BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

First 9 Weeks

Fraction, Decimal, Percent, Absolute Value, Scientific Notation (7.1)Integers (7.3)Expressions (7.13)

Second 9 Weeks

Equations (7.14)Properties (7.16)Inequalities (7.15)Proportions (7.4)

Third 9 Weeks

Sequences (7.2)Functions (7.12)Transformations (7.8)Quadrilaterals (7.7 and 7.6)Surface Area and Volume (7.5)

Fourth 9 Weeks

Probability (7.9 and 7.10)Histograms and Graphs (7.11)

http://www.rda.aps.edu/mathtaskbank/fi_html/68tasks.htm

Pre-Algebra (7)

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

First Nine Weeks7 days Rounding decimals

place value, simplifying fractions, equivalent fractions

Textbook Resources - Course 2Decimal operations: : Chapter 1-1, 1-2, Activity Lab 1-3a, 1-3, 1-4Fractions:

Textbook Resources - Course 3Factors: Chapter 2-1Equivalent Fractions: Chapter 2-2Compare/order rational #: Chapter 2-3Add/Sub Fractions: Chapter 2-4

1 week 7.1 a) investigate and describe the concept of negative exponents for powers of ten;

7.1 b) determine scientific notation for numbers greater than zero

Essential Questions What does a negative exponent mean when the

base is 10? When should scientific notation be used?

Prerequisite/Extension SOL5.2 a) recognize/name fractions in their equivalent decimal form and vice versa; b)compare/order fractions and decimals

6.2 a) fraction/decimal/% ‐ b) ID from representation; d) compare/order

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

Recognize powers of 10 with negative exponents by examining patterns.

Write a power of 10 with a negative exponent in fraction and decimal form.

Write a number greater than 0 in scientific notation.

Recognize a number greater than 0 in scientific notation.

Key VocabularyNegative exponents, powers of ten, scientific notation

DOE Lesson Plans7.1 - Powers of Ten - Number and Number Sense7.1 - Scientific Notation - Number and Number Sense

Textbook Resources - Course 2Sci. Notation.: Chapter 2-8Negative Exp.: Chapter VA3

Textbook Resources - Course 3Scientific Notation: Chapter 2-8Power/Exponents: Chapter 2-7

Resources/Lessons (from Weebly)7.1a Powers of 10 HW7.1bc Scientific Notation and Ordering7.1b Scientific Notation - Negatives - Practice7.1b Scientific Notation 2010 Practice (notebook)

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

6.5 investigate/describe positive exponents, perfect squares

8.1 b) compare/order fraction/decimal/%, and scientific notation8.5 a) determine if a number is a perfect square; b) find two consecutive whole numbers between which a square root lies

7.1b Scientific Notation (notebook)

4 days 7.1c: compare and order fractions, decimals, percents and numbers written in scientific notation

Essential Questions How are fractions, decimals and percents related?

Prerequisite/Extension SOL5.2 a) recognize/name fractions in their equivalent decimal form and vice versa; b)compare/order fractions and decimals

6.2 a) fraction/decimal/% ‐ b) ID from representation; d) compare/order

8.1 b) compare/order fraction/decimal/%, and scientific notation

Compare, order, and determine equivalent relationships among fractions, decimals, and percents. Decimals are limited to the thousandths place, and percents are limited to the tenths place. Ordering is limited to no more than 4 numbers.

Order no more than 3 numbers greater than 0 written in scientific notation.

Key VocabularyFractions, decimals, percents, ascending, descending

DOE Lesson Plans7.1 - Ordering Fractions, Decimals, and Percents - Number and Number Sense

Textbook Resources - Course 2Compare/Order - Integers: Chapter 1-6Compare/Order - Fractions: Chapter 2-4, 2-7Compare/Order - Sci. Notation VA2Compare fractions/decimals: Act. Lab 2-6a pg. 95Fraction-decimals: Chapter 2-6

Textbook Resources - Course 3Compare/Order Rational #: Chapter 2-3

Resources/Lessons (from Weebly)7.1c Conversion Chart7.1c Equivalent Fraction Decimal Percent Cards7.1c FDP Converting Chart7.1c FDP Practice (notebook)

Sept 9-13(1 week)

7.1 d) determine square roots; ande) Identify and describe absolute value for rational numbers.

