| Idaho Department of Education |
Objective |
Sub Objectives |
Task Analysis |
Essential Vocabulary |
Clarifying Questions |
| Content Standards |
Cognitive level codes:
• B: Memorize
• C: Perform procedures
• D: Demonstrate understanding
• E: Conjecture, generalize, prove
• F: Solve non -routine problems, make
connections |
Bloom's Equivalent
• B = Knowledge
• C = Comprehension
• D = Comprehension
• E = Application and Analysis
• F = Synthesis |
Calculator codes:
• NO: student MUST NOT have a calculator while completing
this item in order to assess this objective |
Shaded objectives
should be assessed in the classroom, but
not included on the ISAT assessment. |
|
|
| Standard 1: Number
and Operation |
|
|
|
|
| Goal 1.1: Understand and use
numbers. |
7.M.1.1.1 Compare magnitudes and
relative magnitudes
of rational numbers, including integers, fractions, and
decimals.CL: C, D
Calc: CN
Content Limit: Fraction denominators limited to 2, 3, 4,
5, 6, 8, 10, 12, 16, 20, 25, and 100. Integers only as
negative rational numbers. Decimals must be
terminating. Numbers may be ordered least to
greatest or
greatest to least. |
• Compare magnitudes and relative
magnitudes of
rational numbers, including integers, fractions, and
decimals. |
• compare integers using greater
than, less than, and
equal to
• convert between decimals, fractions, and percent
• order positive and negative numbers, fractions, and
percents |
• equivalent
• convert • fractions • decimals • percent •integer • positive •
negative |
• Use < > or = to solve
1/2 __ 0.8 |
| |
7.M.1.1.2 Solve problems requiring
the conversion
between simple decimals , fractions, ratios, and percents.
CL: C
Calc: NO
Content Limit: Fraction denominators limited to 2, 3, 4,
5, 8, 10, 20, 25, and 100. |
• Solve problems requiring the
conversion between
simple decimals, fractions, ratios, and percents. |
• convert between decimals,
fractions, ratios, and
percents in all combinations |
• equivalent • convert • fractions •
decimals • percent •
ratio |
• Convert 0.6 to a percent |
| |
7.M.1.1.3 Locate the position of
rational numbers on a
number line.CL: C
Calc: NO
Content Limit: Fraction denominators limited to 2, 3, 4,
5, 6, 8, and 10. Decimals to thousandths place. |
• Locate the position of rational
numbers on a number
line. |
• create a number line using an
appropriate scale
• use a number line to plot points including integers and
fractions
• identify points on a number line |
• scale • integers • plot • rational
numbers • position |
• Plot -7 on a number line |
| |
7.M.1.1.4 Rewrite multiple factors
using exponents. CL: C
Calc: CN
Content Limit: Factors must be whole numbers greater
than 1. |
• Rewrite multiple factors using
exponents. |
• explain that the exp onent tells
how many times the
base is to be used as a factor |
• exponent • base • factor • product |
• Use exponents to rewrite the
expression
7 * 7 * 7 |
| |
7.M.1.1.5 Apply the number theory
concepts of primes, • Apply the number theory concepts of primes • apply
rules of divisibility
• prime • composite • factorization • factor • LCM • GCF
• the least common multiple of 8 and 6
composites, and prime factorization and find the Least
Common Multiple (LCM) and the Greatest Common
Factor (GCF).CL: C
Calc: CR
Content Limit: Items involve no more than two numbers
less than 100. Numbers are not relatively prime. |
• Apply the number theory concepts
of primes,
composites, and prime factorization and find the Least
Common Multiple (LCM) and the Greatest Common
Factor (GCF). |
• apply rules of divisibility
• define prime and composite numbers
• calculate prime factorization
• find LCM and GCF |
• prime • composite • factorization
• factor • LCM • GCF
• divisibility |
• Find the least common multiple of
8 and 6. |
| |
7.M.1.1.6 Recognize pertinent
information for problem
solving.
