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Common Core: Standard
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 In Topic B, students work extensively with a ruler, compass, and protractor to construct geometric shapes, mainly triangles (7.G.A.2). The use of a compass is new (e.g., how to hold it, and to how...

 Topic C introduces the idea of a slice (or cross section) of a threedimensional figure. Students explore the twodimensional figures that result from taking slices of right rectangular prisms and...

 Similar to Topic A, the subjects of area, surface area, and volume in Topics D and E are not new to students, but provide opportunities for students to expand their knowledge by working with...

 Similar to Topic A, the subjects of area, surface area, and volume in Topics D and E are not new to students, but provide opportunities for students to expand their knowledge by working with...

 In Topics A and B, students learn to interpret the probability of an event as the proportion of the time that the event will occur when a chance experiment is repeated many times (7.SP.C.5). They...

 In Topic B, students move to comparing probabilities from simulations to computed probabilities that are based on theoretical models (7.SP.C.6, 7.SP.C.7). They calculate probabilities of compound...

 In Topics C and D, students focus on using random sampling to draw informal inferences about a population (7.SP.A.1, 7.SP.A.2). In Topic C, they investigate sampling from a population (7.SP.A.2). ...

 In Topic D, students learn to compare two populations with similar variability. They learn to consider sampling variability when deciding if there is evidence that the means or the proportions of...

 In Topic A, students solve for unknown angles. The supporting work for unknown angles began in Grade 4, Module 4 (4.MD.C.5–7), where all of the key terms in this Topic were first defined, including...

 In Topic C, Students continue work with geometry as they use equations and expressions to study area, perimeter, surface area, and volume. This final topic begins by modeling a circle with a bicycle...

 Topic A builds on students’ conceptual understanding of percent from Grade 6 (6.RP.3c), and relates 100% to “the whole.” Students represent percents as decimals and fractions and extend their...

 In Topic B, students create algebraic representations and apply their understanding of percent from Topic A to interpret and solve multistep word problems related to markups or markdowns, simple...

 Students revisit scale drawings in Topic C to solve problems in which the scale factor is represented by a percent (7.RP.A.2b, 7.G.A.1). They understand from their work in Module 1, for example,...

 The problemsolving material in Topic D provides students with further applications of percent and exposure to problems involving population, mixtures, and counting, in preparation for later topics...

 In Topic A, students examine situations carefully to determine if they are describing a proportional relationship. Their analysis is applied to relationships given in tables, graphs, and verbal...

 In Topic B, students learn that the unit rate of a collection of equivalent ratios is called the constant of proportionality and can be used to represent proportional relationships with equations of...

 In Topic C, students extend their reasoning about ratios and proportional relationships to compute unit rates for ratios and rates specified by rational numbers, such as a speed of ½ mile per ¼ hour...

 In Topic D, students bring the sum of their experience with proportional relationships to the context of scale drawings (7.RP.2b, 7.G.1). Given a scale drawing, students rely on their background in...

 In Topic A, students return to the number line to model the addition and subtraction of integers (7.NS.A.1). They use the number line and the Integer Game to demonstrate that an integer added to its...

 Students develop the rules for multiplying and dividing signed numbers in Topic B. They use the properties of operations and their previous understanding of multiplication as repeated addition to...

 In Topic C, students problemsolve with rational numbers and draw upon their work from Grade 6 with expressions and equations (6.EE.A.2, 6.EE.A.3, 6.EE.A.4, 6.EE.B.5, 6.EE.B.6, 6.EE.B.7). They...

 To begin this module, students will generate equivalent expressions using the fact that addition and multiplication can be done in any order with any grouping and will extend this understanding to...

 In Topic B, students use linear equations and inequalities to solve problems. They continue to use bar diagrams from earlier grades where they see fit but will quickly discover that some problems...