Grade 7 Accelerated Math Pacing Guide

Grade 7 Accelerated Common Core Mathematics 2014-15 Year at A Glance

SEMESTER 1 Textbook: BIG IDEAS MATH Course 2 ADVANCED

Chapter 1

Chapter 9 8 days

7 days Equations

Angles and

Graphing and

Systems of Linear

Functions

Real Numbers and Data Analysis and

Triangles

Writing Linear

Equations

the Pythagorean Displays

Equations

Theorem

BIG IDEAS: COMMON CORE STANDARDS

Write and solve Identify congruent

Find square and Construct and multi-step

Describe and find Graph proportional

Write and solve

Define relations

cube roots, evaluate interpret scatter equations,

and similar figures

the measures of

relationships and

systems of linear

and functions

expressions, and plots for bivariate including those

and translations.

angles formed by

interpret unit rate

equations

using mapping

solve equations data. Describe with rational

Translate figures in transversals. Find

as the slope. Find

algebraically, using

diagrams, tables,

involving square patterns and find number

the coordinate

the measures of

slope by using

substitution,

and graphs.

and cube roots. lines of best fit and coefficients, and

plane, exploring

interior and

points, tables, and

elimination and

Write function

use them to solve variables on both

reflections,

exterior angles of

similar triangles.

graphing. Write

rules and

Prove the

problems. Use sides, applying

rotations, and

triangles and

Identify

systems of equations

represent

Pythagorean

Theorem and use it precise language to properties of

dilations. Find

polygons. Identify

perpendicular and

to model and solve

functions as

to find missing side describe and operations and

unknown

similar triangles

parallel lines. Find

real-life problems, and equations, tables,

analyze data justifying solutions.

measures,

and find missing

x and y-intercepts.

justify solutions.

and graphs.

lengths of right

triangles, and to displays of data. Transform

perimeter, and

measures.

Write and graph

Explore special

Compare linear

area of similar

equations in slope-

systems of linear

and non-linear

develop the

distance formula. equations into

formulas and

figures.

intercept,

equations and their

functions. Sketch

Explore irrational simpler forms.

standard, and

solutions.

and analyze

point-slope form.

graphs that

numbers and

represent real-life approximate square

8.NS.1-2

8.SP.1-4 8.EE.7a-b

8.G.1-4

8.G.5

8.EE.4-6

8.EE.a-c

8.F.1-5

8.G.6-8

CRITICAL AREAS OF FOCUS:

STANDARDS FOR MATHEMATICAL PRACTICE :

1. Make sense of problems and persevere in solving them. 1. Formulating and reasoning about expressions and equations, modeling an

2. Reason abstractly and quantitatively.

association in bivariate data, solving linear equations and systems of linear 3. Construct viable arguments and critique the reasoning of others. equations.

4. Model with mathematics.

2. Grasping the concept of a function and using functions to describe

5. Use appropriate tools strategically.

quantitative relationships.

6. Attend to precision.

3. Analyzing two-and three-dimensional space and figures using distance,

7. Look for and make use of structure.

angle, similarity, and congruence and understanding and applying the

8. Look for and express regularity in repeated reasoning.

Pythagorean Theorem.

Grade 7 Accelerated Common Core Mathematics 2014-15 Year at A Glance

SEMESTER 2 Textbook: BIG IDEAS MATH Course 2 ADVANCED

Chapter 10

Chapter 15 11 days

13 days Traditional

7 days

15 days

11 days YR

Probability and Scientific Notation

Exponents and

Inequalities

Constructions and Scale

Circles and Area

Surface Area and

Volume and Similar

BIG IDEAS: COMMON CORE STANDARDS

Write, evaluate, and

Develop simplify expressions

Write and graph

Classify angles as

Know and apply the

Use two-dimensional

Find the volumes of

understanding of with integer

inequalities. Apply

adjacent, vertical,

formulas for the area

nets to represent

cylinders, cones, and

outcomes and events, exponents.

properties of inequality

complementary and

and circumference of

three-dimensional

spheres. Find surface

including compound Recognize patterns

to solve multi-step

supplementary. Write

circles. Solve

solids. Find surface

area and volume of

events. and write rules for

inequalities and

and solve equations for

problems that

area of rectangular and

similar solids and

Find and compare products and

determine if a given

an unknown angle in a

include perimeters of

triangular prisms,

compare them.

experimental and quotients of powers.

number is a solution.

figure. Construct

semicircles.

regular pyramids, and

Describe the process

theoretical Read and write

Translate between

triangles and

Understand the

cylinders. Find volumes

for identifying similar

solids. Use formulas to probabilities. Identify scientific notation to

written, graphical and

quadrilaterals.

concept of pi. Find

of prisms and

dependent and solve real-life

symbolic

Solve problems involving

and estimate

pyramids. Describe the

solve real-world

independent events. problems.

representations.

scale drawings of

perimeter and area

intersection of planes

problems.

geometric figures.

of composite figures.

and solids.

7.SP.1-6 7.SP.7a-b 8.EE.1,3,4

7.EE.4b

7.SP.8a-c

CRITICAL AREAS OF FOCUS:

STANDARDS FOR MATHEMATICAL PRACTICE :

1. Make sense of problems and persevere in solving them. 1. Develop understanding of and apply proportional relationships, including

2. Reason abstractly and quantitatively.

percentages. 3. Construct viable arguments and critique the reasoning of others. 2. Develop understanding of operations with rational numbers and working with

4. Model with mathematics.

expressions and linear equations.

5. Use appropriate tools strategically.

3. Solve problems involving scale drawings and informal geometric

6. Attend to precision.

constructions.

