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# Huntsville City Schools - Instructional Guide

2015 - 2016
Course: Math
Standards for Mathematical Practice

Online Resources

## The Standards for Mathematical Practice describe varieties of expertise that

mathematics educators at all levels should seek to develop in their students.
These practices rest on important processes and proficiencies with
longstanding importance in mathematics education. The first of these are the
NCTM process standards of problem solving, reasoning and proof,
communication, representation, and connections. The second are the strands
of mathematical proficiency specified in the National Research Councils
understanding (comprehension of mathematical concepts, operations and
relations), procedural fluency (skill in carrying out procedures flexibly,
accurately, efficiently and appropriately), and productive disposition (habitual
inclination to see mathematics as sensible, useful, and worthwhile, coupled
with a belief in diligence and ones own efficacy).

## Dan Meyers Ted Talk about teaching math:

https://youtu.be/qocAoN4jNwc

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6.
7.
8.

## Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning

## Links to his 3-act math activities, sorted by standard:

3BJMmdBWnM2YWxWYVM1UWowTEE#gid=0
Granite City Math Vocabulary:
http://www.graniteschools.org/mathvocabulary/

For more:

## Elaboration on each practice from the Common Core website:

www.corestandards.org/Math/Practice/

## www.opencurriculum.org is a website that curates activities from all over

the web, sorted by standard.

Kid-friendly language:
www.buncombe.k12.nc.us/Page/37507

## http://map.mathshell.org/lessons.php has great formative

assessments and group activities, also searchable by standard.
1

## Huntsville City Schools - Instructional Guide

2015 - 2016
Course: Math
1st Nine Weeks
Number Systems Unit (Fractions and Decimals)
Vocabulary for Unit:
numerator
product
simplest form
tenths

denominator
cross cancel
decimal
hundredths

Standard

fraction
reciprocal
divisor
thousandths

I Can Statements *
(to be completed by school
teams)

factor
quotient
dividend
ten-thousandths
Resources

## TOPIC 5: MULTIPLYING FRACTIONS SIXTH GRADE 1st NINE WEEKS

ALCOS #4: Interpret and compute
quotients of fractions, solve word
problems involving division of fractions.
(6-NS1)

## IXL: T.3, T.8, V.1, V.2, V.6, V.7, V.8, V.10,

V.11
Digits: 5-1, 5-2, 5-3, 5-4, 5-5
AMSTI:
Bits & Pieces II

Pacing
Recommendation
/ Date(s) Taught

7 days
Recommended pacing
includes teaching one
lesson per day. Other
days are built in for one
or two pretest/review
days and one test day.

LTF:
Area Model of Multiplication of Fractions

## TOPIC 6: DIVIDING FRACTIONS SIXTH GRADE 1st NINE WEEKS

ALCOS #4: Interpret and compute
quotients of fractions, solve word
problems involving division of fractions.
(6-NS1)

7 days

## IXL: W.2, W.3, W.5, W.6

Digits: 6-1, 6-2, 6-3, 6-4, 6-5
2

AMSTI:
Bits & Pieces II: 4

## ALCOS #18: Solve real-world and

mathematical problems by writing and
solving equations of the form x + p = q
and px = q, for cases in which p, q, and x
are all nonnegative rational numbers. (6EE7)

engage NY:
Dividing Fractions Module
Digits: 6-5
AMSTI:
Shapes & Designs: 3-4
Covering & Surr.: 5

## TOPIC 7: FLUENCY OF DECIMALS SIXTH GRADE 1st NINE WEEKS

ALCOS #3(b): Solve unit rate problems
including those involving unit pricing and
constant speed. (6-RP3b)

## ALCOS #5: Fluently divide multi-digit

numbers using the standard algorithm.
(6-NS2)

## ALCOS #6: Fluently add, subtract,

multiply, and divide multi-digit decimals
using standard algorithm for each
operation.
(6-NS3)

9 days

IXL: G.3
Digits: 7-2, 7-3, 7-4
AMSTI:
Bits & Pieces I: 3
Bits & Pieces III: 3
IXL: L.1, L.2, L.5, L.6
Digits: 7-3
AMSTI:
Bits & Pieces I: 3
Bits & Pieces III: 3
IXL: J.1, J.2, O.1, O.3, O.4, 0.5, 0.6, 0.7, X.4,
X.5
Digits: 7-1, 7-2, 7-4
AMSTI:
3

## ALCOS #10: Understand ordering and

absolute value of rational numbers. (6NS7)
ALCOS #13(c): Evaluate expressions at
specific values of their variables. Include
expressions that arise from formulas
used in real-world problems. Perform
arithmetic operations, including those
involving whole-number exponents, in
the conventional order when there are
no parentheses to specify a particular
order (Order of Operations).
(6-EE2c)
ALCOS #18: Solve real-world and
mathematical problems by writing and
solving equations of the form x + p = q
and px = q, for cases in which p, q, and x
are all nonnegative rational numbers. (6EE7)

## Bits & Pieces III: 1-3

IXL: P.21
Digits: 7-5, 7-6, 7-7
IXL: P.1, P.2, P.4
Digits: 7-3

Digits: 7-7
AMSTI:
Shapes & Designs: 3-4
Covering & Surrounding: 5

Geometry Unit
Vocabulary for Unit:
area
rectangle
octagon
prism
rectangular prism
pentagonal prism

polygon
parallelogram
formula
pyramid
triangular prism
hexagonal prism

plane figure
trapezoid
3-dimensional figure
surface area
triangular pyramid
octagonal prism

square
pentagon
net
volume
cube

Standard

I Can Statements *
(to be completed by school
teams)

Resources

## TOPIC 13: AREA SIXTH GRADE 1st NINE WEEKS

ALCOS #13: Write, read, and evaluate
expressions in which letters stand for
numbers. (6-EE2)

