Course/Grade Level----5th Grade Math Curriculum Map
Course/Grade Level----7th Grade Math Curriculum Map: 2013-2014
Textbook: Saxon Math Course 2
Resources: Assessment Workbook, Solutions Manual, Reteaching Masters Workbook
|1st Quarter |
|Big Ideas: Any number, measure, numerical expression, or algebraic expression can be represented in an infinite number of ways. A unified understanding of numbers|
|is developed by recognizing fractions, decimals, percents, and scientific notation as different representations of rational numbers. Numbers can represent |
|quantity, position, location, and relationships and symbols may be used to express these relationships. Real world situations are represented as expressions and |
|equations using a combination of numbers, symbols, variables, and operations. |
|Essential Questions: How can I make numbers more manageable? How is the number system used to fit different situations? Why do we need to agree on a specific |
|order of operations? Why do I order and compare numbers? How does writing a situation as an expression or equation simplify my life? |
| |August |September |October |
|Lessons |Lessons 1-15 |Lessons 16-28 |Lessons 29-30 |
|Content/ Knowledge/ |Arithmetic with whole numbers and money, |US Customary system, function tables, |Rounding whole and mixed numbers, |
|Skills |variables and evaluation, properties of |measuring angles with a protractor, polygons,|estimating answers, finding common |
| |operations, solving one-step equations, using |similar and congruent figures, perimeter, |denominators, adding and subtracting |
| |number lines to compare numbers and subtract, |creating formulas for perimeters, exponents, |fractions with unlike denominators |
| |determine a sequence, place value through |rectangular area, square root, creating | |
| |hundred trillion, reading and writing whole |formulas for area of rectangles and squares, | |
| |numbers, factors and divisibility, lines angles|prime and composite numbers, prime | |
| |and planes, fractions and percents, adding |factorization, problems about fractions of a | |
| |subtracting and multiplying fractions, |group, subtracting mixed numbers with | |
| |reciprocals, writing division answers as mixed |regrouping or improper fractions, reducing | |
| |numbers, improper fractions, problems about: |fractions (part 2), dividing fractions, | |
| |comparing, separating, combining, elapsed time,|multiplying and dividing mixed numbers, | |
| |parts of a whole; reducing fractions (part 1), |multiples, least common multiple, equivalent | |
| |simple probability |division problems, two-step word problems, | |
| | |average (part 1) | |
| | | | |
|Content |Indicators |Indicators |Indicators |
|Curricular Standards | | | |
|Specific Standards |7.1.2 and 7.1.3 Ordering, Comparing, and |All previous standards plus: |All previous standards plus: |
|covered and their meaning|Identifying Rational Numbers; 7.1.5 Factors and| | |
| |divisibility; 7.1.7 Writing decimals as |7.1.4 Exponents; |7.NS.1 |
| |fractions; 7.2.1 Apply & extend problems that |7.1.6 Square Roots; |7.NS.2 |
| |use fractions and decimals; 7.NS.1 Apply & |7.1.7 Writing decimals as fractions; |7.2.4 explain if answers are reasonable |
| |extend previous knowledge to add/subtract |7.NS.2 (a,b,c,d) Apply and extend previous |7.2.5 use mental math to calculate |
| |rational numbers; 7.2.5 use mental math to |knowledge to multiply and divide rational |computations of simple fractions. |
| |calculate computations of simple fractions; |numbers; | |
| |7.3.1 and 7.3.2 Given a word problem, write and|7.2.5 use mental math to calculate | |
| |solve a one or two-step equation; 7.EE.4 Use |computations of simple fractions. | |
| |variables to represent quantities in a | | |
| |real-world problem. 7.3.4 Justify each step | | |
| |using properties. | | |
| | | | |
