Grade 7 Accelerated Math Pacing Guide

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Grade 7 Accelerated Common Core Mathematics

2014-15 Year at A Glance

SEMESTER 1

Textbook: BIG IDEAS MATH Course 2 ADVANCED Chapter 1 Equations Transformations Angles and

Triangles

Graphing and Writing Linear Equations

Systems of Linear Equations

Functions Real Numbers and the Pythagorean

Theorem

Data Analysis and Displays

BIG IDEAS: COMMON CORE STANDARDS Write and solve

multi-step variables on both sides, applying and similar figures and translations. Translate figures in

the coordinate plane, exploring

reflections, rotations, and dilations. Find

unknown measures, perimeter, and

area of similar figures.

8.G.1-4

Describe and find the measures of angles formed by transversals. Find the measures of

interior and exterior angles of

triangles and polygons. Identify

similar triangles and find missing

measures.

8.G.5

Graph proportional relationships and interpret unit rate as the slope. Find slope by using points, tables, and

similar triangles. Identify perpendicular and parallel lines. Find x and y-intercepts. Write and graph equations in

slope-intercept, standard, and point-slope form.

8.EE.4-6

Write and solve systems of linear

equations algebraically, using

substitution, elimination and graphing. Write systems of equations

to model and solve real-life problems, and

justify solutions. Explore special systems of linear equations and their

solutions.

Find square and cube roots, evaluate

expressions, and solve equations involving square and cube roots.

Prove the Pythagorean Theorem and use it to find missing side lengths of right triangles, and to develop the distance formula. Explore irrational plots for bivariate

data. Describe patterns and find lines of best fit and

use them to solve problems. Use precise language to

describe and analyze data displays of data.

8.SP.1-4

CRITICAL AREAS OF FOCUS: STANDARDS FOR MATHEMATICAL PRACTICE :

1. Formulating and reasoning about expressions and equations, modeling an association in bivariate data, solving linear equations and systems of linear equations.

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

3. Analyzing two-and three-dimensional space and figures using distance, angle, similarity, and congruence and understanding and applying the Pythagorean Theorem.

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics.

5. Use appropriate tools strategically. 6. Attend to precision.

7. Look for and make use of structure.

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Grade 7 Accelerated Common Core Mathematics

2014-15 Year at A Glance

SEMESTER 2

Textbook: BIG IDEAS MATH Course 2 ADVANCED Chapter 10 13 days Traditional

11 days YR

Inequalities Constructions and Scale Drawings

Circles and Area Surface Area and Volume

Volume and Similar Solids

Probability and Statistics BIG IDEAS: COMMON CORE STANDARDS

Write, evaluate, and simplify expressions

with integer exponents. Recognize patterns

and write rules for products and quotients of powers.

Read and write scientific notation to

solve real-life problems.

8.EE.1,3,4

Write and graph inequalities. Apply properties of inequality

to solve multi-step inequalities and determine if a given number is a solution.

Translate between written, graphical and

symbolic representations.

7.EE.4b

Classify angles as adjacent, vertical, complementary and supplementary. Write and solve equations for

an unknown angle in a figure. Construct

triangles and quadrilaterals. Solve problems involving

scale drawings of geometric figures.

7.G.1,2,5

Know and apply the formulas for the area and circumference of

circles. Solve problems that include perimeters of

semicircles. Understand the concept of pi. Find

and estimate perimeter and area of composite figures.

7.G.4,6

Use two-dimensional nets to represent three-dimensional solids. Find surface area of rectangular and

triangular prisms, regular pyramids, and cylinders. Find volumes

of prisms and pyramids. Describe the

intersection of planes and solids.

7.G.3,4,6

Find the volumes of cylinders, cones, and spheres. Find surface

area and volume of similar solids and

compare them. Describe the process for identifying similar solids. Use formulas to

solve real-world problems.

8.G.9

Develop understanding of outcomes and events,

including compound events. Find and compare experimental and

theoretical probabilities. Identify

dependent and independent events.

