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 Curriculum Alignment Printable Version |
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Seventh Grade Math |
| COS | SAT 10 | AHSGE | Resources | Content Standards | Scope | ||||||||
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 36; Objective 1 | Compendium of Instructional Standards 2002; page 157; Computation with Integers | None |
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1.) Demonstrate
computational fluency with addition, subtraction, and multiplication of
integers. • Developing algorithms for performing operations on integers Example: determining a systematic set of steps that can be used to subtract integers • Using inverse properties of addition and of multiplication |
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 36; Objective 2 | Compendium of Instructional Standards 2002; page 157; Number Sense and Operations | Mathematics; Item Specifications for AHSGE; Bulletin 1999; No. 39; page 9; Standard I; Objective 1 |
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2.) Use order of operations to evaluate numerical expressions. • Computing absolute values • Finding square roots of perfect squares through 225 • Evaluating powers • Applying properties of operations to compute with integers, fractions, and decimals |
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 36; Objective 3 | Compendium of Instructional Standards 2002; page 157; Number Sense and Operation; page 159; Computation with whole numbers, decimals, fractions | None |
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3.) Solve problems
requiring the use of operations on rational numbers. • Describing the method used • Determining the reasonableness of results • Using percents to solve problems, including problems involving discounts, taxes, commissions, and simple interest |
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 37; Objective 4 | Compendium of Instructional Standards 2002; page 157; Patterns, Relationships, and Algebra; page 158; Data, Statistics, and Probability | None |
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4.) Express a pattern shown
in a table, graph, or chart as an algebraic equation. • Recognizing the relationships between numerical patterns in tables and their respective graphs in the coordinate plane Example: recognizing the pattern illustrated in both the table and graph as y = 2x  • Determining if a constant rate of change exists in a pattern |
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 37; Objective 5 | Compendium of Instructional Standards 2002; page 157; Patterns, Relationships, and Algebra | Mathematics; Item Specifications for AHSGE; Bulletin 1999; No. 39; page 45; Standard VI; Objective 1 |
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5.) Translate verbal
phrases into algebraic expressions and algebraic expressions into verbal
phrases. • Exhibiting understanding of a variable as an unknown quantity |
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 37; Objective 6 | Compendium of Instructional Standards 2002; page 157; Patterns, Relationships, and Algebra | Mathematics; Item Specifications for AHSGE; Bulletin 1999; No. 39; page 16; Standard II: Objective 1, 4 |
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6.) Solve one- and two-step
equations. • Solving inequalities in one variable • Graphing solution sets of inequalities on a number line • Recognizing properties of equality |
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 37; Objective 7 | None | None |
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7.) Determine the
transformation(s), including translations, reflections, or rotations, used
to alter the position of a polygon on the coordinate plane. • Determining the type of symmetry (rotational or line) found in a reflection or rotation • Graphing transformations of quadrilaterals on the Cartesian plane by plotting the vertices • Graphing figures which are similar to other figures using dilations |
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 38; Objective 8 | Compendium of Instructional Standards 2002; page 158; Geometry and Measurement | None |
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8.) Recognize geometric
relationships among two-dimensional and three-dimensional objects. • Drawing geometric figures when given specified components, including base and height • Investigating properties and relationships among congruent figures • Identifying geometric ideas in settings outside the mathematics classroom Examples: recognizing Escher drawings as examples of tessellations, the geodesic dome as an example of triangulation, and architecture as an example of constructing three-dimensional shapes; identifying landscape design as an example of area • Using networks to represent and solve problems Example: Find the number of paths from point A to point B.  |
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 38; Objective 9 | Compendium of Instructional Standards 2002; page 158; Geometry and Measurement | Mathematics; Item Specifications for AHSGE; Bulletin 1999; No. 39; page 30; Standard IV; Objective 1 |
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9.) Solve problems
involving circumference and area of circles. • Estimating circumference, diameter, and area • Determining appropriate units of measure to describe circumference, diameter, and area • Measuring circumference and diameter using customary and metric units • Using circumference and diameter to approximate the value of p • Identifying p as an irrational number • Developing formulas for determining circumference and area |
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 38; Objective 10 | Compendium of Instructional Standards 2002; page 158; Geometry and Measurement | Mathematics; Item Specifications for AHSGE; Bulletin 1999; No. 39; page 30; Standard IV; Objective 1 |
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10.) Find the perimeter of
polygons and the area of triangles and trapezoids. • Developing formulas for determining perimeter and area of triangles and trapezoids |
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 38; Objective 11 | Compendium of Instructional Standards 2002; page 157; Patterns, Relationships, and Algebra; page 158; Geometry and Measurement | None |
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11.) Solve problems
involving ratios or rates, using proportional reasoning. • Determining the unit rate • Converting rates from one unit to another Example: determining the number of minutes in three days • Converting units of length, weight, or capacity from metric to customary and from customary to metric |
