new york state learning standards mathematics - mcdougal littell

correlated to the

New York StateLearning Standards for MathematicsGrade 7

PE = Pupil’s Edition 1

McDougal Littell Middle School Math, Course 2New York Edition

correlated to the

New York State Learning Standards for MathematicsGrade 7

Problem Solving Strand

Students will build new mathematical knowledge through problem solving

7.PS.1 Use a variety of strategies to understand new mathematical content and to developmore efficient methods

PE: 21 (#34), 36–37, 38–41, 43, 45 (#49–51), 55 (#50), 56–57, 59, 62 (#53),105 (#34), 128–129, 130, 161 (#61), 162–163, 164, 175, 177 (#28), 220–221,223, 225 (#36), 234 (#29), 263 (#67), 276–277, 278, 298 (#46), 321 (#49),340–341, 373 (#46), 392–393, 397 (#33), 430–431, 457 (#30), 489 (#35),492–493, 498 (#23–24), 522 (#29), 538–539, 541, 543 (#20), 566 (#26),600–601, 602, 614 (#19), 647 (#18), 657, 662–663, 664, 705 (#28–30)

7.PS.2 Construct appropriate extensions to problem situations

PE: 41 (#21), 47 (#13), 89 (#61), 95 (#14), 139 (#25), 150 (#11), 151 (#22),178 (#55), 226 (#45), 282 (#70), 305 (#14), 309 (#19–21), 310 (#10),311 (#22), 337 (#66), 391 (#39), 409 (#11), 444 (#30), 463 (#13), 468 (#11),469 (#22), 470 (#33), 522 (#33), 529 (#11), 562 (#37), 577 (#13), 610 (#30),621 (#8), 624, 669 (#37), 675 (#10), 725–737

7.PS.3 Understand and demonstrate how written symbols represent mathematical ideas

PE: 9–12, 18–22, 23, 26–30, 58–62, 278–282, 317–321, 322–325, 327–331,333–337, 342–345, 346–349, 350–353, 386, 387–391, 394–398, 399, 400–403,419, 420–424, 430–431, 432–435, 454–457, 484–489, 506–509, 533–537,546–549

McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7


Students will solve problems that arise in mathematics and in other contexts.

7.PS.4 Observe patterns and formulate generalizations

PE: 5–8, 12 (#45–47), 17 (#49), 24, 25 (#1–4), 35 (#27), 36–37, 40 (#6), 44,47 (#1–2), 55 (#44–45), 62 (#53), 66 (#33), 68, 71 (#50–51), 148 (#1),150 (#1), 163 (#6), 208 (#23), 272, 292 (#1), 351, 353 (#20–21), 498 (#24),501 (#1), 516–517, 570 (#26), 606 (#3), 676 (#6), 705 (#1–4)

7.PS.5 Make conjectures from generalizations

PE: 46 (#22), 112 (#14), 134 (#17), 160 (#50), 178 (#40), 194 (#51), 615 (#3), 633,660 (#23)

7.PS.6 Represent problem situations verbally, numerically, algebraically, and graphically

PE: 9–12, 26–30, 38–41, 43, 45 (#36), 295–298, 301, 317–321, 338–339, 343,354–357, 362 (#15), 363 (#31), 364 (#3, 17), 365 (#11), 387–391, 395–398,409 (#11), 468 (#1, 11), 710 (#33)

Students will apply and adapt a variety of appropriate strategies to solve problems.

7.PS.7 Understand that there is no one right way to solve mathematical problems but thatdifferent methods have advantages and disadvantages

PE: 37 (#6–9), 41 (#16), 57 (#5–8), 62 (#53), 105 (#34), 129 (#5–7), 161 (#61),163 (#6–9), 177 (#28), 221 (#5–8), 234 (#29), 263 (#67), 277 (#5–7),298 (#46), 321 (#49), 341 (#6–9), 373 (#46), 393 (#6–10), 431 (#6–9),457 (#30), 489 (#35), 493 (#5–8), 522 (#29), 539 (#7–10), 566 (#26),601 (#6–9), 614 (#19), 647 (#18), 663 (#5–8)

7.PS.8 Understand how to break a complex problem into simpler parts or use a similarproblem type to solve a problem

PE: 276–277, 278 (Activity), 492–493, 498 (#23)

7.PS.9 Work backwards from a solution

PE: 340–341, 342



7.PS.10 Use proportionality to model problems

PE: 386, 387–391, 395–398, 399, 400–403, 404–405, 407, 408, 409, 420–424,429 (#73–76), 436, 437 (#5–6), 460 (#10–14), 462 (#6–10), 463 (#1), 469, 712,713 (#9–12)

7.PS.11 Work in collaboration with others to solve problems

PE: 97, 247, 411, 579

Students will monitor and reflect on the process of mathematical problem solving.

