New York State Learning Standards Mathematics - McDougal Littell
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correlated to the
New York StateLearning Standards for MathematicsGrade 7
PE = Pupil’s Edition 1
McDougal Littell Middle School Math, Course 2New York Edition
correlated to the
New York State Learning Standards for MathematicsGrade 7
Problem Solving Strand
Students will build new mathematical knowledge through problem solving
7.PS.1 Use a variety of strategies to understand new mathematical content and to developmore efficient methods
PE: 21 (#34), 36–37, 38–41, 43, 45 (#49–51), 55 (#50), 56–57, 59, 62 (#53),105 (#34), 128–129, 130, 161 (#61), 162–163, 164, 175, 177 (#28), 220–221,223, 225 (#36), 234 (#29), 263 (#67), 276–277, 278, 298 (#46), 321 (#49),340–341, 373 (#46), 392–393, 397 (#33), 430–431, 457 (#30), 489 (#35),492–493, 498 (#23–24), 522 (#29), 538–539, 541, 543 (#20), 566 (#26),600–601, 602, 614 (#19), 647 (#18), 657, 662–663, 664, 705 (#28–30)
7.PS.2 Construct appropriate extensions to problem situations
PE: 41 (#21), 47 (#13), 89 (#61), 95 (#14), 139 (#25), 150 (#11), 151 (#22),178 (#55), 226 (#45), 282 (#70), 305 (#14), 309 (#19–21), 310 (#10),311 (#22), 337 (#66), 391 (#39), 409 (#11), 444 (#30), 463 (#13), 468 (#11),469 (#22), 470 (#33), 522 (#33), 529 (#11), 562 (#37), 577 (#13), 610 (#30),621 (#8), 624, 669 (#37), 675 (#10), 725–737
7.PS.3 Understand and demonstrate how written symbols represent mathematical ideas
PE: 9–12, 18–22, 23, 26–30, 58–62, 278–282, 317–321, 322–325, 327–331,333–337, 342–345, 346–349, 350–353, 386, 387–391, 394–398, 399, 400–403,419, 420–424, 430–431, 432–435, 454–457, 484–489, 506–509, 533–537,546–549
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 2
Students will solve problems that arise in mathematics and in other contexts.
7.PS.4 Observe patterns and formulate generalizations
PE: 5–8, 12 (#45–47), 17 (#49), 24, 25 (#1–4), 35 (#27), 36–37, 40 (#6), 44,47 (#1–2), 55 (#44–45), 62 (#53), 66 (#33), 68, 71 (#50–51), 148 (#1),150 (#1), 163 (#6), 208 (#23), 272, 292 (#1), 351, 353 (#20–21), 498 (#24),501 (#1), 516–517, 570 (#26), 606 (#3), 676 (#6), 705 (#1–4)
7.PS.5 Make conjectures from generalizations
PE: 46 (#22), 112 (#14), 134 (#17), 160 (#50), 178 (#40), 194 (#51), 615 (#3), 633,660 (#23)
7.PS.6 Represent problem situations verbally, numerically, algebraically, and graphically
PE: 9–12, 26–30, 38–41, 43, 45 (#36), 295–298, 301, 317–321, 338–339, 343,354–357, 362 (#15), 363 (#31), 364 (#3, 17), 365 (#11), 387–391, 395–398,409 (#11), 468 (#1, 11), 710 (#33)
Students will apply and adapt a variety of appropriate strategies to solve problems.
7.PS.7 Understand that there is no one right way to solve mathematical problems but thatdifferent methods have advantages and disadvantages
PE: 37 (#6–9), 41 (#16), 57 (#5–8), 62 (#53), 105 (#34), 129 (#5–7), 161 (#61),163 (#6–9), 177 (#28), 221 (#5–8), 234 (#29), 263 (#67), 277 (#5–7),298 (#46), 321 (#49), 341 (#6–9), 373 (#46), 393 (#6–10), 431 (#6–9),457 (#30), 489 (#35), 493 (#5–8), 522 (#29), 539 (#7–10), 566 (#26),601 (#6–9), 614 (#19), 647 (#18), 663 (#5–8)
7.PS.8 Understand how to break a complex problem into simpler parts or use a similarproblem type to solve a problem
PE: 276–277, 278 (Activity), 492–493, 498 (#23)
7.PS.9 Work backwards from a solution
PE: 340–341, 342
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 3
7.PS.10 Use proportionality to model problems
PE: 386, 387–391, 395–398, 399, 400–403, 404–405, 407, 408, 409, 420–424,429 (#73–76), 436, 437 (#5–6), 460 (#10–14), 462 (#6–10), 463 (#1), 469, 712,713 (#9–12)
7.PS.11 Work in collaboration with others to solve problems
PE: 97, 247, 411, 579
Students will monitor and reflect on the process of mathematical problem solving.
