7th Grade Math Course Curriculum Overview
The fundamental purpose of seventh grade mathematics is to formalize and extend the mathematics that students learned in the previous grades. The critical areas, organized into units, deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Seventh grade standards use algebra to deepen and extend understanding of geometric knowledge from prior grades. The final unit in the course ties together the algebraic and geometric ideas studied. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Unit 1 This unit builds upon the students understanding of rational numbers that was developed in 6th grade. In Grade 7, learning now moves to exploring and ultimately formalizing rules for operations (addition, subtraction, multiplication and division) with integers. Using both contextual and numerical problems, students should explore what happens when negative numbers and positive numbers are combined. Repeated opportunities over time will allow students to compare the results of adding, subtracting, multiplying and dividing pairs of numbers, leading to the generalization of the rules. Fractional rational numbers and whole
Georgia Department of Education numbers should be used in computations and explorations. Students will be able to give contextual examples of integer operations, write and solve equations for real-world problems and explain how the properties of operations apply. Real-world situations could include: profit/loss, money, weight, sea level, debit/credit, football yardage, etc.
Unit 2 This unit builds on what that the students learned in 6th grade regarding mathematical properties. They will continue to build on their knowledge of order of operations and other mathematical properties, and use these properties of operations to rewrite equivalent numerical expressions. The students should continue to use properties that were used with whole numbers in Grade 6 and understand that these properties apply to integers, rational and real numbers as well. Students will also have the opportunity to write expressions and equations in more than one format and understand that they are still equal. They will be given the opportunity to use variables to represent quantities in real-world problems.
Unit 3 This unit builds on the students’ knowledge and understandings of rate and unit concepts that were developed in Grade 6. This includes the need to develop proportional relationships through the analysis of graphs, tables, equations, and diagrams. Grade 7 will push for the students’ to develop a deep understanding of the characteristics of a proportional relationship. Mathematics should be represented in as many ways as possible in this unit by using graphs, tables, pictures, symbols and words. Some examples of providing the students with this opportunity are the following: researching newspaper ads, constructing their own questions, keeping a log of prices (particularly sales) and determining savings by purchasing items on sale.
Unit 4 This unit focuses on how to teach students to draw geometric figures using rulers and protractor with an emphasis on triangles. Students will also explore two-dimensional cross-sections of cylinders, cones, pyramids, and prisms. Their knowledge from 6th grade will help when they are learning to write and solve equations involving angle relationships and when solving engaging problems that require determining the area, volume, and surface area of fundamental solid figures. This unit also requires students to know and use the formula for the circumference and area of a circle.
Unit 5 This unit builds on students’ knowledge and understanding of statistics from the 6th grade. Students begin to use random samples to make predictions about an entire population and judge the possible discrepancies of the predictions. Opportunities are provided for students to use real-life situations from science and social studies to show the purpose for using random sampling to make inferences about a population.
Unit 6 In this unit, students will begin to understand the probability of chance (simple and compound). Along with the understanding of probability, they will develop probability models to be used to find the probability of events. They will make predictions and use the information from simulations for predictions. The students will begin to expand their knowledge and understanding of the probability of simple events.