CL: C
Calc: CN
Content Limit: Items include more information than
required to solve. Information may be given in text or
table form. Data provided consistent with context of the
item (e.g., a table listing start/stop times for movies).
|
• Recognize pertinent information
for problem solving |
• distinguish between necessary and
unnecessary
information |
• necessary • unnecessary •
pertinent |
• Cross out the unnecessary
information in the following
problem. Bobby had a dog named Skip. Skip ate one cup
of dog food each day. How many cups of dog food will
he eat in a week? |
| |
7.M.1.1.7 Describe the use of
integers in real-world
situations.CL:
Calc:
Content Limit: Assessed in the classroom, not on the ISAT.
|
• Describe the use of integers in
real-world situations. |
• demonstrate real world
applications such as checking
account, golf, stock market, allowance, etc. |
|
• Bobby got $10 for washing the
dishes. He spent $3 at
the store. Then he received $20 for mowing the lawn.
How much money does Bobby have now? |
| |
7.M.1.1.8 Use appropriate
vocabulary. CL:
Calc:
Content Limit: Assessed in the classroom, not on the ISAT. |
• Use vocabulary appropriately |
• communicate using mathematical
termino logy correctly |
|
|
Goal 1.2: Perform computations
accurately. |
7.M.1.2.1 Recall the common
equivalent fractions,
decimals, and percents of halves, fourths, and tenths.
CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Recall the common equivalent
fractions, decimals, and
percents of halves, fourths, and tenths. |
• name the common equivalent
fractions, decimals, and
percents of halves, fourths, and tenths |
• equivalent |
• Write ¼ as a decimal and a
percent. |
| |
7.M.1.2.2 Add, subtract, multiply,
and divide whole
numbers, fractions and decimals; and add, multiply, and
divide integers.
CL: C
Calc: NO
Content Limit: Fraction denominators limited to 2, 3, 4,
5, 6, 8, 10, 12, 16, 20, 25, and 100. Negative rational
numbers are limited to integers. Up to three numbers and
two operations. No grouping symbols. Expression must be clearly stated. |
• Solve addition, subtraction, and
division of whole
numbers, fractions and decimals: and add, multiply, and
divide integers. |
• recognize and apply rules for
addition, subtraction,
multiplication and division of whole numbers, fractions,
mixed numbers, decimals, and integers |
• LCM • GCF • reciprocal • simplify
• denominator •
numerator • negative • positive • integer • absolute value |
• ⅝ ÷ ⅜ |
| |
7.M.1.2.3 Evaluate whole numbers in
exponential form.
CL: C
Calc: NO
Content Limit:
Exponents are limited to whole numbers 2 through 6
inclusive. Results must be less than 100. |
• Evaluate whole numbers in
exponential form. |
• multiply the base the appropriate
number of times |
• exponent • base • factor • product |
• Evaluate 23 |
| |
7.M.1.2.4 Evaluate numerical expressions using the
order of operations with whole numbers and decimals.
CL: C
Calc: NO
Content Limit:
Operations may include addition, subtraction,
multiplication, and division. Grouping symbols may be
used and nested two levels at most. Decimals are limited
to thousandths place. |
• Evaluate numerical expressions using the order of
operations with whole numbers and decimals. |
• apply the order of operations to evaluate expressions |
• order of operations • parenthesis • brackets |
• (2 + 3) x 4 + 2 x 3 |
| |
7.M.1.2.5 Select and use an appropriate method of
computation from mental math, paper and pencil,
calculator, or a combination of the three.CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Select and use an appropriate method of computation
from mental math, paper and pencil, calculator, or a
combination of the three. |
• demonstrate the use of a calculator
• solve mental math equations
• compare and select the most appropriate computation
method or combination of |
|
• Solve using mental math.
2.3 x 100 |
| |
7.M.1.2.6 Use a variety of strategies including common
mathematical formulas to compute problems drawn from
real-life situations.CL: C
Calc: NO
Content Limit: Formulas will be given in item and
limited to area of a parallelogram, triangle, or circle,
circumference of a circle, distance formula, simple
interest formula, and volume of a rectangular prism. |
• Demonstrate and use a variety of strategies including
common mathematical formulas to compute problems
drawn from real-life situations. |
• explain substitution of numbers for variables
• evaluate the formula |
• variable • formula • substitution |
• The formula for distance is: d=rt Billy walked 3
miles
per hour for 4 hours. How far did Billy walk? |
| |
7.M.1.2.7 Use appropriate vocabulary and notations.
CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Use vocabulary and notations appropriately. |
• communicate using mathematical terminology correctly |
|
|
Goal 1.3: Estimate and judge
reasonableness of results. |
7.M.1.3.1 Estimate to predict computation results.
CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Estimate to predict computation results. |
• demonstrate estimation strategies |
• estimate • number sense • predict |
• Estimate the product.
32 x 12 |
| |
7.M.1.3.2 Explain when estimation is appropriate and
describe the usefulness of an estimate as opposed to an
exact answer.CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Explain when estimation is appropriate and describe
the usefulness of an estimate as opposed to an exact
answer. |
• justify/question the answer for sensibility |
• estimate • number sense • predict |
|
| |
7.M.1.3.3 Identify whether a given estimate is an
overestimate or underestimate.CL: E
Calc: NO
Content Limit: Estimates will involve multiplication
only. |
• Identify whether a given estimate is an overestimate
or
underestimate. |
• compare estimated quantity with the given quantity in
the problem |
• underestimate • overestimate |
• Which is an overestimate of 7x32?
a. 300
b. 224
c. 210 |
| |
7.M.1.3.4 Use a four-function calculator to solve
complex grade -level problems.CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Demonstrate the use of a four-function calculator to
solve complex grade-level problems. |
• enter problems correctly to demonstrate the use of a
calculator |
|
• Use the calculator to evaluate the expression:
3 + 4 x 5 |
| |
7.M.1.3.5 Formulate conjectures and discuss why they
must be or seem to be true.CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Formulate conjectures and discuss why they must be or
seem to be true. |
• explain and compare the relationships and or patterns
in problems |
• conjecture • justify • formulate |
• What are the next three numbers in this pattern
2, 4, 6, … |
| |
7.M.1.3.6 Use appropriate vocabulary and notations.
CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Use appropriate vocabulary and notations. |
• communicate using mathematical terminology correctly |
|
|
Goal 2.1: Understand and use U.S.
customary and metric measurements. |
7.M.2.1.1 Select and use appropriate units and tools to
make formal measurements in both systems.CL: C
Calc: YES
Content Limit: Select appropriate units and tools only.
Units for length are inches, feet, yards, miles,
millimeters, centimeters, and meters. Units for time are
seconds, minutes, hours, days, and years. Units for
weight are ounces, pounds, tons, grams, and kilograms.
Units for volume (capacity) are cups, quarts, gallons,
milliliters, and liters.
‘Use … tools to make formal measurements’ to be
assessed in the classroom, not on the ISAT. |
• Select and use appropriate units and tools to make
formal measurements in both systems. |
• select US customary system or metric units
appropriately
• measure using appropriate tools for US customary or
metric system |
• inches • feet • yards • miles • millimeters •
centimeters •
meters • seconds • minutes • hours • days • ounces •
pounds • tons • grams • kilograms • cups • quarts •
gallons • milliliters • liters • volume • capacity |
• What unit of measure would be used to measure the
length of a bicycle? |
| |
7.M.2.1.2 Apply estimation of measurement to realworld
and content problems using standard measuring
devices.CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Apply estimation of measurement to real-world and
content problems using standard measuring devices. |
• select US customary system or metric units
appropriately
• estimate by using appropriate tools for US customary or
metric system |
|
• Estimate the weight of two 7th grade students.