7.PS.12 Interpret solutions within the given constraints of a problem
PE: 8 (#28–30), 127 (#18), 138 (#14), 397 (#32), 418 (#46), 449 (#19)
7.PS.13 Set expectations and limits for possible solutions
PE: 61 (#29–34), 64, 70 (#27–31), 218 (#29–32), 219 (#45–47), 233 (#7–9),281 (#45), 372 (#37), 452 (#12), 477 (#7–10), 554 (#14–15),599 (Stop and Think #7), 609 (#15), 610 (#19), 663 (#5)
7.PS.14 Determine information required to solve the problem
PE: 21 (#34), 38–41, 43, 162–163, 164, 175, 541, 657
7.PS.15 Choose methods for obtaining required information
PE: 37 (#6–9), 41 (#16), 57 (#5–8), 62 (#53), 105 (#34), 129 (#5–7), 161 (#61),163 (#6–9), 177 (#28), 221 (#5–8), 234 (#29), 263 (#67), 277 (#5–7),298 (#46), 321 (#49), 341 (#6–9), 373 (#46), 393 (#6–10), 431 (#6–9),457 (#30), 489 (#35), 493 (#5–8), 522 (#29), 539 (#7–10), 566 (#26),601 (#6–9), 614 (#19), 647 (#18), 663 (#5–8)
7.PS.16 Justify solution methods through logical argument
PE: 41 (#21), 66 (#41), 121 (#5), 208 (#27), 213 (#30), 229 (#15), 257 (#9),411 (#5), 460 (#9), 500 (#7), 517 (#8), 531 (#2), 543 (#35), 555 (#16),586 (#22)
7.PS.17 Evaluate the efficiency of different representations of a problem
PE: 9–12, 38–41, 43, 220–221, 223, 225 (#36), 538–539, 543 (#20)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 4
Reasoning and Proof Strand
Students will recognize reasoning and proof as fundamental aspects of mathematics.
7.RP.1 Recognize that mathematical ideas can be supported by a variety of strategies
PE: 118 (#3), 125 (#6), 126 (#13), 197 (Stop and Think #10), 215 (#7),257 (#9–10), 265 (#14), 524 (#1), 538–539, 543 (#20), 561 (#21), 565 (#19)
Students will make and investigate mathematical conjectures.
7.RP.2 Use mathematical strategies to reach a conclusion
PE: 13 (#2), 197 (Stop and Think #10), 215 (#7), 257 (#9–10), 265 (#14), 524 (#1),561 (#21), 565 (#19)
7.RP.3 Evaluate conjectures by distinguishing relevant from irrelevant information to reach aconclusion or make appropriate estimates
PE: 118 (#3), 125 (#6), 126 (#13), 524 (#1)
Students will develop and evaluate mathematical arguments and proofs.
7.RP.4 Provide supportive arguments for conjectures
PE: 70 (#32), 197 (Stop and Think #10), 215 (#7), 257 (#10), 265 (#14), 524 (#1),561 (#21), 565 (#19)
7.RP.5 Develop, verify, and explain an argument, using appropriate mathematical ideas andlanguage
PE: 13 (#2), 31 (#7), 118 (#3), 125 (#6), 126 (#13), 197 (#10), 215 (#7),257 (#10), 265 (#14), 524 (#1), 561 (#21), 565 (#19)
Students will select and use various types of reasoning and methods of proof.
