and SMP 2 Reason abstractly Solve for x: Exploration: Using Visual diagram, multiplication
7.EE.B.4.a Write and and quantitatively X 3 1 Algebra Tiles to Solve chart, number line, clarify
solve two-step equations. -+- = -- Equations directions, small group work,
SMP4 Model with 20 4 4 Interactive Algebra Tiles one on one instruction,
mathematics. Tutorial Example differentiated lessons,
It costs $23.50 to enter an Tutorial Example enrichment activities,
amusement park and (modeling) manipulatives, modeling, and
$0.25 to ride a ride. You specific other accommodations/
have modifications per a student's
$24. Write an equation IEP or 504 plans
that represents the number
r of rides you can ride.

7.EE.B.4.b Write SMP 4 Model with A rock climber's sleeping Exploration: Vocabulary usage, visual
inequalities and represent mathematics. bag is recommended for Understanding Inequalitv diagrams, number line, one on
solutions of inequalities temperatures no Statements one instruction, differentiated
on number lines. less than - l 5°C. Write Tutorial Example lessons, enrichment activities,
and graph an inequality Tutorial Example manipulatives, modeling, and
that represents the (modeling) specific other accommodations/
recommended modifications per a student's
temperatures for the IEP or 504 plans
sleeping bag.

7.EE.B.4.b and SMP 3 Construct a Graph the solution of each Exploration: Writing Visual diagrams, number line,
7 EE.B.3 Write and solve viable argument and inequality: Inequalities multiplication chart, clarify
one-step inequalities. critique the reasoning of
others
x-3<5 Tutorial Example
Tutorial Example
directions, small group work,
one on one instruction,
(modeling) differentiated lessons,
-8x > 24 enrichment activities,
manipulatives, modeling, and
Write an inequality that specific other accommodations/
you can solve using the modifications per a student's

Key: ■ Major Cluster 0 Supporting Cluster © Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

Division Property of IEP or 504 plans

Inequality where the
direction of the inequality
symbol must be reversed.

■7.EE.B.4.b and SMP 2 Reason abstractly Solve the inequality and Exploration: Using Visual diagrams, multiplication
7 EE.B.3 Write and solve and quantitatively graph the solution. Algebra Tiles to Solve chart, clarify directions, small
two-step Inequalities group work, one on one
inequalities. 7z+5-9z < 18+7 Tutorial Examnle instruction, differentiated
Tutorial Example lessons, enrichment activities,
(modeling) manipulatives, modeling, and
specific other accommodations/
modifications per a student's
IEP or 504 plans

Key: ■ Major Cluster 0 Supporting Cluster @Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

Benchmark Assessment Modifications/Accommodations (ELL, Special Education, Gifted, At-Risk of Failure,

• Not applicable 504)
• extended time, scribe, speech to text, challenge questions, and specific other
accommodations/modifications per a student's IEP or 504 plan

Summative Assessment(s) Modifications/Accommodations (ELL, Special Education, Gifted, At-Risk of Failure,

• Unit 2 Check-in 1 504)
0 7.EE.A.1 • extended time, scribe, speech to text, challenge questions, and specific other
0 7.EE.A.2 accommodations/modifications per a student's IEP or 504 plan
• Unit 2 Check-in 2
0 7.EE.A.1
0 7.EE.A.2
• Unit 2 Check-in 3
0 7.EE.B.3
0 7. EE.BA.a
• Unit 2 Check-in 4
0 7.EE.B.3
0 7.EE.B.4.b
• Unit 2 Performance Task 1
0 7.EE.B3
0 7.EE.B4.a
• Unit 2 Performance Task 2
0 7.EE.B4.b

Key: ■ Major Cluster C Supporting Cluster @ Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

Unit Title: Unit 3 Ratios and Proportions j Time Frame/Pacing: 39 days

Essential Questions
• How can change be best represented mathematically?

Enduring Understandings
• Patterns and relationships can be represented graphically, numerically, symbolically, or verbally.

Standards Taught and Assessed

■ Major Cluster
• 7 .RP.A. I Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or
different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 112/1/4 miles per
hour, equivalently 2 miles per hour.
• 7 .RP.A.2 Recognize and represent proportional relationships between quantities.
o 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.
o b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional
relationships.
o 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.
o 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.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
• 7. EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole
numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert
between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example:
If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of
$27.50. Ifyou 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.

