IDAHO ACHIEVEMENT STANDARDS



IDAHO CONTENT STANDARDS

GRADE 7 MATHEMATICS

|Cognitive level codes: |Calculator codes: |

|B: Memorize |CN: “calculator neutral.” Having or not having a calculator on this item will not affect students’ ability to |

|C: Perform procedures |demonstrate proficiency on this objective. |

|D: Demonstrate understanding |YES: calculator MUST be available in order for the student to demonstrate proficiency on this objective. |

|E: Conjecture, generalize, prove |NO: student MUST NOT have a calculator while completing this item in order to assess this objective. |

|F: Solve non-routine problems, make connections |CR: “calculator recommended.” For all items not assessing computation or estimation, calculator availability is |

| |recommended. |

Shaded objectives should be assessed in the classroom, but not included on the ISAT assessment.

Standard 1: Number and Operation

|Goals: |Objective 1 |Objective 2 |Objective 3 |Objective 4 |Objective 5 |Objective 6 |Objective 7 |

|Goal 2.1: Understand|7.M.2.1.1 Select and use |7.M.2.1.2 Apply estimation |7.M.2.1.3 Explain the |7.M.2.1.4 Given the |7.M.2.1.5 Convert units of |7.M.2.1.6 Solve problems |7.M.2.1.7 Use appropriate |

|and use U.S. |appropriate units and tools |of measurement to real-world|differences between |formulas, find the |measurement within each |involving perimeter and area|vocabulary and notations. |

|customary and metric|to make formal measurements |and content problems using |perimeter, area, and volume |perimeter, circumference, or|system. (329.01.e) |of rectangles and triangles.|(329.01.f) |

|measurements. |in both systems. (329.01.a) |standard measuring devices. |(capacity) and their |area of triangles, circles, | |(329.01.d) | |

| | |(329.01.b) |measures within both |and quadrilaterals. |CL: C | |CL: |

| |CL: C | |systems. (329.01.c) |(331.01.e) |Calc: YES |CL: C |Calc: |

| |Calc: YES |CL: | | |Content Limit: All |Calc: YES |Content Limit: Assessed in |

| |Content Limit: Select |Calc: |CL: |CL: C |conversions must be within |Content Limit: Items may |the classroom, not on the |

| |appropriate units and tools |Content Limit: Assessed in |Calc: |Calc: YES |the same system of |include shapes that are |ISAT. |

| |only. Units for length are |the classroom, not on the |Content Limit: Assessed in |Content Limit: |measurement: inches and |formed by a combination of | |

| |inches, feet, yards, miles, |ISAT. |the classroom, not on the |Quadrilaterals may include |feet, inches and yards, feet|two shapes. | |

| |millimeters, centimeters, | |ISAT. |parallelograms and |and yards, ounces and | | |

| |and meters. Units for time | | |trapezoids. Diameter or |pounds, pounds and tons, | | |

| |are seconds, minutes, hours,| | |radius may be given in |fluid ounces and cups, cups | | |

| |days, and years. Units for | | |circle problems. Radii may |and pints, pints and quarts,| | |

| |weight are ounces, pounds, | | |not be 2. A reference sheet |quarts and gallons, milli- | | |

| |tons, grams, and kilograms. | | |will be available with |and unit, centi- and unit, | | |

| |Units for volume (capacity) | | |formulas that include: |and kilo- and unit. Time | | |

| |are cups, quarts, gallons, | | |perimeter and area of a |units may include years, | | |

| |milliliters, and liters. | | |rectangle; area of a |months, weeks, days, hours, | | |

| |‘Use … tools to make formal | | |triangle, trapezoid, and |minutes, and seconds. | | |

| |measurements’ to be assessed| | |parallelogram; and | | | |

| |in the classroom, not on the| | |circumference and area of a | | | |

| |ISAT. | | |circle. | | | |

Standard 3: Concepts and Language of Algebra and Functions

|Goals: |Objective 1 |Objective 2 |Objective 3 |

|Goal 3.1: Use |7.M.3.1.1 Use variables in simple expressions and equations. |7.M.3.1.2 Translate simple word statements into algebraic |7.M.3.1.3 Use symbols “,”“=,” “(,” “(,” and “(” to express |