7.SP.1-6 7.SP.7a-b 7.SP.8a-c

CRITICAL AREAS OF FOCUS: STANDARDS FOR MATHEMATICAL PRACTICE :

1. Develop understanding of and apply proportional relationships, including percentages.

2. Develop understanding of operations with rational numbers and working with expressions and linear equations.

3. Solve problems involving scale drawings and informal geometric constructions.

4. Draw inferences about populations based on samples.

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics.

5. Use appropriate tools strategically. 6. Attend to precision.

7. Look for and make use of structure.

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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 Topics Big ideas Standards Suggested Practice 1.1-1.3 Solving Simple

Equations

Solving Multi-Step Solving Equations with Variables on Both Sides Equations

Establish norms for collaboration and student discourse. Explore the textbook through the Scavenger Hunt and introduce use of the Record and Practice Journal. Students will solve equations by using inverse operations, combining like terms and applying the distributive property. Reflecting on, and explaining their solution processes will be emphasized.

Complete activities # 1-3

8.EE.7a-b Taking Math Deeper

Pgs. 9,15,25

Exercises: 42,18,39

1.4 Rewriting Equations and Formulas

Students will use formulas for one measurement to write formulas for a different measurement, as they rewrite equations to solve for one variable in terms of the other variable. Familiarity with common formulas for area, perimeter and volume will be important, and may need review. Looking for structure will help students transform equations and make sense of problems.

8.EE.7a-b Taking Math Deeper

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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

Sections Topics Big ideas Standards Suggested Practice 2.1-2.4 Congruent Figures

Translations Reflections Rotations

Students will identify congruent figures, naming corresponding sides and angles. They will identify transformations, including translations, reflections, and

rotations, explaining the sequence of transformations. Use of drawings will be important as students use visual skills to draw and make sense of figures.

8.G.1-3 Taking Math Deeper

Pgs. 47,53,59,67 Exercises: 13,23,27,27

2.5-2.7 Similar Figures Perimeters and Area of Similar Figures

Students will use proportional reasoning to understand similar figures, identify corresponding angles and sides, and find missing measures. They will analyze the effect of changes in dimensions of similar figures, and explore dilations. Tables will be used to look for and describe patterns between dimensions of similar figures.

8.G.3-4 Taking Math Deeper

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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

Sections Topics Big Ideas Standards Suggested Practice 3.1-3.3 Parallel Lines and

Transversals Angles of Triangles Angles of Polygons

Students will describe and find the measures of angles formed by parallel lines and transversals. Sums of interior and exterior angles of polygons will be 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

8.G.5 Taking Math Deeper

Pgs. 109,115,125 Exercises: 30,16,30

3.4 Using Similar Triangles

Students will understand and identify similar triangles, using informal and formal definitions, and use indirect measurement to find missing measures. Using informal arguments, they will establish facts about angles, and apply their understanding of proportions to reason logically through solution strategies.

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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

Sections Topics Big Ideas Standards Suggested Practice 4.1-4.3 Graphing Linear

Equations Slope of a Line Graphing Proportional Relationships

Students will make connections between solutions of linear equations and their graphs, using tables to model and graph. Graphing calculators will be an

effective tool for students to use, and should be available. Using multiple strategies and representations, slope will be explored deeply, connecting slope, unit rate, similar triangles, and direct variation. Real-life problems will be used to write and graph linear equations and model proportional relationships. Complete activities #1-3

8.EE.5-6 Taking Math Deeper

Pgs. 147,155,163 Exercises: 27,36, 11

4.4-4.5 Graphing Linear Equations in Slope-Intercept Form and Standard Form

Students will make sense of problems and model with mathematics as they define variables, identify and explain x and y intercepts, and graph linear equations in slope-intercept and standard form and explain the efficacy of each method within the context of a problem.

8.EE.6 Taking Math Deeper

Pgs. 171,177 Exercise: 26,20

4.6-4.7 Writing Equations in Slope-Intercept Form and Point-Slope Form

Given the graph, intercepts, slope, or two points on a line, students will write equations in slope-intercept and standard form, explaining the important features of the line in terms of the context of the problem. Students will need many opportunities to discuss their and justify their reasoning.