7. Look for and make use of structure.

4. Draw inferences about populations based on samples. 8. Look for and express regularity in repeated reasoning.

Scope and Sequence for Grade Seven Accelerated Common Core Mathematics

Text: BIG IDEAS MATH Course 2 Advanced – Harcourt 2015 Chapter 1: Equations

Purpose: In this unit, students will extend their understanding of solving multi-step equations to solve equations with variables on both sides and rational number

coefficients. By using properties of equality, inverse operations, applying the distributive property, and rewriting equations and formulas, they will develop and explain solution strategies. Real-life problems will provide the context for writing equations and using language with precision as students solve for one variable in terms of another variable. Students will need to be familiar with common formulas for area, perimeter, and volume and use them to write formulas for different measurements. Tables, algebra tiles, and graphic organizers will be helpful for students as they connect multiple representations of equations.

Common Core State Standards (major focus): 8.EE.7a-b Math Practice Standards: 1,2,3,4,7,

Suggested number of days: 8 Sections

Standards Suggested Practice 1.1-1.3

Topics

Big ideas

Solving Simple

8.EE.7a-b Taking Math Deeper Equations

Establish norms for collaboration and student discourse. Explore the textbook

Pgs. 9,15,25 Solving Multi-Step

through the Scavenger Hunt and introduce use of the Record and Practice

Exercises: 42,18,39 Solving Equations

Journal. Students will solve equations by using inverse operations, combining

like terms and applying the distributive property. Reflecting on, and explaining

with Variables on

their solution processes will be emphasized.

Both Sides Equations

Complete activities # 1-3

1.4 Rewriting Equations Students will use formulas for one measurement to write formulas for a different 8.EE.7a-b Taking Math Deeper and Formulas

measurement, as they rewrite equations to solve for one variable in terms of the

Pg. 31

other variable. Familiarity with common formulas for area, perimeter and

Exercises: 22

volume will be important, and may need review. Looking for structure will help students transform equations and make sense of problems.

Complete activities # 1-3

Chapter 2: Transformations

Purpose: In this unit, students will build on their prior experience drawing polygons in the coordinate plane to identify congruent figures. They will identify

transformations and create translations, reflections, rotations, and dilations as well as describe the sequence and effect of transformations on two- dimensional figures using coordinates. Students will need many opportunities to explain their reasoning and justify their conjectures. Use of grid paper, tables, and drawings will be useful as students use them to analyze and compare figures and develop spatial reasoning. They will extend prior understanding of ratios and proportions to learn about similar figures and describe relationships between their areas and perimeters. Precision of language will be emphasized as students use correct terms to describe figures and transformations.

Common Core State Standards (major focus): 8.G.1-4 Math Practice Standards: 1,3,4,5,6,8 Suggested number of days: 12

Sections Topics

Standards Suggested Practice 2.1-2.4

Big ideas

Congruent Figures

Taking Math Deeper Translations

Students will identify congruent figures, naming corresponding sides and angles.

8.G.1-3

Pgs. 47,53,59,67 Reflections

They will identify transformations, including translations, reflections, and

Exercises: Rotations

rotations, explaining the sequence of transformations. Use of drawings will be

important as students use visual skills to draw and make sense of figures.

Complete activities # 1-4

2.5-2.7 Similar Figures

Taking Math Deeper Perimeters and Area corresponding angles and sides, and find missing measures. They will analyze the

Students will use proportional reasoning to understand similar figures, identify

8.G.3-4

Pgs. 75, 81,89 of Similar Figures

effect of changes in dimensions of similar figures, and explore dilations. Tables

Exercises: 15,16,30

will be used to look for and describe patterns between dimensions of similar figures.

Complete activities # 1-3

Chapter 3: Angles and Triangles

Purpose: In this unit, students will extend their understanding of angles to identify and find the measures of angles formed when parallel lines are cut by a

transversal. Students will describe relationships between angles and explain their reasoning using precise language. They will use informal arguments to express their understanding of interior and exterior angles of polygons, finding the sum of interior angles as well as finding unknown measures. Similarity will be investigated as students identify similar triangles and use indirect measurement to find missing measures. Use of drawings, including those aided by technology, will be important in order for students to apply what they know to construct triangles using different approaches. Real-life contexts will

be used to develop student’s ability to use mathematics to model and solve problems. Common Core Math Standards (major focus): 8.G.5

Math Practice Standards: 1,2,3,4,5,6,8 Suggested number of days: 9 Sections

Standards Suggested Practice 3.1-3.3

Topics

Big Ideas

Parallel Lines and

Taking Math Deeper Transversals

Students will describe and find the measures of angles formed by parallel lines

8.G.5

Pgs. 109,115,125 Angles of Triangles

and transversals. Sums of interior and exterior angles of polygons will be

Exercises: 30,16,30 Angles of Polygons

investigated. They will use appropriate tools to create visual models as they

construct meaning and explain their reasoning. Precision of language, including the use of symbols will be important as students describe relationships between angles.

Complete activities #1-4

3.4 Using Similar

Taking Math Deeper Triangles

Students will understand and identify similar triangles, using informal and

8.G.5

formal definitions, and use indirect measurement to find missing measures.

Pg. 131

Using informal arguments, they will establish facts about angles, and apply their

Exercise: 13

understanding of proportions to reason logically through solution strategies.

Complete activities #1-3

Chapter 4: Graphing and Writing Linear Equations

Purpose: In this unit, students will extend and apply their understanding of proportions to graph and compare proportional relationships represented in multiple

ways. Interpreting and making connections between tables, graphs, and equations will be important as students find the slope of a line and interpret it as a unit rate. Using slope to determine vertical, horizontal, parallel, and perpendicular lines, students will be asked to explain and justify their reasoning. Understanding of direct variation will be developed through real-life contexts that allow students to write equations that represent the quantitative relationships involved. Graphing linear equations in slope-intercept form, standard form, and point-slope form will build flexibility in modeling and making sense of problems. Students will need many opportunities to share their thinking and critique the reasoning of others as they contextualize and de-contextualize problems.

