7th Grade Mathematics ● Unpacked Contents

For the new Standard Course of Study that will be effective in all North Carolina schools in the 2018-19 School Year.

This document is designed to help North Carolina educators teach the 7th Grade Mathematics Standard Course of Study. NCDPI staff are
continually updating and improving these tools to better serve teachers and districts.

What is the purpose of this document?

The purpose of this document is to increase student achievement by ensuring educators understand the expectations of the new standards. This
document may also be used to facilitate discussion among teachers and curriculum staff and to encourage coherence in the sequence, pacing,
and units of study for grade-level curricula. This document, along with on-going professional development, is one of many resources used to
understand and teach the NC SCOS.

What is in the document?

This document includes a detailed clarification of each standard in the grade level along with a sample of questions or directions that may be
used during the instructional sequence to determine whether students are meeting the learning objective outlined by the standard. These items
are included to support classroom instruction and are not intended to reflect summative assessment items. The examples included may not fully
address the scope of the standard. The document also includes a table of contents of the standards organized by domain with hyperlinks to assist
in navigating the electronic version of this instructional support tool.

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Please send feedback to us at feedback@[Link] and we will use your input to refine our unpacking of the standards. Thank You!

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You can find the standards alone at [Link]
 North Carolina 7th Grade Standards
Standards for Mathematical Practice
Ratio and Proportional Expressions &
The Number System Geometry Statistics & Probability
Relationships Equations
Analyze proportional Apply and extend previous Use properties of Draw, construct, and Use random sampling to
relationships and use them understandings of operations to generate describe geometrical draw inferences about a
to solve real-world and operations with fractions to equivalent expressions. figures and describe the population.
mathematical problems. add, subtract, multiply, and [Link].1 relationships between [Link].1
[Link].1 divide rational numbers. [Link].2 them. [Link].2
[Link].2 [Link].1 NC.7.G.1
[Link].3 [Link].2 Solve real-world and NC.7.G.2 Make informal inferences
[Link].3 mathematical problems to compare two
using numerical and Solve real-world and populations.
algebraic expressions, mathematical problems [Link].3
equations, and involving angle measure, [Link].4
inequalities. area, surface area, and
[Link].3 volume. Investigate chance
[Link].4 NC.7.G.4 processes and develop,
NC.7.G.5 use, and evaluate
NC.7.G.6 probability models.
[Link].5
[Link].6
[Link].7
[Link].8

NC Department of Public Instruction 2 7th Grade Unpacking Document Rev. June 2018
 Standards for Mathematical Practice

Practice Explanations and Examples

1. Make sense of problems In grade 7, students solve problems involving ratios and rates and discuss how they solved the problems. Students solve real
and persevere in solving world problems through the application of algebraic and geometric concepts. Students seek the meaning of a problem and look
them. for efficient ways to represent and solve it. They may check their thinking by asking themselves, “What is the most efficient way
to solve the problem?”, “Does this make sense?”, and “Can I solve the problem in a different way?”.

2. Reason abstractly and In grade 7, students represent a wide variety of real world contexts through the use of real numbers and variables in
quantitatively. mathematical expressions, equations, and inequalities. Students contextualize to understand the meaning of the number or
variable as related to the problem and decontextualize to manipulate symbolic representations by applying properties of
operations.
3. Construct viable arguments In grade 7, students construct arguments using verbal or written explanations accompanied by expressions, equations,
and critique the reasoning of inequalities, models, and graphs, tables, and other data displays (i.e. box plots, dot plots, histograms, etc.). The students
others. further refine their mathematical communication skills through mathematical discussions in which they critically evaluate their
own thinking and the thinking of other students. They pose questions like “How did you get that?”, “Why is that true?”, “Does
that always work?”. They explain their thinking to others and respond to others’ thinking.
4. Model with mathematics. In grade 7, students model problem situations symbolically, graphically, tabularly, and contextually. Students form expressions,
equations, or inequalities from real world contexts and connect symbolic and graphical representations. Students explore
covariance and represent two quantities simultaneously. They use measures of center and variability and data displays (i.e.
box plots and histograms) to draw inferences, make comparisons and formulate predictions. Students use experiments or
simulations to generate data sets and create probability models. Students need many opportunities to connect and explain the
connections between the different representations. They should be able to use all of these representations as appropriate to
any problem’s context.
5. Use appropriate tools Students consider available tools (including estimation and technology) when solving a mathematical problem and decide when
strategically. certain tools might be helpful. For instance, students in grade 7 may decide to represent similar data sets using dot plots with
the same scale to visually compare the center and variability of the data. Students might use physical objects or applets to
generate probability data and use graphing calculators or spreadsheets to manage and represent data in different forms.
6. Attend to precision. In grade 7, students continue to refine their mathematical communication skills by using clear and precise language in their
discussions with others and in their own reasoning. Students define variables, specify units of measure, and label axes
accurately. Students use appropriate terminology when referring to rates, ratios, probability models, geometric figures, data
displays, and components of expressions, equations or inequalities.
7. Look for and make use of Students routinely seek patterns or structures to model and solve problems. Students apply properties to generate equivalent
structure. expressions (i.e. 6 + 2𝑥 = 3(2 + 𝑥) by distributive property) and solve equations (i.e. 2𝑐 + 3 = 15, 2𝑐 = 12 by subtraction
property of equality), 𝑐 = 6 by division property of equality). Students compose and decompose two- and three-dimensional
figures to solve real world problems involving scale drawings, surface area, and volume. Students examine tree diagrams or
systematic lists to determine the sample space for compound events and verify that they have listed all possibilities.
8. Look for and express In grade 7, students use repeated reasoning to understand algorithms and make generalizations about patterns. During
regularity in repeated multiple opportunities to solve and model problems, they may notice that 𝑎/𝑏 ÷ 𝑐/𝑑 = 𝑎𝑑/𝑏𝑐 and construct other examples and
reasoning. models that confirm their generalization. They extend their thinking to include complex fractions and rational numbers. Students
formally begin to make connections between covariance, rates, and representations showing the relationships between
quantities. They create, explain, evaluate, and modify probability models to describe simple and compound events.
Return to: Standards

NC Department of Public Instruction 3 7th Grade Unpacking Document Rev. June 2018
 Ratio and Proportional Reasoning

Analyze proportional relationships and use them to solve real-world and mathematical problems.
[Link].1 Compute unit rates associated with ratios of fractions to solve real-world and mathematical problems.
Clarification Checking for Understanding
1 1
This standard asks students to understand the concepts of a unit rate in Julia walks mile in each hour. She continues to walk at the same pace.
2 2
proportional relationships. This concept will allow students to write equations,
a) What unit rate would be needed to find how many miles Julia walked if
graph and compare proportional relationships.
we know the number of hours?
th
b) What unit rate would be needed to find how many hours Julia walked if
In 6 grade, students learned to find the multiplicative relationships within a
we know how far she walked?
ratio, the rate, and they explored the concepts of independent and dependent 1
variables. Students also learned that equivalent ratios also had equivalent c) If Julia walked for 1 hours, how far did Julia walk?
3
rates. d) If Julia walked for 5.2 miles, how long did Julia’s walk take?

