Organization: Pearson Education
Product Name: enVisionMath2.0 Common Core Grades 6 -8 Grade 7
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-333a722d-073e-3dc4-a32e-41a7b295d426
Timestamp:  Thursday, April 27, 2017 05:01 PM EDT
Status:     VALID!
Conformant: true

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Resource Validation Results
The document is valid.

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Schema Location Results
Schema locations are valid.

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Schema Validation Results
The document is valid.

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Schematron Validation Results
The document is valid.

Curriculum Standards:

Understand the formulas for area and circumference of a circle and use them to solve real-world and 
other mathematical problems; give an informal derivation of the relationship between the 
circumference and area of a circle. - 7.GM.5
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other 
quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, 
compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. - 
7.RP.A.1
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, 
tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent 
error. - 7.RP.A.3
Recognize and represent proportional relationships between quantities. - 7.RP.A.2
Apply properties of operations as strategies to multiply and divide rational numbers. - 7.NS.A.2c
Convert a rational number to a decimal using long division; know that the decimal form of a rational 
number terminates in 0s or eventually repeats. - 7.NS.A.2d
Solve real-world problems with rational numbers by using one or two operations. - 7.C.8
Design and use a simulation to generate frequencies for compound events. For example, use random 
digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A 
blood, what is the probability that it will take at least 4 donors to find one with type A blood? - 7.SP.C.8c
Develop a probability model and use it to find probabilities of events. Compare probabilities from a 
model to observed frequencies; if the agreement is not good, explain possible sources of the 
discrepancy. - 7.SP.C.7
Use variables to represent quantities in a real-world or mathematical problem, and construct simple 
equations and inequalities to solve problems by reasoning about the quantities. - 7.EE.B.4
Understand that the probability of a chance event is a number between 0 and 1 that expresses the 
likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 
indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, 
and a probability near 1 indicates a likely event. - 7.SP.C.5
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers 
in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of 
operations to calculate with numbers in any form; convert between forms as appropriate; and assess 
the reasonableness of answers using mental computation and estimation strategies. For example: If a 
woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or 
$2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a 
door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this 
estimate can be used as a check on the exact computation. - 7.EE.B.3
Approximate the probability of a chance event by collecting data on the chance process that produces it 
and observing its long-run relative frequency, and predict the approximate relative frequency given the 
probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled 
roughly 200 times, but probably not exactly 200 times. - 7.SP.C.6
Use measures of center and measures of variability for numerical data from random samples to draw 
informal comparative inferences about two populations. For example, decide whether the words in a 
chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-
grade science book. - 7.SP.B.4
Understand that rewriting an expression in different forms in a problem context can shed light on the 
problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 
5%” is the same as “multiply by 1.05.” - 7.EE.A.2
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with 
rational coefficients. - 7.EE.A.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and 
areas from a scale drawing and reproducing a scale drawing at a different scale. - 7.G.A.1
Informally assess the degree of visual overlap of two numerical data distributions with similar 
variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of 
variability. For example, the mean height of players on the basketball team is 10 cm greater than the 
mean height of players on the soccer team, about twice the variability (mean absolute deviation) on 
either team; on a dot plot, the separation between the two distributions of heights is noticeable. - 
7.SP.B.3
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given 
conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the 
conditions determine a unique triangle, more than one triangle, or no triangle. - 7.G.A.2
Understand that statistics can be used to gain information about a population by examining a sample of 
the population; generalizations about a population from a sample are valid only if the sample is 
representative of that population. Understand that random sampling tends to produce representative 
samples and support valid inferences. - 7.SP.A.1
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. - 7.SP.C.8a
Use data from a random sample to draw inferences about a population with an unknown characteristic 
of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in 
estimates or predictions. For example, estimate the mean word length in a book by randomly sampling 
words from the book; predict the winner of a school election based on randomly sampled survey data. 
Gauge how far off the estimate or prediction might be. - 7.SP.A.2
Represent sample spaces for compound events using methods such as organized lists, tables and tree 
diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the 
outcomes in the sample space which compose the event. - 7.SP.C.8b
Understand that multiplication is extended from fractions to rational numbers by requiring that 
operations continue to satisfy the properties of operations, particularly the distributive property, leading 
to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of 
rational numbers by describing real-world contexts. - 7.NS.A.2a
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of 
integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). 
Interpret quotients of rational numbers by describing real- world contexts. - 7.NS.A.2b
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-
dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. - 7.G.B.6
Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane 
sections of right rectangular prisms and right rectangular pyramids. - 7.G.A.3
Know the formulas for the area and circumference of a circle and use them to solve problems; give an 
informal derivation of the relationship between the circumference and area of a circle. - 7.G.B.4
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to 
write and solve simple equations for an unknown angle in a figure. - 7.G.B.5
Represent proportional relationships by equations. For example, if total cost t is proportional to the 
number n of items purchased at a constant price p, the relationship between the total cost and the 
number of items can be expressed as t = pn. - 7.RP.A.2c
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal 
descriptions of proportional relationships. - 7.RP.A.2b
Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in 
a table or graphing on a coordinate plane and observing whether the graph is a straight line through the 
origin. - 7.RP.A.2a
Understand p + q as the number located a distance |q| from p, in the positive or negative direction 
depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 
(are additive inverses). Interpret sums of rational numbers by describing real-world contexts. - 7.NS.A.1b
Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that 
the distance between two rational numbers on the number line is the absolute value of their difference, 
and apply this principle in real-world contexts. - 7.NS.A.1c
Apply properties of operations as strategies to add and subtract rational numbers. - 7.NS.A.1d
Develop a probability model (which may not be uniform) by observing frequencies in data generated 
from a chance process. For example, find the approximate probability that a spinning penny will land 
heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny 
appear to be equally likely based on the observed frequencies? - 7.SP.C.7b
Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, 
with special attention to the points (0, 0) and (1, r) where r is the unit rate. - 7.RP.A.2d
Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are 
specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the 
problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want 
your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe 
the solutions. - 7.EE.B.4b
Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are 
specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? - 7.EE.B.4a
Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing 
the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no 
solution because 3x + 2y cannot simultaneously be 5 and 6. - 8.EE.C.8b
Parallel lines are taken to parallel lines. - 8.G.A.1c
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. - 8.G.A.3
Angles are taken to angles of the same measure. - 8.G.A.1b
Solve real-world and mathematical problems involving the four operations with rational numbers. - 
7.NS.A.3
Lines are taken to lines, and line segments to line segments of the same length. - 8.G.A.1a
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model 
to determine probabilities of events. For example, if a student is selected at random from a class, find 
the probability that Jane will be selected and the probability that a girl will be selected. - 7.SP.C.7a
Explain a proof of the Pythagorean Theorem and its converse. - 8.G.B.6
Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 
0 charge because its two constituents are oppositely charged. - 7.NS.A.1a


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Title: enVisionmath2.0 Common Core Grades 6-8 Grade 7 2017


         Tools
         
            Math Tools

            Glossary

            Games

            Grade 7: Accessible Student Edition

         Beginning-of-Year Assessment

         Mathematical Practices Animations
         
            Math Practice 1 Animation

            Math Practice 2 Animation

            Math Practice 3 Animation

            Math Practice 4 Animation

            Math Practice 5 Animation

            Math Practice 6 Animation

            Math Practice 7 Animation

            Math Practice 8 Animation

         Topic 1: Integers and Rational Numbers
         
            i14-1 Lesson Check

            i14-1 Part 1

            i14-1 Part 2

            i14-1 Part 3

            i5-4 Part 1

            i5-4 Part 2

            i5-4 Part 3

            i5-4 Lesson Check

            i6-2 Part 1

            i6-2 Part 2

            i6-2 Part 3

            i6-2 Lesson Check

            i8-2 Part 1

            i8-2 Part 2

            i8-2 Part 3

            i8-2 Lesson Check

            i21-1 Part 1

            i21-1 Part 2

            i21-1 Part 3

            i21-1 Lesson Check

            i12-5 Part 1

            i12-5 Part 2

            i12-5 Part 3

            i12-5 Lesson Check

            i25-4 Part 1

            i25-4 Part 2

            i25-4 Part 3

            i25-4 Lesson Check

            i21-2 Part 1

            i21-2 Part 2

            i21-2 Part 3

            i21-2 Lesson Check

            i9-3 Part 1

            i9-3 Part 2

            i9-3 Part 3

            i9-3 Lesson Check

            i20-1 Part 1

            i20-1 Part 2

            i20-1 Part 3

            i20-1 Lesson Check

            i9-3 Practice

            i12-5 Practice

            i14-1 Practice

            i5-4 Practice

            i6-2 Practice

            i8-2 Practice

            i20-1 Practice

            i21-1 Practice

            i21-2 Practice

            i25-4 Practice

            Topic 1 Readiness Assessment

            Topic 1 STEM Project
            
               Topic 1 STEM Video

            Topic 1: Today's Challenge

            1-1: Relate Integers and Their Opposites
            
               Student's Edition eText: Grade 7 Lesson 1-1

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-1: Solve & Discuss It!

               Develop: Visual Learning
               
                  1-1: Example 1 & Try It!

                  1-1: Example 2 & Try It!
                    Curriculum Standards: Describe situations in which opposite quantities combine to make 0. 
For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                  1-1: Example 3 & Try It!

                  1-1: Additional Example 2

                  1-1: Additional Example 3

                  1-1: Key Concept
                    Curriculum Standards: Describe situations in which opposite quantities combine to make 0. 
For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 
Convert a rational number to a decimal using long division; know that the decimal form of a rational 
number terminates in 0s or eventually repeats. Understand subtraction of rational numbers as adding 
the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the 
number line is the absolute value of their difference, and apply this principle in real-world contexts. 
Apply properties of operations as strategies to add and subtract rational numbers. 

                  1-1: Do You Understand?/Do You Know How?

                  1-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Describe situations in which opposite quantities combine to make 0. 
For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

               Assess & Differentiate
               
                  1-1: Lesson Quiz
                    Curriculum Standards: Describe situations in which opposite quantities combine to make 0. 
For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                  1-1: Virtual Nerd™: How Do You Represent Real World Situations Using Integers?
                    Curriculum Standards: Describe situations in which opposite quantities combine to make 0. 
For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                  1-1: Virtual Nerd™: How Do You Find the Absolute Value of Positive and Negative Numbers?
                    Curriculum Standards: Describe situations in which opposite quantities combine to make 0. 
For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                  1-1: MathXL for School: Additional Practice
                    Curriculum Standards: Describe situations in which opposite quantities combine to make 0. 
For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

                  1-1: Additional Practice

            1-2: Understand Rational Numbers
            
               Student's Edition eText: Grade 7 Lesson 1-2

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-2: Solve & Discuss It!

               Develop: Visual Learning
               
                  1-2: Example 1 & Try It!

                  1-2: Example 2 & Try It!

                  1-2: Example 3 and Try It!
                    Curriculum Standards: Convert a rational number to a decimal using long division; know that 
the decimal form of a rational number terminates in 0s or eventually repeats. 

                  1-2: Additional Example 2

                  1-2: Additional Example 3

                  1-2: Key Concept
                    Curriculum Standards: Convert a rational number to a decimal using long division; know that 
the decimal form of a rational number terminates in 0s or eventually repeats. Understand p + q as the 
number located a distance |q| from p, in the positive or negative direction depending on whether q is 
positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). 
Interpret sums of rational numbers by describing real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. 

                  1-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Convert a rational number to a decimal using long division; know that 
the decimal form of a rational number terminates in 0s or eventually repeats. Understand p + q as the 
number located a distance |q| from p, in the positive or negative direction depending on whether q is 
positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). 
Interpret sums of rational numbers by describing real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. 

                  1-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Convert a rational number to a decimal using long division; know that 
the decimal form of a rational number terminates in 0s or eventually repeats. Understand p + q as the 
number located a distance |q| from p, in the positive or negative direction depending on whether q is 
positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). 
Interpret sums of rational numbers by describing real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. 

               Assess & Differentiate
               
                  1-2: Lesson Quiz
                    Curriculum Standards: Convert a rational number to a decimal using long division; know that 
the decimal form of a rational number terminates in 0s or eventually repeats. 

                  1-2: Virtual Nerd™: How Do You Turn a Fraction Into a Terminating Decimal?
                    Curriculum Standards: Convert a rational number to a decimal using long division; know that 
the decimal form of a rational number terminates in 0s or eventually repeats. Understand p + q as the 
number located a distance |q| from p, in the positive or negative direction depending on whether q is 
positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). 
Interpret sums of rational numbers by describing real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. 

                  1-2: Virtual Nerd™: What's a Rational Number?
                    Curriculum Standards: Convert a rational number to a decimal using long division; know that 
the decimal form of a rational number terminates in 0s or eventually repeats. Understand p + q as the 
number located a distance |q| from p, in the positive or negative direction depending on whether q is 
positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). 
Interpret sums of rational numbers by describing real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. 

                  1-2: MathXL for School: Additional Practice
                    Curriculum Standards: Convert a rational number to a decimal using long division; know that 
the decimal form of a rational number terminates in 0s or eventually repeats. 

                  1-2: Additional Practice
                    Curriculum Standards: Convert a rational number to a decimal using long division; know that 
the decimal form of a rational number terminates in 0s or eventually repeats. Understand p + q as the 
number located a distance |q| from p, in the positive or negative direction depending on whether q is 
positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). 
Interpret sums of rational numbers by describing real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. 

            1-3: Add Integers
            
               Student's Edition eText: Grade 7 Lesson 1-3

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-3: Explore It!

               Develop: Visual Learning
               
                  1-3: Example 1 & Try It!

                  1-3: Example 2

                  1-3: Example 3 & Try It!

                  1-3: Additional Example 2

                  1-3: Additional Example 3

                  1-3: Key Concept
                    Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Apply properties of operations as strategies to add and subtract rational numbers. 

                  1-3: Do You Understand?/Do You Know How?

                  1-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Apply properties of operations as strategies to add and subtract rational numbers. 

               Assess & Differentiate
               
                  1-3: Lesson Quiz
                    Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Apply properties of operations as strategies to add and subtract rational numbers. 

                  1-3: Virtual Nerd™: What Are the Rules for Using Absolute Values to Add Integers?

                  1-3: Virtual Nerd™: How Do You Add Integers Using a Number Line?

                  1-3: MathXL for School: Additional Practice
                    Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Apply properties of operations as strategies to add and subtract rational numbers. 

                  1-3: Additional Practice

            1-4: Subtract Integers
            
               Student's Edition eText: Grade 7 Lesson 1-4

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-4: Solve & Discuss It!

               Develop: Visual Learning
               
                  1-4: Example 1 & Try It!
                    Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. 

                  1-4: Example 2

                  1-4: Example 3 & Try It!

                  1-4: Additional Example 2

                  1-4: Additional Example 3

                  1-4: Key Concept
                    Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. Understand p + q as the number located 
a distance |q| from p, in the positive or negative direction depending on whether q is positive or 
negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of 
rational numbers by describing real-world contexts. Understand that multiplication is extended from 
fractions to rational numbers by requiring that operations continue to satisfy the properties of 
operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules 
for multiplying signed numbers. Interpret products of rational numbers by describing real-world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of 
integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). 
Interpret quotients of rational numbers by describing real- world contexts. 

                  1-4: Do You Understand?/Do You Know How?

                  1-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. 

               Assess & Differentiate
               
                  1-4: Lesson Quiz
                    Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. 

                  1-4: Virtual Nerd™: How Do You Subtract Integers Using a Number Line?
                    Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. 

                  1-4: MathXL for School: Additional Practice
                    Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. 

                  1-4: Additional Practice

            1-5: Add and Subtract Rational Numbers
            
               Student's Edition eText: Grade 7 Lesson 1-5

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-5: Solve & Discuss It!

               Develop: Visual Learning
               
                  1-5: Example 1 & Try It!

                  1-5: Example 2 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add and subtract 
rational numbers. 

                  1-5: Example 3 & Try It!

                  1-5: Additional Example 1

                  1-5: Additional Example 2

                  1-5: Key Concept
                    Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p 
+ (-q). Show that the distance between two rational numbers on the number line is the absolute value of 
their difference, and apply this principle in real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. Understand that multiplication is extended from 
fractions to rational numbers by requiring that operations continue to satisfy the properties of 
operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules 
for multiplying signed numbers. Interpret products of rational numbers by describing real-world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of 
integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). 
Interpret quotients of rational numbers by describing real- world contexts. 

                  1-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p 
+ (-q). Show that the distance between two rational numbers on the number line is the absolute value of 
their difference, and apply this principle in real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. Understand that multiplication is extended from 
fractions to rational numbers by requiring that operations continue to satisfy the properties of 
operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules 
for multiplying signed numbers. Interpret products of rational numbers by describing real-world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of 
integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). 
Interpret quotients of rational numbers by describing real- world contexts. 

                  1-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p 
+ (-q). Show that the distance between two rational numbers on the number line is the absolute value of 
their difference, and apply this principle in real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. 

               Assess & Differentiate
               
                  1-5: Lesson Quiz
                    Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p 
+ (-q). Show that the distance between two rational numbers on the number line is the absolute value of 
their difference, and apply this principle in real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. 

                  1-5: Virtual Nerd™: How Do You Write a Fraction as a Decimal?
                    Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p 
+ (-q). Show that the distance between two rational numbers on the number line is the absolute value of 
their difference, and apply this principle in real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. Understand that multiplication is extended from 
fractions to rational numbers by requiring that operations continue to satisfy the properties of 
operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules 
for multiplying signed numbers. Interpret products of rational numbers by describing real-world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of 
integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). 
Interpret quotients of rational numbers by describing real- world contexts. 

                  1-5: Virtual Nerd™: How Do You Add Mixed Fractions with the Same Denominator?
                    Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p 
+ (-q). Show that the distance between two rational numbers on the number line is the absolute value of 
their difference, and apply this principle in real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. Understand that multiplication is extended from 
fractions to rational numbers by requiring that operations continue to satisfy the properties of 
operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules 
for multiplying signed numbers. Interpret products of rational numbers by describing real-world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of 
integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). 
Interpret quotients of rational numbers by describing real- world contexts. 

                  1-5: MathXL for School: Additional Practice
                    Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p 
+ (-q). Show that the distance between two rational numbers on the number line is the absolute value of 
their difference, and apply this principle in real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. 

                  1-5: Additional Practice

            1-1: Example 2 & Try It!
              Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For 
example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

            1-5: Example 2 & Try It!
              Curriculum Standards: Apply properties of operations as strategies to add and subtract rational 
numbers. 

            1-2: Example 3 and Try It!
              Curriculum Standards: Convert a rational number to a decimal using long division; know that the 
decimal form of a rational number terminates in 0s or eventually repeats. 

            1-2: Virtual Nerd™: What's a Rational Number?
              Curriculum Standards: Convert a rational number to a decimal using long division; know that the 
decimal form of a rational number terminates in 0s or eventually repeats. Understand p + q as the 
number located a distance |q| from p, in the positive or negative direction depending on whether q is 
positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). 
Interpret sums of rational numbers by describing real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. 

            1-4: Example 1 & Try It!
              Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. 

