Grade 7 Math Common Core - I Can Statements

1 | CC | Anchor Standards | Common Core Standard | I Can Statements |
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2 | CC.7.RP.1 | Analyze proportional relationships and use them to solve real-world and mathematical problems | 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. | I can analyze proportional relationships. I can compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. |

3 | CC.7.RP.2 | Analyze proportional relationships and use them to solve real-world and mathematical problems | Recognize and represent proportional relationships between quantities. | I can determine whether two quantities are proportional by examining the relationship given. I can recognize and represent proportional relationships in the real-world. |

4 | CC.7.RP.2.a | Analyze proportional relationships and use them to solve real-world and mathematical problems | 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. | I can determine whether two quantities are in a proportional relationship. |

5 | CC.7.RP.2.b | Analyze proportional relationships and use them to solve real-world and mathematical problems | Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. | I can identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. |

6 | CC.7.RP.2.c | Analyze proportional relationships and use them to solve real-world and mathematical problems | Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. | I can write an equation that represents a proportional relationship. |

7 | CC.7.RP.2.d | Analyze proportional relationships and use them to solve real-world and mathematical problems | 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. | I can 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. |

8 | CC.7.RP.3 | Analyze proportional relationships and use them to solve real-world and mathematical problems | Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. | I can use proportional reasoning to solve real-world ratio and percent problems, including those with multi-steps. |

1 | CC | Anchor Standard | Common Core Standard | I Can Statements |
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2 | CC.7.NS.1 | Apply and extend previous understandings of operations with fractions | 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. | I can add and subtract rational numbers including integers. I can represent addition and subtraction on a horizontal or vertical number line. |

3 | CC.7.NS.1.a | Apply and extend previous understandings of operations with fractions | Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. | I can describe situations in which opposite quantities combine to make 0. |

4 | CC.7.NS.1.b | Apply and extend previous understandings of operations with fractions | Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q 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. | I can demonstrate p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. I can show that a number and its opposite have a sum of 0 (are additive inverses). I can demonstrate p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. |

5 | CC.7.NS.1.c | Apply and extend previous understandings of operations with fractions | 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 real-world contexts. | I can demonstrate subtraction of rational numbers as the addition of the opposite (additive inverse), p – q = p + (–q). I can 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. |

6 | CC.7.NS.1.d | Apply and extend previous understandings of operations with fractions | Apply properties of operations as strategies to add and subtract rational numbers. | I can use properties of operations as strategies to add and subtract rational numbers. |

7 | CC.7.NS.2 | Apply and extend previous understandings of operations with fractions | Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. | I can use my previous understanding of multiplication and division to multiply and divide rational numbers. |

8 | CC.7.NS.2.a | Apply and extend previous understandings of operations with fractions | 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 (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. | I can apply properties of operations to multiply rational numbers. I can interpret products of rational numbers by describing real-world contexts. |

9 | CC.7.NS.2.b | Apply and extend previous understandings of operations with fractions | 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 p and q are integers then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts. | I can apply properties of operations to divide rational numbers. I can interpret quotients of rational numbers by describing real-world contexts. |

10 | CC.7.NS.2.c | Apply and extend previous understandings of operations with fractions | Apply properties of operations as strategies to multiply and divide rational numbers. | I can apply properties of operations as strategies to multiply and divide rational numbers. |

11 | CC.7.NS.2.d | Apply and extend previous understandings of operations with fractions | 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. | I can convert a rational number to a decimal using long division. I can show that the decimal form of a rational number terminates in 0s or eventually repeats. |

12 | CC.7.NS.3 | Apply and extend previous understandings of operations with fractions | Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) | I can add, subtract, multiply, and divide rational numbers. I can solve real-world and mathematical problems involving the four operations with rational numbers. |

1 | CC | Anchor Standard | Common Core Standard | I Can Statements |
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2 | CC.7.EE.1 | Use properties of operations to generate equivalent expressions | Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. | I can create equivalent expressions. I can apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. |

3 | CC.7.EE.2 | Use properties of operations to generate equivalent expressions | 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. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” | I can use properties of operations to write equivalent expressions. I can rewrite an expression in a different form if needed. |

4 | CC.7.EE.3 | Solve real-life and mathematical problems using numerical and algebraic expressions and equations | 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 as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess 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. | I can solve multi-step real-life problems using expressions and equations. I can apply properties of operations to calculate with numbers in any form, convert between forms as appropriate, and assess the reasonableness of answers. I can solve multi-step real-life problems using expressions and equations. |

5 | CC.7.EE.4 | Solve real-life and mathematical problems using numerical and algebraic expressions and equations | 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. | I can use variables to represent unknown quantities. I can create simple expressions and equations to solve real-world problems. |