## ALCOS #13(c): Evaluate expressions at specific

values of their variables. Include expressions
that arise from formulas used in real-world
problems. Perform arithmetic operations,
including those involving whole-number
exponents, in the conventional order when
there are no parentheses to specify a
particular order (Order of Operations).
(6-EE2c)
ALCOS #19: Write an inequality of the form x
> c or x < c to represent a constraint or
condition in a real-world or mathematical
problem. Recognize that inequalities of the
form x > c or x < c have infinitely many
solutions; represent solutions of such
inequalities on number line diagrams. (6-EE8)
ALCOS #21: Find the area of right triangles,
polygons by composing into rectangles or
decomposing into triangles and other shapes;
apply these techniques in the context of
solving real-world and mathematical
problems. (6-G1)

Pacing
Recommendation
/ Date(s) Taught

9 days
IXL: lessons only listed for part c
Digits: 13-1
AMSTI:
Bits & Pieces II: 2-4
Bits & Pieces III: 1-4
IXL: B.16, B.17, B.18 (5th grade)
Digits: 13-2, 13-3, 13-4, 13-5, 13-6
AMSTI:
Covering & Surrounding: 1-5

IXL: P.21
Digits: 13-1
AMSTI:
LTF:
IXL: Z.23, Z.24
Digits:13-2, 13-3, 13-4, 13-5, 13-6
LTF:
Are the Units for Area Always
Square
Approximating Area of Irregular
Shapes Using Trapezoids
5

## Perimeter and Area of Triangles

and Rectangles
Shoeprint, Trapezoid, and Area
State The Area
The Biggest Area
Theres a Hole in the Bucket Dear
Liza, Dear Liza
Bubble Wrap

TOPIC 14: SURFACE AREA AND VOLUME SIXTH GRADE 1st NINE WEEKS
ALCOS #13(c): Evaluate expressions at
specific values of their variables. Include
expressions that arise from formulas used
in real-world problems. Perform arithmetic
operations, including those involving
whole-number exponents, in the
conventional order when there are no
parentheses to specify a particular order.
(6-EE2c)
ALCOS #21: Find the area of right triangles,
polygons by composing into rectangles or
decomposing into triangles and other
shapes; apply these techniques in the
context of solving real-world and
mathematical problems. (6-G1)

## ALCOS #22: Find the volume of a right

rectangular prism with fractional edge
lengths by packing it with unit cubes of the
appropriate unit fraction edge lengths, and
show that the volume is the same as would
be found by multiplying the edge lengths
of the prism. Apply the formulas V = lwh
and V = Bh to find volumes of right
rectangular prisms with fractional edge
lengths in the context of solving real-world
and mathematical problems. (6-G2)
ALCOS #24: Represent three-dimensional
figures using nets made up of rectangles
and triangles, and use the nets to find the
surface area of these figures. Apply these
techniques in the context of solving realworld and mathematical problems. (6-G4)

9 days

## IXL: B.23, B.25, B.26 (5th grade)

Digits: 14-3, 14-4, 14-5, 14-6

engageNY:
Area, Surface Area, and Volume Module
IXL: Z.23, Z.24, Z.26, Z.29
Digits: 14-1
AMSTI:
Covering & Surrounding: 1-5
LTF:
Surface Area and Volume
Unit Dog
Digits: 14-5, 14-6
AMSTI:
LTF:
Box It Up!
Surface Area and Volume
Unit Dog
IXL: Z.35, Z.37, Z.38
Digits: 14-2, 14-3, 14-4, 14-6
AMSTI:
Covering & Surrounding: 3
7

LTF:
Mathematical Foundations Nets of a Cube
Unit Dog

## Huntsville City Schools - Instructional Guide

2015 - 2016
Course: Math
2nd Nine Weeks
Statistics and Probability Unit
Vocabulary for Unit:
statistical question
intervals
mean
deviation
Standard

data
histogram
mean absolute deviation
measure of center

frequency
box and whisker plot
range
measure of variation

I Can Statements *
(to be completed by school
teams)

dot plot
median
interquartile range

Resources

## TOPIC 15: DATA DISPLAYS SIXTH GRADE 2nd NINE WEEKS

ALCOS #9: Understand a rational number as a
point on the number line. Extend number line
diagrams and coordinate axes familiar from
previous grades to represent points on the
line and in the plane with negative number
coordinates. (6-NS6
ALCOS # 9(c): Find and position integers and
other rational numbers on a horizontal or
vertical number line diagram; find and
position pairs of integers and other rational
numbers on a coordinate plane. (6-NS6c)

Pacing
Recommendation
/ Date(s) Taught

8 days

## IXL: lessons only listed for part c

Digits: 15-2, 15-3, 15-4, 15-5, 15-6

## IXL: B.9, C.3, Q.1, Q.2

Digits: 15-2, 15-3, 15-4, 15-5, 15-6
LTF:
Alien Invasion
Sketch My Graph

## ALCOS #25: Recognize a statistical

question as one that anticipates variability
in the data related to the question and
accounts for it in the answers. (6-SP1)

IXL: S.4
Digits: 15-1
AMSTI:
LTF:
Getting to Know You

## ALCOS #28: Display numerical data in plots

on a number line, including dot plots,
histograms, and box plots. (6-SP4)

engage NY:
Statistics Module
IXL: R.4, R.5, R.11, R.17
Digits: 15-2, 15-3, 15-4, 15-5, 15-6
AMSTI:

## ALCOS #29: Summarize numerical data

sets in relation to their context. (6-SP5)

LTF:
Histograms
Box and Whisker Plots
IXL: lessons only listed for parts a, b, c
Digits: 15-1, 15-2, 15-3, 15-4
AMSTI:

## ALCOS #29(a): Summarize numerical data

sets in relation to their context such as by:
Reporting the number of observations.
(6-SP5a)