|algebraic symbolism |(330.01.a) |expressions and equations. (330.01.b) |relationships. (330.01.c) |

|as a tool to | | | |

|represent |CL: D |CL: D |CL: D |

|mathematical |Calc: CN |Calc: CN |Calc: CR |

|relationships. |Content Limit: Evaluate an expression by substituting a number for |Content Limit: Expressions and equations may contain at most two |Content Limit: Item may include integers between −50 and 50, up to |

| |every variable in the expression. Items are limited to at most two |operations and may require at most one grouping symbol. May contain|two operations, at most one grouping symbol, and exponents limited |

| |variables at a time. Items may also check solutions to equations by|one or two variables. |to 2 and 3. May include one variable. |

| |substituting values for the variable(s) in an equation. | | |

|Goal 3.2: Evaluate |7.M.3.2.1 Evaluate simple numeric and algebraic expressions using |7.M.3.2.2 Use the order of operations in evaluating simple | |

|algebraic |commutative, associative, identity, zero, inverse, distributive, |algebraic expressions. (330.02.b) | |

|expressions. |and substitution properties. (330.02.a) | | |

| | |CL: C | |

| |CL: C |Calc: NO | |

| |Calc: NO |Content Limit: Expressions may include integers between | |

| |Content Limit: Expressions may include integers between |−50 and 50, up to four operations, at most two grouping symbols, | |

| |−50 and 50, up to two operations, at most one grouping symbol, and |and exponents limited to 2 and 3. The fraction bar may be used as a| |

| |exponents limited to 2 and 3. May include one variable. |grouping symbol. May include one or two variables. | |

|Goal 3.3: Solve |7.M.3.3.1 Solve one-step equations. (330.03.a) | | |

|algebraic equations | | | |

|and inequalities. |CL: C | | |

| |Calc: CR | | |

| |Content Limit: Equations may include integers between −50 and 50. | | |

| |Variable may appear on left or right side of equal sign. | | |

|Goal 3.4: Understand|7.M.3.4.1 Extend patterns involving rational numbers and describe |7.M.3.4.2 Explain how a change in one quantity impacts a change in |7.M.3.4.3 Use appropriate vocabulary and notations. (333.01.c) |

|the concept of |the rule that generates the pattern. (333.01.a) |another quantity. (333.01.b) | |

|functions. | | |CL: |

| |CL: E |CL: |Calc: |

| |Calc: CR |Calc: |Content Limit: Assessed in the classroom, not on the ISAT. |

| |Content Limit: Patterns involve adding or subtracting whole |Content Limit: Assessed in the classroom, not on the ISAT. | |

| |numbers, decimals, or fractions. Fraction denominators limited to | | |

| |2, 3, 4, 5, 6, 8, and 10. Decimals to thousandths place. Items may | | |

| |ask the student to extend the pattern, state the rule for the | | |

| |pattern, or both. | | |

|Goal 3.5: Represent |7.M.3.5.1 Represent a simple set of data in a table, as a graph, | | |

|equations, |and as a mathematical relationship. (333.02.a) | | |

|inequalities and | | | |

|functions in a |CL: C | | |

|variety of formats. |Calc: CR | | |

| |Content Limit: Relationship must be linear. Relationship is | | |

| |presented as a table, graph, or equation. Equation describing | | |

| |relationship must include one operation. The answer options will | | |

| |include a table, a graph, or an equation. | | |

|Goal 3.6: Apply |7.M.3.6.1 Use patterns and linear functions to represent and solve | | |

|functions to a |simple problems. (333.03.a) | | |

|variety of problems.| | | |

| | | | |

| |CL: D | | |

| |Calc: CR | | |

| |Content Limit: Patterns may include rational numbers. Linear | | |

| |functions are limited to whole number variable values. | | |

Standard 4: Concepts and Principles of Geometry

|Goals: |Objective 1 |Objective 2 |Objective 3 |Objective 4 |Objective 5 |Objective 6 |Objective 7 |