7.RP.6 Support an argument by using a systematic approach to test more than one case
PE: 197 (Stop and Think #10), 257 (#9–10), 265 (#13–15), 524 (#1), 561 (#21),565 (#19)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 5
7.RP.7 Devise ways to verify results or use counterexamples to refute incorrect statements
PE: 103 (#1–2), 127 (#19–21), 167 (#36–37), 219 (#34–35), 254 (#33–40),263 (#58–61), 280 (#1–3), 398 (#35–36), 402 (#1–2), 478 (#27–28),482 (#21–23), 505 (#11–12)
7.RP.8 Apply inductive reasoning in making and supporting mathematical conjectures
PE: 70 (#32), 197 (Stop and Think #10), 215 (#7), 257 (#10), 265 (#14), 524 (#1),561 (#21), 565 (#19)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 6
Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
7.CM.1 Provide a correct, complete, coherent, and clear rationale for thought process used inproblem solving
PE: 168 (#5), 174 (#11), 188 (#39), 197 (#10), 213 (#11), 238 (#11), 249 (#1),271 (#14), 423 (#27)
7.CM.2 Provide an organized argument which explains rationale for strategy selection
PE: 41 (#16), 62 (#53), 105 (#34), 161 (#61), 177 (#28), 234 (#29), 263 (#67),298 (#46), 321 (#49), 373 (#46), 457 (#30), 489 (#35), 522 (#29), 566 (#26),614 (#19), 647 (#18)
7.CM.3 Organize and accurately label work
PE: 101–105, 108–113, 114–115, 116–119, 120–121, 123–127, 128–129, 130–134,135–139, 140–141, 142–143, 144, 145, 295, 296 (#29), 297 (#40), 303 (#51),440–444, 445, 462 (#19), 463 (#13), 703–704, 707, 710 (#39), 713 (#25)
Students will communicate their mathematical thinking coherently and clearly to peers,teachers, and others.
7.CM.4 Share organized mathematical ideas through the manipulation of objects, numericaltables, drawings, pictures, charts, graphs, tables, diagrams, models and symbols inwritten and verbal form
PE: 128–129, 130 (Example 1), 220–221, 223 (Example 3), 225 (#36), 321 (#49),457 (#30), 600–601, 602 (Activity), 647 (#18)
7.CM.5 Answer clarifying questions from others
PE: 97 (Project Ideas), 247 (Project Ideas), 411 (Project Ideas),579 (Project Ideas)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 7
Students will analyze and evaluate the mathematical thinking and strategies of others.
7.CM.6 Analyze mathematical solutions shared by others
PE: 11 (#10), 16 (#10), 40 (#3), 65 (#6), 88 (#16), 103 (#7), 160 (#31), 171 (#7),177 (#10), 187 (#5), 290 (#6), 329 (#8), 352 (#3), 390 (#16), 396 (#6),434 (#8), 487 (#12), 535 (#2), 543 (#19), 554 (#5), 565 (#5), 569 (#8),646 (#11)
7.CM.7 Compare strategies used and solutions found by others in relation to their own work
PE: 105 (#39), 371 (#12)
7.CM.8 Formulate mathematical questions that elicit, extend, or challenge strategies,solutions, and/or conjectures of others
PE: 97 (Project Ideas), 247 (Project Ideas), 411 (Project Ideas), 579 (Project Ideas)
Students will use the language of mathematics to express mathematical ideas precisely.
7.CM.9 Increase their use of mathematical vocabulary and language when communicatingwith others
PE: 44 (#1–4), 92 (#1–5), 142 (#1–6), 198 (#1–6), 242 (#1–4), 302 (#1–6),362 (#1–6), 406 (#1–5), 460 (#1–4), 526 (#1–6), 574 (#1–6), 618 (#1–6),672 (#1–6)
7.CM.10 Use appropriate language, representations, and terminology when describing objects,relationships, mathematical solutions, and rationale
PE: 13 (#2), 17 (#47), 31 (#7), 47 (#13), 168 (#5), 174 (Stop and Think #11),188 (#39), 197 (Stop and Think #10), 213 (#11), 238 (#11), 249 (#1),271 (#14), 423 (#27)
7.CM.11 Draw conclusions about mathematical ideas through decoding, comprehension, andinterpretation of mathematical visuals, symbols, and technical writing
PE: 70 (#32), 197 (Stop and Think #10), 215 (#7), 257 (#10), 265 (#14), 524 (#1),561 (#21), 565 (#19)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 8
Connections Strand
Students will recognize and use connections among mathematical ideas.
7.CN.1 Understand and make connections among multiple representations of the samemathematical idea
PE: 157–161, 164–167, 175–178, 181–184, 190–194, 198–199, 200, 201, 255–256,258–263, 288–291, 354–358, 450–453
7.CN.2 Recognize connections between subsets of mathematical ideas
PE: 169–172, 185–189, 190–194, 195, 255–256, 288–291, 354–358, 359, 450–453,502–505, 644–647
7.CN.3 Connect and apply a variety of strategies to solve problems
PE: 36–37, 128–129, 162–163, 220–221, 276–277, 340–341, 392–393, 430–431,492–493, 538–539, 600–601, 662–663
Students will understand how mathematical ideas interconnect and build on one another toproduce a coherent whole.