Essential Questions How is taking a square root different from squaring a

number? Why is the absolute value of a number positive?

Prerequisite/Extension SOL5.2 a) recognize/name fractions in their equivalent decimal form and vice versa; b)compare/order fractions

Determine the square root of a perfect square less than or equal to 400.

Demonstrate absolute value using a number line.

Determine the absolute value of a rational number.

Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle to solve practical problems.

Key VocabularySquare roots, absolute value, square of a number, perfect square

DOE Lesson Plans7.1 - Square Roots - Number and Number Sense7.1 - Absolute Value - Number and Number Sense

Textbook Resources - Course 2Square roots & irrational numbers: Chapter 8-6Absolute value (compare/order integers): Chapter 1-6

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

and decimals

6.2 a) fraction/decimal/% ‐ b) ID from representation; d) compare/order6.5 investigate/describe positive exponents, perfect squares

8.1 b) compare/order fraction/decimal/%, and scientific notation8.5 a) determine if a number is a perfect square; b) find two consecutive whole numbers between which a square root lies

Textbook Resources - Course 3Absolute Value/Integers: Chapter 1-2Square Roots/Irrational #: Chapter 3-1Perfect Squares: Chapter VA1

Resources/Lessons (from Weebly)7.1d Notes7.1d Perfect Square Homework7.1d Perfect Squares Cheese-its Exploration7.1d Perfect Squares Sort7.1d Squares 1-207.1e Absolute Value Rounds

1 week 7.3 a) model addition, subtraction, multiplication and division of integers;

Essential Questions The sums, differences, products and quotients of

integers are either positive, zero, or negative. How can this be demonstrated?

Prerequisite/Extension SOL5.18 c) model one‐step linear equations using add/sub

6.3 a) ID/represent integers; b) order/compare integers; c) ID/describe absolute value of integers

Model addition, subtraction, multiplication and division of integers using pictorial representations of concrete manipulatives.

Key VocabularyIntegers, whole numbers, sum, difference, product, quotient

DOE Lesson Plans7.3 - Integers: Addition and Subtraction - Computation and Estimation

Textbook Resources - Course 2Add/Subtract - Activity Lab: Chapter 1-7a, pg. 36Multiply/Divide – Activity Lab: Chapter 1-8a, pg. 43

Textbook Resources - Course 3Using Number lines: Activity Lab 1-3a

Resources/Lessons (from Weebly)7.3 Modeling Integers (ppt)

(1 week) 7.3 b) add, subtract, multiply, and divide integers.

Essential Questions The sums, differences, products and quotients of

integers are either positive, zero, or negative. How can this be demonstrated?

Prerequisite/Extension SOL5.5 a) find sum/diff/product/quotient of two decimals through thousandths

6.6 a) multiply/div fractions

Add, subtract, multiply, and divide integers.

Simplify numerical expressions involving addition, subtraction, multiplication and division of integers using order of operations.

Solve practical problems involving addition, subtraction, multiplication, and division with integers.

Key VocabularySimplify, order of operations

DOE Lesson Plans7.3 - Integers: Multiplication and Division - Computation and Estimation

Textbook Resources - Course 2 Integer operations: Chapter 1-7, 1-8

Textbook Resources - Course 3Add/Sub Integers: Chapter 1-3Multply/Divide Integers: Chapter 1-4

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

Resources/Lessons (from Weebly)7.3 Adding Integers Notes Pages7.3 Adding Integers Practice7.3 AddSubMultDiv Word Problems7.3 AddSubtract Integers Notes7.3 Integer Placemat (notebook)7.3 Integer Vocabulary (notebook) 7.3 Integer Word Problems BRCTM (notebook) 7.3 Integers Class Work AddSubMultDiv7.3 Integers Review Game (notebook) 7.3 Integers Review Questions7.3 MATH_MS_intro_to_integers (notebook)

(1 week) 7.13 a) write verbal expressions as algebraic expressions and sentences as equations and vice versa;

Essential QuestionsHow can algebraic expressions and equations be written?