In 7th grade, students build on this understanding to:

• Find the appropriate rate based on context.
• Rewrite any rate as a unit rate.
1 1
• Know that a rate can be used to express all of its associated If a gallon of paint covers of a wall, continuing at this rate how much paint
2 6
equivalent ratios. is needed for the entire wall?
Ratios in 7th grade can include fractions and decimals, which may lead to
𝑎
students working with complex fractions, a fraction in the form 𝑏𝑐 . It is important
𝑑
for students to interpret a complex faction as the division of two fractions.
Emily leaves her house at exactly 8:25 am to bike to her school, which is 3.42 miles
away. When she passes the post office, which is ¾ miles away from her home, she

looks at her watch and sees that it is 30 seconds past 8:29 am.
If Emily’s school starts at 8:50 am, can Emily make it to school on time without
increasing her rate of speed? Show and/or explain the work necessary to support your
answer.
Taken from : SBAC Mathematics Practice Test Scoring Guide Grade 7 p. 36

Return to: Standards

NC Department of Public Instruction 4 7th Grade Unpacking Document Rev. June 2018
 Analyze proportional relationships and use them to solve real-world and mathematical problems.
[Link].2 Recognize and represent proportional relationships between quantities.
a. Understand that a proportion is a relationship of equality between ratios.
o Represent proportional relationships using tables and graphs.
o Recognize whether ratios are in a proportional relationship using tables and graphs.
o Compare two different proportional relationships using tables, graphs, equations, and verbal descriptions.
b. Identify the unit rate (constant of proportionality) within two quantities in a proportional relationship using tables, graphs, equations, and verbal
descriptions.
c. Create equations and graphs to represent proportional relationships.
d. Use a graphical representation of a proportional relationship in context to:
o Explain the meaning of any point (x, y).
o Explain the meaning of (0, 0) and why it is included.
o Understand that the y-coordinate of the ordered pair (1, r) corresponds to the unit rate and explain its meaning.
Clarification Checking for Understanding
In 6th grade, students worked to understand equivalent ratios and use them Determine which of the following tables represent a proportional relationship?
to solve problems. In working with ratios, students focused on using rates Explain your reasoning.
and scale factors to find equivalent ratios. 7th grade builds on these A. B. C.
concepts, with the unit rate being used to determine proportionality,
compare different proportional relationships, and to create different
representations of the proportional relationships. D.
Understand that a proportion is a relationship of equality between
ratios.
Student represent given proportional relationships with tables and graphs. Find the unit rate, when 𝑥 = 1, of each proportional relationship identified above
Students determine the characteristics that remain consistent in and describe how you see the unit rate in the table.
proportional relationships, such as the unit rate and inclusion of the origin.
Students determine a proportional relationship by:
• Creating tables to analyze the multiplicative relationships
between the quantities (the rate) and determine their The graph shows a proportional relationship
consistency. between the number of gallons of gasoline used
• Creating graphs to visually verify a constant rate as a straight (g) and the total cost of gasoline (c).
line through the corresponding coordinates and the origin.
Find the unit rate (r). Using the value of r, write an
As students build on the concept of proportionality, they compare different equation in the form of 𝑐 = 𝑟𝑔 that represents the
proportional relationships in various representations that may include, relationship between the number of gallons of
tables, graphs, equations, and verbal descriptions. Students compare the gasoline used (g) and the total cost (c).
unit rates of the different proportional relationships. Students discuss when Taken from: SBAC Mathematics Practice Test Scoring
it is and when it is not appropriate to compare proportional relationships. Guide Grade 7 p. 31
For example, it is not usually appropriate to compare proportional
relationships from different contexts or some situations with different units.

Students will accomplish this by examining the characteristics of each

proportional relationship and describing the similarities and differences.
Students may change the representation of the proportional relationships to
assist with their analysis. Students use the unit rates of each proportion to
NC Department of Public Instruction 5 7th Grade Unpacking Document Rev. June 2018
 Analyze proportional relationships and use them to solve real-world and mathematical problems.
[Link].2 Recognize and represent proportional relationships between quantities.
a. Understand that a proportion is a relationship of equality between ratios.
o Represent proportional relationships using tables and graphs.
o Recognize whether ratios are in a proportional relationship using tables and graphs.
o Compare two different proportional relationships using tables, graphs, equations, and verbal descriptions.
b. Identify the unit rate (constant of proportionality) within two quantities in a proportional relationship using tables, graphs, equations, and verbal
descriptions.
c. Create equations and graphs to represent proportional relationships.
d. Use a graphical representation of a proportional relationship in context to:
o Explain the meaning of any point (x, y).
o Explain the meaning of (0, 0) and why it is included.
o Understand that the y-coordinate of the ordered pair (1, r) corresponds to the unit rate and explain its meaning.
Clarification Checking for Understanding
make appropriate comparison statements and to draw conclusions. In A landscaper is hired to take care of the lawn and shrubs around the house. The
tables and graphs, students can use common values to make comparisons. landscaper claims that the relationship between the number of hours worked and
the total work fee is proportional. The fee for 4 hours of work is $140.
Identify the unit rate (constant of proportionality) within two quantities a) Which of the following combinations of values for the
in a proportional relationship using tables, graphs, equations, and landscaper’s work hours and total work fee support the claim
verbal descriptions. that the relationship between the two values is proportional?
Students will expand upon their understanding of rate from 6th grade to b) Write an equation that describes the proportional relationship.
understand that in proportional relationships every ratio in that relationship
will have the same rate, or unit rate.
This unit rate is sometimes referred to as the constant of proportionality. c) What is the relationship between your answers for part a and the equation
This is because in a proportional relationship, the rate is unchanging, or you wrote for part b?
constant even as the quantities increase or decrease by the scale factor. d) What is the relationship between your non-answers for part a and the
This is the most important characteristic to be identified in a proportional equation you wrote for part b?
relationship.

Create equations and graphs to represent proportional relationships.

As each ratio produces two rates, each proportional relationship can be
represented with two equations and two graphs, with the exception of ratios The school bus driver follows the same route to pick students up in the morning
in a 1:1 relationship. Students will need to use the context to determine and to drop them off in the afternoon. Because of traffic, the afternoon drive takes
which rate, or constant of proportionality, is appropriate to each situation. 1.5 times as long as the morning drive.
Using the rate, or constant of proportionality, students can generalize the a) Write an equation that represents the relationship between the number of
proportional relationship between the quantities to create a two-variable minutes m, of the morning drive, to the total number of minutes, t, that the bus
equation that can represent the entire proportional relationship in context. driver spends picking up and dropping off students each day.
Students graph proportional relationships on the coordinate plane using the b) Using the unit rate, graph the equation on a coordinate plane. On your graph,
unit rate. Students will determine the appropriateness between plotting should the points be connected to make a line? Explain.
points and drawing a line based on the characteristics of the quantities
involved. Students solve problems using generated equations. In 7th grade,
the term slope and the slope formula are inappropriate, as the focus should
remain on the multiplicative relationships.

NC Department of Public Instruction 6 7th Grade Unpacking Document Rev. June 2018
 Analyze proportional relationships and use them to solve real-world and mathematical problems.
[Link].2 Recognize and represent proportional relationships between quantities.
a. Understand that a proportion is a relationship of equality between ratios.
o Represent proportional relationships using tables and graphs.
o Recognize whether ratios are in a proportional relationship using tables and graphs.
o Compare two different proportional relationships using tables, graphs, equations, and verbal descriptions.
b. Identify the unit rate (constant of proportionality) within two quantities in a proportional relationship using tables, graphs, equations, and verbal
descriptions.
c. Create equations and graphs to represent proportional relationships.
d. Use a graphical representation of a proportional relationship in context to:
o Explain the meaning of any point (x, y).
o Explain the meaning of (0, 0) and why it is included.
o Understand that the y-coordinate of the ordered pair (1, r) corresponds to the unit rate and explain its meaning.
Clarification Checking for Understanding
Use a graphical representation of a proportional relationship Kell works at an after-school program at an elementary school. The table below
Students interpret the meaning of coordinates, including the origin, plotted shows how much money he earned every day last week.
as part of a proportional relationships. Students explain why the origin is
included in all proportional relationship.
Students use the context of the situation to determine if the quantities are
discrete or continuous and will only draw a line connecting the coordinates
if both quantities are continuous. A continuous quantity has the ability to be Mariko has a job mowing lawns that pays $7 per hour.
continuously divided into smaller parts. For example, the number of dogs is a) Who would make more money for working 10 hours? Explain or show
not a continuous quantity as you cannot have ½ a dog, so a line would not work.
be appropriate. However, a minute is a continuous quantity. b) Draw a graph that represents y, the amount of money Kell would make
for working x hours, assuming he made the same hourly rate he was
Tables, equations and graphs of proportional relationships making last week.
Students also c) Using the same coordinate plane, draw a graph that represents y, the
explain how the amount of money Mariko would make for working x hours.
coordinate (1,r) d) How can you see who makes more per hour just by looking at the
relates to the graphs? Explain.
proportional Taken from Illustrative Mathematics: Who Has the Best Job?
relationship and its
corresponding
equation and table. Select the phrase from the box to make true statements. Be prepared to justify
Students recognize that the r is the your answer.
multiplicative relationship between the x • In a proportional relationship, if the unit rate is _______ 1, greater than
and y coordinates of the ordered pairs. the value of the output will be _______ the value of the equal to
input. less than
In the graph and in the table, 1 and r form a ratio. If the scale factor of x is • When comparing proportional relationships, if the unit rate
multiplied to this ratio, the ratio of x and rx is produced. This means that if x of first relationship is _______ the unit rate of the second, the value of the
is the input, then rx is the output. output of the first relationship will be _______ the value of the output of the
This produces the proportional relationship equation, 𝑦 = 𝑟𝑥. second relationship for the same input value.

