Subject: Mathematics



|Subject: Mathematics |Grade: 7 |

|Test Window: November 28 – December 9, 2011 |Estimated Completion Time: 90 minutes |

|Standard (R), (S), (P) |Rationale |# Qs |

|[pic] Ⓢ MATH.7.1A ([pic] MATH.7.13D/ [pic]MATH.7.14A) |In HISD’s Scope and Sequence for the first |3 |

|Compare and order integers and positive rational numbers or the words |twelve weeks. | |

|associated with them using concrete or pictorial models, benchmarks, and | | |

|place value. | | |

|Ⓡ MATH.7.1B ([pic] MATH.7.13D/ [pic]MATH.7.14A/ |In HISD’s Scope and Sequence for the first |6 |

|[pic] MATH.7.15A) |twelve weeks. | |

|Convert between fractions, decimals, whole numbers, and percents presented | | |

|in application problems mentally, on paper, or with a calculator using | | |

|operations and definitions. | | |

|Ⓢ MATH.7.2A ([pic] MATH.7.13D/ [pic]MATH.7.14A/ |In HISD’s Scope and Sequence for the first |3 |

|[pic] MATH.7.15A) |twelve weeks. | |

|Represent multiplication and division situations involving fractions, and | | |

|decimals with concrete objects, pictures, words, expressions, and | | |

|equations. | | |

|Ⓡ MATH.7.2B ([pic] MATH.7.13A) |In HISD’s Scope and Sequence for the first |6 |

|Use addition, subtraction, multiplication, and division to solve problems |twelve weeks. | |

|involving fractions and decimals presented in real-world situations, which | | |

|include information expressed in various forms, including pictorial models,| | |

|graphical representations, numbers, or ranges of numbers. | | |

|Ⓢ MATH.7.2C ([pic] MATH.7.15A/ [pic]MATH.7.15B) |In HISD’s Scope and Sequence for the first |3 |

|Use models, such as concrete objects, pictorial models, and number lines to|twelve weeks. | |

|add, subtract, multiply, and divide integers and connect the actions to | | |

|algorithms. | | |

|Ⓢ MATH.7.2D ([pic] MATH.7.14A) |In HISD’s Scope and Sequence for the first |3 |

|Use division to find unit rates and ratios in proportional relationships |twelve weeks. | |

|such as speed, density, price, recipes, and student-teacher ratios; and | | |

|model those relationships concretely, pictorially, and in tabular form. | | |

|Ⓡ MATH.7.2F ([pic] MATH.7.13A) |In HISD’s Scope and Sequence for the first |6 |

|Select and use appropriate operations to solve problems and justify the |twelve weeks. | |

|selections, problem-solving process, and reasonableness of answer, | | |

|especially in terms of an estimate. | | |

|Ⓢ MATH.7.2G ([pic] MATH.7.13B/[pic] MATH.7.13A) |In HISD’s Scope and Sequence for the first |3 |

|Determine the reasonableness of a solution to a problem using a variety of |twelve weeks. | |

|strategies such as estimation using rounding or compatible numbers. | | |

|Ⓡ MATH.7.3B([pic] MATH.7.13A/[pic] MATH.7.13D) |In HISD’s Scope and Sequence for the first |6 |

|Estimate and find solutions to application problems involving proportional |twelve weeks. | |

|relationships such as similarity, scaling, unit costs, and related | | |

|measurement units using intuitive methods (such as unit-rate method, | | |

|factor-of-change approach, or a graphical/visuals approach). | | |

| | |TOTAL: 39 |

|Process Standards |Rational |

|Approximately 75% of the items will be dual coded. | |

|[pic] MATH.7.13A Identify and apply mathematics to everyday experiences, to |In HISD’s Scope and Sequence for the first twelve weeks. |

|activities in and outside of school, with other disciplines, and with other |Embedded Process Standard. |

|mathematical topics. | |

|[pic] MATH.7.13B Use a problem-solving model that incorporates understanding | |

|the problem, making a plan, carrying out the plan, and evaluating the solution| |

|for reasonableness. | |

|[pic] MATH.7.13C Select or develop an appropriate problem-solving strategy | |

|from a variety of different types, including drawing a picture, looking for a | |

|pattern, systematic guessing and checking, acting it out, making a table, | |

|working a simpler problem or working backwards to solve a problem. | |

|[pic] MATH.7.13D Select tools such as real objects, manipulatives, | |

|paper/pencil, and technology or techniques such as mental math, estimation, | |

|and number sense to solve problems. | |

|[pic] MATH.7.14ACommunicate mathematical ideas using language, efficient | |

|tools, appropriate units, and graphical, numerical, physical, or algebraic | |

|mathematical models. | |

|[pic] MATH.7.15A Make conjectures from patterns or sets of examples and | |

|nonexamples. | |

|[pic] MATH.7.15B Validate conclusions using mathematical properties and | |

|relationships. | |

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