|Main Assessments |Saxon Assessments after every 5th Lesson |Saxon Assessments after Lesson 20 and 25 |Saxon Assessments after Lesson 30 |
| |(after lessons 10 and 15) |Acuity Predictive A Test |--Cumulative Test over lessons 1-30 |
|Secondary Assessments | |US Customary Quiz; Polygons Quiz | |
|Activities/Resources |Required—Daily assignment checked and/or graded|Required—Daily assignment checked and/or |Required—Daily assignment checked and/or |
| |by teacher. |graded by teacher. |graded by teacher. |
| | | | |
| |Required—Daily power up and mental math |Required—Daily power up and mental math |Required—Daily power up and mental math |
| | | | |
| |Optional—Problem Solving |Optional—Problem Solving |Optional—Problem Solving |
| | | | |
| |Optional: Investigation 1 (investigating |Optional: Investigation 2 (using a compass |Optional: Investigation 3 (coordinate |
| |fractions and percents with manipulatives) |and a straightedge part 1; drawing concentric|plane) |
| | |circles) | |
|Reteach/Enrichment |Reteaching Worksheets (from Saxon workbook) |Reteaching Worksheets (from Saxon workbook) |Reteaching Worksheets (from Saxon |
|(Optional, as needed) |Test Form B of Saxon Math given to students to |Test Form B of Saxon Math given to students |workbook) |
| |utilize as study guide prior to weekly |to utilize as study guide prior to weekly |Test Form B of Saxon Math given to |
| |assessments. |assessments. |students to utilize as study guide prior |
| |Brain Pop, Acuity, Khan Academy and Kuta |Brain Pop, Acuity, Khan Academy and Kuta |to weekly assessments. |
| |Software for extra resources |Software for extra resources |Brain Pop, Acuity, Khan Academy and Kuta |
| | | |Software for extra resources |
Course/Grade Level---7th Grade Math Curriculum Map: 2013-2014
|2nd Quarter |
|Big Ideas: Numbers can represent quantity, position, location, and relationships, and symbols may be used to express these relationships. Proportional reasoning |
|can be used to model and understand relationships which exist throughout numerous aspects of the world. A unified understanding of numbers is developed by |
|recognizing fractions, decimals, percents, and integers as representations of rational numbers. Integers can be manipulated and applied to situations when numbers|
|less than zero must exist. |
|Essential Questions: Why is it helpful for me to use similarity and proportions to solve real life problems? How do integers give me an understanding of |
|situations in my life? How do percents help me as a consumer? Why is it important for me to know exact amounts rather than an estimate? How do I illustrate the |
|relationships between integer operations? |
| |
| |October |November |December |
|Lessons |Lessons 31-40 |Lessons 41-53 |Lessons 54-60 |
|Content/ Knowledge/ |Reading and writing decimal numbers, metric|Using formulas, Distributive property, |Rate word problems, Average and rate problems|
|Skills |system, comparing and rounding decimals, |Repeating decimals, converting between |with multiple steps, Plotting functions, |
| |decimal numbers on a number line, |fractions, decimals, and percents; Division |Negative exponents, Scientific notation for |
| |adding/subtracting/multiplying/dividing |answers, Dividing by a decimal number, Rates,|small numbers, Symmetry, Adding integers on |
| |decimals, ratio, sample space, area of a |Powers of 10, Fraction-Decimal-Percent |the number line, Fractional Part of a number |
| |triangle, rectangular area (part 2), |Equivalents, Adding and subtracting mixed |(part 1), Percent of a number (part 1) |
| |interpreting graphs, proportions, sum of |measures, unit multipliers and unit | |
| |the angle measures of a triangle, angle |conversion, Scientific notation of large | |
| |pairs |numbers, Order of operations, Ratio word | |
| | |problems | |
| | | | |
|Content Curricular |Indicators |Indicators |Indicators |
|Standards/ Benchmark | | | |