A. 100 lbs
B. 210 lbs
C. 35 lbs |
| |
7.M.2.1.3 Explain the differences between perimeter,
area, and volume (capacity) and their measures within
both systems.CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Explain the differences between perimeter, area, and
volume (capacity) and their measures within both
systems. |
• define perimeter, area, and volume
• recognize their measures in US customary and metric |
• units • units2 |
• The living room needs new carpet. Will perimeter or
area be used to determing how much carpet to buy? |
| |
7.M.2.1.4 Given the formulas, find the perimeter,
circumference, or area of triangles, circles, and
quadrilaterals.CL: C
Calc: YES
Content Limit: Quadrilaterals may include
parallelograms and trapezoids. Diameter or radius may
be given in circle problems . Radii may not be 2. A
reference sheet will be available with formulas that
include: perimeter and area of a rectangle; area of a
triangle, trapezoid, and parallelogram; and
circumference and area of a circle. |
• Given the formulas, find the perimeter,
circumference,
or area of triangles, circles, and quadrilaterals. |
• explain substitution of numbers for variables
• evaluate the formula |
|
• Find the circumference of a circle with a diameter of
5
cm. C=πd |
| |
7.M.2.1.5 Convert units of measurement within each
system.CL: C
Calc: YES
Content Limit: All conversions must be within the same
system of measurement: inches and feet, inches and
yards, feet and yards, ounces and pounds, pounds and
tons, fluid ounces and cups, cups and pints, pints and
quarts, quarts and gallons, milli- and unit, centi- and
unit, and kilo- and unit. Time units may include years,
months, weeks, days, hours, minutes, and seconds. |
• Convert units of measurement within each system. |
• solve using unit multipliers/conversion factors
• list equivalent values between measurements within the
same system |
• unit multiplier • equivalent |
• How many pounds are in 3 tons? |
| |
7.M.2.1.6 Solve problems involving perimeter and area
of rectangles and triangles.CL: C
Calc: YES
Content Limit: Items may include shapes that are formed
by a combination of two shapes. |
• Solve problems involving perimeter and area of
rectangles and triangles. |
• distinguish between area and perimeter formulas
• apply the appropriate formula to the correct shape |
|
• What is the area of a rectangle with length 7 ft and
width 5 ft? |
| |
7.M.2.1.7 Use appropriate vocabulary and notations.
CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Use appropriate vocabulary and notations. |
• communicate using correct mathematical terminology |
|
|
Goal 2.2: Apply the concepts of rates,
ratios, and proportions. |
7.M.2.2.1 Explain rates and their relationship to
ratios,
and use proportions to solve problems represented with a
diagram.CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Explain rates and their relationship to ratios, and
use
proportions to solve problems represented with a
diagram. |
• define rates and ratios
• solve problems using proportions including scale
drawings |
• ratio • rate • proportion • scale drawing |
• Solve the proportion.
 |
| |
7.M.2.2.2 Reduce rates to unit rates.
CL: C
Calc: YES
Content Limit: Situations must be real-world
applications such as gas mileage, speed, growth, etc.
Rates given should be equivalent unit rates equal to a
whole number or terminating decimal. |
• Reduce rates to unit rates. |
• demonstrate simplifying rates |
|
• Lucy drove 350 miles on a tank of gas. The tank hold
15 gallons. How many miles per gallon does her car get?
|
| Goal 2.3: Apply dimensional analysis. |
7.M.2.3.1 Identify properly constructed dimensional
analysis conversions.CL: C, D
Calc: CN
Content Limit: Customary units may include inches, feet,
yards, miles, ounces, pounds, cups, pints, quarts, and
gallons. Metric units may include millimeters,
centimeters, meters, grams, kilograms, milliliters, and
liters. Time units may include years, months, weeks,
days, hours, minutes, and seconds. No more than one
conversion ratio and one multiplier should be used for
any item
(e.g., 2 hours to minutes is acceptable: ). |
• Identify properly constructed dimensional analysis
conversions. |
• solve using unit multipliers
• list equivalent values between measurements within the
same system |
|
• Convert 3 miles to feet. |
| Standard 3: Concepts and Language of
Algebra and Functions |
|
|
Goal 3 1: Use algebraic symbolism as a
tool to represent mathematical
relationships |
7.M.3.1.1 Use variables in simple expressions and
equations. CL: D
Calc: CN
Content Limit: Evaluate an expression by substituting a
number for every variable in the expression. Items are
limited to at most two variables at a time. Items may also
check solutions to equations by substituting values for
the variable(s) in an equation. |
• Use variables in simple expressions and equations |
• evaluate an expression by substituting a number for
every variable in the expression. |
• equation • variable • substitute • expression |
• Find x3= ? When x is 4. |
| |
7.M.3.1.2 Translate simple word
statements into
algebraic expressions and equations.CL: D
Calc: CN
Content Limit: Expressions and equations may contain at
most two operations and may require at most one
grouping symbol. May contain one or two variables. |
• Translate simple word statements
into algebraic
expressions and equations. |
• write equations or expressions
that have the same
meanings as the statements made with words.