Key: II Major Cluster ,Cl Supporting Cluster @ Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

@Additional Cluster

• 7.G.A.l 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.

Highlighted Interdisciplinary Connections

• 6.2.8.B.2.b Compare and contrast physical maps of ancient river valley civilizations and their modem counterparts, and determine the
geopolitical impact of these civilizations, then and now.
• MS-ESSl-1: Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns oflunar phases, eclipses of the sun

Highlighted Career Ready Practices and 21st Century Themes and Skill
• 9.1.8.CDM.2: Demonstrate an understanding of the terminology associated with different types of credit (e.g., credit cards, installment
loans, mortgages, lines of credit) and compare and calculate the interest rates associated with each
• • 9 .4 .8. CI.I: Assess data gathered on varying perspectives on causes of climate change ( e.g., cross cultural, gender-specific, generational),
and determine how the data can best be used to design multiple potential solutions

Social Emotional Learning Competencies

• 2.1.8.EH.2: Analyze how personal attributes, resiliency, and protective factors support mental and emotional health.
• 2.1.8.SSH.2: Develop a plan for the school to promote dignity and respect for people of all genders, gender identities, gender expressions,
and sexual orientations in the school community.
• 2.1.8.PGD.4: Analyze the relationship between healthy behaviors and personal health.

Pre-Assessment Modifications/Accommodations (ELL, Special Education, Gifted, At-Risk of

• 7.RP.A.1 Failure, 504)
• 7.RP.A.2.a • extended time, scribe, speech to text, challenge questions, and specific other
• 7.RP.A.2.b accommodations/modifications per a student's IEP or 504 plan
• 7 .RP.A.2.c
• 7.RP.A.3

Key: ■ Major Cluster 0 Supporting Cluster © Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

Modifications/Accommodati
Student Learning
Student Strategies Activities and ons (ELL, Special
Objectives: We are Formative Assessment
(Mathematical Practices) Resources Education, Gifted, At-Risk
learning to/that ...
of Failure, 504)

■7.RP.A.l and SMP 2 Reason abstractly A recipe uses ¼ cup of Exploration: Describing Vocabulary usage, visual
7 .. RP.A.2.a Understand and quantitatively water and 2 cups of flour. Ratio Relationships diagrams, clarify directions,
ratios of rational numbers Write the ratio of water to Exploration: small group work, one on one
and use ratio tables to flour. Then find the value Completing Ratio instruction, differentiated
represent equivalent ratios. of the ratio. Tables lessons, enrichment activities,
Tutorial manipulatives, modeling, and
Find the missing values in Tutorial (modeling) specific other
the ratio table. Then write accommodations and/or
the equivalent ratios. modifications per a student's
IEP or 504 plans
Miles I 24 8

Hours I ¾ ½

■ 7.RP.A.l Understand MP 1 Make sense of A person jogs 1/7 mile in Exploration: Writing Vocabulary usage, clarify
rates involving fractions problems and persevere in 1/42 hour. What is the Rates directions ,calculator, small
and use unit rates to solve solving them. person's speed in miles per group work, one one one
problems. hour? Tutorial instruction, differentiated
lessons, enrichment
You hike up a mountain I Tutorial (modeling) activities,manipulatives,
trail at a rate of¼ mile modeling, and specific other
every 10 minutes. You accommodations/
hike 5 miles every 2 hours modifications per a student's
on the way down the trail. IEP or 504 plans
How much farther do you
hike in 3 hours on the way
down than in 3 hours on

Key: ■ Major Cluster C Supporting Cluster @Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

the way up?

■7.RP.A.2.a M3 Construct viable Your friend Exploration: Graphs, visual diagrams,

7.RP.A.2.b arguments and critique the 1L:~<:1
----,-1 . _7: ,. .
:
uses the Determining clarify directions, small group
7.RP.A.2.c reasoning of others. l . t graph and Proportional work, one one one instruction,
7.RP.A.2.d !-/L-' 7 ..3.' determines
thatx and y
Relationships differentiated lessons,
enrichment
Determine whether two are proportional. Is your Tutorial activities,manipulatives,
quantities are in a friend correct? Explain modeling, and specific other
proportional relationship your reasonmg. Tutorial (modeling) accommodations/
using graphs and modifications per a student's
equations. Tell whether x and y are IEP or 504 plans
proportional.
If so, identify the constant
of proportionality. Explain
your reasoning.
8 =.xy

