20162017ScopeandSequenceMathematicsGrade7

st

1 Cycle
Unit

43Days
Aug. 22 Oct. 21, 2016
#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

TheMathematicalProcessStandardsareintegratedthroughoutthecourseinallactivitiesandlessons.
Teachersshouldrefertothesestandardsforinstructionalstrategiesanddepthofrigor.Specificprocess
standardshavebeenhighlightedforeachunit,buttheseprocessstandardsshouldnotbetheonly
processstandardsassociatedwiththedailylessons.
MathematicalProcessStandards.The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
MATH.7.1AApply mathematics to problems arising in everyday life, society, and the
workplace.
MATH.7.1BUse a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and evaluating
the problem-solving process and the reasonableness of the solution.
MATH.7.1CSelect tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation, and number
sense as appropriate, to solve problems.
MATH.7.1DCommunicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as appropriate.
MATH.7.1ECreate and use representations to organize, record, and communicate
mathematical ideas.
MATH.7.1FAnalyze mathematical relationships to connect and communicate mathematical
ideas.
MATH.7.1GDisplay, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:
Unit1:Problem
SolvingProcess
Students investigate 2class periods
and utilize various
(90 minutes each)
problem-solving
or4class periods
processes to extend
(45 minutes each)
previous experiences
involving numeric
relationships.

MATH.7.1AApply mathematics to problems arising in everyday life, society, and the

workplace.
MATH.7.1BUse a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and evaluating
the problem-solving process and the reasonableness of the solution.
NumbersandOperations.The student applies mathematical process standards to represent
and use rational numbers in a variety of forms. The student is expected to:
S MATH.7.2AExtend previous knowledge of sets and subsets using a visual representation
to describe relationships between sets of rational numbers.

20162017ScopeandSequenceMathematicsGrade7
st

1 Cycle
Unit

43Days
Aug. 22 Oct. 21, 2016
#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:

Unit2:Additionand
SubtractionofRational
NumbersStudents
solve problems
involving addition
and subtraction of
rational numbers in
the context of realworld situations.

MATH.7.1DCommunicate mathematical ideas, reasoning, and their implications using

multiple representations, including symbols, diagrams, graphs, and language as appropriate.
MATH.7.1ECreate and use representations to organize, record, and communicate
mathematical ideas.

3class periods
(90-minutes each) NumbersandOperations.The student applies mathematical process standards to add,
or6class periods subtract, multiply, and divide while solving problems and justifying solutions. The student is
(45-minutes each) expected to:
S MATH.7.3AAdd,subtract,multiply, and divide rationalnumbersfluently.
R MATH.7.3BApplyandextendpreviousunderstandingsofoperationsto
solveproblemsusingaddition,subtraction,multiplication, and division ofrationalnumbers.

Unit3:Multiplication
andDivisionof
RationalNumbers
Students solve
problems involving
multiplication and
division of rational
numbers in the
context of real- world
situations.

3class periods
MathematicalProcessStandards.The student uses mathematical processes to acquire and
(90-minutes each) demonstrate mathematical understanding. The student is expected to:
or6class periods
(45-minutes each) MATH.7.1AApply mathematics to problems arising in everyday life, society, and the
workplace.
MATH.7.1DCommunicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as appropriate.
NumbersandOperations.The student applies mathematical process standards to add,
subtract, multiply, and divide while solving problems and justifying solutions. The student is
expected to:

S MATH.7.3AAdd, subtract, multiply,anddividerationalnumbersfluently.R MATH.7.3BApply

andextendpreviousunderstandingsofoperationsto
solveproblemsusingaddition, subtraction, multiplication,anddivisionofrationalnumbers.
Expressions,Equations,andRelationships.The student applies mathematical process standards
to solve geometric problems. The student is expected to:
R MATH.7.9CDeterminetheareaofcompositefigurescontaining
combinationsofrectangles,squares,parallelograms,trapezoids,triangles,
semicircles and quarter circles.