LTF:
IXL: R.6
Digits: NONE
AMSTI:
How Likely Is It?: 1-4
10

## ALCOS # 29(b): Summarize numerical data

sets in relation to their context such as by:
Describing the nature of the attribute
under investigation, including how it was
measured and its units of measurement.
(6-SP5b)
ALCOS # 29(c): Summarize numerical data
sets in relation to their context, such as
by: Giving quantitative measures of center
(median and/or mean) and variability
(interquartile range and/or mean absolute
deviation) as well as describing any overall
pattern and any striking deviations from
the overall pattern with reference to the
context in which the data were gathered.
(6-SP5c)

LTF:
Histograms
IXL: S.4
Digits: 15-1
AMSTI:
IXL: S.2, S.2, S.3
Digits: 15-2, 15-3, 15-4
AMSTI:
LTF:
Getting to Know You

TOPIC 16: MEASURES OF CENTER AND VARIATION SIXTH GRADE 2nd NINE WEEKS 8 days
ALCOS #26: Understand that a set of data
collected to answer a statistical question
has a distribution which can be described
by its center, spread, and overall shape.
(6-SP2)

## ALCOS #27: Recognize that a measure of

center for a numerical data set
summarizes all of its values with a single
number, while a measure of variation
describes how its values vary with a single
number. (6-SP3)

Digits: 16-3
AMSTI:
LTF:
Home Runs, Statistics, and Probability
Digits: 16-1, 16-2, 16-3, 16-4, 16-5,
16-6
AMSTI:
LTF:
Home Runs, Statistics, and Probability

11

## ALCOS #28: Display numerical data in plots on

a number line, including dot plots,
histograms, and box plots. (6-SP4)

Digits: 16-1
AMSTI:

## ALCOS #29: Summarize numerical data sets in

relation to their context. (6-SP5)
ALCOS #29(c): Summarize numerical data
sets in relation to their context, such as by:
Giving quantitative measures of center
(median and/or mean) and variability
(interquartile range and/or mean absolute
deviation) as well as describing any overall
pattern and any striking deviations from the
overall pattern with reference to the context
in which the data were gathered. (6-SP5c)
ALCOS #29(d): Summarize numerical data
sets in relation to their context, such as by:
Relating the choice of measures of center and
variability to the shape of the data
distribution and the context in which the data
were gathered. (6-SP5d)

LTF:
Box and Whisker Plots
Histograms
Home Runs, Statistics, and
Probability
Digits: 16-2, 16-4, 16-5
IXL: lessons only listed for part c
Digits: 16-2, 16-4, 16-5
AMSTI:
LTF: Home Runs, Statistics, and
Probability
Digits: NONE
AMSTI:
LTF:
Box and Whisker Plots
Histograms
Counting Ursus Actos Horribilis,
the Grizzly Bear
Home Runs, Statistics, and
Probability
Measures of Central Tendency and
Variability
12

## RATIO AND PROPORTIONAL RELATIONSHIPS UNIT

Vocabulary for Unit:
ratio
proportions
unit price
independent variable
commission
interest rate
markdown

rate
equivalent fractions
least common multiple
scale drawing
interest
balance
percent of increase

Standard

unit rate
equivalent ratios
constant of proportionality
scale
simple interest
interest period
percent of decrease

I Can Statements *
(to be completed by school
teams)

percent
terms of a ratio
dependent variable
percent equation
principal
markup
dimensional analysis

Resources

## TOPIC 1: RATIOS AND RATES SEVENTH GRADE 2nd NINE WEEKS

ALCOS #1: Compute unit rates associated
with ratios of fractions, including ratios of
lengths, areas, and other quantities
measured in like or different units. (7-RP1)

Pacing
Recommendation
/ Date(s) Taught

7 days

## IXL: J.1, J.5, L.3, L.4

Digits: 1-1, 1-2, 1-3, 1-4, 1-5
AMSTI:
Bits and Pieces 1: 3-4,
Comparing and Scaling: 3
Stretching and Shrinking: 1-5
LTF:
Calculating Hurricane Lilis Wind
Speed
Fire Trucks, Sky Divers, and
Softball
Metric and Customary
Measurements
13

Rate Graphs
Rating the Trip
Walk the Line

## TOPIC 2: PROPORTIONAL RELATIONSHIPS SEVENTH GRADE 2nd NINE WEEKS

ALCOS #2: Recognize and represent
proportional relationships between
quantities.
(7-RP2)

8 days

## IXL: lessons only listed for parts a,

b, c
Digits: 2-1, 2-3, 2-4, 2-6
AMSTI:
Comparing and Scaling: 1-4
Stretching and Shrinking: 1-4
Filling and Wrapping: 5
How Likely is it?: 1-4
What Do You Expect?: 1-4
LTF:
Average Rate of Change
Match My Run

## ALCOS #2(a): Decide whether two quantities

are in a proportional relationship, e.g., by
testing for equivalent ratios in a table or
graphing on a coordinate plane and
observing whether the graph is a straight
line through the origin. (7-RP2a)

Finals Week
IXL: J.2, J.3, J.6, J.7, X.1
Digits: 2-1, 2-2
AMSTI:
Comparing and Scaling: 1-4
Stretching and Shrinking: 1-4
Filling and Wrapping: 5
How Likely is it?: 1-4
What Do You Expect?: 1-4
14

## ALCOS #2(b): Identify the constant of

proportionality (unit rate) in tables,
graphs, equations, diagrams, and verbal
descriptions of proportional relationships.
(7-RP2b)

## ALCOS #2(c): Represent proportional

relationships by equations. (7-RP2c)