Common Core Math Standards (major focus): 8.EE.5-6; 8.F.4 Math Practice Standards: 1,2,3,4,5,6,8 Suggested number of days: 12 Sections

Standards Suggested Practice 4.1-4.3

Topics

Big Ideas

Taking Math Deeper Equations

Graphing Linear

Students will make connections between solutions of linear equations and their 8.EE.5-6

Pgs. 147,155,163 Slope of a Line

graphs, using tables to model and graph. Graphing calculators will be an

Exercises: 27,36, 11 Graphing

effective tool for students to use, and should be available. Using multiple

strategies and representations, slope will be explored deeply, connecting slope,

Proportional

unit rate, similar triangles, and direct variation. Real-life problems will be used

Relationships

to write and graph linear equations and model proportional relationships. Complete activities #1-3

4.4-4.5 Graphing Linear

Taking Math Deeper Equations in Slope-

Students will make sense of problems and model with mathematics as they

8.EE.6

Pgs. 171,177 Intercept Form and

define variables, identify and explain x and y intercepts, and graph linear

Exercise: 26,20 Standard Form

equations in slope-intercept and standard form and explain the efficacy of each

method within the context of a problem. Complete activities #1-2

4.6-4.7 Writing Equations in

Taking Math Deeper Slope-Intercept Form equations in slope-intercept and standard form, explaining the important

Given the graph, intercepts, slope, or two points on a line, students will write

8.F.4

Pgs. 183, 189 and Point-Slope Form features of the line in terms of the context of the problem. Students will need

Exercises:19,21

many opportunities to discuss their and justify their reasoning. Complete activities #1-3

Chapter 5: Systems of Linear Equations

Purpose: This unit will extend student’s understanding of solving equations to make sense of problems that can be represented and solved by a system of

equations. Using multiple strategies, students will solve real-life problems by writing and solving systems of linear equations, understanding that solutions represent a point of intersection. Using substitution, graphing, and elimination methods, they will look for and make use of structure, compare methods, and explain their reasoning. They will explore special systems of equations including those with no solution or infinitely many solutions, making connections to the context of the problem and explaining their solution process. Developing the ability to think abstractly and quantitatively will be important as students decontextualize problems, identify quantities to be represented by variables, describe the relationships between quantities, and explain the reasonableness of their solutions. Tales, diagrams, graphic organizers will aid students in making sense of problems and developing a solution path.

Common Core Math Standards(major focus): 8.EE.7;8a-c Math Practice Standards: 1,2,3,4,6,7,8 Suggested number of days: 8 Sections

Suggested Practice 5.1-5.3

Topics

Big Ideas

Standards

Solving Systems of

Taking Math Deeper Linear Equations by

Students will understand that the solution of a system of linear equations 8.EE.8a-c

Pgs. 207,213,223 Graphing

corresponds to the point of intersection of their graphs. Using substitution,

Exercises: 23,25,32 Substitution

elimination, inspection, and graphing, students will develop flexibility in

problem-solving, and strategically choose between multiple methods.

Elimination

Tables, graphic organizers, and graphs will be used throughout these sections to make sense of problems and make connections between concepts and representations. Access to graphing calculators will be important.

Complete activities#1-4

5.4 Solving Special Systems In this section, students will explore systems of equations that have no 8.EE.7 Taking Math Deeper of Equations

solution, or infinitely many solutions. By inspection, students may in some 8.EE.8a-c

Pg. 229

cases, be able to determine the number of solutions without graphing. By

Exercise: 21

solving algebraically, or by graphing, they will be able to determine the number of solutions. Students will compare methods and explain which method was most efficient and why. It will be important for them to share their reasoning with others.

Chapter 6: Functions

Purpose: This focus of this unit will be on understanding, defining, and determining whether relations are functions. Using mapping diagrams and ordered pairs,

students will describe and interpret input and output patterns to understand and explain which patterns represent functions. Extending previous understanding of linear equations, students will express them as functions, using tables and graphs to define dependent and independent variables and explain their relationship within the context of mathematical and real-life problems. Using tables and graphs, non-linear functions will be identified and compared to linear functions. Precision of language will be developed as students have opportunities to share and explain their reasoning with others, make connections between multiple representations of data, sketch and analyze graphs.

Common Core Math Standards(major focus): 8.F.1-3;8.F.4-5 Math Practice Standards: 1,2,3,4,5,6,7,8 Suggested number of days: 10 Sections

Standards Suggested Practice 6.1-6.3

Topics

Big ideas

Relations and

Taking Math Deeper Functions

Using mapping diagrams and ordered pairs, students will describe patterns

8.F.1,2,4

Pgs. 247,255,263 Representations of

and relationships between two data sets and define relations and functions.

Exercises:16,36,18 Functions

They will represent functions in different ways using tables, equations, input

–output tables, and graphs to write function rules and explain the

Linear Functions

relationship between dependent and independent variables. Students will need many opportunities to explain their thinking and practice using precise language as they compare linear functions and describe patterns of change. Complete activities #1-4

6.4-6.5 Comparing Linear and

Taking Math Deeper Non-Linear Functions

Identify linear and non-linear functions from tables or graphs, comparing

8.F.3,5

Pg. 271 Analyzing and

and describing patterns of change. Student will develop flexibility in using

Exercise:16 Sketching Graphs

different representations of functions to determine whether they are linear

or non-linear and communicate their understanding of quantitative relationships represented graphically. Real-life problems will be used throughout to deepen understanding of how to accurately interpret graphs.