Prerequisite/Extension SOL5.7 evaluate whole number numerical expressions using order of operations, limited to parentheses/add/sub /multiply/div

6.8 evaluate whole number numerical expressions using order of operations

8.1 a) simplify numerical expressions involving positive exponents, using rational numbers, order of operations, properties

Write verbal expressions as algebraic expressions. Expressions will be limited to no more than 2 operations.

Write verbal sentences as algebraic equations. Equations will contain no more than 1 variable term.

Translate algebraic expressions and equations to verbal expressions and sentences. Expressions will be limited to no more than 2 operations.

Identify examples of expressions and equations.

Key VocabularyExpression, variable expression, algebraic expression, verbal sentence

DOE Lesson Plans

Textbook Resources - Course 2Algebraic Expressions: Chapter 4-1, VA5

Textbook Resources - Course 3Algebraic Expressions: Chapter 1-1

Resources/Lessons (from Weebly)Pre-Algebra (7)7.13a Bingo7.13a Build My Expression Lego Activity7.13a Translating Add and Subtract Vortex7.13a Translating Expressions7.13a Translating Expressions7.13a Translating Multiplication and Division Vortex7.13a Translating Practice

(1 week) 7.13 b) evaluate algebraic expressions for given replacement values of the variables.

Essential QuestionsHow can algebraic expressions and equations be written?

Prerequisite/Extension SOL5.7 evaluate whole number numerical expressions using order of operations, limited to parentheses/add/sub /multiply/div

Apply the order of operations to evaluate expressions for given replacement values of the variables. Limit the number of replacements to no more than 3 per expression.

Key VocabularyEvaluate, replacement set, order of operations

DOE Lesson Plans7.13 - Translate and Evaluate - Patterns, Functions, and Algebra

Textbook Resources - Course 2Algebraic Expressions: Chapter 4-1 VA6

Textbook Resources - Course 3

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

6.8 evaluate whole number numerical expressions using order of operations8.1 a) simplify numerical expressions involving positive exponents, using rational numbers, order of operations, properties

Resources/Lessons (from Weebly)Pre-Algebra (7)7.13b Replacement Values Cupcake Activity7.13b Rep Values Practice Questions7.13b Rep Values Practice with Fractions

(4 days) Review and Assess all previous SOLs

Performance Task must be completed and graded on rubric by the end of Quarter 1Sample Performance Tasks:“Powers Of 3” “Powers Of 3 Teacher”“Molly Mathematician’s Locker Combination” “Molly Mathematician’s Locker Combination Teacher”

Second Nine Weeks (2 weeks) 7.14 a) solve one- and two-step linear

equations in one variableEssential QuestionsWhen solving an equation, why is it important to perform identical operations on each side of the equal sign?

Prerequisite/Extension SOL5.18 a) investigate/describe concept of variable; b) write open sentence using variable; c) model one‐step linear equations using add/sub; d) create problems based on open sentence

6.18 solve one‐step linear equations in one variable

8.15 a) solve multistep linear equations in one variable (variable on one and two sides of equations); b) solve two‐step linear inequalities and graph results on number line; c) ID properties of operations used to solve

Represent and demonstrate steps for solving one- and two-step equations in one variable using concrete materials, pictorial representations and algebraic sentences.

Solve one- and two-step linear equations in one variable.

Key VocabularySolve, one-step equation, inverse operation, two-step equation, solution

DOE Lesson Plans7.14 - Equations - Patterns, Functions, and Algebra

Textbook Resources - Course 2Intro to Equations: Chapter 4-2Model Balance – Activity Lab 4-2bModel w Algetiles – Activity lab 4-3aOne step add/sub: Chapter 4-3One step mult/div: Chapter 4-4Model 2-step w Algetiles – Activity Lab 4-6aTwo step equations: Chapter 4-6

Textbook Resources - Course 3Solve by Add/Sub.: Chapter 1-6Solve by Mult/divide: Chapter 1-7

Resources/Lessons (from Weebly)Pre-Algebra (7)7.14a Equation Matching7.14a Equation Review Worksheets7.14aExit Pass Two-Step Equations

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

(4 days) 7.16 The student will apply the following properties of operations with real numbers:

a) the commutative and associative properties for addition and multiplication;

b) the distributive property;c) the additive and multiplicative identity properties;

d) the additive and multiplicative inverse properties; and

e) the multiplicative property of zero.