20162017ScopeandSequenceMathematicsGrade7
st

1 Cycle
Unit

43Days
Aug. 22 Oct. 21, 2016
#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:
Unit4:Rate
ApplicationsStudents
solve application
problems involving
proportional
relationships such as
unit rate. They also
convert between
measurement
systems.

MATH.7.1AApply mathematics to problems arising in everyday life, society, and the

workplace.
MATH.7.1FAnalyze mathematical relationships to connect and communicate mathematical
3class periods
ideas.
(90-minutes each)
or6class periods Proportionality.The student applies mathematical process standards to represent and solve
(45-minutes each) problems involving proportional relationships. The student is expected to:
S MATH.7.4BCalculate unit rates from rates in mathematical and real-world problems.
S MATH.7.4EConvert between measurement systems, including the use of proportions and
the use of unit rates.

20162017ScopeandSequenceMathematicsGrade7
st

1 Cycle
Unit

43Days
Aug. 22 Oct. 21, 2016
#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:
MATH.7.1AApply mathematics to problems arising in everyday life, society, and the
workplace.
Unit5:Percent
ApplicationsStudents
solve problems
involving ratios,
rates, and percents.
They also calculate
and compare simple
and compound
interest earnings.

MATH.7.1ECreate and use representations to organize, record, and communicate

mathematical ideas.Proportionality.The student applies mathematical process standards to
represent and solve problems involving proportional relationships. The student is expected
to: R MATH.7.4DSolve problems involving ratios, rates, and percents, including multi-step
3class periods
(90-minutes each) problems involving percent increase and percent decrease, and financial literacy problems.
or6class periods
PersonalFinancialLiteracy.The student applies mathematical process standards to develop an
(45-minutes each)
economic way of thinking and problem solving useful in one's life as a knowledgeable
consumer and investor. The student is expected to:
S MATH.7.13ACalculatethesalestaxforagivenpurchaseand calculate income tax for earned
wages.S MATH.7.13ECalculate and compare simple interest and compound interest
earnings.
S MATH.7.13FAnalyze and compare monetary incentives, including sales, rebates, and
coupons.

20162017ScopeandSequenceMathematicsGrade7
st

1 Cycle
Unit

43Days
Aug. 22 Oct. 21, 2016
#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:
MATH.7.1DCommunicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as appropriate.
Unit6:SimilarFigures
andScaleDrawings
Students generalize
the critical attributes 3class periods
of similarity, including
(90-minutes each)
ratios within and
or6class periods
between similar
(45-minutes each)
shapes. They also
solve real-world
problems involving
similarity.

MATH.7.1FAnalyze mathematical relationships to connect and communicate mathematical

ideas.
Proportionality.The student applies mathematical process standards to represent and solve
problems involving proportional relationships. The student is expected to:
S MATH.7.4EConvert between measurement systems, including the use of proportions and
the use of unit rates.
Proportionality.The student applies mathematical process standards to use geometry to
describe or solve problems involving proportional relationships. The student is expected to:
S MATH.7.5AGeneralize the critical attributes of similarity, including ratios within and
between similar shapes.R MATH.7.5CSolve mathematical and real-world problems involving
similar shape and scale drawings.

Unit7:RateofChange
Students represent
constant rates of
change in
mathematical and
real-world problems
using multiple
representation, and
determine constant

3class periods
MathematicalProcessStandards.The student uses mathematical processes to acquire and
(90-minutes each) demonstrate mathematical understanding. The student is expected to:
or6class periods
MATH.7.1DCommunicate mathematical ideas, reasoning, and their implications using
(45-minutes each) multiple representations, including symbols, diagrams, graphs, and language as appropriate.
MATH.7.1ECreate and use representations to organize, record, and communicate
mathematical ideas.
Proportionality.The student applies mathematical process standards to represent and solve

problems involving proportional relationships. The student is expected to:

of proportionality.

R MATH.7.4ARepresent constant rates of change in mathematical and real-world problems

given pictorial, tabular, verbal, numeric, graphical, and algebraic
representations, including d=rt.S MATH.7.4CDetermine the constant of proportionality (k =
y/x) within mathematical and real-world problems.