7.PS.12 Interpret solutions within the given constraints of a problem

PE: 8 (#28–30), 127 (#18), 138 (#14), 397 (#32), 418 (#46), 449 (#19)

7.PS.13 Set expectations and limits for possible solutions

PE: 61 (#29–34), 64, 70 (#27–31), 218 (#29–32), 219 (#45–47), 233 (#7–9),281 (#45), 372 (#37), 452 (#12), 477 (#7–10), 554 (#14–15),599 (Stop and Think #7), 609 (#15), 610 (#19), 663 (#5)

7.PS.14 Determine information required to solve the problem

PE: 21 (#34), 38–41, 43, 162–163, 164, 175, 541, 657

7.PS.15 Choose methods for obtaining required information

PE: 37 (#6–9), 41 (#16), 57 (#5–8), 62 (#53), 105 (#34), 129 (#5–7), 161 (#61),163 (#6–9), 177 (#28), 221 (#5–8), 234 (#29), 263 (#67), 277 (#5–7),298 (#46), 321 (#49), 341 (#6–9), 373 (#46), 393 (#6–10), 431 (#6–9),457 (#30), 489 (#35), 493 (#5–8), 522 (#29), 539 (#7–10), 566 (#26),601 (#6–9), 614 (#19), 647 (#18), 663 (#5–8)

7.PS.16 Justify solution methods through logical argument

PE: 41 (#21), 66 (#41), 121 (#5), 208 (#27), 213 (#30), 229 (#15), 257 (#9),411 (#5), 460 (#9), 500 (#7), 517 (#8), 531 (#2), 543 (#35), 555 (#16),586 (#22)

7.PS.17 Evaluate the efficiency of different representations of a problem

PE: 9–12, 38–41, 43, 220–221, 223, 225 (#36), 538–539, 543 (#20)



Reasoning and Proof Strand

Students will recognize reasoning and proof as fundamental aspects of mathematics.

7.RP.1 Recognize that mathematical ideas can be supported by a variety of strategies

PE: 118 (#3), 125 (#6), 126 (#13), 197 (Stop and Think #10), 215 (#7),257 (#9–10), 265 (#14), 524 (#1), 538–539, 543 (#20), 561 (#21), 565 (#19)

Students will make and investigate mathematical conjectures.

7.RP.2 Use mathematical strategies to reach a conclusion

PE: 13 (#2), 197 (Stop and Think #10), 215 (#7), 257 (#9–10), 265 (#14), 524 (#1),561 (#21), 565 (#19)

7.RP.3 Evaluate conjectures by distinguishing relevant from irrelevant information to reach aconclusion or make appropriate estimates

PE: 118 (#3), 125 (#6), 126 (#13), 524 (#1)

Students will develop and evaluate mathematical arguments and proofs.

7.RP.4 Provide supportive arguments for conjectures

PE: 70 (#32), 197 (Stop and Think #10), 215 (#7), 257 (#10), 265 (#14), 524 (#1),561 (#21), 565 (#19)

7.RP.5 Develop, verify, and explain an argument, using appropriate mathematical ideas andlanguage

PE: 13 (#2), 31 (#7), 118 (#3), 125 (#6), 126 (#13), 197 (#10), 215 (#7),257 (#10), 265 (#14), 524 (#1), 561 (#21), 565 (#19)

Students will select and use various types of reasoning and methods of proof.

7.RP.6 Support an argument by using a systematic approach to test more than one case

PE: 197 (Stop and Think #10), 257 (#9–10), 265 (#13–15), 524 (#1), 561 (#21),565 (#19)



7.RP.7 Devise ways to verify results or use counterexamples to refute incorrect statements

PE: 103 (#1–2), 127 (#19–21), 167 (#36–37), 219 (#34–35), 254 (#33–40),263 (#58–61), 280 (#1–3), 398 (#35–36), 402 (#1–2), 478 (#27–28),482 (#21–23), 505 (#11–12)

7.RP.8 Apply inductive reasoning in making and supporting mathematical conjectures

PE: 70 (#32), 197 (Stop and Think #10), 215 (#7), 257 (#10), 265 (#14), 524 (#1),561 (#21), 565 (#19)



Communication Strand

Students will organize and consolidate their mathematical thinking through communication.

