Georgia

Standards of Excellence
Curriculum Map

Mathematics
7th Grade

These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

Georgia Department of Education

Georgia Standards of Excellence Seventh Grade Curriculum Map

1st Semester

Unit 1
(4 5 weeks)
Operations with
Rational Numbers
MCC7.NS.1a
MCC7.NS.1b
MCC7.NS.1c
MCC7.NS.1d
MCC7.NS.2a
MCC7.NS.2b
MCC7.NS.2c
MCC7.NS.2d
MCC7.NS.3

Unit 2
(4 5 weeks)
Expressions &
Equations
MCC7.EE.1
MCC7.EE.2
MCC7.EE.3
MCC7.EE.4a
MCC7.EE.4b
MCC7.EE.4c

2nd Semester

Unit 3
(4 5 weeks)
Ratios and Proportional
Relationships
MCC7.RP.1
MCC7.RP.2a
MCC7.RP.2b
MCC7.RP.2c
MCC7.RP.2d
MCC7.RP.3
MCC7.G.1
MCC7.G.6

Unit 4
(4-5 weeks)
Geometry
MCC7.G.2
MCC7.G.3
MCC7.G.4
MCC7.G.5

Unit 5
(4 5 weeks)
Inferences
MCC7.SP.1
MCC7.SP.2
MCC7.SP.3
MCC7.SP.4

Unit 6
(3 4 weeks)
Probability
MCC7.SP.5
MCC7.SP.6
MCC7.SP7
MCC7.SP.7a
MCC7.SP.7b
MCC7.SP.8a
MCC7.SP.8b
MCC7.SP.8c

Unit 7
(3 4 weeks)
Show What We
Know
ALL

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.

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

*Revised standards indicated in bold red font.

Richard Woods, State School Superintendent

July 2015
All Rights Reserved

Georgia Department of Education

Georgia Standards of Excellence Seventh Grade Curriculum Map 1st Semester

1 Make sense of problems and persevere in solving them.
2 Reason abstractly and quantitatively.
3 Construct viable arguments and critique the reasoning of others.
4 Model with mathematics.

Standards for Mathematical Practice

5 Use appropriate tools strategically.
6 Attend to precision.
7 Look for and make use of structure.
8 Look for and express regularity in repeated reasoning.

Unit 1
Operations with Rational Numbers

Unit 2
Expressions & Equations

Apply and extend previous understandings of operations

with fractions to add, subtract, multiply, and divide
rational numbers.
MCC7.NS.1 Apply and extend previous understandings of
addition and subtraction to add and subtract rational numbers;
represent addition and subtraction on a horizontal or vertical
number line diagram.
MCC7.NS.1a
Show that a number and its opposite
have a sum of 0 (are additive inverses). Describe
situations in which opposite quantities combine to make
0. For example, your bank account balance is
-$25.00.
You deposit $25.00 into your account. The net balance is
$0.00.
MCC7.NS.1b
Understand p + q as the number located
a distance from p, in the positive or negative direction
depending on whether q is positive or negative. Interpret
sums of rational numbers by describing real world
contexts.
MCC7.NS.1c
Understand
subtraction
of
rational
numbers as adding the additive inverse, p q = p + ( q).
Show that the distance between two rational numbers on the
number line is the absolute value of their difference, and
apply this principle in realworld contexts.
MCC7.NS.1d Apply properties of operations as strategies to
add and subtract rational numbers.
MCC7.NS.2 Apply and extend previous understandings of
multiplication and division and of fractions to multiply and
divide rational numbers.
MCC7.NS.2a Understand that multiplication is extended from
fractions to rational numbers by requiring that operations
continue to satisfy the properties of operations, particularly the
distributive property, leading to products such as