• convert words to mathematical symbols |
• increase • decrease • sum •
difference • quotient •
product • greater • less than • opposite |
• Write the following in an
algebraic phrase. The sum of
a number and 7 |
| |
7.M.3.1.3 Use symbols “<,” “>,”“=,”
“≠,” “≤,” and “≥”
to express relationships.CL: D
Calc: CR
Content Limit: Item may include integers between −50
and 50, up to two operations, at most one grouping
symbol, and exponents limited to 2 and 3. May include
one variable. |
• Use symbols “<,” “>,”“=,” “≠,”
“≤,” and “≥” to express
relationships. |
• identify the meaning of the
different symbols: “<,”
“>,”“=,” “≠,” “≤,” and “≥”
• write inequalities and equations to represent numerical
relationships |
• less than • more than • equal to •
not equal to • greater
than or equal to • less than or equal to. |
• True or false
5 + 3 ≤ 5 + 5 |
Goal 3.2: Evaluate algebraic
expressions. |
7.M.3.2.1 Evaluate simple numeric
and algebraic
expressions using commutative, associative, identity,
zero, inverse, distributive, and substitution properties.
CL: C
Calc: NO
Content Limit: Expressions may include integers
between
−50 and 50, up to two operations, at most one grouping
symbol, and exponents limited to 2 and 3. May include
one variable. |
• Evaluate simple numeric and
algebraic expressions
using commutative, associative, identity, zero, inverse,
distributive, and substitution properties. |
• identify the property used to
solve various expressions
• justify the use of one property over another
• evaluate simple algebraic expressions |
• commutative • associative •
identity • zero • inverse •
distributive • substitution |
• Use the distributive property to
evaluate
2(3 + 4) |
| |
7.M.3.2.2 Use the order of
operations in evaluating
simple algebraic expressions.CL: C
Calc: NO
Content Limit: Expressions may include integers
between
−50 and 50, up to four operations, at most two grouping
symbols, and exponents limited to 2 and 3. The fraction
bar may be used as a grouping symbol. May include one or two variables. |
• Use the order of operations in
evaluating simple
algebraic expressions. |
• list the correct order of
operations
• apply the order of operations to simplify expressions |
• order of operations • parenthesis
• brackets • variable |
• Evaluate
x + yz + xz
If x = 2, y = 9, and z = 6 |
Goal 3.3: Solve algebraic equations
and
inequalities. |
7.M.3.3.1 Solve one- step equations .
CL: C
Calc: CR
Content Limit: Equations may include integers between
−50 and 50. Variable may appear on left or right side of
equal sign. |
• Solve one-step equations. |
• find a solution to the equation by
applying the inverse
operation to isolate and solve for the variable. |
• isolate • inverse • operation •
variable |
• x + 11 = 97 |
Goal 3.4: Understand the concept of
functions. |
7.M.3.4.1 Extend patterns involving
rational numbers
and describe the rule that generates the pattern.
CL: E
Calc: CR
Content Limit: Patterns involve adding or subtracting
whole numbers, decimals, or fractions. Fraction
denominators limited to 2, 3, 4, 5, 6, 8, and 10. Decimals
to thousandths place. Items may ask the student to
extend the pattern, state the rule for the pattern, or both. |
• Extend patterns involving rational
numbers and
describe the rule that generates the pattern. |
• state the rule for the pattern
• apply the rule to extend the pattern |
• rational number • pattern • rule |
• Identify the pattern in the
following sequence:
1, 4, 9, 16 … |
| |
7.M.3.4.2 Explain how a change in
one quantity impacts
a change in another quantity.CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Explain how a change in one
quantity impacts a change
in another quantity. |
• predict the outcome when changing
one quantity in an
expression |
• predict • quantity • expression •
outcome |
|
| |
7.M.3.4.3 Use appropriate vocabulary
and notations CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Use appropriate vocabulary and
notations. |
• communicate using mathematical
terminology correctly |
|
|
Goal 3.5: Represent equations,
inequalities and functions in a variety of
formats. |
7.M.3.5.1 Represent a simple set of
data in a table, as a
graph, and as a mathematical relationship.