7.CM.1 Provide a correct, complete, coherent, and clear rationale for thought process used inproblem solving

PE: 168 (#5), 174 (#11), 188 (#39), 197 (#10), 213 (#11), 238 (#11), 249 (#1),271 (#14), 423 (#27)

7.CM.2 Provide an organized argument which explains rationale for strategy selection

PE: 41 (#16), 62 (#53), 105 (#34), 161 (#61), 177 (#28), 234 (#29), 263 (#67),298 (#46), 321 (#49), 373 (#46), 457 (#30), 489 (#35), 522 (#29), 566 (#26),614 (#19), 647 (#18)

7.CM.3 Organize and accurately label work

PE: 101–105, 108–113, 114–115, 116–119, 120–121, 123–127, 128–129, 130–134,135–139, 140–141, 142–143, 144, 145, 295, 296 (#29), 297 (#40), 303 (#51),440–444, 445, 462 (#19), 463 (#13), 703–704, 707, 710 (#39), 713 (#25)

Students will communicate their mathematical thinking coherently and clearly to peers,teachers, and others.

7.CM.4 Share organized mathematical ideas through the manipulation of objects, numericaltables, drawings, pictures, charts, graphs, tables, diagrams, models and symbols inwritten and verbal form

PE: 128–129, 130 (Example 1), 220–221, 223 (Example 3), 225 (#36), 321 (#49),457 (#30), 600–601, 602 (Activity), 647 (#18)

7.CM.5 Answer clarifying questions from others

PE: 97 (Project Ideas), 247 (Project Ideas), 411 (Project Ideas),579 (Project Ideas)



Students will analyze and evaluate the mathematical thinking and strategies of others.

7.CM.6 Analyze mathematical solutions shared by others

PE: 11 (#10), 16 (#10), 40 (#3), 65 (#6), 88 (#16), 103 (#7), 160 (#31), 171 (#7),177 (#10), 187 (#5), 290 (#6), 329 (#8), 352 (#3), 390 (#16), 396 (#6),434 (#8), 487 (#12), 535 (#2), 543 (#19), 554 (#5), 565 (#5), 569 (#8),646 (#11)

7.CM.7 Compare strategies used and solutions found by others in relation to their own work

PE: 105 (#39), 371 (#12)

7.CM.8 Formulate mathematical questions that elicit, extend, or challenge strategies,solutions, and/or conjectures of others

PE: 97 (Project Ideas), 247 (Project Ideas), 411 (Project Ideas), 579 (Project Ideas)

Students will use the language of mathematics to express mathematical ideas precisely.

7.CM.9 Increase their use of mathematical vocabulary and language when communicatingwith others

PE: 44 (#1–4), 92 (#1–5), 142 (#1–6), 198 (#1–6), 242 (#1–4), 302 (#1–6),362 (#1–6), 406 (#1–5), 460 (#1–4), 526 (#1–6), 574 (#1–6), 618 (#1–6),672 (#1–6)

7.CM.10 Use appropriate language, representations, and terminology when describing objects,relationships, mathematical solutions, and rationale

PE: 13 (#2), 17 (#47), 31 (#7), 47 (#13), 168 (#5), 174 (Stop and Think #11),188 (#39), 197 (Stop and Think #10), 213 (#11), 238 (#11), 249 (#1),271 (#14), 423 (#27)

7.CM.11 Draw conclusions about mathematical ideas through decoding, comprehension, andinterpretation of mathematical visuals, symbols, and technical writing

PE: 70 (#32), 197 (Stop and Think #10), 215 (#7), 257 (#10), 265 (#14), 524 (#1),561 (#21), 565 (#19)



Connections Strand

Students will recognize and use connections among mathematical ideas.

