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School City of Hobart Mathematics - Grade 7 In this technological age, mathematics is more important than ever. When students leave school, they are more and more likely to use mathematics in their work and everyday lives - operating computer equipment, planning timelines and schedules, reading and interpreting data, comparing prices, managing personal finances, and completing other problem-solving tasks. What they learn in mathematics and how they learn it will provide an excellent preparation for a challenging and ever-changing future. |
| Number Theory |
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Number Sense
The learner will be able to understand and use scientific notation* and square roots. They convert between fractions and decimals. * scientific notation: a shorthand way of writing numbers using powers of ten.
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7.1.1
The learner will be able to read, write, compare, and solve problems using whole numbers in scientific notation. Example: Write 300,000 in scientific notation. .
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7.1.2
The learner will be able to compare and order rational* and common irrational* numbers and place them on a number line. Example: Place in order: -2, 5/8, -2.45, 0.9, ~, -1 3/4. * rational number: any number that can be written as a ratio of two integers* (e.g., 1/2, 5/6, 23/9) * integers: ..., -3, -2, -1, 0, 1, 2, 3, ... *irrational number: any number that cannot be written as a ratio of two integers .
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7.1.3
The learner will be able to identify rational and common irrational numbers from a list. Example: Name all the irrational numbers in the list: -2, 5/8, -2.45, 0.9, ~, -1. .
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7.1.4
The learner will be able to understand and compute whole number powers of whole numbers. Example: 3 5 = 3 x 3 x 3 x 3 x 3 = ? .
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7.1.5
The learner will be able to find the prime factorization* of whole numbers and write the results using exponents. Example: 2 4 = 2 x 2 x 2 x 3 = 2 3 x 3. *prime factors: e.g., prime factors of 12 are 2 and 3, the two prime numbers that divide 12 .
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7.1.6
The learner will be able to understand and apply the concept of square root. Example: Explain how you can find the length of the hypotenuse of a right triangle with legs that measure 5 cm and 12 cm. .
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7.1.7
The learner will be able to convert terminating decimals* into reduced fractions. Example: Write 0.95 as a fraction. *terminating decimals: decimals that do not continue indefinitely (e.g., 0.362, 34.1857) .
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| Integers |
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Computation
The learner will be able to solve problems involving integers*, fractions, decimals, ratios, and percentages. *integers: ..., -3, -2, -1, 0, 1, 2, 3.
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7.2.1
The learner will be able to solve addition, subtraction, multiplication, and division problems that use integers, fractions, decimals, and combinations of the four operations. Example: The temperature one day is 5º. It then falls by 3º each day for 4 days and, after that, rises by 2º each day for 3 days. What is the temperature on the last day? Explain your method. .
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| Percents |
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7.2.2
The learner will be able to calculate the percentage increase and decrease of a quantity. Example: The population of a country was 36 million in 1990 and it rose to 41.4 million during the 1990s. What was the percentage increase in the population? .
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7.2.3
The learner will be able to solve problems that involve discounts, markups, and commissions. Example: A merchant buys CDs for $11 wholesale and marks up the price by 35%. What is the retail price? .
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| Fractions |
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7.2.4
The learner will be able to use estimation to decide whether answers are reasonable in problems involving fractions and decimals. Example: Your friend says that 3 3/8 x 2 2/9 = 10 . Without solving, explain why you think the answer is wrong. .
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7.2.5
The learner will be able to use mental arithmetic to compute with simple fractions, decimals, and powers. Example: Find 3 4 without using pencil and paper. .
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| Algebraic Concepts |
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Algebra and Functions
The learner will be able to express quantitative relationships using algebraic terminology, expressions, equations, inequalities, and graphs.
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7.3.1
The learner will be able to use variables and appropriate operations to write an expression, a formula, an equation, or an inequality that represents a verbal description. Example: Write in symbols the inequality: 5 less than twice the number is greater than 42. .
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7.3.2
The learner will be able to write and solve two-step linear equations and inequalities in one variable and check the answers. Example: Solve the equation 4x - 7 = 12 and check your answer in the original equation. .
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7.3.3
The learner will be able to use correct algebraic terminology, such as variable, equation, term, coefficient*, inequality, expression, and constant. Example: Name the variable, terms, and coefficient in this equation: 7x + 4 = 67. *coefficient: e.g., 7 is the coefficient in 7x .
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7.3.4
The learner will be able to evaluate numerical expressions and simplify algebraic expressions by applying the correct order of operations and the properties of rational numbers* (e.g., identity, inverse, commutative*, associative*, distributive*). Justify each step in the process. Example: Simplify 3(4x + 5x - 1) + 2(x + 3) by removing the parentheses and rearranging. Explain each step you take. *rational numbers: any number that can be written as a ratio of two integers* (e.g., 1/2, 5/6, 23/9) * integers: ..., -3, -2, -1, 0, 1, 2, 3, ... *commutative property: the order when adding or multiplying numbers makes no difference (e.g., 5 + 3 = 3 + 5), but note that this is not true for subtraction or division *associative: the grouping when adding or multiplying numbers makes no difference (e.g., in 5 + 3 + 2, adding 5 and 3 and then adding 2 is the same as 5 added to 3 + 2), but note that this is not true for subtraction or division *distributive: e.g., 3(5 + 2) = 3(5) + 3(2) .
