2020 Academic Standards
MA.7.RP.A.1: Students can: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units.
Road Trip (Problem Solving)
Unit Conversions
MA.7.RP.A.2: Students can: Identify and represent proportional relationships between quantities.
MA.7.RP.A.2.a: Determine 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.
MA.7.RP.A.2.b: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
MA.7.RP.A.2.c: Represent proportional relationships by equations.
MA.7.RP.A.2.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.
MA.7.RP.A.3: Students can: Use proportional relationships to solve multistep ratio and percent problems.
Fraction, Decimal, Percent (Area and Grid Models)
Percent of Change
Percents, Fractions, and Decimals
Polling: Neighborhood
MA.7.NS.A.1: Students can: 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.
MA.7.NS.A.1.a: Describe situations in which opposite quantities combine to make 0.
Adding and Subtracting Integers with Chips
MA.7.NS.A.1.b: Demonstrate p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
Adding and Subtracting Integers
Adding on the Number Line
MA.7.NS.A.1.c: Demonstrate 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.
Adding and Subtracting Integers
Adding and Subtracting Integers with Chips
Adding on the Number Line
MA.7.NS.A.1.d: Apply properties of operations as strategies to add and subtract rational numbers.
Adding and Subtracting Integers
Adding and Subtracting Integers with Chips
Adding on the Number Line
MA.7.NS.A.2: Students can: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
MA.7.NS.A.2.d: Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
Fraction, Decimal, Percent (Area and Grid Models)
MA.7.EE.A.1: Students can: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
Equivalent Algebraic Expressions I
Equivalent Algebraic Expressions II
Simplifying Algebraic Expressions I
Simplifying Algebraic Expressions II
MA.7.EE.B.3: Students can: 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.
Adding on the Number Line
Fraction, Decimal, Percent (Area and Grid Models)
Fractions with Unlike Denominators
Improper Fractions and Mixed Numbers
Percent of Change
Percents, Fractions, and Decimals
MA.7.EE.B.4: Students can: 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.
MA.7.EE.B.4.a: Solve word problems leading to equations of the form px ± q = r and p(x ± q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
Modeling and Solving Two-Step Equations
Perimeter and Area of Rectangles
Solving Algebraic Equations II
Solving Two-Step Equations
MA.7.EE.B.4.b: Solve word problems leading to inequalities of the form px ± q > r, px ± q is greater than or equal to r, px ± q < r, or px ± q is less than or equal to 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.
Solving Linear Inequalities in One Variable
MA.7.SP.A.1: Students can: Understand that statistics can be used to gain information about a population by examining a sample of the population; explain that generalizations about a population from a sample are valid only if the sample is representative of that population. Explain that random sampling tends to produce representative samples and support valid inferences.
Estimating Population Size
Polling: City
Polling: Neighborhood
Populations and Samples
MA.7.SP.A.2: Students can: 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.
Polling: City
Polling: Neighborhood
Populations and Samples
MA.7.SP.B.3: Students can: 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.
MA.7.SP.B.4: Students can: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
Box-and-Whisker Plots
Movie Reviewer (Mean and Median)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)
MA.7.SP.C.5: Students can: Explain 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.
Geometric Probability
Lucky Duck (Expected Value)
Probability Simulations
Spin the Big Wheel! (Probability)
Theoretical and Experimental Probability
MA.7.SP.C.6: Students can: 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.
Geometric Probability
Probability Simulations
Spin the Big Wheel! (Probability)
Theoretical and Experimental Probability
MA.7.SP.C.7: Students can: 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.
MA.7.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.
Probability Simulations
Spin the Big Wheel! (Probability)
Theoretical and Experimental Probability
MA.7.SP.C.7.b: Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
Probability Simulations
Spin the Big Wheel! (Probability)
Theoretical and Experimental Probability
MA.7.SP.C.8: Students can: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
MA.7.SP.C.8.a: Explain 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.
Independent and Dependent Events
MA.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.
Independent and Dependent Events
MA.7.SP.C.8.c: Design and use a simulation to generate frequencies for compound events.
Independent and Dependent Events
MA.7.G.A.1: Students can: 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.
MA.7.G.A.2: Students can: 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.
Classifying Quadrilaterals
Classifying Triangles
Parallelogram Conditions
Special Parallelograms
Triangle Inequalities
MA.7.G.B.4: Students can: State 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.
Circumference and Area of Circles
MA.7.G.B.5: Students can: Use facts about supplementary, complementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.
Investigating Angle Theorems
Triangle Angle Sum
MA.7.G.B.6: Students can: 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.
Area of Parallelograms
Area of Triangles
Balancing Blocks (Volume)
Chocomatic (Multiplication, Arrays, and Area)
Fido's Flower Bed (Perimeter and Area)
Perimeter and Area of Rectangles
Prisms and Cylinders
Pyramids and Cones
Surface and Lateral Areas of Prisms and Cylinders
Surface and Lateral Areas of Pyramids and Cones
Correlation last revised: 4/20/2022