Return to: Standards

NC Department of Public Instruction 7 7th Grade Unpacking Document Rev. June 2018
 Analyze proportional relationships and use them to solve real-world and mathematical problems.
[Link].3 Use scale factors and unit rates in proportional relationships to solve ratio and percent problems.
Clarification Checking for Understanding
In this standard, students are expected to use proportional reasoning to Zoomy is a racing garden snail. In a snail race, the snails are given one minute to
solve problems. Fraction and decimals may be used at all stages of the travel as far as they can. The distance traveled is then measured in feet to
problems, and the problems may require multiple steps to find an answer. determine the winner. According to internet resources, a garden snail’s top speed is
Through reasoning and repeated exposure, students may develop an 0.029 mph. If Zoomy traveled at top speed, how many feet could Zoomy travel
algorithmic approach to solving certain problem types. These approaches during the race? (1 𝑚𝑖 = 5280 𝑓𝑡)
and formulas are not an expectation of the standard.
This standard encompasses many problem types that include but are not
limited to:
• converting rates to different units There were 70 employees working at a rental company. This year the number of
• percent increase and decrease employees increased by 10 percent. How many employees work for the rental
• creating and interpreting circle graphs company his year?

Converting Rates to Different Units

In 6th grade, students converted a single unit of measurement to a
different unit of measurement. In 7th grade, students will be asked to In 1980, the populations of Town A and Town B were 5,000 and 6,000, respectively.
convert both units in a rate to different units. Students are expected to The 1990 populations of Town A and Town B were 8,000 and 9,000, respectively.
use scale factors and unit rates to make the conversions. Uncommon
conversion ratios should be provided. Dimensional analysis is not an
expectation of this standard.

Percent Increase and Decrease

Students build upon the understanding of a percent as a ratio to solve
more complex percent problems. This requires students to understand
the effects on a product when multiplying a number by 1, a number less
then 1, and a number greater then 1. Students are expected to use scale a) Brian claims that from 1980 to 1990 the populations of the two towns grew by
factors and unit rates to solve percent problems. While students should the same amount. Use mathematics to explain how Brian might have justified
avoid “rules” or formulaic approaches, students should see the pattern his claim.
and know that at percent increase or decrease is the proportional b) Darlene claims that from 1980 to 1990 the population of Town A grew more.
relationship between the initial value and the new value. Use mathematics to explain how Darlene might have justified her claim.
Students know what terms may suggest a percent increase or decrease. NAEP – Released Item (2013) Question ID: 1996-8M12 #5 M069601
Some of these terms include: tax, tip, commission, fee, discount, sale,
mark up, and mark down. Students may be asked to answer questions
that require multiple percent increases and decreases.
For example: Abraham is taking his mother out to a restaurant for a A shirt is on sale for 40% off. The sale price is $12.
Mother’s Day dinner. He orders a meal that cost $12.99 and his mom a) How much was the discount?
orders a meal for $14.79. They both order a drink for $2.75 each. For b) Write an equation that shows the relationship between the original price
their meal, there will be a 7.5% tax and Abraham plans to leave a and the amount paid taking into an account an 8.5% sales tax.
15% tip for the server. How much will the entire meal cost?
There are multiple answers to this question depending on if the tip is
determined before or after tax. The key is to listen to student reasoning.

NC Department of Public Instruction 8 7th Grade Unpacking Document Rev. June 2018
 Analyze proportional relationships and use them to solve real-world and mathematical problems.
[Link].3 Use scale factors and unit rates in proportional relationships to solve ratio and percent problems.
Clarification Checking for Understanding
Given the appropriate information, students may be asked to find the A car dealer is calculating the list price for a used car. The dealer takes the initial
original amount, a new amount, or the percent of change. price of the car and adds $259 dollars for cleaning and shipping the car to the
dealer. The dealer then increases that price by 25% for the dealer’s profit. That
Creating and Interpreting Circle Graphs price is then increased again by 10% for the salesperson’s commission.
In 6th grade, students learned to interpret part-to-total ratios as percents. a) If a used car is initially priced $10,000, what will be the list price for this car?
In 7th grade, students will extend this interpretation to another common b) Write an equation that shows the relationship between the initial price and
part-to-total ratio, degrees. Students first used degrees to make and the list price.
measure angles in 4th grade. This will be the students first exposure
interpreting the measure of an angle with a ratio, in which 1 degree is
1/360 of a circle.
The circle graph shows the number of cell phones sold at a local store.
Students interpret a degree as being an equivalent ratio to a percent. The The darker shaded portion shows the number of
relationship between percents and degrees allows categorical data that cell phones that were sold with an unlimited data
form part-to-total relationships to be represented as sectors of a circle. plan. A total of 2,712 cell phones were sold.
Given appropriate information, students: a) Using the circle graph, approximately how
• find missing values (data, percents, or degrees) many cell phones were sold with an unlimited
• create a circle graph data plan?
• interpret a circle graph and use that information to solve b) What percent of the cell phone cells are sold
problems without an unlimited data plan?

Students collected the following data about the students’ hair

color in their school.
Create a circle graph that illustrate the data in the table. Label
each part of the circle graph with the correct hair color and
the percent of the whole each part represents.

Return to: Standards

NC Department of Public Instruction 9 7th Grade Unpacking Document Rev. June 2018
 The Number System

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
[Link].1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers, using the properties of operations, and
describing real-world contexts using sums and differences.
Clarification Checking for Understanding
In 6th grade, students learned to add and subtract integers between -20 and 20 Evaluate the following expressions:
1
using number lines and other models. In 7th grade, students expand upon this a) 5 + (−3.25) b) −54.17 − 3.89
2
understanding to include all rational numbers.
c) −283 + (−35) 1
d) −4 − (−6 )
1
Students understand that the properties of operations learned with whole 4 3
numbers in elementary apply to rational numbers. Those properties include the
identity, commutative and associative properties. Students rewrite subtraction
as addition to apply properties as needed. Students apply their knowledge of Justin is trying to determine if he has enough money to buy a new video game.
addition and subtraction of rational numbers to describe real-world contexts The game cost $54.79. He started the day with $210 in his bank account.
and develop a process, their own rules, to add and subtract rational numbers. Looking at his receipts, he has spent $87.35 at a clothing store, $42.79 at a
party store, and $25.68 at a gas station. Does he have enough money to buy
the video game? Beyond estimating, explain your answer mathematically.

Return to: Standards

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
[Link].2 Apply and extend previous understandings of multiplication and division.
a. Understand that a rational number is any number that can be written as a quotient of integers with a non-zero divisor.
b. Apply properties of operations as strategies, including the standard algorithms, to multiply and divide rational numbers and describe the product and
quotient in real-world contexts.
c. Use division and previous understandings of fractions and decimals.
o Convert a fraction to a decimal using long division.
o Understand that the decimal form of a rational number terminates in 0s or eventually repeats.
Clarification Checking for Understanding
In this standard, student multiply and divide with rational numbers. Students build Evaluate the following expressions:
upon their knowledge of multiplying and dividing with whole numbers and adding a) 5(−3) b) −2(10)(−3)
and subtracting with integers to find the product and quotient of rational numbers. 5 10
c) (−66) d) −6.3 (− ) (−7)
6 21
In 6th grade, students focused on using a common denominator to divide fractions.
th
In 7 grade, students will expand upon this to conceptually understand the
common algorithm of multiplying by the reciprocal. Two students are debating in your group. One student says that any
number that can be written as a fraction is a rational number. The other
Understand that a rational number is any number that can be written as a student disagrees. Who is correct? If you disagree, provide a
quotient of integers with a non-zero divisor. counterexample.
This standard formalizes the definition of a rational number as a quotient of
5
integers with a non-zero divisor. Students will use this knowledge to define rational Which of the following fractions are equivalent to − ? Explain.
4
numbers. −5 5 1
, , −1
4 −4 4

