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Mathematics Grade 7
Standard 1: Students understand and use basic and advanced concepts of number and number of systems
Standard 2: Geometry and Spatial Sense
Standard 3: Data Analysis, Statistics, and Probability
Standard 5: Algebra, Functions, and Patterns
| Standard 1: Students understand and use basic and advanced concepts of number and number systems | ||
| NUMBERS, NUMBER RELATIONSHIPS, AND NUMBER SYSTEMS | FLP Lessons | Lesson Descriptions |
| 7.1.1. Use ratios and proportions to represent relationships | What Piece of the Pie? | Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. |
| Don't Use It All Up! | Students examine the Earth's water supply, using fractions to illustrate the different types of water. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. | |
| Lunchtime Favorites | Students determine what percentage of their diets comes from plants, what percentage comes from animals and what percentage from plants and animals. | |
| What's the Shape of Your Diet? | Students collect data on the foods they eat during a 24 hour period and compare their food consumption to the Food Guide Pyramid to determine if their food choices create a nutritionally sound diet. Fractions will be used in some cases to show actual vs. ideal. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Mighty Macros | Students convert their body weight from pounds to kilograms, then use multiplication to determine the amount of protein they need. The students also determine how grams of fat and carbohydrates they should each consume. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| 7.1.2. Explain and use percents greater than 100 | ||
| 7.1.3. Use prime factorization to determine the greatest common factor and least common multiple | Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| 7.1.4. Use integers to represent and compare quantities | From Sea to Shining Sea | Students identify the top five commodities for each agricultural region, then compute the commodity cash receipts for the top five and bottom five states. |
| What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Mighty Macros | Students convert their body weight from pounds to kilograms, then use multiplication to determine the amount of protein they need. The students also determine how grams of fat and carbohydrates they should each consume. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| OPERATIONS AND THEIR PROPERTIES | ||
| 7.1.5. Explain the effects of arithmetic operations on fractions, decimals, and integers | ||
| 7.1.6. Use order of operations (i.e., parentheses and operations) to simplify numeric expressions | ||
| COMPUTATIONAL FLUENCY AND ESTIMATION | ||
| 7.1.7. Add, subtract, multiply, and divide fractions and terminating decimals | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. |
| Mighty Macros | Students convert their body weight from pounds to kilograms, then use multiplication to determine the amount of protein they need. The students also determine how grams of fat and carbohydrates they should each consume. | |
| What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. | |
| 7.1.8. Solve real-world problems using integers, fractions, decimals, and percents | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Mighty Macros | Students convert their body weight from pounds to kilograms, then use multiplication to determine the amount of protein they need. The students also determine how grams of fat and carbohydrates they should each consume. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| 7.1.9. Estimate the results of problems involving fractions, decimals, and percents | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| 7.1.10. Use proportions to solve problems | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. |
| Why I Buy? | Students develop questions for a data collection survey form to assist in identifying factors affecting consumer purchasing decisions. | |
| What Piece of the Pie? | Students compute the average for each expense in retailing a food product. | |
| Standard 2: Geometry and Spatial Sense | ||
| TWO- AND THREE-DIMENSIONAL SHAPES, GEOMETRIC PROPERTIES AND RELATIONSHIPS | FLP Lessons | Lesson Descriptions |
| 7.2.1. Make observations about relationships between two- and three-dimensional figures; e.g., a cube is made with six squares | What's the Shape of Your Diet? | Students create a shape that represents his or her personal food choices, using the Food Guide Pyramid as a model. |
| 7.2.2. Classify triangles based on side and angle measurements; i.e., scalene, isosceles, equilateral, acute, obtuse, and right | ||
| COORDINATE GEOMETRY | ||
| 7.2.3. Draw and label the components of the coordinate plane; i.e., coordinates, quadrants, origin, x- and y-axes | ||
| TRANSFORMATION AND SYMMETRY | ||
| 7.2.4. Identify relationships between congruent figures and similar figures | ||
| 7.2.5. Draw the result of a transformation in the coordinate plane; i.e., translation, reflection, and rotation | ||
| VISUALIZATION, SPATIAL REASONING, AND GEOMETRIC MODELING | ||
| 7.2.6. Build and sketch three-dimensional solids; e.g., using nets, manipulatives | ||
| Standard 3: Data Analysis, Statistics, and Probability | ||
| DATA COLLECTION, DISPLAY, AND INTERPRETATION | FLP Lessons | Lesson Descriptions |
| 7.3.1. Formulate a question; collect, organize, and display data using a bar, line, and circle graph | Germ Busters | Students read and interpret the data from the graphs they created about the growth of microbes on three different potatoes in order to better understand how germs grow and the importance of properly washing hands to kill germs. |
| Don't Use It All Up | Students utilize or create their own pie chart that represents Earth's total supply of water and illustrates how the water is distributed. | |
| Lunchtime Favorites | Students create Venn diagrams to help them compare and contrast information about the foods they eat. | |
| It All Starts With A | Students conduct surveys to learn what agriculture provides to people. They organize, simplify, and communicate their findings using tallies, frequency tables & histograms. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. | |
| From Sea to Shining Sea | Students create graphs depicting the top five commodities nationally and compute the commodity cash receipts for the top five and the bottom five states. | |
| Buzzy, Buzzy Bee | Students create various graphs to display the information about apples "produced" during various growing seasons. | |
| Gala Fiesta Jamboree | Students create frequency tables with information collected while exploring the role of celebrations in diverse cultures, their class, and the local community. | |
| What Piece of the Pie? | Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food and creating, reading and interpreting pie charts and graphs. | |
| Why I Buy | Students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trials. After collecting, graphing and analyzing the data, students will decide which brand of a product they will buy and why. | |
| Till We or Won't We? | Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | |
| What Will the Land Support? | Students model the concept of carrying capacity of land by playing a board game in which they simulate the effects of early settlers moving into an unsettled area. The board game shows identical pieces of land with the same resources, and the effects that each person has when they come to the area. | |