8.F.4 Taking Math Deeper

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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

Sections Topics Big Ideas Standards Suggested Practice 5.1-5.3 Solving Systems of

Linear Equations by Graphing

Substitution Elimination

Students will understand that the solution of a system of linear equations corresponds to the point of intersection of their graphs. Using substitution, elimination, inspection, and graphing, students will develop flexibility in problem-solving, and strategically choose between multiple methods. 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

8.EE.8a-c Taking Math Deeper

Pgs. 207,213,223 Exercises: 23,25,32

5.4 Solving Special Systems of Equations

In this section, students will explore systems of equations that have no solution, or infinitely many solutions. By inspection, students may in some cases, be able to determine the number of solutions without graphing. By 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.

8.EE.7 8.EE.8a-c

Taking Math Deeper

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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

Sections Topics Big ideas Standards Suggested Practice 6.1-6.3 Relations and

Functions

Representations of Functions

Linear Functions

Using mapping diagrams and ordered pairs, students will describe patterns and relationships between two data sets and define relations and functions. They will represent functions in different ways using tables, equations, input

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

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

8.F.1,2,4 Taking Math Deeper

Pgs. 247,255,263 Exercises:16,36,18

6.4-6.5 Comparing Linear and Non-Linear Functions Analyzing and

Sketching Graphs

Identify linear and non-linear functions from tables or graphs, comparing and describing patterns of change. Student will develop flexibility in using 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.

8.F.3,5 Taking Math Deeper

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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

Sections Topics Big Ideas Standards Suggested Practice 7.1-7.2 Finding Square Roots

Finding Cube Roots

Finding the square and cube roots of perfect squares and cubes will be extended to evaluating expressions and solving equations

involving square and cube roots. Students will compare and describe square and cube roots, using precise language (including words and symbols) to explain their thinking.

Complete activities#1-3

Pgs. 293,299 Exercises:36,30

7.3-7.5 The Pythagorean Theorem Approximating Square Roots

Using the Pythagorean Theorem

Students will develop an informal geometric proof of the Pythagorean Theorem and apply the theorem to identify right triangles, find the missing side lengths of right triangles, and find distances in the coordinate plane. Exploration of real numbers will include defining rational and irrational numbers, approximating square roots and writing repeating decimals as fractions.

8.EE.2 8.G.6-8 8.NS.1-2

Pgs. 305,315,323 Exercises:13,49,25

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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

Sections Topics Big ideas Standards Suggested Practice 8.1- 8.2 Volumes of Cylinders

Volumes of Cones

Through experimentation and real-life problems, students will find the volumes of cylinders, cones, and spheres. They will look for patterns and structures among solids that allow them to make sense 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.

Pgs.339,345 Exercises:17,20,

8.3-8.4 Volumes of Spheres Surface Areas and Volumes of Similar Solids

Students will derive the formula for the volume of a sphere, understand its dimensions and find the radius. Using models,

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.

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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

Sections Topics Big Ideas Standards Suggested Practice 9.1-9.2 Scatter Plots

Lines of Fit

Construct scatter plots, describing and interpreting patterns and relationships within data sets, using precise language. Students will draw a line of best fit, write an equation for the line, interpret it within the context of the problem, and make predictions based on the equation.

8.SP.1-3 Taking Math Deeper

Pgs. 377,383 Exercises: 17,10

9.3 - 9.4 Two-Way Tables Choosing a Data Display

Construct and analyze two-way tables, describing frequencies and relationships within categories. Students will be asked to choose the appropriate data display and discuss the reasoning behind their choice. They will identify and analyze data displays that are misleading, explaining why they are misleading.