7.CN.4 Model situations mathematically, using representations to draw conclusions andformulate new situations
PE: 9–12, 26–30, 31, 97 (#3), 317–321, 327–331, 333–337, 343 (Example 3),387–391, 430, 431 (#1–5), 454–457, 611, 658, 665–666
7.CN.5 Understand how concepts, procedures, and mathematical results in one area ofmathematics can be used to solve problems in other areas of mathematics
PE: 17 (#34–36), 65 (#25–27), 160 (#46–49), 372 (#38–40), 382 (#29–30),390 (#12–15), 418 (#41–44), 487 (#9–11), 497 (#16), 514 (#19), 536 (#29–31),543 (#39–41), 597 (#17), 609 (#12–14), 613 (#12–14)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 9
Students will recognize and apply mathematics in contexts outside of mathematics.
7.CN.6 Recognize and provide examples of the presence of mathematics in their daily lives
PE: 52, 67, 79, 80–84, 85–89, 90–91, 96–97, 157, 211, 246–247, 251, 317, 369,410–411, 415, 475, 533, 578–579, 583, 585–587, 634–638, 639–642, 643,644–647, 648–649, 650–655, 656, 657–661, 664–669, 670–671, 672–673
7.CN.7 Apply mathematical ideas to problem situations that develop outside of mathematics
PE: 29 (#31–32, 35–36), 65 (#7, 28), 88 (#35, 45–46), 178, 194, 208, 320–321,329, 376–377, 390, 407, 408, 410–411, 450–453, 454–457, 458–459,597 (#14, 18, 20)
7.CN.8 Investigate the presence of mathematics in careers and areas of interest
PE: 97, 209 (#35–36), 219, 247, 305 (#14), 343, 411, 579
7.CN.9 Recognize and apply mathematics to other disciplines, areas of interest, and societalissues
PE: 5, 14, 18, 38, 52, 67, 74, 101, 108, 116, 123, 130, 135–136, 164, 169, 175, 181,190, 211, 216, 235, 246–247, 251, 258, 267, 288, 317, 327, 333, 346, 354, 369,374, 387, 394, 400, 415, 420, 425, 432, 450, 454, 475, 506, 518, 533, 540, 546,558, 588, 607, 611, 634, 639, 644, 650, 657, 664
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 10
Representation Strand
Students will create and use representations to organize, record, and communicatemathematical ideas.
7.R.1 Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objectscreated using technology as representations
PE: 9–12, 13, 26–30, 108–113, 116–119, 123–127, 130–134, 293–298, 317–321,322–325, 346–349, 350–353, 354–358, 378–382, 387–391, 394–398, 400–403,420–424, 432–435, 440–444, 475–478, 479–483, 484–489, 494–498, 502–505,506–509, 511–515, 518–522, 533–537, 546–549, 588–591, 639–642
7.R.2 Explain, describe, and defend mathematical ideas using representations
PE: 22 (#49), 36–37, 112 (#15), 113 (#17), 162–163, 188 (#34, 39), 208 (#27, 34),213 (#25, 30), 223, 297 (#42), 381 (#17)
7.R.3 Recognize, compare, and use an array of representational forms
PE: 112 (#15), 185–189, 190–194, 195, 197, 199 (#46–53), 317–321, 350–353,362, 415–418, 419, 425–429, 430–431, 463 (#13)
7.R.4 Explain how different representations express the same relationship
PE: 9–12, 26–30, 85–89, 135–139, 185–189, 190–194, 195, 235–239, 283–287,317–321, 350–353, 354–358, 359, 415–418, 419, 425–429, 430–431
7.R.5 Use standard and non–standard representations with accuracy and detail
PE: 9–12, 26–30, 79 (#8), 97 (#3), 317–321, 327–331, 333–337, 343 (Example 3),387–391, 430, 431 (#1–5), 454–457, 611, 658, 665–666
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 11
Students will select, apply, and translate among mathematical representations to solveproblems.