6 | CC.7.EE.4.a | Solve real-life and mathematical problems using numerical and algebraic expressions and equations | 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? | I can identify and solve equations in the form px + q = r and p(x + q) = r. I can compare an arithmetic solution to an algebraic solution. |

7 | CC.7.EE.4.b | Solve real-life and mathematical problems using numerical and algebraic expressions and equations | 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. | I can write and solve word problems leading to inequalities (of the form px + q > r or px + q < r). I can graph and interpret the solution of an inequality. |

1 | CC | Anchor Standard | Common Core Standard | I Can Statements |
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2 | CC.7.G.1 | Draw, construct, and describe geometrical figures and describe the relationships between them | 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. | I can solve problems involving scale drawings of geometric figures. I can use a different scale to reproduce a similar scale drawing. |

3 | CC.7.G.2 | Draw, construct, and describe geometrical figures and describe the relationships between them | 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. | I can draw geometric shapes with specific conditions. I can recognize and construct a triangle when given three measurements: 3 side lengths, 3 angle measurements, or a combination of side and angle measurements. |

4 | CC.7.G.3 | Draw, construct, and describe geometrical figures and describe the relationships between them | Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. | I can draw, construct, and describe geometrical figures. I can name the two-dimensional figures that represents a particular slice of a three-dimensional figure. |

5 | CC.7.G.4 | Solve real-life and mathematical problems involving angle measure, area, surface area, and volume | 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. | I can solve all problems involving angle measure, area, surface area, and volume. I can state the formulas for the area and circumference of a circle and use them to solve problems. |

6 | CC.7.G.5 | Solve real-life and mathematical problems involving angle measure, area, surface area, and volume | 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. | I can use properties of supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. |

7 | CC.7.G.6 | Solve real-life and mathematical problems involving angle measure, area, surface area, and volume | 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. | I can solve problems involving area, volume and surface area of two- and three-dimensional figures. |

1 | CC | Anchor Standard | Common Core Standard | I Can Statements |
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2 | CC.7.SP.1 | Use random sampling to draw inferences about a population | 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. | I understand that inferences about a population can be made by examining a sample. I can explain why the validity of a sample depends on whether the sample is representative of the population. |

3 | CC.7.SP.2 | Use random sampling to draw inferences about a population: | 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. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. | I can use data from a random sample to draw inferences about a population. I can generate multiple samples to gauge predictions. |

4 | CC.7.SP.3 | Draw informal comparative inferences about two populations: | 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. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. | I can find similarities and differences in two different data sets (including mean, median, range,etc.). |

5 | CC.7.SP.4 | Draw informal comparative inferences about two populations: | Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. | I can compare and draw conclusions from two populations based off of their means/medians/ranges. |

6 | CC.7.SP.5 | Investigate chance processes and develop, use, and evaluate probability models: | 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. | I can recognize and explain that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. |

7 | CC.7.SP.6 | Investigate chance processes and develop, use, and evaluate probability models: | 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. 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. | I can collect data to approximate probability. I can use probability to predict the number of times a particular event will occur. |

8 | CC.7.SP.7 | Investigate chance processes and develop, use, and evaluate probability models: | 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. | I can investigate, develop, and use probability. I can compare probabilities to observed frequencies. |

9 | CC.7.SP.7.a | Investigate chance processes and develop, use, and evaluate probability models: | Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. | I can develop a uniform probability model and use it to determine probabilities of events. |

10 | CC.7.SP.7.b | Investigate chance processes and develop, use, and evaluate probability models: | 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 open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? | I can develop a probability model by observing frequencies in data generated from a chance process. |

11 | CC.7.SP.8 | Investigate chance processes and develop, use, and evaluate probability models: | Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. | I can find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. |

12 | CC.7.SP.8.a | Investigate chance processes and develop, use, and evaluate probability models: | 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. | I can use the sample space to compare the number of favorable outcomes to the total number of outcomes and determine the probability of the compound event. |

13 | CC.7.SP.8.b | Investigate chance processes and develop, use, and evaluate probability models: | 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. | I can explain the outcomes in the sample space which compose an event. |

14 | CC.7.SP.8.c | Investigate chance processes and develop, use, and evaluate probability models: | Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? | I can design and use a simulation to predict the probability of a compound event. |

1 | Standards for Mathematical Practice | |
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2 | 1. | Make sense of problems and persevere in solving them. |

3 | 2. | Reason abstractly and quantitatively. |

4 | 3. | Construct viable arguments and critique the reasoning of others. |

5 | 4. | Model with mathematics. |

6 | 5. | Use appropriate tools strategically. |

7 | 6. | Attend to precision. |

8 | 7. | Look for and make use of structure. |

9 | 8. | Look for and express regularity in repeated reasoning. |