NC Department of Public Instruction 10 7th Grade Unpacking Document Rev. June 2018
 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
[Link].2 Apply and extend previous understandings of multiplication and division.
a. Understand that a rational number is any number that can be written as a quotient of integers with a non-zero divisor.
b. Apply properties of operations as strategies, including the standard algorithms, to multiply and divide rational numbers and describe the product and
quotient in real-world contexts.
c. Use division and previous understandings of fractions and decimals.
o Convert a fraction to a decimal using long division.
o Understand that the decimal form of a rational number terminates in 0s or eventually repeats.
Clarification Checking for Understanding
Apply properties of operations as strategies, including the standard
algorithms, to multiply and divide rational numbers and describe the product Evaluate the following expressions:
3 1
and quotient in real-world contexts. a) − ÷ b) 15 ÷ (−3)
4 2
Students understand that the properties of operations learned with whole numbers 2
c) −5.25 ÷ (−5) 2
in elementary apply to rational numbers. Those properties include the identity, d) 34
commutative, associative and distributive properties and the multiplicative property −
3
of zero.
Students rewrite multiplication as division and division as multiplication and apply
properties as needed. Students use the properties of operations, mathematical Five partners are investing in a business. The investment will cost
reasoning, and modeling to discover the rule for multiplying and dividing signed −21,438
$21,438. One of the partners wrote this expression on a note pad, .
numbers. They should know facts such as: 5

• −𝑎 ∙ −𝑏 = 𝑎 ∙ 𝑏 What is the quotient and what would it represent in this situation?

𝑝 −𝑝 𝑝
• − = =
𝑞 𝑞 −𝑞
Students apply their knowledge of multiplication and division of rational numbers to A water well drilling rig has dug to a height of –60 meters after one full day
describe real-world contexts and write products and quotients in an appropriate of continuous use.
form. a) Assuming the rig drilled at a constant rate, what was the height of
the drill after 15 hours?
Using division and previous understandings of fractions and decimals. b) If the rig has been running constantly and is currently at a height
Students rewrite a fraction as a division problem or division problem as a fraction. of –143.6 meters, for how long has the rig been running?
Students use this knowledge to convert a fraction to a decimal, recognizing that Taken from: Illustrative Mathematics “Drill Rig”
the decimal will terminate or repeat. Students understand that when a decimal
terminates or repeats, it is a rational number.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
[Link].3 Solve real-world and mathematical problems involving numerical expressions with rational numbers using the four operations.
Clarification Checking for Understanding
Students solve multi-step problems using numerical expressions that involve The three seventh grade classes at Sunview Middle School collected the
addition, subtraction, multiplication, or division of rational numbers. This includes most box tops for a school fundraiser, and so they won a $600 prize to share
problems that involve complex fractions. among them. Mr. Aceves’ class collected 3,760 box tops, Mrs. Baca’s class
It is important for students to know common expressions that have understood collected 2,301, and Mr. Canyon’s class collected 1,855. How should they
grouping symbols, such as the numerator or denominator of a fraction. For divide the money so that each class gets the same fraction of the prize
4+5
example, in , the 4+5 has an understood grouping symbol so that when being money as the fraction of the box tops that they collected?
6 Taken from: Illustrative Mathematics “Sharing Prize Money”
evaluated, addition would be done before the division in this expression.
Return to: Standards
NC Department of Public Instruction 11 7th Grade Unpacking Document Rev. June 2018
 Expressions and Equations

Use properties of operations to generate equivalent expressions.

[Link].1 Apply properties of operations as strategies to:
• Add, subtract, and expand linear expressions with rational coefficients.
• Factor linear expression with an integer GCF.
Clarification Checking for Understanding
In 6th grade, students added, subtracted, and expanded expressions with Select all expressions that are equivalent to −3.75 + 2(−4𝑥 + 6.1) − 3.25𝑥.
positive rational coefficients and factored expressions with a positive integer A. 7𝑥 − 2𝑥 + 8.1 B. 8.45 − 8𝑥 − 3.25𝑥
GCF. C. −1.75 − 7.25𝑥 + 6.1 D. −11.25𝑥 + 12.2 − 3.75
Students are expected to rewrite expressions into equivalent forms by Taken from: SBAC Mathematics Practice Test Scoring Guide Grade 6 p.18
combining like terms, using the distributive property, and factoring. Students
can show the created expression is equivalent to the original expression.
In 7th grade, this is limited to: Find the value for 𝑘 that will make the following two expressions equivalent.
• adding and subtracting linear terms −10.5𝑥 + 𝑘 and −2.1(5𝑥 − 3.7) + 4.1
• distribution with the product of a rational number and a linear
expression
• factoring a linear expression with an integer as the greatest common Select all expressions that are equivalent to 12 − 4𝑥.
factor A. 4(3 − 𝑥) B. −4(𝑥 − 3)
C. −4(−3 + 𝑥) D. 2(6 − 2𝑥)

Use properties of operations to generate equivalent expressions.

[Link].2 Understand that equivalent expressions can reveal real-world and mathematical relationships. Interpret the meaning of the parts of each expression
in context.
Clarification Checking for Understanding
Students understand that rewriting an expression into an equivalent form can A student was asked to find the area of the following rectangles. The student
provide additional information and insight into real-world and mathematical recorded the areas in the picture.
problems. a) The student claimed the area of the entire
In 6th grade, students used mathematical language to identify parts of an figure was 6𝑏 + 3𝑏. Is the student correct?
expression. In 7th grade, students are expected to interpret the parts of an b) Rewrite 6𝑏 + 3𝑏 into equivalent forms that
expression, such as the coefficient, constant, term, and variable, based on the have meaning in this picture and explain.
context of problem.
For example: Write the following as an expression: Last week, the total
profit increased by 5%.
Solution: 𝑝 + 0.05𝑝

Rewrite the expression into an equivalent form. What do you notice?

Solution: 1.05𝑝, both represent the total profit, multiplying by 1.05 produces the
same value as increasing by 5%.

It is important for students to see that rewriting an expression into the smallest
length or “simplest” form is not always advantageous.
Return to: Standards
NC Department of Public Instruction 12 7th Grade Unpacking Document Rev. June 2018
 Solve real-world and mathematical problems using numerical and algebraic expressions, equations, and inequalities.
[Link].3 Solve multi-step real-world and mathematical problems posed with rational numbers in algebraic expressions.
• Apply properties of operations to calculate with positive and negative numbers in any form.
• Convert between different forms of a number and equivalent forms of the expression as appropriate.
Clarification Checking for Understanding
Students solve real-world and mathematical problems using a sequence of Trina is creating a small concrete sidewalk to from her driveway to her front
algebraic expressions. In these problems, students must express each step in door as seen below. Trina needs to figure out how much to budget for the
the sequence using appropriate and corresponding variables. The student can concrete.
then find the answer by evaluating each step in the sequence.
For example: The cost of printing a logo on a t-shirt is based on the size of
the logo and the number of colors used. The TS company charges $.65 for
each square inch on the logo, $1.25 for each color, and $10 for the t-shirt.
2ft
Your logo is 3 inches by 1 inch and has 4 colors. You want to increase the • She is buying 80 lb. bags of concrete mix that cost $4.50 at
2ft the local home improvement store.
sides of your logo by 50% for the t-shirt. How much will each shirt cost?
Solution: Sample expressions from the problem. • Each 80 lb. bag will produce 1156 cubic inches of concrete.
. 65 ∙ 𝑎 + 1.25 ∙ 𝑐 + 10, where 𝑎 is the area of the logo in square inches and 𝑐 • Each block measures 2 ft. by 2 ft. She wants the sidewalk to
represents the number of colors used be 4 in. deep.
1.5𝑙 ∙ 1.5𝑤, where 𝑙 is the length of the logo and 𝑤 is the width of the logo.
Need to find the area of the logo first: 1.5 ∙ 3 𝑖𝑛.∙ 1.5 ∙ 1 𝑖𝑛. = 6.75 𝑖𝑛2 How much should Trina budget for concrete?
Use the area of the logo in the other expression: . 65 ∙ 6.75 + 1.25 ∙ 4 + 10 = Use algebraic expressions to describe your steps to find the answer.
19.3875. Each t-shirt will cost $19.39.
The example above shows a problem that has a sequence of steps in which
the answer to certain steps must be found first and substituted into the next
expression to answer the question. While these problems can be answered
using a purely arithmetic approach, to meet the expectation of this standard,
students should write each step as an algebraic expression.
Students may choose to write algebraic expressions as multi-variable
equations. The use of variables to write algebraic expressions is what
distinguished is standard from [Link].3. and supports the geometry
standards NC.7.G.5 and NC.7.G.6.
Katie and Margarita have $20.00 each to spend at Students' Choice book
Students should be able to work with all rational numbers and expressions,
store, where all students receive a 20% discount. Katie wants to purchase a
converting to different forms, as needed, to find the answer.
book which normally sells for $22.50 and Margarita wants to purchase a book
which normally sells for $22.75. With a sales tax of 10%, can Katie and
Margarita buy their books?
Use algebraic expressions to describe your steps to find the answer.
Adapted from Illustrative Mathematics: Discounted Books