| |All previous standards plus: |All previous standards plus: |All previous standards plus: |
|Specific Standards covered| | | |
|and their meaning |7.5.1 Convert between measurement systems |7.1.1 Scientific Notation |7.RP.3 Use proportional relationships to |
| |7.5.4 Use formulas to calculate perimeter |7.3.4 Order of Operations and Distributive |solve multi-step ratio and percent problems. |
| |and area of basic figures. |Property [7.EE.4] |7.EE.3 Solve problems with positive and |
| |7.5.5 Divide complex figures into basic | |negative rational numbers |
| |shapes to find area and perimeter. | | |
| | | | |
|Main Assessments |Saxon Assessment after Lesson 35 and 40 |Saxon Assessments after Lessons 45 and 50 |Saxon Assessments after Lessons 55 and 60 |
| | |Acuity Predictive B Test |Cumulative Test over Lessons 1-60 |
|Secondary Assessments | | | |
| | | | |
|Activities/Resources |Required—Daily assignment checked and/or |Required—Daily assignment checked and/or |Required—Daily assignment checked and/or |
| |graded by teacher. |graded by teacher. |graded by teacher. |
| | | | |
| |Required—Daily power up and mental math |Required—Daily power up and mental math |Required—Daily power up and mental math |
| | | | |
| |Optional—Problem Solving |Optional—Problem Solving |Optional—Problem Solving |
| | | | |
| |Optional: Investigation 4 (stem-and-leaf |Optional: Investigation 5 (creating graphs) |Optional: Investigation 6 (classifying |
| |plots; box-and-whisker plots) | |quadrilaterals) |
| | | | |
|Reteach/Enrichment |Reteaching Worksheets (from Saxon workbook)|Reteaching Worksheets (from Saxon workbook) |Reteaching Worksheets (from Saxon workbook) |
|(Optional, as needed) | |Test Form B of Saxon Math given to students |Test Form B of Saxon Math given to students |
| |Test Form B of Saxon Math given to students|to utilize as study guide prior to weekly |to utilize as study guide prior to weekly |
| |to utilize as study guide prior to weekly |assessments. |assessments. |
| |assessments. |Brain Pop, Acuity, Khan Academy and Kuta |Brain Pop, Acuity, Khan Academy and Kuta |
| |Brain Pop, Acuity, Khan Academy and Kuta |Software for extra resources |Software for extra resources |
| |Software for extra resources | | |
Course/Grade Level ----7th Grade Math Curriculum Map: 2013-2014
|3rd Quarter |
|Big Ideas: Numbers can represent quantity, position, location, and relationships, and symbols may be used to express these relationships. Linear and nonlinear |
|functional relationships can be used to model and understand real world situations. Representations of constant rates of change model real world conditions. |
|Figures can be composed of and deconstructed into smaller, simpler figures. Probability can be used to model, understand, and make predictions about real-life |
|situations. |
|Essential Questions: How do I use rates to describe changes in our daily lives? How do I represent rate of change visually? How can I determine the amount it |
|takes to cover, fill, and find the distance around a figure? What does a two-dimensional representation of a three-dimensional figure look like, and when would it|
|be useful? How do I find the measure of a figure for which I don’t have a formula? |
| |January |February |March |
|Lessons |Lesson 61-72 |Lessons 73-85 |Lessons 86-95 |
|Content/ Knowledge/ |Area of a parallelogram, angles of a |Multiplying and dividing positive and negative |Number families, multiplying algebraic terms, |
|Skills/Key Vocabulary |parallelogram, classifying triangles, |numbers, fractional part of a number (part 2), |multiple unit multipliers, diagonals, interior |
| |symbols of inclusion, adding positive |area of a complex figure, area of a trapezoid, |and exterior angles, mixed number coefficients,|
| |and negative numbers, circumference |complex fractions, percent of a number (part |negative coefficients, evaluations with |