7.CN.1 Understand and make connections among multiple representations of the samemathematical idea

PE: 157–161, 164–167, 175–178, 181–184, 190–194, 198–199, 200, 201, 255–256,258–263, 288–291, 354–358, 450–453

7.CN.2 Recognize connections between subsets of mathematical ideas

PE: 169–172, 185–189, 190–194, 195, 255–256, 288–291, 354–358, 359, 450–453,502–505, 644–647

7.CN.3 Connect and apply a variety of strategies to solve problems

PE: 36–37, 128–129, 162–163, 220–221, 276–277, 340–341, 392–393, 430–431,492–493, 538–539, 600–601, 662–663

Students will understand how mathematical ideas interconnect and build on one another toproduce a coherent whole.

7.CN.4 Model situations mathematically, using representations to draw conclusions andformulate new situations

PE: 9–12, 26–30, 31, 97 (#3), 317–321, 327–331, 333–337, 343 (Example 3),387–391, 430, 431 (#1–5), 454–457, 611, 658, 665–666

7.CN.5 Understand how concepts, procedures, and mathematical results in one area ofmathematics can be used to solve problems in other areas of mathematics

PE: 17 (#34–36), 65 (#25–27), 160 (#46–49), 372 (#38–40), 382 (#29–30),390 (#12–15), 418 (#41–44), 487 (#9–11), 497 (#16), 514 (#19), 536 (#29–31),543 (#39–41), 597 (#17), 609 (#12–14), 613 (#12–14)



Students will recognize and apply mathematics in contexts outside of mathematics.

7.CN.6 Recognize and provide examples of the presence of mathematics in their daily lives

PE: 52, 67, 79, 80–84, 85–89, 90–91, 96–97, 157, 211, 246–247, 251, 317, 369,410–411, 415, 475, 533, 578–579, 583, 585–587, 634–638, 639–642, 643,644–647, 648–649, 650–655, 656, 657–661, 664–669, 670–671, 672–673

7.CN.7 Apply mathematical ideas to problem situations that develop outside of mathematics

PE: 29 (#31–32, 35–36), 65 (#7, 28), 88 (#35, 45–46), 178, 194, 208, 320–321,329, 376–377, 390, 407, 408, 410–411, 450–453, 454–457, 458–459,597 (#14, 18, 20)

7.CN.8 Investigate the presence of mathematics in careers and areas of interest

PE: 97, 209 (#35–36), 219, 247, 305 (#14), 343, 411, 579

7.CN.9 Recognize and apply mathematics to other disciplines, areas of interest, and societalissues

PE: 5, 14, 18, 38, 52, 67, 74, 101, 108, 116, 123, 130, 135–136, 164, 169, 175, 181,190, 211, 216, 235, 246–247, 251, 258, 267, 288, 317, 327, 333, 346, 354, 369,374, 387, 394, 400, 415, 420, 425, 432, 450, 454, 475, 506, 518, 533, 540, 546,558, 588, 607, 611, 634, 639, 644, 650, 657, 664



Representation Strand

Students will create and use representations to organize, record, and communicatemathematical ideas.

7.R.1 Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objectscreated using technology as representations

PE: 9–12, 13, 26–30, 108–113, 116–119, 123–127, 130–134, 293–298, 317–321,322–325, 346–349, 350–353, 354–358, 378–382, 387–391, 394–398, 400–403,420–424, 432–435, 440–444, 475–478, 479–483, 484–489, 494–498, 502–505,506–509, 511–515, 518–522, 533–537, 546–549, 588–591, 639–642

7.R.2 Explain, describe, and defend mathematical ideas using representations

PE: 22 (#49), 36–37, 112 (#15), 113 (#17), 162–163, 188 (#34, 39), 208 (#27, 34),213 (#25, 30), 223, 297 (#42), 381 (#17)

7.R.3 Recognize, compare, and use an array of representational forms

PE: 112 (#15), 185–189, 190–194, 195, 197, 199 (#46–53), 317–321, 350–353,362, 415–418, 419, 425–429, 430–431, 463 (#13)

7.R.4 Explain how different representations express the same relationship

PE: 9–12, 26–30, 85–89, 135–139, 185–189, 190–194, 195, 235–239, 283–287,317–321, 350–353, 354–358, 359, 415–418, 419, 425–429, 430–431

7.R.5 Use standard and non–standard representations with accuracy and detail

PE: 9–12, 26–30, 79 (#8), 97 (#3), 317–321, 327–331, 333–337, 343 (Example 3),387–391, 430, 431 (#1–5), 454–457, 611, 658, 665–666



Students will select, apply, and translate among mathematical representations to solveproblems.