7.R.6 Use representations to explore problem situations
PE: 9–12, 26–30, 79 (#8), 97 (#3), 317–321, 327–331, 333–337, 343 (Example 3),387–391, 430, 431 (#1–5), 454–457, 611, 658, 665–666
7.R.7 Investigate relationships between different representations and their impact on a givenproblem
PE: 135–139, 141, 143 (#22–23), 144 (#11), 145 (#8), 152 (#27), 707 (#14)
7.R.8 Use representation as a tool for exploring and understanding mathematical ideas
PE: 9–12, 26–30, 79 (#8), 97 (#3), 317–321, 327–331, 333–337, 343 (Example 3),387–391, 430, 431 (#1–5), 454–457, 611, 658, 665–666
Students will use representations to model and interpret physical, social, and mathematicalphenomena.
7.R.9 Use mathematics to show and understand physical phenomena (e.g., make andinterpret scale drawings of figures or scale models of objects)
PE: 400–403, 405, 407 (#35–38), 408 (#24–26), 409 (#9), 418 (#55), 469 (#20, 22),712 (#26–28)
7.R.10 Use mathematics to show and understand social phenomena (e.g., determine profitfrom sale of yearbooks)
PE: 450–453, 454–457, 459, 461 (#35–41), 462 (#21–22), 463 (#9–12),470 (#29–31), 713 (#30–36)
7.R.11 Use mathematics to show and understand mathematical phenomena (e.g., use tables,graphs, and equations to show a pattern underlying a function)
PE: 350–353, 354–358, 359, 361, 363 (#39–48), 364 (#21–26), 365 (#9–11),467 (#9), 468 (#8–10), 711 (#29–38)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 12
Number Sense and Operations Strand
Students will understand numbers, multiple ways of representing numbers, relationshipsamong numbers, and number systems.
Number Systems
7.N.1 Distinguish between the various subsets of real numbers (counting/natural numbers,whole numbers, integers, rational numbers, and irrational numbers)
PE: 283–287, 291 (#30–31), 303 (#36–37), 304 (#19–20), 541–542, 543 (#23–30),551 (Review Quiz 1 #9–12), 575 (#20–23), 576 (#13–16), 710 (#21–24),715 (#13–16)
7.N.2 Recognize the difference between rational and irrational numbers (e.g., exploredifferent approximations of π)
PE: 283–287, 303 (#36–37), 304 (#19–20), 541–542, 543 (#23–30, 35),551 (Review Quiz 1 #9–12), 575 (#20–23), 576 (#13–16), 577 (#4), 627 (#15),710 (#21–24), 715 (#13–16)
7.N.3 Place rational and irrational numbers (approximations) on a number line and justifythe placement of the numbers
PE: 53–54, 72, 193 (#15–18), 251–252, 253 (#12–17), 254 (#41, 56), 257,258–259, 261 (#11–14), 264–265, 266, 283, 346–348, 540, 682–683, 687
7.N.4 Develop the laws of exponents for multiplication and division
Opportunities to address this standard can be found on the following pages:
PE: 74–77, 78, 90–91, 93 (#31–40), 158–161, 173, 198 (#11–14), 255–256
7.N.5 Write numbers in scientific notation
PE: 74–77, 78, 84 (#38–40), 90–91, 93 (#31–34), 94 (#19), 95 (#8), 127 (#22–25),151 (#17), 246–247, 256, 337 (#52–55), 706 (#30–33)
7.N.6 Translate numbers from scientific notation into standard form
PE: 74–77, 78, 90–91, 93 (#35–38), 94 (#20), 95 (#9), 194 (#53–55), 246–247,256, 706 (#34–37)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 13
7.N.7 Compare numbers written in scientific notation
PE: 75–77, 246–247, 256, 676 (#11–12)
Number Theory
7.N.8 Find the common factors and greatest common factor of two or more numbers
PE: 164–167, 172 (#43–45), 173–174, 198–199 (#15–23), 200 (#9–17),201 (#4, 15), 310 (#2), 349 (#42), 708 (#9–12)
7.N.9 Determine multiples and least common multiple of two or more numbers
PE: 175–178, 184 (#41–43), 196–197, 199 (#29–36), 239 (#43–45), 310 (#4),708 (#17–20)
7.N.10 Determine the prime factorization of a given number and write in exponential form
PE: 157–161, 165, 173, 176, 198 (#11–14), 200 (#5–8), 201 (#2), 239 (#43–45),310 (#1), 708 (#5–12)
Students will understand meanings of operations and procedures, and how they relate to oneanother.