Return to: Standards

NC Department of Public Instruction 13 7th Grade Unpacking Document Rev. June 2018
 Solve real-world and mathematical problems using numerical and algebraic expressions, equations, and inequalities.
[Link].4 Use variables to represent quantities to solve real-world or mathematical problems.
a. Construct equations to solve problems by reasoning about the quantities.
o Fluently solve multistep equations with the variable on one side, including those generated by word problems.
o Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
o Interpret the solution in context.
b. Construct inequalities to solve problems by reasoning about the quantities.
o Fluently solve multi-step inequalities with the variable on one side, including those generated by word problems.
o Compare an algebraic solution process for equations and an algebraic solution process for inequalities.
o Graph the solution set of the inequality and interpret in context.
Clarification Checking for Understanding
Students write and solve multistep one-variable equations and inequalities. In The youth group is going on a two-day trip to the state fair that includes a
7th grade, the variable will only be on one side of the equation or inequality. concert after the 2nd day. The trip costs $52 for each person. Included in that
th
In 6 grade, students learned about the connection between an arithmetic price is $11 for a concert ticket and the cost a pass for each day.
approach, using only operations, to solve problems and an algebraic a) Write an equation representing the cost of the trip.
approach, using equations (see [Link].7). In 7th grade, students move from b) How much did a pass for one day cost?
an arithmetic approach to develop an algebraic approach to solve equations
and inequalities. Students describe the relationship between both approaches, Solve the following:
paying particular attention to the sequence of steps in both approaches. 2 𝑡+3
a) 𝑐 − 4 = −16 b) = −5
For example: You and your four friends are going to a concert. The total 3 −2
price for the tickets was $118.75 which includes a $10 service fee. How c) 10 = 2 − .25(4𝑧 − 3) d) 2(6 − 2𝑎) − 4(6 − 2𝑎) = 28
much did each ticket cost?
Solution: Arithmetic Approach vs Algebraic Approach Amy had $26 dollars to spend on school supplies. After buying 10 pens at the
Arithmetic Algebraic same price, she had $14.30 left. Write and solve an equation to determine how
1) Start with total, $118.75 1) 118.75 = 5𝑡 + 10 much each pen cost.
2) 118.75 − 10 = 108.75 2) 118.75 − 10 = 5𝑡 + 10 − 10
Subtract 10 from the total 108.75 = 5𝑡 Florencia cannot spend more than $60 on clothes. She wants to buy jeans for
3) 108.75 ÷ 5 = 21.75 3) 108.75 ÷ 5 = 5𝑡 ÷ 5
$22 dollars and spend the rest on shirts. Each shirt costs $8.
Now divide by 5 to get $21.75 21.75 = 𝑡
a) Write an inequality to describe this situation.
The arithmetic approach is often the approach students use when they solve
b) How many shirts can she buy?
problems “in their head.” It is important for students to see that the arithmetic
approach has the same steps as the algebraic approach. (See steps 2 and 3
above.) While there is nothing wrong with the arithmetic approach, as the Explain why 𝑑 < −5 and −𝑑 > 5 have the same solutions.
problems become more complex, it becomes difficult to keep track of the
details. The algebraic approach allows for a routine way of solving an equation Solve the following and graph your solution on the number line:
a) 7 – x > 5.4 𝑡−1 5
once the equation is written. Generally, the more complex the equation, the b) ≤−
−2 4
more efficient the algebraic approach becomes. c) −1 > −0.5𝑓 − 5 2 1
d) ≤ 5 − (4 − 3𝑤)
3 2
Students are expected to create multistep one variable equations and
inequalities from a verbal representation and be able to describe the solution Marcus has a pool that can hold a maximum of 4500 gallons of water. The
in the context of the problem. Students describe their reasoning for each step pool already contains 1500 gallons of water. Marcus begins to add more water
in the solving process. Students compare the solving process for equations to at a rate of 30 gallons per minute.
the solving process for inequalities. In addition, students use mathematical Write an inequality that shows the number of minutes, m, Marcus can continue
reasoning to explain the consequences of multiplying or dividing by negative to add water to the pool without exceeding the maximum number of gallons.
numbers when solving inequalities. Taken from: SBAC Mathematics Practice Test Scoring Guide Grade 7 p.34
Return to: Standards
NC Department of Public Instruction 14 7th Grade Unpacking Document Rev. June 2018
 Geometry

Draw, construct, and describe geometrical figures and describe the relationships between them.
NC.7.G.1 Solve problems involving scale drawings of geometric figures by:
• Building an understanding that angle measures remain the same and side lengths are proportional.
• Using a scale factor to compute actual lengths and areas from a scale drawing.
• Creating a scale drawing.
Clarification Checking for Understanding
This standard connects geometric measurement to proportional reasoning. This standard Julie shows the scale drawing of her room below.
will eventually connect to similarity in 8th grade. a. If each 2 cm on the scale drawing equals 5 ft, what are the
actual dimensions of Julie’s room?
Students notice that the scale factor impacts the length of line segments and the area b. Reproduce the drawing at 3 times its current size.
between the scale drawing and the original drawing, while noting that the scale factor
does not change the angle measurements. They also recognize how the scale factor
changes in relation to the type of measurement.

Students can identify the scale factor, reproduce drawings at a different scale from a
given scale and flexibly move between the actual dimensions and scaled dimensions of
a drawing. 2"
If the rectangle below is enlarged using a scale factor of 1.5, what
For example, students can determine the scaled
dimensions of each room. will be the perimeter and area of the new rectangle?
7 in.
A ratio table can be used to convert from feet to
inches to find the scaled dimensions of each
room in the drawing starting with 20 feet = 2 2 in.
inches.
Feet 1’ 2’ 5’ 10’ 20’
Inches 0.1” 0.2” 0.5” 1” 2”
Triangle ADE is proportional to Triangle ABC. The length of ̅̅̅̅ 𝐷𝐸 is
In this case, the living room has a scaled 20 ft.; the length of ̅̅̅̅ ̅̅̅̅ is 8 ft. What is the
𝐴𝐵 is 6ft. and the length of 𝐵𝐶
dimension of 1.6” × 1". ̅̅̅̅?
length of 𝐴𝐷
Additionally, a ratio table can be used to
determine the scale factor. Beginning with the 𝐴
fact that 1’ = 12” we can complete the table.

Feet 1’ 2’ 4’ 5’ 10’
Inches 12” 24” 48” 60” 120” 𝐵 𝐶
We can then use both tables to find the scale
factor →1:120. 𝐷 𝐸

Return to: Standards

NC Department of Public Instruction 15 7th Grade Unpacking Document Rev. June 2018
 Draw, construct, and describe geometrical figures and describe the relationships between them.
NC.7.G.2 Understand the characteristics of angles and side lengths that create a unique triangle, more than one triangle or no triangle. Build triangles from
three measures of angles and/or sides.
Clarification Checking for Understanding
This standard focuses on the conditions that must be present for a triangle to Will three sides of any length create a triangle? Explain how you know which
be formed. Students should examine conditions for side lengths only, angle will work.
measurements only, and cases that include compositions of side lengths and
angle measurements. Possibilities to examine are:
a. 13 cm, 5 cm, and 6 cm
Students use a variety of tools to explore multiple cases where triangles can or b. 3 cm, 3cm, and 3 cm
cannot be formed. c. 2 cm, 7 cm, 6 cm

Side Lengths. When determining side length characteristics for triangles,

students begin to closely examine the two situations (no triangle or a unique Draw a triangle with angles that are 60 degrees. Is this a unique triangle? Why
triangle) that may arise in the formation of a triangle from 3 distinct line or why not?
segments and the characteristics that determine when a triangle does or does
not exist.