IXL: X.2
Digits: 2-3, 2-4
AMSTI:
Comparing and Scaling: 1-4
Stretching and Shrinking: 1-4
Filling and Wrapping: 5
How Likely is it?: 1-4
What Do You Expect?: 1-4
LTF:
Interpreting Distance Graphs
Interpreting Rate Graphs
IXL: J.8, J.9, I.5 (8th)
Digits: 2-4

## ALCOS #2(d): Explain what a point (x, y)

on the graph of a proportional
relationship means in terms of the
situation, with special attention to the
points (0, 0) and (1, r) where r is the unit
rate. (7-RP2d)

## ALCOS #11: Solve problems involving scale

drawings of geometric figures, including
computing actual lengths and areas from
a scale drawing and reproducing a scale
drawing at a different scale. (7-G1)

AMSTI:
Comparing and Scaling: 1-4
Stretching and Shrinking: 1-4
Filling and Wrapping: 5
How Likely is it?: 1-4
What Do You Expect?: 1-4
Digits: 2-5 , 2-6
AMSTI:
Comparing and Scaling: 1-4
Stretching and Shrinking: 1-4
Filling and Wrapping: 5
How Likely is it?: 1-4
What Do You Expect?: 1-4
IXL: J.13, P.12, P.13, P.14, P.15, P.16, P.30
Digits: 2-5 , 2-6,
AMSTI:
Comparing and Scaling: 1-4
15

## Stretching and Shrinking: 1-4

Filling and Wrapping: 5
How Likely is it?: 1-4
What Do You Expect?: 1-4
LTF:
New Home for Rami, the Unwanted
Rhinoceroses
engage NY:
Ratios of Scale Drawings Module

## TOPIC 3: PERCENTS SEVENTH GRADE 2nd NINE WEEKS

ALCOS #2: Recognize and represent
proportional relationships between
quantities. (7-RP2)

9 days

## IXL: lessons only listed for parts b, c

Digits: 3-1, 3-2, 3-3,
3-4, 3-5
AMSTI:
Comparing and Scaling: 1-4
Stretching and Shrinking: 1-4
Filling and Wrapping: 5
How Likely is it?: 1-4
What Do You Expect?: 1-4

16

## ALCOS #2(b): Identify the constant of

proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions
of proportional relationships. (7-RP2b)

## ALCOS #2(c): Represent proportional

relationships by equations. ( 7-RP2c)

IXL: X.2
Digits: 3-1
AMSTI:
Bits and Pieces III: 4-5
Variables and Patterns: 4
Comparing and Scaling: 1-4
Stretching and Shrinking: 4-5
Growing, Growing, Growing: 4
IXL: J.8, J.9, I.5 (8th)
Digits: 3-1

## ALCOS #3: Use proportional relationships to

solve multistep ratio and percent problems.
(7-RP3)

AMSTI:
Bits and Pieces III: 4-5
Variables and Patterns: 4
Comparing and Scaling: 1-4
Stretching and Shrinking: 4-5
Growing, Growing, Growing: 4
IXL: K.4, K.7, K.8, K.9, K.10, L.6, L.7,
L.9, L.10, L.11
Digits: 3-2, 3-3, 3-4,
3-5, 3-6, 3-7
AMSTI:
Bits and Pieces III: 4-5
Variables and Patterns: 4
Comparing and Scaling: 1-4
Stretching and Shrinking: 4-5
Growing, Growing, Growing: 4
Dueling Discounts

17

2015 - 2016
Course: Math
3rd Nine Weeks

## Vocabulary for Unit:

absolute value
terminating decimals

## RATIONAL NUMBERS UNIT

integers
reciprocals
accuracy

Standard

rational numbers
complex fractions
percent error

I Can Statements *
(to be completed by school
teams)

whole numbers
repeating decimals

Resources

3rd NINE WEEKS
ALCOS #4: Apply and extend previous
subtraction to add and subtract rational
subtraction on a horizontal or vertical
number line diagram.
(7-NS1)

Pacing
Recommendation
/ Date(s) Taught

9 days

## IXL: E.3, E.4, E.5

Digits: 4-1, 4-2, 4-3,
4-4, 4-5, 4-7
AMSTI:
Accentuate the Negative: 2, 3
Bits and Pieces II: 1-2
Bits and Pieces III: 1
Accentuate the Negative: 2, 4
engage NY:
Rational Numbers Module
18

## ALCOS #4(a): Describe situations in

which opposite quantities combine to
make 0.
(7-NS1a)

## ALCOS #4(b): 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-NS1b)
ALCOS #4(c): Understand subtraction of
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. (7-NS1c)

## ALCOS #4(d): Apply properties of

operations as strategies to add and
subtract rational numbers. (7-NS1d)

IXL: D.3
Digits: 4-1
AMSTI:
Accentuate the Negative: 2, 3
Bits and Pieces II: 1-2
Bits and Pieces III: 1
Accentuate the Negative: 2, 4
IXL: B.3, D.2, D.3, D.5
Digits: 4-2, 4-3, 4-5
AMSTI:
Accentuate the Negative: 2, 3
Bits and Pieces II: 1-2
Bits and Pieces III: 1
Accentuate the Negative: 2, 4
IXL: E.1, E.3, E.4, E.5, H.6
Digits: 4-4, 4-6, 4-7
AMSTI:
Accentuate the Negative: 2, 3
Bits and Pieces II: 1-2
Bits and Pieces III: 1
Accentuate the Negative: 2, 4
IXL: C.1, C.11, E.9, G.1, G.3, Y.1
Digits: 4-3
AMSTI:
Accentuate the Negative: 2, 3
Bits and Pieces II: 1-2
Bits and Pieces III: 1
Accentuate the Negative: 2, 4

19

## ALCOS #9: Solve multistep real-life and

mathematical problems posed with
positive and negative rational numbers
in any form (whole numbers, fractions,
and decimals), using tools strategically.
Apply properties of operations to
calculate with numbers in any form,
convert between forms as appropriate,
and assess the reasonableness of
estimation strategies. (7-EE3)