20162017ScopeandSequenceMathematicsGrade7
nd

2 Cycle
Unit

37Days
Oct. 24 Dec. 16, 2016
#ofLessons

CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:
Unit8:Linear
Relationships
Students represent 2class periods
linear relationships (90-minutes each)
using multiple
or4class periods
representations that (45-minutes each)
simplify to the form y
= mx+ b.

MATH.7.1DCommunicate mathematical ideas, reasoning, and their implications using

multiple representations, including symbols, diagrams, graphs, and language as appropriate.
MATH.7.1FAnalyze mathematical relationships to connect and communicate mathematical
ideas.
Expressions,Equations,andRelationships.The student applies mathematical process standards
to represent linear relationships using multiple representations. The student is expected to:
R MATH.7.7AExpected to represent linear relationships using verbal descriptions, tables,
graphs, and equations that simplify to the form y=mx+b.

Unit9:

3class periods
MathematicalProcessStandards.The student uses mathematical processes to acquire and
(90-minutes each) demonstrate mathematical understanding. The student is expected to:
TwoStepEquations or6class periods
(45-minutes each) MATH.7.1DCommunicate mathematical ideas, reasoning, and their implications using
Students represent,
multiple representations, including symbols, diagrams, graphs, and language as appropriate.
write, and solve twostep equations in
MATH.7.1GDisplay, explains, and justify mathematical ideas and arguments using precise
application situations
mathematical language in written or oral communication.
using mathematical
Expressions,Equations,andRelationships.The student applies mathematical process standards
properties and
to use one-variable equations and inequalities to represent situations. The student is
operations.
expected to:
S MATH.7.10AWriteonevariable,twostepequationsand inequalities torepresentconstraintsor
conditionswithinproblems.S MATH.7.10BRepresentsolutionsforonevariables,twostepequations,
and inequalities onnumberlines.

S MATH.7.10CWriteacorrespondingrealworldproblemgivenaonevariable,twostepequationor
inequality.
Expressions,Equations,andRelationships.The student applies mathematical process standards
to solve one-variable equations and inequalities. The student is expected to:
R MATH.7.11AModelandsolveonevariable,twostepequationsand
inequalities.
S MATH.7.11BDetermineifthegivenvalue(s)make(s)onevariable,twostepequationsand
inequalities true.

20162017ScopeandSequenceMathematicsGrade7
nd

2 Cycle
Unit

37Days
Oct. 24 Dec. 16, 2016
#ofLessons

CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:
MATH.7.1DCommunicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as appropriate.
MATH.7.1GDisplay, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
Unit10:TwoStep
InequalitiesStudents
represent, write, and
solve two- step
inequalities in
application situations
using mathematical
properties and
operations.

Expressions,Equations,andRelationships.The student applies mathematical process standards

to use one-variable equations and inequalities to represent situations. The student is
expected to:

3class periods
(90-minutes each)
or6class periods S MATH.7.10AWriteonevariable,twostepequations and inequalitiestorepresentconstraintsor
(45-minutes each) conditionswithinproblems.S MATH.7.10BRepresentsolutionsforonevariables,twostep
equations,and inequalitiesonnumberlines.
S MATH.7.10CWriteacorrespondingrealworldproblemgivenaonevariable,twostepequation
or inequality.

Expressions,Equations,andRelationships.The student applies mathematical process standards

to solve one-variable equations and inequalities. The student is expected to:
R MATH.7.11AModelandsolveonevariable,twostepequations and inequalities.S MATH.7.11B
Determineifthegivenvalue(s)make(s)onevariable,twostepequations and inequalitiestrue.
Unit11:Angle
Relationships
Students write and
solve equations
using geometry
concepts, including

1class periods
MathematicalProcessStandards.The student uses mathematical processes to acquire and
(90-minutes each) demonstrate mathematical understanding. The student is expected to:
or2class periods
(45-minutes each) MATH.7.1DCommunicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as appropriate.

the sum of the

angles in a triangle,
and angle
relationships.

Expressions,Equations,andRelationships.The student appliesmathematical process standards

to solve one-variable equations andinequalities. The student is expected to:S MATH.7.11C
Write and solve equations using geometry concepts, including the sum of the angles in a
triangle, and angle relationships.