2” 1”
1.5”
3” Can a triangle have more than one obtuse angle? Explain your reasoning.

Angle measures. When determining angle characteristics for triangles,

students use a variety of tools to explore the cases where triangles may be
formed noting cases where a triangle cannot be formed, and multiple triangles
can be formed. This is where students “discover” that the angle measures
have to sum to 180 to form a triangle. Note: Students ARE NOT expected to
know the triangle sum theorem. Triangle Sum is presented in 8th grade. Is it possible to draw a triangle with a 90˚ angle and one leg that is 4 inches
long and one leg that is 3 inches long? If so, draw one. Is there more than one
such triangle?
109 30
15 21

144
41 Draw an isosceles triangle with only one 80°angle and base angles of 50. Is
50
this the only possibility or can another triangle be drawn that will meet these
conditions?
Sides lengths and angle measures. In preparation for future study of
congruence, students explore situations where they are given two sides and
an angle of triangle, or two angles and a side of a triangle to determine
whether a unique triangle can be formed.

Return to: Standards

NC Department of Public Instruction 16 7th Grade Unpacking Document Rev. June 2018
 Solve real-world and mathematical problems involving angle measure, area, surface area, and volume.
NC.7.G.4 Understand area and circumference of a circle.
• Understand the relationships between the radius, diameter, circumference, and area.
• Apply the formulas for area and circumference of a circle to solve problems.
Clarification Checking for Understanding
Building on understanding of decomposing shapes intro triangles and rectangles to The seventh-grade class is building a mini-golf game for the school
find area and perimeter, this standard focuses on understanding of area and carnival. The end of the putting green will be a circle. If the circle is 10
circumference of circles. Beginning with the understanding that a circle is defined as a feet in diameter, how many square feet of grass carpet will they need to
2-dimensional figure whose boundary (circumference) consists of points equidistant buy to cover the circle? How might someone communicate this
from a fixed point (the center), students can decompose the figure into triangular information to the salesperson to make sure he receives a piece of
shapes and then compose the shape into a rectangular shape. carpet that is the correct size? Use 3.14 for pi.

For example, notice the circle below decomposed into triangular shapes and then
The center of the circle is at (2, -3).
composed into a parallelogram-like shape.
What is the area of the circle?
Circumference = perimeter

r
→ →
r

The illustration also shows the relationship between the

circumference and area. As indicated above, when a circle If a circle is cut from a square piece of plywood,
is cut into wedges and laid out as shown, a parallelogram is how much plywood would be left over?
the result. Half of an end wedge can then be moved to the
other end a rectangular shape is the result. The height of
the rectangle is the same as the radius of the circle.
[Link]
Building on these understandings, students generate the formulas for circumference and
area of circles.

Students also notice that the smaller the sectors in the circle that the straighter the lines What is the perimeter of the inside of the track.
appear in the constructed parallelogram.

Students also use their understanding of ratios and rate to recognize that the ratio
between the circumference and diameter of the circle is equivalent to the irrational
number 𝜋.

Students DO NOT need to know the definition of irrational number in 7 th grade.

Return to: Standards

NC Department of Public Instruction 17 7th Grade Unpacking Document Rev. June 2018
 Draw, construct, and describe geometrical figures and describe the relationships between them.
NC.7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve equations for an unknown
angle in a figure.
Clarification Checking for Understanding
This standard focuses on angles formed by intersecting lines, vertical angles Use the diagram to complete the table with the measure of each labeled angle
and adjacent angles, and their relationships. Students will examine patterns and your reasoning.
between these angles connecting them to vocabulary that defines their
relationships.

• Vertical angles are opposite angles formed by intersecting lines that 𝑒

share a vertex. Vertical angles are congruent (same measure). 𝑐
139°
𝑏

49°
• Adjacent angles are two angles that have a common vertex and 𝑑 𝑎
side.

Angle Measure
Reasoning
(∠) (°)
a

Adjacent angles that form a c

right angle are complementary
(sum to 90). d

e
o Linear pairs are adjacent angles formed by intersecting lines.
Linear pairs are supplementary (sum to 180).

Students will use these relationships to build equations and solve multi-step
problems ([Link].3, [Link].4).

Return to: Standards

NC Department of Public Instruction 18 7th Grade Unpacking Document Rev. June 2018
 Draw, construct, and describe geometrical figures and describe the relationships between them.
NC.7.G.6 Solve real-world and mathematical problems involving:
• Area and perimeter of two-dimensional objects composed of triangles, quadrilaterals, and polygons.
• Volume and surface area of pyramids, prisms, or three-dimensional objects composed of cubes, pyramids, and right prisms.
Clarification Checking for Understanding
This standard focuses on extended work with composite shapes, area, A triangle has an area of 6 square feet. The height is four feet. What is the
perimeter, and volume from the elementary grades. Students continue to length of the base?
explore two- and 3-dimensional shapes.

Previously, they have calculated For example, students

area and perimeter of shapes can decompose the
composed of rectangles and regular hexagon to find
extend this learning to figures the area or perimeter of
composed of triangles, the figure.
quadrilaterals and polygons.
Jennie purchased a box of crackers from the
Students will further extend their work with composite shape to include volume deli. The box is in the shape of a triangular
and surface area of prisms and pyramids. prism.
a. If the volume of the box is 3,240 cubic
Volume of Right Prisms. Students have found the volume of centimeters, what is the height of the
right rectangular prisms with rectangular sides and bases in the triangular face of the box?
elementary grades. They will extend this understanding to right
prisms with polygonal bases composed of triangles, b. How much packaging material was used
quadrilaterals and polygons. Students understand the height to to construct the cracker box?
be a multiple of the bases thus understanding the volume to be
the product of the area of the base and the height.
c. Explain how you got your answer.
Volume of Pyramids
Students recognize the volume
relationship between pyramids and
prisms with the same base area and
height. Since it takes 3 pyramids to
The surface area of a cube is 96 in2. What is the volume of the cube?
fill 1 prism, the volume of a pyramid
is 1⁄3the volume of a prism.

To find the volume of a pyramid, find the area of the base (B), multiply by the
height (h) and then divide by three.
1 𝐵ℎ
Therefore, 𝑉𝑝𝑦𝑟𝑎𝑚𝑖𝑑 = 𝐵ℎ OR 𝑉𝑝𝑦𝑟𝑎𝑚𝑖𝑑 = .
3 3

NC Department of Public Instruction 19 7th Grade Unpacking Document Rev. June 2018
 Draw, construct, and describe geometrical figures and describe the relationships between them.
NC.7.G.6 Solve real-world and mathematical problems involving:
• Area and perimeter of two-dimensional objects composed of triangles, quadrilaterals, and polygons.
• Volume and surface area of pyramids, prisms, or three-dimensional objects composed of cubes, pyramids, and right prisms.
Clarification Checking for Understanding

Surface Area of Right Prisms. Students will build on their understanding of Huong covered the box to the right with sticky-backed decorating paper. The
nets in 6th grade to develop understanding of surface area of prisms and paper costs 3¢ per square inch. How much money will Huong need to spend
pyramids. Students recognize that the lateral edges of a prism are rectangles on paper?
and that the lateral edges of a pyramid are triangles. Students can then use
what they know about area of triangles and rectangles from earlier grades to
determine the area of the lateral edges and bases combined to find the
surface area of the figure. Memorization of the formulas for surface area is not
expected. Students should be using visualization to conceptualize surface
area.

Return to: Standards

NC Department of Public Instruction 20 7th Grade Unpacking Document Rev. June 2018
 Statistics and Probability

Use random sampling to draw inferences about a population.