IXL: B.4, C.7, C.9, C.10, C.11, E.9, F.1, F.2, F.5,
F.6, F.7, F.8, F.9, G.6, G.14, G.16,
Digits: 4-1, 4-7

## TOPIC 5: MULTIPLYING AND DIVIDING RATIONAL NUMBERS SEVENTH GRADE

3rd NINE WEEKS
ALCOS #5: Apply and extend previous
understandings of multiplication and
division and of fractions to multiply and
divide rational numbers. (7-NS2)

## ALCOS #5(a): Understand that

multiplication is extended from fractions
to rational numbers by requiring that
operations continue to satisfy the
properties of operations, particularly the
products such as (-1)(-1) = 1 and the
rules for multiplying signed numbers.
Interpret products of rational numbers
by describing real-world contexts. (7NS2a)

8 days

## IXL: lessons only listed for parts a, b, c

Digits: 5-1, 5-2, 5-3, 5-4, 5-5
AMSTI:
Accentuate the Negative: 1-4
Bits and Pieces II: 3
Bits and Pieces III: 2
Comparing and Scaling: 3
Variables and Patterns: 2-4
Looking for Pythagoras: 3-4
IXL: E.6, E.7, E.8, H.7, Y.2
Digits: 5-1, 5-2
AMSTI:
Accentuate the Negative: 1-4
Bits and Pieces II: 3
Bits and Pieces III: 2
Comparing and Scaling: 3
Variables and Patterns: 2-4
Looking for Pythagoras: 3-4

20

## ALCOS #5(b): Understand that integers can be

divided, provided that the divisor is not zero,
and every quotient of integers (with nonzero
divisor) is a rational number. If p and q are
integers, then - (p/q) = (-p)/q = p/(-q). Interpret
quotients of rational numbers by describing
real-world contexts. (7-NS2b)

## ALCOS #5(c): Apply properties of operations

as strategies to multiply and divide rational
numbers. (7-NS2c)

## IXL: A.3, A.4, C.6, E.6, E.7, E.8,

Digits: 5-3, 5-4, 5-5
AMSTI:
Accentuate the Negative: 1-4
Bits and Pieces II: 3
Bits and Pieces III: 2
Comparing and Scaling: 3
Variables and Patterns: 2-4
Looking for Pythagoras: 3-4
IXL: C.3, C.5, C.11, E.9, G.7, G.8,
G.9, G.11, G.12, Y.1
Digits: 5-1

## ALCOS #6: Solve real-world and mathematical

problems involving the four operations with
rational numbers. (Computations with
rational numbers extend the rules for
manipulating fractions to complex fractions.)
(7-NS3)

AMSTI:
Accentuate the Negative: 1-4
Bits and Pieces II: 3
Bits and Pieces III: 2
Comparing and Scaling: 3
Variables and Patterns: 2-4
Looking for Pythagoras: 3-4
IXL: C.1, C.2, C.3, C.4, C.5, C.6, C.7,
C.8, E.3, E.4, E.5, E.6, E.7, E.8, G.1,
G.2, G.3, G.4, G.5, G.7, G.8, G.9,
g.10, G.11, G.12, G.13, G.15, H.6,
H.7, L.1, L.2
Digits: 5-5, 5-6
AMSTI:
Accentuate the Negative: 1-4
Bits and Pieces II: 3
Bits and Pieces III: 2
Comparing and Scaling: 3
Variables and Patterns: 2-4
Looking for Pythagoras: 3-4
21

## ALCOS #9: Solve multistep real-life and

mathematical problems posed with positive
and negative rational numbers in any form
(whole numbers, fractions, and decimals),
using tools strategically. Apply properties of
operations to calculate with numbers in any
form, convert between forms as appropriate,
and assess the reasonableness of answers
using mental computation and estimation
strategies. (7-EE3)

## IXL: M.1, M.2, M.3, M.6

Digits: 5-6
AMSTI:
Accentuate the Negative: 1-4
Bits and Pieces II: 3
Bits and Pieces III: 2
Comparing and Scaling: 3
Variables and Patterns: 2-4
Looking for Pythagoras: 3-4

## LTF: Arithmetic Sequences

TOPIC 6: DECIMALS AND PERCENTS SEVENTH GRADE 3rd NINE WEEKS
ALCOS #3: Use proportional relationship to
IXL: L.4, L.5, L.6, L.7, L.8, L.9, L.10,
solve multistep ratio and percent problems.
L.11
(7-RP3)
Digits: 6-6

## ALCOS #5(b): Understand that integers can be

divided, provided that the divisor is not zero,
and every quotient of integers (with nonzero
divisor) is a rational number. If p and q are
integers, then - (p/q) = (-p)/q = p/(-q). Interpret
quotients of rational numbers by describing
real-world contexts. (7-NS2b)
ALCOS #5(d): Convert a rational number to a
decimal using long division; know that the
decimal form of a rational number terminates
in 0s or eventually repeats. (7-NS2d)

8 days

Dueling Discounts
IXL: C.6
Digits: 6-1, 6-2, 6-5
AMSTI:
Accentuate the Negative: 2-4
Comparing and Scaling: 3
IXL: A.10, H.2
Digits: 6-1, 6-2, 6-5
AMSTI:
Accentuate the Negative: 2-4
Comparing and Scaling: 3

22

## ALCOS #6: Solve real-world and mathematical

problems involving the four operations with
rational numbers. (Computations with
rational numbers extend the rules for
manipulating fractions to complex fractions.)
(7-NS3)

## IXL: C.3, C.4, C.5, C.6, C.8

Digits: 6-3, 6-4, 6-5, 6-7
AMSTI:
Accentuate the Negative: 2-4
Comparing and Scaling: 3

