School Improvement in Maryland

Using the State Curriculum: Mathematics, Grade 7

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Algebra:

Mathematics:

State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

  • Sample Assessments
    Items and annotated student responses as appropriate
  • Public Release Items
    Actual MSA items and annotated student responses as appropriate

Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships.

Topic

A. Patterns and Functions

Indicator

  • 1. Identify, describe, extend, and create linear patterns and functions
Objectives
  1. Complete a function table with a given two-operation rule
    Assessment limit: Use the operations (+, -, x), numbers no more than 20 in the rule and whole numbers (0-500)
  2. Identify and extend a geometric sequence
  3. Describe how a change in one variable in a linear function affects the other variable in a table of values

Topic

B. Expressions, Equations, and Inequalities

Indicator

  • 1. Write and evaluate expressions
Objectives
  1. Write an algebraic expression to represent unknown quantities
    Assessment limit: Use one unknown and one or two operations (+, -, ×, ÷ with no remainders) with whole numbers, fractions with denominators as factors of 100, or decimals with no more than three decimal places (0-500)
  2. Evaluate algebraic expressions
    Assessment limit: Use one unknown and no more than two operations (+, -, ×, ÷ with no remainders) with whole numbers (0 – 200), fractions with denominators as factors of 100 (0 – 100), or decimals with no more than three decimal places (0 – 100)
  3. Evaluate numeric expressions using the order of operations
    Assessment limit: Use no more than 4 operations (+, -, ×, ÷ with no remainders) with or without up to 2 sets of parentheses, brackets, or a division bar, with whole numbers (0 – 200), fractions with denominators as factors of 100 (0 – 100), or decimals with no more than three decimal places (0 – 100)
  4. Simplify algebraic expressions represented as physical models by combining like terms

Indicator

  • 2. Identify, write, solve, and apply equations and inequalities
Objectives
  1. Write equations and inequalities to represent relationships
    Assessment limit: Use a variable, the appropriate relational symbols (>, ≥, <, ≤, =), and one or two operational symbols (+, -, ×, ÷) on either side and use whole numbers, fractions with denominators as factors of 100, or decimals with no more than three decimal places (0 – 500)
  2. Determine the unknown in a linear equation
    Assessment limit: Use one or two operations (+, -, ×) and the unknown only once with whole numbers (0 – 500), fractions with denominators as factors of 100 (0 – 50), or decimals with no more than three decimal places (0 – 100)
  3. Solve for the unknown in an inequality
    Assessment limit: Use an inequality with one variable with a positive whole number coefficient and one operation (+, -, ×, ÷ with no remainders) using whole numbers or decimals with no more than 2 decimal places (0 – 500)
  4. Identify or graph solutions of inequalities on a number line
    Assessment limit: Use whole numbers (0 – 50)
  5. Apply given formulas to a problem solving situation
    Assessment limit: Use formulas having no more than three variables and up to two operations, with whole numbers, fractions with denominators as factors of 100, or decimals with no more than three decimal places (0 – 100)

Topic

C. Numeric and Graphic Representations of Relationships

Indicator

Objectives
  1. Represent rational numbers on a number line
    Assessment limit: Use rational numbers (-100 to 100)
  2. Graph ordered pairs in a coordinate plane
    Assessment limit: Use no more than 4 ordered pairs of rational numbers (-20 to 20)
  3. Graph linear equations with one operation in a coordinate plane

Indicator

  • 2. Analyze linear relationships
Objectives
  1. Identify and describe the change represented in a table of values
    Assessment limit: Identify increase, decrease, or no change
  2. Describe the rate of change of a linear relationship by a table of values and a graph

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004