7.RP.A.3 A person who weighs 120 Exploration: Writing Calculator, visual diagrams,
Use proportions to solve MP2 Reason abstractly pounds on Earth and Solving clarify directions, small group
ratio problems. and quantitatively. weighs 20 pounds on the Proportions work, one one one instruction,
Moon. How much does a differentiated lessons,
93-pound person Tutorial enrichment
weigh on the Moon? activities,manipulatives,
Tutorial (modeling) modeling, and specific other
Use a proportion to accommodations/
complete the statement. modifications per a student's
Round to the nearest IEP or 504 plans
hundredth if necessary.
6km::::: mi

■7.RP.A.3 and MP6 Attend to precision In a Exploration: Creating a Real life examples, calculator,

ti!f¥;f;~:, blueprint,
each
Scale Drawing visual diagrams, clarify
directions, small group work,

Key: ■ Major Cluster C Supporting Cluster @ Additional Cluster

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

square has a side-length of Tutorial examnle one one one instruction,

©7.G.A.1 ¼ inch. differentiated lessons,
Ceramic tile costs $5 per Tutorial examnle enrichment
Solve problems involving square foot. How much (modeling) activities,manipulatives,
scale drawings. does it cost to tile the modeling, and specific other
bathroom? accommodations/
modifications per a student's
IEP or 504 plans

■7.RP.A.3 MP7 Look for and You purchase 2 action Exploration: Using Calculator, visual diagram,
Use the percent proportion make use of structure. figures per week. You have Percent Models clarify directions, small group
or the percent equation to 48 action figures, which work, one one one instruction,
find missing quantities. is 75% of the total number Tutorial example differentiated lessons,
of action figures you need (nronortion) enrichment
to complete your activities,manipulatives,
collection. How many Tutorial examnle modeling, and specific other
weeks until your collection (equation) accommodations/
is complete? modifications per a student's
Tutorial example IEP or 504 plans
(modeling)

El7.RP.A.3 MP7 Look for and Identify the percent of Exnloration: Exnloring Calculator, visual diagram,
Find percents of change in make use of structure. change as an increase or a Percent of Change clarify directions, small group
quantities. decrease. Then find the work, one one one instruction,
percent of change. Tutorial examnle differentiated lessons,
8 feet to 24 feet enrichment
Tutorial example activities,manipulatives,
Last week, you finished (modeling) modeling, and specific other
Level 2 of a video game in accommodations/
32 minutes. Today, you modifications per a student's
finish Level 2 in 28 IEP or 504 plans
minutes. What is the
percent of change?

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

■ .RP.A.3 MP7 Look for and A store sells memory cards Exploration: Calculator, real life examples,
Solve percent problems make use of structure. for $25 each. Comparing Discounts visual diagram, vocabulary
involving discounts, a. The markup for each usage, clarify directions, small
markups and interest. memory card is 25%. How Tutorial example 1 group work, one one one
much did the store pay for instruction, differentiated
50 memory cards? Tutorial example 2 lessons, enrichment
b. The store offers a activities,manipulatives,
discount when a customer Tutorial example modeling, and specific other
buys two or more memory (modeling) accommodations/
cards. A customer pays modifications per a student's
$47.50 for two memory IEP or 504 plans
cards. What is the percent
of discount?

You deposit $800 in an

account. The account earns
$360 simple interest
in 3 years. What is the
annual interest rate?

Benchmark Assessment Modifications/Accommodations (ELL, Special Education, Gifted, At-Risk of

• Benchmark 2 Failure, 504)
• Mid-Year Assessment • Calculator, extended time, scribe, speech to text, challenge questions, and
specific other accommodations/modifications per a student's IEP or 504 plan

Summative Assessment(s) Modifications/Accommodations (ELL, Special Education, Gifted, At-Risk of

• Unit 3 Check-in 1 Failure, 504)
o 7.RP.A.l • Calculator, extended time, scribe, speech to text, challenge questions, and
o 7 .RP.A.2.a specific other accommodations/modifications per a student's IEP or 504 plan
o 7.RP.A.2.b
o 7.RP.A.3
• Unit 3 Check-in 2
o 7 .RP.A.2.a