## Expressions and Equations Unit

Vocabulary for Unit:
expression
variable
term
formula
distributive property
constants
equation
solution set

numerical expression
algebraic expression
coefficient
greatest common factor
substitution
coordinate plane
simplify
isolate
conjecture

Standard

operations
evaluate
product
multiple
equivalent
like terms
expand
two-step equation
equivalent inequalities

I Can Statements *
(to be completed by school
teams)

order of operations
exponent
factor
least common multiple
inequality
coefficients
factor
inequality

Resources

## TOPIC 7: EQUIVALENT EXPRESSIONS SEVENTH GRADE 3rd NINE WEEKS

ALCOS #7: Apply properties of operations as
strategies to add, subtract, factor, and
expand linear expressions with rational
coefficients. (7-EE1)

Pacing
Recommend
ation /
Date(s)
Taught

7 days

## IXL: U.6, Y.1, Y.2, Y.3

Digits: 7-1, 7-2, 7-3, 7-4, 7-5
AMSTI:
Thinking With Mathematical Models: 2-3
Growing, Growing, Growing: 1
23

## Frogs, Fleas, and Painted Cubes: 2

Say it With Symbols: 1-4
Shapes of Algebra: 2-5

## ALCOS #8: Understand that rewriting an

expression in different forms in a problem
context can shed light on the problem, and
how the quantities in it are related.
Understand that rewriting an expression in
different forms in a problem context can
shed light on the problem, and how the
quantities in it are related. (7-EE2)

engage NY:
Expressions and Equations Module
e-7-mathematics-module-3
Digits: 7-1, 7-2, 7-3, 7-4, 7-5

## TOPIC 8: EQUATIONS SEVENTH GRADE 3rd NINE WEEKS

ALCOS #9: Solve multistep real-life and
mathematical problems posed with positive
and negative rational numbers in any form
(whole numbers, fractions, and decimals),
using tools strategically. Apply properties of
operations to calculate with numbers in any
form, convert between forms as appropriate,
and assess the reasonableness of answers
using mental computation and estimation
strategies. (7-EE3)
ALCOS #10: Use variables to represent
quantities in a real-world or mathematical
problem, and construct simple equations and
inequalities to solve problems by reasoning

8 days

## Digits: 8-3, 8-4, 8-5

AMSTI:
Variables and Patterns: 1-3
Thinking With Mathematical Models: 1-3
Looking for Pythagoras: 3-4
Growing, Growing, Growing,: 1-4
Frogs, Fleas, and Painted Cubes: 1-4
The Shapes of Algebra: 2-5
Say it with Symbols: 1-5
IXL: J.9, V.2, V.3, V.4, V.5, X.10, Y.4
Digits: 8-1, 8-2, 8-3, 8-4, 8-5
AMSTI:
Variables and Patterns: 1-3
Thinking With Mathematical Models: 1-3
Looking for Pythagoras: 3-4
24

## ALCOS #10(a): Solve word problems leading

to equations of the form px + q = r and p(x +
q) = r, where p, q, and r are specific rational
numbers. Solve equations of these forms
fluently. Compare an algebraic solution to an
arithmetic solution, identifying the sequence
of the operations used in each approach. (7EE4a)

## Growing, Growing, Growing,: 1-4

Frogs, Fleas, and Painted Cubes: 1-4
The Shapes of Algebra: 2-5
Say it with Symbols: 1-5
IXL: V.3, V.4, V.5
Digits: 8-1, 8-2, 8-3,
8-4, 8-5
AMSTI:
Variables and Patterns: 1-3
Thinking With Mathematical Models: 1-3
Looking for Pythagoras: 3-4
Growing, Growing, Growing,: 1-4
Frogs, Fleas, & Painted Cubes: 1-4
The Shapes of Algebra: 2-5
Say it with Symbols: 1-5

25

2015 - 2016
Course: Math
4th Nine Weeks

## TOPIC 9: INEQUALITIES SEVENTH GRADE 4th NINE WEEKS

ALCOS #10: Use variables to represent
quantities in a real-world or mathematical
problem, and construct simple equations and
inequalities to solve problems by reasoning

## ALCOS #10(b): Solve word problems leading

to inequalities of the form px + q > r or px + q
< r, where p, q, and r are specific rational
numbers. Graph the solution set of the
inequality, and interpret it in the context of
the problem. (7-EE4b)

9 days

## IXL: W.1, W.2, W.3, W.4, W.5,

W.6, W.7
Digits: 9-1, 9-2, 9-3,
9-4, 9-5
AMSTI:
Variables and Patterns: 1-3
Looking for Pythagoras: 3-4
Growing, Growing, Growing,: 1-4
Frogs, Fleas, & Painted Cubes: 1-4
The Shapes of Algebra: 2-5
Say It With Symbols: 1-5
IXL: W.1, W.2, W.3, W.4, W.5,
W.6, W.7
Digits: 9-1, 9-2, 9-3,
9-4, 9-5
AMSTI:
Variables and Patterns: 1-3
Looking for Pythagoras: 3-4
Growing, Growing, Growing,: 1-4
Frogs, Fleas, & Painted Cubes: 1-4
The Shapes of Algebra: 2-5
26

## Say It With Symbols: 1-5

Geometry Unit
Vocabulary for Unit:
angle
acute angle
supplementary angles

vertex
right angle
vertical angles
diameter

Standard

straight angle
circle
circumference

I Can Statements *
(to be completed by school
teams)

obtuse angle
complementary angles
center of a circle
area

Resources

## TOPIC 10: ANGLES SEVENTH GRADE 4th NINE WEEKS

ALCOS #10: Use variables to represent
quantities in a real-world or mathematical
problem, and construct simple equations and
inequalities to solve problems by reasoning