[Link].1 Understand that statistics can be used to gain information about a population by:
• Recognizing that generalizations about a population from a sample are valid only if the sample is representative of that population.
• Using random sampling to produce representative samples to support valid inferences
Clarification Checking for Understanding
This standard is the introduction to random sampling and how samples can be The school food service wants to increase the number of students who
used to gather information from the population from which they are drawn, eat hot lunch in the cafeteria. The student council has been asked to
given specific conditions. Drawing representative samples from the population conduct a survey of the student body to determine the students’
of interest and randomization are two such conditions. preferences for hot lunch. They have determined three ways to select
students to complete the survey. The three methods are listed below.
Students know the difference between a population and a sample. They Determine if each survey option would produce a random sample. If so, how
should understand that a sample is a subset of the population. Therefore, do you know? If not, what condition(s) have been violated? Explain.
inferences can only be drawn if the sample is a subset AND representative of
the population. Students should know that statistics are the summaries that we 1. Write all of the students’ names on cards and pull them out in a draw to
gather from samples and parameters reference the population. determine who will complete the survey.

Secondly, students understand that randomization is a condition for drawing a

valid sample. Randomization reduces bias in samples. Bias in sampling 2. Survey the first 20 students that enter the lunchroom.
interferes with the validity of inferences made based on those samples. While
students are NOT expected to name the different types of bias, they should be
able to articulate how an invalid sampling technique violates randomization. 3. Survey every 3rd student who gets off a bus.

Return to: Standards

NC Department of Public Instruction 21 7th Grade Unpacking Document Rev. June 2018
 Use random sampling to draw inferences about a population.
[Link].2 Generate multiple random samples (or simulated samples) of the same size to gauge the variation in estimates or predictions, and use this data to
draw inferences about a population with an unknown characteristic of interest.
Clarification Checking for Understanding
This standard requires students to collect and use multiple samples of data Each student in a class selected a random sample of 25 marbles from a large jar
to make generalizations about a population. This can be done through actual of red and white marbles and then determined the proportion of red marbles in
experimentation (i.e. gathering data from samples of the population) or his or her sample. The proportion in one student’s sample was 0.28. The two-
simulation methods (i.e. flipping a fair coin to represent 1 of 2 equally likely people sitting beside that student got sample proportions of 0.36 and 0.24. Of
outcomes). Students continue to focus on statistics as a tool for explaining the following, which gives the best explanation for the differences in the sample
variability. proportions?

In 7th grade, students study induced variation from sampling methods a. Sample proportions will generally differ from one random sample to another.
([Link].1) and the examination of chance processes ([Link].6, b. Only one of the students knew the true proportion of red marbles.
[Link].7). They continue analyzing natural variability within groups and c. Two of the three students obtained bad samples.
between groups as they compare distinct populations ([Link].3, d. Two of the three students miscalculated the percentages.
[Link].4).
Below is a graph of a sampling distribution of 100 sample means of samples of
size 25 from a sample of 199 NC high school student’s responses to the
question, “About how many text messages did you send yesterday?” taken from
the census@school (source: [Link]
The blue line represents the mean of the sampling distribution which is 111.4.

Students should understand there is variation in a measure from sample to

sample collected from the same population and that a sample statistic
estimates a population parameter. They should also understand that a
distribution of sample statistics (i.e. means, proportions, or medians) of the
same size created by re-sampling can be used to estimate a population
parameter by using the center and variation of the distribution to estimate an a. What does the highlighted dot in the sampling distribution represent?
interval that the population parameter is likely within. b. Describe the shape, center, and spread of the sampling distribution based on
its graph.
Technology is an appropriate tool to help students understand how a data c. Consider the center and spread of the distribution of sample means to
distribution changes in relationship to the size of the sample or the number estimate what the population mean is for NC high school students number of
of samples collected. Illustrative Mathematics Valentine Marbles task texts sent in a day.
illustrates this understanding.

Return to: Standards

NC Department of Public Instruction 22 7th Grade Unpacking Document Rev. June 2018
 Make informal inferences to compare two populations.
[Link].3 Recognize the role of variability when comparing two populations.
a. Calculate the measure of variability of a data set and understand that it describes how the values of the data set vary with a single number.
o Understand the mean absolute deviation of a data set is a measure of variability that describes the average distance that points within a data set are
from the mean of the data set.
o Understand that the range describes the spread of the entire data set.
o Understand that the interquartile range describes the spread of the middle 50% of the data.
b. Informally assess the difference between two data sets by examining the overlap and separation between the graphical representations of two data sets.
Clarification Checking for Understanding
This standard extends the understanding of comparing different data displays of The following data sets and boxplots represent the heights of players of a
one set of data ([Link].4) to making comparisons of data sets of two distinct team from the WNBA and a team from the NBA, respectively.
populations.
WNBA 76, 74, 73, 78, 68, 69, 74, 74, 71, 72, 66, 70, 71
Students will compute measures of variability (range, interquartile range, and mean
absolute deviation) and compare the values for the two groups noting how larger NBA 79, 80, 78, 77, 83, 83, 84, 79, 77, 82, 75, 72, 78, 73, 81, 84
values indicate more variability meaning the values are more spread out from the
center of the distribution. Students understand that measures of variability are
necessary to measure how far apart the centers of two different groups are to
assess if they are significantly different or not.
WNBA
Students will compare two data sets visually by examining the degree of overlap
and separation in the graphs of data distributions noting similarities and differences
in the context of the data. NBA

For example, in looking at the distribution of the data, observe that there is some
overlap between the two data sets. Displaying the two graphs vertically and
aligning the scales makes the comparison more visible.
Some players on both teams have players between 73 and 78 inches tall.
However, there is a reasonable amount of separation between heights of soccer a. Describe the heights of the WNBA players. How much do they vary
player and heights of basketball players. From these observations, we can infer from each other?
that basketball players are generally taller than soccer players. b. Describe the heights of the NBA players. How much do they vary from
each other?
c. Box plots were used to visually compare the teams. What do the
graphical displays tell us about the heights of WNBA players in
comparison to the NBA players? What heights are similar? What are
the differences?
d. Why is it appropriate to use box plots to compare the groups instead of
dot plots or histograms?

Return to: Standards

NC Department of Public Instruction 23 7th Grade Unpacking Document Rev. June 2018
 Make informal inferences to compare two populations.
[Link].4 Use measures of center and measures of variability for numerical data from random samples to draw comparative inferences about
two populations.
Clarification Checking for Understanding
This standard focuses on the introduction of inference based on the comparisons of Box plots are a good tool to use to visually compare range and IQR
measures of center ([Link].5) and variability([Link].3) of two distinct when comparing data sets. In general, no overlap in the IQR of data sets
populations. Students are expected to compare two sets of data using measures of indicates that there is likely a significant difference in the centers. This
center and variability, noting which measure of center and variability are appropriate
meaning that the heights there is a significant difference in the heights of
according to the shape of the distribution (i.e. mean and MAD for symmetric
distributions and median and IQR for heavily skewed distributions). male and female professional basketball players. Explain how the
graphical displays below confirm that NBA player heights are generally
Students have previously determined which measure of center to use given the higher than WNBA heights.
shape of a single data distribution ([Link].5); this understanding is further
developed in comparing data from random samples in two populations and
incorporates using measures of variability to measure the differences in the
measures of center of two distributions. Students should know that both distributions
must be symmetrical to use the mean and mean absolute deviation (MAD) to WNBA
summarize the data; otherwise, they should use the median and interquartile range.

For example, in looking at the NBA

distribution of the data, the similarities
(overlap) and differences (separation)
between the two data sets are easily
observed. Also, the shape of each
distributions is visible, which is helpful in
determining the measures of center and
variability to use in the analysis. Since
the height of basketball players is
skewed, the median and IQR should be
used to compare the data sets.

Return to: Standards

NC Department of Public Instruction 24 7th Grade Unpacking Document Rev. June 2018
 Investigate chance processes and develop, use and evaluate probability models.
[Link].5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring.
Clarification Checking for Understanding
This standard introduces students to probability associated with chance The container below contains 2 gray, 1 white, and 4 black marbles.
events. Students recognize that the probability of any single event can be Without looking, if Eric chooses a marble from the container, will the probability
expressed using terminology like impossible, unlikely, likely, or certain or as a be closer to 0 or to 1 that Eric will select a white marble? A gray marble? A
number between 0 and 1, inclusive, with numbers closer to 1 indicating black marble? Justify each of your predictions.
greater likelihood.

