Grade 7

Other Ohio Mathematics - Extended Learning Standards sets

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Add and subtract integers. 7.NS.1.a

Recognize that the absolute value of an integer is how far it is from 0 on the number line (e.g., plot a number and its opposite on a number line and recognize that they are equidistant from zero).7.NS.1.b1

Add and subtract whole numbers using models. 7.NS.1.b2

Recognize that addition means move to the right and subtraction means move to the left on a number line.7.NS.1.c1

Add whole numbers using models.  7.NS.1.c2

Know what a number line is. 7.NS.1.lp.a

Know the order of the numbers from 0 to 10.7.NS.1.lp.b

Identify a whole number on a number line marked with whole numbers up to 10. 7.NS.1.lp.c

Identify 0 on a number line. 7.NS.1.lp.d

Identify the symbols (+) and (-). 7.NS.1.lp.e

Engagement Statements (demonstration of engaged in the topic)7.NS.1.lp.f

Interact with a model.7.NS.1.lp.g

Apply the order of operations to problems using whole numbers. Limit the number of terms to 4.7.EE.1.a

Apply the first step of the order of operations to create an equivalent expression. Limit the number of terms to 3.7.EE.1.b

Identify the first step to complete the order of operations (e.g., 2(3 + 5) x 10 + 2, what is the first step? Add 3 + 5.) Limit the number of terms to 3. 7.EE.1.c

Identify a number sentence.7.EE.1.lp.a

Recognize the symbols for addition (+), subtraction, (–), multiplication (×), division (÷), and equals (=).7.EE.1.lp.b

Read and interpret a traditional one-step number sentence (2 × 3 = ).7.EE.1.lp.c

Relate a picture or objects to a number sentence.7.EE.1.lp.d

Know that a symbol can represent a missing value.7.EE.1.lp.e

Know the symbols ()7.EE.1.lp.f

Know parentheses are evaluated first within an expression.7.EE.1.lp.g

Demonstrate understanding when there can be more than one step to solve a problem.7.EE.1.lp.h

Engagement Statements (demonstration of engaged in the topic)7.EE.1.lp.i

Interact with linear models or physical objects or drawings representing addition, subtraction, multiplication, or division.7.EE.1.lp.j

Create an equivalent expression by giving one missing term (limit to addition, subtraction, and multiplication, using whole numbers) (e.g., 6 x 4 = 8 x ?).7.EE.2.a

Create an equivalent expression by giving one missing term (limit to addition and subtraction using whole numbers) (e.g., 7 + 1 = 6 + ?).7.EE.2.b

Identify equivalent expressions (limit to addition using whole numbers) (e.g., 5 + 2 = 6 + 1).7.EE.2.c

Demonstrate understanding of the word “equal”. 7.EE.2.lp.a

Recognize the symbols for addition (+).7.EE.2.lp.b

Relate a picture or objects to a number sentence. 7.EE.2.lp.c

Know that more than one number can be to the right of an (=) symbol.7.EE.2.lp.d

Know that there is more than one way to represent a number.7.EE.2.lp.e

Decompose a number in more than one combination.7.EE.2.lp.f

Engagement Statements (demonstration of engaged in the topic)7.EE.2.lp.g

Interact with physical objects or drawings representing addition.7.EE.2.lp.h

Solve one-step real-life and mathematical problems (limit to fractions) (e.g., the recipe for 12 cupcakes asks for 2/3 cup of sugar. How many cups of sugar is needed if the recipe is doubled?).7.EE.3.a

Solve one-step real-life and mathematical problems (limit to decimals) (e.g., Sue spends $2.35 on a notebook and $1.60 on a ruler. How much does Sue spend in all?).7.EE.3.b

Solve one-step real-life and mathematical problems (limit to whole numbers) (e.g., Jim spends $3 on a pen and $2 on a pencil. How much does Jim spend in all?).7.EE.3.c

Identify a number sentence.7.EE.3.lp.a

Recognize the symbols for addition (+), subtraction, (–), multiplication (×), division (÷), and equals (=) and identify the keys on a calculator.7.EE.3.lp.b

Read and interpret a traditional one-step number sentence in a context (2 × 3 = ).7.EE.3.lp.c

Relate a picture or objects to a number sentence.7.EE.3.lp.d

Know that a symbol can represent a missing value.7.EE.3.lp.e

Engagement Statements (demonstration of engaged in the topic)7.EE.3.lp.f

Interact with linear models or physical objects or drawings representing addition, subtraction, multiplication, or division.7.EE.3.lp.g