| |and pi, ratio problems involving |2), graphing inequalities, estimating areas, |positive and negative numbers, percent of |
| |totals, geometric solids, algebraic |transformations, using proportions to solve |change, two-step equations and inequalities, |
| |addition, proper form of scientific |percent problems, area of a circle, multiplying|probability of dependent events, volume of a |
| |notation, volume, finding the whole |numbers in scientific notation, algebraic |right solid |
| |group when a fraction is known, |terms, order of operations with positive and | |
| |implied ratios |negative numbers | |
| | | | |
|Content Curricular |Indicators |Indicators |Indicators |
|Standards/ Benchmark | | | |
| |All previous standards plus: |All previous standards plus: |All previous standards plus: |
|Specific Standards covered| | | |
|and their meaning |7.RP.1 Compute unit rates |7.3.3 Use terms variable, term, coefficient, |7.2.1 Positive/Negative rational numbers |
| |7.RP.2 Recognize and represent |expression, and constant |7.2.2, 7.2.3, 7.RP.3 Calculate percents of |
| |proportional relationships between |7.3.4 Order of Operations |change; Use proportional reasoning to solve |
| |quantities. |7.4.1 The coordinate plane, transformations |multi-step ratio and percent problems |
| |7.5.4 and 7.5.5Use formulas to find |7.EE.4 Inequalities |7.4.3 Pythagorean Theorem, diagonals |
| |area | |7.6.5 Calculating the probability of an event |
| |7.5.6 Compute volume |7.6.1, 7.6.2, 7.6.3, 7.6.4 Statistical Data |7.6.6 Probability of two events |
| | | | |
|Main Assessments |Saxon Assessments after Lessons 65 and|Saxon Assessments after Lessons 75 and 80 |Saxon Assessments after Lessons 90 and 95 |
| |70 |Acuity Predictive C Test |Cumulative Assessment after Lesson 90 |
|Secondary Assessments | | | |
| | | | |
|Activities/Resources |Required—Daily assignment checked |Required—Daily assignment checked and/or graded|Required—Daily assignment checked and/or graded|
| |and/or graded by teacher. |by teacher. |by teacher. |
| | | | |
| |Required—Daily power up and mental |Required—Daily power up and mental math |Required—Daily power up and mental math |
| |math | | |
| | |Optional—Problem Solving |Optional—Problem Solving |
| |Optional—Problem Solving | | |
| | | | |
| |Optional: Investigation 7 (Balanced |Optional: Investigation 8 (Probability and |Optional: Investigation 9 (Graphing Functions) |
| |Equations) |Odds, Compound Events, Experimental | |
| | |Probability) | |
| | | | |
|Reteach/Enrichment |Reteaching Worksheets (from Saxon |Reteaching Worksheets (from Saxon workbook) |Reteaching Worksheets (from Saxon workbook) |
|(Optional, as needed) |workbook) |Test Form B of Saxon Math given to students to |Test Form B of Saxon Math given to students to |
| |Test Form B of Saxon Math given to |utilize as study guide prior to weekly |utilize as study guide prior to weekly |
| |students to utilize as study guide |assessments. |assessments. |
| |prior to weekly assessments. |Brain Pop, Acuity, Khan Academy and Kuta |Brain Pop, Acuity, Khan Academy and Kuta |
| |Brain Pop, Acuity, Khan Academy and |Software for extra resources |Software for extra resources |
| |Kuta Software for extra resources | | |
Course/Grade Level----7th Grade Math Curriculum Map:2013-2014
|4th Quarter |
|Big Ideas: Numbers can represent quantity, position, location, and relationships, and symbols may be used to express these relationships. Linear and nonlinear |
|functional relationships can be used to model and understand real world situations. Representations of constant rates of change model real world conditions. |
|Figures can be composed of and deconstructed into smaller, simpler figures. Statistics can be used to acquire and communicate information about a population by |
|examining, generalizing, and visually representing data. Attributes of objects, shapes, and solids can be uniquely measured in a variety of ways, using a variety |
