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TITLE

                Mathematics 7

TEXTBOOK

              Transitions Mathematics, Zalman Usiskin & Others, Scott Foresman, 1992

DESCRIPTION

Mathematics 7 is required for all seventh grade students and is part of the seventh grade core curriculum block.  It meets three days per week for 68 minutes per session.  This program is a continuation of the 6th grade mathematics program and concentrates mainly on the four operations with whole numbers, fraction, decimals, and percents.  Other topics include word problems, Euclidean geometry, metrics, exponents, graphs, probability, scientific notation, place value, determining averages, rounding off, least common multiple, greatest common factor, and negative numbers.  Students will use cooperative learning strategies and calculators, when appropriate, to help reinforce key mathematical concepts. 

COURSE OBJECTIVES

1.             Students will correctly read, pronounce, and round integers and decimals through the trillions          place (8.1.1)

 2.              Students will apply relationships between fractions, decimals, and percents in a variety of                                 situations by (8.1.2)                                            

                                 1.  Finding the equivalencies between fractions, decimals, and percents.

                                 2.  Solving word problems with appropriate equivalencies.

 3.             Students will represent and use numbers in a variety of different forms by (8.1.3)

1.        Writing numbers using exponential notation.

2.        Expressing small and large numbers in scientific notation.

 4.             Students will add, subtract, multiply, and divide proper, improper fractions and mixed numbers                                          with uncommon and common denominators both with and without the use of technology. (8.2.1)

5.                   Students will identify the appropriate mathematical operation and correctly calculate to solve a        variety of word problems. (8.2.2)

6.                  Students will solve problems involving whole numbers, integers, and rational numbers (fractions,    decimals, ratios, and percents) both with and without the use of technology.  Problems will be of            varying difficulty and involving real-life data.   (8.2.3)

1.  Students will choose and do one special, long-term problem per quarter.

7.                  Students will apply the order of operations to solve problems both with and without the use of         technology by evaluating all types of numerical expressions, including grouping symbols and      exponents. (8.2.4)

8.                  Students will constantly review problems with Math Developed Daily, a set of 12 questions

developed to help in reviewing key basic concepts without the use of a calculator.  (8.2.5)

9.                  Students will select appropriate tools and properly measure quantities for length and width, area      and perimeter, volume and capacity  in both standard and metric units. (8.3.1)

1.  Students will study the history of the metric system and compare it to the U.S. system.

10.               Students will convert units within the measurement system using proper conversion factors .(8.3.2)

1.        Convert between various units of area and various units of volume, such as cubic decimeters to liters, square meters to square kilometers, etc. 

11.                Students will identify and compare geometric figures such as plane figures like polygons and            circles; solid figures like prisms, pyramids, and cylinders; and lines, line segments, rays, angles,             parallel and perpendicular lines. (8.4.1)

                1.  Students will make their own simple polyhedron.

12.            Students will understand and apply the formulas to solve problems involving perimeter and area      of a square, rectangle, parallelogram, trapezoid and triangle. (8.4.3)

13.            Students will make their own Escher tessellation by transforming a hexagon with a translation.          (8.4.5)

14.            Students will collect, analyze, interpret, and display data by (8.5.1)

                             1.  Determining and calculating the appropriate measure of central tendency to          describe the data set.

                             2.  Using appropriate representations of data such as graphs, tables, and charts on their                         fourth quarter project.

15.            Students will read and interpret tables, charts, and graphs to make comparisons, predictions, and     inferences.  (8.5.2)

16.            Students will recognize appropriate use of statistical methods and appropriate use of probability      as a means of decision making by (8.5.4)

                                  1.  Recognizing and using appropriate sampling techniques (fourth quarter project).

                                  2.  Recognizing and using appropriate charts and graphs (fourth quarter project).

                                  3.  Recognizing and using the arithmetic mean appropriately.

17.            Students will be able to graph points on a coordinate plane.  (8.6.1)

18.            Students will be able to substitute numbers for variables in simple algebraic expressions and use                                      the order of operations to arrive at a solution. (8.6.2)

WRITING ACTIVITIES

                1.             Students will write essays expounding their opinions or summarizing a math video watched in           class.

                2.             Students will have to explain their method of solving a problem on homework worksheets.

                3.             Students will have to do an in-depth, special problem each quarter.  Every step in the          calculation is to be explained in written form.

MULTICULTURAL ACTIVITIES

                1.             Special math videotapes, the "MathVantage" series from Sunburst, will be shown frequently.            Various topics will relate mathematics to other cultures and bring out a variety of viewpoints.

                2.             A special bulletin board will highlight some of the contributions and unique features of different      cultures.

                3.             The types of problems used to highlight specific math concepts will bring other cultures to               attention.

                4.             The connection between Islamic art and the geometry of tessellations will be explored.