### 1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.

1.7.1: The student represents and uses numbers in a variety of equivalent forms.

1.7.1.A: compare and order integers and positive rational numbers;

1.7.1.B: convert between fractions, decimals, whole numbers, and percents mentally, on paper, [or with a calculator]; and

1.7.1.C: represent squares and square roots using geometric models.

1.7.2: The student adds, subtracts, multiplies, or divides to solve problems and justify solutions.

1.7.2.A: represent multiplication and division situations involving fractions and decimals with models, including [concrete objects,] pictures, words, and numbers;

1.7.2.B: use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

1.7.2.C: use models, such as [concrete objects,] pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

1.7.2.D: use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;

1.7.2.E: simplify numerical expressions involving order of operations and exponents;

### 2: The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.

2.7.3: The student solves problems involving direct proportional relationships.

2.7.3.B: estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units.

2.7.4: The student represents a relationship in numerical, geometric, verbal, and symbolic form.

2.7.4.A: generate formulas involving unit conversions within the same system (customary and metric), perimeter, area, circumference, volume, and scaling;

2.7.4.B: graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling;

2.7.4.C: use words and symbols to describe the relationship between the terms in an arithmetic sequence (with a constant rate of change) and their positions in the sequence.

2.7.5: The student uses equations to solve problems.

2.7.5.A: use [concrete and] pictorial models to solve equations and use symbols to record the actions; and

2.7.5.B: formulate problem situations when given a simple equation and formulate an equation when given a problem situation.

### 3: The student will demonstrate an understanding of geometry and spatial reasoning.

3.7.6: The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties.

3.7.6.A: use angle measurements to classify pairs of angles as complementary or supplementary;

3.7.6.B: use properties to classify triangles and quadrilaterals;

3.7.6.C: use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders; and

3.7.6.D: use critical attributes to define similarity.

3.7.7: The student uses coordinate geometry to describe location on a plane.

3.7.7.A: locate and name points on a coordinate plane using ordered pairs of integers; and

3.7.7.B: graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane.

3.7.8: The student uses geometry to model and describe the physical world.

3.7.8.B: make a net (two-dimensional model) of the surface area of a three-dimensional figure; and

3.7.8.C: use geometric concepts and properties to solve problems in fields such as art and architecture.

### 4: The student will demonstrate an understanding of the concepts and uses of measurement.

4.7.9: The student solves application problems involving estimation and measurement.

4.7.9.A: estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

4.7.9.B: connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and

4.7.9.C: estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

### 5: The student will demonstrate an understanding of probability and statistics.

5.7.10: The student recognizes that a physical or mathematical model (including geometric) can be used to describe the experimental and theoretical probability of real-life events.

5.7.10.A: construct sample spaces for simple or composite experiments; and

5.7.10.B: find the probability of independent events.

5.7.11: The student understands that the way a set of data is displayed influences its interpretation.

5.7.11.A: select and use an appropriate representation for presenting and displaying relationships among collected data, including line plot, line graph, bar graph, stem and leaf plot, circle graph, and Venn diagrams, and justify the selection; and

5.7.11.B: make inferences and convincing arguments based on an analysis of given or collected data.

5.7.12: The student uses measures of central tendency and variability to describe a set of data.

5.7.12.A: describe a set of data using mean, median, mode, and range; and

5.7.12.B: choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation.

### 6: These skills will not be listed under a separate recording category. Instead, they will be incorporated into at least 75% of the test questions in reporting categories 1?5 and will be identified along with content standards.

6.7.13: The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.

6.7.13.A: identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;

6.7.13.C: select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and

6.7.14: The student communicates about Grade 7 mathematics through informal and mathematical language, representations, and models.

6.7.14.A: communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.

Correlation last revised: 8/7/2014

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.