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 39; Objective 12 | Compendium of Instructional Standards 2002; page 158; Data, Statistics, and Probability | Mathematics; Item Specifications for AHSGE; Bulletin 1999; No. 39; page 61; Standard VII; Objective 5 |
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12.) Determine measures of
central tendency (mean, median, and mode) and the range using a given set of
data or graphs, including histograms, frequency tables, and stem-and-leaf
plots. • Creating histograms |
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| Math Course of Study; Alabama Department of Education Bulletin 2003, No. 4; page 39; Objective 13 | Compendium of Instructional Standards 2002; page 158; Data, Statistics, and Probability | Mathematics; Item Specifications for AHSGE; Bulletin 1999; No. 39; page 65; Standard VII: Objective 6 |
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13.) Determine the
probability of a compound event. Example: finding the probability of selecting at random a hamburger and lemonade when choosing a sandwich and drink from two sandwich choices and three drink choices • Representing outcomes as a list, chart, picture, or tree diagram • Determining the number of possible outcomes by using the fundamental counting principle or other techniques • Modeling the probability of events through simulations with random numbers Example: determining the probability of a baby being a boy by generating random numbers, using a number cube with odd numbers representing a boy, to simulate the outcomes |
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| None | Compendium of Instructional Standards 2002; page 157; Number Sense and Operation | None | 14.) Identify alternative representations of real numbers. | ||||||||||
| None | Compendium of Instructional Standards 2002; page 157; Number Sense and Operation | None | 15.) Identify numbers expressed in scientific notation. | ||||||||||
| None | Compendium of Instructional Standards 2002; page 157; Number Sense and Operation | None | 16.) Round decimals to a specified place value. | ||||||||||
| None | Compendium of Instructional Standards 2002; page 157; Number Sense and Operation; | None | 17.) Compare and order real numbers. | ||||||||||
| None | Compendium of Instructional Standards 2002; page 157; Number Sense and Operation | None | 18.) Identify least common multiple or greatest common factor for a set of numbers. | ||||||||||
| None | Compendium of Instructional Standards 2002; page 157; Number Sense and Operation | None | 19.) Compare and order real numbers. | ||||||||||
| None | Compendium of Instructional Standards 2002; page 157; Number Sense and Operation | None | 20.) Identify alternative representations of real numbers. | ||||||||||
| None | Compendium of Instructional Standards 2002; page 157; Number Sense and Operation | None | 21.) Identify and use field properties of addition and multiplication. | ||||||||||
| Nonee | Compendium of Instructional Standards 2002; page 157; Number Sense and Operation | None | 22.) Translate between visual representations, sentences, and symbolic notation. | ||||||||||
| None | Compendium of Instructional Standards 2002; page 157; Number Sense and Operation | None | 23.) Identify number expressed in scientific notation | ||||||||||
| None | Compendium of Instructional Standards 2002; page 157; Patterns, Relationships, and Algebra | Mathematics; Item Specifications for AHSGE; Bulletin 1999; No. 39; page 23; Standard III: Objective 2 | 24.) Determine domain or range values for linear functions. | ||||||||||
| None | Compendium of Instructional Standards 2002; page 157; Patterns, Relationships, and Algebra | None | 25.) Evaluate expressions. | ||||||||||
| None | Compendium of Instructional Standards 2002; page 158; Geometry and Measurement | Mathematics; Item Specifications for AHSGE; Bulletin 1999; No. 39; page 48; Standard VII: Objective 1 | 26.) Classify angles | ||||||||||
| None | Compendium of Instructional Standards 2002; page 158; Geometry and Measurement | None | 27.) Identify appropriate units of measurements. | ||||||||||
| None | Compendium of Instructional Standards 2002; page 158; Geometry and Measurement | None | 28.) Determine measurements indirectly from scale drawings. | ||||||||||
| None | Compendium of Instructional Standards 2002; page 158; Geometry and Measurement | None | 29.) Identify parallel and perpendicular lines | ||||||||||
| None | Compendium of Instructional Standards 2002; page 158; Geometry and Measurement | None | 30.) Solve problems using spatial reasoning | ||||||||||
| None | Compendium of Instructional Standards 2002; page 159; Computation with whole numbers | None | 31.) Addition of whole numbers using symbolic notation | ||||||||||
| None | Compendium of Instructional Standards 2002; page 159; Computation with whole numbers | None | 32.) Subtraction of whole numbers using symbolic notation | ||||||||||
| None | Compendium of Instructional Standards 2002; page 159; Computation with whole numbers | None | 33.) Multiplication of whole numbers using symbolic notation | ||||||||||
| None | Compendium of Instructional Standards 2002; page 159; Computation with whole numbers | None | 34.) Division of whole numbers using symbolic notation | ||||||||||
| None | Compendium of Instructional Standards 2002; page 159; Computation with decimals | None | 35.) Computation with decimals | ||||||||||
| None | Compendium of Instructional Standards 2002; page 159; Computation with decimals | None | 36.) Subtraction of decimals using symbolic notation | ||||||||||
| None | Compendium of Instructional Standards 2002; page 159; Computation with decimals | None | 37.) Multiplication of decimals using symbolic notation | ||||||||||
| None | Compendium of Instructional Standards 2002; page 159; Computation with decimals | None | 38.) Division of decimals using symbolic notation | ||||||||||
| None | Compendium of Instructional Standards 2002; page 159; Computation with fractions | None | 39.) Addition of fractions using symbolic notation | ||||||||||
| None | Compendium of Instructional Standards 2002; page 159; Computation with fractions | None | 40.) Subtraction of fractions using symbolic notation | ||||||||||
| None | Compendium of Instructional Standards 2002; page 159; Computation with fractions | None | 41.) Multiplication of fractions using symbolic notation | ||||||||||
| None | Compendium of Instructional Standards 2002; page 159; Computation with fractions | None | 42.) Division of fractions using symbolic notation | ||||||||||