CL: C
Calc: CR
Content Limit: Relationship must be linear. Relationship
is presented as a table, graph, or equation. Equation
describing relationship must include one operation. The
answer options will include a table, a graph, or an
equation. |
• Represent a simple set of data in
a table, as a graph,
and as a mathematical relationship. |
• interpret data in a table and
graph
• create a linear graph or table using a simple set of data |
• graph • data • relationship •
table |
• Graph the following information
for rainfall in
Pocatello.
Monday = 5 inches
Tuesday = 0.5 inches
Wednesday = 0
Thursday = 1 inch
Friday = 0.3
Saturday = 0.4
Sunday = 3 inches |
Goal 3.6: Apply functions to a
variety of
problems. |
7.M.3.6.1 Use patterns and linear
functions to represent
and solve simple problems.CL: D
Calc: CR
Content Limit: Patterns may include rational numbers.
Linear functions are limited to whole number variable
values. |
• Use patterns and linear functions
to represent and solve
simple problems. |
• create an input / output table
• select numbers and substitute for the variable
• plot the values on a coordinate plane |
• plot • substitute • coordinate
plane • input/output tables |
• Graph the line y = x + 4
Let x be -2, 0, and 1 |
| Standard 4: Concepts
and Principles of Geometry |
|
|
Goal 4.1: Apply concepts of size,
shape,
and spatial relationships. |
7.M.4.1.1 Classify relationships
among types of one- and
two-, dimensional geometric figures, using their defining
properties.CL: D
Calc: CN
Content Limit: Figures may include triangles and
quadrilaterals. Triangles may be classified by angles
(acute, equiangular, obtuse, or right) or by sides
(equilateral, isosceles, or scalene) or both (e.g., an obtuse
isosceles triangle). Quadrilaterals may be classified
according to number and position of parallel sides as
well as angle measure (square, trapezoid, parallelogram,
rectangle, or rhombus). |
• Classify relationships among types
of one- and two-,
dimensional geometric figures, using their defining
properties. |
• list defining characteristics of
geometrical figures
• compare one- and two- dimensional geometric figures |
• acute • obtuse • right •
equilateral • isosceles • scalene •
quadrilateral • parallel • perpendicular • trapezoid •
parallelogram • rectangle • rhombus • square • triangle |
• Classify the triange by its sides.
 |
| |
7.M.4.1.2 Draw and measure various
angles and shapes
using appropriate tools.CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Draw and measure various angles
and shapes using
appropriate tools. |
• demonstrate the use of protractor
• demonstrate the use of compass
• demonstrate the use of straight edge/ruler |
• protractor • compass • straight
edge • angle • degree •
vertex • line segment • point • ray • perimeter • area |
• Draw a 60º
angle using a protractor |
| |
7.M.4.1.3 Apply fundamental
concepts, properties, and
relationships among points, lines, rays, planes, and
angles.CL: C
Calc: CN
Content Limit: Items may include parallel, intersecting,
and perpendicular lines. Angles may include acute, right,
obtuse, straight, and congruent. Symbols may include:
capital letter for points, two-headed arrow above two
capital letters for lines, line segment above two capital
letters for line segments, one-headed arrow above two
capital letters for rays, angle symbol with one capitol
letter or angle symbol with three capitol letters for
angles, and symbols for parallel, perpendicular, and right
angle. |
• Apply fundamental concepts,
properties, and
relationships among points, lines, rays, planes, and
angles. |
• describe the relationship between
point, lines, rays, and
angles
• identify point, line, ray, angle, and plane |
• point • line • ray • angle • plane |
• Two rays that intersect to form a
90º
angle create what
type of lines? |
| |
7.M.4.1.4 Explain and model the
effects of reflections,
translations, and rotations on various shapes.
