Honors/Standard 7 Mathematics Pacing Guide 2016-2017

Quarter 4

Indianapolis Public Schools Curriculum and Instruction

Unit 6 (continued): Data Analysis and Probability Week Standards

Week 12 Apr. 3-7

7.DSP.1: Understand that statistics can be used to gain information about a population by examining a sample of the population and generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. - 7.DSP.2: Use data from a random sample to draw inferences about a population. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. - ISTEP+FOCUS OF THE WEEK; DATA ANALYSIS; 7.DSP.3, 7.DSP.4, 7.DSP.5, 7.DSP.6, 7.DSP.7 Begin ISTEP + Part Two Review PS: 1, 2, 3, 4, 5, 6, 7, and 8 +

Week 13 Apr. 10-14

ISTEP + Part Two Review ISTEP+FOCUS OF THE WEEK: SPIRAL REVIEW PS: 1, 2, 3, 4, 5, 6, 7, and 8 +

Week 14 Apr. 17-21

ISTEP + Part Two Window Opens PS: 1, 2, 3, 4, 5, 6, 7, and 8 +

Unit 7: Spiraled Standards

Week 15 Apr. 24-28

ISTEP + Part Two Window Open 7.C.1: Understand p + q as the number located a distance |q| from p, in the positive or negative direction, depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.-

7.C.2:Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.- There are suggested projects located in a separate folder titled “ 7th Grade Projects” with the resource documents as additional options. PS: 1, 2, 3, 4, 5, 6, 7, and 8 +

Week 16 May 1-5

ISTEP + Part Two Window Closes 7.C.6: Use proportional relationships to solve ratio and percent problems with multiple operations, such as the following: simple interest, tax, markups, markdowns, gratuities, commissions,

fees, conversions within and across measurement systems, percent increase and decrease, and percent error.+

7.C.8: Solve real-world problems with rational numbers by using one or two operations.+ 7.AF.9: Identify real-world and other mathematical situations that involve proportional relationships. Write equations and draw graphs to represent proportional relationships and recognize that these situations are described by a linear function in the form y = mx, where the unit rate, m, is the slope of the line. There are suggested projects located in a separate folder titled “ 7th Grade Projects” with the resource documents as additional options. PS: 1, 2, 3, 4, 5, 6, 7, and 8 +

Honors/Standard 7 Mathematics Pacing Guide 2016-2017

Quarter 4

Indianapolis Public Schools Curriculum and Instruction

Week 17 May 8-12

7.C.6: Use proportional relationships to solve ratio and percent problems with multiple operations, such as the following: simple interest, tax, markups, markdowns, gratuities, commissions,

fees, conversions within and across measurement systems, percent increase and decrease, and percent error.+

7.C.8: Solve real-world problems with rational numbers by using one or two operations.+ 7.AF.9: Identify real-world and other mathematical situations that involve proportional relationships. Write equations and draw graphs to represent proportional relationships and recognize that these situations are described by a linear function in the form y = mx, where the unit rate, m, is the slope of the line.

There are suggested projects located in a separate folder titled “ 7th Grade Projects” with the resource documents as additional options.

PS: 1, 2, 3, 4, 5, 6, 7, and 8 +

Week 18 May 15-19

7.AF.2: Solve equations of the form px + q= r and p(x + q) = r fluently, where p, q, and r are specific rational numbers. Represent real-world problems using equations of these forms and solve such problems.+ 7.AF.4: Define slope as vertical change for each unit of horizontal change and recognize that a constant rate of change or constant slope describes a linear function. Identify and describe situations with constant or varying rates of change.

7.AF.5: Graph a line given its slope and a point on the line. Find the slope of a line given its graph. PS: 1, 2, 3, 4, 5, 6, 7, and 8 +

Week 19 May 22-25

(4 days) Flex Day

7.AF.2: Solve equations of the form px + q= r and p(x + q) = r fluently, where p, q, and r are specific rational numbers. Represent real-world problems using equations of these forms and solve such problems.+ 7.AF.4: Define slope as vertical change for each unit of horizontal change and recognize that a constant rate of change or constant slope describes a linear function. Identify and describe situations with constant or varying rates of change.

7.AF.5: Graph a line given its slope and a point on the line. Find the slope of a line given its graph. PS: 1, 2, 3, 4, 5, 6, 7, and 8 +

Week 20 May 30 – June 2

(4 days) Memorial Day

Review for Post-Test PS: 1, 2, 3, 4, 5, 6, 7, and 8 +

Week 21 June 5-8 (4 days)

Records Day

Post-Test PS: 1, 2, 3, 4, 5, 6, 7, and 8 +

Process Standards for Mathematics (PS): 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision. 7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

+ = Critical Content (50-75% of Instructional Time) =Important Content (25-50% of Instructional Time) - = Additional Content (5-10% of Instructional Time)