Complete activities #1-4

Chapter 7: Real Numbers and the Pythagorean Theorem

Purpose: In this unit, students will find square roots of perfect squares and cube roots of perfect cubes, evaluate expressions involving square and cube roots, and

use square and cube roots to solve equations. Precise use of language and symbols will be emphasized as students explore the Pythagorean Theorem and make connections between the models used as part of an “informal proof” of the theorem. They will extend this understanding to real-life applications of the Pythagorean Theorem, using the converse to identify right triangles and to find distances in a coordinate plane. Exploration of real numbers will include approximating square roots, comparing real numbers, and writing repeating decimals as fractions.

Common Core Math Standards (major focus): 8.EE.2,6-8;8.NS.1-2;8.G.6-8 Math Practice Standards: 1,2,3,4,5,6,7 Suggested number of days: 10 Sections

Suggested Practice 7.1-7.2

Topics

Big Ideas

Standards

Finding Square Roots

Taking Math Deeper Finding Cube Roots

Finding the square and cube roots of perfect squares and cubes will

8.EE.2

be extended to evaluating expressions and solving equations

Pgs. 293,299

involving square and cube roots. Students will compare and describe

Exercises:36,30

square and cube roots, using precise language (including words and symbols) to explain their thinking.

Complete activities#1-3

7.3-7.5 The Pythagorean Theorem

Taking Math Deeper Approximating Square

Students will develop an informal geometric proof of the

8.EE.2

Pgs. 305,315,323 Roots

Pythagorean Theorem and apply the theorem to identify right

8.G.6-8

Exercises:13,49,25 Using the Pythagorean

triangles, find the missing side lengths of right triangles, and find

8.NS.1-2

distances in the coordinate plane. Exploration of real numbers will

Theorem

include defining rational and irrational numbers, approximating square roots and writing repeating decimals as fractions.

Complete activities #1-3

Chapter 8: Volume and Similar Solids

Purpose: In this unit, students will make connections to their previous learnings about volumes of prisms to find the volume of cylinders, and extend this to find

the volumes of cones and spheres. Students will also extend their understanding of ratio and proportion to explore similar solids, identifying them and describing the relationship between their surface areas and volumes. This exploration will allow students to recognize patterns and use proportional reasoning to find missing measures of similar solids. Precision of calculations as well as language (in words and symbols) will be emphasized as students solve real-life problems and explain their solution processes, and justify their answers. Use of visual models will be important in order to understand the corresponding measures of similar figures, describe the effects of changes in dimensions, and recognize patterns. Students will need many opportunities to share their thinking and to critique the reasoning of others as they develop logical arguments and check the reasonableness of their solutions.

Common Core Math Standards (major focus): 8.G.9 Math Practice Standards: 1,2,3,4,6,7 Suggested number of days: 7 Sections

Topics

Big ideas

Standards

Suggested Practice

8.1- 8.2 Volumes of Cylinders

Taking Math Deeper Volumes of Cones

Through experimentation and real-life problems, students will find

8.G.9

the volumes of cylinders, cones, and spheres. They will look for

Pgs.339,345

patterns and structures among solids that allow them to make sense

Exercises:17,20,

of and solve problems. They will explore volumes of oblique solids, making connections to formulas for volumes of right solids. Students will need to practice using precise language as they explain their reasoning and justify solutions.

Complete activities # 1-4

8.3-8.4 Volumes of Spheres

Taking Math Deeper Surface Areas and

Students will derive the formula for the volume of a sphere,

8.G.9

Pgs.353,361 Volumes of Similar

understand its dimensions and find the radius. Using models,

Exercises:20,18 Solids

sketches, and tables, students will find surface areas and volumes of

similar solids. By extending their understanding of ratio and proportions, they will compare and describe relationships between dimensions of similar solids and find missing measures.

Complete activities # 1-3

Chapter 9: Data Analysis and Displays

Purpose: In this unit, students will construct and interpret scatter plots and extend this to find lines of best fit. Writing an equation for a line of best fit will allow

students to model the data, describe its behavior, and make predictions. Using precise language, students will describe the relationship between two data sets, identifying outliers, gaps, or clusters. Two-way tables will allow students to translate two categories of data into a visual model in order to make sense of the problem presented and summarize observations, find and interpret frequencies and make sense of entries within the table. Reasoning abstractly and quantitatively, students will share their thinking and use data to support their arguments as they choose appropriate data displays as well as identify and analyze displays that are misleading. Review how to plot points in all quadrants, write equations of lines passing through two points, and how to find slope.

Common Core Math Standards (major focus): 8.SP.1-4 Math Practice Standards: 1,2,3,4,5 Suggested number of days: 7 Sections

Suggested Practice 9.1-9.2

Topics

Big Ideas

Standards

Scatter Plots

Taking Math Deeper Lines of Fit

Construct scatter plots, describing and interpreting patterns and

8.SP.1-3

relationships within data sets, using precise language. Students will

Pgs. 377,383

draw a line of best fit, write an equation for the line, interpret it

Exercises: 17,10

within the context of the problem, and make predictions based on the equation.

Complete activities # 1-3

9.3 - 9.4 Two-Way Tables

Taking Math Deeper Choosing a Data

Construct and analyze two-way tables, describing frequencies and

8.SP.1

Pgs. 391,399 Display

relationships within categories. Students will be asked to choose the 8.SP.4

appropriate data display and discuss the reasoning behind their

Exercises: 13,19

choice. They will identify and analyze data displays that are misleading, explaining why they are misleading.

Complete activities #1-3

Chapter 10: Exponents and Scientific Notation

Purpose: In this unit, students will apply properties of integer exponents, observe patterns that emerge, write and evaluate expressions with integer exponents.