7.R.6 Use representations to explore problem situations

PE: 9–12, 26–30, 79 (#8), 97 (#3), 317–321, 327–331, 333–337, 343 (Example 3),387–391, 430, 431 (#1–5), 454–457, 611, 658, 665–666

7.R.7 Investigate relationships between different representations and their impact on a givenproblem

PE: 135–139, 141, 143 (#22–23), 144 (#11), 145 (#8), 152 (#27), 707 (#14)

7.R.8 Use representation as a tool for exploring and understanding mathematical ideas

PE: 9–12, 26–30, 79 (#8), 97 (#3), 317–321, 327–331, 333–337, 343 (Example 3),387–391, 430, 431 (#1–5), 454–457, 611, 658, 665–666

Students will use representations to model and interpret physical, social, and mathematicalphenomena.

7.R.9 Use mathematics to show and understand physical phenomena (e.g., make andinterpret scale drawings of figures or scale models of objects)

PE: 400–403, 405, 407 (#35–38), 408 (#24–26), 409 (#9), 418 (#55), 469 (#20, 22),712 (#26–28)

7.R.10 Use mathematics to show and understand social phenomena (e.g., determine profitfrom sale of yearbooks)

PE: 450–453, 454–457, 459, 461 (#35–41), 462 (#21–22), 463 (#9–12),470 (#29–31), 713 (#30–36)

7.R.11 Use mathematics to show and understand mathematical phenomena (e.g., use tables,graphs, and equations to show a pattern underlying a function)

PE: 350–353, 354–358, 359, 361, 363 (#39–48), 364 (#21–26), 365 (#9–11),467 (#9), 468 (#8–10), 711 (#29–38)



Number Sense and Operations Strand

Students will understand numbers, multiple ways of representing numbers, relationshipsamong numbers, and number systems.

Number Systems

7.N.1 Distinguish between the various subsets of real numbers (counting/natural numbers,whole numbers, integers, rational numbers, and irrational numbers)

PE: 283–287, 291 (#30–31), 303 (#36–37), 304 (#19–20), 541–542, 543 (#23–30),551 (Review Quiz 1 #9–12), 575 (#20–23), 576 (#13–16), 710 (#21–24),715 (#13–16)

7.N.2 Recognize the difference between rational and irrational numbers (e.g., exploredifferent approximations of π)

PE: 283–287, 303 (#36–37), 304 (#19–20), 541–542, 543 (#23–30, 35),551 (Review Quiz 1 #9–12), 575 (#20–23), 576 (#13–16), 577 (#4), 627 (#15),710 (#21–24), 715 (#13–16)

7.N.3 Place rational and irrational numbers (approximations) on a number line and justifythe placement of the numbers

PE: 53–54, 72, 193 (#15–18), 251–252, 253 (#12–17), 254 (#41, 56), 257,258–259, 261 (#11–14), 264–265, 266, 283, 346–348, 540, 682–683, 687

7.N.4 Develop the laws of exponents for multiplication and division

Opportunities to address this standard can be found on the following pages:

PE: 74–77, 78, 90–91, 93 (#31–40), 158–161, 173, 198 (#11–14), 255–256

7.N.5 Write numbers in scientific notation

PE: 74–77, 78, 84 (#38–40), 90–91, 93 (#31–34), 94 (#19), 95 (#8), 127 (#22–25),151 (#17), 246–247, 256, 337 (#52–55), 706 (#30–33)

7.N.6 Translate numbers from scientific notation into standard form

PE: 74–77, 78, 90–91, 93 (#35–38), 94 (#20), 95 (#9), 194 (#53–55), 246–247,256, 706 (#34–37)



7.N.7 Compare numbers written in scientific notation

PE: 75–77, 246–247, 256, 676 (#11–12)

Number Theory

7.N.8 Find the common factors and greatest common factor of two or more numbers

PE: 164–167, 172 (#43–45), 173–174, 198–199 (#15–23), 200 (#9–17),201 (#4, 15), 310 (#2), 349 (#42), 708 (#9–12)

7.N.9 Determine multiples and least common multiple of two or more numbers

PE: 175–178, 184 (#41–43), 196–197, 199 (#29–36), 239 (#43–45), 310 (#4),708 (#17–20)

7.N.10 Determine the prime factorization of a given number and write in exponential form

PE: 157–161, 165, 173, 176, 198 (#11–14), 200 (#5–8), 201 (#2), 239 (#43–45),310 (#1), 708 (#5–12)

Students will understand meanings of operations and procedures, and how they relate to oneanother.

