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Common Core: Math
Subject: Math
391 Results

 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...

 In Topic B, students create algebraic representations and apply their understanding of percent from Topic A to interpret and solve multistep word problems related to markups or markdowns, simple...

 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,...

 The problemsolving 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...

 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...

 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...

 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). ...

 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...

 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...

 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...

 Topic C introduces the idea of a slice (or cross section) of a threedimensional figure. Students explore the twodimensional figures that result from taking slices of right rectangular prisms and...

 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...

 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...

 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...

 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...

 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...

 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...

 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...

 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...

 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. ...

 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...

 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...

 In Topic A, students begin by transcribing written statements using symbolic notation. Then, students write linear and nonlinear expressions leading to linear equations, which are solved using...

 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...