Pacing
Recommendation
/ Date(s) Taught

10 days
IXL: V.3, V.4, V.5
Digits: 10-1, 10-2, 10-3, 10-4, 10-5,
10-6
AMSTI:
Variables and Patterns: 1-3
Looking for Pythagoras: 3-4
Growing, Growing, Growing,: 1-4
Frogs, Fleas, and Painted Cubes: 1-4

## ALCOS #10(a): Solve word problems leading

to equations of the form px + q = r and p(x +
q) = r, where p, q, and r are specific rational
numbers. Solve equations of these forms
fluently. Compare an algebraic solution to an
arithmetic solution, identifying the sequence

## The Shapes of Algebra: 2-5

Say It With Symbols: 1-5
IXL: J.9, X.10
Digits: 10-1, 10-2, 10-3, 10-4, 10-5,
10-6
AMSTI:
27

## ALCOS #12: Draw (freehand, with ruler and

protractor, and with technology) geometric
shapes with given conditions. Focus on
constructing triangles from three measures of
angles or sides, noticing when the conditions
determine a unique triangle, more than one
triangle, or no triangle. (7-G2)

## ALCOS #15: Use facts about supplementary,

in a multistep problem to write and solve
simple equations for an unknown angle in a
figure. (7-G5)

## Variables and Patterns: 1-3

Say It With Symbols: 1-5
Thinking With Mathematical
Models: 1-3
Shapes and Designs: 4
Filling and Wrapping: 1-4
Stretching and Shrinking: 3
LTF:
Angles of a Regular Polygon
Digits: 10-1, 10-2, 10-3, 10-4, 10-5
AMSTI: Variables and Patterns: 1-3
Looking for Pythagoras: 3-4
Growing, Growing, Growing,: 1-4
Frogs, Fleas, & Painted Cubes: 1-4
The Shapes of Algebra: 2-5
Say It With Symbols: 1-5
IXL: P.4, P.5
Digits: 10-2, 10-3, 10-4, 10-5, 10-6
AMSTI:
Variables and Patterns: 1-3
Looking for Pythagoras: 3-4
Growing, Growing, Growing,: 1-4
Frogs, Fleas, & Painted Cubes: 1-4
The Shapes of Algebra: 2-5
Say It With Symbols: 1-5
LTF: Angles of a Regular Polygon

28

## TOPIC 11: CIRCLES 4th NINE WEEKS

ALCOS #9: Solve multistep real-life and
mathematical problems posed with positive
and negative rational numbers in any form
(whole numbers, fractions, and decimals),
using tools strategically. Apply properties of
operations to calculate with numbers in any
form, convert between forms as appropriate,
and assess the reasonableness of answers
using mental computation and estimation
strategies. (7-EE3)
ALCOS #10: Use variables to represent
quantities in a real-world or mathematical
problem, and construct simple equations and
inequalities to solve problems by reasoning

## ALCOS #10(a): Solve word problems leading

to equations of the form px + q = r and p(x +
q) = r, where p, q, and r are specific rational
numbers. Solve equations of these forms
fluently. Compare an algebraic solution to an
arithmetic solution, identifying the sequence
of the operations used in each approach. (7EE4a)

## ALCOS #14: Know the formulas for the area

and circumference of a circle, and use them
to solve problems; give an informal
derivation of the relationship between the
circumference and area of a circle. (7-G4)

10 days
IXL: M.2, M.3
Digits: 11-3 , 11-4, 11-5
AMSTI:
Covering and Surrounding: 5
Filling and Wrapping: 2-5

## IXL: V.3, V.4, V.5

Digits: 11-1, 11-2, 11-3, 11-4, 11-5
AMSTI:
Covering and Surrounding: 5
Filling and Wrapping: 2-5
IXL: V.3, V.4, V.5
Digits: 11-1
AMSTI:
Covering and Surrounding: 5
Filling and Wrapping: 2-5
LTF:
Discovering Area
IXL: P.21, P.22, P.23
Digits: 11-1, 11-2, 11-3, 11-4, 11-5

29

AMSTI:
Covering and Surrounding: 5
Filling and Wrapping: 2-5
LTF:
An Apeeling Problem
Discovering Area
Finding Pi
Working with Formulas
Penny Circle
Coffees Traveler
Popcorn Picker
Digits: 11-1, 11-2, 11-3

## ALCOS #12: Draw (freehand, with ruler and

protractor, and with technology) geometric
shapes with given conditions. Focus on
constructing triangles from three measures of
angles or sides, noticing when the conditions
determine a unique triangle, more than one
triangle, or no triangle. (7-G2)

AMSTI:
Covering and Surrounding: 5
Filling and Wrapping: 2-5

Vocabulary for Unit:
probability of an event
action
theoretical probability

Standard

outcome
trial
simulation

sample space
relative frequency
probability model

I Can Statements *
(to be completed by school
teams)

event
experimental probability
uniform probability model

Resources

## TOPIC 16: PROBABILITY CONCEPTS SEVENTH GRADE 4th NINE WEEKS

ALCOS #4(c): Understand subtraction of

Pacing
Recommendation
/ Date(s) Taught

10 days

30

## 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 realworld contexts. (7-NS1c)
ALCOS #9: Solve multistep real-life and
mathematical problems posed with positive
and negative rational numbers in any form
(whole numbers, fractions, and decimals),
using tools strategically. Apply properties of
operations to calculate with numbers in any
form, convert between forms as appropriate,
and assess the reasonableness of answers
using mental computation and estimation
strategies. (7-EE3)
ALCOS #21: Understand that the probability
of a chance event is a number between 0 and
1 that expresses the likelihood of the event
occurring. Larger numbers indicate greater
likelihood. A probability near 0 indicates an
unlikely event, a probability around 1/2
indicates an event that is neither unlikely nor
likely, and a probability near 1 indicates a
likely event. (7-SP5)
ALCOS #22: Approximate the probability of a
chance event by collecting data on the chance
process that produces it and observing its
long-run relative frequency, and predict the
approximate relative frequency given the
probability. (7-SP6)