Operations

7.N.11 Simplify expressions using order of operations Note: Expressions may includeabsolute value and/or integral exponents greater than 0.

PE: 18–22, 23, 25, 30 (#41–48), 45 (#28–36), 46 (#11–14), 47 (#6–7), 55 (#47–49),150 (#4–5), 287 (#36–39), 705 (#17–20)

7.N.12 Add, subtract, multiply, and divide integers

PE: 257, 258–263, 264–265, 266–269, 270–271, 272–275, 278–282, 287 (#40–43),300–301, 302–303, 304, 305, 308 (#8), 312, 331 (#35–37), 349 (#44–47),710 (#5–20)

7.N.13 Add and subtract two integers (with and without the use of a number line)

PE: 257, 258–263, 264–265, 266–269, 270–271, 302–303 (#14–26), 304 (#6–11),305 (#4–5), 312 (#25–27), 349 (#44–47), 710 (#5–12)



7.N.14 Develop a conceptual understanding of negative and zero exponents with a base often and relate to fractions and decimals (e.g., 10–2 = .01 = 1/100)

PE: 255–256

7.N.15 Recognize and state the value of the square root of a perfect square (up to 225)

PE: 533–537, 550–551, 574 (#7–15), 576 (#1–8), 577 (#1–2), 627 (#12–13), 715 (#1–8)

7.N.16 Determine the square root of non–perfect squares using a calculator


PE: 540–544

7.N.17 Classify irrational numbers as non–repeating/non–terminating decimals

PE: 541, 542 (Example 4d), 543 (#23, 27, 30), 551 (#12), 563

Students will compute accurately and make reasonable estimates.

Estimation

7.N.18 Identify the two consecutive whole numbers between which the square root of anon–perfect square whole number less than 225 lies (with and without the use of anumber line)

PE: 540–544, 550, 574 (#16–19), 627 (#14), 679 (#86–89), 715 (#9–12)

7.N.19 Justify the reasonableness of answers using estimation

PE: 63–64, 65 (#9–20), 67, 71 (#57–60), 92 (#20–23), 206, 224, 614 (#16),706 (#13–28)



Algebra Strand

Students will represent and analyze algebraically a wide variety of problem solving situations.

Variables and Expressions

7.A.1 Translate two–step verbal expressions into algebraic expressions

PE: 317, 320 (#36–38), 321 (#43, 53), 338 (#3), 362 (#10), 364 (#1)

Students will perform algebraic procedures accurately.

Variables and Expressions

7.A.2 Add and subtract monomials with exponents of one


PE: 58–62, 66 (#46–49), 72, 73 (#6–10), 92, 94 (#5–8, 17), 95, 205–209, 211–214,228, 229 (#1–5), 242, 244 (#1–10), 245, 258–263, 266–269, 270–271,302–303 (#14–26), 304 (#6–11), 305, 706 (#5–12),709 (#1–16), 710 (#5–12)

7.A.3 Identify a polynomial as an algebraic expression containing one or more terms


PE: 9–12, 18–22, 24–25, 44–45, 46, 47, 317–321, 322–325, 338,339 (#2, 4–6), 362, 364 (#1–2, 4–8), 534

Equations and Inequalities

7.A.4 Solve multi–step equations by combining like terms, using the distributive property,or moving variables to one side of the equation

PE: 342–345, 360, 361 (#1–4), 363 (#27–30, 32), 364 (#15–16), 365 (#6),468 (#6, 11b), 711 (#19–22)

7.A.5 Solve one–step inequalities (positive coefficients only) (See 7.G.10)

PE: 346–349, 360 (#5–6), 361 (#6–7), 363 (#35–37), 364 (#18–19)



7.A.6 Evaluate formulas for given input values (surface area, rate, and density problems)

PE: 375, 376 (#17–18), 377, 385 (#7), 408 (#9), 409 (#3), 594–597, 598–599,602–605, 615, 616, 617 (#4–6), 618 (#14–16), 619 (#18–20),620 (#4, 6–7, 11), 621, 628, 712 (#10), 716

Students will recognize, use, and represent algebraically patterns, relations, and functions.

