# State Curriculum: Mathematics Grade 7

 Document Date: June 2004 PK–3 Acrobat 200k Ms Word 216k 3–8 Acrobat 238k Ms Word 398k View Glossary -

## Standard 1.0 Knowledge of Algebra, Patterns, and Functions

A.

### Indicator

• 1. Identify, describe, extend, and create linear patterns and functions

### Objectives

1. Complete a function table with a given two-operation rule
###### Assessment limits:
• Use the operations (+, -, x), numbers no more than 20 in the rule and whole numbers (0-500)
1. Identify and extend a geometric sequence
1. Describe how a change in one variable in a linear function affects the other variable in a table of values

B.

### Indicator

• 1. Write and evaluate expressions

### Objectives

1. Write an algebraic expression to represent unknown quantities
###### Assessment limits:
• Use one unknown and one or two operations (+, -, ×, ÷ with no remainders) with whole numbers, fractions with denominators as factors of 100, or decimals with no more than three decimal places (0-500)
1. Evaluate algebraic expressions
###### Assessment limits:
• Use one unknown and no more than two operations (+, -, ×, ÷ with no remainders) with whole numbers (0 – 200), fractions with denominators as factors of 100 (0 – 100), or decimals with no more than three decimal places (0 – 100)
1. Evaluate numeric expressions using the order of operations
###### Assessment limits:
• Use no more than 4 operations (+, -, ×, ÷ with no remainders) with or without up to 2 sets of parentheses, brackets, or a division bar, with whole numbers (0 – 200), fractions with denominators as factors of 100 (0 – 100), or decimals with no more than three decimal places (0 – 100)
1. Simplify algebraic expressions represented as physical models by combining like terms

### Indicator

• 2. Identify, write, solve, and apply equations and inequalities

### Objectives

1. Write equations and inequalities to represent relationships
###### Assessment limits:
• Use a variable, the appropriate relational symbols (>, ≥, <, ≤, =), and one or two operational symbols (+, -, ×, ÷) on either side and use whole numbers, fractions with denominators as factors of 100, or decimals with no more than three decimal places (0 – 500)
1. Determine the unknown in a linear equation
###### Assessment limits:
• Use one or two operations (+, -, ×) and the unknown only once with whole numbers (0 – 500), fractions with denominators as factors of 100 (0 – 50), or decimals with no more than three decimal places (0 – 100)
1. Solve for the unknown in an inequality
###### Assessment limits:
• Use an inequality with one variable with a positive whole number coefficient and one operation (+, -, ×, ÷ with no remainders) using whole numbers or decimals with no more than 2 decimal places (0 – 500)
1. Identify or graph solutions of inequalities on a number line
###### Assessment limits:
1. Apply given formulas to a problem solving situation
###### Assessment limits:
• Use formulas having no more than three variables and up to two operations, with whole numbers, fractions with denominators as factors of 100, or decimals with no more than three decimal places (0 – 100)

C.

### Objectives

1. Represent rational numbers on a number line
###### Assessment limits:
• Use rational numbers (-100 to 100)
1. Graph ordered pairs in a coordinate plane
###### Assessment limits:
• Use no more than 4 ordered pairs of rational numbers (-20 to 20)
1. Graph linear equations with one operation in a coordinate plane

### Indicator

• 2. Analyze linear relationships

### Objectives

1. Identify and describe the change represented in a table of values
###### Assessment limits:
• Identify increase, decrease, or no change
1. Describe the rate of change of a linear relationship by a table of values and a graph

## Standard 2.0 Knowledge of Geometry

A.

### Indicator

• 1. Analyze the properties of plane geometric figures

### Objectives

1. Identify and describe angles formed by intersecting lines, line segments, and rays
###### Assessment limits:
• Use vertical, adjacent, complementary, or supplementary angles (Include the angle symbol ∠m)
1. Identify angles formed when two parallel lines are cut by a transversal
1. Identify the parts of right triangles

### Indicator

• 2. Analyze geometric relationships

### Objectives

1. Determine a missing angle measurement using the sum of the interior angles of polygons.
###### Assessment limits:
• Use angle measures in a quadrilateral
1. Determine the measure of angles formed by intersecting lines, line segments, and rays.
###### Assessment limits:
• Use vertical, adjacent, complementary, or supplementary angles
1. Describe the relationship between the legs and hypotenuse of right triangles

C.

### Indicator

• 1. Represent plane geometric figures

### Objectives

1. Construct geometric figures using a variety of construction tools
###### Assessment limits:
• Construct a circle using a given line segment as the radius in whole number inches or centimeters
1. Construct geometric figures using a variety of construction tools.
###### Assessment limits:
• Construct a line segment congruent to a given line segment
1. Construct geometric figures using a variety of construction tools
###### Assessment limits:
• Construct a perpendicular bisector to a given line segment or a bisector of a given angle

D.

### Indicator

• 1. Apply the properties of congruent polygons

### Objectives

1. Determine the congruent parts of polygons
###### Assessment limits:
• Use the length of corresponding sides or the measure of corresponding angles and whole numbers (0 – 1000)
1. Identify and describe similar polygons and their corresponding parts

E.

### Objectives

1. Identify, describe, and plot the results of one transformation on a coordinate plane
###### Assessment limits:
• Identify or plot the result of one translation (horizontal or vertical), reflection (horizontal or vertical), or rotation about a given point (90° or 180°)
1. Identify and describe transformations that result in rotational and reflectional symmetry

## Standard 3.0 Knowledge of Measurement

C.