Operations
7.N.11 Simplify expressions using order of operations Note: Expressions may includeabsolute value and/or integral exponents greater than 0.
PE: 18–22, 23, 25, 30 (#41–48), 45 (#28–36), 46 (#11–14), 47 (#6–7), 55 (#47–49),150 (#4–5), 287 (#36–39), 705 (#17–20)
7.N.12 Add, subtract, multiply, and divide integers
PE: 257, 258–263, 264–265, 266–269, 270–271, 272–275, 278–282, 287 (#40–43),300–301, 302–303, 304, 305, 308 (#8), 312, 331 (#35–37), 349 (#44–47),710 (#5–20)
7.N.13 Add and subtract two integers (with and without the use of a number line)
PE: 257, 258–263, 264–265, 266–269, 270–271, 302–303 (#14–26), 304 (#6–11),305 (#4–5), 312 (#25–27), 349 (#44–47), 710 (#5–12)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 14
7.N.14 Develop a conceptual understanding of negative and zero exponents with a base often and relate to fractions and decimals (e.g., 10–2 = .01 = 1/100)
PE: 255–256
7.N.15 Recognize and state the value of the square root of a perfect square (up to 225)
PE: 533–537, 550–551, 574 (#7–15), 576 (#1–8), 577 (#1–2), 627 (#12–13), 715 (#1–8)
7.N.16 Determine the square root of non–perfect squares using a calculator
Opportunities to address this standard can be found on the following pages:
PE: 540–544
7.N.17 Classify irrational numbers as non–repeating/non–terminating decimals
PE: 541, 542 (Example 4d), 543 (#23, 27, 30), 551 (#12), 563
Students will compute accurately and make reasonable estimates.
Estimation
7.N.18 Identify the two consecutive whole numbers between which the square root of anon–perfect square whole number less than 225 lies (with and without the use of anumber line)
PE: 540–544, 550, 574 (#16–19), 627 (#14), 679 (#86–89), 715 (#9–12)
7.N.19 Justify the reasonableness of answers using estimation
PE: 63–64, 65 (#9–20), 67, 71 (#57–60), 92 (#20–23), 206, 224, 614 (#16),706 (#13–28)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 15
Algebra Strand
Students will represent and analyze algebraically a wide variety of problem solving situations.
Variables and Expressions
7.A.1 Translate two–step verbal expressions into algebraic expressions
PE: 317, 320 (#36–38), 321 (#43, 53), 338 (#3), 362 (#10), 364 (#1)
Students will perform algebraic procedures accurately.
Variables and Expressions
7.A.2 Add and subtract monomials with exponents of one
Opportunities to address this standard can be found on the following pages:
PE: 58–62, 66 (#46–49), 72, 73 (#6–10), 92, 94 (#5–8, 17), 95, 205–209, 211–214,228, 229 (#1–5), 242, 244 (#1–10), 245, 258–263, 266–269, 270–271,302–303 (#14–26), 304 (#6–11), 305, 706 (#5–12),709 (#1–16), 710 (#5–12)
7.A.3 Identify a polynomial as an algebraic expression containing one or more terms
Opportunities to address this standard can be found on the following pages:
PE: 9–12, 18–22, 24–25, 44–45, 46, 47, 317–321, 322–325, 338,339 (#2, 4–6), 362, 364 (#1–2, 4–8), 534
Equations and Inequalities
7.A.4 Solve multi–step equations by combining like terms, using the distributive property,or moving variables to one side of the equation
PE: 342–345, 360, 361 (#1–4), 363 (#27–30, 32), 364 (#15–16), 365 (#6),468 (#6, 11b), 711 (#19–22)
7.A.5 Solve one–step inequalities (positive coefficients only) (See 7.G.10)
PE: 346–349, 360 (#5–6), 361 (#6–7), 363 (#35–37), 364 (#18–19)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 16
7.A.6 Evaluate formulas for given input values (surface area, rate, and density problems)
PE: 375, 376 (#17–18), 377, 385 (#7), 408 (#9), 409 (#3), 594–597, 598–599,602–605, 615, 616, 617 (#4–6), 618 (#14–16), 619 (#18–20),620 (#4, 6–7, 11), 621, 628, 712 (#10), 716
Students will recognize, use, and represent algebraically patterns, relations, and functions.