Patterns, Relations, and Functions

7.A.7 Draw the graphic representation of a pattern from an equation or from a table of data

PE: 354–358, 359, 361, 363 (#45–48), 364 (#23–26), 365 (#10), 711 (#35–38)

7.A.8 Create algebraic patterns using charts/tables, graphs, equations, and expressions

PE: 37 (#4), 66 (#33), 292 (#1), 354–358, 359, 361, 363 (#39–48), 364 (#21–26),365 (#9–11), 498 (#24), 711 (#35–38)

7.A.9 Build a pattern to develop a rule for determining the sum of the interior angles ofpolygons

PE: 498 (#23–26), 500 (Review Quiz 1 #7), 714 (#11)

7.A.10 Write an equation to represent a function from a table of values

PE: 351–353, 363 (#43–44), 364 (#21–22), 365 (#9), 467 (#9), 468 (#8),711 (#33–34)



Geometry Strand

Students will use visualization and spatial reasoning to analyze characteristics and propertiesof geometric shapes.

Shapes

7.G.1 Calculate the radius or diameter, given the circumference or area of a circle

PE: 564–565, 568–570, 575 (#35)

7.G.2 Calculate the volume of prisms and cylinders, using a given formula and a calculator

PE: 606, 607–610, 611–614, 615, 616–617, 619 (#21–24, 30), 620 (#8–10),621 (#6, 8), 628 (#30, 34), 716 (#18–23, 25)

7.G.3 Identify the two–dimensional shapes that make up the faces and bases ofthree–dimensional shapes (prisms, cylinders, cones, and pyramids)

PE: 592–593, 594, 596 (#2, 5–7), 600–601, 602, 604 (#6–8), 605 (#30),621 (#4), 628 (#28)

7.G.4 Determine the surface area of prisms and cylinders, using a calculator and a variety ofmethods

PE: 594–597, 598–599, 602–605, 610 (#27), 615, 618 (#14–16),619 (#18–20), 620 (#4, 6, 11), 621 (#2, 4), 628 (#27, 29), 716 (#12–17)

Students will identify and justify geometric relationships, formally and informally.

Geometric Relationships

7.G.5 Identify the right angle, hypotenuse, and legs of a right triangle

PE: 545, 546–549, 551, 575 (#24–26), 576 (#17–19), 577 (#5–6)

7.G.6 Explore the relationship between the lengths of the three sides of a right triangle todevelop the Pythagorean Theorem

PE: 545, 546–549, 551, 555 (#26–28), 575 (#24–26), 627 (#16), 647 (#17),715 (#17–19)



7.G.7 Find a missing angle when given angles of a quadrilateral

PE: 492, 493 (#2)

7.G.8 Use the Pythagorean Theorem to determine the unknown length of a side of a righttriangle

PE: 545, 546–549, 551, 555 (#26–28), 575 (#24–26), 627 (#16), 647 (#17),715 (#17–19)

7.G.9 Determine whether a given triangle is a right triangle by applying the PythagoreanTheorem and using a calculator


PE: 545, 546–549, 551, 555 (#26–28), 575 (#24–26), 627 (#16), 647 (#17),715 (#17–19)

Students will apply coordinate geometry to analyze problem solving situations.Coordinate Geometry

7.G.10 Graph the solution set of an inequality (positive coefficients only) on a number line(See 7.A.5)

PE: 346–349, 360 (#5–6), 361 (#6–7), 363 (#33, 35–37), 364 (#18–19)



Measurement Strand

Students will determine what can be measured and how, using appropriate methods andformulas.

Units of Measurement

7.M.1 Calculate distance using a map scale

PE: 400, 402 (#8–11), 405 (#7), 469 (#22)

7.M.2 Convert capacities and volumes within a given system

PE: 86–89, 91, 93 (#47, 49), 94 (#25), 95 (#12), 236–239, 240 (#6), 241,243 (#39, 42, 44), 244 (#26), 706 (#45–46), 709 (#40, 43)

7.M.3 Identify customary and metric units of mass

PE: 81, 83–84, 86–89, 91 (Stop and Think #6, Review Quiz 2 #4–5, 8),93 (#41, 46, 50, 52), 94 (#21, 26–27), 236–239, 240–241,243 (#35, 37, 40–41), 244 (#21, 24, 25, 28), 706 (#38, 41, 43–44),709 (#34, 37, 41–42)

