Assessment Rubric

4 = Exceeds the standards (Advanced)

3 = Meets the standards (Proficient)

2 = Approaching the standards (Developing)

1 = Below the standards (Latent)

	- = Novice	Ö = Apprentice	+ = Practitioner	= Expert
Knowledge	Student is unable to attain and communicate the necessary information or shows little initiative to try.	Student shows willingness to learn the information, but is unable to meet the minimum requirement of 70% on assignments. Inconsistently meets the standards.	Student scores a minimum of 70% on tests, presentations, worksheets and projects, or a rating of proficient on a scoring guide. Consistently meets the standards.	Student demonstrates in-depth knowledge and consistently scores above 90% on assignments, or a rating of advanced on a scoring guide. Consistently exceeds the standards.
Skills	Student fails to attain or demonstrate the required skills to a minimum level and shows minimum initiative to learn.	Student partially demonstrates the required skill or unable to master the skill on a consistent basis.	Student can demonstrate the required skill a minimum of three times or on a consistent basis, or a rating of proficient on a scoring guide.	Student demonstrates the required skill at an exceptional level in a self-directed manner, or a rating of advanced on a scoring guide. Consistently exceeds the standards.

The Five Process Strands (how all mathematical content is taught)

Problem Solving Strand (PS) Students will:

Ÿ build new mathematical knowledge through problem solving;

Ÿ solve problems that arise in mathematics and in other contexts;

Ÿ apply and adapt a variety of appropriate strategies to solve problems;

Ÿ monitor and reflect on the process of mathematical problem solving.

Reasoning and Proof Strand (RP) Students will:

Ÿ recognize reasoning and proof as fundamental aspects of mathematics;

Ÿ make and investigate mathematical conjectures;

Ÿ develop and evaluate mathematical arguments and proofs;

Ÿ select and use various types of reasoning and methods of proof.

Communication Strand (CM) Students will:

Ÿ organize and consolidate their mathematical thinking through communication;

Ÿ communicate their mathematical thinking coherently and clearly to peers, teachers, and others;

Ÿ analyze and evaluate the mathematical thinking and strategies of others;

Ÿ use the language of mathematics to express mathematical ideas precisely.

Connections Strand (CN) Students will:

Ÿ recognize and use connections among mathematical ideas;

Ÿ understand how mathematical ideas interconnect and build on one another to produce a coherent whole;

Ÿ recognize and apply mathematics in contexts outside of mathematics.

Representation Strand (R)  Students will:

Ÿ create and use representations to organize, record, and communicate mathematical ideas;

Ÿ select, apply, and translate among mathematical representations to solve problems;

Ÿ use representations to model and interpret physical, social, and mathematical phenomena.

Unit 1

NB: Mandatory portfolio items are in bold. Strands addressed are shaded grey.

Standards by

CONTENT STRANDS

Standards by

PROCESS STRANDS

7N1

7N2

7N3

7N5

7N6

7N7

7N8

7N9

7N12

7N13

7N17

11.2 Approximating Square Roots

6.1 Comparing And Ordering Integers

6.6 Rational Numbers

2.5 Scientific Notation

4.2 Greatest Common Factor

4.4 Least Common Multiple

6.2 Adding Integers

6.3 Subtracting Integers

6.4 Multiplying Integers

6.5 Dividing Integers

Performance Assessment Project

Unit Test

Quiz 1

Quiz 2

Quiz 3

Expanded Content Strands

67.N.1 Distinguish between the various subsets of real numbers (counting/natural numbers, whole numbers, integers, rational numbers, and irrational numbers)

7.N.2 Recognize the difference between rational and irrational numbers (e.g., explore different approximations of π)

7.N.3 Place rational and irrational numbers (approximations) on a number line and justify the placement of the numbers7.N.5 Write numbers in scientific notation

7.N.6 Translate numbers from scientific notation into standard form

7.N.7 Compare numbers written in scientific notation

7.N.8 Find the common factors and greatest common factor of two or more numbers

7.N.9 Determine multiples and least common multiple of two or more numbers

7.N.12 Add, subtract, multiply and divide integers

7.N.13 Add and subtract two integers (with and without the use of a number line)

Unit 2

NB: Mandatory portfolio items are in bold. Strands addressed are shaded grey.

Standards by

CONTENT STRANDS

Standards by

PROCESS STRANDS

7N4

7N10

7N11

7N14

7N15

7N16

7N18

7N19

1.3 Powers And Exponents

4.1 Prime Factorization

1.4 Order Of Operations

6.2 Adding Integers

PG 255 Negative and Zero exponents

11.1 Square Roots

11.2 Approximating Square Roots

Performance Assessment Project

Unit Test

Quiz 1

Quiz 2

Quiz 3

Expanded Content Strands

7.N.4 Develop the laws of exponents for multiplication and division

7.N.10 Determine the prime factorization of a given number and write in exponential form

7.N.11 Simplify expressions using order of operations Note: Expressions may include absolute value and/or integral exponents greater than 0.

7.N.14 Develop a conceptual understanding of negative and zero exponents with a base of ten and relate to fractions and decimals (e.g., 10-² = .01 = 1/100)

7.N.15 Recognize and state the value of the square root of a perfect square (up to 225)

7.N.16 Determine the square root of non-perfect squares using a calculator

7.N.18 Identify the two consecutive whole numbers between which the square root of a non-perfect square whole number less than 225 lies (with and without the use of a number line)

7.N.19 Justify the reasonableness of answers using estimation

Unit 3

NB: Mandatory portfolio items are in bold. Strands addressed are shaded grey.

Standards by

CONTENT STRANDS

Standards by

PROCESS STRANDS

7A1

7A5

7A6

7G10

7.1 Writing Expressions And Equations

7.6 Solving Inequalities

11.7 Area of a Circle

11.4 Area of a Parallelogram

12.3 Surface Area Of Rectangular Prisms

11.5 Area of Triangles and Trapezoids

12.4 Surface Area Of Cylinders

1.6 Perimeter and Area

8.2 Rates

Performance Assessment Project

Unit Test

Quiz 1

Quiz 2

Quiz 3

Expanded Content Strands

7.A.1 Translate two-step verbal expressions into algebraic expressions

7.A.5 Solve one-step inequalities (positive coefficients only) (See 7.G.10)

7.A.6 Evaluate formulas for given input values (surface area, rate, and density problems)

7.A.10 Write an equation to represent a function from a table of values

Unit 4

NB: Mandatory portfolio items are in bold. Strands addressed are shaded grey.

Standards by

CONTENT STRANDS

Standards by

PROCESS STRANDS

7G1

7G2

7G3

7G4

7G7

7M11

11.6 Circumference Of A Circle

12.5 Volume of Rectangular Prisms

12.6 Volume Of Cylinders

12.1 Classifying Solids

12.4 Surface Area Of Cylinders

12.3 Surface Area Of Rectangular Prisms

Find missing angles

Estimate surface area

Performance Assessment Project

Oakview Preparatory School of Seventh-day Adventists

Table of Contents Sequence of Units 2005-2006

Assessment Rubric

Unit 1

Unit 2

Unit 3

Unit 4

Oakview Preparatory School of Seventh-day Adventists


	GRADE 7 Pre-March Mathematics Units 2005-2006 Instructor Mr. Elvis Agard