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

o 7.RP.A.2.b
o 7 .RP.A.2.c
o 7 .RP.A.2.d
o 7.RP.A.3
o 7.G.A.l
• Unit 3 Check-in 3
o 7.EE.B.3
o 7.RP.A.3
• Unit 3 Check-in 4
o 7.RP.A.3
o 7.EE.B.3
• Unit 3 Performance Task l
o 7.RP.A.l
o 7 .RP.A.2.a
• Unit 3 Performance Task 2
o 7.RP.A.3

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Grade 7 Mathematics Curriculum

Unit Title: Unit 4 Geometry J Time Frame/Pacing: 34 days

Essential Questions
• How can spatial relationships be described by careful use of geometric language?

Enduring Understandings
• Geometric properties can be used to construct figures and these relationships provide a means to make sense of a variety of phenomena.

Standards Taught and Assessed

@Additional Cluster

• 7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus
on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique
triangle, more than one triangle, or no triangle.
• 7.G.A.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.B.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.B. 5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write
and solve simple equations for an unknown angle in a figure.
• 7.G.B.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.

Highlighted Interdisciplinary Connections

• 8.1.8.DA.1: Organize and transform data collected using computational tools to make it usable for a specific purpose.
• L.8.6:Acquire and use grade-appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
• MS-ESSl-1: Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns oflunar phases, eclipses of the sun
and moon, and seasons.

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Grade 7 Mathematics Curriculum

Highlighted Career Ready Practices and 21st Century Themes and Skill
• 9.4.8.CI.4: Explore the role of creativity and innovation in career pathways and industries
• 9.4.8.TL.5: Compare the process and effectiveness of synchronous collaboration and asynchronous collaboration.

Social Emotional Learning Competencies

• 2.1.8.EH.2: Analyze how personal attributes, resiliency, and protective factors support mental and emotional health.
• 2.1.8.SSH.2: Develop a plan for the school to promote dignity and respect for people of all genders, gender identities, gender expressions,
and sexual orientations in the school community.
• 2.1.8.PGD.4: Analyze the relationship between healthy behaviors and personal health.
• 2.1.8.CHSS.8: Analyze difficult situations that might lead to feelings sadness, anxiety and or depression and identify individuals, agencies
or places in the community where assistance may be available

Pre-Assessment Modifications/Accommodations (ELL, Special Education, Gifted, At-Risk of

• 7.G.B.4 Failure, 504)
• 7.G.B.5 • extended time, scribe, speech to text, challenge questions, and specific other
accommodations/modifications per a student's IEP or 504 plan
• 7.G.B.6

Modifications/Accommod
Student Learning
Student Strategies ations (ELL, Special
Objectives: We are Formative Assessment Activities and Resources
(Mathematical Practices) Education, Gifted,
learning to/that ...
At-Risk of Failure, 504)

©7.G.B.4 Find the area SMP 2 Reason abstractly Find the area and Exploration: Exploring Provide formulas, visual
and circumference of a and quantitatively circumference of a circle Diameter and diagrams, vocabulary
circle. that has a diameter of 44m. Circumference usage, clarify directions,
Tutorial example one on one instruction,
Tutorial example differentiated lessons,
(modeling) enrichment activities,
manipulatives, modeling,
and specific other
accommodations/
modifications per a
student's IEP or 504 plans

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

@7.G.B.4 and 7.G.B.6 SMP 7 Make sense or You put a barrier around Exnloration: Submitting a Provide formulas, visual
Find perimeters and areas problems and persevere to the garden and cover it Bid diagrams, vocabulary
of composite figures. solve them with a layer of mulch. The Tutorial examnle usage, clarify directions,
barrier costs $1.25 per Tutorial examnle one on one instruction,
foot. One bag of mulch (modeling) differentiated lessons,
covers 8 square feet and enrichment activities,
costs $4. How much do manipulatives, modeling,
you spend? and specific other
16 ft accommodations/
modifications per a
'"~"' 5 ft, student's IEP or 504 plans
10ft I 10ft
''

