Georgia

Standards of Excellence
Curriculum Map

Mathematics

GSE Grade 7

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 Georgia Department of Education
GSE Grade 7 Curriculum Map
st
1 Semester 2nd Semester

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7

(4 – 5 weeks) (4 – 5 weeks) (4 – 5 weeks) (4 – 5 weeks) (4 – 5 weeks) (3 – 4 weeks) (3 – 4 weeks)
Operations with Rational Expressions and Ratios and Proportional Geometry Inferences Probability Show What We
Numbers Equations Relationships Know
MGSE7.NS.1 MGSE7.EE.1 MGSE7.RP.1 MGSE7.G.2 MGSE7.SP.1 MGSE7.SP.5 ALL
MGSE7.NS.1a MGSE7.EE.2 MGSE7.RP.2 MGSE7.G.3 MGSE7.SP.2 MGSE7.SP.6
MGSE7.NS.1b MGSE7.EE.3 MGSE7.RP.2a MGSE7.G.4 MGSE7.SP.3 MGSE7.SP7
MGSE7.NS.1c MGSE7.EE.4 MGSE7.RP.2b MGSE7.G.5 MGSE7.SP.4 MGSE7.SP.7a
MGSE7.NS.1d MGSE7.EE.4a MGSE7.RP.2c MGSE7.G.6 MGSE7.SP.7b
MGSE7.NS.2 MGSE7.EE.4b MGSE7.RP.2d MGSE7.SP.8
MGSE7.NS.2a MGSE7.EE.4c MGSE7.RP.3 MGSE7.SP.8a
MGSE7.NS.2b MGSE7.G.1 MGSE7.SP.8b
MGSE7.NS.2c MGSE7.SP.8c
MGSE7.NS.2d

These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units.
All units will include the Mathematical Practices and indicate skills to maintain.
*Revised standards indicated in bold red font.

NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics.

Grades 6-8 Key:

NS = The Number System
RP = Ratios and Proportional Relationships
EE = Expressions and Equations
G = Geometry
SP = Statistics and Probability.

Richard Woods, State School Superintendent

July 2015
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 Georgia Department of Education

Georgia Standards of Excellence Grade 7 Mathematics

Curriculum Map Rationale

Unit 1: Building upon the understanding of rational numbers developed in 6th grade, this unit moves to exploring and ultimately formalizing rules for
operations (addition, subtraction, multiplication and division) with integers. Using both contextual and numerical problems, students explore what
happens when negative numbers and positive numbers are combined. Repeated opportunities over time will allow students to compare the results of
adding, subtracting, multiplying and dividing pairs of numbers, leading to the generalization of rules. Fractional rational numbers and whole numbers
should be used in computations and explorations.

Unit 2: Students build on what was learned in previous grades regarding mathematical properties such as commutative, associative, and distributive
properties, and conventions, such as order of operations. Students use these conventions and properties of operations to rewrite equivalent numerical
expressions. Students continue to use properties used with whole numbers, extending their use to integers, rational, and real numbers. Students write
expressions and equations in more than one format, demonstrating that they are still equal. Variables are used to represent quantities in real-world
problems.

Unit 3: This unit builds on student knowledge and understanding of rate and unit concepts, including the need to develop proportional relationships
through the analysis of graphs, tables, equations, and diagrams. Grade 7 pushes the student to develop a deep understanding of the characteristics of a
proportional relationship. Mathematics should be represented in as many ways as possible in this unit by using graphs, tables, pictures, symbols and
words.

Unit 4: Students learn to draw geometric figures using rulers and protractors with an emphasis on triangles. Students explore two-dimensional cross-
sections of cylinders, cones, pyramids, and prisms. Students write and solve equations involving angle relationships and solve problems that require
determining the area, volume, and surface area of solid figures. This unit also introduces students to the formula for the circumference and area of a
circle.

Unit 5: Building on the knowledge of statistics from sixth grade, students use random samples to make predictions about an entire population and
judge the possible discrepancies of the predictions. Students use real-life situations from science and social studies to show the purpose for using
random sampling to make inferences about a population. Note- Units 5 and 6 were combined in the revised curriculum map providing an uninterrupted
exploration of statistics.

Unit 6: Students begin to understand the probability of chance (simple and compound). They develop models to find the probability of simple events,
and make predictions using information from simulations.

Richard Woods, State School Superintendent

July 2015
All Rights Reserved
 Georgia Department of Education
GSE Grade 7 Expanded Curriculum Map – 1st Semester
Standards for Mathematical Practice
1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically.
2 Reason abstractly and quantitatively. 6 Attend to precision.
3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure.
4 Model with mathematics. 8 Look for and express regularity in repeated reasoning.