Patterns, Relations, and Functions
7.A.7 Draw the graphic representation of a pattern from an equation or from a table of data
PE: 354–358, 359, 361, 363 (#45–48), 364 (#23–26), 365 (#10), 711 (#35–38)
7.A.8 Create algebraic patterns using charts/tables, graphs, equations, and expressions
PE: 37 (#4), 66 (#33), 292 (#1), 354–358, 359, 361, 363 (#39–48), 364 (#21–26),365 (#9–11), 498 (#24), 711 (#35–38)
7.A.9 Build a pattern to develop a rule for determining the sum of the interior angles ofpolygons
PE: 498 (#23–26), 500 (Review Quiz 1 #7), 714 (#11)
7.A.10 Write an equation to represent a function from a table of values
PE: 351–353, 363 (#43–44), 364 (#21–22), 365 (#9), 467 (#9), 468 (#8),711 (#33–34)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 17
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and propertiesof geometric shapes.
Shapes
7.G.1 Calculate the radius or diameter, given the circumference or area of a circle
PE: 564–565, 568–570, 575 (#35)
7.G.2 Calculate the volume of prisms and cylinders, using a given formula and a calculator
PE: 606, 607–610, 611–614, 615, 616–617, 619 (#21–24, 30), 620 (#8–10),621 (#6, 8), 628 (#30, 34), 716 (#18–23, 25)
7.G.3 Identify the two–dimensional shapes that make up the faces and bases ofthree–dimensional shapes (prisms, cylinders, cones, and pyramids)
PE: 592–593, 594, 596 (#2, 5–7), 600–601, 602, 604 (#6–8), 605 (#30),621 (#4), 628 (#28)
7.G.4 Determine the surface area of prisms and cylinders, using a calculator and a variety ofmethods
PE: 594–597, 598–599, 602–605, 610 (#27), 615, 618 (#14–16),619 (#18–20), 620 (#4, 6, 11), 621 (#2, 4), 628 (#27, 29), 716 (#12–17)
Students will identify and justify geometric relationships, formally and informally.
Geometric Relationships
7.G.5 Identify the right angle, hypotenuse, and legs of a right triangle
PE: 545, 546–549, 551, 575 (#24–26), 576 (#17–19), 577 (#5–6)
7.G.6 Explore the relationship between the lengths of the three sides of a right triangle todevelop the Pythagorean Theorem
PE: 545, 546–549, 551, 555 (#26–28), 575 (#24–26), 627 (#16), 647 (#17),715 (#17–19)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 18
7.G.7 Find a missing angle when given angles of a quadrilateral
PE: 492, 493 (#2)
7.G.8 Use the Pythagorean Theorem to determine the unknown length of a side of a righttriangle
PE: 545, 546–549, 551, 555 (#26–28), 575 (#24–26), 627 (#16), 647 (#17),715 (#17–19)
7.G.9 Determine whether a given triangle is a right triangle by applying the PythagoreanTheorem and using a calculator
Opportunities to address this standard can be found on the following pages:
PE: 545, 546–549, 551, 555 (#26–28), 575 (#24–26), 627 (#16), 647 (#17),715 (#17–19)
Students will apply coordinate geometry to analyze problem solving situations.Coordinate Geometry
7.G.10 Graph the solution set of an inequality (positive coefficients only) on a number line(See 7.A.5)
PE: 346–349, 360 (#5–6), 361 (#6–7), 363 (#33, 35–37), 364 (#18–19)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 19
Measurement Strand
Students will determine what can be measured and how, using appropriate methods andformulas.