Use properties of operations to generate equivalent

expressions.
MCC7.EE.1 Apply properties of operations as strategies to
add, subtract, factor, and expand linear expressions with
rational coefficients.
MCC7.EE.2 Understand that rewriting an expression in
different forms in a problem context can clarify the
problem and how the quantities in it are related. For
example a + 0.05a = 1.05a means that adding a 5% tax to a
total is the same as multiplying the total by 1.05..
Solve real-life and mathematical problems using numerical
and algebraic expressions and equations.
MCC7.EE.3 Solve multistep real-life and mathematical
problems posed with positive and negative rational
numbers in any form (whole numbers, fractions, and
decimals) by applying properties of operations as
strategies to calculate with numbers, converting between
forms as appropriate,
and assessing the reasonableness of answers using mental
computation and estimation strategies.
For example:
If a woman making $25 an hour gets a 10% raise,
she will make an additional 1/10 of her salary an
hour, or $2.50, for a new salary of $27.50.
If you want to place a towel bar 9 3/4 inches long
in the center of a door that is 27 1/2 inches wide,
you will need to place the bar about 9 inches from
each edge; this estimate can be used as a check on
the exact computation.
MCC7.EE.4 Use variables to represent quantities in a realworld or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning
about the quantities.

Richard Woods, State School Superintendent

July 2015
All Rights Reserved

Unit 3
Ratios and Proportional Relationships
Analyze proportional relationships and use them to solve
real-world and mathematical problems.
MCC7.RP.1 Compute unit rates associated with ratios of
fractions, including ratios of lengths, areas and other quantities
measured in like or different units. For example, if a person
walks 1/2 mile in each 1/4 hour, compute the unit rate as the
complex fraction (1/2)/(1/4) miles per hour, equivalently 2
miles per hour.
MCC7.RP.2 Recognize and represent proportional
relationships between quantities.
MCC7.RP.2a Decide whether two quantities are in a
proportional relationship, e.g., by testing for equivalent ratios
in a table or graphing on a coordinate plane and observing
whether the graph is a straight line through the origin.
MCC7.RP.2b Identify the constant of proportionality (unit
rate) in tables, graphs, equations, diagrams, and verbal
descriptions of proportional relationships.
MCC7.RP.2c Represent proportional relationships by
equations.
MCC7.RP.2d.Explain what a point (x, y) on the graph of a
proportional relationship means in terms of the situation, with
special attention to the points (0, 0) and (1,r) where r is the unit
rate.
MCC7.RP.3 Use proportional relationships to solve
multistep ratio and percent problems. Examples: simple
interest, tax, markups and markdowns, gratuities and
commissions, and fees.
Draw, construct, and describe geometrical figures and
describe the relationships between them.
MCC7.G.1 Solve problems involving scale drawings of
geometric figures, including computing actual lengths and areas

Georgia Department of Education

(- 1)( 1) = 1 and the rules for multiplying signed
numbers. Interpret products of rational numbers by
describing realworld contexts
MCC7.NS.2b Understand that integers can be divided,
provided that the divisor is not zero, and every quotient of
integers (with nonzero divisor) is a rational number. If p
and q are integers then (p/q) = ( p)/q = p/(q). Interpret
quotients of rational numbers by describing realworld
contexts.
MCC7.NS.2c Apply properties of operations as strategies to
multiply and divide rational numbers.
MCC7.NS.2d Convert a rational number to a decimal using
long division; know that the decimal form of a rational
number terminates in 0s or eventually repeats.
MCC7.NS.3 Solve real-world and mathematical problems
involving the four operations with rational numbers.

MCC7.EE.4a Solve word problems leading to equations of

the form px + q = r and p(x + q) = r, where p, q, and r are
specific rational numbers. Solve equations of these forms
fluently. Compare an algebraic solution to an arithmetic
solution, identifying the sequence of the operations used in
each approach. For example, the perimeter of a rectangle is
54 cm. Its length is 6 cm. What is its width?
MCC7.EE.4b Solve word problems leading to inequalities
of the form px + q > r or px + q < r, where p, q, and r are
specific rational numbers. Graph the solution set of the
inequality and interpret it in the context of the problem. For
example, as a salesperson, you are paid $50 per week plus $3
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.
MCC7.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

from a scale drawing and reproducing a scale drawing at a

different scale.