Essential QuestionsWhy is it important to apply properties of operations when simplifying expressions?

Prerequisite/Extension SOL5.19 distributive property of multiply over addition

6.19 a) investigate/recognize identity properties for add/multiply; b) multiplicative property of zero; c) inverse property for multiply

8.15 c) ID properties of operations used to solve equations

Identify properties of operations used in simplifying expressions.

Apply the properties of operations to simplify expressions.

Key VocabularyCommutative property of addition, commutative property of multiplication, associative property of addition, associative property of multiplication, distributive property, additive identity property, multiplicative identity property, additive inverse property, multiplicative inverse property, multiplicative property of zero

DOE Lesson Plans7.16 - Properties - Patterns, Functions, and Algebra

Textbook Resources - Course 2 Identity, Zero, Commutative, Associative (Multiplying decimals): Chapter 1-2 & 1-3Distributive Property: Chapter 1-9Inverse: Chapter VA1Using properties VA4

Textbook Resources - Course 3Properties: Chapter 1-5

Resources/Lessons (from Weebly)Pre-Algebra (7)7.16ab Commutative Associate Distributive7.16ab Quiz7.16a Commutative Associate Sort7.16a Commutative Associate7.16cd Identity Inverse Vortex7.16 Identify Properties7.16 Properties Chart7.16 Properties Page Questions7.16 Properties WS7.16 Property Sort7.16 Property Review7.16 Property Practice 7.16 Quiz7.16 Whack a Mole Property Review

(1 week) 7.15 b) graph solutions to inequalities on the number line.

Essential QuestionsHow is the solution to an inequality different from that of a linear equation?

Graph solutions to inequalities on the number line.

Represent and demonstrate steps in solving inequalities in one variable, using concrete materials, pictorial representations, and algebraic sentences.

Key VocabularyInequality, number line, closed circle, open circle, greater than, less than, greater than or equal to, less than or equal to

DOE Lesson Plans

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

How are the procedures for solving equations and inequalities the same?

Prerequisite/Extension SOL6.20 graph inequalities on number line

8.16 graph linear equation in two variables

7.15 - Inequalities - Patterns, Functions, and Algebra

Textbook Resources - Course 2Graphing/Writing: Chapter 4-7Using Inequalities Activity Lab 4-7b pg. 209

Textbook Resources - Course 3

Resources/Lessons (from Weebly)Pre-Algebra (7)7.15b Graphing Inequalities

(1 week) 7.15 a) solve one-step inequalities in one variable.

Essential QuestionsHow is the solution to an inequality different from that of a linear equation?How are the procedures for solving equations and inequalities the same?

Prerequisite/Extension SOL6.20 graph inequalities on number line

8.16 graph linear equation in two variables

Identify a numerical value that satisfies the inequality. Key VocabularyInequality, solution, inverse operation

DOE Lesson Plans7.15 - Inequalities - Patterns, Functions, and Algebra

Textbook Resources - Course 2One step (add/sub): Chapter 4-8One step (mult/div): Chapter 4-9

Textbook Resources - Course 3

Resources/Lessons (from Weebly)Pre-Algebra (7)7.15 Add-Sub Inequalities7.15a Inequalities7.15 Inequalities7.15 Inequalities Life Savers and Peppermints7.15 Kooshball Inequalities Review7.15 Mult-Div Inequalities

(3 days) 7.14b) solve practical problems requiring the solution of one- and two-step linear equations.

Essential QuestionsWhen solving an equation, why is it important to perform identical operations on each side of the equal sign?

Prerequisite/Extension SOL5.18 a) investigate/describe concept of

Solve practical problems that require the solution of a one- or two-step linear equation.