8.SP.1 8.SP.4

Pgs. 391,399 Exercises: 13,19

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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 Topics Big Ideas Standards Suggested Practice 10.1-10.4 Exponents

Product of

Students will know and apply properties of exponents. By observing and describing patterns, they will write general rules for products of powers, powers of powers, powers of products, and quotients of powers. They will apply this understanding to generate equivalent expressions, simplify expressions, and evaluate expressions with zero and negative exponents. Students should have many opportunities to use the vocabulary within this unit as they explain their reasoning and describe patterns and structures. Complete activities #1-4

Pgs.415,421,427,433 Exercises:29,31,29,34

10.5-10.6 Reading and Writing Scientific Notation

Operations in Scientific Notation

Students will identify and compare numbers written in scientific notation, and translate them into standard form. They will extend this understanding to perform operations with numbers written in scientific notation, choosing appropriate units of measure, and making connections to real-life

applications. Reasoning quantitatively, students will need to practice

explaining their understanding of the numbers involved, and calculators will be an important tool for them to use.

8.EE.3-4 Taking Math Deeper

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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

Sections Topics Big Ideas Standards Suggested Practice 11.1 Writing and Graphing

Inequalities

Students should be able to order and graph integers and rational numbers on a number line. They will develop their understanding of inequality statements and translate 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

7.EE4b Taking Math Deeper

Pg. 469 Exercise: 28

11.2-11.4 Solving Inequalities Using Addition, Subtraction, Multiplication, or Division

Solving Two-Step Inequalities

Building on prior knowledge of solving equations, students will write, solve, and graph inequalities, using properties of inequalities. They will make connections between the context of problems and the tables, graphs, and variables involved. Students will need to explain and justify which 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.

7.EE4b Taking Math Deeper

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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

Sections Topics Big Ideas Standards Suggested Practice 12.1-12.3 Adjacent and Vertical

Angles

Complementary and Supplementary Angles Triangles

Identify angles as adjacent, vertical, complimentary, and supplementary and use this understanding to write and solve equations to find unknown angles in figures.

Construct triangles with given angle measures or side lengths. Develop precision with drawing and measuring figures.

7.G.2 7.G.5

Taking Math Deeper

Pgs. 507,513,519 Exercises: 26,26,22

12.4- 12.5 Quadrilaterals Scale Drawings

Classify quadrilaterals and understand their properties, including the sum of angle measures. Construct them using a variety of tools and methods, and find missing angle measures.

Understand scale and scale factor, applying and extending the 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.

7.G.1-2 Taking Math Deeper

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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

Sections Topics Big Ideas Standards Suggested Practice 13.1 Circles and

Circumference

Students will explore and deepen their understanding of pi as they use it to estimate and find circumferences of circles and perimeters of

semicircles. They will understand and use precise language to describe circles and write formulas to find the radius, diameter, and circumference.

Pg. 555 Exercise: 23

13.2-13.4 Perimeters of Composite Figures Areas of Circles Areas of Composite Figures

Apply the formulas for the area and circumference of circles and perimeters of common shapes to find area and perimeter of composite figures and solve real-life problems. Students will use a variety of

methods, and create visual models such as drawings, diagrams, and tables to make sense of problems and explain their reasoning.

7.G.4 7.G.6

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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

Sections Topics Big Ideas Standards Suggested Practice 14.1-14.3 Surface Areas of

Prisms

Surface Areas of Pyramids

Surface Areas of Cylinders

Students will draw nets as models of solids to help them find surface area. Real-life problems will include surface areas of composite solids. Students will need practice in using precise language as they describe figures and explain formulas and multiple solution strategies.

Pgs.593,599,605 Exercises: 24 ,17,17

14.4- 14.5 Volumes of Prisms Volumes of

Pyramids

Students will extend their understanding of surface area to develop strategies for finding volume of prisms and pyramids. They will look for similarities, differences and patterns among figures. Opportunities for expressing these ideas will be important as students find regularity that can be applied to find formulas, make conjectures, and describe their reasoning.