            1-1: Key Concept
              Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For 
example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Convert a 
rational number to a decimal using long division; know that the decimal form of a rational number 
terminates in 0s or eventually repeats. Understand subtraction of rational numbers as adding the 
additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number 
line is the absolute value of their difference, and apply this principle in real-world contexts. Apply 
properties of operations as strategies to add and subtract rational numbers. 

            1-4: Virtual Nerd™: How Do You Subtract Integers Using a Number Line?
              Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. 

            1-5: Virtual Nerd™: How Do You Write a Fraction as a Decimal?
              Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p 
+ (-q). Show that the distance between two rational numbers on the number line is the absolute value of 
their difference, and apply this principle in real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. Understand that multiplication is extended from 
fractions to rational numbers by requiring that operations continue to satisfy the properties of 
operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules 
for multiplying signed numbers. Interpret products of rational numbers by describing real-world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of 
integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). 
Interpret quotients of rational numbers by describing real- world contexts. 

            Topic 1 Mid-Topic Assessment

            1-6: Multiply Integers
            
               Student's Edition eText: Grade 7 Lesson 1-6

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-6: Explore It!

               Develop: Visual Learning
               
                  1-6: Example 1 & Try It!

                  1-6: Example 2

                  1-6: Example 3 and Try It!

                  1-6: Additional Example 2

                  1-6: Additional Example 3

                  1-6: Key Concept
                    Curriculum Standards: Understand that multiplication is extended from fractions to rational 
numbers by requiring that operations continue to satisfy the properties of operations, particularly the 
distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed 
numbers. Interpret products of rational numbers by describing real-world contexts. Apply properties of 
operations as strategies to multiply and divide rational numbers. Understand that integers can be 
divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a 
rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational 
numbers by describing real- world contexts. 

                  1-6: Do You Understand?/Do You Know How?

                  1-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that multiplication is extended from fractions to rational 
numbers by requiring that operations continue to satisfy the properties of operations, particularly the 
distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed 
numbers. Interpret products of rational numbers by describing real-world contexts. Apply properties of 
operations as strategies to multiply and divide rational numbers. 

               Assess & Differentiate
               
                  1-6: Lesson Quiz
                    Curriculum Standards: Understand that multiplication is extended from fractions to rational 
numbers by requiring that operations continue to satisfy the properties of operations, particularly the 
distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed 
numbers. Interpret products of rational numbers by describing real-world contexts. Apply properties of 
operations as strategies to multiply and divide rational numbers. 

                  1-6: Virtual Nerd™: How Do You Multiply And Divide Numbers With Different Signs?
                    Curriculum Standards: Understand that multiplication is extended from fractions to rational 
numbers by requiring that operations continue to satisfy the properties of operations, particularly the 
distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed 
numbers. Interpret products of rational numbers by describing real-world contexts. Apply properties of 
operations as strategies to multiply and divide rational numbers. Understand that integers can be 
divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a 
rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational 
numbers by describing real- world contexts. 

                  1-6: MathXL for School: Additional Practice
                    Curriculum Standards: Understand that multiplication is extended from fractions to rational 
numbers by requiring that operations continue to satisfy the properties of operations, particularly the 
distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed 
numbers. Interpret products of rational numbers by describing real-world contexts. Apply properties of 
operations as strategies to multiply and divide rational numbers. 

                  1-6: Additional Practice

            1-7: Multiply Rational Numbers
            
               Student's Edition eText: Grade 7 Lesson 1-7

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-7: Solve & Discuss It!

               Develop: Visual Learning
               
                  1-7: Example 1 & Try It!

                  1-7: Example 2

                  1-7: Example 3 & Try It!

                  1-7: Additional Example 2

                  1-7: Additional Example 3

                  1-7: Key Concept
                    Curriculum Standards: Understand that multiplication is extended from fractions to rational 
numbers by requiring that operations continue to satisfy the properties of operations, particularly the 
distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed 
numbers. Interpret products of rational numbers by describing real-world contexts. Apply properties of 
operations as strategies to multiply and divide rational numbers. 

                  1-7: Do You Understand?/Do You Know How?
                    Curriculum Standards: Understand that multiplication is extended from fractions to rational 
numbers by requiring that operations continue to satisfy the properties of operations, particularly the 
distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed 
numbers. Interpret products of rational numbers by describing real-world contexts. Apply properties of 
operations as strategies to multiply and divide rational numbers. 

                  1-7: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that multiplication is extended from fractions to rational 
numbers by requiring that operations continue to satisfy the properties of operations, particularly the 
distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed 
numbers. Interpret products of rational numbers by describing real-world contexts. Apply properties of 
operations as strategies to multiply and divide rational numbers. 

               Assess & Differentiate
               
                  1-7: Lesson Quiz
                    Curriculum Standards: Understand that multiplication is extended from fractions to rational 
numbers by requiring that operations continue to satisfy the properties of operations, particularly the 
distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed 
numbers. Interpret products of rational numbers by describing real-world contexts. Apply properties of 
operations as strategies to multiply and divide rational numbers. 

                  1-7: Virtual Nerd™: How Do You Multiply And Divide Numbers With Different Signs?
                    Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. Understand p + q as the number located 
a distance |q| from p, in the positive or negative direction depending on whether q is positive or 
negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of 
rational numbers by describing real-world contexts. Understand that multiplication is extended from 
fractions to rational numbers by requiring that operations continue to satisfy the properties of 
operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules 
for multiplying signed numbers. Interpret products of rational numbers by describing real-world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of 
integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). 
Interpret quotients of rational numbers by describing real- world contexts. 

                  1-7: Virtual Nerd™: How Do You Multiply Decimals?
                    Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. Understand p + q as the number located 
a distance |q| from p, in the positive or negative direction depending on whether q is positive or 
negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of 
rational numbers by describing real-world contexts. Understand that multiplication is extended from 
fractions to rational numbers by requiring that operations continue to satisfy the properties of 
operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules 
for multiplying signed numbers. Interpret products of rational numbers by describing real-world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of 
integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). 
Interpret quotients of rational numbers by describing real- world contexts. 

                  1-7: MathXL for School: Additional Practice
                    Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. Understand p + q as the number located 
a distance |q| from p, in the positive or negative direction depending on whether q is positive or 
negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of 
rational numbers by describing real-world contexts. Understand that multiplication is extended from 
fractions to rational numbers by requiring that operations continue to satisfy the properties of 
operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules 
for multiplying signed numbers. Interpret products of rational numbers by describing real-world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 

                  1-7: Additional Practice

            1-8: Divide Integers
            
               Student's Edition eText: Grade 7 Lesson 1-8

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-8: Explain It!

               Develop: Visual Learning
               
                  1-8: Example 1 & Try It!

                  1-8: Example 2 & Try It!

                  1-8: Example 3 and Try It!

                  1-8: Additional Example 2

                  1-8: Additional Example 3

                  1-8: Key Concept
                    Curriculum Standards: Understand that integers can be divided, provided that the divisor is 
not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are 
integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 

                  1-8: Do You Understand?/Do You Know How?

                  1-8: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that integers can be divided, provided that the divisor is 
not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are 
integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 

               Assess & Differentiate
               
                  1-8: Lesson Quiz
                    Curriculum Standards: Understand that integers can be divided, provided that the divisor is 
not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are 
integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 

                  1-8: Virtual Nerd™: How Do You Figure Out the Sign of a Product or Quotient?

                  1-8: Virtual Nerd™: How Can You Tell If Two Expressions Are Equivalent?

                  1-8: MathXL for School: Additional Practice
                    Curriculum Standards: Understand that integers can be divided, provided that the divisor is 
not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are 
integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 

                  1-8: Additional Practice

            1-9: Divide Rational Numbers
            
               Student's Edition eText: Grade 7 Lesson 1-9

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-9: Solve & Discuss It!

               Develop: Visual Learning
               
                  1-9: Example 1 & Try It!

                  1-9: Example 2 & Try It!

                  1-9: Example 3 and Try It!

                  1-9: Additional Example 2

                  1-9: Additional Example 3

                  1-9: Key Concept

                  1-9: Do You Understand?/Do You Know How?

                  1-9: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that integers can be divided, provided that the divisor is 
not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are 
integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 

               Assess & Differentiate
               
                  1-9: Lesson Quiz
                    Curriculum Standards: Understand that integers can be divided, provided that the divisor is 
not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are 
integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 

                  1-9: Virtual Nerd™: What Are Multiplicative Inverses?
                    Curriculum Standards: Understand that integers can be divided, provided that the divisor is 
not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are 
integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 

                  1-9: Virtual Nerd™: How Do You Simplify A Fraction Over a Fraction?

                  1-9: MathXL for School: Additional Practice
                    Curriculum Standards: Understand that integers can be divided, provided that the divisor is 
not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are 
integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world 
contexts. Apply properties of operations as strategies to multiply and divide rational numbers. 

                  1-9: Additional Practice

            1-10: Solve Problems with Rational Numbers
            
               Student's Edition eText: Grade 7 Lesson 1-10

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-10: Solve & Discuss It!

               Develop: Visual Learning
               
                  1-10: Example 1 & Try It!

                  1-10: Example 2 & Try It!

                  1-10: Example 3 & Try It!

                  1-10: Additional Example 2

                  1-10: Additional Example 3

                  1-10: Key Concept

                  1-10: Do You Understand?/Do You Know How?

                  1-10: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. Solve real-world and mathematical 
problems involving the four operations with rational numbers. Solve multi-step real-life and 
mathematical problems posed with positive and negative rational numbers in any form (whole numbers, 
fractions, and decimals), using tools strategically. Apply properties of operations to calculate with 
numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers 
using mental computation and estimation strategies. For example: If a woman making $25 an hour gets 
a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. 
If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you 
will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the 
exact computation. 

               Assess & Differentiate
               
                  1-10: Lesson Quiz
                    Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. Solve real-world and mathematical 
problems involving the four operations with rational numbers. Solve multi-step real-life and 
mathematical problems posed with positive and negative rational numbers in any form (whole numbers, 
fractions, and decimals), using tools strategically. Apply properties of operations to calculate with 
numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers 
using mental computation and estimation strategies. For example: If a woman making $25 an hour gets 
a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. 
If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you 
will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the 
exact computation. 

                  1-10: Virtual Nerd™: How Do You Determine Which Operations to Use in a Word Problem?

                  1-10: Virtual Nerd™: How Do You Multiply Mixed Numbers?

                  1-10: MathXL for School: Additional Practice
                    Curriculum Standards: Understand subtraction of rational numbers as adding the additive 
inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the 
absolute value of their difference, and apply this principle in real-world contexts. Apply properties of 
operations as strategies to add and subtract rational numbers. Solve real-world and mathematical 
problems involving the four operations with rational numbers. Solve multi-step real-life and 
mathematical problems posed with positive and negative rational numbers in any form (whole numbers, 
fractions, and decimals), using tools strategically. Apply properties of operations to calculate with 
numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers 
using mental computation and estimation strategies. For example: If a woman making $25 an hour gets 
a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. 
If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you 
will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the 
exact computation. 

                  1-10: Additional Practice

            3-Act Mathematical Modeling: Win Some, Lose Some
            
               Student's Edition eText: Grade 7 Topic 1 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 1 Math Modeling: Act 1

                  Topic 1 Math Modeling: Act 2

                  Topic 1 Math Modeling: Act 3

            Topic 1 Performance Task
              Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For 
example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Convert a 
rational number to a decimal using long division; know that the decimal form of a rational number 
terminates in 0s or eventually repeats. Understand p + q as the number located a distance |q| from p, in 
the positive or negative direction depending on whether q is positive or negative. Show that a number 
and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by 
describing real-world contexts. Apply properties of operations as strategies to add and subtract rational 
numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and 
other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 
hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per 
hour. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple 
interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, 
percent error. Decide whether two quantities are in a proportional relationship, e.g., by testing for 
equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a 
straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. Explain what a point (x, y) on the graph of a proportional relationship means in 
terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 
Recognize and represent proportional relationships between quantities. 

            Topic 1 Assessment
              Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For 
example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Convert a 
rational number to a decimal using long division; know that the decimal form of a rational number 
terminates in 0s or eventually repeats. Understand p + q as the number located a distance |q| from p, in 
the positive or negative direction depending on whether q is positive or negative. Show that a number 
and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by 
describing real-world contexts. Apply properties of operations as strategies to add and subtract rational 
numbers. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and 
other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 
hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per 
hour. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple 
interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, 
percent error. Decide whether two quantities are in a proportional relationship, e.g., by testing for 
equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a 
straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. Explain what a point (x, y) on the graph of a proportional relationship means in 
terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 
Recognize and represent proportional relationships between quantities. 

         Topic 2: Analyze and Use Proportional Relationships
         
            i13-1 Part 1

            i13-2 Part 1

            i14-1 Part 1

            i14-3 Part 1

            i15-1 Part 1

            i13-1 Part 2

            i13-2 Part 2

            i14-1 Part 2

            i14-3 Part 2

            i15-1 Part 2

            i13-1 Part 3

            i13-2 Part 3

            i14-1 Part 3

            i14-3 Part 3

            i15-1 Part 3

            i13-1 Lesson Check

            i13-2 Lesson Check

            i14-1 Lesson Check

            i14-3 Lesson Check

            i15-1 Lesson Check

            i13-1 Practice

            i13-2 Practice

            i15-1 Practice

            i14-3 Practice

            i14-1 Practice

            Topic 2 Readiness Assessment

            Topic 2 STEM Project
            
               Topic 2 STEM Video

            Topic 2: Today's Challenge

            2-1: Connect Ratios, Rates, and Unit Rates
            
               Student's Edition eText: Grade 7 Lesson 2-1

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-1: Explain It!

               Develop: Visual Learning
               
                  2-1: Example 1 & Try It!
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. 

                  2-1: Example 2

                  2-1: Example 3 & Try It!

                  2-1: Additional Example 1

                  2-1: Additional Example 2

                  2-1: Key Concept
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

               Assess & Differentiate
               
                  2-1: Enrichment
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-1: Lesson Quiz
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-1: Virtual Nerd™: How Do You Solve a Word Problem Using Unit Rates?
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-1: MathXL for School: Additional Practice
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-1: Additional Practice

            2-2: Determine Unit Rates with Ratios of Fractions
            
               Student's Edition eText: Grade 7 Lesson 2-2

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-2: Solve & Discuss It!

               Develop: Visual Learning
               
                  2-2: Example 1 & Try It!
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. 

                  2-2: Example 2 & Try It!

                  2-2: Example 3 & Try It!
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-2: Additional Example 2

                  2-2: Additional Example 3
                    Curriculum Standards: Convert a rational number to a decimal using long division; know that 
the decimal form of a rational number terminates in 0s or eventually repeats. Understand p + q as the 
number located a distance |q| from p, in the positive or negative direction depending on whether q is 
positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). 
Interpret sums of rational numbers by describing real-world contexts. Apply properties of operations as 
strategies to add and subtract rational numbers. Compute unit rates associated with ratios of fractions, 
including ratios of lengths, areas and other quantities measured in like or different units. For example, if 
a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles 
per hour, equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and 
percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, 
fees, percent increase and decrease, percent error. Decide whether two quantities are in a proportional 
relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and 
observing whether the graph is a straight line through the origin. Identify the constant of proportionality 
(unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 
Represent proportional relationships by equations. For example, if total cost t is proportional to the 
number n of items purchased at a constant price p, the relationship between the total cost and the 
number of items can be expressed as t = pn. 

                  2-2: Key Concept
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

               Assess & Differentiate
               
                  2-2: Enrichment
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-2: Lesson Quiz
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-2: Virtual Nerd™: How Do You Use Unit Rates to Compare Rates?
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-2: MathXL for School: Additional Practice
                    Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios 
of lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  2-2: Additional Practice

            2-3: Understand Proportional Relationships: Equivalent Ratios
            
               Student's Edition eText: Grade 7 Lesson 2-3

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-3: Solve & Discuss It!
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

               Develop: Visual Learning
               
                  2-3: Example 1 & Try It!
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: Example 2 & Try It!
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: Example 3 & Try It!
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: Additional Example 1

                  2-3: Additional Example 2
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: Key Concept
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

               Assess & Differentiate
               
                  2-3: Enrichment
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: Reteach to Build Understanding
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: Lesson Quiz
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: Reteach to Build Understanding
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: Virtual Nerd™: Determine Whether Values in a Table are Proportional
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: Virtual Nerd™: How Do You Know If Two Ratios Are Proportional?
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: MathXL for School: Additional Practice
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

                  2-3: Additional Practice

            2-4: Describe Proportional Relationships: Constant of Proportionality
            
               Student's Edition eText: Grade 7 Lesson 2-4

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-4: Solve & Discuss It!

               Develop: Visual Learning
               
                  2-4: Example 1 & Try It!
                    Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

                  2-4: Example 2 & Try It!

                  2-4: Example 3 & Try It!

                  2-4: Additional Example 1

                  2-4: Additional Example 2

                  2-4: Key Concept
                    Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

                  2-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

                  2-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

               Assess & Differentiate
               
                  2-4: Enrichment
                    Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

                  2-4: Lesson Quiz
                    Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

                  2-4: Virtual Nerd™: How Do You Find the Constant of Variation from a Direct Variation 
Equation?
                    Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

                  2-4: Virtual Nerd™: What's the Direct Variation or Direct Proportionality Formula?
                    Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

                  2-4: MathXL for School: Additional Practice
                    Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

                  2-4: Additional Practice

            2-4: Example 1 & Try It!
              Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

            2-4: Key Concept
              Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

            2-2: Example 1 & Try It!
              Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of 
lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. 

            2-2: Key Concept
              Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of 
lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

            2-2: Example 3 & Try It!
              Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of 
lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

            2-3: Example 1 & Try It!
              Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by 
testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

            2-3: Virtual Nerd™: How Do You Know if Two Ratios Are Proportional?
              Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by 
testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

            2-1: Example 1 & Try It!
              Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of 
lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. 

            2-1: Virtual Nerd™: How Do You Use Unit Rates to Compare Rates?
              Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of 
lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

            2-1: Virtual Nerd™: How Do You Solve a Word Problem Using Unit Rates?
              Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of 
lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

            Topic 2 Mid-Topic Assessment

            3-Act Mathematical Modeling: Mixin' It Up
            
               Student's Edition eText: Grade 7 Topic 2 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 2 Math Modeling: Act 1

                  Topic 2 Math Modeling: Act 2

                  Topic 2 Math Modeling: Act 3

            2-5: Graph Proportional Relationships
            
               Student's Edition eText: Grade 7 Lesson 2-5

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-5: Explore It!

               Develop: Visual Learning
               
                  2-5: Example 1 & Try It!

                  2-5: Example 2 & Try It!

                  2-5: Example 3 & Try It!

                  2-5: Additional Example 1

                  2-5: Additional Example 2

                  2-5: Key Concept
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, 
graphs, equations, diagrams, and verbal descriptions of proportional relationships. Explain what a point 
(x, y) on the graph of a proportional relationship means in terms of the situation, with special attention 
to the points (0, 0) and (1, r) where r is the unit rate. 

                  2-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, 
graphs, equations, diagrams, and verbal descriptions of proportional relationships. Explain what a point 
(x, y) on the graph of a proportional relationship means in terms of the situation, with special attention 
to the points (0, 0) and (1, r) where r is the unit rate. 