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7.3.5
The learner will be able to solve an equation or formula with two variables for a particular variable. Example: Solve the formula C = 2~r for r. .
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| Functions |
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7.3.6
The learner will be able to define slope as vertical change per unit of horizontal change and recognize that a straight line has constant slope or rate of change. Example: Examine a table of values and make a conjecture about whether the table represents a linear function. .
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7.3.7
The learner will be able to find the slope of a line from its graph. Example: Draw the graph of y = 2x - 1. Choose two points on the graph and divide the change in y-value by the change in x-value. Repeat this for other pairs of points on the graph. What do you notice? .
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7.3.8
The learner will be able to draw the graph of a line given the slope and one point on the line, or two points on the line. Example: Draw the graph of the equation with slope of 3 and passing through the point with coordinates (0, -2). .
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7.3.9
The learner will be able to identify functions as linear or nonlinear and examine their characteristics in tables, graphs, and equations. Example: A plant is growing taller according to the formula H = 2d + 3, where H is the height after d days. Draw the graph of this function and explain what the point where it meets the vertical axis represents. Is this graph linear or nonlinear? .
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7.3.10
The learner will be able to identify and describe situations with constant or varying rates of change and know that a constant rate of change describes a linear function. Example: In the last example, how will the graph be different if the plant's speed of growth changes? .
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| Geometry |
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Geometry
The learner will be able to deepen their understanding of plane and solid geometric shapes by constructing shapes that meet given conditions and by identifying attributes of shapes.
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7.4.1
The learner will be able to understand coordinate graphs and use them to plot simple shapes, find lengths and areas related to the shapes and find images under translations (slides), rotations (turns), and reflections (flips). Example: Draw the triangle with vertices (0, 0), (3, 0), and (0, 4). Find the lengths of the sides and the area of the triangle. Translate (slide) the triangle 2 units to the right. What are the coordinates of the new triangle? .
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7.4.2
The learner will be able to understand that transformations - such as slides, turns, and flips - preserve the length of segments, and that figures resulting from slides, turns, and flips are congruent* to the original figures. Example: In the last example, find the lengths of the sides and the area of the new triangle. Discuss your results. *congruent: same shape and size .
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7.4.3
The learner will be able to know and understand the Pythagorean Theorem and use it to find the length of the missing side of a right triangle and the lengths of other line segments. Use direct measurement to test conjectures about triangles. Example: Use the length and width of your classroom to calculate the distance across the room diagonally. Check by measuring. .
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7.4.4
The learner will be able to construct two-dimensional patterns (nets) for three-dimensional objects, such as right prisms*, pyramids, cylinders, and cones. Example: Draw a rectangle and two circles that will fit together to make a cylinder. *right prism: a three-dimensional shape with two congruent ends that are polygons and all other sides are rectangles .
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| Measurement |
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Measurement
The learner will be able to compare units of measure and use similarity* to solve problems. They compute the perimeter, area, and volume of common geometric objects and use the results to find measures of less regular objects. *similarity: figures that have the same shape but may not have the same size.
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7.5.1
The learner will be able to compare lengths, areas, volumes, weights, capacities, times, and temperatures within measurement systems. Example: The area of the school field is 3 acres. How many square yards is that? Explain your method. .
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7.5.2
The learner will be able to use experimentation and modeling to visualize similarity problems. Solve problems using similarity. Example: At a certain time, the shadow of your school building is 36 feet long. At the same time, the shadow of a yardstick held vertically is 4 feet long. How high is the school building? .
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7.5.3
The learner will be able to read and create drawings made to scale, construct scale models, and solve problems related to scale. Example: On a plan of your school, your classroom is 5 cm long and 3 cm wide. The actual classroom is 10 m long. How wide is it? Explain your answer. .
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7.5.4
The learner will be able to use formulas for finding the perimeter and area of basic two-dimensional shapes and the surface area and volume of basic three-dimensional shapes, including rectangles, parallelograms*, trapezoids*, triangles, circles, right prisms*, and cylinders. Example: Find the surface area of a cylindrical can 15 cm high and with a diameter of 8 cm. *parallelogram: a four-sided figure with both pairs of opposite sides parallel *trapezoid: a four-sided figure with one pair of opposite sides parallel *right prism: a three-dimensional shape with two congruent ends that are polygons and all other sides are rectangles .
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7.5.5
The learner will be able to estimate and compute the area of more complex or irregular two-dimensional shapes by dividing them into more basic shapes. Example: A room to be carpeted is a rectangle 5 m x 4 m. A semicircular fireplace of diameter 1.5 m takes up some of the floor space. Find the area to be carpeted. .
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7.5.6
The learner will be able to use objects and geometry modeling tools to compute the surface area of the faces and the volume of a three-dimensional object built from rectangular solids. Example: Build a model of an apartment building with blocks. Find its volume and total surface area. .