Key VocabularySolve, one-step equation, inverse operation, two-step equation, solution

DOE Lesson Plans

Textbook Resources - Course 2 See SOL 7.14a

Textbook Resources - Course 3

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

variable; b) write open sentence usingvariable; c) model one‐step linear equations using add/sub; d) create problems based on open sentence

6.18 solve one‐step linear equations in one variable

8.15 a) solve multistep linear equations in one variable (variable on one and two sides of equations); b) solve two‐step linear inequalities and graph results on number line; c) ID properties of operations used to solve

Resources/Lessons (from Weebly)Pre-Algebra (7)See SOL 7.14a

(2 weeks) 7.4 The student will solve single-step and multistep practical problems, using proportional reasoning.

Essential QuestionsWhat makes two quantities proportional?

Prerequisite/Extension SOL5.4 create/solve single‐/multistep practical problems involving add/sub/multiply/div of whole numbers

6.1 describe/compare data using ratios

6.7 solve practical problems involvingadd/sub/multiply/div decimals

8.3 a) solve practical problems involving rational numbers, percent, ratios, and prop; b) determine percent increase/decrease

Write proportions that represent equivalent relationships between two sets.

Solve a proportion to find a missing term.

Apply proportions to convert units of measurement between the U.S. Customary System and the metric system. Calculators may be used.

Apply proportions to solve practical problems, including scale drawings. Scale factors shall have denominators no greater than 12 and decimals no less than tenths. Calculators may be used.

Using 10% as a benchmark, mentally compute 5%, 10%, 15%, or 20% in a practical situation such as tips, tax and discounts.

Solve problems involving tips, tax, and discounts. Limit problems to only one percent computation per problem.

Key VocabularyRate, unit rate, ratio, proportion, scale factor, percents, tip, tax, discount

DOE Lesson Plans7.4 - Proportions - Computation and Estimation7.4 - Sales Tax and Tip - Computation and Estimation

Textbook Resources - Course 2 Ratios -: Chapter 5-1Unit rates, Prop Reasoning: Chapter 5-2Proportions: Chapter 5-3Using Proportions-Activity Labs 5-3b, 5-4aSolving Proportions: Chapter 5-4Proportional Reasoning (practical problems) VA7Maps and Scale drawing: Chapter 5-6Benchmark percentsTip, Tax, commission Percent: Chapter 6-7Discount (percent change): Chapter 6-8Intro to Percents: Chapter 6-1Percents, Fractions, decimals: Chapter 6-2Percent of a number: Chapter 6-4Percent Proportion: Chapter 6-5, 6-6

Textbook Resources - Course 3Rates & Ratios: chapter 4-1Solve Proportions: Chapter 4-3

Resources/Lessons (from Weebly)Pre-Algebra (7)(15 Lessons)

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

(1 week) Review and Assess all previous SOLs

Performance Task must be completed and graded on rubric by the end of Quarter 2Sample Performance Tasks:“How Many Nickels” “How Many Nickels Teacher”

3rd Nine Weeks (1 week) 7.2 The student will describe and represent

arithmetic and geometric sequences using variable expressions.

Essential QuestionsWhen are variable expressions used?

Prerequisite/Extension SOL5.17 describe/express the relationship in a number pattern

6.17 ID/extend geometric/arithmeticsequences

Analyze arithmetic and geometric sequences to discover a variety of patterns.

Identify the common difference in an arithmetic sequence.

Identify the common ratio in a geometric sequence.

Given an arithmetic or geometric sequence, write a variable expression to describe the relationship between two consecutive terms in the sequence.

Key VocabularyArithmetic sequence, common difference, geometric sequence, common ratio

DOE Lesson Plans7.2 - Arithmetic and Geometric Sequences -

Textbook Resources - Course 2Patterns and graphs: Chapter 9-1Number Sequences: Chapter 9-2Sequences: Chapter VA12

Textbook Resources - Course 3Sequences: Chapter 11-1

Resources/Lessons (from Weebly)Pre-Algebra (7)7.2 Sequence Cards Practice7.2 Sequence Cards Practice (notebook) 7.2 Sequences Practice

(9 days) 7.12 The student will represent relationships with tables, graphs, rules, and words.

Essential QuestionsWhat are the different ways to represent the relationship between two sets of numbers?

Prerequisite/Extension SOL8.14 make connections between any two representations (tables, graphs, words, rules)

Describe and represent relations and functions using tables, graphs, rules and words. Given on representation, students will be able to represent the relation in another form.

Key VocabularyTables, rules, graphs, elements, sets, equations, relation, functions, input, output, independent variable, dependent variable, ordered pairs, vertical line test, curve, coordinate plane, coordinates, x-axis, y-axis

DOE Lesson Plans7.12 - Relationships Round Robin - Patterns, Functions, and Algebra

Textbook Resources - Course 2 Patterns and Tables: Chapter 9-3Function Rules: Chapter 9-4Using tables, rules, graphs: Chapter 9-5(interpreting graphs: Chapter 9-6

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

Textbook Resources - Course 3

Resources/Lessons (from Weebly)Pre-Algebra (7)7.12 Functions- Given input and output determine rule7.12 Functions- Match function and table7.12 Functions-Given input determine output (2)7.12 Functions-Given input determine output7.12 Functions-Smartpals Template7.12 Functions-Table to graph7.12Functions-Transfer between representations

(7 days) 7.8 The student, given a polygon in the coordinate plane, will represent transformations (reflections, dilations, rotations, and translations) by graphing in the coordinate plane.

Essential QuestionsHow does the transformation of a figure affect the size, shape and position of that figure?

Prerequisite/Extension SOL5.11 measure right/acute/obtuse/straight angles

6.11 a) ID coordinates of a point in a coordinate plane; b) graph ordered pairs in coordinate plane

8.8 a) apply transformations to plane figures; b) ID applications of transformations

Identify the coordinates of the image of a right triangle or rectangle that has been translated either vertically, horizontally, or a combination of a vertical and horizontal translation.

Identify the coordinates of the image of a right triangle or rectangle that has been rotated 90° or 180° about the origin.

Identify the coordinates of the image of a right triangle or a rectangle that has been reflected over the x- or y-axis.

Identify the coordinates of a right triangle or rectangle that has been dilated. The center of the dilation will be the origin.

Sketch the image of a right triangle or rectangle translated vertically or horizontally.

Sketch the image of a right triangle or rectangle that has been rotated 90° or 180° about the origin.

Sketch the image of a right triangle or rectangle that has been reflected over the x- or y-axis.

Sketch the image of a dilation of a right triangle or rectangle

limited to a scale factor of , , 2, 3 or 4

Key VocabularyPolygon, vertical, horizontal, coordinates, transformations, reflections, dilations, rotations, translations, coordinate plane, turn, fixed point, center of rotation, slide, multiplicative factor, image, pre-image, x-axis, y-axis

DOE Lesson Plans7.8 - Rotation - Geometry7.8 - Dilation - Geometry7.8 - Translation and Reflection - Geometry

Textbook Resources - Course 2Graphing/Coordinate Plane: Chapter 10-1Intro to Transformations Activity Lab 10-5a pg. 509Translations: Chapter 10-5Reflection: Chapter 10-6Rotation: Chapter 10-7Dilations: Chapter VA13

Textbook Resources - Course 3Translations: Chapter 3-6Reflections: Chapter 3-7Rotation: Chapter 3-8Dilation: Chapter VA5Dilation/Scale: Chapter 4-5

Resources/Lessons (from Weebly)Pre-Algebra (7)7.8 Dan Mulligan Transformation Intro7.8 Dilations (notebook) 7.8 Review All Transformations (notebook)

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

7.8 Rotation (notebook) 7.8 Smartpal Transformations Template7.8 Symmetry and Toys Defined STEM Questions7.8 Translations and Reflections7.8 Translations and Reflections (notebook)

(8 days) 7.7 The student will compare and contrast the following quadrilaterals based on properties: parallelogram, rectangle, square, rhombus, and trapezoid.

7.6 The student will determine whether plane figures – quadrilaterals and triangles – are similar and write proportions to express the relationships between corresponding sides of similar figures.

Essential Questions

Why can some quadrilaterals be classified in more than one category?How do polygons that are similar compare to polygons that are congruent?

Prerequisite/Extension SOL5.12 a) classify angles as right/acute/obtuse/straight; b) triangles as right/acute/obtuse/equilateral/ scalene/isosceles5.13 a) using plane figures will develop definitions of plane figures; b) investigate/describe results of combining/subdividing plane figures

6.2 fraction/decimal/% ‐ a) describe as ratios; b) ID from representation; c) equivalent relationships;6.12 determine congruence of segments/angles/polygons6.13 ID/describe properties of quadrilaterals

8.6 a) verify/describe relationships among vertical/adjacent/supplementary/complementary angles; b) measure angles < 360°8.10 a) verify the Pythagorean Theorem; b)apply the Pythagorean Theorem

Compare and contrast attributes of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid.

Identify the classification(s) to which a quadrilateral belongs, using deductive reasoning and inference.

Identify corresponding sides and corresponding and congruent angles of similar figures using the traditional notation of curved lines for the angles.

Write proportions to express the relationships between the lengths of corresponding sides of similar figures.

Determine if quadrilaterals or triangles are similar by examining congruence of corresponding angles and proportionality of corresponding sides.

Given two similar figures, write similarity statements using

symbols such as , A corresponds to

D, and corresponds to .

Key VocabularyQuadrilaterals, trapezoid, isosceles trapezoid, parallelogram, rectangle, square, rhombus, parallel, congruent, right angle, plane figures, similar, similar figures, corresponding sides, corresponding angles, congruent angles, line segments

DOE Lesson Plans7.7 - Quadrilateral Sort - Geometry7.6 - Similar Figures - Measurement

Textbook Resources - Course 2Quadrilaterals: Chapter 7-4 & VA9Similar Figures: Chapter 5-5 & VA8

Textbook Resources - Course 3Classifying Triangle/Quads: Chapter 7-4Similar Figures: Chapter 4-4

Resources/Lessons (from Weebly)Pre-Algebra (7)7.6 Defining Similar Figures7.6 Exploring Similar Figures7.6 Learning Contract Similar Figures7.6 Practice7.6 Practice WS7.6 Similar Figures

2 weeks) 7.5 The student willa) describe volume and surface area of

Determine if a practical problem involving a rectangular prism or cylinder represents the application of volume or

Key VocabularyArea, surface area, volume, rectangular prism, cylinder, net, scale factor

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

cylinders;b) solve practical problems involving the volume and surface area of rectangular prisms and cylinders; andc) describe how changing one measured attribute of a rectangular prism affects its volume and surface area.

Essential QuestionsHow are volume and surface area related?How does the volume of a rectangular prism change when one of the attributes is increased?

Prerequisite/Extension SOL5.8 a) find perimeter/area/volume; b)differentiate among perimeter/area/volume, ID which measure is appropriate; c) ID equivalent measurements within metric system;

8.7 a) investigate/solve practical problems involving volume/surface area of prisms, cylinders, cones, pyramids; b) describe how changes in measured attribute affects volume/surface area

surface area.

Find the surface area of a rectangular prism.

Solve practical problems that require finding the surface area of a rectangular prism.

Find the surface area of a cylinder.

Solve practical problems that require finding the surface area of a cylinder.

Find the volume of a rectangular prism.

Solve practical problems that require finding the volume of a rectangular prism.

Find the volume of a cylinder.

Solve practical problems that require finding the volume of a cylinder.

Describe how the volume of a rectangular prism is affected when one measured attribute is multiplied by a scale factor. Problems will be limited to changing attributes by scale factors only.

Describe how the surface area of a rectangular prism is affected when one measured attribute is multiplied by a scale factor. Problems will be limited to changing attributes by scale factors only

DOE Lesson Plans7.5 – S.A. and Volume of a Cylinder - Measurement7.5 - Volume of a Rectangular Prism - Measurement7.5 – S.A. of a Rectangular Prism - Measurement7.5 - Attributes of a Rectangular Prism - Measurement

Textbook Resources - Course 2Three Dimensional figures: Chapter 8-8Surface Area of Prisms & Cylinders: Chapter 8-9Volume of Prisms & Cylinders: Chapter 8-10Changing Attribute – Surface Area: Chapter VA10Changing Attribute – volume: Chapter VA11Generating Formulas Activity Lab 8-10b

Textbook Resources - Course 3Surface Area of Prism & Cylinders: Chapter 8-4Volume of Prism & Cylinder: Chapter 8-6

Resources/Lessons (from Weebly)Pre-Algebra (7)(14 lessons)

(1 week) Review and Assess all previous SOLs

Performance Task must be completed and graded on rubric by the end of Quarter 3Sample Performance Tasks:

Exemplars “Display Dilemma”

4th Nine Weeks (3 weeks) 7.9 The student will investigate and describe

the difference between the experimental probability and theoretical probability of an event.