20162017ScopeandSequenceMathematicsGrade7
nd

2 Cycle
Unit

Unit12:Circles
Students describe
the relationship
between the
circumference and
diameter of a circle;
then use models to
determine the
circumference and
area of circles, and
connect the models
to the actual
formulas.

37Days
Oct. 24 Dec. 16, 2016
#ofLessons

CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

2class periods
MathematicalProcessStandards.The student uses mathematical processes to acquire and
(90-minutes each) demonstrate mathematical understanding. The student is expected to:
or4class periods
(45-minutes each) MATH.7.1ECreate and use representations to organize, record, and communicate
mathematical ideas.
MATH.7.1FAnalyze mathematical relationships to connect and communicate mathematical
ideas.
Proportionality.The student applies mathematical process standards to use geometry to
describe or solve problems involving proportional relationships. The student is expected to:S
MATH.7.5BDescribe as the ratio of the circumference of a circle to its diameter.
MathematicalProcessStandards.The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
MATH.7.1BUse a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and evaluating
the problem-solving process and the reasonableness of the solution.
MATH.7.1FAnalyze mathematical relationships to connect and communicate mathematical
ideas.
Expressions,Equations,andRelationships.The student applies mathematical process standards
to develop geometric relationships with volume. The student is expected to:
MATH.7.8CUsemodelstodeterminetheapproximateformulasforthe
circumference and area of a circle and connect the models to the actual formulas.
Expressions,Equations,andRelationships.The student applies mathematical process standards
to solve geometric problems. The student is expected to:
R MATH.7.9BDetermine the circumference and area of circles.R MATH.7.9CDeterminethe

areaofcompositefigurescontaining
combinationsofrectangles, squares, parallelograms, trapezoids, triangles, semicirclesand
quartercircles.

20162017ScopeandSequenceMathematicsGrade7
rd

3 Cycle
Unit

47Days
Jan. 4 Mar. 10, 2017
#ofLessons

CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:

Unit13:SurfaceArea
PrismsandPyramids
Students determine
the relationship
between prisms and
pyramids and
calculate the surface
area of those solids.

MATH.7.1BUse a problem-solving model that incorporates analyzing given information,

formulating a plan or strategy, determining a solution, justifying the solution, and evaluating
the problem-solving process and the reasonableness of the solution.
4class periods
Expressions,Equations,andRelationships.The student applies mathematical process standards
(90-minutes each)
to solve geometric problems. The student is expected to:
or8class periods
(45-minutes each) R MATH.7.9CDetermine the area of composite figures containing combinations of
rectangles, squares, parallelograms, trapezoids, triangles, semicircles and quarter
circles.S MATH.7.9DSolve problems involving the lateral and total surface area of a
rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid by
determining the area of the shapes net.

Unit14:Volume
PrismsandPyramids
Students determine
the relationship
between prisms and
pyramids and
calculate the volume
of those solids.

3class periods
MathematicalProcessStandards.The student uses mathematical processes to acquire and
(90-minutes each) demonstrate mathematical understanding. The student is expected to:
or6class periods
(45-minutes each) MATH.7.1FAnalyze mathematical relationships to connect and communicate mathematical
ideas.
MATH.7.1GDisplay, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
Expressions,Equations,andRelationships.The student appliesmathematical process standards
to develop geometric relationships with volume. The student is expected to:MATH.7.8A
Model the relationship between the volume of a rectangular prism and a rectangular pyramid
having both congruent bases and heights and connect that relationship to the formulas.
MATH.7.8BExplain verbally and symbolically the relationship between the volume of a
triangular prism and a triangular pyramid having both congruent bases and heights and

connect that relationship to the formulas.

Expressions,Equations,andRelationships.The student applies mathematical process standards
to solve geometric problems.
R MATH.7.9ASolve problems involving the volume of rectangular prisms, triangular prisms,
rectangular pyramids, and triangular pyramids.