| Global Grocery Bags | Students learn why people around the world spend different percentages of their annual income on food. Students synthesize data using tables and graphs. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. Students create a bar graph illustrating the population growth and projected growth. | |
| Mighty Macros | Students conduct simple food experiments and collect data about their personal food choices to learn how the foods they eat satisfy the body's nutritional needs for: carbohydrates, proteins and lipids. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| PROBABILITY | ||
| 7.3.2. Determine possible outcomes using organized lists, tree diagrams, or Venn diagrams | Germ Busters | Students predict the outcome of an experiment about microbial growth. Three potatoes are used in the experiment, one that is not handled, one that is handled with unwashed hands and one that is handled with washed hands. |
| 7.3.3. Formulate hypotheses, conduct probability experiments, and draw conclusions from results | Germ Busters | Students state possible outcomes for an experiment about microbial growth. Three potatoes are used in the experiment, one that is not handled, one that is handled with unwashed hands and one that is handled with washed hands. The students consider which potato will show the most microbial growth. |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| Till We or Won't We? | Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| 7.3.4. Compute probabilities for simple events | Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. Students use statistics to project population growth. |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| STATISTICAL METHODS | ||
| 7.3.5. Calculate and compare information provided by the mean, median, mode, and range of a set of data | What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. |
| It All Starts With A | Students gather and graph data from a survey he or she conducts about why agriculture is important to people and calculate the mode, mean/average and range for the data set. | |
| Gala Fiesta Jamboree | Students survey friends and family about holidays and use the data to determine frequencies to discover peoples feelings and preferences about celebrations. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. | |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| Till We or Won't We? | Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | |
| What Will the Land Support? | Students model the concept of carrying capacity of land by playing a board game in which they simulate the effects of early settlers moving into an unsettled area. The board game shows identical pieces of land with the same resources, and the effects that each person has when they come to the area. They discuss what might influence then to slow population growth or even stabilize population size. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| PREDICTIONS, DATA ANALYSIS AND INFERENCES | ||
| 7.3.6. Describe how scale can make graphs, tables, and charts appear misleading | ||
| 7.3.7. Explain inferences made from statistical information | From Sea to Shining Sea | Students identify the top five commodities for each agricultural region, then compute the commodity cash receipts for the top five and bottom five states. |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| From Apple Cores to Healthy Soil | A composting experiment reveals to students how soil organims, temperature, air, and water are able to decompose organic waste and enrich soil. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| Standard 4: Measurement | ||
| MEASURABLE ATTRIBUTES, MEASUREMENT SYSTEMS AND UNITS | FLP Lessons | Lesson Descriptions |
| 7.4.1. Estimate a measurement to the degree of precision that the tool provides | Your School Ground Through New Eyes | Students measure distances in the school ground in order to draw an accurate map of the area. |
| Till We or Won't We? | Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | |
| 7.4.2. Convert unit measurements within the same system (metric and standard) when solving problems | Germ Busters | Students record data on the growth of microbes on three different potatoes at on week intervals, in order to better understand how germs grow and the importance of properly washing hands to kill germs. |
| 7.4.3. Select the appropriate measure of perimeter, area, surface area, or volume to solve a problem | ||
| MEASUREMENT TOOLS, TECHNIQUES, AND FORMULAS | ||
| 7.4.4. Select and use appropriate tools and units to determine the measurements needed for calculating perimeter, circumference, area, surface area, and volume | Don't Use It All Up! | Students conduct an activity that illustrates the demands placed on the world's water supply. The students determine the appropriate units for the water used in their activity, so that they correspond accordingly to the world's water supply. |
| Till We or Won't We? | Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | |
| Your School Ground Through New Eyes | Students measure distances in the school ground in order to draw an accurate map of the area. | |
| 7.4.5. Solve problems involving scale factors, using ratio and proportion | Your School Ground Through New Eyes | Students measure distances in the school ground in order to draw an accurate map of the area. |
| 7.4.6. Use formulas to determine the perimeter and area of trapezoids | ||
| 7.4.7. Use area formulas to determine the surface area of right cylinders | ||
| 7.4.8. Use formulas to determine the volume of right cylinders | ||
| 7.4.9. Determine the area of irregularly shaped objects | ||
| Standard 5: Algebra, Functions, and Patterns | ||
| PATTERNS, RELATIONS, AND FUNCTIONS | FLP Lessons | Lesson Descriptions |
| 7.5.1. Create tables and graphs to analyze and describe patterns | Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. Students create a bar graph illustrating the population growth and projected growth. |
| What Will the Land Support? | Students model the concept of carrying capacity of land by playing a board game in which they simulate the effects of early settlers moving into an unsettled area. The board game shows identical pieces of land with the same resources, and the effects that each person has when they come to the area. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| NUMERIC AND ALGEBRAIC REPRESENTATIONS | ||
| 7.5.2. Create algebraic expressions and equations to represent word phrases and sentences | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. |
| 7.5.3. Apply the order of operations and the commutative, associative, and distributive properties to evaluate numeric expressions | ||
| 7.5.4. Use inverse operations and properties of equality to solve one-step equations and inequalities in one variable | ||
| MATHEMATICAL MODELING | ||
| 7.5.5. Write one-step equations and inequalities to represent problem situations | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. |
| What's The Shape of Your Diet? | Students record the serving of food that they consume throughout the day and compare the actual number consumed with the number of servings recommended in the Food Guide Pyramid. | |
| RATES OF CHANGE | ||
| 7.5.6. Graph change over time; e.g., growth, distance, population | Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |