Grade 7 MCA #1 Name:
NUMBER AND OPERATIONS (7.1.x.x)Directions: Define Each term with words and a picture.
Integer / Rational Number / Irrational Number
Fraction / Repeating Decimal / Terminating Decimal
Vocabulary / Benchmark
π
written as a symbol, not as “pi”
terminating repeating / 7.1.1.1 Know that every rational number can be written as the ratio of two integers or as a terminating or repeating decimal. Recognize that π is not rational, but that it can be approximated by rational numbers such as and 3.14.
Emerging Understanding Question / Partially Proficient Question
Write each fraction as a decimal:
2/3 =
1/2 =
4/9 =
3/8 =
1/6 = / Give three examples of rational numbers.
Proficient Question / Exceeding Standard Question
/ What are the differences between rational and irrational numbers?
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Grade 7 MCA #1 part 2
NUMBER AND OPERATIONS (7.1.x.x)terminating repeating / 7.1.1.2 Understand that division of two integers will always result in a rational number. Use this information to interpret the decimal result of a division problem when using a calculator.
For example: gives 4.16666667 on a calculator. This answer is not exact. The exact answer can be expressed as, which is the same as. The calculator expression does not guarantee that the 6 is repeated, but that possibility should be anticipated.
Emerging Understanding Question / Partially Proficient Question
Circle all terminating decimals.
0.5 2.75 0.3 3.416 / Write the fraction 141/18 as a decimal.
Proficient Question / Exceeding Standard Question
/ When you use a calculator to convert 2/3 to a decimal you divide 2 by 3. The calculator screen reads 0.6666666667. Is this a repeating decimal, why or why not? Why is the 7 on the calculator screen?
Look at the 4 problems on the front and back of this sheet.
Circle the statement that best matches your personal understanding of each benchmark
BENCHMARK / DOES NOT MEET STANDARD / PARTIALLY MEETS STANDARD / MEETS STANDARD / EXCEEDS STANDARD7.1.1.1
(front) / I do not understand this standard / I understand some parts of this standard / I am confident I can do problems on this standard correctly. / I understand this standard so well I can explain it to friends.
7.1.1.2
(above) / I do not understand this standard / I understand some parts of this standard / I am confident I can do problems on this standard correctly. / I understand this standard so well I can explain it to friends.
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Grade 7 MCA #2 Name:
NUMBER AND OPERATIONS (7.1.x.x)Directions: Define Each term with words and a picture.
Opposite / Coordinate / Origin
Vocabulary / Benchmark
opposite, coordinate, origin / 7.1.1.3 Locate positive and negative rational numbers on a number line, understand the concept of opposites, and plot pairs of positive and negative rational numbers on a coordinate grid.
Emerging Understanding Question / Partially Proficient Question
What is the opposite of each number below?
The opposite of 5 is ______.
The opposite of -8 is ______.
The opposite of -0.6 is ______.
The opposite of ½ is ______.
The opposite of -482 is ______. /
Proficient Question / Exceeding Standard Question
/ Graph the fraction ¾ and its opposite on a number line.
Circle the statement that best matches your personal understanding of today’s benchmark.
BENCHMARK / DOES NOT MEET STANDARD / PARTIALLY MEETS STANDARD / MEETS STANDARD / EXCEEDS STANDARD7.1.1.3 / I do not understand this standard / I understand some parts of this standard / I am confident I can do problems on this standard correctly. / I understand this standard so well I can explain it to friends.
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Grade 7 MCA #2 part 2
NUMBER AND OPERATIONS (7.1.x.x)Vocabulary / Benchmark
Inequality / 7.1.1.4 Compare positive and negative rational numbers expressed in various forms using the symbols < , > , = , ≤ , ≥ . For example: < .
Emerging Understanding Question / Partially Proficient Question
Insert a symbol (<, >, =) to make a true statement.
-5 ______3
-15.7 ______-12
- ½ ______- ¾
-2 ______¼ / Order the numbers from least to greatest.
Proficient Question / Exceeding Standard Question
/ Draw a diagram/picture that justifies that ⁻ is larger than ⁻.
Circle the statement that best matches your personal understanding of today’s benchmark.
BENCHMARK / DOES NOT MEET STANDARD / PARTIALLY MEETS STANDARD / MEETS STANDARD / EXCEEDS STANDARD7.1.1.4 / I do not understand this standard / I understand some parts of this standard / I am confident I can do problems on this standard correctly. / I understand this standard so well I can explain it to friends.
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Grade 7 MCA #3 Name:
NUMBER AND OPERATIONS (7.1.x.x)Vocabulary / Benchmark
inequality / 7.1.1.5 Recognize and generate equivalent representations of positive and negative rational numbers, including equivalent fractions. For example: .
Emerging Understanding Question / Partially Proficient Question
Circle all values equivalent to -1.5.
1.5
/
Proficient Question / Exceeding Standard Question
/ Suzy’s sister does not understand why -0.4, -2/5 and -40% are equivalent representations. How can Suzy convince her sister these three numbers are equivalent?
Circle the statement that best matches your personal understanding of today’s benchmark.
BENCHMARK / DOES NOT MEET STANDARD / PARTIALLY MEETS STANDARD / MEETS STANDARD / EXCEEDS STANDARD7.1.1.5 / I do not understand this standard / I understand some parts of this standard / I am confident I can do problems on this standard correctly. / I understand this standard so well I can explain it to friends.
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Grade 7 MCA #3 part 2
NUMBER AND OPERATIONS (7.1.x.x)Vocabulary / Benchmark
7.1.2.1 Add, subtract, multiply and divide positive and negative rational numbers that are integers, fractions and terminating decimals; use efficient and generalizable procedures, including standard algorithms; raise positive rational numbers to whole-number exponents. For example: .
Emerging Understanding Question / Partially Proficient Question
SOLVE WITHOUT USING A CALCULATOR.
⁻2 + ⁻7 = ⁻7 + 4= 9 + ⁻3 =
2 – 5 = ⁻2 – 5 = 4 - ⁻6 =
3 • ⁻6 = ⁻7 • ⁻8 = ⁻10 • 9 =
12 ÷ ⁻3 = -24 ÷ ⁻6 = ⁻18 ÷ 2 = / SOLVE WITHOUT USING A CALCULATOR.
Proficient Question / Exceeding Standard Question
SOLVE WITHOUT USING A CALCULATOR.
/ SOLVE WITHOUT USING A CALCULATOR.
Circle the statement that best matches your personal understanding of today’s benchmark.
BENCHMARK / DOES NOT MEET STANDARD / PARTIALLY MEETS STANDARD / MEETS STANDARD / EXCEEDS STANDARD7.1.2.1 / I do not understand this standard / I understand some parts of this standard / I am confident I can do problems on this standard correctly. / I understand this standard so well I can explain it to friends.
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Grade 7 MCA #4 Name:
NUMBER AND OPERATIONS (7.1.x.x)Vocabulary / Benchmark
inverse / 7.1.2.2 Use real-world contexts and the inverse relationship between addition and subtraction to explain why the procedures of arithmetic with negative rational numbers make sense.
For example: Multiplying a distance by -1 can be thought of as representing that same distance in the opposite direction. Multiplying by -1 a second time reverses directions again, giving the distance in the original direction.
Emerging Understanding Question / Partially Proficient Question
Use the model to find the solution to each number sentence. Draw a picture of your solution.
/
Proficient Question / Exceeding Standard Question
Model each number sentence and its solution on a number line.
⁻5 – 7 =
⁻4 • 2 =
/ Use the story of hot and cold cubes to describe the solution to the number sentence ⁻6 – 11 = ?
Circle the statement that best matches your personal understanding of today’s benchmark.
BENCHMARK / DOES NOT MEET STANDARD / PARTIALLY MEETS STANDARD / MEETS STANDARD / EXCEEDS STANDARD7.1.2.2 / I do not understand this standard / I understand some parts of this standard / I am confident I can do problems on this standard correctly. / I understand this standard so well I can explain it to friends.
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Grade 7 MCA #4 part 2
NUMBER AND OPERATIONS (7.1.x.x)Directions: Define Each term with words and a picture.
Simple Interest / Compound Interest / Proportion
Vocabulary / Benchmark
simple interest, compound interest / 7.1.2.3 Understand that calculators and other computing technologies often truncate or round numbers. (Assessed within 7.1.2.4)
7.1.2.4 Solve problems in various contexts involving calculations with positive and negative rational numbers and positive integer exponents, including computing simple and compound interest.
Emerging Understanding Question / Partially Proficient Question
Evaluate each expression:
-32= (-6)3= 54 =
Convert each percent to its decimal equivalent.
400%= 40%=
4%= 0.4%= /
Proficient Question / Exceeding Standard Question
Circle the statement that best matches your personal understanding of today’s benchmark.
