Developing the Concept of Slope
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Given multiple representations of linear functions, the student will develop the concept of slope as a rate of change.
Generating Different Representations of Relationships
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Given problems that include data, the student will generate different representations, such as a table, graph, equation, or verbal description.
Approximating the Value of Irrational Numbers
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Given problem situations that include pictorial representations of irrational numbers, the student will find the approximate value of the irrational numbers.
Expressing Numbers in Scientific Notation
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Given problem situations, the student will express numbers in scientific notation.
Predicting, Finding, and Justifying Data from a Graph
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Given data in the form of a graph, the student will use the graph to interpret solutions to problems.
Determining if a Relationship is a Functional Relationship
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The student is expected to gather and record data & use data sets to determine functional relationships between quantities.
Graphing Dilations, Reflections, and Translations
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Given a coordinate plane, the student will graph dilations, reflections, and translations, and use those graphs to solve problems.
Graphing and Applying Coordinate Dilations
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Given a coordinate plane or coordinate representations of a dilation, the student will graph dilations and use those graphs to solve problems.
Determining Slopes from Equations, Graphs, and Tables
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Given algebraic, tabular, and graphical representations of linear functions, the student will determine the slope of the relationship from each of the representations.
Evaluating Solutions for Reasonableness
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Given problem situations, the student will determine if the solutions are reasonable.
Predicting, Finding, and Justifying Solutions to Problems
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Given application problems, the student will use appropriate tables, graphs, and algebraic equations to find and justify solutions to problems.
Can We Get There?
Students will calculate the rate of change and y-intercept from a real-world problem represented in a graph, a table, and/or an equation. They will then display and present their findings to the class.
Students working in their group
Graphing Proportional Relationships
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Given a proportional relationship, students will be able to graph a set of data from the relationship and interpret the unit rate as the slope of the line.
Analyzing Scatterplots
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Given a set of data, the student will be able to generate a scatterplot, determine whether the data are linear or non-linear, describe an association between the two variables, and use a trend line to make predictions for data with a linear association.
Writing Geometric Relationships
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Given information in a geometric context, students will be able to use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
Solutions of Simultaneous Equations
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Given a graph of two simultaneous equations, students will be able to interpret the intersection of the graphs as the solution to the two equations.
Comparing and Explaining Transformations
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Given rotations, reflections, translations, and dilations, students will be able to develop algebraic representations for rotations, and generalize and then compare and contrast the properties of congruence transformations and non-congruence transformations.
Mean Absolute Deviation
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Given a set of data with no more than 10 data points, students will be able to determine and use the mean absolute deviation to describe the spread of the data.
Generalizing about Populations from Random Samples
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Given a population with known characteristics, students will be able to use a variety of methods to generate random samples of the same size in order to understand how a random sample is representative of a population.
19 OnTRACK Grade 7 Math: Proportionality
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Students will learn to use proportional relationships to describe dilations; to explain proportional and non-proportional relationships involving slope; and to use proportional and non-proportional relationships to develop foundational concepts of functions.