Jan 26, 2016 - Topic A builds on students’ conceptual understanding of percent from Grade 6 (6.RP.3c), and relates 100% to “the whole.” Students represent percents as decimals and fractions and extend their...
Jan 26, 2016 - In Topic B, students create algebraic representations and apply their understanding of percent from Topic A to interpret and solve multi-step word problems related to markups or markdowns, simple...
Jan 26, 2016 - Students revisit scale drawings in Topic C to solve problems in which the scale factor is represented by a percent (7.RP.A.2b, 7.G.A.1). They understand from their work in Module 1, for example,...
Jan 26, 2016 - The problem-solving material in Topic D provides students with further applications of percent and exposure to problems involving population, mixtures, and counting, in preparation for later topics...
Jan 26, 2016 - In Topics A and B, students learn to interpret the probability of an event as the proportion of the time that the event will occur when a chance experiment is repeated many times (7.SP.C.5). They...
Jan 26, 2016 - In Topic B, students move to comparing probabilities from simulations to computed probabilities that are based on theoretical models (7.SP.C.6, 7.SP.C.7). They calculate probabilities of compound...
Jan 26, 2016 - In Topics C and D, students focus on using random sampling to draw informal inferences about a population (7.SP.A.1, 7.SP.A.2). In Topic C, they investigate sampling from a population (7.SP.A.2). ...
Jan 26, 2016 - In Topic D, students learn to compare two populations with similar variability. They learn to consider sampling variability when deciding if there is evidence that the means or the proportions of...
Jan 26, 2016 - In Topic A, students solve for unknown angles. The supporting work for unknown angles began in Grade 4, Module 4 (4.MD.C.5–7), where all of the key terms in this Topic were first defined, including...
Jan 26, 2016 - In Topic B, students work extensively with a ruler, compass, and protractor to construct geometric shapes, mainly triangles (7.G.A.2). The use of a compass is new (e.g., how to hold it, and to how...
Jan 26, 2016 - Topic C introduces the idea of a slice (or cross section) of a three-dimensional figure. Students explore the two-dimensional figures that result from taking slices of right rectangular prisms and...
Jan 26, 2016 - Similar to Topic A, the subjects of area, surface area, and volume in Topics D and E are not new to students, but provide opportunities for students to expand their knowledge by working with...
Jan 26, 2016 - Similar to Topic A, the subjects of area, surface area, and volume in Topics D and E are not new to students, but provide opportunities for students to expand their knowledge by working with...
Jan 26, 2016 - In Topic A, students begin by learning the precise definition of exponential notation where the exponent is restricted to being a positive integer. In Lessons 2 and 3, students discern the structure...
Jan 26, 2016 - In Topic B, students’ understanding of integer exponents is expanded to include the concept of magnitude as a measurement. Students learn to estimate how big or how small a number is using magnitude...
Jan 26, 2016 - Throughout Topic A, on the definitions and properties of the basic rigid motions, students verify experimentally their basic properties and, when feasible, deepen their understanding of these...
Jan 26, 2016 - Topic B is a critical foundation to the understanding of congruence. All the lessons of Topic B demonstrate to students the ability to sequence various combinations of rigid motions while...
Jan 26, 2016 - In Topic C, on the definition and properties of congruence, students learn that congruence is just a sequence of basic rigid motions. The fundamental properties shared by all the basic rigid motions...
Jan 26, 2016 - Optional Topic D begins the learning of Pythagorean Theorem. Students are shown the “square within a square” proof of the Pythagorean Theorem. The proof uses concepts learned in previous topics of...
Jan 26, 2016 - Topic A begins by demonstrating the need for a precise definition of dilation instead of “same shape, different size” because dilation will be applied to geometric shapes that are not polygons. ...
Jan 26, 2016 - Topic B begins with the definition of similarity and the properties of similarities. In Lesson 8, students learn that similarities map lines to lines, change the length of segments by factor r, and...
Jan 26, 2016 - It is recommended that students have some experience with the lessons in Topic D from Module 2 before beginning these lessons. In Lesson 13 of Topic C, students are presented with a general proof...
Jan 26, 2016 - In Topic A, students begin by transcribing written statements using symbolic notation. Then, students write linear and non-linear expressions leading to linear equations, which are solved using...
Jan 26, 2016 - In Topic B, students work with constant speed, a concept learned in Grade 6 (6.RP.A.3), but this time with proportional relationships related to average speed and constant speed. These relationships...
