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.               (Nebraska Standard  8.1.1)

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

            a. Finding the equivalencies between fractions, decimals, and percents.
            b. Solving problems with appropriate equivalencies.

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

            a.   Writing numbers using exponential notation..
            b.  Expressing small and large numbers using scientific notation.

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

Students will identify the appropriate operation and do the correct calculations to solve word problems. (8.2.2).

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

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

5.  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)

6.  Students will select appropriate tools and properly measure quantities for length and width, area and perimeter, volume and capacity, weight and mass in both standard and metric units at the level of precision required. (8.3.1)

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

7.  Students will convert units within measurement systems using proper conversion factors (standard and     metric) by (8.3.2)

Convert between various units of area and various units of volume, such as square foot to square yards and cubic decimeters to liters, etc.

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

        a. Students will make their own simple polyhedron from poster board.

9.  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)

10.  Students will apply transformations to geometric figures such as translations or slides, rotations or turns, reflections or flips, and scale or dilate. (8.4.4)

        a.  Students will make their own Escher tessellation by transforming a hexagon with a translation.

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

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

13.  Using appropriate representations of data such as graphs, tables, and charts.

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

15. Students will recognize appropriate use of statistical methods and appropriate use of probability as a means or decision making by (8.5.4)
    1. Recognizing and using appropriate sampling techniques.
    2. Recognizing and using appropriate charts and graphs.
    3. Recognizing and using measures of central tendency appropriately.

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.

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.