Interact with a calculator.7.EE.3.lp.h

Use variables to show and solve a real-world or mathematical problem (limit to two-step problems involving whole numbers and one variable) (e.g., Mary pays a $5 flat rate plus a $2 hourly rate for each hour, x, for parking. Mary has $15. Which equation should Mary use to calculate the total number of hours she can park? 2x + 5 = 15, 5x + 2 = 15, 2 + 5 + x = 15, or 15 + 5 + 2 = x).7.EE.4.a

Use variables to solve a real-world or mathematical problem (limit to twostep problems and one variable) (e.g., Mary pays a $5 flat rate plus a $2 hourly rate for each hour, x, for parking. Mary has $15 is represented by 2x + 5 = 15; solve for x.).7.EE.4.b

Use variables to show a real-world or mathematical problem (limit to one-step problems involving whole numbers and one variable) (e.g., Mary has $15. She buys a bag of apples for $4. Which equation shows how much money, x, Mary has left? Key: x = 15 - 4).7.EE.4.c

Know that a letter or a symbol can represent a missing value.  7.EE.4.lp.a

Recognize a numerical expression with and without variables.  7.EE.4.lp.b

Identify a number sentence.7.EE.4.lp.c

Recognize the symbols for addition (+), subtraction, (–), multiplication (×), division (÷), and equals (=) and identify the keys on a calculator.7.EE.4.lp.d

Read and interpret a traditional one-step number sentence in a context (2 × 3 = ).7.EE.4.lp.e

Relate a picture or objects to a number sentence.7.EE.4.lp.f

Engagement Statements (demonstration of engaged in the topic)7.EE.4.lp.g

Interact with linear models or physical objects or drawings representing addition, subtraction, multiplication, or division.7.EE.4.lp.h

Interact with a calculator.7.EE.4.lp.i

Solve problems involving scaled drawings of figures (e.g., if a triangle is drawn on a grid, what will be the length of one of the sides if the triangle is increased by a factor of 2?).7.G.1.a

Identify similar geometric figures on a grid (e.g., which shape is twice the size of another shape?).7.G.1.b

Identify same size/same shape polygons drawn on a grid (e.g., square, rectangles, quadrilaterals, isosceles triangles, right triangles, scalene triangles, and obtuse triangles).7.G.1.c

** Note** Congruent should be referred to as same size same shape or equal in measure.7.G.1.lp.a

A simple grid should be used in place of a coordinate plane.7.G.1.lp.b

Understand grids are formed by vertical and horizontal lines.7.G.1.lp.c

Recognize 2D shapes regardless of orientation.7.G.1.lp.d

Recognize there are different types of triangles and quadrilaterals.7.G.1.lp.e

Identify the same sized angles.7.G.1.lp.f

Count squares on a grid. 7.G.1.lp.g

Understand that the squares are used to measure the size of the shape.7.G.1.lp.h

Recognize by measuring or counting side lengths that are the same.7.G.1.lp.i

Count the number of sides in a shape.7.G.1.lp.j

Differentiate between 3 sided and 4 sided shapes.7.G.1.lp.k

Engagement Statements (demonstration of engaged in the topic)7.G.1.lp.l

Interact with grid.7.G.1.lp.m

Interact with 2D shapes.7.G.1.lp.n

Analyze special quadrilaterals and triangles a. by the measure of the angles (acute, obtuse, and right). by the measures of their side lengths (isosceles, equilateral, and scalene triangles; parallelogram, rhombus, and trapezoid).7.G.2.a

Identify and recognize special quadrilaterals or triangles by using parallel and perpendicular sides.  7.G.2.b

Identify the type of angles in a triangle and the angles in a special quadrilateral.  7.G.2.c

Understand that 90 degrees (right angle) is marked by a square.7.G.2.lp.a

Recognize that a right angle forms a square corner, an acute angle is smaller than a square corner, and an obtuse angle is larger than a square corner.7.G.2.lp.b

Recognize that a right angle is 90 degrees, acute angle is less than 90 degrees, and an obtuse angle is more than 90 degrees.7.G.2.lp.c

Recognize that a triangle has 3 angles and a quadrilateral has 4 angles. 7.G.2.lp.d

Engagement Statements (demonstration of engaged in the topic)7.G.2.lp.e

Interact with shapes in their environment.7.G.2.lp.f

Using models, identify two-dimensional shapes that result from slicing a three-dimensional figure (limit to prisms and horizontal and vertical cuts).7.G.3.a