Units of Measurement
7.M.1 Calculate distance using a map scale
PE: 400, 402 (#8–11), 405 (#7), 469 (#22)
7.M.2 Convert capacities and volumes within a given system
PE: 86–89, 91, 93 (#47, 49), 94 (#25), 95 (#12), 236–239, 240 (#6), 241,243 (#39, 42, 44), 244 (#26), 706 (#45–46), 709 (#40, 43)
7.M.3 Identify customary and metric units of mass
PE: 81, 83–84, 86–89, 91 (Stop and Think #6, Review Quiz 2 #4–5, 8),93 (#41, 46, 50, 52), 94 (#21, 26–27), 236–239, 240–241,243 (#35, 37, 40–41), 244 (#21, 24, 25, 28), 706 (#38, 41, 43–44),709 (#34, 37, 41–42)
7.M.4 Convert mass within a given system
PE: 86–89, 91, 93 (#50), 94 (#26), 236–239, 240–241, 243 (#40–41),244 (#25, 28), 706 (#43–44), 709 (#41–42)
7.M.5 Calculate unit price using proportions
PE: 375, 376 (#16), 385 (Review Quiz 1 #6–7), 407 (#19), 408 (#10), 712 (#11)
7.M.6 Compare unit prices
PE: 375, 407 (#19), 408 (#10), 712 (#11)
7.M.7 Convert money between different currencies with the use of an exchange rate tableand a calculator
PE: 467 (#8)
7.M.8 Draw central angles in a given circle using a protractor (circle graphs)
PE: 441–443, 444 (#21, 30), 445, 449 (#22), 458 (#2), 459 (#1), 461 (#28–29),462 (#19), 463 (#13), 470 (#33), 713 (#25)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 20
Tools and Methods
7.M.9 Determine the tool and technique to measure with an appropriate level of precision:mass
PE: 81, 83–84, 90, 91 (#4), 93 (#46), 236–239, 240, 243 (#35, 37), 706 (#38, 41),709 (#34, 37)
Students will develop strategies for estimating measurements.
Estimation
7.M.10 Identify the relationships between relative error and magnitude when dealing withlarge numbers (e.g., money, population)
Opportunities to address this standard can be found on the following pages:
PE: 244 (#19), 390 (#25), 410–411, 428 (#49)
7.M.11 Estimate surface area
PE: 602–605, 619 (#18–20), 620 (#6–7), 621 (#4)
7.M.12 Determine personal references for customary /metric units of mass
PE: 81, 84 (#45)
7.M.13 Justify the reasonableness of the mass of an object
PE: 81, 83 (#8), 84 (#25, 34), 234 (#22, 28)
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 21
Statistics and Probability StrandStudents will collect, organize, display, and analyze data.
Collection of Data
7.S.1 Identify and collect data using a variety of methods
PE: 106–107, 108–112, 113 (#16), 114–115, 123–127, 128–129, 130–134,135–139, 142–143, 144, 145, 292, 295–297, 440–445
Organization and Display of Data
7.S.2 Display data in a circle graph
PE: 441–443, 444 (#21, 30), 445, 449 (#22), 458 (#2), 459 (#1), 461 (#28–29),462 (#19), 463 (#13), 470 (#33), 713 (#25)
7.S.3 Convert raw data into double bar graphs and double line graphs
PE: 109–110, 112 (#7, 12, 15), 113 (#16–17), 114 (#1), 142 (#12)
Analysis of Data
7.S.4 Calculate the range for a given set of data
PE: 102–105, 118 (#12), 119 (#24–25), 120, 121 (#1–2), 142 (#7–10), 707 (#1–4)
7.S.5 Select the appropriate measure of central tendency
PE: 102, 103 (#19), 104 (#21, 25–26), 142 (#11), 145 (#8), 152 (#28), 707 (#5)
7.S.6 Read and interpret data represented graphically (pictograph, bar graph, histogram,line graph, double line/bar graphs or circle graph)
PE: 108–113, 114–115, 116–119, 120–121, 123–127, 128–129, 130–134, 135–139,140–141, 142–143, 144, 145, 148 (#9), 149 (#17), 152, 310 (#5), 440–444,703, 707
McDougal Littell Middle School Math, Course 2: New York Edition correlated to theNew York State Learning Standards for Mathematics, Grade 7
PE = Pupil’s Edition 22
Students will make predictions that are based upon data analysis.
Predictions from Data
7.S.7 Identify and explain misleading statistics and graphs
PE: 136–139, 141, 143 (#22), 707 (#13)
Students will understand and apply concepts of probability.
Probability
7.S.8 Interpret data to provide the basis for predictions and to establish experimentalprobabilities
PE: 633, 634–638, 648–649, 673 (#18), 674, 675, 717 (#5)
7.S.9 Determine the validity of sampling methods to predict outcomes
PE: 633
7.S.10 Predict the outcome of an experiment
PE: 639–642, 643, 644–647, 648–649, 655 (#32), 673 (#17–22), 674, 675,717 (#4–7)
7.S.11 Design and conduct an experiment to test predictions
PE: 633, 637 (#21)
7.S.12 Compare actual results to predicted results
PE: 633, 637 (#21)
NY 1096/2005
2004CC2
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