|Goal 4.1: Apply |7.M.4.1.1 Classify |7.M.4.1.2 Draw and measure |7.M.4.1.3 Apply fundamental |7.M.4.1.4 Explain and model |7.M.4.1.5 Identify |7.M.4.1.6 Describe the |7.M.4.1.7 Use appropriate |

|concepts of size, |relationships among types of|various angles and shapes |concepts, properties, and |the effects of reflections, |congruence, similarities, |concept of surface area and |vocabulary and symbols. |

|shape, and spatial |one- and two-, dimensional |using appropriate tools. |relationships among points, |translations, and rotations |and line symmetry of shapes.|volume (capacity). |(331.01.h) |

|relationships. |geometric figures, using |(331.01.b) |lines, rays, planes, and |on various shapes. |(331.01.d) |(331.01.f) | |

| |their defining properties. | |angles. (331.01.c) |(331.01.g) | | |CL: |

| |(331.01.a) |CL: | | |CL: E |CL: |Calc: |

| | |Calc: |CL: C |CL: D, E |Calc: CN |Calc: |Content Limit: Assessed in |

| |CL: D |Content Limit: Assessed in |Calc: CN |Calc: CN |Content Limit: Shapes |Content Limit: Assessed in |the classroom, not on the |

| |Calc: CN |the classroom, not on the |Content Limit: Items may |Content Limit: Items are |limited to two-dimensional |the classroom, not on the |ISAT. |

| |Content Limit: Figures may |ISAT. |include parallel, |limited to identifying the |figures. |ISAT. | |

| |include triangles and | |intersecting, and |effects of a single | | | |

| |quadrilaterals. Triangles | |perpendicular lines. Angles |transformation. Rotations | | | |

| |may be classified by angles | |may include acute, right, |are in increments of 45°. | | | |

| |(acute, equiangular, obtuse,| |obtuse, straight, and |Rotations indicate clockwise| | | |

| |or right) or by sides | |congruent. Symbols may |or counterclockwise. | | | |

| |(equilateral, isosceles, or | |include: capital letter for |‘Explain’ to be assessed in | | | |

| |scalene) or both (e.g., an | |points, two-headed arrow |the classroom, not on the | | | |

| |obtuse isosceles triangle). | |above two capital letters |ISAT. | | | |

| |Quadrilaterals may be | |for lines, line segment | | | | |

| |classified according to | |above two capital letters | | | | |

| |number and position of | |for line segments, | | | | |

| |parallel sides as well as | |one-headed arrow above two | | | | |

| |angle measure (square, | |capital letters for rays, | | | | |

| |trapezoid, parallelogram, | |angle symbol with one | | | | |

| |rectangle, or rhombus). | |capitol letter or angle | | | | |

| | | |symbol with three capitol | | | | |

| | | |letters for angles, and | | | | |

| | | |symbols for parallel, | | | | |

| | | |perpendicular, and right | | | | |

| | | |angle. | | | | |

|Goal 4.3: Apply |7.M.4.3.1 Identify and plot | | | | | | |

|graphing in two |points on a coordinate | | | | | | |

|dimensions. |plane. | | | | | | |

| | | | | | | | |

| |CL: C | | | | | | |

| |Calc: CN | | | | | | |

| |Content Limit: Points may be| | | | | | |

| |in any of four quadrants or | | | | | | |

| |on an axis. Use integer | | | | | | |

| |coordinates. | | | | | | |

Standard 5: Data Analysis, Probability, and Statistics

|Goals: |Objective 1 |Objective 2 |Objective 3 |Objective 4 |

|Goal 5.1: Understand|7.M.5.1.1 Read and interpret tables, charts, and |7.M.5.1.2 Explain conclusions drawn from tables, |7.M.5.1.3 Use appropriate vocabulary and | |