Georgia Department of Education

Georgia Standards of Excellence Seventh Grade Curriculum Map 2nd Semester

1 Make sense of problems and persevere in solving them.
2 Reason abstractly and quantitatively.
3 Construct viable arguments and critique the reasoning of others.
4 Model with mathematics.

Standards for Mathematical Practice

5 Use appropriate tools strategically.
6 Attend to precision.
7 Look for and make use of structure.
8 Look for and express regularity in repeated reasoning.

Unit 4
Geometry

Unit 5
Inferences

Unit 6
Probability

Unit 7
Show What We Know

Draw, construct, and describe geometrical

figures and describe the relationships
between them.
MCC7.G.2 Explore various geometric
shapes with given conditions. Focus on
creating triangles from three measures of
angles and/or sides, noticing when the
conditions determine a unique triangle,
more than one triangle, or no triangle.
MCC7.G.3 Describe the two-dimensional
figures (cross sections) that result from
slicing three-dimensional figures, as in
plane sections of right rectangular prisms,
right rectangular
pyramids,
cones,
cylinders, and spheres.
Solve real-life and mathematical problems
involving angle measure, area, surface area,
and volume.
MCC7.G.4 Given the formulas for the
area and circumference of a circle, use
them to solve problems; give an informal
derivation of the relationship between the
circumference and area of a circle..
MCC7.G.5 Use facts about supplementary,
complementary, vertical, and adjacent angles
in a multi-step problem to write and solve
simple equations for an unknown angle in a
figure.
MCC7.G.6 Solve real-world and
mathematical problems involving area, volume
and surface area of two- and three-

Use random sampling to draw inferences

about a population.
MCC7.SP.1 Understand that statistics can be
used to gain information about a population by
examining a sample of the population;
generalizations about a population from a
sample are valid only if the sample is
representative of that population. Understand
that random sampling tends to produce
representative samples and support valid
inferences.
MCC7.SP.2 Use data from a random sample
to draw inferences about a population with an
unknown characteristic of interest. Generate
multiple samples (or simulated samples) of the
same size to gauge the variation in estimates or
predictions
Draw informal comparative inferences
about two populations.
MCC7.SP.3 Informally assess the degree of
visual overlap of two numerical data
distributions with similar variabilities,
measuring the difference between the
medians by expressing it as a multiple of the
interquartile range.
MCC7.SP.4 Use measures of center and
measures of variability for numerical data from
random samples to draw informal comparative
inferences about two populations.

Investigate chance processes and develop,

use, and evaluate probability models.
MCC7.SP.5 Understand that the probability
of a chance event is a number between 0 and 1
that expresses the likelihood of the event
occurring. Larger numbers indicate greater
likelihood. A probability near 0 indicates an
unlikely event, a probability around 1/2
indicates an event that is neither unlikely nor
likely, and a probability near 1 indicates a
likely event.
MCC7.SP.6 Approximate the probability
of a chance event by collecting data on the
chance process that produces it and
observing its long-run relative frequency.
Predict
the
approximate
relative
frequency given the probability.
For
example, when rolling a number cube 600
times, predict that a 3 or 6 would be rolled
roughly 200 times, but probably not exactly
200 times.
MCC7.SP.7 Develop a probability model
and use it to find probabilities of events.
Compare experimental and theoretical
probabilities of events. If the probabilities
are not close, explain possible sources of
the discrepancy.
MCC7.SP.7a Develop a uniform probability
model by assigning equal probability to all
outcomes, and use the model to determine
probabilities of events

ALL

Richard Woods, State School Superintendent

July 2015
All Rights Reserved

Georgia Department of Education

dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right
prisms.

MCC7.SP.7b Develop a probability model

(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
heads up or that a tossed paper cup will land
openend down. Do the outcomes for the
spinning penny appear to be equally likely
based on the observed frequencies?
MCC7.SP.8 Find probabilities of compound
events using organized lists, tables, tree
diagrams, and simulation.
MCC7.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.
MCC7.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.
MCC7.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