@7.G.A.2 Construct a MP 5 Use appropriate A triangular pen has fence Exnloration: Using Vocabulary usage, visual
polygon with given tools strategically lengths of 6 feet, 8 feet, Technology to Construct diagrams, protractor,
measures. and 10 feet. Create a Polygons clarify directions, one on
scale drawing of the pen. Tutorial examnle I one instruction,
Tutorial examnle 2 differentiated lessons,
Tutorial examnle enrichment activities,
(modeling) manipulatives, modeling,
and specific other
accommodations/
modifications per a
student's IEP or 504 plans

@n.G.B.5 Use facts about SMP 3 Construct a viable Find the value of x. Exploration: Using Rules Vocabulary usage, clarify
angle relationships to find argument and critique the about Angles directions, one on one
unkn own angle measures. reasoning of others Tutorial examnle instruction, differentiated
Tutorial examnle lessons, enrichment
(modeling) activities, manipulatives,
modeling, and specific
other accommodations/
modifications per a

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

student's IEP or 504 plans

X
An angle is twice the
measure of its
complement. What is the
measure of the angle?

@ 7.G.B.6 Find the SMP7 Look for and make A cube-shaped satellite has Ex12loration: Surface Area Calculator formula,
surface area of prisms, use of structure side lengths of 10 cm. of a Prism vocabulary usage, visual
cylinders and pyramids. What is the least amount of Exploration: Finding the diagrams, clarify
aluminum needed to cover Surface Area of a Cylinder directions, one on one
the satellite? Ex12loration: Making a instruction, differentiated
Scale Model wyramids) lessons, enrichment
You are given the height of Tutorial example activities, manipulatives,
a cylinder and the Tutorial example modeling, and specific
circumference of its base. (modelin2:) other accommodations/
Describe how to find the modifications per a
surface area of the student's IEP or 504 plans
cylinder.

The base of the lampshade

is a regular hexagon with
side lengths of 8 inches
and a slant height of 10
inches. Estimate the
amount of glass needed to
make the lampshade.

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

@ 7.G.B.6 Find the SMP 3 Construct a viable Do the two solids have the Ex12loration: Volume of Calculator formula,
volume of prisms and argument and critique the same volume? Explain. Prisms vocabulary usage, visual
pyramids. reasoning of others Ex12loration: Finding a diagrams, clarify
Formula for the Volume of directions, one on one
h----c5{
L,, Y
~
a Pyramid instruction, differentiated
X K
Tutorial exam12le lessons, enrichment
Tutorial exam12le activities, manipulatives,
(modeling) modeling, and specific
other accommodations/
modifications per a
student's IEP or 504 plans

@ 7.G.A.3 Describe the SMP3 Construct viable You slice a square prism. Exploration: Describing Vocabulary usage, visual
cross-sections of arguments and critique the Which cross section does Cross Sections diagrams, one on one
three-dimensional figures. reasoning of others not belong with the other Tutorial exami;2le instruction, differentiated
three? Explain your Tutorial exam12le lessons, enrichment
reasonmg. (modeling) activities, manipulatives,
• Circle modeling, and specific
•Square other accommodations/
•Triangle modifications per a
• Rectangle student's IEP or 504 plans

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

Benchmark Assessment Modifications/Accommodations (ELL, Special Education, Gifted, At-Risk of

• Benchmark3 Failure, 504)

Summative Assessment(s)
• Calculator, extended time, scribe, speech to text, challenge questions, and
specific other accommodations/modifications per a student's IEP or 504 plan
•Unit 4 Check-in 1
0 7.G.B.4
0 7.G.B.6
•Unit 4 Check-in 2
0 7.G.A.2
0 7.G.B.5
•Unit 4 Check-in 3
0 7.G.B.6
0 7.G.B.4
• Unit 4 Check-in 4
0 7.G.B.6
0 7.G.A.3
•Unit 4 Performance Task 1
0 7.G.B.4
7.G.B.6
• Unit 4 Performance Task 2
0 7.G.B.6

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

Unit Title: Unit 5 Statistics & Probability I Time Frame/Pacing: 30 days

Essential Questions
• How can experimental and theoretical probabilities be used to make predictions and draw conclusions?

Enduring Understandings
• The results of a statistical investigation can be used to support or refute an argument.

Standards Taught and Assessed

0 Supporting Cluster
• 7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population;
generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random
sampling tends to produce representative samples and support valid inferences.
• 7.SP.A.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. C.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.C.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.C.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.
• SP.C.7.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.
• 7.SP.C.7.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?