7.M.4 Convert mass within a given system

PE: 86–89, 91, 93 (#50), 94 (#26), 236–239, 240–241, 243 (#40–41),244 (#25, 28), 706 (#43–44), 709 (#41–42)

7.M.5 Calculate unit price using proportions

PE: 375, 376 (#16), 385 (Review Quiz 1 #6–7), 407 (#19), 408 (#10), 712 (#11)

7.M.6 Compare unit prices

PE: 375, 407 (#19), 408 (#10), 712 (#11)

7.M.7 Convert money between different currencies with the use of an exchange rate tableand a calculator

PE: 467 (#8)

7.M.8 Draw central angles in a given circle using a protractor (circle graphs)

PE: 441–443, 444 (#21, 30), 445, 449 (#22), 458 (#2), 459 (#1), 461 (#28–29),462 (#19), 463 (#13), 470 (#33), 713 (#25)



Tools and Methods

7.M.9 Determine the tool and technique to measure with an appropriate level of precision:mass

PE: 81, 83–84, 90, 91 (#4), 93 (#46), 236–239, 240, 243 (#35, 37), 706 (#38, 41),709 (#34, 37)

Students will develop strategies for estimating measurements.

Estimation

7.M.10 Identify the relationships between relative error and magnitude when dealing withlarge numbers (e.g., money, population)


PE: 244 (#19), 390 (#25), 410–411, 428 (#49)

7.M.11 Estimate surface area

PE: 602–605, 619 (#18–20), 620 (#6–7), 621 (#4)

7.M.12 Determine personal references for customary /metric units of mass

PE: 81, 84 (#45)

7.M.13 Justify the reasonableness of the mass of an object

PE: 81, 83 (#8), 84 (#25, 34), 234 (#22, 28)



Statistics and Probability StrandStudents will collect, organize, display, and analyze data.

Collection of Data

7.S.1 Identify and collect data using a variety of methods

PE: 106–107, 108–112, 113 (#16), 114–115, 123–127, 128–129, 130–134,135–139, 142–143, 144, 145, 292, 295–297, 440–445

Organization and Display of Data

7.S.2 Display data in a circle graph

PE: 441–443, 444 (#21, 30), 445, 449 (#22), 458 (#2), 459 (#1), 461 (#28–29),462 (#19), 463 (#13), 470 (#33), 713 (#25)

7.S.3 Convert raw data into double bar graphs and double line graphs

PE: 109–110, 112 (#7, 12, 15), 113 (#16–17), 114 (#1), 142 (#12)

Analysis of Data

7.S.4 Calculate the range for a given set of data

PE: 102–105, 118 (#12), 119 (#24–25), 120, 121 (#1–2), 142 (#7–10), 707 (#1–4)

7.S.5 Select the appropriate measure of central tendency

PE: 102, 103 (#19), 104 (#21, 25–26), 142 (#11), 145 (#8), 152 (#28), 707 (#5)

7.S.6 Read and interpret data represented graphically (pictograph, bar graph, histogram,line graph, double line/bar graphs or circle graph)

PE: 108–113, 114–115, 116–119, 120–121, 123–127, 128–129, 130–134, 135–139,140–141, 142–143, 144, 145, 148 (#9), 149 (#17), 152, 310 (#5), 440–444,703, 707



Students will make predictions that are based upon data analysis.

Predictions from Data

7.S.7 Identify and explain misleading statistics and graphs

PE: 136–139, 141, 143 (#22), 707 (#13)

Students will understand and apply concepts of probability.

Probability

7.S.8 Interpret data to provide the basis for predictions and to establish experimentalprobabilities

PE: 633, 634–638, 648–649, 673 (#18), 674, 675, 717 (#5)

7.S.9 Determine the validity of sampling methods to predict outcomes

PE: 633

7.S.10 Predict the outcome of an experiment

PE: 639–642, 643, 644–647, 648–649, 655 (#32), 673 (#17–22), 674, 675,717 (#4–7)

7.S.11 Design and conduct an experiment to test predictions

PE: 633, 637 (#21)

7.S.12 Compare actual results to predicted results

PE: 633, 637 (#21)

NY 1096/2005

2004CC2

new york state learning standards mathematics - mcdougal littell

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