                  2-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, 
graphs, equations, diagrams, and verbal descriptions of proportional relationships. Explain what a point 
(x, y) on the graph of a proportional relationship means in terms of the situation, with special attention 
to the points (0, 0) and (1, r) where r is the unit rate. 

               Assess & Differentiate
               
                  2-5: Enrichment
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, 
graphs, equations, diagrams, and verbal descriptions of proportional relationships. Explain what a point 
(x, y) on the graph of a proportional relationship means in terms of the situation, with special attention 
to the points (0, 0) and (1, r) where r is the unit rate. 

                  2-5: Lesson Quiz
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, 
graphs, equations, diagrams, and verbal descriptions of proportional relationships. Explain what a point 
(x, y) on the graph of a proportional relationship means in terms of the situation, with special attention 
to the points (0, 0) and (1, r) where r is the unit rate. 

                  2-5: Virtual Nerd™: What Does Direct Variation Look Like on a Graph?
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, 
graphs, equations, diagrams, and verbal descriptions of proportional relationships. Explain what a point 
(x, y) on the graph of a proportional relationship means in terms of the situation, with special attention 
to the points (0, 0) and (1, r) where r is the unit rate. 

                  2-5: MathXL for School: Additional Practice
                    Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., 
by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, 
graphs, equations, diagrams, and verbal descriptions of proportional relationships. Explain what a point 
(x, y) on the graph of a proportional relationship means in terms of the situation, with special attention 
to the points (0, 0) and (1, r) where r is the unit rate. 

                  2-5: Additional Practice

            2-6: Apply Proportional Reasoning to Solve Problems
            
               Student's Edition eText: Grade 7 Lesson 2-6

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-6: Solve & Discuss It!

               Develop: Visual Learning
               
                  2-6: Example 1 & Try It!

                  2-6: Example 2

                  2-6: Example 3 & Try It!

                  2-6: Additional Example 1

                  2-6: Additional Example 2

                  2-6: Key Concept
                    Curriculum Standards: Recognize and represent proportional relationships between 
quantities. Use proportional relationships to solve multistep ratio and percent problems. Examples: 
simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and 
decrease, percent error. 

                  2-6: Do You Understand?/Do You Know How?
                    Curriculum Standards: Recognize and represent proportional relationships between 
quantities. Use proportional relationships to solve multistep ratio and percent problems. Examples: 
simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and 
decrease, percent error. 

                  2-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Recognize and represent proportional relationships between 
quantities. Use proportional relationships to solve multistep ratio and percent problems. Examples: 
simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and 
decrease, percent error. 

               Assess & Differentiate
               
                  2-6: Enrichment
                    Curriculum Standards: Recognize and represent proportional relationships between 
quantities. Use proportional relationships to solve multistep ratio and percent problems. Examples: 
simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and 
decrease, percent error. 

                  2-6: Lesson Quiz
                    Curriculum Standards: Recognize and represent proportional relationships between 
quantities. Use proportional relationships to solve multistep ratio and percent problems. Examples: 
simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and 
decrease, percent error. 

                  2-6: Virtual Nerd™: How Do You Solve a Word Problem Using the Direct Variation Formula?
                    Curriculum Standards: Recognize and represent proportional relationships between 
quantities. Use proportional relationships to solve multistep ratio and percent problems. Examples: 
simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and 
decrease, percent error. 

                  2-6: MathXL for School: Additional Practice
                    Curriculum Standards: Recognize and represent proportional relationships between 
quantities. Use proportional relationships to solve multistep ratio and percent problems. Examples: 
simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and 
decrease, percent error. 

                  2-6: Additional Practice

            Topic 2 Performance Task

            Topic 2 Assessment

         1-1: Example 1 & Try It!
           Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For 
example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

         1-1: Example 3 & Try It!
           Curriculum Standards: Describe situations in which opposite quantities combine to make 0. For 
example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

         1-10: Example 1 & Try It!
           Curriculum Standards: Solve real-world and mathematical problems involving the four operations 
with rational numbers. 

         1-10: Example 2 & Try It!
           Curriculum Standards: Solve real-world and mathematical problems involving the four operations 
with rational numbers. 

         1-2: Example 3 and Try It!
           Curriculum Standards: Convert a rational number to a decimal using long division; know that the 
decimal form of a rational number terminates in 0s or eventually repeats. 

         1-3: Example 2
           Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Apply properties of operations as strategies to add and subtract rational numbers. 

         1-4: Example 2
           Curriculum Standards: Understand subtraction of rational numbers as adding the additive inverse, 
p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute 
value of their difference, and apply this principle in real-world contexts. Apply properties of operations 
as strategies to add and subtract rational numbers. 

         1-5: Example 1 & Try It!
           Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p - q = p 
+ (-q). Show that the distance between two rational numbers on the number line is the absolute value of 
their difference, and apply this principle in real-world contexts. 

         1-6: Example 1 & Try It!
           Curriculum Standards: Understand that multiplication is extended from fractions to rational 
numbers by requiring that operations continue to satisfy the properties of operations, particularly the 
distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed 
numbers. Interpret products of rational numbers by describing real-world contexts. Apply properties of 
operations as strategies to multiply and divide rational numbers. 

         1-7: Example 2
           Curriculum Standards: Understand that multiplication is extended from fractions to rational 
numbers by requiring that operations continue to satisfy the properties of operations, particularly the 
distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed 
numbers. Interpret products of rational numbers by describing real-world contexts. Apply properties of 
operations as strategies to multiply and divide rational numbers. 

         1-9: Example 1 & Try It!
           Curriculum Standards: Understand that integers can be divided, provided that the divisor is not 
zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, 
then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 
Apply properties of operations as strategies to multiply and divide rational numbers. 

         2-1: Example 1 & Try It!
           Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of 
lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. 

         2-1: Example 3 & Try It!
           Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of 
lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. 

         2-2: Example 1 & Try It!
           Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of 
lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. 

         2-3: Example 1 & Try It!
           Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by 
testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

         2-3: Example 2 & Try It!
           Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by 
testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

         2-4: Example 1 & Try It!
           Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

         2-4: Example 2 & Try It!
           Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

         2-5: Example 2 & Try It!
           Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by 
testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, 
graphs, equations, diagrams, and verbal descriptions of proportional relationships. Explain what a point 
(x, y) on the graph of a proportional relationship means in terms of the situation, with special attention 
to the points (0, 0) and (1, r) where r is the unit rate. 

         Topics 1-2: Cumulative/Benchmark Assessment

         Topic 3: Analyze and Solve Percent Problems
         
            i11-1 Part 1

            i13-1 Part 1

            i13-2 Part 1

            i14-1 Part 1

            i15-3 Part 1

            i16-1 Part 1

            i8-2 Part 1

            i17-2 Part 1

            i23-3 Part 1

            i25-6 Part 1

            i11-1 Part 2

            i13-1 Part 2

            i13-2 Part 2

            i14-1 Part 2

            i15-3 Part 2

            i16-1 Part 2

            i8-2 Part 2

            i17-2 Part 2

            i23-3 Part 2

            i25-6 Part 2

            i11-1 Part 3

            i13-1 Part 3

            i13-2 Part 3

            i14-1 Part 3

            i15-3 Part 3

            i16-1 Part 3

            i8-2 Part 3

            i17-2 Part 3

            i23-3 Part 3

            i25-6 Part 3

            i11-1 Lesson Check

            i13-1 Lesson Check

            i13-2 Lesson Check

            i14-1 Lesson Check

            i15-3 Lesson Check

            i16-1 Lesson Check

            i8-2 Lesson Check

            i17-2 Lesson Check

            i23-3 Lesson Check

            i25-6 Lesson Check

            i13-2 Practice

            i15-3 Practice

            i11-1 Practice

            i8-2 Practice

            i13-1 Practice

            i14-1 Practice

            i23-3 Practice

            i25-6 Practice

            i16-1 Practice

            i17-2 Practice

            Topic 3 Readiness Assessment

            Topic 3 STEM Project
            
               Topic 3 STEM Video

            Topic 3: Today's Challenge

            3-1: Analyze Percents of Numbers
            
               Student's Edition eText: Grade 7 Lesson 3-1

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Problem-Based Learning
               
                  3-1: Solve & Discuss It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

               Develop: Visual Learning
               
                  3-1: Example 1 & Try It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-1: Example 2
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-1: Example 3 & Try It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-1: Additional Example 1
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-1: Additional Example 2
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-1: Key Concept
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

               Assess & Differentiate
               
                  3-1: Lesson Quiz
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-1: Virtual Nerd™: How Do You Use a Proportion to Find a Part of a Whole?
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-1: Virtual Nerd™: How Do You Solve a Word Problem Using a Percent Proportion?
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-1: MathXL for School: Additional Practice
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-1: Additional Practice
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

            3-2: Connect Percent and Proportion
            
               Student's Edition eText: Grade 7 Lesson 3-2

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Problem-Based Learning
               
                  3-2: Solve & Discuss It!
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

               Develop: Visual Learning
               
                  3-2: Example 1 & Try It!
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

                  3-2: Example 2
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

                  3-2: Example 3 and Try It!
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

                  3-2: Additional Example 2
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

                  3-2: Additional Example 3
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

                  3-2: Key Concept
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

                  3-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

                  3-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

               Assess & Differentiate
               
                  3-2: Lesson Quiz
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

                  3-2: Virtual Nerd™: What's a Percent Proportion?
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

                  3-2: Virtual Nerd™: How Do You Use a Proportion to Find a Part of a Whole?
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

                  3-2: MathXL for School: Additional Practice
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

                  3-2: Additional Practice
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

            3-3: Represent and Use the Percent Equation
            
               Student's Edition eText: Grade 7 Lesson 3-3

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Problem-Based Learning
               
                  3-3: Solve & Discuss It!
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Develop: Visual Learning
               
                  3-3: Example 1 & Try It!
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

                  3-3: Example 2
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  3-3: Example 3 & Try It!
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  3-3: Additional Example 2
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  3-3: Additional Example 3
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  3-3: Key Concept
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  3-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  3-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

               Assess & Differentiate
               
                  3-3: Lesson Quiz
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  3-3: Virtual Nerd™: What is the Percent Equation?
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  3-3: MathXL for School: Additional Practice
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

                  3-3: Additional Practice
                    Curriculum Standards: Represent proportional relationships by equations. For example, if 
total cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

            3-2: Example 1 & Try It!
              Curriculum Standards: Represent proportional relationships by equations. For example, if total 
cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

            3-2: Example 3 and Try It!
              Curriculum Standards: Represent proportional relationships by equations. For example, if total 
cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

            3-2: Key Concept
              Curriculum Standards: Represent proportional relationships by equations. For example, if total 
cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

            3-3: Example 1 & Try It!
              Curriculum Standards: Represent proportional relationships by equations. For example, if total 
cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

            3-2: Virtual Nerd™: What's a Percent Proportion?
              Curriculum Standards: Represent proportional relationships by equations. For example, if total 
cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

            3-3: Example 2
              Curriculum Standards: Represent proportional relationships by equations. For example, if total 
cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

            3-3: Example 3 & Try It!
              Curriculum Standards: Represent proportional relationships by equations. For example, if total 
cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

            3-3: Key Concept
              Curriculum Standards: Represent proportional relationships by equations. For example, if total 
cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

            3-3: Virtual Nerd™: What is the Percent Equation?
              Curriculum Standards: Represent proportional relationships by equations. For example, if total 
cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

            Topic 3 Mid-Topic Assessment

            3-4: Solve Percent Change and Percent Error Problems
            
               Student's Edition eText: Grade 7 Lesson 3-4

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Problem-Based Learning
               
                  3-4: Explain It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

               Develop: Visual Learning
               
                  3-4: Example 1 & Try It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-4: Example 2
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-4: Example 3 & Try It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-4: Additional Example 1
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-4: Additional Example 3
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-4: Key Concept
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

               Assess & Differentiate
               
                  3-4: Lesson Quiz
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-4: Virtual Nerd™: How Do You Figure Out a Percent of Change?
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-4: Virtual Nerd™: What's a Percent of Change?
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-4: MathXL for School: Additional Practice
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-4: Additional Practice
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

            3-Act Mathematical Modeling: The Smart Shopper
            
               Student's Edition eText: Grade 7 Topic 3 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 3 Math Modeling: Act 1
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  Topic 3 Math Modeling: Act 2
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  Topic 3 Math Modeling: Act 3
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

            3-5: Solve Markup and Markdown Problems
            
               Student's Edition eText: Grade 7 Lesson 3-5

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Problem-Based Learning
               
                  3-5: Solve & Discuss It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

               Develop: Visual Learning
               
                  3-5: Example 1 & Try It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-5: Example 2 & Try It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-5: Example 3 & Try It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-5: Additional Example 2
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-5: Additional Example 3
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-5: Key Concept
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

               Assess & Differentiate
               
                  3-5: Lesson Quiz
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-5: Virtual Nerd™: How Do You Figure Out the Price of a Marked Up Item?
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-5: Virtual Nerd™: How Do You Figure Out How Much Something is Marked Down?
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-5: MathXL for School: Additional Practice
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-5: Additional Practice
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

            3-6: Solve Simple Interest Problems
            
               Student's Edition eText: Grade 7 Lesson 3-6

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Problem-Based Learning
               
                  3-6: Explore It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

               Develop: Visual Learning
               
                  3-6: Example 1 & Try It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-6: Example 2 & Try It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-6: Example 3 & Try It!
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-6: Additional Example 2
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-6: Additional Example 3
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-6: Key Concept
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-6: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

               Assess & Differentiate
               
                  3-6: Lesson Quiz
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-6: Virtual Nerd™: What is the Formula for Simple Interest?
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-6: Virtual Nerd™: How Do You Use the Formula for Simple Interest?
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-6: MathXL for School: Additional Practice
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

                  3-6: Additional Practice
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

            Topic 3 Performance Task

            Topic 3 Assessment

         Topic 4: Generate Equivalent Expressions
         
            i20-2 Part 1

            i23-1 Part 1

            i23-2 Part 1

            i23-4 Part 1

            i24-2 Part 1

            i24-3 Part 1

            i25-1 Part 1

            i20-2 Part 2

            i23-1 Part 2

            i23-2 Part 2

            i23-4 Part 2

            i24-2 Part 2

            i24-3 Part 2

            i25-1 Part 2

            i20-2 Part 3

            i23-1 Part 3

            i23-2 Part 3

            i23-4 Part 3

            i24-2 Part 3

            i24-3 Part 3

            i25-1 Part 3

            i20-2 Lesson Check

            i23-1 Lesson Check

            i23-2 Lesson Check

            i23-4 Lesson Check

            i24-2 Lesson Check

            i24-3 Lesson Check

            i25-1 Lesson Check

            i23-1 Practice

            i24-3 Practice

            i25-1 Practice

            i20-2 Practice

            i23-2 Practice

            i23-4 Practice

            i24-2 Practice

            Topic 4 Readiness Assessment

            Topic 4 STEM Project
            
               Topic 4 STEM Video

            Topic 4: Today's Challenge

            4-1: Write and Evaluate Algebraic Expressions
            
               Student's Edition eText: Grade 7 Lesson 4-1

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-1: Solve & Discuss It!
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

               Develop: Visual Learning
               
                  4-1: Example 1 & Try It!
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

                  4-1: Example 2 & Try It!
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

                  4-1: Example 3 & Try It!
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

                  4-1: Additional Example 2

                  4-1: Additional Example 3

                  4-1: Key Concept
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

                  4-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

                  4-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

               Assess & Differentiate
               
                  4-1: Lesson Quiz
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

                  4-1: Virtual Nerd™: How Do You Turn a Verbal Phrase into a Two-Step Algebraic Expression?
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

                  4-1: Virtual Nerd™: How Do You Evaluate an Algebraic Expression with One Variable?
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

                  4-1: MathXL for School: Additional Practice
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

                  4-1: Additional Practice
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

            4-2: Generate Equivalent Expressions
            
               Student's Edition eText: Grade 7 Lesson 4-2

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-2: Explore It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

               Develop: Visual Learning
               
                  4-2: Example 1 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-2: Example 2 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-2: Example 3 and Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-2: Additional Example 1

                  4-2: Additional Example 2

                  4-2: Key Concept
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

               Assess & Differentiate
               
                  4-2: Lesson Quiz
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-2: Virtual Nerd™: What are Equivalent Expressions?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-2: Virtual Nerd™: What's a Rational Number?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-2: Virtual Nerd™: How Can You Tell If Two Expressions Are Equivalent?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-2: MathXL for School: Additional Practice
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-2: Additional Practice
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

            4-3: Simplify Expressions
            
               Student's Edition eText: Grade 7 Lesson 4-3

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-3: Solve & Discuss It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

               Develop: Visual Learning
               
                  4-3: Example 1 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-3: Example 2 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-3: Example 3 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-3: Additional Example 2
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-3: Additional Example 3
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-3: Key Concept
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

               Assess & Differentiate
               
                  4-3: Lesson Quiz
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-3: Virtual Nerd™: How Do You Use the Associative Property?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-3: Virtual Nerd™: What's Simplest Form?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-3: MathXL for School: Additional Practice
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-3: Additional Practice
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

            4-4: Expand Expressions
            
               Student's Edition eText: Grade 7 Lesson 4-4

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-4: Solve & Discuss It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

               Develop: Visual Learning
               
                  4-4: Example 1 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-4: Example 2 & Try it!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-4: Example 3 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-4: Additional Example 2
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-4: Additional Example 3
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-4: Key Concept
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

               Assess & Differentiate
               
                  4-4: Lesson Quiz
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-4: Virtual Nerd™: What is the Distributive Property?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-4: Virtual Nerd™: What is an Identity Equation?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-4: MathXL for School: Additional Practice
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-4: Additional Practice
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

            4-5: Factor Expressions
            
               Student's Edition eText: Grade 7 Lesson 4-5

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-5: Explain It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

               Develop: Visual Learning
               
                  4-5: Example 1 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-5: Example 2 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-5: Example 3 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-5: Additional Example 1
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-5: Additional Example 3
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-5: Key Concept
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

               Assess & Differentiate
               
                  4-5: Lesson Quiz
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-5: Virtual Nerd™: How Do You Use the Associative Property?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-5: Virtual Nerd™: How Do You Find the Greatest Common Factor of Three Numbers?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-5: MathXL for School: Additional Practice
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-5: Additional Practice
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

            4-1: Example 1 & Try It!
              Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + 
q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare 
an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each 
approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

            4-1: Virtual Nerd™: How Do You Turn a Verbal Phrase into a Two-Step Algebraic Expression?
              Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + 
q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare 
an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each 
approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

            4-2: Example 2 & Try It!
              Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and 
expand linear expressions with rational coefficients. 

            4-2: Virtual Nerd™: How Can You Tell If Two Expressions Are Equivalent?
              Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and 
expand linear expressions with rational coefficients. 

            4-3: Example 2 & Try It!
              Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and 
expand linear expressions with rational coefficients. 

            4-3: Virtual Nerd™: What's Simplest Form?
              Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and 
expand linear expressions with rational coefficients. 

            4-4: Example 1 & Try It!
              Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and 
expand linear expressions with rational coefficients. Understand that rewriting an expression in different 
forms in a problem context can shed light on the problem and how the quantities in it are related. For 
example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

            4-4: Virtual Nerd™: What is an Identity Equation?
              Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and 
expand linear expressions with rational coefficients. Understand that rewriting an expression in different 
forms in a problem context can shed light on the problem and how the quantities in it are related. For 
example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

            Topic 4 Mid-Topic Assessment
              Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + 
q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare 
an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each 
approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Apply 
properties of operations as strategies to add, subtract, factor, and expand linear expressions with 
rational coefficients. Understand that rewriting an expression in different forms in a problem context 
can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a 
means that “increase by 5%” is the same as “multiply by 1.05.” 

            3-Act Mathematical Modeling: I've Got You Covered
            
               Student's Edition eText: Grade 7 Topic 4 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 4 Math Modeling: Act 1
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  Topic 4 Math Modeling: Act 2
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  Topic 4 Math Modeling: Act 3
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

            4-6: Add Expressions
            
               Student's Edition eText: Grade 7 Lesson 4-6

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-6: Solve & Discuss It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

               Develop: Visual Learning
               
                  4-6: Example 1 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-6: Example 2
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-6: Example 3 and Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-6: Additional Example 2
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-6: Additional Example 3
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-6: Key Concept
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-6: Do You Understand?/Do You Know How?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

               Assess & Differentiate
               
                  4-6: Lesson Quiz
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-6: Virtual Nerd™: How Do You Use the Associative Property?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-6: Virtual Nerd™: What are Equivalent Expressions?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-6: MathXL for School: Additional Practice
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-6: Additional Practice
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

            4-7: Subtract Expressions
            
               Student's Edition eText: Grade 7 Lesson 4-7

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-7: Explore It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

               Develop: Visual Learning
               
                  4-7: Example 1 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-7: Example 2 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-7: Example 3 & Try It!
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. 

                  4-7: Additional Example 1

                  4-7: Additional Example 3

                  4-7: Key Concept
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-7: Do You Understand?/Do You Know How?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-7: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

               Assess & Differentiate
               
                  4-7: Lesson Quiz
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-7: Virtual Nerd™: What is the Distributive Property?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-7: Virtual Nerd™: What are the Commutative Properties of Addition and Multiplication?
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-7: MathXL for School: Additional Practice
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-7: Additional Practice
                    Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, 
and expand linear expressions with rational coefficients. Understand that rewriting an expression in 
different forms in a problem context can shed light on the problem and how the quantities in it are 
related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

            4-8: Analyze Equivalent Expressions
            
               Student's Edition eText: Grade 7 Lesson 4-8

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-8: Solve & Discuss It!
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

               Develop: Visual Learning
               
                  4-8: Example 1 & Try It!
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-8: Example 2
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-8: Example 3 and Try It!
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-8: Additional Example 1
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-8: Additional Example 3
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-8: Key Concept
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-8: Do You Understand?/Do You Know How?
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-8: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

               Assess & Differentiate
               
                  4-8: Lesson Quiz
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-8: Virtual Nerd™: How Can You Tell If Two Expressions Are Equivalent?
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-8: Virtual Nerd™: What are Equivalent Expressions?
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-8: MathXL for School: Additional Practice
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

                  4-8: Additional Practice
                    Curriculum Standards: Understand that rewriting an expression in different forms in a 
problem context can shed light on the problem and how the quantities in it are related. For example, a + 
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

            Topic 4 Performance Task

            Topic 4 Assessment

         1-10: Example 3 & Try It!
           Curriculum Standards: Solve real-world and mathematical problems involving the four operations 
with rational numbers. Solve multi-step real-life and mathematical problems posed with positive and 
negative rational numbers in any form (whole numbers, fractions, and decimals), using tools 
strategically. Apply properties of operations to calculate with numbers in any form; convert between 
forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. 

         1-2: Example 3 and Try It!
           Curriculum Standards: Convert a rational number to a decimal using long division; know that the 
decimal form of a rational number terminates in 0s or eventually repeats. 

         1-3: Example 2
           Curriculum Standards: Understand p + q as the number located a distance |q| from p, in the 
positive or negative direction depending on whether q is positive or negative. Show that a number and 
its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing 
real-world contexts. Apply properties of operations as strategies to add and subtract rational numbers. 

         1-6: Example 1 & Try It!
           Curriculum Standards: Understand that multiplication is extended from fractions to rational 
numbers by requiring that operations continue to satisfy the properties of operations, particularly the 
distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed 
numbers. Interpret products of rational numbers by describing real-world contexts. Apply properties of 
operations as strategies to multiply and divide rational numbers. 

         1-8: Example 1 & Try It!
           Curriculum Standards: Understand that integers can be divided, provided that the divisor is not 
zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, 
then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 
Apply properties of operations as strategies to multiply and divide rational numbers. 

         2-1: Example 1 & Try It!
           Curriculum Standards: Compute unit rates associated with ratios of fractions, including ratios of 
lengths, areas and other quantities measured in like or different units. For example, if a person walks 
1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, 
equivalently 2 miles per hour. 

         2-4: Example 1 & Try It!
           Curriculum Standards: Identify the constant of proportionality (unit rate) in tables, graphs, 
equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional 
relationships by equations. For example, if total cost t is proportional to the number n of items 
purchased at a constant price p, the relationship between the total cost and the number of items can be 
expressed as t = pn. 

         2-5: Example 2 & Try It!
           Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by 
testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, 
graphs, equations, diagrams, and verbal descriptions of proportional relationships. Explain what a point 
(x, y) on the graph of a proportional relationship means in terms of the situation, with special attention 
to the points (0, 0) and (1, r) where r is the unit rate. 

         2-6: Example 1 & Try It!
           Curriculum Standards: Recognize and represent proportional relationships between quantities. 
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, 
tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent 
error. 

         3-3: Example 1 & Try It!
           Curriculum Standards: Represent proportional relationships by equations. For example, if total 
cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. 

         3-3: Example 2
           Curriculum Standards: Represent proportional relationships by equations. For example, if total 
cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

         3-3: Example 3 & Try It!
           Curriculum Standards: Represent proportional relationships by equations. For example, if total 
cost t is proportional to the number n of items purchased at a constant price p, the relationship 
between the total cost and the number of items can be expressed as t = pn. Use proportional 
relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and 
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 

         3-4: Example 2
           Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

         3-5: Example 1 & Try It!
           Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

         3-5: Example 3 & Try It!
           Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

         3-6: Example 1 & Try It!
           Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

         3-6: Example 3 & Try It!
           Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

         4-1: Example 1 & Try It!
           Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + 
q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare 
an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each 
approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

         4-3: Example 2 & Try It!
           Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and 
expand linear expressions with rational coefficients. 

         4-3: Example 3 & Try It!
           Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and 
expand linear expressions with rational coefficients. 

         4-5: Example 1 & Try It!
           Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and 
expand linear expressions with rational coefficients. Understand that rewriting an expression in different 
forms in a problem context can shed light on the problem and how the quantities in it are related. For 
example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

         4-5: Example 2 & Try It!
           Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and 
expand linear expressions with rational coefficients. 

         4-7: Example 1 & Try It!
           Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and 
expand linear expressions with rational coefficients. Understand that rewriting an expression in different 
forms in a problem context can shed light on the problem and how the quantities in it are related. For 
example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

         Topics 1-4: Cumulative/Benchmark Assessment

         Topic 5: Solve Problems Using Equations and Inequalities
         
            i17-1 Practice

            i21-2 Part 2

            i21-2 Part 1

            i21-2 Part 3

            i21-2 Lesson Check

            i21-2 Practice

            i22-4 Part 1

            i22-4 Part 3

            i22-4 Part 2

            i22-4 Lesson Check

            i22-4 Practice

            i24-2 Part 3

            i24-2 Part 1

            i24-2 Part 2

            i24-2 Lesson Check

            i24-2 Practice

            i24-3 Part 1

            i24-3 Part 2

            i24-3 Part 3

            i24-3 Practice

            i24-3 Lesson Check

            i25-6 Part 1

            i25-6 Part 2

            i25-6 Part 3

            i25-6 Practice

            i25-6 Lesson Check

            i25-7 Part 1

            i25-7 Part 2

            i25-7 Practice

            i25-7 Part 3

            i25-7 Lesson Check

            i17-1 Part 1

            i17-1 Part 2

            i17-1 Part 3

            i17-1 Lesson Check

            Topic 5 Readiness Assessment

            Topic 5 STEM Project
            
               Topic 5 STEM Video

            Topic 5: Today's Challenge

            5-1: Write Two-Step Equations
            
               Student's Edition eText: Grade 7 Lesson 5-1

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Problem-Based Learning
               
                  5-1: Explore It!
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

               Develop: Visual Learning
               
                  5-1: Example 1 & Try It!
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

                  5-1 Example 2
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

                  5-1: Example 3 & Try It!
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

                  5-1: Additional Example 2
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

                  5-1: Additional Example 3
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

                  5-1: Key Concept
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

                  5-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

                  5-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

               Assess & Differentiate
               
                  5-1: Lesson Quiz
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

                  5-1: Virtual Nerd™: How Do You Turn a Verbal Phrase into a Two-Step Equation?
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

                  5-1: Virtual Nerd™: How Do You Solve a Two-Step Equation with Decimals?
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

                  5-1: MathXL for School: Additional Practice
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

                  5-1: Additional Practice
                    Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

            5-2: Solve Two-Step Equations
            
               Student's Edition eText: Grade 7 Lesson 5-2

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Problem-Based Learning
               
                  5-2: Solve & Discuss It!
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

               Develop: Visual Learning
               
                  5-2: Example 1 & Try It!
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-2: Example 2
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-2: Example 3 & Try It!
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-2: Additional Example 2
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-2: Additional Example 3
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-2: Key Concept
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

               Assess & Differentiate
               
                  5-2: Lesson Quiz
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-2: Virtual Nerd™: How Do You Solve a Word Problem Using a Two-Step Equation?
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-2: Virtual Nerd™: How Do You Solve a Two-Step Equation?
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-2: MathXL for School: Additional Practice
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-2: Additional Practice
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

            5-3: Solve Equations Using the Distributive Property
            
               Student's Edition eText: Grade 7 Lesson 5-3

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Problem-Based Learning
               
                  5-3: Explain It!
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

               Develop: Visual Learning
               
                  5-3: Example 1 & Try It!
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-3 Example 2
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

                  5-3 Example 3 & Try It!
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-3: Additional Example 2
                    Curriculum Standards: Solve word problems leading to equations of the form px + q = r and 
p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. 
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used 
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its 
width? 

                  5-3: Additional Example 3
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-3: Key Concept
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

               Assess & Differentiate
               
                  5-3: Lesson Quiz
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-3: Virtual Nerd™: What's the Distributive Property?
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-3: Virtual Nerd™: How Do You Solve a Two-Step Equation by Distributing a Fraction First?
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-3: MathXL for School: Additional Practice
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

                  5-3: Additional Practice
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

            5-3: Example 1 & Try It!
              Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive 
and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools 
strategically. Apply properties of operations to calculate with numbers in any form; convert between 
forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

            5-3 Example 3 & Try It!
              Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive 
and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools 
strategically. Apply properties of operations to calculate with numbers in any form; convert between 
forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

            5-1: Example 1 & Try It!
              Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

            5-2: Example 2 & Try It!
              Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive 
and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools 
strategically. Apply properties of operations to calculate with numbers in any form; convert between 
forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

            5-1: Virtual Nerd™: How Do You Turn a Verbal Phrase into a Two-Step Equation?
              Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

            5-2: Virtual Nerd™: How Do You Solve a Word Problem Using a Two-Step Equation?
              Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive 
and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools 
strategically. Apply properties of operations to calculate with numbers in any form; convert between 
forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

            5-3: Virtual Nerd™: What's the Distributive Property?
              Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive 
and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools 
strategically. Apply properties of operations to calculate with numbers in any form; convert between 
forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

            5-3: Virtual Nerd™: How Do You Solve a Two-Step Equation by Distributing a Fraction First?
              Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive 
and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools 
strategically. Apply properties of operations to calculate with numbers in any form; convert between 
forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

            Topic 5 Mid-Topic Assessment
              Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. Solve multi-step real-life and mathematical problems posed with positive and negative 
rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply 
properties of operations to calculate with numbers in any form; convert between forms as appropriate; 
and assess the reasonableness of answers using mental computation and estimation strategies. For 
example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary 
an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the 
center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each 
edge; this estimate can be used as a check on the exact computation. Solve word problems leading to 
equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve 
equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying 
the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 
cm. Its length is 6 cm. What is its width? Solve systems of two linear equations in two variables 
algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For 
example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. 

            5-4: Solve Inequalities Using Addition or Subtraction
            
               Student's Edition eText: Grade 7 Lesson 5-4

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Problem-Based Learning
               
                  5-4: Explain It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

               Develop: Visual Learning
               
                  5-4: Example 1 & Try It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-4: Example 2 & Try It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-4: Example 3 & Try It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-4: Additional Example 2
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-4: Additional Example 3
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-4: Key Concept
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

               Assess & Differentiate
               
                  5-4: Lesson Quiz
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-4: Virtual Nerd™: How Do You Use Subtraction to Solve an Inequality Word Problem?
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-4: Virtual Nerd™: How Do You Use Addition to Solve an Inequality Word Problem?
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-4: MathXL for School: Additional Practice
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-4: Additional Practice
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

            5-5: Solve Inequalities Using Multiplication or Division
            
               Student's Edition eText: Grade 7 Lesson 5-5

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Problem-Based Learning
               
                  5-5: Solve & Discuss It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

               Develop: Visual Learning
               
                  5-5: Example 1 & Try It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-5: Example 2 & Try It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-5: Example 3 & Try It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-5: Additional Example 2
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-5: Additional Example 3
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-5: Key Concept
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

               Assess & Differentiate
               
                  5-5: Lesson Quiz
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-5: Virtual Nerd™: How Do You Use Multiplication with Positive Numbers to Solve an 
Inequality Word Problem?
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-5: Virtual Nerd™: How Do You Use Multiplication with Negative Numbers to Solve an 
Inequality Word Problem?
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-5: MathXL for School: Additional Practice
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-5: Additional Practice
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

            3-Act Mathematical Modeling: Digital Downloads
            
               Student's Edition eText: Grade 7 Topic 5 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 5 Math Modeling: Act 1
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Use 
variables to represent quantities in a real-world or mathematical problem, and construct simple 
equations and inequalities to solve problems by reasoning about the quantities. 

                  Topic 5 Math Modeling: Act 2
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Use 
variables to represent quantities in a real-world or mathematical problem, and construct simple 
equations and inequalities to solve problems by reasoning about the quantities. 

                  Topic 5 Math Modeling: Act 3
                    Curriculum Standards: Solve multi-step real-life and mathematical problems posed with 
positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using 
tools strategically. Apply properties of operations to calculate with numbers in any form; convert 
between forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Use 
variables to represent quantities in a real-world or mathematical problem, and construct simple 
equations and inequalities to solve problems by reasoning about the quantities. 

            5-6: Solve Two-Step Inequalities
            
               Student's Edition eText: Grade 7 Lesson 5-6

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Problem-Based Learning
               
                  5-6: Explore It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

               Develop: Visual Learning
               
                  5-6: Example 1 & Try It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-6: Example 2  &  Try It!
                  5-6: Example 2 & Try It!This component continues the Visual Learning Bridge from the student 
edition. Some use interactivity or animation to illustrate math ideas. It is designed for whole-class 
instruction.
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-6: Example 3  &  Try It!
                  5-6: Example 3 & Try It!This component continues the Visual Learning Bridge from the student 
edition. Some use interactivity or animation to illustrate math ideas. It is designed for whole-class 
instruction.
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-6: Additional Example 2
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-6: Additional Example 3
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-6: Key Concept
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-6: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

               Assess & Differentiate
               
                  5-6: Lesson Quiz
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-6: Virtual Nerd™: How Do You Solve a Two-Step Inequality?
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-6: Virtual Nerd™: How Do You Solve a Decimal Inequality Using Division?
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-6: MathXL for School: Additional Practice
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-6: Additional Practice
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

            5-7: Solve Multi-Step Inequalities
            
               Student's Edition eText: Grade 7 Lesson 5-7

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Problem-Based Learning
               
                  5-7: Explore It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

               Develop: Visual Learning
               
                  5-7: Example 1 & Try It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-7: Example 2
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-7: Example 3 & Try It!
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-7: Additional Example 2
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-7: Additional Example 3
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-7: Key Concept
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-7: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-7: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

               Assess & Differentiate
               
                  5-7: Lesson Quiz
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-7: Virtual Nerd™: How Do You Solve a Two-Step Inequality?
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-7: Virtual Nerd™: How Do You Solve a Word Problem Using an Inequality With Variables on 
Both Sides?
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-7: MathXL for School: Additional Practice
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

                  5-7: Additional Practice
                    Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or 
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and 
interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus 
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales 
you need to make, and describe the solutions. 

            Topic 5 Performance Task
              Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, 
and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the 
context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This 
week you want your pay to be at least $100. Write an inequality for the number of sales you need to 
make, and describe the solutions. 

            Topic 5 Assessment
              Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. Solve multi-step real-life and mathematical problems posed with positive and negative 
rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply 
properties of operations to calculate with numbers in any form; convert between forms as appropriate; 
and assess the reasonableness of answers using mental computation and estimation strategies. For 
example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary 
an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the 
center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each 
edge; this estimate can be used as a check on the exact computation. Solve word problems leading to 
equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve 
equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying 
the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 
cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > 
r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality 
and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week 
plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of 
sales you need to make, and describe the solutions. 

         Topic 6: Use Sampling to Draw Inferences About Populations
         
            i10-2 Part 1

            i10-2 Part 2

            i10-2 Part 3

            i10-2 Lesson Check

            i10-2 Practice

            i21-1 Part 1

            i21-1 Part 2

            i21-1 Part 3

            i21-1 Lesson Check

            i21-1 Practice

            i21-2 Part 2

            i21-2 Part 1

            i21-2 Part 3

            i21-2 Lesson Check

            i21-2 Practice

            i21-3 Part 1

            i21-3 Part 2

            i21-3 Part 3

            i21-3 Lesson Check

            i21-3 Practice

            i21-4 Part 3

            i21-4 Part 1

            i21-4 Part 2

            i21-4 Lesson Check

            i21-4 Practice

            i22-5 Part 2

            i22-5 Part 3

            i22-5 Part 1

            i22-5 Lesson Check

            i22-5 Practice

            Topic 6 Readiness Assessment

            Topic 6 STEM Project
            
               Topic 6 STEM Video

            Topic 6: Today's Challenge

            6-1: Populations and Samples
            
               Student's Edition eText: Grade 7 Lesson 6-1

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-1: Solve & Discuss It!
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

               Develop: Visual Learning
               
                  6-1: Example 1 & Try It!
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

                  6-1: Example 2 & Try It!
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

                  6-1: Example 3 & Try It!
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

                  6-1: Additional Example 1
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

                  6-1: Additional Example 3
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

                  6-1: Key Concept
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

                  6-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

                  6-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

               Assess & Differentiate
               
                  6-1: Lesson Quiz
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

                  6-1: Virtual Nerd™: What is a Survey?
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

                  6-1: Virtual Nerd™: How Do You Figure Out if a Sample is Biased or Unbiased?
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

                  6-1: MathXL for School: Additional Practice
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

                  6-1: Additional Practice

            6-2 Draw Inferences from Data
            
               Student's Edition eText: Grade 7 Lesson 6-2

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-2: Solve & Discuss It!
                    Curriculum Standards: Use data from a random sample to draw inferences about a 
population with an unknown characteristic of interest. Generate multiple samples (or simulated 
samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the 
mean word length in a book by randomly sampling words from the book; predict the winner of a school 
election based on randomly sampled survey data. Gauge how far off the estimate or prediction might 
be. 

               Develop: Visual Learning
               
                  6-2: Example 1 & Try It!
                    Curriculum Standards: Use data from a random sample to draw inferences about a 
population with an unknown characteristic of interest. Generate multiple samples (or simulated 
samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the 
mean word length in a book by randomly sampling words from the book; predict the winner of a school 
election based on randomly sampled survey data. Gauge how far off the estimate or prediction might 
be. 

                  6-2: Example 2
                    Curriculum Standards: Use data from a random sample to draw inferences about a 
population with an unknown characteristic of interest. Generate multiple samples (or simulated 
samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the 
mean word length in a book by randomly sampling words from the book; predict the winner of a school 
election based on randomly sampled survey data. Gauge how far off the estimate or prediction might 
be. 

                  6-2: Example 3 and Try It!
                    Curriculum Standards: Use data from a random sample to draw inferences about a 
population with an unknown characteristic of interest. Generate multiple samples (or simulated 
samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the 
mean word length in a book by randomly sampling words from the book; predict the winner of a school 
election based on randomly sampled survey data. Gauge how far off the estimate or prediction might 
be. 

                  6-2: Example 4 and Try It!
                    Curriculum Standards: Use data from a random sample to draw inferences about a 
population with an unknown characteristic of interest. Generate multiple samples (or simulated 
samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the 
mean word length in a book by randomly sampling words from the book; predict the winner of a school 
election based on randomly sampled survey data. Gauge how far off the estimate or prediction might 
be. 

                  6-2: Additional Example 1
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. Use data from a random sample 
to draw inferences about a population with an unknown characteristic of interest. Generate multiple 
samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For 
example, estimate the mean word length in a book by randomly sampling words from the book; predict 
the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate 
or prediction might be. Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the 
probability of a chance event by collecting data on the chance process that produces it and observing its 
long-run relative frequency, and predict the approximate relative frequency given the probability. For 
example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, 
but probably not exactly 200 times. Develop a uniform probability model by assigning equal probability 
to all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. Represent sample spaces for compound events using methods such as organized 
lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), 
identify the outcomes in the sample space which compose the event. 

                  6-2: Additional Example 3
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. Use data from a random sample 
to draw inferences about a population with an unknown characteristic of interest. Generate multiple 
samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For 
example, estimate the mean word length in a book by randomly sampling words from the book; predict 
the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate 
or prediction might be. Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the 
probability of a chance event by collecting data on the chance process that produces it and observing its 
long-run relative frequency, and predict the approximate relative frequency given the probability. For 
example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, 
but probably not exactly 200 times. Develop a uniform probability model by assigning equal probability 
to all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. Represent sample spaces for compound events using methods such as organized 
lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), 
identify the outcomes in the sample space which compose the event. 

                  6-2: Key Concept
                    Curriculum Standards: Use data from a random sample to draw inferences about a 
population with an unknown characteristic of interest. Generate multiple samples (or simulated 
samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the 
mean word length in a book by randomly sampling words from the book; predict the winner of a school 
election based on randomly sampled survey data. Gauge how far off the estimate or prediction might 
be. 

                  6-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use data from a random sample to draw inferences about a 
population with an unknown characteristic of interest. Generate multiple samples (or simulated 
samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the 
mean word length in a book by randomly sampling words from the book; predict the winner of a school 
election based on randomly sampled survey data. Gauge how far off the estimate or prediction might 
be. 

                  6-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use data from a random sample to draw inferences about a 
population with an unknown characteristic of interest. Generate multiple samples (or simulated 
samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the 
mean word length in a book by randomly sampling words from the book; predict the winner of a school 
election based on randomly sampled survey data. Gauge how far off the estimate or prediction might 
be. 

               Assess & Differentiate
               
                  6-2: Lesson Quiz
                    Curriculum Standards: Use data from a random sample to draw inferences about a 
population with an unknown characteristic of interest. Generate multiple samples (or simulated 
samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the 
mean word length in a book by randomly sampling words from the book; predict the winner of a school 
election based on randomly sampled survey data. Gauge how far off the estimate or prediction might 
be. 

                  6-2: Virtual Nerd™: How Do You Interpret a Line Plot?
                    Curriculum Standards: Use data from a random sample to draw inferences about a 
population with an unknown characteristic of interest. Generate multiple samples (or simulated 
samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the 
mean word length in a book by randomly sampling words from the book; predict the winner of a school 
election based on randomly sampled survey data. Gauge how far off the estimate or prediction might 
be. 

                  6-2: Virtual Nerd™: How Do You Interpret a Box-and-Whisker Plot?
                    Curriculum Standards: Use data from a random sample to draw inferences about a 
population with an unknown characteristic of interest. Generate multiple samples (or simulated 
samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the 
mean word length in a book by randomly sampling words from the book; predict the winner of a school 
election based on randomly sampled survey data. Gauge how far off the estimate or prediction might 
be. 

                  6-2: MathXL for School: Additional Practice
                    Curriculum Standards: Use data from a random sample to draw inferences about a 
population with an unknown characteristic of interest. Generate multiple samples (or simulated 
samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the 
mean word length in a book by randomly sampling words from the book; predict the winner of a school 
election based on randomly sampled survey data. Gauge how far off the estimate or prediction might 
be. 

                  6-2: Additional Practice

            6-1: Example 1 & Try It!
              Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

            6-1: Example 2 & Try It!
              Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

            6-2: Example 2
              Curriculum Standards: Use data from a random sample to draw inferences about a population 
with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the 
same size to gauge the variation in estimates or predictions. For example, estimate the mean word 
length in a book by randomly sampling words from the book; predict the winner of a school election 
based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 

            6-2: Key Concept
              Curriculum Standards: Use data from a random sample to draw inferences about a population 
with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the 
same size to gauge the variation in estimates or predictions. For example, estimate the mean word 
length in a book by randomly sampling words from the book; predict the winner of a school election 
based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 

            6-1: Virtual Nerd™: What is a Survey?
              Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

            6-1: Virtual Nerd™: How Do You Figure Out if a Sample is Biased or Unbiased?
              Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

            6-2: Virtual Nerd™: How Do You Interpret a Line Plot?
              Curriculum Standards: Use data from a random sample to draw inferences about a population 
with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the 
same size to gauge the variation in estimates or predictions. For example, estimate the mean word 
length in a book by randomly sampling words from the book; predict the winner of a school election 
based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 

            Topic 6 Mid-Topic Assessment

            6-3: Compare Populations Using Data Displays
            
               Student's Edition eText: Grade 7 Lesson 6-3

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-3: Explore It!
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

               Develop: Visual Learning
               
                  6-3: Example 1 & Try It!
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-3: Example 2
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-3: Example 3 & Try It!
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-3: Additional Example 1
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. Informally assess the degree of 
visual overlap of two numerical data distributions with similar variabilities, measuring the difference 
between the centers by expressing it as a multiple of a measure of variability. For example, the mean 
height of players on the basketball team is 10 cm greater than the mean height of players on the soccer 
team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation 
between the two distributions of heights is noticeable. Use measures of center and measures of 
variability for numerical data from random samples to draw informal comparative inferences about two 
populations. For example, decide whether the words in a chapter of a seventh-grade science book are 
generally longer than the words in a chapter of a fourth-grade science book. Understand that the 
probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event 
occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a 
probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 
indicates a likely event. Approximate the probability of a chance event by collecting data on the chance 
process that produces it and observing its long-run relative frequency, and predict the approximate 
relative frequency given the probability. For example, when rolling a number cube 600 times, predict 
that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Develop a uniform 
probability model by assigning equal probability to all outcomes, and use the model to determine 
probabilities of events. For example, if a student is selected at random from a class, find the probability 
that Jane will be selected and the probability that a girl will be selected. Represent sample spaces for 
compound events using methods such as organized lists, tables and tree diagrams. For an event 
described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space 
which compose the event. 

                  6-3: Additional Example 3
                    Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. Informally assess the degree of 
visual overlap of two numerical data distributions with similar variabilities, measuring the difference 
between the centers by expressing it as a multiple of a measure of variability. For example, the mean 
height of players on the basketball team is 10 cm greater than the mean height of players on the soccer 
team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation 
between the two distributions of heights is noticeable. Use measures of center and measures of 
variability for numerical data from random samples to draw informal comparative inferences about two 
populations. For example, decide whether the words in a chapter of a seventh-grade science book are 
generally longer than the words in a chapter of a fourth-grade science book. Understand that the 
probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event 
occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a 
probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 
indicates a likely event. Approximate the probability of a chance event by collecting data on the chance 
process that produces it and observing its long-run relative frequency, and predict the approximate 
relative frequency given the probability. For example, when rolling a number cube 600 times, predict 
that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Develop a uniform 
probability model by assigning equal probability to all outcomes, and use the model to determine 
probabilities of events. For example, if a student is selected at random from a class, find the probability 
that Jane will be selected and the probability that a girl will be selected. Represent sample spaces for 
compound events using methods such as organized lists, tables and tree diagrams. For an event 
described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space 
which compose the event. 

                  6-3: Key Concept
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

               Assess & Differentiate
               
                  6-3: Lesson Quiz
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-3: Virtual Nerd™: How Do You Interpret a Box-and-Whisker Plot?
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-3: Virtual Nerd™: What is the Interquartile Range?
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-3: MathXL for School: Additional Practice
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-3: Additional Practice

            6-4: Compare Populations Using Statistical Measures
            
               Student's Edition eText: Grade 7 Lesson 6-4

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-4: Explore It!
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

               Develop: Visual Learning
               
                  6-4: Example 1 & Try It!
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-4: Example 2
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-4: Example 3 & Try It!
                    Curriculum Standards: Use measures of center and measures of variability for numerical data 
from random samples to draw informal comparative inferences about two populations. For example, 
decide whether the words in a chapter of a seventh-grade science book are generally longer than the 
words in a chapter of a fourth-grade science book. 

                  6-4: Additional Example 1
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-4: Additional Example 2
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-4: Key Concept
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

               Assess & Differentiate
               
                  6-4: Lesson Quiz
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-4: Virtual Nerd™: How Do You Interpret a Line Plot?
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-4: Virtual Nerd™: How do You Summarize Data Using Measures of Variability?

                  6-4: MathXL for School: Additional Practice
                    Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

                  6-4: Additional Practice

            3-Act Mathematical Modeling: Raising Money
            
               Student's Edition eText: Grade 7 Topic 6 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 6 Math Modeling: Act 1
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. Understand that statistics can be used to gain information 
about a population by examining a sample of the population; generalizations about a population from a 
sample are valid only if the sample is representative of that population. Understand that random 
sampling tends to produce representative samples and support valid inferences. Use data from a 
random sample to draw inferences about a population with an unknown characteristic of interest. 
Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates 
or predictions. For example, estimate the mean word length in a book by randomly sampling words from 
the book; predict the winner of a school election based on randomly sampled survey data. Gauge how 
far off the estimate or prediction might be. 

                  Topic 6 Math Modeling: Act 2
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. Understand that statistics can be used to gain information 
about a population by examining a sample of the population; generalizations about a population from a 
sample are valid only if the sample is representative of that population. Understand that random 
sampling tends to produce representative samples and support valid inferences. Use data from a 
random sample to draw inferences about a population with an unknown characteristic of interest. 
Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates 
or predictions. For example, estimate the mean word length in a book by randomly sampling words from 
the book; predict the winner of a school election based on randomly sampled survey data. Gauge how 
far off the estimate or prediction might be. 

                  Topic 6 Math Modeling: Act 3
                    Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. Understand that statistics can be used to gain information 
about a population by examining a sample of the population; generalizations about a population from a 
sample are valid only if the sample is representative of that population. Understand that random 
sampling tends to produce representative samples and support valid inferences. Use data from a 
random sample to draw inferences about a population with an unknown characteristic of interest. 
Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates 
or predictions. For example, estimate the mean word length in a book by randomly sampling words from 
the book; predict the winner of a school election based on randomly sampled survey data. Gauge how 
far off the estimate or prediction might be. 

            Topic 6 Performance Task
              Curriculum Standards: Understand that the probability of a chance event is a number between 0 
and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A 
probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither 
unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the probability of a 
chance event by collecting data on the chance process that produces it and observing its long-run 
relative frequency, and predict the approximate relative frequency given the probability. For example, 
when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but 
probably not exactly 200 times. Develop a uniform probability model by assigning equal probability to all 
outcomes, and use the model to determine probabilities of events. For example, if a student is selected 
at random from a class, find the probability that Jane will be selected and the probability that a girl will 
be selected. Represent sample spaces for compound events using methods such as organized lists, 
tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), 
identify the outcomes in the sample space which compose the event. 

            Topic 6 Assessment
              Curriculum Standards: Understand that the probability of a chance event is a number between 0 
and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A 
probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither 
unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the probability of a 
chance event by collecting data on the chance process that produces it and observing its long-run 
relative frequency, and predict the approximate relative frequency given the probability. For example, 
when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but 
probably not exactly 200 times. Develop a uniform probability model by assigning equal probability to all 
outcomes, and use the model to determine probabilities of events. For example, if a student is selected 
at random from a class, find the probability that Jane will be selected and the probability that a girl will 
be selected. Represent sample spaces for compound events using methods such as organized lists, 
tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), 
identify the outcomes in the sample space which compose the event. 

         1-9: Example 3 and Try It!
           Curriculum Standards: Understand that integers can be divided, provided that the divisor is not 
zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, 
then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real- world contexts. 
Apply properties of operations as strategies to multiply and divide rational numbers. 

         2-3: Example 1 & Try It!
           Curriculum Standards: Decide whether two quantities are in a proportional relationship, e.g., by 
testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the 
graph is a straight line through the origin. 

         2-6: Example 1 & Try It!
           Curriculum Standards: Recognize and represent proportional relationships between quantities. 
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, 
tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent 
error. 

         3-5: Example 2 & Try It!
           Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

         3-5: Example 3 & Try It!
           Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

         3-6: Example 1 & Try It!
           Curriculum Standards: Use proportional relationships to solve multistep ratio and percent 
problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, 
percent increase and decrease, percent error. 

         4-1: Example 3 & Try It!
           Curriculum Standards: Solve word problems leading to equations of the form px + q = r and p(x + 
q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare 
an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each 
approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

         4-6: Example 2
           Curriculum Standards: Apply properties of operations as strategies to add, subtract, factor, and 
expand linear expressions with rational coefficients. Understand that rewriting an expression in different 
forms in a problem context can shed light on the problem and how the quantities in it are related. For 
example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 

         5-1: Example 1 & Try It!
           Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. 

         5-2: Example 2 & Try It!
           Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive 
and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools 
strategically. Apply properties of operations to calculate with numbers in any form; convert between 
forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

         5-3: Example 1 & Try It!
           Curriculum Standards: Solve multi-step real-life and mathematical problems posed with positive 
and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools 
strategically. Apply properties of operations to calculate with numbers in any form; convert between 
forms as appropriate; and assess the reasonableness of answers using mental computation and 
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an 
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel 
bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar 
about 9 inches from each edge; this estimate can be used as a check on the exact computation. Solve 
word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific 
rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 

         5-4: Example 1 & Try It!
           Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q 
< r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret 
it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per 
sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you 
need to make, and describe the solutions. 

         5-5: Example 1 & Try It!
           Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q 
< r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret 
it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per 
sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you 
need to make, and describe the solutions. 

         5-6: Example 1 & Try It!
           Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q 
< r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret 
it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per 
sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you 
need to make, and describe the solutions. 

         5-7: Example 1 & Try It!
           Curriculum Standards: Solve word problems leading to inequalities of the form px + q > r or px + q 
< r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret 
it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per 
sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you 
need to make, and describe the solutions. 

         6-1: Example 2 & Try It!
           Curriculum Standards: Understand that statistics can be used to gain information about a 
population by examining a sample of the population; generalizations about a population from a sample 
are valid only if the sample is representative of that population. Understand that random sampling 
tends to produce representative samples and support valid inferences. 

         6-2: Example 1 & Try It!
           Curriculum Standards: Use data from a random sample to draw inferences about a population 
with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the 
same size to gauge the variation in estimates or predictions. For example, estimate the mean word 
length in a book by randomly sampling words from the book; predict the winner of a school election 
based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 

         6-2: Example 4 and Try It!
           Curriculum Standards: Use data from a random sample to draw inferences about a population 
with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the 
same size to gauge the variation in estimates or predictions. For example, estimate the mean word 
length in a book by randomly sampling words from the book; predict the winner of a school election 
based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 

         6-3: Example 1 & Try It!
           Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

         6-3: Example 3 & Try It!
           Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

         6-4: Example 1 & Try It!
           Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

         6-4: Example 2
           Curriculum Standards: Informally assess the degree of visual overlap of two numerical data 
distributions with similar variabilities, measuring the difference between the centers by expressing it as 
a multiple of a measure of variability. For example, the mean height of players on the basketball team is 
10 cm greater than the mean height of players on the soccer team, about twice the variability (mean 
absolute deviation) on either team; on a dot plot, the separation between the two distributions of 
heights is noticeable. Use measures of center and measures of variability for numerical data from 
random samples to draw informal comparative inferences about two populations. For example, decide 
whether the words in a chapter of a seventh-grade science book are generally longer than the words in 
a chapter of a fourth-grade science book. 

         Topics 1-6: Cumulative/Benchmark Assessment

         Topic 7: Probability
         
            i13-1 Part 1

            i13-1 Part 2

            i13-1 Part 3

            i13-1 Lesson Check

            i13-1 Practice

            i15-3 Part 1

            i15-3 Part 2

            i15-3 Part 3

            i15-3 Practice

            i15-3 Lesson Check

            i16-1 Part 3

            i16-1 Part 1

            i16-1 Part 2

            i16-1 Lesson Check

            i16-2 Practice

            i16-2 Part 1

            i16-2 Part 2

            i16-1 Practice

            i16-2 Part 3

            i16-2 Lesson Check

            i17-1 Part 1

            i17-1 Part 2

            i17-1 Part 3

            i17-1 Practice

            i17-1 Lesson Check

            i22-4 Part 1

            i22-4 Part 3

            i22-4 Practice

            i22-4 Part 2

            i22-4 Lesson Check

            i25-5 Part 3

            i25-5 Practice

            i25-5 Part 1

            i25-5 Part 2

            i25-5 Lesson Check

            i25-6 Part 1

            i25-6 Practice

            i25-6 Part 2

            i25-6 Part 3

            i25-6 Lesson Check

            Topic 7 Readiness Assessment

            Topic 7 STEM Project
            
               Topic 7 STEM Video

            Topic 7: Today's Challenge

            7-1: Understand Likelihood and Probability
            
               Student's Edition eText: Grade 7 Lesson 7-1

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Problem-Based Learning
               
                  7-1: Solve & Discuss It!
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

               Develop: Visual Learning
               
                  7-1: Example 1 & Try It!
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                  7-1: Example 2 & Try It!
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                  7-1: Example 3 & Try It!
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                  7-1: Additional Example 2
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the 
probability of a chance event by collecting data on the chance process that produces it and observing its 
long-run relative frequency, and predict the approximate relative frequency given the probability. For 
example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, 
but probably not exactly 200 times. Develop a uniform probability model by assigning equal probability 
to all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. Represent sample spaces for compound events using methods such as organized 
lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), 
identify the outcomes in the sample space which compose the event. 

                  7-1: Additional Example 3

                  7-1: Key Concept
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                  7-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                  7-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

               Assess & Differentiate
               
                  7-1: Lesson Quiz
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                  7-1: Virtual Nerd™: What is Probability?
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                  7-1: Virtual Nerd™: What is an Outcome?
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                  7-1: MathXL for School: Additional Practice
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

                  7-1: Additional Practice

            7-2: Connect Relative Frequency and Experimental Probability
            
               Student's Edition eText: Grade 7 Lesson 7-2

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Problem-Based Learning
               
                  7-2: Solve & Discuss It!
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

               Develop: Visual Learning
               
                  7-2: Example 1 & Try It!
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-2: Example 2
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-2: Example 3 and Try It!
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-2: Additional Example 2

                  7-2: Additional Example 3

                  7-2: Key Concept
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

               Assess & Differentiate
               
                  7-2: Lesson Quiz
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-2: Virtual Nerd™: How Do You Find the Probability of a Simple Event?
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-2: Virtual Nerd™: What is Probability?
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-2: MathXL for School: Additional Practice
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-2: Additional Practice

            7-3: Represent Sample Spaces
            
               Student's Edition eText: Grade 7 Lesson 7-3

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Problem-Based Learning
               
                  7-3: Solve & Discuss It!
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

               Develop: Visual Learning
               
                  7-3: Example 1 & Try It!
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-3: Example 2
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-3: Example 3 & Try It!
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-3: Additional Example 1
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model 
to determine probabilities of events. For example, if a student is selected at random from a class, find 
the probability that Jane will be selected and the probability that a girl will be selected. Represent 
sample spaces for compound events using methods such as organized lists, tables and tree diagrams. 
For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the 
sample space which compose the event. 

                  7-3: Additional Example 3
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model 
to determine probabilities of events. For example, if a student is selected at random from a class, find 
the probability that Jane will be selected and the probability that a girl will be selected. Represent 
sample spaces for compound events using methods such as organized lists, tables and tree diagrams. 
For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the 
sample space which compose the event. 

                  7-3: Key Concept
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

               Assess & Differentiate
               
                  7-3: Lesson Quiz
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-3: Virtual Nerd™: What is Experimental Probability?
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-3: Virtual Nerd™: How Do You Find Experimental Probability?
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-3: MathXL for School: Additional Practice
                    Curriculum Standards: Approximate the probability of a chance event by collecting data on 
the chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

                  7-3: Additional Practice

            7-4: Find Probabilities of Simple Events
            
               Student's Edition eText: Grade 7 Lesson 7-4

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Problem-Based Learning
               
                  7-4: Explain It!
                    Curriculum Standards: Develop a probability model and use it to find probabilities of events. 
Compare probabilities from a model to observed frequencies; if the agreement is not good, explain 
possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability 
to all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies 
in data generated from a chance process. For example, find the approximate probability that a spinning 
penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the 
spinning penny appear to be equally likely based on the observed frequencies? 

               Develop: Visual Learning
               
                  7-4: Example 1 & Try It!
                    Curriculum Standards: Develop a probability model and use it to find probabilities of events. 
Compare probabilities from a model to observed frequencies; if the agreement is not good, explain 
possible sources of the discrepancy. 

                  7-4: Example 2
                    Curriculum Standards: Develop a uniform probability model by assigning equal probability to 
all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. 

                  7-4: Example 3 & Try It!
                    Curriculum Standards: Develop a probability model (which may not be uniform) by observing 
frequencies in data generated from a chance process. For example, find the approximate probability 
that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the 
outcomes for the spinning penny appear to be equally likely based on the observed frequencies? 

                  7-4: Additional Example 2
                    Curriculum Standards: Develop a uniform probability model by assigning equal probability to 
all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. Represent sample spaces for compound events using methods such as organized 
lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), 
identify the outcomes in the sample space which compose the event. 

                  7-4: Additional Example 3

                  7-4: Key Concept
                    Curriculum Standards: Develop a probability model and use it to find probabilities of events. 
Compare probabilities from a model to observed frequencies; if the agreement is not good, explain 
possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability 
to all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies 
in data generated from a chance process. For example, find the approximate probability that a spinning 
penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the 
spinning penny appear to be equally likely based on the observed frequencies? 

                  7-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Develop a probability model and use it to find probabilities of events. 
Compare probabilities from a model to observed frequencies; if the agreement is not good, explain 
possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability 
to all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies 
in data generated from a chance process. For example, find the approximate probability that a spinning 
penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the 
spinning penny appear to be equally likely based on the observed frequencies? 

                  7-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Develop a probability model and use it to find probabilities of events. 
Compare probabilities from a model to observed frequencies; if the agreement is not good, explain 
possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability 
to all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies 
in data generated from a chance process. For example, find the approximate probability that a spinning 
penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the 
spinning penny appear to be equally likely based on the observed frequencies? 

               Assess & Differentiate
               
                  7-4: Lesson Quiz
                    Curriculum Standards: Develop a probability model and use it to find probabilities of events. 
Compare probabilities from a model to observed frequencies; if the agreement is not good, explain 
possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability 
to all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies 
in data generated from a chance process. For example, find the approximate probability that a spinning 
penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the 
spinning penny appear to be equally likely based on the observed frequencies? 

                  7-4: Virtual Nerd™: How Do You Find the Probability of a Simple Event?
                    Curriculum Standards: Develop a probability model and use it to find probabilities of events. 
Compare probabilities from a model to observed frequencies; if the agreement is not good, explain 
possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability 
to all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies 
in data generated from a chance process. For example, find the approximate probability that a spinning 
penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the 
spinning penny appear to be equally likely based on the observed frequencies? 

                  7-4: Virtual Nerd™: How Do You Use Experimental Probability to Predict an Outcome?
                    Curriculum Standards: Develop a probability model and use it to find probabilities of events. 
Compare probabilities from a model to observed frequencies; if the agreement is not good, explain 
possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability 
to all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies 
in data generated from a chance process. For example, find the approximate probability that a spinning 
penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the 
spinning penny appear to be equally likely based on the observed frequencies? 

                  7-4: MathXL for School: Additional Practice
                    Curriculum Standards: Develop a probability model and use it to find probabilities of events. 
Compare probabilities from a model to observed frequencies; if the agreement is not good, explain 
possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability 
to all outcomes, and use the model to determine probabilities of events. For example, if a student is 
selected at random from a class, find the probability that Jane will be selected and the probability that a 
girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies 
in data generated from a chance process. For example, find the approximate probability that a spinning 
penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the 
spinning penny appear to be equally likely based on the observed frequencies? 

                  7-4: Additional Practice

            7-1: Example 2 & Try It!
              Curriculum Standards: Understand that the probability of a chance event is a number between 0 
and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A 
probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither 
unlikely nor likely, and a probability near 1 indicates a likely event. 

            7-1: Key Concept
              Curriculum Standards: Understand that the probability of a chance event is a number between 0 
and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A 
probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither 
unlikely nor likely, and a probability near 1 indicates a likely event. 

            7-2: Example 1 & Try It!
              Curriculum Standards: Approximate the probability of a chance event by collecting data on the 
chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

            7-2: Virtual Nerd™: How Do You Find the Probability of a Simple Event?
              Curriculum Standards: Approximate the probability of a chance event by collecting data on the 
chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

            7-3: Example 1 & Try It!
              Curriculum Standards: Approximate the probability of a chance event by collecting data on the 
chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

            7-3: Virtual Nerd™: What is Experimental Probability?
              Curriculum Standards: Approximate the probability of a chance event by collecting data on the 
chance process that produces it and observing its long-run relative frequency, and predict the 
approximate relative frequency given the probability. For example, when rolling a number cube 600 
times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 

            7-4: Example 1 & Try It!
              Curriculum Standards: Develop a probability model and use it to find probabilities of events. 
Compare probabilities from a model to observed frequencies; if the agreement is not good, explain 
possible sources of the discrepancy. 

            7-5: Virtual Nerd™: What is a Sample Space?
              Curriculum Standards: Develop a probability model and use it to find probabilities of events. 
Compare probabilities from a model to observed frequencies; if the agreement is not good, explain 
possible sources of the discrepancy. 

            Topic 7 Mid-Topic Assessment

            3-Act Mathematical Modeling: Photo Finish
            
               Student's Edition eText: Grade 7 Topic 7 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 7 Math Modeling: Act 1
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the 
probability of a chance event by collecting data on the chance process that produces it and observing its 
long-run relative frequency, and predict the approximate relative frequency given the probability. For 
example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, 
but probably not exactly 200 times. Develop a probability model and use it to find probabilities of 
events. Compare probabilities from a model to observed frequencies; if the agreement is not good, 
explain possible sources of the discrepancy. 

                  Topic 7 Math Modeling: Act 2
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the 
probability of a chance event by collecting data on the chance process that produces it and observing its 
long-run relative frequency, and predict the approximate relative frequency given the probability. For 
example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, 
but probably not exactly 200 times. Develop a probability model and use it to find probabilities of 
events. Compare probabilities from a model to observed frequencies; if the agreement is not good, 
explain possible sources of the discrepancy. 

                  Topic 7 Math Modeling: Act 3
                    Curriculum Standards: Understand that the probability of a chance event is a number 
between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater 
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event 
that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Approximate the 
probability of a chance event by collecting data on the chance process that produces it and observing its 
long-run relative frequency, and predict the approximate relative frequency given the probability. For 
example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, 
but probably not exactly 200 times. Develop a probability model and use it to find probabilities of 
events. Compare probabilities from a model to observed frequencies; if the agreement is not good, 
explain possible sources of the discrepancy. 

            7-5: Determine Outcomes of Compound Events
            
               Student's Edition eText: Grade 7 Lesson 7-5

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Problem-Based Learning
               
                  7-5: Solve & Discuss It!
                    Curriculum Standards: Represent sample spaces for compound events using methods such as 
organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling 
double sixes”), identify the outcomes in the sample space which compose the event. 

               Develop: Visual Learning
               
                  7-5: Example 1 & Try It!
                    Curriculum Standards: Represent sample spaces for compound events using methods such as 
organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling 
double sixes”), identify the outcomes in the sample space which compose the event. 

                  7-5: Example 2
                    Curriculum Standards: Represent sample spaces for compound events using methods such as 
organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling 
double sixes”), identify the outcomes in the sample space which compose the event. 

                  7-5: Example 3 & Try It!
                    Curriculum Standards: Represent sample spaces for compound events using methods such as 
organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling 
double sixes”), identify the outcomes in the sample space which compose the event. 

                  7-5: Additional Example 2
                    Curriculum Standards: Represent sample spaces for compound events using methods such as 
organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling 
double sixes”), identify the outcomes in the sample space which compose the event. 

                  7-5: Additional Example 3

                  7-5: Key Concept
                    Curriculum Standards: Represent sample spaces for compound events using methods such as 
organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling 
double sixes”), identify the outcomes in the sample space which compose the event. 

                  7-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: Represent sample spaces for compound events using methods such as 
organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling 
double sixes”), identify the outcomes in the sample space which compose the event. 

                  7-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Represent sample spaces for compound events using methods such as 
organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling 
double sixes”), identify the outcomes in the sample space which compose the event. 

               Assess & Differentiate
               
                  7-5: Lesson Quiz
                    Curriculum Standards: Represent sample spaces for compound events using methods such as 
organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling 
double sixes”), identify the outcomes in the sample space which compose the event. 

                  7-5: Virtual Nerd™: What is a Sample Space?
                    Curriculum Standards: Represent sample spaces for compound events using methods such as 
organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling 
double sixes”), identify the outcomes in the sample space which compose the event. 

                  7-5: Virtual Nerd™: What are Compound Events?
                    Curriculum Standards: Represent sample spaces for compound events using methods such as 
organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling 
double sixes”), identify the outcomes in the sample space which compose the event. 

                  7-5: MathXL for School: Additional Practice
                    Curriculum Standards: Represent sample spaces for compound events using methods such as 
organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling 
double sixes”), identify the outcomes in the sample space which compose the event. 

                  7-5: Additional Practice

            7-6: Find Probabilities of Compound Events
            
               Student's Edition eText: Grade 7 Lesson 7-6

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Problem-Based Learning
               
                  7-6: Solve &  Discuss It!
                  7-6: Solve & Discuss It!This interactive component provides the Problem-Based Learning from 
the student edition in an interactive format. It is designed for whole-class instruction.
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  7-6: Example 1 & Try It!
                    Curriculum Standards: 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. 

                  7-6: Example 2 & Try It!
                    Curriculum Standards: 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. 

                  7-6: Example 3 and Try It!
                    Curriculum Standards: 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. 

                  7-6: Additional Example 1

                  7-6: Additional Example 2

                  7-6: Key Concept
                    Curriculum Standards: 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. 

                  7-6: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  7-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  7-6: Lesson Quiz
                    Curriculum Standards: 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. 

                  7-6: Virtual Nerd™: How Do You Solve a Problem by Making an Organized List?
                    Curriculum Standards: 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. 

                  7-6: Virtual Nerd™: How Do You Use a Tree Diagram to Count the Number of Outcomes in a 
Sample Space?
                    Curriculum Standards: 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. 

                  7-6: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  7-6: Additional Practice

            7-7: Simulate Compound Events
            
               Student's Edition eText: Grade 7 Lesson 7-7

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Problem-Based Learning
               
                  7-7: Solve & Discuss It!
                    Curriculum Standards: Design and use a simulation to generate frequencies for compound 
events. For example, use random digits as a simulation tool to approximate the answer to the question: 
If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one 
with type A blood? 

               Develop: Visual Learning
               
                  7-7: Example 1 & Try It!
                    Curriculum Standards: Design and use a simulation to generate frequencies for compound 
events. For example, use random digits as a simulation tool to approximate the answer to the question: 
If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one 
with type A blood? 

                  7-7: Example 2
                    Curriculum Standards: Design and use a simulation to generate frequencies for compound 
events. For example, use random digits as a simulation tool to approximate the answer to the question: 
If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one 
with type A blood? 

                  7-7: Example 3 & Try It!
                    Curriculum Standards: Design and use a simulation to generate frequencies for compound 
events. For example, use random digits as a simulation tool to approximate the answer to the question: 
If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one 
with type A blood? 

                  7-7: Additional Example 2

                  7-7: Additional Example 3

                  7-7: Key Concept
                    Curriculum Standards: Design and use a simulation to generate frequencies for compound 
events. For example, use random digits as a simulation tool to approximate the answer to the question: 
If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one 
with type A blood? 

                  7-7: Do You Understand?/Do You Know How?
                    Curriculum Standards: Design and use a simulation to generate frequencies for compound 
events. For example, use random digits as a simulation tool to approximate the answer to the question: 
If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one 
with type A blood? 

                  7-7: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Design and use a simulation to generate frequencies for compound 
events. For example, use random digits as a simulation tool to approximate the answer to the question: 
If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one 
with type A blood? 

               Assess & Differentiate
               
                  7-7: Lesson Quiz
                    Curriculum Standards: Design and use a simulation to generate frequencies for compound 
events. For example, use random digits as a simulation tool to approximate the answer to the question: 
If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one 
with type A blood? 

                  7-7: Virtual Nerd™: How Do You Use a Simulation to Solve a Problem?
                    Curriculum Standards: Design and use a simulation to generate frequencies for compound 
events. For example, use random digits as a simulation tool to approximate the answer to the question: 
If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one 
with type A blood? 

                  7-7: Virtual Nerd™: What is a Simulation?
                    Curriculum Standards: Design and use a simulation to generate frequencies for compound 
events. For example, use random digits as a simulation tool to approximate the answer to the question: 
If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one 
with type A blood? 

                  7-7: MathXL for School: Additional Practice
                    Curriculum Standards: Design and use a simulation to generate frequencies for compound 
events. For example, use random digits as a simulation tool to approximate the answer to the question: 
If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one 
with type A blood? 

                  7-7: Additional Practice

            Topic 7 Performance Task
              Curriculum Standards: Solve problems involving scale drawings of geometric figures, including 
computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different 
scale. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given 
conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the 
conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about 
supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve 
simple equations for an unknown angle in a figure. Know the formulas for the area and circumference of 
a circle and use them to solve problems; give an informal derivation of the relationship between the 
circumference and area of a circle. Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-
dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Lines are 
taken to lines, and line segments to line segments of the same length. Angles are taken to angles of the 
same measure. Parallel lines are taken to parallel lines. Describe the effect of dilations, translations, 
rotations, and reflections on two-dimensional figures using coordinates. Explain a proof of the 
Pythagorean Theorem and its converse. 

            Topic 7 Assessment
              Curriculum Standards: Solve problems involving scale drawings of geometric figures, including 
computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different 
scale. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given 
conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the 
conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about 
supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve 
simple equations for an unknown angle in a figure. Know the formulas for the area and circumference of 
a circle and use them to solve problems; give an informal derivation of the relationship between the 
circumference and area of a circle. Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-
dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Lines are 
taken to lines, and line segments to line segments of the same length. Angles are taken to angles of the 
same measure. Parallel lines are taken to parallel lines. Describe the effect of dilations, translations, 
rotations, and reflections on two-dimensional figures using coordinates. Explain a proof of the 
Pythagorean Theorem and its converse. 

         Topic 8: Solve Problems Involving Geometry
         
            i17-1 Lesson Check

            i17-1 Part 1

            i17-1 Part 2

            i17-1 Part 3

            i17-1 Practice

            i20-2 Lesson Check

            i20-2 Part 1

            i20-2 Part 2

            i20-2 Part 3

            i20-2 Practice

            i20-3 Lesson Check

            i20-3 Part 1

            i20-3 Part 2

            i20-3 Part 3

            i20-3 Practice

            i20-4 Lesson Check

            i20-4 Part 1

            i20-4 Part 2

            i20-4 Practice

            i20-5 Lesson Check

            i20-5 Part 1

            i20-5 Part 2

            i20-5 Part 3

            i20-5 Practice

            i23-4 Lesson Check

            i23-4 Part 1

            i23-4 Part 2

            i23-4 Part 3

            i23-4 Practice

            i24-1 Lesson Check

            i24-1 Part 1

            i24-1 Part 2

            i24-1 Part 3

            i24-1 Practice

            i25-4 Lesson Check

            i25-4 Part 1

            i25-4 Part 2

            i25-4 Part 3

            i25-4 Practice

            Topic 8 Readiness Assessment

            Topic 8 STEM Project
            
               Topic 8 STEM Video

            Topic 8: Today's Challenge

            8-1: Solve Problems Involving Scale Drawings
            
               Student's Edition eText: Grade 7 Lesson 8-1

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-1: Explore It!
                    Curriculum Standards: Solve problems involving scale drawings of geometric figures, 
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a 
different scale. 

               Develop: Visual Learning
               
                  8-1: Example 1 & Try It!
                    Curriculum Standards: Solve problems involving scale drawings of geometric figures, 
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a 
different scale. 

                  8-1: Example 2
                    Curriculum Standards: Solve problems involving scale drawings of geometric figures, 
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a 
different scale. 

                  8-1: Example 3 & Try It!
                    Curriculum Standards: Solve problems involving scale drawings of geometric figures, 
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a 
different scale. 

                  8-1: Additional Example 2

                  8-1: Additional Example 3
                    Curriculum Standards: Solve problems involving scale drawings of geometric figures, 
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a 
different scale. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with 
given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when 
the conditions determine a unique triangle, more than one triangle, or no triangle. Use facts about 
supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve 
simple equations for an unknown angle in a figure. Know the formulas for the area and circumference of 
a circle and use them to solve problems; give an informal derivation of the relationship between the 
circumference and area of a circle. Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-
dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Lines are 
taken to lines, and line segments to line segments of the same length. Angles are taken to angles of the 
same measure. Parallel lines are taken to parallel lines. Describe the effect of dilations, translations, 
rotations, and reflections on two-dimensional figures using coordinates. Explain a proof of the 
Pythagorean Theorem and its converse. 

                  8-1: Key Concept
                    Curriculum Standards: Solve problems involving scale drawings of geometric figures, 
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a 
different scale. 

                  8-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve problems involving scale drawings of geometric figures, 
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a 
different scale. 

                  8-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve problems involving scale drawings of geometric figures, 
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a 
different scale. 

               Assess & Differentiate
               
                  8-1: Lesson Quiz
                    Curriculum Standards: Solve problems involving scale drawings of geometric figures, 
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a 
different scale. 

                  8-1: Virtual Nerd™: How Do You Use the Scale on a Map to Find an Actual Distance?
                    Curriculum Standards: Solve problems involving scale drawings of geometric figures, 
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a 
different scale. 

                  8-1: Virtual Nerd™: How Do You Find the Scale of a Model?
                    Curriculum Standards: Solve problems involving scale drawings of geometric figures, 
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a 
different scale. 

                  8-1: MathXL for School: Additional Practice
                    Curriculum Standards: Solve problems involving scale drawings of geometric figures, 
including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a 
different scale. 

                  8-1: Additional Practice

            8-2: Draw Geometric Figures
            
               Student's Edition eText: Grade 7 Lesson 8-2

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-2: Solve & Discuss It!
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

               Develop: Visual Learning
               
                  8-2: Example 1 & Try It!
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-2: Example 2
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-2: Example 3 and Try It!
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-2: Additional Example 1
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step 
problem to write and solve simple equations for an unknown angle in a figure. Know the formulas for 
the area and circumference of a circle and use them to solve problems; give an informal derivation of 
the relationship between the circumference and area of a circle. Describe the two-dimensional figures 
that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and 
right rectangular pyramids. Solve real-world and mathematical problems involving area, volume and 
surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. Lines are taken to lines, and line segments to line segments of the same length. 
Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 
Explain a proof of the Pythagorean Theorem and its converse. 

                  8-2: Additional Example 2

                  8-2: Key Concept
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

               Assess & Differentiate
               
                  8-2: Lesson Quiz
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-2: Virtual Nerd™: How Do You Draw Geometric Figures Given Conditions?

                  8-2: MathXL for School: Additional Practice
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-2: Additional Practice

            8-3: Draw Triangles with Given Conditions
            
               Student's Edition eText: Grade 7 Lesson 8-3

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-3: Solve & Discuss It!
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

               Develop: Visual Learning
               
                  8-3: Example 1 & Try It!
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-3: Example 2 & Try It!
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-3: Example 3 & Try It!
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-3: Example 4
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-3: Example 5 & Try It!
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-3: Additional Example 2
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step 
problem to write and solve simple equations for an unknown angle in a figure. Know the formulas for 
the area and circumference of a circle and use them to solve problems; give an informal derivation of 
the relationship between the circumference and area of a circle. Describe the two-dimensional figures 
that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and 
right rectangular pyramids. Solve real-world and mathematical problems involving area, volume and 
surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. Lines are taken to lines, and line segments to line segments of the same length. 
Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 
Explain a proof of the Pythagorean Theorem and its converse. 

                  8-3: Additional Example 4
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-3: Key Concept
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

               Assess & Differentiate
               
                  8-3: Lesson Quiz
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-3: Virtual Nerd™: How Do You Determine Whether a Triangle Can Be Formed Given Three 
Side Lengths?
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-3: Virtual Nerd™: How Do You Find a Range of Possible Lengths for a Side of a Triangle?
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-3: MathXL for School: Additional Practice
                    Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

                  8-3: Additional Practice

            8-4: Solve Problems using Angle Relationships
            
               Student's Edition eText: Grade 7 Lesson 8-4

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-4: Explore It!
                    Curriculum Standards: Use facts about supplementary, complementary, vertical, and 
adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a 
figure. 

               Develop: Visual Learning
               
                  8-4: Example 1 & Try It!
                    Curriculum Standards: Use facts about supplementary, complementary, vertical, and 
adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a 
figure. 

                  8-4: Example 2
                    Curriculum Standards: Use facts about supplementary, complementary, vertical, and 
adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a 
figure. 

                  8-4: Example 3 & Try It!
                    Curriculum Standards: Use facts about supplementary, complementary, vertical, and 
adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a 
figure. 

                  8-4: Additional Example 2
                    Curriculum Standards: Use facts about supplementary, complementary, vertical, and 
adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a 
figure. Know the formulas for the area and circumference of a circle and use them to solve problems; 
give an informal derivation of the relationship between the circumference and area of a circle. Describe 
the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of 
right rectangular prisms and right rectangular pyramids. Solve real-world and mathematical problems 
involving area, volume and surface area of two- and three-dimensional objects composed of triangles, 
quadrilaterals, polygons, cubes, and right prisms. Lines are taken to lines, and line segments to line 
segments of the same length. Angles are taken to angles of the same measure. Parallel lines are taken to 
parallel lines. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional 
figures using coordinates. Explain a proof of the Pythagorean Theorem and its converse. 

                  8-4: Additional Example 3

                  8-4: Key Concept
                    Curriculum Standards: Use facts about supplementary, complementary, vertical, and 
adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a 
figure. 

                  8-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use facts about supplementary, complementary, vertical, and 
adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a 
figure. 

                  8-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use facts about supplementary, complementary, vertical, and 
adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a 
figure. 

               Assess & Differentiate
               
                  8-4: Lesson Quiz
                    Curriculum Standards: Use facts about supplementary, complementary, vertical, and 
adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a 
figure. 

                  8-4: Virtual Nerd™: What are Vertical Angles?
                    Curriculum Standards: Use facts about supplementary, complementary, vertical, and 
adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a 
figure. 

                  8-4: Virtual Nerd™: What are Complementary Angles?
                    Curriculum Standards: Use facts about supplementary, complementary, vertical, and 
adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a 
figure. 

                  8-4: MathXL for School: Additional Practice
                    Curriculum Standards: Use facts about supplementary, complementary, vertical, and 
adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a 
figure. 

                  8-4: Additional Practice

            8-5: Solve Problems Involving Circumference of a Circle
            
               Student's Edition eText: Grade 7 Lesson 8-5

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-5: Explore It!
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

               Develop: Visual Learning
               
                  8-5: Example 1 & Try It!
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-5: Example 2
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-5: Example 3 & Try It!
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-5: Additional Example 1
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. Describe the two-dimensional figures that result from slicing three- dimensional figures, 
as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-world and 
mathematical problems involving area, volume and surface area of two- and three-dimensional objects 
composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Lines are taken to lines, and 
line segments to line segments of the same length. Angles are taken to angles of the same measure. 
Parallel lines are taken to parallel lines. Describe the effect of dilations, translations, rotations, and 
reflections on two-dimensional figures using coordinates. Explain a proof of the Pythagorean Theorem 
and its converse. 

                  8-5: Additional Example 2
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-5: Key Concept
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

               Assess & Differentiate
               
                  8-5: Lesson Quiz
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-5: Virtual Nerd™: What is Circumference?
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-5: Virtual Nerd™: How Do You Find the Radius of a Circle if You Know the Circumference?
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-5: MathXL for School: Additional Practice
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-5: Additional Practice

            8-1: Example 1 & Try It!
              Curriculum Standards: Solve problems involving scale drawings of geometric figures, including 
computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different 
scale. 

            8-2: Example 1 & Try It!
              Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

            8-2: Key Concept
              Curriculum Standards: Draw (freehand, with ruler and protractor, and with technology) 
geometric shapes with given conditions. Focus on constructing triangles from three measures of angles 
or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no 
triangle. 

            8-4: Example 2
              Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent 
angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

            8-1: Virtual Nerd™: How Do You Find the Scale of a Model?
              Curriculum Standards: Solve problems involving scale drawings of geometric figures, including 
computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different 
scale. 

            8-4: Virtual Nerd™: What are Complementary Angles?
              Curriculum Standards: Use facts about supplementary, complementary, vertical, and adjacent 
angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 

            8-5: Virtual Nerd™: What is Circumference?
              Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

            8-5: Example 3 & Try It!
              Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. Solve real-world problems with rational numbers by using one or two operations. 
Understand the formulas for area and circumference of a circle and use them to solve real-world and 
other mathematical problems; give an informal derivation of the relationship between the 
circumference and area of a circle. 

            Topic 8 Mid-Topic Assessment
              Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. Describe the two-dimensional figures that result from slicing three- dimensional figures, 
as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-world and 
mathematical problems involving area, volume and surface area of two- and three-dimensional objects 
composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Lines are taken to lines, and 
line segments to line segments of the same length. Angles are taken to angles of the same measure. 
Parallel lines are taken to parallel lines. Describe the effect of dilations, translations, rotations, and 
reflections on two-dimensional figures using coordinates. Explain a proof of the Pythagorean Theorem 
and its converse. Solve problems involving scale drawings of geometric figures, including computing 
actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Draw 
(freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. 
Focus on constructing triangles from three measures of angles or sides, noticing when the conditions 
determine a unique triangle, more than one triangle, or no triangle. Use facts about supplementary, 
complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple 
equations for an unknown angle in a figure. 

            8-6: Solve Problems Involving Area of a Circle
            
               Student's Edition eText: Grade 7 Lesson 8-6

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-6: Explore It!
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

               Develop: Visual Learning
               
                  8-6: Example 1 & Try It!
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-6: Example 2
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-6: Example 3 and Try It!
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-6: Additional Example 2
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. Describe the two-dimensional figures that result from slicing three- dimensional figures, 
as in plane sections of right rectangular prisms and right rectangular pyramids. Solve real-world and 
mathematical problems involving area, volume and surface area of two- and three-dimensional objects 
composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Lines are taken to lines, and 
line segments to line segments of the same length. Angles are taken to angles of the same measure. 
Parallel lines are taken to parallel lines. Describe the effect of dilations, translations, rotations, and 
reflections on two-dimensional figures using coordinates. Explain a proof of the Pythagorean Theorem 
and its converse. 

                  8-6: Additional Example 3

                  8-6: Key Concept
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-6: Do You Understand?/Do You Know How?
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

               Assess & Differentiate
               
                  8-6: Lesson Quiz
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-6: Virtual Nerd™: What is the Formula for the Area of a Circle?
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-6: Virtual Nerd™: How Do You Find the Radius of a Circle if You Know the Area?
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-6: MathXL for School: Additional Practice
                    Curriculum Standards: Know the formulas for the area and circumference of a circle and use 
them to solve problems; give an informal derivation of the relationship between the circumference and 
area of a circle. 

                  8-6: Additional Practice

            3-Act Mathematical Modeling: Whole Lotta Dough
            
               Student's Edition eText: Grade 7 Topic 8 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 8 Math Modeling: Act 1

                  Topic 8 Math Modeling: Act 2

                  Topic 8 Math Modeling: Act 3

            8-7: Describe Cross Sections
            
               Student's Edition eText: Grade 7 Lesson 8-7

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-7: Solve & Discuss It!
                    Curriculum Standards: Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

               Develop: Visual Learning
               
                  8-7: Example 1 & Try It!
                    Curriculum Standards: Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                  8-7: Example 2
                    Curriculum Standards: Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                  8-7: Example 3 & Try It!
                    Curriculum Standards: Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                  8-7: Additional Example 2
                    Curriculum Standards: Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-
dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Lines are 
taken to lines, and line segments to line segments of the same length. Angles are taken to angles of the 
same measure. Parallel lines are taken to parallel lines. Describe the effect of dilations, translations, 
rotations, and reflections on two-dimensional figures using coordinates. Explain a proof of the 
Pythagorean Theorem and its converse. 

                  8-7: Additional Example 3

                  8-7: Key Concept
                    Curriculum Standards: Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                  8-7: Do You Understand?/Do You Know How?
                    Curriculum Standards: Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                  8-7: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

               Assess & Differentiate
               
                  8-7: Lesson Quiz
                    Curriculum Standards: Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                  8-7: Virtual Nerd™: How Do You Analyze Cross Sections of Pyramids and Rectangular Prisms?

                  8-7: MathXL for School: Additional Practice
                    Curriculum Standards: Describe the two-dimensional figures that result from slicing three- 
dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 

                  8-7: Additional Practice

            8-8: Solve Problems Involving Surface Area
            
               Student's Edition eText: Grade 7 Lesson 8-8

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-8: Solve & Discuss It!
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

               Develop: Visual Learning
               
                  8-8: Example 1 & Try It!
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-8: Example 2
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-8: Example 3 and Try It!
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-8: Additional Example 2
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. Lines are taken to lines, and line segments to line segments of the same length. 
Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 
Explain a proof of the Pythagorean Theorem and its converse. 

                  8-8: Additional Example 3

                  8-8: Key Concept
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-8: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-8: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

               Assess & Differentiate
               
                  8-8: Lesson Quiz
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-8: Virtual Nerd™: How Do You Find the Area of a Composite Figure?
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-8: Virtual Nerd™: How Do You Find the Surface Area of a Rectangular Prism Using a Net?
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-8: MathXL for School: Additional Practice
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-8: Additional Practice

            8-9: Solve Problems Involving Volume
            
               Student's Edition eText: Grade 7 Lesson 8-9

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-9: Solve & Discuss It!
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

               Develop: Visual Learning
               
                  8-9: Example 1 & Try It!
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-9: Example 2
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-9: Example 3 and Try It!
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-9: Additional Example 1

                  8-9: Additional Example 3
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. Lines are taken to lines, and line segments to line segments of the same length. 
Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 
Explain a proof of the Pythagorean Theorem and its converse. 

                  8-9: Key Concept
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-9: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-9: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

               Assess & Differentiate
               
                  8-9: Lesson Quiz
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-9: Virtual Nerd™: How Do You Find the Volume of a Composite Figure?
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-9: Virtual Nerd™: What is the Formula for the Volume of a Prism?
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-9: MathXL for School: Additional Practice
                    Curriculum Standards: Solve real-world and mathematical problems involving area, volume 
and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, 
cubes, and right prisms. 

                  8-9: Additional Practice

            Topic 8 Performance Task
              Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. Explain a proof of the Pythagorean Theorem and its converse. Solve problems involving 
scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing 
and reproducing a scale drawing at a different scale. Draw (freehand, with ruler and protractor, and with 
technology) geometric shapes with given conditions. Focus on constructing triangles from three 
measures of angles or sides, noticing when the conditions determine a unique triangle, more than one 
triangle, or no triangle. Know the formulas for the area and circumference of a circle and use them to 
solve problems; give an informal derivation of the relationship between the circumference and area of a 
circle. Solve real-world and mathematical problems involving area, volume and surface area of two- and 
three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 