20162017ScopeandSequenceMathematicsGrade7
rd

3 Cycle
Unit

47Days
Jan. 4 Mar. 10, 2017
#ofLessons

CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:

Unit15:Experimental
andTheoretical
ProbabilityofSimple
andCompoundEvents 4class periods
Students construct (90-minutes each)
sample spaces for
or8class periods
real-world events;
(45-minutes each)
then determine the
experimental and/or
theoretical probability
of those events.

MATH.7.1ECreate and use representations to organize, record, and communicate

mathematical ideas.
MATH.7.1FAnalyze mathematical relationships to connect and communicate mathematical
ideas.
Proportionality.The student applies mathematical process standards to use probability and
statistics to describe or solve problems involving proportional relationships. The student is
expected to:
S MATH.7.6ARepresent sample spaces for simple and compound events using lists and tree
diagrams.S MATH.7.6EDeterminethe probabilities of a simple event and its complement
and describe the relationship between the two.
R MATH.7.6IDetermine experimental and theoretical probabilities related to simple and
compound events using data and sample spaces.

20162017ScopeandSequenceMathematicsGrade7
rd

3 Cycle

47Days
Jan. 4 Mar. 10, 2017

CurriculumScopeandSequence201617

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:
MATH.7.1BUse a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and evaluating
the problem-solving process and the reasonableness of the solution.

Unit16:Predictions
fromExperimentaland
TheoreticalData
Students make
decisions and
predictions using
experimental and/or
theoretical data for
simple and
compound events.

MATH.7.1CSelect tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation, and number
sense as appropriate, to solve problems.
Proportionality.The student applies mathematical process standards to use probability and
statistics to describe or solve problems involving proportional relationships. The student is
expected to:

4class periods
(90-minutes each)
or8class periods S MATH.7.6ARepresent sample spaces for simple and compound events using
(45-minutes each)
lists and tree diagrams.

MATH.7.6BSelect and use different simulations to represent simple and compound

events with and without technology.
S MATH.7.6CMake predictions and determine solutions using experimental data
for simple and compound events.S MATH.7.6DMake predictions and determine solutions
using theoretical probability for simple and compound events.
MATH.7.6FUse data from a random sample to make inferences about a
population.R MATH.7.6HSolve problems using qualitative and quantitative predictions and
comparisons from simple experiments.

20162017ScopeandSequenceMathematicsGrade7
rd

3 Cycle
Unit

47Days

CurriculumScopeandSequence201617

Jan. 4 Mar. 10, 2017

#ofLessons

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:
MATH.7.1BUse a problem-solving model that incorporates analyzing given information, formulating
a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving
process and the reasonableness of the solution.
MATH.7.1ECreate and use representations to organize, record, and communicate mathematical
ideas.
Unit17:DataAnalysis
Students use
graphical
3class periods
representations to
solve problems. They (90-minutes each)
also represent and or6class periods
(45-minutes each)
compare numeric
data using dot plots
or box plots.

MATH.7.1FAnalyze mathematical relationships to connect and communicate mathematical ideas.

Proportionality.The student applies mathematical process standards to use probability and statistics
to describe or solve problems involving proportional relationships. The student is expected to:
R MATH.7.6GSolve problems using data represented in bar graphs, dot plots, and circle graphs,
including part-to-whole and part-to-part comparisons and
equivalents.
MeasurementandData.The student applies mathematical process standards to use statistical
representations to analyze data. The student is expected to:
R MATH.7.12ACompare two groups of numeric data using comparative dot plots or box plots by
comparing their shapes, centers, and spreads.S MATH.7.12BUse data from a random sample to
make inferences about a population.
S MATH.7.12CCompare two populations based on data in random samples from
these populations, including informal comparative inferences about differences between the two
populations.

20162017ScopeandSequenceMathematicsGrade7
rd

3 Cycle
Unit

47Days
Jan. 4 Mar. 10, 2017
#ofLessons

CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:
2.5class periods
Unit18:Salesand
(90- minutes
IncomeTaxStudents each) or5class
calculate sales and periods
income tax.
(45-minutes each)

MATH.7.1AApply mathematics to problems arising in everyday life, society, and the

workplace.
PersonalFinancialLiteracy.The student applies mathematical process standards to develop an
economic way of thinking and problem solving useful in one's life as a knowledgeable
consumer and investor. The student is expected to:
S MATH.7.13ACalculate the sales tax for a given purchase and calculate income tax for
earned wages.