Using inductive reasoning, students will observe patterns and write general rules involving properties of exponents including: products of powers, powers of powers, powers of products, and quotients of powers. They will apply these rules to simplify expressions and justify their solutions. Real-life problems will be used to help students reason logically about when to use properties of exponents appropriately. Extending their understanding of properties of exponents, students will explore and define zero and negative exponents, explaining their reasoning process. Scientific notation will be investigated as students identify and compare numbers written in scientific notation, perform operations with them, and write them in standard form. Real-life applications of scientific notation will be emphasized to support quantitative reasoning about very large and very small numbers, calculators are

a useful tool for students as they make sense of the numbers represented within the problems. Common Core math Standards (major focus): 8.EE.1,3,4

Math Practice Standards: 1,2,3,4,5,6,7,8 Suggested number days: 11 Sections

Suggested Practice 10.1-10.4 Exponents

Topics

Big Ideas

Standards

Taking Math Deeper Product of

Students will know and apply properties of exponents. By observing and

8.EE.1

Pgs.415,421,427,433 Powers Property powers of powers, powers of products, and quotients of powers. They will

describing patterns, they will write general rules for products of powers,

Exercises:29,31,29,34 Quotient of

apply this understanding to generate equivalent expressions, simplify

Powers Property expressions, and evaluate expressions with zero and negative exponents. Zero and

Students should have many opportunities to use the vocabulary within this

Negative

unit as they explain their reasoning and describe patterns and structures.

Exponents

Complete activities #1-4

10.5-10.6 Reading and

Taking Math Deeper Writing Scientific and translate them into standard form. They will extend this understanding

Students will identify and compare numbers written in scientific notation,

8.EE.3-4

Pgs.441,447,453 Notation

Exercises: 32,30,29 Operations in

to perform operations with numbers written in scientific notation, choosing

appropriate units of measure, and making connections to real-life

Scientific

applications. Reasoning quantitatively, students will need to practice

Notation

explaining their understanding of the numbers involved, and calculators will

be an important tool for them to use. Complete activities #1-4

Chapter 11: Inequalities

Purpose: In this unit, students will write, graph, and solve one and two-step inequalities. They will use number lines to graph solutions to inequalities and use

precise language as they translate between words, symbols, and graphs. Building on their prior knowledge of solving equations, they will use properties of inequality to solve inequalities and determine whether a given value is a solution. Through solving real-life problems, students will develop their understanding of the conditions that determine the inequality symbol to be used, and accurately define variables as they plan their solution strategies.

Common Core State Standards (major focus): 7.EE.4b Math Practice Standards: 1, 3, 4, 5 ,6 Suggested number of days: 7 Sections

Topics

Big Ideas

Standards

Suggested Practice

11.1 Writing and Graphing

Taking Math Deeper Inequalities

Students should be able to order and graph integers and

7.EE4b

rational numbers on a number line. They will develop their

Pg. 469

understanding of inequality statements and translate

Exercise: 28

between words, symbols and graphs. Understanding of the inequality symbols will be important as students make sense of problems and explain their reasoning. Precision of language will be important as students use inequalities to model real-life problems, and they will need many opportunities to share their thinking. Complete activities #1-3

11.2-11.4 Solving Inequalities Using Building on prior knowledge of solving equations, students

Taking Math Deeper Addition, Subtraction,

7.EE4b

Pgs. 475,485,491 Multiplication, or Division inequalities. They will make connections between the

will write, solve, and graph inequalities, using properties of

Exercises: 27,44,22

context of problems and the tables, graphs, and variables

Solving Two-Step

involved. Students will need to explain and justify which

Inequalities

inequality symbol fits the conditions given, accurately define variables, and determine whether a given value is a solution to the inequality. Complete activities #1-4.

Chapter 12: Constructions and Scale Drawings

Purpose: Building on student’s prior knowledge of measuring and drawing angles, they will identify adjacent and vertical angles, classify angles as complementary

or supplementary. Extending this understanding to find angle measures, they will write and solve equations for an unknown angle in a figure. Students will construct triangles with given angle measures or side lengths. Exploration of quadrilaterals will include understanding of the attributes of quadrilaterals, constructing them, and finding missing angle measures. Scale drawings will be used to find actual distances, perimeters, and areas, and to produce drawings of different scales. The precision of language and measurement in this unit will be important as students will be asked to explain, compare, and contrast terms and find exact measures. Students will need many opportunities to share their reasoning in order to build conceptual understanding. They will also need practice with the measurement tools used as they develop accuracy in their constructions and work with scale drawings.

Common Core State Standards (major focus): 7.G.1-2, 5 Math Practice Standards: 1,3,5,6 Suggested number of days: 13 Sections

Standards Suggested Practice 12.1-12.3 Adjacent and Vertical

Topics

Big Ideas

Taking Math Angles

Identify angles as adjacent, vertical, complimentary, and

7.G.2

Deeper Complementary and

supplementary and use this understanding to write and solve

7.G.5

Pgs. 507,513,519 Supplementary Angles

equations to find unknown angles in figures.

Exercises: 26,26,22 Triangles

Construct triangles with given angle measures or side lengths.

Develop precision with drawing and measuring figures.

Complete activities #1-3.

12.4- 12.5 Quadrilaterals

Taking Math Scale Drawings

Classify quadrilaterals and understand their properties, including the

7.G.1-2

sum of angle measures. Construct them using a variety of tools and

Deeper

methods, and find missing angle measures.

Pgs. 529,537

Understand scale and scale factor, applying and extending the

Exercises: 24,31

concepts of ratio and proportion. Use scale drawings to find actual measures and recreate scale drawings using a different scale. Explain reasoning using precise language.