CL: D, E
Calc: CN
Content Limit: Items are limited to identifying the effects
of a single transformation. Rotations are in increments of
45°. Rotations indicate clockwise or counterclockwise.
‘Explain’ to be assessed in the classroom, not on the
ISAT. |
• Explain and model the effects of
reflections,
translations, and rotations on various shapes |
• describe reflection, translation,
rotation
• show reflection, translation, rotation of various shapes |
• reflection • translation •
rotation • transformation •
clockwise • counterclockwise • 45° increment |
• Describe the transformation of the
object 
|
| |
7.M.4.1.5 Identify congruence,
similarities, and line
symmetry of shapes.CL: E
Calc: CN
Content Limit: Shapes limited to two-dimensional
figures. |
• Identify congruence, similarities,
and line symmetry of
shapes. |
• define and illustrate the terms:
congruent, similar, and
line of symmetry |
• congruent • similar • symmetry |
• How many lines of symmetry does
the following shape
have?
|
| |
7.M.4.1.6 Describe the concept of
surface area and
volume (capacity).CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Describe the concept of surface
area and volume
(capacity). |
• compare area, surface area and
volume of various
figures |
• surface area • volume • area • net |
• Calculate the volume of the figure
 |
| |
7.M.4.1.7 Use appropriate vocabulary
and symbols. CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT |
• Use appropriate vocabulary and
symbols. |
• communicate using mathematical
terminology correctly |
|
|
Goal 4.2: Apply the geometry of
right
triangles. |
No objectives at this grade level. |
|
|
|
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Goal 4.3: Apply graphing in two
dimensions. |
7.M.4.3.1 Identify and plot points
on a coordinate plane. CL: C
Calc: CN
Content Limit: Points may be in any of four quadrants or
on an axis. Use integer coordinates. |
• Identify and plot points on a
coordinate plane. |
• demonstrate the rules associated
with graphing on a
coordinate plane |
• x axis • y axis • origin •
quadrant • x,y coordinate • plot
• points • ordered pair |
• Plot the following points
(-2, 3); (-4, 0); (1, 5) |
| Standard 5: Data
Analysis, Probability, and Statistics |
|
|
| Goal 5.1: Understand data analysis. |
7.M.5.1.1 Read and interpret tables,
charts, and graphs,
including frequency tables, scatter plots, broken line
graphs, line plots, bar graphs, histograms, circle graphs,
and stem-and-leaf plots.CL: C
Calc: CR
Content Limit: For scatter plots and line graphs, scales
are in increments of 1, 2, 5, and 10 and are consistent on
x- and y-axis. No more than one table, chart, or graph per
item. |
• Read and interpret tables, charts,
and graphs, including
frequency tables, scatter plots, broken line graphs, line
plots, bar graphs, histograms, circle graphs, and stemand-
leaf plots. |
• interpret graphical information to
answer questions |
• table • chart • graph • frequency
• scatter plots • broken
line graphs • line plots • bar graphs • histograms • circle
graphs • stem-and-leaf plots |
• Which day had the highest
temperature?
 |
| |
7.M.5.1.2 Explain conclusions drawn
from tables, charts,
and graphs.CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Explain conclusions drawn from
tables, charts, and
graphs. |
• analyze information presented in
tables, charts, and
graphs
• justify responses for information gathered from tables, charts, and
graphs |
• see above 5.1.1 |
|
| |
7.M.5.1.3 Use appropriate vocabulary
and notations. CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Use appropriate vocabulary and
notations. |
• communicate correct mathematical
terminology |
|
|
Goal 5.2: Collect, organize, and
display
data. |
7.M.5.2.1 Collect, organize, and
display data with
appropriate notation in tables, charts and graphs,
including scatter plots, broken line graphs, line plots, bar
graphs, and stem-and-leaf plots.CL: C
Calc: CR
Content Limit: Given data, choose a display. Displays
limited to scatter plots, broken line graphs, line plots, bar
graphs, and stem-and-leaf plots. ‘Collect’ will be
assessed in the classroom, not on the ISAT. |
• Collect, organize, and display
data with appropriate
notation in tables, charts and graphs, including scatter
plots, broken line graphs, line plots, bar graphs, and stemand-
leaf plots. |
• demonstrate and present numerical
data and
information in pictorial form
• select the most appropriate graph for the data collected |
• scale • labels • x -axis • y -axis
• subtitles • grid lines •
legend • interval |
• Survey 25 students to determine
their favorite type of
soda and create a graph to represent your findings. |
Goal 5 3: Apply simple statistical
measurements. |
7.M.5.3.1 Determine the measures of
central tendency – mean, median and mode – with sets of data.