|data analysis. |graphs, including frequency tables, scatter plots,|charts, and graphs. (332.01.b) |notations. (332.01.c) | |

| |broken line graphs, line plots, bar graphs, | | | |

| |histograms, circle graphs, and stem-and-leaf |CL: |CL: | |

| |plots. (332.01.a) |Calc: |Calc: | |

| | |Content Limit: Assessed in the classroom, not on |Content Limit: Assessed in the classroom, not on | |

| |CL: C |the ISAT. |the ISAT. | |

| |Calc: CR | | | |

| |Content Limit: For scatter plots and line graphs, | | | |

| |scales are in increments of 1, 2, 5, and 10 and | | | |

| |are consistent on x- and y-axis. No more than one | | | |

| |table, chart, or graph per item. | | | |

|Goal 5.2: Collect, |7.M.5.2.1 Collect, organize, and display data with| | | |

|organize, and |appropriate notation in tables, charts and graphs,| | | |

|display data. |including scatter plots, broken line graphs, line | | | |

| |plots, bar graphs, and stem-and-leaf plots. | | | |

| |(332.02.a) | | | |

| | | | | |

| |CL: C | | | |

| |Calc: CR | | | |

| |Content Limit: Given data, choose a display. | | | |

| |Displays limited to scatter plots, broken line | | | |

| |graphs, line plots, bar graphs, and stem-and-leaf | | | |

| |plots. ‘Collect’ will be assessed in the | | | |

| |classroom, not on the ISAT. | | | |

|Goal 5.3: Apply |7.M.5.3.1 Determine the measures of central |7.M.5.3.2 Discuss distribution of data, including | | |

|simple statistical |tendency – mean, median and mode – with sets of |range, frequency, gaps, and clusters. (332.03.b) | | |

|measurements. |data. (332.03.a) | | | |

| | |CL: | | |

| |CL: C |Calc: | | |

| |Calc: YES |Content Limit: Assessed in the classroom, not on | | |

| |Content Limit: At most ten numbers in data set. |the ISAT. | | |

| |Numbers are less than 300. Data set must contain | | | |

| |at most a single mode. Data set may have an even | | | |

| |number of data points, but should be in numeric | | | |

| |order. | | | |

|Goal 5.4: Understand|7.M.5.4.1 Predict, perform, and record results of |7.M.5.4.2 Recognize equally likely outcomes. |7.M.5.4.3 Explain that probability ranges from |7.M.5.4.4 Use the language of probability. |

|basic concepts of |simple probability experiments. (332.04.a) |(332.04.c) |impossible to certain (0% to 100%). |(332.04.b) |

|probability. | | | | |

| |CL: C, D |CL: C, D |CL: |CL: |

| |Calc: CN |Calc: CN |Calc: |Calc: |

| |Content Limit: Items using multiple trials must be|Content Limit: Item describes a familiar situation|Content Limit: Assessed in the classroom, not on |Content Limit: Assessed in the classroom, not on |

| |done with replacement. Items may ask for the |such as spinning a spinner, rolling one or two |the ISAT. |the ISAT. |

| |probability of a combination of outcomes (e.g., |dice (does not include sum of two dice), or | | |

| |the probability of drawing a red marble or a green|drawing multi-color objects from a container. | | |

| |marble). Items may require the representation of |Equally likely outcomes must pertain to the same | | |

| |all possible outcomes. |event. | | |

|Goal 5.5: Make |7.M.5.5.1 Make predictions based on simple |7.M.5.5.2 Use appropriate vocabulary and | | |

|predictions or |theoretical probabilities. (332.05.a) |notations. (332.05.b) | | |

|decisions based on | | | | |

|data. |CL: C, E |CL: | | |

| |Calc: CN |Calc: | | |

| |Content Limit: Item describes a familiar situation|Content Limit: Assessed in the classroom, not on | | |

| |such as spinning a spinner, rolling one or two |the ISAT. | | |

| |dice (does not include sum of two dice), or | | | |

| |drawing different colored objects from a | | | |

| |container. | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download