Complete activities #1-4.

Chapter 13: Circles and Area

Purpose: This unit will extend student’s previous understandings of area formulas and classification of two-dimensional figures to find the area, circumference,

and perimeters of circles, semi-circles and composite figures. They will describe circles in terms of the radius and diameter, develop their understanding of pi and use pi to calculate and estimate circumference and area of circles. Extending their knowledge of finding perimeter, circumference, and area of common shapes, they will find area and perimeter of composite figures by separating them into familiar figures. Students will need to use drawings, estimations, and identify patterns as they make sense of real-life and mathematical problems and describe their solution processes.

Common Core State Standards: (major focus): 7.G.4, 6 Math Practice Standards: 1,3,4,6,8 Suggested number of days: 9

Sections Topics

Big Ideas

Standards

Suggested Practice

13.1 Circles and

Taking Math Deeper Circumference

Students will explore and deepen their understanding of pi as they use it

7.G.4

to estimate and find circumferences of circles and perimeters of

Pg. 555

semicircles. They will understand and use precise language to describe

Exercise: 23

circles and write formulas to find the radius, diameter, and circumference.

Complete activities #1-2.

13.2-13.4 Perimeters of

Taking Math Deeper Composite Figures perimeters of common shapes to find area and perimeter of composite

Apply the formulas for the area and circumference of circles and

7.G.4

Pgs. 561,569,575 Areas of Circles

7.G.6

Exercise:17,17,17 Areas of Composite methods, and create visual models such as drawings, diagrams, and tables Figures

figures and solve real-life problems. Students will use a variety of

to make sense of problems and explain their reasoning.

Complete activities #1-3.

Chapter 14: Surface Area and Volume

Purpose: In this unit, students will extend their understanding of area formulas to find the surface areas of prisms, pyramids and cylinders. They will use and create

two-dimensional nets to represent three-dimensional solids and make sense of problems. Real-world problems involving composite solids will be solved using a variety of strategies. Precision of language will be important as students describe features of solids and shapes, and explain their solution processes. Strategies for organizing information will be needed to help students make comparisons and connections between concepts and formulas.

Common Core State Standards: (major focus): 7.G.3, 4, 6 Math Practice Standards: 1,2,4,5,6,8 Suggested number of days: 13 days for traditional calendar / 11 days for year-round

Suggested Practice 14.1-14.3 Surface Areas of

Sections Topics

Big Ideas

Standards

Taking Math Deeper Prisms

Students will draw nets as models of solids to help them find surface area. 7.G.4

Pgs.593,599,605 Surface Areas of

Real-life problems will include surface areas of composite solids. Students

Exercises: 24 ,17,17 Pyramids

will need practice in using precise language as they describe figures and

explain formulas and multiple solution strategies.

Surface Areas of Cylinders

Complete activities #1-3.

14.4- 14.5 Volumes of Prisms Students will extend their understanding of surface area to develop

Taking Math Deeper Volumes of

7.G.3,4,6

Pgs. 613,619 Pyramids

strategies for finding volume of prisms and pyramids. They will look for

similarities, differences and patterns among figures. Opportunities for

Exercises:23,18

expressing these ideas will be important as students find regularity that can be applied to find formulas, make conjectures, and describe their reasoning.

Complete activities #1-4.

Chapter 15: Probability and Statistics

Purpose: In this unit, students will deepen their understanding of experimental and theoretical probability. Precision of language will be developed as students

explain the meaning of outcomes, events, probability, samples, and populations, as they solve real-life problems. Graphs, tables, and diagrams will be used to organize and interpret information. Students will need many opportunities to share their thinking and make connections among and between these representations. Experiments, models, and demonstrations, will be used to help students make sense of real-life problems. In studying samples and populations, they will use measures of center, compare data sets and populations, and analyze samples to determine if they can be used to draw conclusions and make predictions.

Common Core State Standards (major focus): 7.SP.1 -5,7a-b, 8a-bc Math Practice Standards: 1,2,3,4,6 Suggested number of days: 15 Sections

Topics

Big Ideas

Standards

Suggested Practice

15.1 –15.3 Outcomes and Events

Taking Math Deeper Probability

Through experimentation, students will develop their understanding 7.SP.5

Pgs. 637,643,651 Experimental and

of outcomes, events, and probability. Precise communication will be 7.SP.6

Exercises:26,18 , Theoretical Probability

emphasized as they describe and explain experimental and

7.SP.7a-b

theoretical probability.

30-32

Complete activities #1-3

15.4-15.5 Compound Events

Taking Math Deeper Independent and

Students will use tree diagrams, tables, simulations, and formulas to 7.SP.8a-c

Pgs. 659,667 Dependent Events

determine the possible outcomes of events. They will understand

and explain the difference between independent and dependent

Exercises:28,26

events and use formulas to find probabilities. Complete activities #1-4

15.6-15.7 Samples and Populations Students will determine whether a sample accurately represents a

Taking Math Deeper Comparing Populations

7.SP.1-4

population, if conclusions drawn from samples are valid, and if they

Pgs.677,685

can be used to make predictions. They will use measures of center

Exercises:19, 7

and variation to compare and make inferences about two populations. Dot plots, box-and-whisker plots, and tables will be used to organize and analyze data. Complete activities #1-3

Grade 7 Accelerated Traditional Calendar AUGUST 2014

SUN

MON

TUE

WED

THU

FRI

SAT

31 HOLIDAYS/OBSERVANCES:

HOLIDAYS/OBSERVANCES:

SEPTEMBER 2014

SUN

MON

TUE

WED

THU

FRI

SAT

SCHOOL OPENS

Scavenger Hunt/ Pre‐Course Test

LABOR DAY

HOLIDAY

Full Day of Instruction

Start Chapter 1

Finish Chapter 1 Start Chapter 2

-------------------- STYR in Session for September 2014 HOLIDAYS/OBSERVANCES:

SPECIAL DATES:

September 1:

Labor Day Holiday

September 2: School Opens - Full Day of Instruction

September 11: Patriot Day (U.S. Flag at half staff) Sept 15 - Oct 15: National Hispanic Heritage Month

OCTOBER 2014

SUN

MON

TUE

WED

THU

FRI

SAT

Finish Chapter 2

Start Chapter 3

Start Chapter

Finish Chapter

First Quarter Ends

-------------------- STYR in Session for October 2014 OBSERVANCES:

SPECIAL DATES:

Sept. 15 - Oct. 15: National Hispanic Heritage Month

October 31: First Quarter Ends

October 19 - 25: National Character Counts Week October 23 - 31: Red Ribbon Week support a drug-free America

NOVEMBER 2014

SUN

MON

TUE

WED

THU

FRI

SAT

Daylight Standard Time Begins 2 a.m.

Finish Chapter 4 Start Chapter 5

(Turn clock back 1 hr. 2 a.m.)

VETERANS DAY HOLIDAY

Finish Chapter 5

Science/History Project

Thanksgiving Vacation Week ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ALL SCHOOLS

30 -------------------- STYR in Session for November 2014

SPECIAL DATES:

HOLIDAYS/OBSERVANCES: National Native American Heritage Month

November 2: Daylight Savings Time Begins (Turn clocks back 1 hour at 2 a.m.)

November 11:

Veterans Day Observance

November 24 - 28: Thanksgiving Vacation Week - ALL SCHOOLS CLOSED

November 27, 28: Declared & Mandated Holidays

DECEMBER 2014

SUN

MON

TUE

WED

THU

FRI

SAT

Start Chapter 6

Finish Chapter 6

Start Chapter 7

WINTER VACATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ALL SCHOOLS

Declared & Mandated Holiday

WINTER VACATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

ALL SCHOOLS

-------------------- STYR in Session for December 2014 HOLIDAYS/OBSERVANCES:

SPECIAL DATES:

December 1:

World AIDS Day December 22, 2014 - January 2, 2015 Winter Vacation (Traditional Sites/Central Offices) December 7: Pearl Harbor Day (U.S. flag at half staff)

December 22, 2014 - January 19, 2015 Winter Vacation (STYR Schools) December 24, 25: Declared & Mandated Holiday Dec. 31 & Jan. 1: Declared & Mandated Holiday

JANUARY 2015

SUN

MON

TUE

WED

THU

FRI

SAT

1 NEW YEAR'S

DAY DECLARED &

MANDATED HOLIDAY

WINTER VACATION ‐‐‐‐‐ ALL SCHOOLS

Finish Chapter 7

Traditional Schools Central Offices Re-open

STYR WINTER VACATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ STYR WINTER VACATION

Start Chapter 9

STYR WINTER VACATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ STYR WINTER VACATION

DR. MARTIN LUTHER

9 Start Chapter 10

STYR

Finish Chapter

Traditional Schools

KING BIRTHDAY

Fall Semester

Traditional Schools Spring Semester Begins

-------------------- STYR in Session for January 2015

SPECIAL DATES:

HOLIDAYS/OBSERVANCES:

January 19: Dr. Martin Luther King Day Observed December 22, 2014 - January 2, 2015 Winter Vacation (Traditional Sites/Central Offices) December 22, 2014 - January 19, 2015 Winter Vacation (STYR Schools) January 5: Traditional Schools/Central Offices Re-open January 20: STYR Schools Re-open January 23: Traditional Schools Fall Semester Ends

FEBRUARY 2015

SUN

MON

TUE

WED

THU

FRI

SAT

Start Chapter 11 End Chapter 10

STYR Schools Fall Semester Ends

STYR Schools Spring Semester

ABRAHAM LINCOLN DAY

Begins

OBSERVANCE HOLIDAY

GEORGE WASHINGTON

Finish Chapter

DAY OBSERVANCE

Start Chapter 12

HOLIDAY

-------------------- STYR in Session for February 2015 HOLIDAYS/OBSERVANCES:

SPECIAL DATES:

National African American History Month

National African American History Month

February 2 - 6: National School Counseling Week

February 6: STYR Fall Semester Ends

February 13: Abraham Lincoln's Birthday Observed

February 9: STYR Spring Semester Begins

MARCH 2015

SUN

MON

TUE

WED

THU

FRI

SAT

Daylight Savings Time Begins

Finish Chapter 12

Start Chapter 13

2 a.m. (Move clock ahead 1hr)

Finish Chapter 13

Start Chapter 14

Traditional Schools

Third Quarter Ends

SPRING BREAK ‐‐‐‐‐‐ ALL SCHOOLS

-------------------- STYR in Session for March 2015 HOLIDAYS/OBSERVANCES:

SPECIAL DATES:

Women's History Month

Daylight Savings Time Begins (Clocks 1 hour ahead) March 2: National Ed Association's Read Across America

March 8:

March 27: Traditional Schools Third Quarter Ends

March 31: Cesar Chavez Day

March 30 - April 3: Spring Vacation (Traditional Schools) March 30 - April 24: Spring Vacation (STYR Schools)

APRIL 2015

SUN

MON

TUE

WED

THU

FRI

SAT

Traditional Schools ‐‐‐ Spring Break ‐‐‐ March 30 ‐ April 3, 2015 STYR ‐‐‐‐‐‐‐ Spring Break ‐‐‐‐‐‐‐‐ March 30 ‐ April 24, 2015