Students understand that

probabilities are expressed as
ratios of the number of times that
an event occurs to the total
number of trials that are
conducted. Students know that
probabilities can be represented
by a fraction, decimal, or a
percent.
Students should be able to describe the likelihood based on the proportion of
successes for the event. Students also understand the relationship between
an event and the compliment of the same event.

Students understand the likelihood of simple events and the connection to the _______________________________________________________________
tool being used. There are three choices of jellybeans – grape, cherry and orange. If the
3 1
probability of getting a grape is and the probability of getting cherry is ,
For example, the spinner has 8 sections, 10 5
what is the probability of getting orange?
therefore landing on any one color has the 2 3
1
same likelihood (unlikely→ = .125→12.5%), 1 4
8
however landing on a value less than 7 is
6 3 8
more likely ( = = .75→75%) than a number 5
8 4
smaller than 7 OR landing on a number 7 6
0
greater than 10 is impossible ( = 0).
10

Students can use a variety of random experiments to perform simple

probability experiments by hand to quantify and interpret likeliness of an event
occurring.

Return to: Standards

NC Department of Public Instruction 25 7th Grade Unpacking Document Rev. June 2018
 Investigate chance processes and develop, use and evaluate probability models.
[Link].6 Collect data to calculate the experimental probability of a chance event, observing its long-run relative frequency. Use this experimental probability to
predict the approximate relative frequency.
Clarification Checking for Understanding
The focus of this standard is on relative frequency, which is the observed A bag contains 100 marbles, some red and some purple. Suppose a
proportion of successful outcomes compared to the total number of trials for student, without looking, chooses a marble out of the bag, records the
chance events. This standard connects probability models to chance events color, and then places that marble back in the bag. The student has
related to sampling and sampling variability. recorded 9 red marbles and 11 purple marbles. Using these results, predict
the number of red marbles in the bag.
Students recognize that individual experimental results may vary for each
separate trial, which may also differ from the long run probability. (Adapted from SREB publication Getting Students Ready for Algebra I: What Middle Grades
Students Need to Know and Be Able to Do)
For example, the relative frequency table Relative
Frequency
shows the result for tossing a coin 50 times. Frequency
27
Recognizing that this is one sample, Heads 27 = .54
students can account for the difference from 50
23
the theoretical probability of getting heads or Tails 23 = .46
50
tails (.50 or 50%) based on the variation 50
attributed to the experiment. Total 50 =1
50

This standard is intended to use experimentation to show that over a large Design a Probability Experiment:
number of trials that relative frequencies for experimental probabilities For example, give each pair of students a bag that containing 4 green
become closer to the theoretical probabilities. marbles, 6 red marbles, and 10 blue marbles.
1. Each group performs 50 pulls, recording the color of marble drawn and
Students should make predictions before conducting the experiment, run trials replacing the marble into the bag before the next draw.
of the experiment and refine their conjectures as they run additional trials. It is 2. Students summarize their data as experimental probabilities and make
appropriate to use graphing calculators or computer simulation programs to conjectures about theoretical probabilities. How many green draws
collect large amounts of data on chance events. would be expected if 1000 pulls are conducted? 10,000 pulls?
3. Students record their data in a relative frequency table as they compile
Additionally, digital software can be used to conduct a large number of trials. their results with the class. How did the relative frequencies
The following are examples of online simulators that can be used: change?
• Interactive Coin Toss – Shodor 4. Optional: Students can create another scenario with a different ratio
of marbles in the bag and make a conjecture about the outcome of 50
• GeoGebra Coin Flip Simulation marble pulls with replacement.

Return to: Standards

NC Department of Public Instruction 26 7th Grade Unpacking Document Rev. June 2018
 Investigate chance processes and develop, use and evaluate probability models.
[Link].7 Develop a probability model and use it to find probabilities of simple events.
a. Develop a uniform probability model by assigning equal probability to all outcomes and use the model to determine probabilities of events.
b. Develop a probability model (which may not be uniform) by repeatedly performing a chance process and observing frequencies in the data generated.
c. Compare theoretical and experimental probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the
discrepancy.
Clarification Checking for Understanding
This standard focuses on the development and understanding of a probability Robert’s mother lets him pick one candy from a bag. He can’t see the
model. Students understand that the sample space and related probabilities candies. The number of candies of each color in the bag is shown in the
define the probability model for a random circumstance. Students also following graph.
understand the difference between uniform probability models (all outcomes
have the same probability) and non-uniform probability models (outcomes What is the probability that Robert will pick a red candy? Explain.
with different probabilities).
A. 10%
For example, given a cube with Event A = roll a B. 20%
letter (A – F), the probability model has a sample C. 25%
space (S) of {A, B, C, D, E, F} where P(AA) = D. 50%
1
P(AB) = P(AC) = P(AD) = P(AE) = P(AF) = . This
6
describes a uniform probability model.

Given the same cube with Event B = roll a colored

letter, the probability model has a sample space
Note: The top and bottom of the
(S) of {green letter, black letter} where P(Bgreen) = cube have black letters on a green
4 2 2 1
= and P(Bblack) = = . This represents a non- surface (A and F) and the lateral
PISA Mathematics Sample Task (2009) – Question 14.1 (Page 115)
6 3 6 3 edges have green letters on a black
surface (B, C, D and E).
uniform probability model.
Look at the shirt you are wearing today and determine how many buttons
Using theoretical probability, students predict frequencies of outcomes, then it has. Then complete the following table for all the members of your
compare the theoretical and experimental probabilities from a model and explain class.
possible sources of noted variation between the probabilities. Students
recognize an appropriate design to conduct an experiment with simple No Buttons One or Two Buttons Three or Four Buttons More Than Four Buttons
probability events, understanding that the experimental data give realistic Male
estimates of the probability of an event but are affected by sample size.
Female

Students should be provided with multiple opportunities to perform probability

experiments and to compare the results to theoretical probabilities. Critical Suppose each student writes his or her name on an index card, and one card is
components of each experimental process: selected randomly.
• Making predictions about the outcomes by applying the principles of a. What is the probability that the student whose card is selected is
theoretical probability; wearing a shirt with no buttons?
• Comparing the predictions to the outcomes of the experiments; b. What is the probability that the student whose card is selected is female
• Replicating the experiment and continuing to compare results. and is wearing a shirt with two or fewer buttons?

Illustrative Mathematics – How Many Buttons?

Experiments can be conducted using technology or physical objects (i.e. bag pulls,
spinners, number cubes, coin tosses, colored chips, etc.)
Return to: Standards

NC Department of Public Instruction 27 7th Grade Unpacking Document Rev. June 2018
 Investigate chance processes and develop, use and evaluate probability models.
[Link].8 Determine 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.
b. For an event described in everyday language, identify the outcomes in the sample space which compose the event, when the sample space is represented
using organized lists, tables, and tree diagrams.
c. Design and use a simulation to generate frequencies for compound events.
Clarification Checking for Understanding
This standard focuses on the use of organized lists or tables and tree A fair coin will be tossed three times. What is the probability of getting two
diagrams to determine the probability of compound events. Therefore, heads and one tail for the three tosses in any order?
students are expected to extend their understanding of simple events to that
of compound events. They should compare and contrast simple and
compound events both orally and in writing and draw on context to
demonstrate their understanding.

For example, when flipping a coin two times, a student should be able to
determine the sample space based on what they know about the
outcomes for each flip.
Organized List Tree Diagram
HH (heads both flips)
HT (heads then tails)
TH (tails then heads)
TT (tails both flips)

Table A. Show all possible arrangements of the letters in the word FRED using a tree
1st 2nd Sample diagram.
Toss Toss Space B. If each of the letters is on a tile and drawn at random, what is the probability
H H HH of drawing the letters F-R-E-D in that order?
H T HT C. What is the probability that a “word” will have an F as the first letter?
T T TT
T H TH Sample Space HH HT TH TT

Students are also expected to know and understand how to determine the
sample space of compound events and explain how the sample space is
used to find the probability of compound events (with or without replacement).

Additionally, students can design simulations to collect data for compound

events to generate frequencies of compound events for the purpose of
approximating probabilities of compound events.

Return to: Standards

NC Department of Public Instruction 28 7th Grade Unpacking Document Rev. June 2018