7.G.3,4,6 Taking Math Deeper

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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

Sections Topics Big Ideas Standards Suggested Practice 15.1 –15.3 Outcomes and Events

Probability Experimental and Theoretical Probability

Through experimentation, students will develop their understanding of outcomes, events, and probability. Precise communication will be emphasized as they describe and explain experimental and

theoretical probability. Complete activities #1-3

7.SP.5 7.SP.6 7.SP.7a-b

Pgs. 637,643,651 Exercises:26,18 , 30-32

15.4-15.5 Compound Events Independent and Dependent Events

Students will use tree diagrams, tables, simulations, and formulas to determine the possible outcomes of events. They will understand and explain the difference between independent and dependent events and use formulas to find probabilities.

7.SP.8a-c Taking Math Deeper

Pgs. 659,667 Exercises:28,26

15.6-15.7 Samples and Populations Comparing Populations

Students will determine whether a sample accurately represents a population, if conclusions drawn from samples are valid, and if they can be used to make predictions. They will use measures of center 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.

7.SP.1-4 Taking Math Deeper

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31 Grade 7 Accelerated Traditional Calendar

AUGUST 2014

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SEPTEMBER 2014

--- STYR in Session for September 2014

HOLIDAYS/OBSERVANCES:

September 1: Labor Day Holiday

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

SPECIAL DATES:

September 2: School Opens - Full Day of Instruction LABOR DAY

HOLIDAY

SCHOOL OPENS

Full Day of Instruction

Start Chapter 2 Finish Chapter 1

Start Chapter 1

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OCTOBER 2014

--- STYR in Session for October 2014

OBSERVANCES:

Sept. 15 - Oct. 15: National Hispanic Heritage Month October 19 - 25: National Character Counts Week

October 23 - 31: Red Ribbon Week support a drug-free America

SPECIAL DATES:

October 31: First Quarter Ends

First Quarter Ends

Start Chapter 3

Finish Chapter 2

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NOVEMBER 2014

--- STYR in Session for November 2014

National Native American Heritage Month November 11: Veterans Day Observance

November 24 - 28: Thanksgiving Vacation Week -ALL SCHOOLS CLOSED November 27, 28: Declared & Mandated Holidays

SPECIAL DATES:

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

Daylight Standard Time

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

2 a.m.)

VETERANS DAY HOLIDAY

Declared & Mandated

Holiday

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

Science/History

Project

Finish Chapter 4 Start Chapter 5

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DECEMBER 2014

Holiday

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

--- STYR in Session for December 2014

December 1: World AIDS Day

December 7: Pearl Harbor Day (U.S. flag at half staff) December 24, 25: Declared & Mandated Holiday

Dec. 31 & Jan. 1: Declared & Mandated Holiday

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

SPECIAL DATES:

December 22, 2014 - January 2, 2015 Winter Vacation(Traditional Sites/Central Offices) December 22, 2014 - January 19, 2015 Winter Vacation(STYR Schools)

Holiday

Start Chapter 6

Finish Chapter 6

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JANUARY 2015

NEW YEAR'S DAY

DECLARED & MANDATED HOLIDAY

DR. MARTIN LUTHER KING BIRTHDAY

HOLIDAY

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

January 19: Dr. Martin Luther King Day Observed

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

SPECIAL DATES:

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 January 26: Traditional Schools Spring Semester Begins

WINTER VACATION ‐‐‐‐‐ ALL SCHOOLS

Traditional Schools Central Offices

Re-open

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

STYR Re-open

Traditional Schools Fall Semester

Ends

Traditional Schools Spring Semester

Begins

Finish Chapter 7

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FEBRUARY 2015

--- STYR in Session for February 2015

National African American History Month

February 2 - 6: National School Counseling Week February 13: Abraham Lincoln's Birthday Observed February 16: George Washington's Birthday Observed

SPECIAL DATES:

National African American History Month

February 6: STYR Fall Semester Ends February 9: STYR Spring Semester Begins

ABRAHAM LINCOLN DAY OBSERVANCE HOLIDAY

GEORGE WASHINGTON DAY OBSERVANCE

HOLIDAY

STYR Schools Fall Semester

Ends

STYR Schools Spring Semester

Begins

Start Chapter 11 End Chapter 10

Finish Chapter 11

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MARCH 2015

--- STYR in Session for March 2015

Women's History Month

March 2: National Ed Association's Read Across America March 31: Cesar Chavez Day

SPECIAL DATES:

March 8: Daylight Savings Time Begins (Clocks 1 hour ahead) March 27: Traditional Schools Third Quarter Ends

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

Time Begins 2 a.m.