Identify the shape of twodimensional faces of three dimensional figures (limit to rectangular prisms and cubes).7.G.3.b

Identify, by naming, two- and threedimensional figures (manipulatives can be used).7.G.3.c

Recognize the differences between 2D and 3D shapes.7.G.3.lp.a

Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). 7.G.3.lp.b

Name shapes regardless of their orientations or overall size.7.G.3.lp.c

Engagement Statements (demonstration of engaged in the topic)7.G.3.lp.d

Interact with two- and three-dimensional objects in their environment.7.G.3.lp.e

Apply the formula for finding the area of a circle when given the radius. 7.G.4.a1

Measure diameters and circumference of various circles to show the relationship is close to 3.14.  7.G.4.a2

Identify the attributes of a circle (radius, diameter, circumference, and center).7.G.4.b

Identify circles in the environment. 7.G.4.c

Understand that circles are round.7.G.4.lp.a

Understand that circles have no angles.7.G.4.lp.b

Understand that circles have no sides.7.G.4.lp.c

Engagement Statements (demonstration of engaged in the topic)7.G.4.lp.d

Interact with circles in their environment. 7.G.4.lp.e

Identify unknown angles and solve problems when using facts about adjacent and vertical angles using visual models.7.G.5.a

Classify angles as supplementary, complementary, vertical, or adjacent using visual models.7.G.5.b

Sort angles by type using visual models (right, acute, obtuse, straight).7.G.5.c

Understand that 90 degrees (right angle) is marked by a square.7.G.5.lp.a

Recognize that a right angle forms a square corner, an acute angle is smaller than a square corner, and an obtuse angle is larger than a square corner.7.G.5.lp.b

Recognize that a right angle is 90 degrees, acute angle is less than 90 degrees, and an obtuse angle is more than 90 degrees.7.G.5.lp.c

Recognize that a straight angle makes a straight line and is 180 degrees.7.G.5.lp.d

Engagement Statements (demonstration of engaged in the topic) 7.G.5.lp.e

Interact with angles in the environment.7.G.5.lp.f

Solve real-world problems involving finding the volume of a right prism or cube. Use whole number edge lengths. 7.G.6.a2

Solve real-world problems involving surface area of a prism, cube, and pyramid. Use whole number edge lengths.7.G.6.a1

Solve realworld problems involving the area of figures involving rectangles and right triangles (manipulatives can be used).7.G.6.b

Solve realworld problems involving perimeter (manipulatives can be used).7.G.6.c

Identify surfaces where a perimeter can be measured.  7.G.6.lp.a

Lay inch squares up to 20 around a flat surface. 7.G.6.lp.b

Count inch squares up to 20 all the way around a flat surface.  7.G.6.lp.c

Measure length and width with units and record the measurement.7.G.6.lp.d

Perimeter is found by adding the measures of all the sides.7.G.6.lp.e

Recognize the symbols for addition (+) and equals (=) and identify the keys on a calculator.7.G.6.lp.f

Engagement Statements (demonstration of engaged in the topic)7.G.6.lp.g

Interact with flat two-dimensional surfaces.  7.G.6.lp.h

Interact with a calculator.7.G.6.lp.i

Differentiate between a sample and population.7.SP.1.a

Understand that a sample is only part of a population.7.SP.1.b

Recognize that everyone in an area (such as classroom) is a population.7.SP.1.c

Population can consist of people, animals, or objects.7.SP.1.lp.a

Population would be represented by a number.7.SP.1.lp.b

Population will be defined. 7.SP.1.lp.c

Engagement Statements (demonstration of engaged in the topic)7.SP.1.lp.d

Interact with items to be counted in a population.7.SP.1.lp.e

Formulate statistical questions that include simple comparisons.7.SP.2.a1

Collect data to answer statistical questions.7.SP.2.a2

Given two questions, identify which question is statistical (anticipates variability). For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because of the variability in students’ ages. (GAISE Model, step 1).7.SP.2.b

Identify the 4 steps of the GAISE model.  7.SP.2.c

Understand ordering.7.SP.2.lp.a

Engagement Statements (demonstration of engaged in the topic)7.SP.2.lp.b

Interact with a Gaise model for example cut apart and manipulate the 4 steps.7.SP.2.lp.c

Answer simple questions given two data displays (e.g., which data set has more people?).7.SP.3.a