Unit19:Budgeting
Students identify the
components of a
personal budget,
create, and organize
a financial assets
and liabilities record.

2.5class periods
(90- minutes
each) or5class
periods (45minutes each)

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:
MATH.7.1AApply mathematics to problems arising in everyday life, society, and the
workplace.
MATH.7.1ECreate and use representations to organize, record, and communicate
mathematical ideas.
PersonalFinancialLiteracy.The student applies mathematical process standards to develop an
economic way of thinking and problem solving useful in one's life as a knowledgeable
consumer and investor. The student is expected to:
S MATH.7.13BIdentify the components of a personal budget, including income,
planned savings for college, retirement, and emergencies, taxes, and fixed and variable
expenses, and calculate what percentage each category comprises of the total budget.
S MATH.7.13CCreate and organize a financial assets and liabilities record and construct a

net worth statement.S MATH.7.13DUse a family budget estimator to determine the minimum
household budget and average hourly wage needed for a family to meet its basic needs in
the students city or another large city nearby.

20162017ScopeandSequenceMathematicsGrade7
th

4 Cycle
Unit

48Days
Mar. 20 May 25, 2017
#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:
MATH.7.1AApply mathematics to problems arising in everyday life, society, and the
workplace.
Unit20:Readinessand
SupportingStandards
Review
Students use
appropriate problemsolving strategies
and skills to review
relevant Readiness
and Supporting
Standards (based on
individual student
diagnostic data).

MATH.7.1BUse a problem-solving model that incorporates analyzing given information,

formulating a plan or strategy, determining a solution, justifying the solution, and evaluating
the problem-solving process and the reasonableness of the solution.
5class periods
(90-minutes each)
or10class periods
(45-minutes each)

MATH.7.1CSelect tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation, and number
sense as appropriate, to solve problems.
MATH.7.1DCommunicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as appropriate.
MATH.7.1ECreate and use representations to organize, record, and communicate
mathematical ideas.
MATH.7.1FAnalyze mathematical relationships to connect and communicate mathematical
ideas.
MATH.7.1GDisplay, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.

20162017ScopeandSequenceMathematicsGrade7
th

4 Cycle
Unit

48Days
Mar. 20 May 25, 2017
#ofLessons

CurriculumScopeandSequence201617

TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:

MathematicalProcessStandards.The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:
MATH.7.1D/ MATH.8.1DCommunicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as appropriate.
Unit21:Proportional
Relationshipsandtheir
Applications
This unit is designed
to make connections
between current
6class periods
standards and
(90-minutes each)
standards of
or12class periods
subsequent courses.
Students extend their (45-minutes each)
knowledge of rate of
change and constant
of proportionality to
solve problems
within real-world
contexts.

MATH.7.1E/ MATH.8.1ECreate and use representations to organize, record, and communicate

mathematical ideas.
Proportionality.The student applies mathematical process standards to represent and solve
problems involving proportional relationships. The student is expected to:
R MATH.7.4ARepresent constant rates of change in mathematical and real-world problems given
pictorial, tabular, verbal, numeric, graphical, and algebraic
representations, including d=rt.S MATH.7.4CDetermine the constant of proportionality (k =y/x)
within mathematical and real-world problems.
Proportionality.The student applies mathematical process standards to explain proportional and nonproportional relationships involving slope. The student is expected to:
R MATH.8.4BGraph proportional relationships, interpreting the unit rate as the slope of the line that
models the relationship.R MATH.8.4CUse data from a table or graph to determine the rate of
change or slope and y-intercept in mathematical and real-world problems.
Proportionality.The student applies mathematical process standards to use proportional and nonproportional relationships to develop foundational concepts of functions. The student is expected to:
S MATH.8.5ARepresent linear proportional situations with tables, graphs, and equations in the form
of y=kx.