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

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

@Additional Cluster
• 7.SP.B.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.B.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.

Highlighted Interdisciplinary Connections

• MS-LSl-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of
orgamsms
• 8.1.8.DA.1: Organize and transform data collected using computational tools to make it usable for a specific purpose.
• 8.1.8.CS.1: Recommend improvements to computing devices in order to improve the ways users interact with the devices.

Highlighted Career Ready Practices and 21st Century Themes and Skill
• 9.4.8.CI.1: Assess data gathered on varying perspectives on causes of climate change (e.g., cross cultural, gender-specific, generational),
and determine how the data can best be used to design multiple potential solutions
• 9.4.8.DC.8: Explain how communities use data and technology to develop measures to respond to effects of climate change
• 9.4.8.GCA.2: Demonstrate openness to diverse ideas and perspectives through active discussions to achieve a group goal

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

Social Emotional Learning Competencies

• 2.1.8.EH.2: Analyze how personal attributes, resiliency, and protective factors support mental and emotional health.
• 2.1.8.SSH.2: Develop a plan for the school to promote dignity and respect for people of all genders, gender identities, gender expressions,
and sexual orientations in the school community.
• 2.1.8.PGD.4: Analyze the relationship between healthy behaviors and personal health.
• 2.1.8.CHSS.8: Analyze difficult situations that might lead to feelings sadness, anxiety and or depression and identify individuals, agencies
or places in the community where assistance may be available.

Pre-Assessment Modifications/Accommodations (ELL, Special Education, Gifted, At-Risk of

• 7.SP.A.2 Failure, 504)
• 7.SP.C.5 • extended time, scribe, speech to text, challenge questions, and specific other
• 7.SP.C.6 accommodations/modifications per a student's IEP or 504 plan
• 7.SP.C.8.A
• 7.SP.C.8.B

Modifications/Accommoda
Student Learning
Student Strategies Activities and tions (ELL, Special
Objectives: We are Formative Assessment
(Mathematical Practices) Resources Education, Gifted, At-Risk
learning to/that ...
of Failure, 504)

O7.SP.C.5 and 7.SP.C.6 SMP 3 Construct viable The probability of an event Exploration; Probability chart, Vocabulary
Understand how the arguments & critique the is 84%. Describe the Determining Likelihood usage, one on one
probability of an event reasoning of others likelihood of the event. Tutorial Example instruction, differentiated
indicates its likelihood. Tutorial Example lessons, enrichment
{modeling) activities, manipulatives, and
specific other
accommodations/
modifications per a student's
IEP or 504 plans

O7.SP.C.6; 7.SP.C.7a and I SMP 4 Model with On a game show, a Exploration: Conducting Vocabulary usage, on one
7.SP.C.7b Develop mathematics contestant randomly draws Experiments one instruction,
probability models using a chip from a bag and Tutorial Example differentiated lessons,
replaces it. Each chip says ( experimental) enrichment activities,

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

experimental and either win or lose. Tutorial Examnle manipulatives, modeling,

theoretical probability. The theoretical probability (theoretical) and specific other
of drawing a winning chip Tutorial Example accommodations/
is 3/10. The bag contains 9 (modeling) modifications per a student's
winning chips. IEP or 504 plans
a. How many chips are in
the bag?
b. Out of20 contestants,
how many do you expect
to draw a winning chip?

C7.SP.C.8a and 7.SP.C.8b SMP 1 Make sense of You choose between red or Exploration: Comnaring Vocabulary usage, visual
Find sample spaces and problems and persevere in yellow wallpaper, and Combination Locks diagrams, differentiated
probabilities of compound solving them orange, red, green, blue, Tutorial Example lessons, enrichment
events. or purple carpet. Find the Tutorial Example activities, manipulatives,
total number of possible (modeling) modeling, and specific other
outcomes when you accommodations/
select one color of modifications per a student's
wallpaper and one color of IEP or 504 plans
carpet.