Find the mean and median of a data set. Limit to 7 data points.7.SP.3.b

Answer questions given a graph (e.g., given a histogram of student’s heights, which range of heights did most students fall into?).7.SP.3.c

Identify information on a graph which can include labels, scales, and data.7.SP.3.lp.a

Count data in a graph.7.SP.3.lp.b

Interpret data from a given graph.7.SP.3.lp.c

Recognize the symbols for addition (+), subtraction, (–), and equals (=) and identify the keys on a calculator.7.SP.3.lp.d

Solve “how many more” and “how many less” problems using information presented in the graphs.7.SP.3.lp.e

Recognize the symbols for addition (+), subtraction, (–), and equals (=) and identify the keys on a calculator.7.SP.3.lp.f

Identify what a key is on a graph.7.SP.3.lp.g

Read and interpret a key.7.SP.3.lp.h

Engagement Statements (demonstration of engaged in the topic) 7.SP.3.lp.i

Interact with a graph.7.SP.3.lp.j

Interact with a calculator.7.SP.3.lp.k

Given an outcome in a real-life event or situation, such as a game, determine if an event is impossible, likely, unlikely, or certain.  7.SP.5.a

Given an outcome in a real-life event or situation, such as a game, determine if an event is impossible, likely, or unlikely. 7.SP.5.b

Given an outcome in a real-life event or situation, such as a game, determine if an event is possible or impossible. 7.SP.5.c

Understand the term possible is something that can happen.7.SP.5.lp.a

Understand the term impossible is something that cannot occur.7.SP.5.lp.b

Engagement Statements (demonstration of engaged in the topic)7.SP.5.lp.c

Engage with probability manipulatives.7.SP.5.lp.d

Approximate the probability of an event occurring as likely, unlikely, certain, or impossible based on possible outcomes using a model.7.SP.6.a

Find the experimental probability of an event occurring after collecting data using a model.7.SP.6.b

Collect data on the probability of an event (e.g. rolling dice, spinning a spinner, or drawing marbles).7.SP.6.c

Identify the possible outcomes.7.SP.6.lp.a

Understand methods to collect data.7.SP.6.lp.b

Understand methods to record data.7.SP.6.lp.c

Engagement Statements (demonstration of engaged in the topic)7.SP.6.lp.d

Engage with probability manipulatives.7.SP.6.lp.e

Compare the probabilities of an event occurring (e.g., probability of landing on heads when flipping a coin; likelihood of landing on a certain area on a three section spinner).7.SP.7.a

Use a probability model/ graphic organizer to record data from a probability experiment (e.g., occurrence of heads or tails in a coin flip).7.SP.7.b

Make prediction of the probability of an event occurring (e.g., probability of landing on heads when flipping a coin) using models. 7.SP.7.c

Identify the possible outcomes.7.SP.7.lp.a

Understand methods to collect data.7.SP.7.lp.b

Understand methods to record data.7.SP.7.lp.c

Understand the term possible is something that can happen. 7.SP.7.lp.d

Understand the term impossible is something that cannot occur.  7.SP.7.lp.e

Count the number of times each outcome occurs.7.SP.7.lp.f

Recognize the outcome with the highest/lowest occurrence. 7.SP.7.lp.g

Collect data from probability games and real world situations.7.SP.7.lp.h

Engagement Statements (demonstration of engaged in the topic)7.SP.7.lp.i

Interact with probability manipulatives.7.SP.7.lp.j

Interact with probability games.7.SP.7.lp.k

Find the number of outcomes of a compound events using a simple tree diagram, organized list, or table (see example below). 7.SP.8.a

Complete a simple tree diagram, organized list, or table (see example blow).  7.SP.8.b

Find the probability of a simple event (e.g., probability of landing on heads when flipping a coin).7.SP.8.c

Identify the possible outcomes. 7.SP.8.lp.a

Understand methods to collect data.7.SP.8.lp.b

Understand methods to record data.7.SP.8.lp.c

Understand the term possible is something that can happen.7.SP.8.lp.d

Understand the term impossible is something that cannot occur.  7.SP.8.lp.e

Count the number of times each outcome occurs.7.SP.8.lp.f

Recognize the outcome with the highest/lowest occurrence. 7.SP.8.lp.g

Collect data from probability games and real world situations.7.SP.8.lp.h

Engagement Statements (demonstration of engaged in the topic)7.SP.8.lp.i

Interact with probability manipulatives.7.SP.8.lp.j

Interact with probability games.7.SP.8.lp.k