(Move clock ahead 1hr)

SPRING BREAK ‐‐‐‐‐‐ ALL SCHOOLS

Traditional Schools Third Quarter

Ends

Finish Chapter 12

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APRIL 2015

--- STYR in Session for April 2015

April 12 - 18: National Environmental Education Week

April 12 - 15: Nattional Volunteer Week

April 22: Earth Day

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

April 23: Take Our Daughters and Sons to Work Day

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

SPECIAL DATES:

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

March 30 - April 24: (STYR Schools)

April 6: Traditional Schools Re-open

April 6: Traditional Schools Fourth Quarter Begins

April 27: STYR Schools Re-open

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

Traditional Schools Re-open Traditional Schools Fourth Quarter Begins

STYR Schools Re-open

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

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

Testing

Window

Testing Window

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MAY 2015

--- STYR in Session for May 2015

Asian American and Pacific Islander Heritage Month

May 3 - 9: Teacher Appreciation Week May 18 - 24: Classified Employee Appreciation Week May 11 - 17: National Children's Book Week May 25: Memorial Day Holiday

May 5: National Teacher Day May 6: National School Nurse Day

MEMORIAL DAY HOLIDAY

STYR Schools Third Quarter

Ends

STYR Schools Fourth Quarter

Begins

SPECIAL DATES:

May 8: STYR Third Quarter Ends May 18: STYR Fourth Quarter Begins

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JUNE 2015

SPECIAL DATES:

June 15: Traditional Schools Close - Last Day for Student Attendance June 15: Traditional Schools Spring Semester Ends

June 30: Close of Fiscal Year Last Day

for Traditional Schools

Spring Semester Ends

--- STYR in Session for June 2015

HOLIDAY/OBSERVANCES:

June 14: Flag Day

End of Course

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JULY 2015

INDEPENDENCE DAY HOLIDAY

Last Day for STYR Schools

Spring Semester Ends

--- STYR in Session for July 2015

HOLIDAY/OBSERVANCES:

July 3: Independence Day - National Holiday

SPECIAL DATES:

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31 Grade 7 Accelerated Year Round Calendar

AUGUST 2014

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Scavenger Hunt

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SEPTEMBER 2014

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

September 1: Labor Day Holiday

September 11: Patriot Day (U.S. Flag at half staff)

Sept 15 - Oct 15: National Hispanic Heritage Month

SPECIAL DATES:

September 2: School Opens - Full Day of Instruction

LABOR DAY HOLIDAY

SCHOOL OPENS Full Day of Instruction

Start Chapter 1

(32)

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OCTOBER 2014

--- STYR in Session for October 2014 OBSERVANCES:

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

October 19 - 25: National Character Counts Week

October 23 - 31: Red Ribbon Week support a drug-free America

SPECIAL DATES:

October 31: First Quarter Ends

First Quarter Ends

Start Chapter 3

Finish Chapter 2

(33)

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NOVEMBER 2014

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

National Native American Heritage Month November 11: Veterans Day Observance

November 24 - 28: Thanksgiving Vacation Week -ALL SCHOOLS CLOSED November 27, 28: Declared & Mandated Holidays

SPECIAL DATES:

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

Daylight Standard Time

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

2 a.m.)

VETERANS DAY HOLIDAY

Holiday

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

Science or

History

Project

(34)

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DECEMBER 2014

Holiday

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

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

December 1: World AIDS Day

December 7: Pearl Harbor Day (U.S. flag at half staff)

December 24, 25: Declared & Mandated Holiday

Dec. 31 & Jan. 1: Declared & Mandated Holiday

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

SPECIAL DATES:

December 22, 2014 - January 2, 2015 Winter Vacation(Traditional Sites/Central Offices)

December 22, 2014 - January 19, 2015 Winter Vacation(STYR Schools)

Holiday