BENCHMARK / DOES NOT MEET STANDARD / PARTIALLY MEETS STANDARD / MEETS STANDARD / EXCEEDS STANDARD7.1.2.4 / I do not understand this standard / I understand some parts of this standard / I am confident I can do problems on this standard correctly. / I understand this standard so well I can explain it to friends.
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Grade 7 MCA #5 Name:
NUMBER AND OPERATIONS (7.1.x.x)Vocabulary / Benchmark
proportion / 7.1.2.5 Use proportional reasoning to solve problems involving ratios in various contexts.
For example: A recipe calls for milk, flour and sugar in a ratio of 4:6:3 (this is how recipes are often given in large institutions, such as hospitals). How much flour and milk would be needed with 1 cup of sugar?
Emerging Understanding Question / Partially Proficient Question
Proficient Question / Exceeding Standard Question
/ A recipe for 4 dozen cookies uses 500 grams of flour, 450 grams of butter, and 200 grams of sugar. How much of each ingredient would be required to make 60 cookies?
Circle the statement that best matches your personal understanding of today’s benchmark.
BENCHMARK / DOES NOT MEET STANDARD / PARTIALLY MEETS STANDARD / MEETS STANDARD / EXCEEDS STANDARD7.1.2.5 / I do not understand this standard / I understand some parts of this standard / I am confident I can do problems on this standard correctly. / I understand this standard so well I can explain it to friends.
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Grade 7 MCA #5 part 2
NUMBER AND OPERATIONS (7.1.x.x)Vocabulary / Benchmark
absolute value / 7.1.2.6 Demonstrate an understanding of the relationship between the absolute value of a rational number and distance on a number line. Use the symbol for absolute value.
For example: |3| represents the distance from 3 to 0 on a number line or 3 units; the distance between 3 and on the number line is | 3| or .
Emerging Understanding Question / Partially Proficient Question
Evaluate:
/
Proficient Question / Exceeding Standard Question
Evaluate each expression:
2 - 4ǀ⁻4 - 3ǀ + (⁻2)4
ǀ2 • (⁻2) - 3ǀ + 1 /
Circle the statement that best matches your personal understanding of today’s benchmark.
BENCHMARK / DOES NOT MEET STANDARD / PARTIALLY MEETS STANDARD / MEETS STANDARD / EXCEEDS STANDARD7.1.2.6 / I do not understand this standard / I understand some parts of this standard / I am confident I can do problems on this standard correctly. / I understand this standard so well I can explain it to friends.
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Grade 7 MCA #6 Name:
ALGEBRA (7.2.x.x)Vocabulary / Benchmark
Proportional, inversely / 7.2.1.1 Understand that a relationship between two variables, x and y, is proportional if it can be expressed in the form or. Distinguish proportional relationships from other relationships, including inversely proportional relationships (or).
For example: The radius and circumference of a circle are proportional, whereas the length x and the width y of a rectangle with area 12 are inversely proportional, since xy = 12 or equivalently,.
Emerging Understanding Question / Partially Proficient Question
Circle all the equations that represent a proportional relationship.
y = 3x a = 5.3b y = 6
y = 6 + 7x = y k = 3.1 – 8x /
If so, what is the equation of the relationship?
Proficient Question / Exceeding Standard Question
/ Write the rule for the table below:
X / Y
1 / 24
2 / 12
3 / 8
4 / 6
6 / 4
Circle the statement that best matches your personal understanding of today’s benchmark.
BENCHMARK / DOES NOT MEET STANDARD / PARTIALLY MEETS STANDARD / MEETS STANDARD / EXCEEDS STANDARD7.2.1.1 / I do not understand this standard / I understand some parts of this standard / I am confident I can do problems on this standard correctly. / I understand this standard so well I can explain it to friends.
Grade 7 MCA #6 part 2
ALGEBRA (7.2.x.x)Directions: Define Each term with words and a picture.
Unit Rate / Constant of Proportionality / Slope
Vocabulary / Benchmark
proportional, origin, slope, constant of proportionality / 7.2.1.2 Understand that the graph of a proportional relationship is a line through the origin whose slope is the unit rate (constant of proportionality). Know how to use graphing technology to examine what happens to a line when the unit rate is changed.
Emerging Understanding Question / Partially Proficient Question
This table represents a proportional
relationship. What do you know
about its graph?
What is the ‘unit rate’?
What is the ‘constant of
proportionality’?
What is the slope? /
Proficient Question / Exceeding Standard Question
/
Also, draw a line with a constant of proportionality of 25 pieces of paper per box.
Circle the statement that best matches your personal understanding of today’s benchmark.