Page 46 - LZ-IM_FL_Grade 7_Print Sample

Standard
Description
Lessons Where Standards Are Addressed
MAFS.K12.MP.7.1
Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
Unit 1: Lessons 1 through 7, 9, 10, 11 Unit 2: Lessons 2, 3, 4, 8, 13
Unit 3: Lessons 1, 3, 4, 5, 6
Unit 4: Lessons 4, 9, 12
Unit 5: Lessons 1, 3, 5, 6, 7, 10, 11, 13, 15, 16 Unit 6: Lessons 4, 5, 6, 22
Unit 7: Lessons 3, 13, 14
Unit 8: Lessons 2, 8, 13, 14, 15, 16, 17
Unit 9: Lesson 2
MAFS.K12.MP.8.1
Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Unit 1: Lessons 2, 5, 6, 12
Unit 2: Lessons 4, 5, 6
Unit 3: Lessons 2, 5, 8
Unit 4: Lessons 3, 8, 10
Unit 5: Lessons 2, 3, 5, 6, 8, 9, 11, 14 Unit 7: Lessons 3, 7
Unit 8: Lessons 2, 3, 4, 5, 7, 8, 17 Unit 9: Lessons 8, 9
LAFS.68.RST.1.3:
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Unit 1: Lessons 5, 13 Unit 2: Lesson 14 Unit 3: Lesson 8
Unit 4: Lesson 13 Unit 5: Lesson 3
Unit 7: Lessons 2, 7, 17 Unit 8: Lessons 1, 3, 6 Unit 9: Lesson 2
LAFS.68.RST.2.4:
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Unit 1: Lessons 1, 4 Unit 2: Lesson 8
Unit 3: Lesson 2
Unit 4: Lessons 6, 14 Unit 6: Lesson 13 Unit 7: Lesson 2, 3, Unit 8: Lessons 2, 3
LAFS.68.RST.3.7:
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Unit 2: Lesson 3
Unit 4: Lessons 4, 5, 11, 16 Unit 6: Lessons 2 through 6 Unit 7: Lesson 4
LAFS.68.WHST.1.1
Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
This standard is addressed in the online practice problems and online summative assessments, where students are prompted to Explain their Work in complete detail. Teachers can also address this through additional assignments.
LAFS.68.WHST.2.4:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Unit 1: Lesson 13
Unit 2: Lessons 14, 15 Unit 3: Lessons 7, 10, 11 Unit 4: Lesson 16
Unit 5: Lesson 16
Unit 6: Lessons 11, 12, 16 Unit 7: Lesson 5
Unit 9: Lesson 13