School Improvement in Maryland

VSC: Mathematics Grade 7

Document Date: June 2004
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Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Topic

A. Patterns and Functions

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

Topic

B. Expressions, Equations, and Inequalities

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)

Topic

C. Numeric and Graphic Representations of Relationships

Indicator

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

Topic

A. Plane Geometric Figures

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

Topic

C. Representation of Geometric Figures

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

Topic

D. Congruence and Similarity

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

Topic

E. Transformations

Indicator

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

Topic

C. Applications in Measurement

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
    Assessment limits:

Standard 4.0 Knowledge of Statistics

Topic

A. Data Displays

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

Topic

B. Data Analysis

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
  1. Analyze misleading data representation

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

Topic

A. Sample Space

Indicator

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.

Topic

B. Theoretical Probability

Indicator

  • 1. Determine the probability of an event comprised of no more than 2 independent events

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

Topic

C. Experimental Probability

Indicator

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

Indicator

Objectives

Indicator

Objectives

Indicator

Objectives

Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic

Topic

A. Knowledge of Number and Place Value

Indicator

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

Topic

C. Number Computation

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

Indicator

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

Topic

A. Problem Solving

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

Topic

B. Reasoning

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

Topic

C. Communication

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. Ask questions about mathematical ideas or problems
  1. Give or use feedback to revise mathematical thinking

Topic

D. Connections

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