### Indicator

• 1. Estimate and apply measurement formulas

### Objectives

1. Estimate and determine the area of quadrilaterals
###### Assessment limits:
• Use parallelograms or trapezoids and whole number dimensions (0 – 1000)
1. Determine the surface area of geometric solids
###### Assessment limits:
• Use rectangular prisms with whole number dimensions (0 – 1000)
1. Estimate pi using physical models
1. Estimate and determine the volume of a triangular prism

### Indicator

• 2. Analyze measurement relationships

### Objectives

1. Determine a missing dimension for a figure using a scale.
###### Assessment limits:
• Use a polygon with no more than 8 sides using whole numbers (0 – 1000)
1. Determine the distance between 2 points using a drawing and a scale

## Standard 4.0 Knowledge of Statistics

A.

### Indicator

• 1. Organize and display data

### Objectives

1. Organize and display data using back-to-back stem-and-leaf plots
###### Assessment limits:
1. Organize and display data to make circle graphs

B.

### Indicator

• 1. Analyze data

### Objectives

1. Recognize and analyze faulty interpretation or representation of data
###### Assessment limits:
• Use the choice of graphical display or the scale as leading to faulty interpretation or representation of data
1. Determine the best choice of a data display
###### Assessment limits:
• Use a given data set

### Indicator

• 2. Describe a set of data

### Objectives

1. Analyze measures of central tendency to determine or apply mean, median, mode
###### Assessment limits:
• Use no more than 15 pieces of data for the mean or median; or 15 to 30 pieces of data for the mode, using whole numbers or decimals with no more than 2 decimal places (0 – 100)

## Standard 5.0 Knowledge of Probability

A.

### Objectives

1. Determine the number of outcomes
###### Assessment limits:
• Use no more than 3 independent events with a sample space of no more than 6 outcomes in each event.

B.

### Objectives

1. Express the probability of an event as a fraction, a decimal, or a percent
###### Assessment limits:
• Use a sample space of no more than 35 outcomes and decimals with no more than 2 decimal places

C.

### Objectives

1. Make predictions and express the probability of the results as a fraction, a decimal with no more than 2 decimal places, or a percent
###### Assessment limits:
• Use results of 25 or 50

## Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic

A.

### Objectives

1. Read, write, and represent whole numbers
###### Assessment limits:
• Use exponential notation with bases no more than 12 and exponents no more than 3 in standard form (0 – 1000)
1. Express decimals using expanded form
###### Assessment limits:
• Use decimals with no more than 4 decimal places (0 – 100)
1. Determine equivalent forms of rational numbers expressed as fractions, decimal, percents, and ratios
###### Assessment limits:
• Use positive rational numbers (0 – 100)
1. Compare, order, and describe rational numbers with or without relational symbols (<, >, =)
###### Assessment limits:
• Use no more than 4 fractions with denominators that are factors of 300 that are less than 101 (0-100), decimals with no more than 4 decimal places (0-100), percents (0-100) or integers (-100 to 100)
1. Express whole numbers and decimals in scientific notation

C.

### Indicator

• 1. Analyze number relations and compute

### Objectives

1. Add, subtract, multiply, and divide integers
###### Assessment limits:
• Use one operation (-100 to 100)
1. Add, subtract, and multiply positive fractions and mixed numbers
###### Assessment limits:
• Use no more than 2 operations and positive fractions or mixed numbers with denominators as factors of 300 less than 101 (0 – 2000)
1. Divide fractions and mixed numbers
1. Calculate powers of integers and square roots of perfect square whole numbers
###### Assessment limits:
• Use exponents of no more than 3 for integers (-10 to 20) or square roots of perfect square whole numbers (0–100)
1. Use the laws of exponents to simplify expressions
###### Assessment limits:
• Use the rules of exponents (power times power or power divided by power) with the same whole number base (0 – 100) and exponents (0 – 10)
1. Identify and use the properties of addition and multiplication to simplify expressions
###### Assessment limits:
1. Determine percent of a number

### Objectives

1. Determine approximate sums, differences, products, and quotients
###### Assessment limits:
• Use no more than 3 positive rational numbers (0 – 1000)

### Indicator

• 3. Analyze ratios, proportions, or percents

### Objectives

1. Determine equivalent ratios
###### Assessment limits:
• Use denominators as factors of 300 but less than 101 and whole numbers (0-100)
1. Determine and use rates, unit rates, and percents as ratios in the context of a problem
###### Assessment limits:
1. Determine rate of increase and decrease, discounts, simple interest, commission, sales tax
1. Determine percent of a number

## Standard 7.0 Processes of Mathematics

A.

### Indicator

• 1. Apply a variety of concepts, processes, and skills to solve problems

### Objectives

1. Identify the question in the problem
1. Decide if enough information is present to solve the problem
1. Make a plan to solve a problem
1. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
1. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
1. Identify alternative ways to solve a problem
1. Show that a problem might have multiple solutions or no solution
1. Extend the solution of a problem to a new problem situation

B.

### Indicator

• 1. Justify ideas or solutions with mathematical concepts or proofs

### Objectives

1. Use inductive or deductive reasoning
1. Make or test generalizations
1. Support or refute mathematical statements or solutions
1. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction

C.

### Indicator

• 1. Present mathematical ideas using words, symbols, visual displays, or technology

### Objectives

1. Use multiple representations to express concepts or solutions
1. Express mathematical ideas orally
1. Explain mathematically ideas in written form
1. Express solutions using concrete materials
1. Express solutions using pictorial, tabular, graphical, or algebraic methods
1. Explain solutions in written form
1. Give or use feedback to revise mathematical thinking

D.

### Indicator

• 1. Relate or apply mathematics within the discipline, to other disciplines, and to life

### Objectives

1. Identify mathematical concepts in relationship to other mathematical concepts
1. Identify mathematical concepts in relationship to other disciplines
1. Identify mathematical concepts in relationship to life
1. Use the relationship among mathematical concepts to learn other mathematical concepts

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004