## ALCOS #23: Develop a probability model and

use it to find probabilities of events. Compare
probabilities from a model to observed
frequencies; if the agreement is not good,

Digits: 16-4

## IXL: C.9, M.2

Digits: 16-1, 16-3, 16-4, 16-5, 16-6

IXL: Z.1
Digits: 16-1
AMSTI:
How Likely Is It?: 1-4
What Do You Expect?: 1-4
LTF:
Bulls Eye
IXL: Z.3, Z.4
Digits: 16-1, 16-3
LTF:
Free French Fries
Passing Game
Using Area to Estimate Probability
IXL: lessons only listed for parts a,
b
Digits: 16-2, 16-4, 16-5, 16-6
31

## explain possible sources of the discrepancy.

(7-SP7)
ALCOS #23(a): Develop a uniform probability
model by assigning equal probability to all
outcomes, and use the model to determine
probabilities of events. (7-SP7a)
ALCOS #23(b): Develop a probability model
(which may not be uniform) by observing
frequencies in data generated from a chance
process. (7-SP7b)

IXL: Z.1
Digits: 16-5, 16-6
IXL: Z.3
Digits: 16-6

32

lesson, not a sixth grade digits lesson.
(These lessons are listed in the Sixth Grade Honors Math Pacing Guide and
do not need to be taught separately. This listing is for reference only.)

Standard

## ALCOS #1: Understand the concept of a ratio,

and use ratio language to describe a ratio
relationship between two quantities. (6-RP1)
ALCOS #2: Understand the concept of a unit
rate a/b associated with a ratio a: b with b 0,
and use rate language in the context of a ratio
relationship. (6-RP2)
ALCOS #3: Use ratio and rate reasoning to
solve real-world and mathematical problems,
e.g., by reasoning about tables of equivalent
ratios, tape diagrams, double number line
diagrams, or equations. (6-RP3)
ALCOS #3(a): Make tables of equivalent ratios
relating quantities with whole-number
measurements, find missing values in the
tables, and plot the pairs of values on the
coordinate plane. Use tables to compare
ratios. (6-RP3a)
ALCOS #3(c): Find a percent of a quantity as a
rate per 100 (e.g., 30% of a quantity means
30
/100 times the quantity); solve problems
involving finding the whole, given a part and
the percent. (6-RP3c)
ALCOS #8: Understand that positive and
negative numbers are used together to

I Can Statements *
(to be completed by school
teams)

Resources

Pacing
Recommendation
/ Date(s) Taught

33

## describe quantities having opposite directions

or values. (e.g. temperature; elevation;
credits/debits; positive/negative electrical
charge); use positive and negative numbers
to represent quantities in real-world contexts
explaining the meaning of 0 in each situation.
(6-NS5)
ALCOS #9(a): Recognize opposite signs of
numbers as indicating locations on opposite
sides of 0 on the number line; recognize that
the opposite of the opposite of a number is
the number itself, e.g., (3) = 3, and that 0 is
its own opposite. (6-NS6a) ALCOS #9(a):
Recognize opposite signs of numbers as
indicating locations on opposite sides of 0 on
the number line; recognize that the opposite
of the opposite of a number is the number
itself, e.g., (3) = 3, and that 0 is its own
opposite. (6-NS6a)
ALCOS #9(b): Understand signs of numbers in
ordered pairs as indicating locations in
quadrants of the coordinate plane; recognize
that when two ordered pairs differ only by
signs, the locations of the points are related
by reflections across one or both axes. (6NS6b)
ALCOS #10(a): Interpret statements of
inequality as statements about the relative
position of two numbers on a number line. (6NS7a)
ALCOS #10(b): Write, interpret, and explain
statements of order for rational numbers in
real-world contexts. (6-NS7b)
ALCOS #10(c): Understand the absolute value
of a rational number as its distance from 0 on
the number line; interpret absolute value as

34

## magnitude for a positive or negative quantity

in a real-world situation. (6-NS7c)
ALCOS #10(d): Distinguish comparisons of
absolute value from statements about order.
(6-NS7d)
ALCOS #11: Solve real-world and
mathematical problems by graphing points in
all four quadrants of the coordinate plane.
Include use of coordinates and absolute value
to find distances between points with the
same first coordinate or the same second
coordinate. (6-NS8)
ALCOS #13(a): Write expressions that record
operations with numbers and with letters
standing for numbers. (6-EE2a)
ALCOS #13(b): Identify parts of an expression
using mathematical terms (sum, term,
product, factor, quotient, and coefficient);
view one of more parts of an expression as a
single entity. (6-EE2b)
ALCOS #14: Apply the properties of
operations to generate equivalent
expressions. (6-EE3)
ALCOS #15: Identify when two expressions
are equivalent (i.e. when the two expressions
name the same number regardless of which
value is substituted into them). (6-EE4)
ALCOS #16: Understand solving an equation
or inequality as a process of answering a
question: which values from a specified set,
if any, make the equation or inequality true?
Use substitution to determine whether a
given number in a specified set makes an
equation or inequality true.
(6-EE5)
ALCOS #17: Use variables to represent
numbers, and write expressions when solving

35

## a real-world or mathematical problem;

understand that a variable can represent an
unknown number or, depending on the
purpose at hand, any number in a specified
set. (6-EE6)
ALCOS #20: Use variables to represent two
quantities in a real-world problem that
change in relationship to one another; write
an equation to express one quantity, thought
of as the dependent variable, in terms of the
other quantity, thought of as the
independent variable. Analyze the
relationship between the dependent and the
independent variables using graphs and
tables, and relate these to the equation. (6EE9)