Traditional Schools Re-open Traditional Schools Fourth Quarter Begins

STYR ‐‐‐‐‐‐‐‐‐ Spring Break ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ March 30 ‐ April 24, 2015

Finish Chapter 14

Start Chapter 8

STYR ‐‐‐‐‐‐‐‐‐ Spring Break ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ March 30 ‐ April 24, 2015

Testing Window

STYR ‐‐‐‐‐‐‐‐‐ Spring Break ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ March 30 ‐ April 24, 2015

Testing Window

STYR Schools

Re-open

-------------------- STYR in Session for April 2015

SPECIAL DATES:

HOLIDAYS/OBSERVANCES:

April 12 - 18: National Environmental Education Week

March 30 - April 3: Spring Break (Traditional Schools)

April 12 - 15: Nattional Volunteer Week

March 30 - April 24: (STYR Schools)

April 22:

Earth Day

April 6:

Traditional Schools Re-open

April 19 - 25: Administrative Professionals Week and Day (April 22)

April 6:

Traditional Schools Fourth Quarter Begins

April 23:

Take Our Daughters and Sons to Work Day

STYR Schools Re-open

MAY 2015

SUN

MON

TUE

WED

THU

FRI

SAT

STYR Schools Third Quarter Ends

Finish Chapter 8

Start Chapter 15

STYR Schools Fourth Quarter

Begins

MEMORIAL DAY

Finish Chapter 15

HOLIDAY

31 -------------------- STYR in Session for May 2015 HOLIDAYS/OBSERVANCES:

SPECIAL DATES:

Asian American and Pacific Islander Heritage Month May 3 - 9:

Teacher Appreciation Week May 18 - 24: Classified Employee Appreciation Week

May 8: STYR Third Quarter Ends

May 11 - 17: National Children's Book Week

May 18: STYR Fourth Quarter Begins May 5: National Teacher Day

May 25:

Memorial Day Holiday

JUNE 2015

SUN

MON

TUE

WED

THU

FRI

SAT

Project/Review

End of Course

14 15 Last Day

for Traditional Schools

Spring Semester Ends

-------------------- STYR in Session for June 2015 HOLIDAY/OBSERVANCES:

SPECIAL DATES:

June 14: Flag Day

June 15: Traditional Schools Close - Last Day for Student Attendance June 15: Traditional Schools Spring Semester Ends June 30: Close of Fiscal Year

JULY 2015

SUN

MON

TUE

WED

THU

FRI

SAT

INDEPENDENCE DAY HOLIDAY

19 20 21 Last Day

for STYR Schools

Spring Semester Ends

-------------------- STYR in Session for July 2015 HOLIDAY/OBSERVANCES:

SPECIAL DATES:

July 3: Independence Day - National Holiday

July 21: STYR Schools Close - Last Day for Student Attendance July 21: STYR School Spring Semester Ends

Grade 7 Accelerated Year Round Calendar AUGUST 2014

SUN

MON

TUE

WED

THU

FRI

SAT

31 HOLIDAYS/OBSERVANCES:

HOLIDAYS/OBSERVANCES:

SEPTEMBER 2014

SUN

MON

TUE

WED

THU

FRI

SAT

1 2 3 4 5 Scavenger Hunt 6

SCHOOL OPENS

LABOR DAY

Pre

‐Assessment/ Scavenger Hunt

HOLIDAY

Full Day

of Instruction

Start Chapter 1

Finish Chapter 1 Start Chapter 2

-------------------- STYR in Session for September 2014 HOLIDAYS/OBSERVANCES:

SPECIAL DATES:

September 1:

Labor Day Holiday

September 2: School Opens - Full Day of Instruction

September 11: Patriot Day (U.S. Flag at half staff) Sept 15 - Oct 15: National Hispanic Heritage Month

OCTOBER 2014

SUN

MON

TUE

WED

THU

FRI

SAT

Finish Chapter 2

Start Chapter 3

Finish Chapter 3 Start Chapter 4

First Quarter Ends

-------------------- STYR in Session for October 2014 OBSERVANCES:

SPECIAL DATES:

Sept. 15 - Oct. 15: National Hispanic Heritage Month

October 31: First Quarter Ends

October 19 - 25: National Character Counts Week October 23 - 31: Red Ribbon Week support a drug-free America

NOVEMBER 2014

SUN

MON

TUE

WED

THU

FRI

SAT

Daylight Standard Time

Finish Chapter 4

Start Chapter 5

Begins 2 a.m. (Turn clock back 1 hr. 2 a.m.)

VETERANS DAY HOLIDAY

Finish Chapter 5

Science or History Project

Thanksgiving Vacation Week ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ALL SCHOOLS

30 -------------------- STYR in Session for November 2014

SPECIAL DATES:

HOLIDAYS/OBSERVANCES: National Native American Heritage Month

November 2: Daylight Savings Time Begins (Turn clocks back 1 hour at 2 a.m.)

November 11:

Veterans Day Observance

November 24 - 28: Thanksgiving Vacation Week - ALL SCHOOLS CLOSED

November 27, 28: Declared & Mandated Holidays

DECEMBER 2014

SUN

MON

TUE

WED

THU

FRI

SAT

Start Chapter 6

Finish Chapter 6

WINTER VACATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ALL SCHOOLS

Declared & Mandated Holiday

WINTER VACATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

ALL SCHOOLS

-------------------- STYR in Session for December 2014 HOLIDAYS/OBSERVANCES:

SPECIAL DATES:

December 1:

World AIDS Day December 22, 2014 - January 2, 2015 Winter Vacation (Traditional Sites/Central Offices) December 7: Pearl Harbor Day (U.S. flag at half staff)