Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | |  | 7.RP Ratios and Proportional Relationships | | |  | Analyze proportional relationships and use them to solve real-world and mathematical problems. | | | | 1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.RP Ratios and Proportional Relationships | | | | Analyze proportional relationships and use them to solve real-world and mathematical problems. | | | | 2. Recognize and represent proportional relationships between quantities. | | | | a. 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. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.RP Ratios and Proportional Relationships | | | | Analyze proportional relationships and use them to solve real-world and mathematical problems. | | | | 2. Recognize and represent proportional relationships between quantities. | | | | b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.RP Ratios and Proportional Relationships | | | | Analyze proportional relationships and use them to solve real-world and mathematical problems. | | | | 2. Recognize and represent proportional relationships between quantities. | | | | c. Represent proportional relationships by equations. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.RP Ratios and Proportional Relationships | | | | Analyze proportional relationships and use them to solve real-world and mathematical problems. | | | | 2. Recognize and represent proportional relationships between quantities. | | | | d. Explain what a point (πΉ, πΊ) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, π³) where π³ is the unit rate. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.RP Ratios and Proportional Relationships | | | | Analyze proportional relationships and use them to solve real-world and mathematical problems. | | | | 3. Use proportional relationships to solve multistep ratio and percent problems. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.NS The Number System | | | | Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. | | | | 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. | | | | a. Describe situations in which opposite quantities combine to make 0. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.NS The Number System | | | | Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. | | | | 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. | | | | b. Understand π± + π² as the number located a distance |π²| from π±, in the positive or negative direction depending on whether π² is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.NS The Number System | | | | Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. | | | | 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. | | | | c. Understand subtraction of rational numbers as adding the additive inverse, π± β π² = π± + (βπ²). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.NS The Number System | | | | Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. | | | | 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. | | | | d. Apply properties of operations as strategies to add and subtract rational numbers. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.NS The Number System | | | | Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. | | | | 2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. | | | | a. 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 (β1)(β1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.NS The Number System | | | | Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. | | | | 2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. | | | | b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If π± and π² are integers, then β(π±/π²) = (βπ±)/π² = π±/(βπ²). Interpret quotients of rational numbers by describing real-world contexts. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.NS The Number System | | | | Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. | | | | 2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. | | | | c. Apply properties of operations as strategies to multiply and divide rational numbers. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.NS The Number System | | | | Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. | | | | 2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. | | | | d. 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. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.NS The Number System | | | | Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. | | | | 3. Solve real-world and mathematical problems involving the four operations with rational numbers. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.EE Expressions and Equations | | | | Use properties of operations to generate equivalent expressions. | | | | 1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.EE Expressions and Equations | | | | Use properties of operations to generate equivalent expressions. | | | | 2. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.EE Expressions and Equations | | | | Solve real-life and mathematical problems using numerical and algebraic expressions and equations. | | | | 3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.EE Expressions and Equations | | | | Solve real-life and mathematical problems using numerical and algebraic expressions and equations. | | | | 4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. | | | | a. Solve word problems leading to equations of the form π±πΉ + π² = π³ and π±(πΉ + π²) = π³, where π±, π², and π³ 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. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.EE Expressions and Equations | | | | Solve real-life and mathematical problems using numerical and algebraic expressions and equations. | | | | 4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. | | | | b. Solve word problems leading to inequalities of the form π±πΉ + π² > π³ or π±πΉ + π² < π³, where π±, π², and π³ are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.G Geometry | | | | Draw, construct, and describe geometrical figures and describe the relationships between them. | | | | 1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.G Geometry | | | | Draw, construct, and describe geometrical figures and describe the relationships between them. | | | | 2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.G Geometry | | | | Draw, construct, and describe geometrical figures and describe the relationships between them. | | | | 3. Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.G Geometry | | | | Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. | | | | 4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.G Geometry | | | | Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. | | | | 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. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.G Geometry | | | | Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. | | | | 6. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.SP Statistics and Probability | | | | Use random sampling to draw inferences about a population. | | | | 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. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.SP Statistics and Probability | | | | Use random sampling to draw inferences about a population. | | | | 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. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.SP Statistics and Probability | | | | Draw informal comparative inferences about two populations. | | | | 3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.SP Statistics and Probability | | | | Draw informal comparative inferences about two populations. | | | | 4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.SP Statistics and Probability | | | | Investigate chance processes and develop, use, and evaluate probability models. | | | | 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. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.SP Statistics and Probability | | | | Investigate chance processes and develop, use, and evaluate probability models. | | | | 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, and predict the approximate relative frequency given the probability. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.SP Statistics and Probability | | | | Investigate chance processes and develop, use, and evaluate probability models. | | | | 7. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. | | | | a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.SP Statistics and Probability | | | | Investigate chance processes and develop, use, and evaluate probability models. | | | | 7. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. | | | | b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.SP Statistics and Probability | | | | Investigate chance processes and develop, use, and evaluate probability models. | | | | 8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. | | | | a. 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. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.SP Statistics and Probability | | | | Investigate chance processes and develop, use, and evaluate probability models. | | | | 8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. | | | | b. 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., βrolling double sixesβ), identify the outcomes in the sample space which compose the event. |
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Michigan | K-12 Standards > Mathematics (2010) | Grade 7 | | | 7.SP Statistics and Probability | | | | Investigate chance processes and develop, use, and evaluate probability models. | | | | 8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. | | | | c. Design and use a simulation to generate frequencies for compound events. |
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Michigan | K-12 Standards > Mathematics (2010) | Grades K-12 | | | 1 Make sense of problems and persevere in solving them. |
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Michigan | K-12 Standards > Mathematics (2010) | Grades K-12 | | | 1 Make sense of problems and persevere in solving them. | | | | Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. |
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Michigan | K-12 Standards > Mathematics (2010) | Grades K-12 | | | 2 Reason abstractly and quantitatively. |
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Michigan | K-12 Standards > Mathematics (2010) | Grades K-12 | | | 3 Construct viable arguments and critique the reasoning of others. |
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Michigan | K-12 Standards > Mathematics (2010) | Grades K-12 | | | 4 Model with mathematics. |
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Michigan | K-12 Standards > Mathematics (2010) | Grades K-12 | | | 5 Use appropriate tools strategically. |
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Michigan | K-12 Standards > Mathematics (2010) | Grades K-12 | | | 6 Attend to precision. |
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Michigan | K-12 Standards > Mathematics (2010) | Grades K-12 | | | 7 Look for and make use of structure. |
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Michigan | K-12 Standards > Mathematics (2010) | Grades K-12 | | | 8 Look for and express regularity in repeated reasoning. |
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