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| Data Interpretation |
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Data Analysis and Probability
The learner will be able to collect, organize, and represent data sets and identify relationships among variables within a data set. They determine probabilities and use them to make predictions about events.
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7.6.1
The learner will be able to analyze, interpret, and display data in appropriate bar, line, and circle graphs and stem-and-leaf plots,* and justify the choice of display. Example: You survey the students in your school to find which of three designs for a magazine cover they prefer. To display the results, which would be more appropriate: a bar chart or a circle graph? Explain your answer. *stem-and-leaf plot: e.g., this one shows 62, 63, 67, 71, 75, 75, 76, etc. Stem Leaf 6 2 3 7 7 1 5 5 6 8 9 8 0 1 1 2 3 5 5 7 8 8 9 1 2 2 3 3 4 .
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| Probability/Statistics |
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7.6.2
The learner will be able to make predictions from statistical data. Example: Record the temperature and weather conditions (sunny, cloudy, or rainy) at 1 p.m. each day for two weeks. In the third week, use your results to predict the temperature from the weather conditions. .
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7.6.3
The learner will be able to describe how additional data, particularly outliers, added to a data set may affect the mean*, median*, and mode*. Example: You measure the heights of the students in your grade on a day when the basketball team is playing an away game. Later you measure the players on the team and include them in your data. What kind of effect will including the team have on the mean, median, and mode? Explain your answer. *mean: the average obtained by adding the values and dividing by the number of values *median: the value that divides a set of data written in order of size into two equal parts *mode: the most common value .
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| Data Interpretation |
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7.6.4
The learner will be able to analyze data displays, including ways that they can be misleading. Analyze ways in which the wording of questions can influence survey results. Example: On a bar graph of a company's sales, it appears that sales have more than doubled since last year. Then you notice that the vertical axis starts at $5 million and can see that sales have in fact increased from $5.5 million to $6.2 million. .
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| Probability/Statistics |
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7.6.5
The learner will be able to know that if P is the probability of an event occurring, then 1 - P is the probability of that event not occurring. Example: The weather forecast says that the probability of rain today is 0.3. What is the probability that it won't rain? .
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7.6.6
The learner will be able to understand that the probability of either one or the other of two disjoint events* occurring is the sum of the two individual probabilities. Example: Find the probability of rolling 9 with two number cubes. Also find the probability of rolling 10. What is the probability of rolling 9 or 10? *disjoint events: events that cannot happen at the same time .
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7.6.7
The learner will be able to find the number of possible arrangements of several objects using a tree diagram. Example: A state's license plates contain 6 digits and one letter. How many different license plates can be made if the letter must always be in the third position and the first digit cannot be a zero? .
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| Problem Solving |
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Problem Solving
The learner will be able to make decisions about how to approach problems and communicate their ideas.
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7.7.1
The learner will be able to analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. Example: Solve the problem: "The first three triangular numbers are shown in the diagram below. Find an expression to calculate the nth triangular number." o o o o o o o o o o 1 3 6 Decide to look for patterns. .
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7.7.2
The learner will be able to make and justify mathematical conjectures based on a general description of a mathematical question or problem. Example: In the first example, notice that three dots make an equilateral triangle for the number 3 and six dots make the next equilateral triangle. .
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7.7.3
The learner will be able to decide when and how to divide a problem into simpler parts. Example: In the first example, decide to make a diagram for the fourth and fifth triangular numbers. .
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7.7.4
The learner will be able to apply strategies and results from simpler problems to solve more complex problems. Example: In the first example, list the differences between any two triangular numbers. .
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7.7.5
The learner will be able to make and test conjectures by using inductive reasoning. Example: In the first example, predict the difference between the fifth and sixth numbers and use this to predict the sixth triangular number. Make a diagram to test your conjecture. .
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7.7.6
The learner will be able to express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work. Example: In the first example, use words, numbers, and tables to summarize your work with triangular numbers. .
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7.7.7
The learner will be able to recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. Example: Calculate the amount of aluminum needed to make a can with diameter 10 cm that is 15 cm high and 1 mm thick. Take ~ as 3.14 and give your answer to appropriate accuracy. .
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7.7.8
The learner will be able to select and apply appropriate methods for estimating results of rational-number computations. Example: Measure the dimensions of a swimming pool to find its volume. Estimate an answer by working with an average depth. .
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7.7.9
The learner will be able to use graphing to estimate solutions and check the estimates with analytic approaches. Example: Use a graphing calculator to find the crossing point of the straight lines y = 2x + 3 and x + y = 10. Confirm your answer by checking it in the equations. .
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7.7.10
The learner will be able to make precise calculations and check the validity of the results in the context of the problem. Example: In the first example, check that your later results fit with your earlier ones. If they do not, repeat the calculations to make sure. .
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7.7.11
The learner will be able to decide whether a solution is reasonable in the context of the original situation. Example: In the first example, calculate the 10th triangular number and draw the triangle of dots that goes with it. .
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7.7.12
The learner will be able to note the method of finding the solution and show a conceptual understanding of the method by solving similar problems. Example: Use your method from the first example to investigate pentagonal numbers. .
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