07.SP.C.8a and 7.SP.C.8c SMP 4 Model with A baseball team wins 70% Exploration: Designing a Clarify directions,
Design and use simulations mathematics of the time. Design and use Simulation differentiated lessons,
to find probabilities of a simulation to estimate Tutorial Examnle enrichment activities,
compound events. the probability that the Tutorial Example manipulatives, and specific
team wins the next three (modeling) other accommodations/
games. modifications per a student's
IEP or 504 plans

C7.SP.A.1 and 7.SP.A.2 SMP 3 Construct viable How can you use samples Exploration: Using Vocabulary usage,
Understand how to use arguments & critique the to draw conclusions about Samnles of Populations differentiated lessons,
random samples to make reasoning of others the populations from Tutorial Example enrichment activities,
which they are selected? Tutorial Example manipulatives, modeling,
(modeling) and specific other

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 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

conclusions about a accommodations/

population. modifications per a student's
IEP or 504 plans

07.SP.A.2 Understand SMP 2 Reason abstractly Write a survey question Exploration: Exploring Clarify directions, small
variability in samples of a and quantitatively about a topic that interests Variabilitv in Samples group work, one on one
population. you. How can Tutorial Example instruction, differentiated
you choose people to Tutorial Example lessons, enrichment
survey so that you can use (modeling) activities, manipulatives,
the results to make a modeling, and specific other
valid conclusion? accommodations/
modifications per a student's
IEP or 504 plans

© 7 .SP.B.3 Compare SMP 4 Model with The double Exploration: Comparing Vocabulary usage, visual
populations using mathematics. box-and-whisker plot Two Data Distributions diagrams, calculator, clarify
measures of center and represents the weights of Tutorial Example directions, small group work,
variation. cats at two shelters. Are Tutorial Example one on one instruction,
the cats significantly (modeling) differentiated lessons,
heavier at one shelter than enrichment activities,
at the other? Explain. manipulatives modeling,
Sh<)lterA ~ and specific other
S:'ldte>rB ~--1 ! j ....•
I
Wei;ha
accommodations/
3 4 S 6 7 6 ~ ;o 11 12 {pou!'lds) modifications per a student's
IEP or 504 plans

07.SP.A.2 SMP 3 Construct viable The double Exploration: Using Clarify directions, small
©7.SP.B.4 Use random arguments & critique the box-and-whisker plot Random Samples group work, one on one
samples to compare reasoning of others represents the medians of Tutorial Example instruction, differentiated
populations. 50 random samples of 10 Tutorial Example lessons, enrichment
speeding tickets issued in (modeling) activities, manipulatives,
two states. Compare the modeling, and specific other
costs of speeding tickets in accommodations/
the two states. modifications per a student's

Key: ■ Major Cluster 0 Supporting Cluster @Additional Cluster

Page 5
 Hillsborough Township Public Schools
Grade 7 Mathematics Curriculum

St;.; !t) ,\ ---t_]__}-----•

► IEP or 504 plans
,;;;,;ell ---IT]-
: -
C<•lt
10 20 ~ '10 50 60 70 80 90 JOO (Ol~:l;;,;J

Benchmark Assessment Modifications/Accommodations (ELL, Special Education, Gifted, At-Risk of

• End-of-Year Assessment Failure, 504)
• Calculator, extended time, scribe, speech to text, challenge questions, and
Summative Assessment(s) specific other accommodations/modifications per a student's IEP or 504 plan
• Unit 5 Check-in 1
o 7.SP.C.5
o 7.SP.C.6
• Unit 5 Check-in 2
o 7.SP.C.7.a
o 7.SP.C.7.b
o 7.SP.C.8.a
o 7.SP.C.8.b
o 7.SP.C.8.c
• Unit 5 Check-in 3
o 7.SP.A.1
• Unit 5 Check-in 4
o 7.SP.A.2
o 7.SP.B.3
o 7.SP.B.4
• Unit 5 Performance Task l
o 7.SP.C.5
o 7.SP.C.6
o 7.SP.C.7
• Unit 5 Performance Task 2
o 7.SP.A.1
o 7.SP.A.2
o 7.SP.B.4

Key: ■ Major Cluster Cl Supporting Cluster •:§) Additional Cluster

Page 6
 Bibliography
Grade 7

Supplemental Materials/Resources:

Larson, R. and Boswell, L. (2019). Big ideas math: Modeling in real life. Big Ideas
Leaming: Erie, Pennsylvania.

Digital Resources:

bigideasleaming.com - all print materials are also available digitally along with digital
only resources