Determine the theoretical probability of an event.

Determine the experimental probability of an event.

Describe changes in the experimental probability as the number of trials increases.

Key VocabularyTheoretical probability, experimental probability, event, trials, favorable outcomes, possible outcomes, Fundamental Counting Principle, tree diagram, compound event

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

7.10 The student will determine the probability of compound events, using the Fundamental (Basic) Counting Principle

Essential QuestionsWhat is the difference between the theoretical and experimental probability of an event?What is the Fundamental (Basic) Counting Principle? What is the role of the Fundamental (Basic)

Counting Principle in determining the probability of compound events?

Prerequisite/Extension SOL5.14 make predictions/determine probability by constructing a sample space

6.16 a) compare/contrast dependent/independent events; b) determine probabilities for dependent/independent events

8.12 determine probability of independent/dependent events with and without replacement

Investigate and describe the difference between the probability of an event found through experiment or simulation versus the theoretical probability of that same event.

Compute the number of possible outcomes by using the Fundamental (Basic) Counting Principle.

Determine the probability of a compound event containing no more than 2 events.

DOE Lesson Plans7.9 - What Are the Chances? – Probability & Statistics7.10 - The Real Meal Deal - Probability and Statistics

Textbook Resources - Course 2Probability: Chapter 12-1Experimental Probability: Chapter 12-2Compound events: Chapter 12-4Fundamental Counting Principle: Chapter VA15

Textbook Resources - Course 3Probability: Chapter 5-8Probability: Chapter 10-1Independent/dep. Events: Chapter 10-4

Resources/Lessons (from Weebly)7.9 BRCTM_Probability (notebook) 7.9 Organized_Lists (notebook) 7.9Probability Matching Cards7.9 Probability Questions7.9 Prob Word7.10 FCP7.10 Tree Diagrams FCP

(2 weeks) 7.11 The student, given data in a practical situation, will

a)construct and analyze histograms; andb)compare and contrast histograms with other types of graphs presenting information from the same data set

Essential QuestionsWhat types of data are most appropriate to display in a histogram?

Prerequisite/Extension SOL5.15 collect/organize/interpret data, using stem‐and‐leaf plots/line graphs

6.14 a) construct circle graphs; b) draw conclusions/make predictions, using circle graphs; c) compare/contrast graphs

8.13 a) make comparisons/predictions/inferences, using information displayed in graphs; b)construct/analyze

Collect, analyze, display, and interpret a data set using histograms. For collection and display of raw data, limit the data to 20 items.

Determine patterns and relationships within data sets (e.g., trends).

Make inferences, conjectures, and predictions based on analysis of a set of data.

Compare and contrast histograms with line plots, circle graphs, and stem-and-leaf plots presenting information from the same data set.

Key VocabularyHistogram, bar graph, line plots, circle graphs, stem-and-leaf plots, frequency, frequency distribution

DOE Lesson Plans7.11 - Numbers in a Name - Probability and Statistics

Textbook Resources - Course 2Histogram (an freq., line plot): Chapter 11-1Stem & Leaf: Chapter 11-3Graphs: Chapter VA14

Textbook Resources - Course 3Displaying Freq. (Histogram/Line Plot): chapter 9-2

Resources/Lessons (from Weebly)7.11b Histograms and Comparing Graphs7.11 Histogram Exit Pass7.11 Histogram Notes (notebook) 7.11 Histogram (notebook) 7.11 Histogram WS7.11 Histogram WS2

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BEDFORD COUNTY PUBLIC SCHOOLS ○ Pre-Algebra (7) Mathematics Curriculum Guide

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

scatterplots 7.11 VDOE Histogram Lesson

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