|of tools, for a variety of purposes. |
|Essential Questions: How can I describe and use the relationship between the sides of a right triangle? How can I effectively communicate the data I have |
|collected? How do I know which measure of central tendency to use when analyzing data? How can statistical results help make predictions and decisions? How can I |
|use probability to make predictions and decisions? How do I use rates to describe changes in our daily lives? How do I represent rate of change visually? |
| |March |April |May |
|Lessons | |Lessons 96-109 |Lessons 110-120 |
|Content/ | |Estimating angle measures, distributive property with |Simple interest, compound interest, successive |
|Knowledge/ | |algebraic terms, similar triangles, indirect measure, |discounts, dividing in scientific notation, |
|Skills/Key |SPRING |scale, scale factor, Pythagorean Theorem, estimating |applications of the Pythagorean Theorem, Volume of |
|Vocabulary | |square roots, irrational numbers, translating |pyramids, cones, and spheres, Volume, capacity, and |
| |BREAK |expressions into equations, transversals, simplifying |mass in the metric system, factoring algebraic |
| | |equations, powers of negative numbers, dividing terms, |expressions, slope-intercept form of linear |
| | |square roots of monomials, semicircles, arcs, and |equations, copying geometric figures, division by |
| | |sectors, surface area of a right solid, surface area of|zero, graphing area and volume formulas, graphing |
| | |a sphere, solving literal equations, transforming |nonlinear equations |
| | |formulas, more on roots, slope, formulas and | |
| | |substitution, equations with exponents | |
| | | | |
|Content Curricular | |Indicators |Indicators |
|Standards/ | | | |
|Benchmark | | | |
| | |All previous standards plus: |All previous standards plus: |
|Specific Standards covered| | | |
|and their meaning | |7.RP.3 Use proportional relationships to solve |7.RP.2 |
| | |multi-step ratio and percent problems |7.3.8 Graphs of linear equations |
| | |7.5.3 Scale and scale factor |7.3.8 Define function, linear, and nonlinear |
| | |7.3.5 Solve an equation or formula for a specific |7.3.9 Identify linear or nonlinear from a graph and |
| | |variable |an equation |
| | |7.3.10 Rate of change |7.3.10 State whether a function is linear based on |
| | |7.3.6 Slope |rate of change (table) |
| | |7.3.7 Identify Slope from 2 points |7.5.4 Find volume of three-dimensional shapes |
| | |7.RP.2 Recognize and represent proportional | |
| | |relationships between quantities. Identify the constant| |
| | |of proportionality | |
| | | | |
| | | | |
|Main Assessments | |Saxon Assessments after Lesson 100 and 105 |Saxon Assessments after Lesson 110 and 115 |
| | |ISTEP |ISTEP |
| | | |Final Exam |
|Secondary Assessments | | | |
|Activities/Resources | |Required—Daily assignment checked and/or graded by |Required—Daily assignment checked and/or graded by |
| | |teacher. |teacher. |
| | | | |
| | |Required—Daily power up and mental math |Required—Daily power up and mental math |
| | | | |
| | |Optional—Problem Solving |Optional—Problem Solving |
| | | | |
| | |Optional: |Optional: |
| | |Investigation 10 (Using a compass and a straightedge |Investigation 11 (Scale factor in surface area and |
| | |part 2) |volume) |
| | | | |
| | | |Investigation 12 (Platonic Solids) |
|Reteach/Enrichment | |Reteaching Worksheets (from Saxon workbook) |Reteaching Worksheets (from Saxon workbook) |
|(Optional, as needed) | |Test Form B of Saxon Math given to students to utilize |Test Form B of Saxon Math given to students to |
| | |as study guide prior to weekly assessments. |utilize as study guide prior to weekly assessments. |
| | |Brain Pop, Acuity, Khan Academy and Kuta Software for |Brain Pop, Acuity, Khan Academy and Kuta Software |
| | |extra resources |for extra resources |
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