CL: C
Calc: YES
Content Limit: At most ten numbers in data set.
Numbers are less than 300. Data set must contain at
most a single mode. Data set may have an even number
of data points, but should be in numeric order. |
• Determine the measures of central
tendency – mean |
• define and calculate mean median
and mode
• arrange data in numerical order from least to greatest |
• measures of central tendency •
mean • median • mode
• average • numerical order |
• From the following set of numbers
calculate mean,
median, and mode.
21, 9, 9, 2, 10, 3, 9, 3 |
| |
7.M.5.3.2 Discuss distribution of
data, including range,
frequency, gaps, and clusters.CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Discuss distribution of data,
including range,
frequency, gaps, and clusters. |
• define range, frequency, gaps, and
clusters |
• range • distribution • frequency •
gaps • cluster |
• Find the range of the following
set of numbers:
21, 9, 9, 2, 10, 3, 9, 3 |
Goal 5.4: Understand basic concepts
of
probability. |
7.M.5.4.1 Predict, perform, and
record results of simple
probability experiments.CL: C, D
Calc: CN
Content Limit: Items using multiple trials must be done
with replacement. Items may ask for the probability of a
combination of outcomes (e.g., the probability of
drawing a red marble or a green marble). Items may
require the representation of all possible outcomes |
• Predict, perform, and record
results of simple
probability experiments. |
• recognize the probability of an
event is setting up the
ratio of favorable outcomes to total outcomes |
• predict • probability • outcome •
fair • unfavorable •
favorable • likelihood |
• What is the probability of getting
"heads" when
flipping a coin? |
| |
7.M.5.4.2 Recognize equally likely
outcomes. CL: C, D
Calc: CN
Content Limit: Item describes a familiar situation such as
spinning a spinner, rolling one or two dice (does not
include sum of two dice), or drawing multi-color objects
from a container. Equally likely outcomes must pertain
to the same event. |
• Recognize equally likely outcomes |
• recognize an equally likely
outcome has the same
probability of occurring for that event |
• equally likely outcome |
• In a bag of 12 marbles, 4 are red,
4 are green, and 4 are
blue. Is the likelihood of drawing a red, green, or blue
marble equal? Explain. |
| |
7.M.5.4.3 Explain that probability
ranges from
impossible to certain (0% to 100%).CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Explain that probability ranges
from impossible to
certain (0% to 100%). |
• recognize 0% means impossible and
100% means
certain
• compare fraction, percent & decimal representations of
probability |
|
• In a bag of 12 marbles, 4 are red,
4 are green, and 4 are
blue. What is the probability of drawing a white marble?
Explain. |
| |
7.M.5.4.4 Use the language of
probability CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Use the language of probability |
• communicate correct mathematical
terminology |
|
|
Goal 5.5: Make predictions or
decisions
based on data. |
7.M.5.5.1 Make predictions based on
simple theoretical
probabilities.CL: C, E
Calc: CN
Content Limit: Item describes a familiar situation such as
spinning a spinner, rolling one or two dice (does not
include sum of two dice), or drawing different colored
objects from a container. |
• Make predictions based on simple
theoretical
probabilities. |
• define theoretical probability and
make predictions |
• theoretical probability |
• What is the theoritical
probability of rolling a one on a
number cube . |
| |
7.M.5.5.2 Use appropriate vocabulary
and notations. CL:
Calc:
Content Limit: Assessed in the classroom, not on the
ISAT. |
• Use appropriate vocabulary and
notations. |
• communicate using mathematical
terminology correctly |
|
|