Unit 1 Unit 2 Unit 3

Operations with Rational Numbers Expressions & Equations Ratios and Proportional Relationships
Apply and extend previous understandings of Use properties of operations to generate Analyze proportional relationships and use them to
operations with fractions to add, subtract, multiply, and equivalent expressions. solve real-world and mathematical problems.
divide rational numbers. MGSE7.EE.1 Apply properties of operations as strategies to MGSE7.RP.1 Compute unit rates associated with ratios of
MGSE7.NS.1 Apply and extend previous understandings of add, subtract, factor, and expand linear expressions with fractions, including ratios of lengths, areas and other quantities
addition and subtraction to add and subtract rational numbers; rational coefficients. measured in like or different units. For example, if a person
represent addition and subtraction on a horizontal or vertical MGSE7.EE.2 Understand that rewriting an expression in walks 1/2 mile in each 1/4 hour, compute the unit rate as the
number line diagram. different forms in a problem context can clarify the complex fraction (1/2)/(1/4) miles per hour, equivalently 2
MGSE7.NS.1a Show that a number and its opposite have problem and how the quantities in it are related. For miles per hour.
a sum of 0 (are additive inverses). Describe situations in example a + 0.05a = 1.05a means that adding a 5% tax to a MGSE7.RP.2 Recognize and represent proportional
which opposite quantities combine to make 0. For total is the same as multiplying the total by 1.05. relationships between quantities.
example, your bank account balance is -$25.00. You Solve real-life and mathematical problems using MGSE7.RP.2a Decide whether two quantities are in a
deposit $25.00 into your account. The net balance is $0.00. numerical and algebraic expressions and equations. proportional relationship, e.g., by testing for equivalent ratios
MGSE7.NS.1b Understand p + q as the number located a MGSE7.EE.3 Solve multistep real-life and mathematical in a table or graphing on a coordinate plane and observing
distance from p, in the positive or negative direction problems posed with positive and negative rational whether the graph is a straight line through the origin.
depending on whether q is positive or negative. Interpret numbers in any form (whole numbers, fractions, and MGSE7.RP.2b Identify the constant of proportionality (unit
sums of rational numbers by describing real world decimals) by applying properties of operations as rate) in tables, graphs, equations, diagrams, and verbal
contexts. strategies to calculate with numbers, converting between descriptions of proportional relationships.
MGSE7.NS.1c Understand subtraction of rational numbers forms as appropriate, and assessing the reasonableness of MGSE7.RP.2c Represent proportional relationships by
as adding the additive inverse, p – q = p + (– q). Show that answers using mental computation and estimation equations.
the distance between two rational numbers on the number strategies. MGSE7.RP.2d.Explain what a point (x, y) on the graph of a
line is the absolute value of their difference, and apply this For example: proportional relationship means in terms of the situation, with
principle in real‐world contexts. • If a woman making $25 an hour gets a 10% raise, special attention to the points (0, 0) and (1,r) where r is the unit
MGSE7.NS.1d Apply properties of operations as strategies to she will make an additional 1/10 of her salary an rate.
add and subtract rational numbers. hour, or $2.50, for a new salary of $27.50. MGSE7.RP.3 Use proportional relationships to solve
MGSE7.NS.2 Apply and extend previous understandings of • If you want to place a towel bar 9 3/4 inches long multistep ratio and percent problems. Examples: simple
multiplication and division and of fractions to multiply and in the center of a door that is 27 1/2 inches wide, interest, tax, markups and markdowns, gratuities and
divide rational numbers. you will need to place the bar about 9 inches from commissions, and fees.
MGSE7.NS.2a Understand that multiplication is extended each edge; this estimate can be used as a check on Draw, construct, and describe geometrical figures
from fractions to rational numbers by requiring that operations the exact computation. and describe the relationships between them.
continue to satisfy the properties of operations, particularly the MGSE7.EE.4 Use variables to represent quantities in a real- MGSE7.G.1 Solve problems involving scale drawings of
distributive property, leading to products such as (-1)(-1) = 1 and world or mathematical problem, and construct simple geometric figures, including computing actual lengths and
the rules for multiplying signed numbers. Interpret products of equations and inequalities to solve problems by reasoning areas from a scale drawing and reproducing a scale drawing at
rational numbers by describing real-world contexts about the quantities. a different scale.
MGSE7.NS.2b Understand that integers can be divided, MGSE7.EE.4a Solve word problems leading to equations of
provided that the divisor is not zero, and every quotient of the form px + q = r and p(x + q) = r, where p, q, and r are
integers (with non‐zero divisor) is a rational number. If p specific rational numbers. Solve equations of these forms

Richard Woods, State School Superintendent

July 2015
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 Georgia Department of Education
and q are integers then – (p/q) = (– p)/q = p/(–q). Interpret fluently. Compare an algebraic solution to an arithmetic
quotients of rational numbers by describing real‐world solution, identifying the sequence of the operations used in
contexts. each approach. For example, the perimeter of a rectangle is
MGSE7.NS.2c Apply properties of operations as strategies to 54 cm. Its length is 6 cm. What is its width?
multiply and divide rational numbers. MGSE7.EE.4b Solve word problems leading to inequalities
MGSE7.NS.2d Convert a rational number to a decimal using of the form px + q > r or px + q < r, where p, q, and r are
long division; know that the decimal form of a rational specific rational numbers. Graph the solution set of the
number terminates in 0s or eventually repeats. inequality and interpret it in the context of the problem. For
MGSE7.NS.3 Solve real-world and mathematical problems example, as a salesperson, you are paid $50 per week plus $3
involving the four operations with rational numbers. per sale. This week you want your pay to be at least $100.
Write an inequality for the number of sales you need to make,
and describe the solutions.
MGSE7.EE.4c Solve real-world and mathematical
problems by writing and solving equations of the form
x+p = q and px = q in which p and q are rational
numbers.

Richard Woods, State School Superintendent

July 2015
All Rights Reserved
 Georgia Department of Education
GSE Grade 7 Expanded Curriculum Map – 2nd Semester
Standards for Mathematical Practice
1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically.
2 Reason abstractly and quantitatively. 6 Attend to precision.
3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure.
4 Model with mathematics. 8 Look for and express regularity in repeated reasoning.

Unit 4 Unit 5 Unit 6 Unit 7

Geometry Inferences Probability Show What We Know
Draw, construct, and describe Use random sampling to draw Investigate chance processes and ALL
geometrical figures and describe the inferences about a population. develop, use, and evaluate probability
relationships between them. MGSE7.SP.1 Understand that statistics can be models. MGSE7.SP.5 Understand that the
MGSE7.G.2 Explore various geometric used to gain information about a population by probability of a chance event is a number
shapes with given conditions. Focus on examining a sample of the population; between 0 and 1 that expresses the likelihood
creating triangles from three measures of generalizations about a population from a of the event occurring. Larger numbers
angles and/or sides, noticing when the sample are valid only if the sample is indicate greater likelihood. A probability near
conditions determine a unique triangle, representative of that population. Understand 0 indicates an unlikely event, a probability
more than one triangle, or no triangle. that random sampling tends to produce around 1/2 indicates an event that is neither
MGSE7.G.3 Describe the two-dimensional representative samples and support valid unlikely nor likely, and a probability near 1
figures (cross sections) that result from inferences. indicates a likely event.
slicing three-dimensional figures, as in MGSE7.SP.2 Use data from a random sample MGSE7.SP.6 Approximate the probability
plane sections of right rectangular prisms, to draw inferences about a population with an of a chance event by collecting data on the
right rectangular pyramids, cones, unknown characteristic of interest. Generate chance process that produces it and
cylinders, and spheres. multiple samples (or simulated samples) of the observing its long-run relative frequency.
Solve real-life and mathematical same size to gauge the variation in estimates or Predict the approximate relative
problems involving angle measure, area, predictions frequency given the probability. For
surface area, and volume. Draw informal comparative example, when rolling a number cube 600
MGSE7.G.4 Given the formulas for the inferences about two populations. times, predict that a 3 or 6 would be rolled
area and circumference of a circle, use MGSE7.SP.3 Informally assess the degree of roughly 200 times, but probably not exactly
them to solve problems; give an informal visual overlap of two numerical data 200 times.
derivation of the relationship between the distributions with similar variabilities, MGSE7.SP.7 Develop a probability model
circumference and area of a circle. measuring the difference between the and use it to find probabilities of events.
MGSE7.G.5 Use facts about supplementary, medians by expressing it as a multiple of the Compare experimental and theoretical
complementary, vertical, and adjacent angles interquartile range. probabilities of events. If the probabilities
in a multi-step problem to write and solve MGSE7.SP.4 Use measures of center and are not close, explain possible sources of
simple equations for an unknown angle in a measures of variability for numerical data from the discrepancy.
figure. random samples to draw informal comparative MGSE7.SP.7a Develop a uniform probability
MGSE7.G.6 Solve real-world and inferences about two populations. model by assigning equal probability to all
mathematical problems involving area, volume outcomes, and use the model to determine
and surface area of two- and three dimensional probabilities of events
objects composed of triangles, quadrilaterals, MGSE7.SP.7b Develop a probability model
polygons, cubes, and right prisms.- (which may not be uniform) by observing
frequencies in data generated from a chance
process. For example, find the approximate
probability that a spinning penny will land

Richard Woods, State School Superintendent

July 2015
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 Georgia Department of Education

. heads up or that a tossed paper cup will land

open‐end down. Do the outcomes for the
spinning penny appear to be equally likely
based on the observed frequencies?
MGSE7.SP.8 Find probabilities of compound
events using organized lists, tables, tree
diagrams, and simulation.
MGSE7.SP.8a Understand that, just as with
simple events, the probability of a compound
event is the fraction of outcomes in the sample
space for which the compound event occurs.
MGSE7.SP.8b Represent sample spaces for
compound events using methods such as
organized lists, tables and tree diagrams. For
an event described in everyday language (e.g.,
“rolling double sixes”), identify the outcomes
in the sample space which compose the event.
MGSE7.SP.8c Explain ways to set up a
simulation and use the simulation to
generate frequencies for compound events.
For example, if 40% of donors have type A
blood, create a simulation to predict the
probability that it will take at least 4 donors
to find one with type A blood.

Richard Woods, State School Superintendent

July 2015
All Rights Reserved