            Topic 8 Assessment

         End-of-Year Assessment

         Next-Generation Assessment Practice Performance Tasks
         
            Next-Generation Assessment Performance Task 1

            Next-Generation Assessment Performance Task 2

         Next-Generation Assessment Practice Test

         Intervention Lessons
         
            Cluster 1: Place Value
            
               Lesson i1-1: Place Value
               
                  Interactive Learning
                  
                     i1-1 Part 1

                     i1-1 Part 2

                     i1-1 Part 3

                     i1-1 Lesson Check

                  Practice
                  
                     i1-1 Practice

               Lesson i1-2: Comparing and Ordering Whole Numbers
               
                  Interactive Learning
                  
                     i1-2 Part 1

                     i1-2 Part 2

                     i1-2 Part 3

                     i1-2 Lesson Check

                  Practice
                  
                     i1-2 Practice

            Cluster 2: Multiplication Number Sense
            
               Lesson i2-1: Addition and Multiplication Properties
               
                  Interactive Learning
                  
                     i2-1 Part 1

                     i2-1 Part 2

                     i2-1 Part 3

                     i2-1 Lesson Check

                  Practice
                  
                     i2-1 Practice

               Lesson i2-2: Distributive Property
               
                  Interactive Learning
                  
                     i2-2 Part 1

                     i2-2 Part 2

                     i2-2 Part 3

                     i2-2 Lesson Check

                  Practice
                  
                     i2-2 Practice

               Lesson i2-3: Multiplying by Multiples of 10, 100, and 1,000
               
                  Interactive Learning
                  
                     i2-3 Part 1

                     i2-3 Part 2

                     i2-3 Part 3

                     i2-3 Lesson Check

                  Practice
                  
                     i2-3 Practice

               Lesson i2-4: Using Mental Math to Multiply
               
                  Interactive Learning
                  
                     i2-4 Part 1

                     i2-4 Part 2

                     i2-4 Part 3

                     i2-4 Lesson Check

                  Practice
                  
                     i2-4 Practice

               Lesson i2-5: Estimating Products
               
                  Interactive Learning
                  
                     i2-5 Part 1

                     i2-5 Part 2

                     i2-5 Part 3

                     i2-5 Lesson Check

                  Practice
                  
                     i2-5 Practice

            Cluster 3: Multiplying Whole Numbers
            
               Lesson i3-1: Multiplying by 1-Digit Numbers: Expanded
               
                  Interactive Learning
                  
                     i3-1 Part 1

                     i3-1 Part 2

                     i3-1 Part 3

                     i3-1 Lesson Check

                  Practice
                  
                     i3-1 Practice

               Lesson i3-2: Multiplying by 1-Digit Numbers
               
                  Interactive Learning
                  
                     i3-2 Part 1

                     i3-2 Part 2

                     i3-2 Part 3

                     i3-2 Lesson Check

                  Practice
                  
                     i3-2 Practice

               Lesson i3-3: Using Patterns to Multiply and Estimate
               
                  Interactive Learning
                  
                     i3-3 Part 1

                     i3-3 Part 2

                     i3-3 Part 3

                     i3-3 Lesson Check

                  Practice
                  
                     i3-3 Practice

               Lesson i3-4: Multiplying by 2-Digit Numbers: Expanded
               
                  Interactive Learning
                  
                     i3-4 Part 1

                     i3-4 Part 2

                     i3-4 Part 3

                     i3-4 Lesson Check

                  Practice
                  
                     i3-4 Practice

               Lesson i3-5: Multiplying by 2-Digit Numbers
               
                  Interactive Learning
                  
                     i3-5 Part 1

                     i3-5 Part 2

                     i3-5 Part 3

                     i3-5 Lesson Check

                  Practice
                  
                     i3-5 Practice

            Cluster 4: Dividing by 1-Digit Numbers
            
               Lesson i4-1: Dividing Multiples of 10 and 100
               
                  Interactive Learning
                  
                     i4-1 Part 1

                     i4-1 Part 2

                     i4-1 Part 3

                     i4-1 Lesson Check

                  Practice
                  
                     i4-1 Practice

               Lesson i4-2: Estimating Quotients with 1-Digit Divisors
               
                  Interactive Learning
                  
                     i4-2 Part 1

                     i4-2 Part 2

                     i4-2 Part 3

                     i4-2 Lesson Check

                  Practice
                  
                     i4-2 Practice

               Lesson i4-3: Dividing: 1-Digit Divisors, 2-Digit Dividends
               
                  Interactive Learning
                  
                     i4-3 Part 1

                     i4-3 Part 2

                     i4-3 Part 3

                     i4-3 Lesson Check

                  Practice
                  
                     i4-3 Practice

               Lesson i4-4: Dividing: 1-Digit Divisors, 3-Digit Dividends
               
                  Interactive Learning
                  
                     i4-4 Part 1

                     i4-4 Part 2

                     i4-4 Part 3

                     i4-4 Lesson Check

                  Practice
                  
                     i4-4 Practice

               Lesson i4-5: Dividing: 1-Digit Divisors, 4-Digit Dividends
               
                  Interactive Learning
                  
                     i4-5 Part 1

                     i4-5 Part 2

                     i4-5 Part 3

                     i4-5 Lesson Check

                  Practice
                  
                     i4-5 Practice

               Lesson i4-6: Divisibility Rules
               
                  Interactive Learning
                  
                     i4-6 Part 1

                     i4-6 Part 2

                     i4-6 Part 3

                     i4-6 Lesson Check

                  Practice
                  
                     i4-6 Practice

            Cluster 5: Dividing by 2-Digit Numbers
            
               Lesson i5-1: Using Patterns to Divide
               
                  Interactive Learning
                  
                     i5-1 Part 1

                     i5-1 Part 2

                     i5-1 Part 3

                     i5-1 Lesson Check

                  Practice
                  
                     i5-1 Practice

               Lesson i5-2: Estimating Quotients with 2-Digit Divisors
               
                  Interactive Learning
                  
                     i5-2 Part 1

                     i5-2 Part 2

                     i5-2 Part 3

                     i5-2 Lesson Check

                  Practice
                  
                     i5-2 Practice

               Lesson i5-3: Dividing: 2-Digit Divisors, 1-Digit Quotients
               
                  Interactive Learning
                  
                     i5-3 Part 1

                     i5-3 Part 2

                     i5-3 Part 3

                     i5-3 Lesson Check

                  Practice
                  
                     i5-3 Practice

               Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients
               
                  Interactive Learning
                  
                     i5-4 Part 1

                     i5-4 Part 2

                     i5-4 Part 3

                     i5-4 Lesson Check

                  Practice
                  
                     i5-4 Practice

            Cluster 6: Decimal Number Sense
            
               Lesson i6-1: Understanding Decimals
               
                  Interactive Learning
                  
                     i6-1 Part 1

                     i6-1 Part 2

                     i6-1 Part 3

                     i6-1 Lesson Check

                  Practice
                  
                     i6-1 Practice

               Lesson i6-2: Comparing and Ordering Decimals
               
                  Interactive Learning
                  
                     i6-2 Part 1

                     i6-2 Part 2

                     i6-2 Part 3

                     i6-2 Lesson Check

                  Practice
                  
                     i6-2 Practice

               Lesson i6-3: Rounding Decimals
               
                  Interactive Learning
                  
                     i6-3 Part 1

                     i6-3 Part 2

                     i6-3 Part 3

                     i6-3 Lesson Check

                  Practice
                  
                     i6-3 Practice

            Cluster 7: Adding and Subtracting Decimals
            
               Lesson i7-1: Estimating Sums and Differences of Decimals
               
                  Interactive Learning
                  
                     i7-1 Part 1

                     i7-1 Part 2

                     i7-1 Part 3

                     i7-1 Lesson Check

                  Practice
                  
                     i7-1 Practice

               Lesson i7-2: Adding and Subtracting Decimals
               
                  Interactive Learning
                  
                     i7-2 Part 1

                     i7-2 Part 2

                     i7-2 Part 3

                     i7-2 Lesson Check

                  Practice
                  
                     i7-2 Practice

            Cluster 8: Multiplying and Dividing Decimals
            
               Lesson i8-1: Patterns in Multiplying and Dividing Decimals
               
                  Interactive Learning
                  
                     i8-1 Part 1

                     i8-1 Part 2

                     i8-1 Part 3

                     i8-1 Lesson Check

                  Practice
                  
                     i8-1 Practice

               Lesson i8-2: Multiplying Decimals
               
                  Interactive Learning
                  
                     i8-2 Part 1

                     i8-2 Part 2

                     i8-2 Part 3

                     i8-2 Lesson Check

                  Practice
                  
                     i8-2 Practice

               Lesson i8-3: Dividing Decimals by Whole Numbers
               
                  Interactive Learning
                  
                     i8-3 Part 1

                     i8-3 Part 2

                     i8-3 Part 3

                     i8-3 Lesson Check

                  Practice
                  
                     i8-3 Practice

               Lesson i8-4: Estimating Decimal Products and Quotients
               
                  Interactive Learning
                  
                     i8-4 Part 1

                     i8-4 Part 2

                     i8-4 Part 3

                     i8-4 Lesson Check

                  Practice
                  
                     i8-4 Practice

               Lesson i8-5: Dividing Decimals
               
                  Interactive Learning
                  
                     i8-5 Part 1

                     i8-5 Part 2

                     i8-5 Part 3

                     i8-5 Lesson Check

                  Practice
                  
                     i8-5 Practice

            Cluster 9: Fraction Number Sense
            
               Lesson i9-1: Equivalent Fractions
               
                  Interactive Learning
                  
                     i9-1 Part 1

                     i9-1 Part 2

                     i9-1 Part 3

                     i9-1 Lesson Check

                  Practice
                  
                     i9-1 Practice

               Lesson i9-2: Fractions in Simplest Form
               
                  Interactive Learning
                  
                     i9-2 Part 1

                     i9-2 Part 2

                     i9-2 Part 3

                     i9-2 Lesson Check

                  Practice
                  
                     i9-2 Practice

               Lesson i9-3: Comparing and Ordering Fractions
               
                  Interactive Learning
                  
                     i9-3 Part 1

                     i9-3 Part 2

                     i9-3 Part 3

                     i9-3 Lesson Check

                  Practice
                  
                     i9-3 Practice

               Lesson i9-4: Fractions and Division
               
                  Interactive Learning
                  
                     i9-4 Part 1

                     i9-4 Part 2

                     i9-4 Part 3

                     i9-4 Lesson Check

                  Practice
                  
                     i9-4 Practice

               Lesson i9-5: Fractions and Decimals
               
                  Interactive Learning
                  
                     i9-5 Part 1

                     i9-5 Part 2

                     i9-5 Part 3

                     i9-5 Lesson Check

                  Practice
                  
                     i9-5 Practice

            Cluster 10: Adding and Subtracting Fractions
            
               Lesson i10-1: Adding Fractions with Like Denominators
               
                  Interactive Learning
                  
                     i10-1 Part 1

                     i10-1 Part 2

                     i10-1 Part 3

                     i10-1 Lesson Check

                  Practice
                  
                     i10-1 Practice

               Lesson i10-2: Subtracting Fractions with Like Denominators
               
                  Interactive Learning
                  
                     i10-2 Part 1

                     i10-2 Part 2

                     i10-2 Part 3

                     i10-2 Lesson Check

                  Practice
                  
                     i10-2 Practice

               Lesson i10-3: Adding Fractions with Unlike Denominators
               
                  Interactive Learning
                  
                     i10-3 Part 1

                     i10-3 Part 2

                     i10-3 Part 3

                     i10-3 Lesson Check

                  Practice
                  
                     i10-3 Practice

               Lesson i10-4: Subtracting with Unlike Denominators
               
                  Interactive Learning
                  
                     i10-4 Part 1

                     i10-4 Part 2

                     i10-4 Part 3

                     i10-4 Lesson Check

                  Practice
                  
                     i10-4 Practice

            Cluster 11: Multiplying and Dividing Fractions
            
               Lesson i11-1: Multiplying a Whole Number and a Fraction
               
                  Interactive Learning
                  
                     i11-1 Part 1

                     i11-1 Part 2

                     i11-1 Part 3

                     i11-1 Lesson Check

                  Practice
                  
                     i11-1 Practice

               Lesson i11-2: Multiplying Fractions
               
                  Interactive Learning
                  
                     i11-2 Part 1

                     i11-2 Part 2

                     i11-2 Part 3

                     i11-2 Lesson Check

                  Practice
                  
                     i11-2 Practice

               Lesson i11-3: Dividing a Unit Fraction by a Whole Number
               
                  Interactive Learning
                  
                     i11-3 Part 1

                     i11-3 Part 2

                     i11-3 Part 3

                     i11-3 Lesson Check

                  Practice
                  
                     i11-3 Practice

               Lesson i11-4: Dividing a Whole Number by a Unit Fraction
               
                  Interactive Learning
                  
                     i11-4 Part 1

                     i11-4 Part 2

                     i11-4 Part 3

                     i11-4 Lesson Check

                  Practice
                  
                     i11-4 Practice

               Lesson i11-5: Dividing Fractions
               
                  Interactive Learning
                  
                     i11-5 Part 1

                     i11-5 Part 2

                     i11-5 Part 3

                     i11-5 Lesson Check

                  Practice
                  
                     i11-5 Practice

            Cluster 12: Mixed Numbers
            
               Lesson i12-1: Mixed Numbers and Improper Fractions
               
                  Interactive Learning
                  
                     i12-1 Part 1

                     i12-1 Part 2

                     i12-1 Part 3

                     i12-1 Lesson Check

                  Practice
                  
                     i12-1 Practice

               Lesson i12-2: Adding Mixed Numbers
               
                  Interactive Learning
                  
                     i12-2 Part 1

                     i12-2 Part 2

                     i12-2 Part 3

                     i12-2 Lesson Check

                  Practice
                  
                     i12-2 Practice

               Lesson i12-3: Subtracting Mixed Numbers
               
                  Interactive Learning
                  
                     i12-3 Part 1

                     i12-3 Part 2

                     i12-3 Part 3

                     i12-3 Lesson Check

                  Practice
                  
                     i12-3 Practice

               Lesson i12-4: Multiplying Mixed Numbers
               
                  Interactive Learning
                  
                     i12-4 Part 1

                     i12-4 Part 2

                     i12-4 Part 3

                     i12-4 Lesson Check

                  Practice
                  
                     i12-4 Practice

               Lesson i12-5: Dividing Mixed Numbers
               
                  Interactive Learning
                  
                     i12-5 Part 1

                     i12-5 Part 2

                     i12-5 Part 3

                     i12-5 Lesson Check

                  Practice
                  
                     i12-5 Practice

            Cluster 13: Ratios
            
               Lesson i13-1: Ratios
               
                  Interactive Learning
                  
                     i13-1 Part 1

                     i13-1 Part 2

                     i13-1 Part 3

                     i13-1 Lesson Check

                  Practice
                  
                     i13-1 Practice

               Lesson i13-2: Equivalent Ratios
               
                  Interactive Learning
                  
                     i13-2 Part 1

                     i13-2 Part 2

                     i13-2 Part 3

                     i13-2 Lesson Check

                  Practice
                  
                     i13-2 Practice

            Cluster 14: Rates and Measurements
            
               Lesson i14-1: Unit Rates
               
                  Interactive Learning
                  
                     i14-1 Part 1

                     i14-1 Part 2

                     i14-1 Part 3

                     i14-1 Lesson Check

                  Practice
                  
                     i14-1 Practice

               Lesson i14-2: Converting Customary Measurements
               
                  Interactive Learning
                  
                     i14-2 Part 1

                     i14-2 Part 2

                     i14-2 Part 3

                     i14-2 Lesson Check

                  Practice
                  
                     i14-2 Practice

               Lesson i14-3: Converting Metric Measurements
               
                  Interactive Learning
                  
                     i14-3 Part 1

                     i14-3 Part 2

                     i14-3 Part 3

                     i14-3 Lesson Check

                  Practice
                  
                     i14-3 Practice

            Cluster 15: Proportional Relationships
            
               Lesson i15-1: Graphing Ratios
               
                  Interactive Learning
                  
                     i15-1 Part 1

                     i15-1 Part 2

                     i15-1 Part 3

                     i15-1 Lesson Check

                  Practice
                  
                     i15-1 Practice

               Lesson i15-2: Recognizing Proportional Relationships
               
                  Interactive Learning
                  
                     i15-2 Part 1

                     i15-2 Part 2

                     i15-2 Part 3

                     i15-2 Lesson Check

                  Practice
                  
                     i15-2 Practice

               Lesson i15-3: Constant of Proportionality
               
                  Interactive Learning
                  
                     i15-3 Part 1

                     i15-3 Part 2

                     i15-3 Part 3

                     i15-3 Lesson Check

                  Practice
                  
                     i15-3 Practice

            Cluster 16: Number Sense with Percents
            
               Lesson i16-1: Understanding Percent
               
                  Interactive Learning
                  
                     i16-1 Part 1

                     i16-1 Part 2

                     i16-1 Part 3

                     i16-1 Lesson Check

                  Practice
                  
                     i16-1 Practice

               Lesson i16-2: Estimating Percent
               
                  Interactive Learning
                  
                     i16-2 Part 1

                     i16-2 Part 2

                     i16-2 Part 3

                     i16-2 Lesson Check

                  Practice
                  
                     i16-2 Practice

            Cluster 17: Computations with Percents
            
               Lesson i17-1: Finding a Percent of a Number
               
                  Interactive Learning
                  
                     i17-1 Part 1

                     i17-1 Part 2

                     i17-1 Part 3

                     i17-1 Lesson Check

                  Practice
                  
                     i17-1 Practice

               Lesson i17-2: Finding a Percent
               
                  Interactive Learning
                  
                     i17-2 Part 1

                     i17-2 Part 2

                     i17-2 Part 3

                     i17-2 Lesson Check

                  Practice
                  
                     i17-2 Practice

               Lesson i17-3: Finding the Whole Given a Percent
               
                  Interactive Learning
                  
                     i17-3 Part 1

                     i17-3 Part 2

                     i17-3 Part 3

                     i17-3 Lesson Check

                  Practice
                  
                     i17-3 Practice

               Lesson i17-4: Sales Tax, Tips, and Simple Interest
               
                  Interactive Learning
                  
                     i17-4 Part 1

                     i17-4 Part 2

                     i17-4 Part 3

                     i17-4 Lesson Check

                  Practice
                  
                     i17-4 Practice

               Lesson i17-5: Markdowns
               
                  Interactive Learning
                  
                     i17-5 Part 1

                     i17-5 Part 2

                     i17-5 Part 3

                     i17-5 Lesson Check

                  Practice
                  
                     i17-5 Practice

            Cluster 18: Exponents
            
               Lesson i18-1: Exponents
               
                  Interactive Learning
                  
                     i18-1 Part 1

                     i18-1 Part 2

                     i18-1 Part 3

                     i18-1 Lesson Check

                  Practice
                  
                     i18-1 Practice

               Lesson i18-2: Multiplying Decimals by Powers of Ten
               
                  Interactive Learning
                  
                     i18-2 Part 1

                     i18-2 Part 2

                     i18-2 Part 3

                     i18-2 Lesson Check

                  Practice
                  
                     i18-2 Practice

            Cluster 19: Geometry
            
               Lesson i19-1: Classifying Triangles
               
                  Interactive Learning
                  
                     i19-1 Part 1

                     i19-1 Part 2

                     i19-1 Part 3

                     i19-1 Lesson Check

                  Practice
                  
                     i19-1 Practice

               Lesson i19-2: Classifying Quadrilaterals
               
                  Interactive Learning
                  
                     i19-2 Part 1

                     i19-2 Part 2

                     i19-2 Part 3

                     i19-2 Lesson Check

                  Practice
                  
                     i19-2 Practice

            Cluster 20: Measuring 2- and 3-Dimensional Objects
            
               Lesson i20-1: Perimeter
               
                  Interactive Learning
                  
                     i20-1 Part 1

                     i20-1 Part 2

                     i20-1 Part 3

                     i20-1 Lesson Check

                  Practice
                  
                     i20-1 Practice

               Lesson i20-2: Area of Rectangles and Squares
               
                  Interactive Learning
                  
                     i20-2 Part 1

                     i20-2 Part 2

                     i20-2 Part 3

                     i20-2 Lesson Check

                  Practice
                  
                     i20-2 Practice

               Lesson i20-3: Area of Parallelograms and Triangles
               
                  Interactive Learning
                  
                     i20-3 Part 1

                     i20-3 Part 2

                     i20-3 Part 3

                     i20-3 Lesson Check

                  Practice
                  
                     i20-3 Practice

               Lesson i20-4: Nets and Surface Area
               
                  Interactive Learning
                  
                     i20-4 Part 1

                     i20-4 Part 2

                     i20-4 Lesson Check

                  Practice
                  
                     i20-4 Practice

               Lesson i20-5: Volume of Prisms
               
                  Interactive Learning
                  
                     i20-5 Part 1

                     i20-5 Part 2

                     i20-5 Part 3

                     i20-5 Lesson Check

                  Practice
                  
                     i20-5 Practice

            Cluster 21: Integers
            
               Lesson i21-1: Understanding Integers
               
                  Interactive Learning
                  
                     i21-1 Part 1

                     i21-1 Part 2

                     i21-1 Part 3

                     i21-1 Lesson Check

                  Practice
                  
                     i21-1 Practice

               Lesson i21-2: Comparing and Ordering Integers
               
                  Interactive Learning
                  
                     i21-2 Part 1

                     i21-2 Part 2

                     i21-2 Part 3

                     i21-2 Lesson Check

                  Practice
                  
                     i21-2 Practice

               Lesson i21-3: Adding Integers
               
                  Interactive Learning
                  
                     i21-3 Part 1

                     i21-3 Part 2

                     i21-3 Part 3

                     i21-3 Lesson Check

                  Practice
                  
                     i21-3 Practice

               Lesson i21-4: Subtracting Integers
               
                  Interactive Learning
                  
                     i21-4 Part 1

                     i21-4 Part 2

                     i21-4 Part 3

                     i21-4 Lesson Check

                  Practice
                  
                     i21-4 Practice

               Lesson i21-5: Multiplying Integers
               
                  Interactive Learning
                  
                     i21-5 Part 1

                     i21-5 Part 2

                     i21-5 Part 3

                     i21-5 Lesson Check

                  Practice
                  
                     i21-5 Practice

               Lesson i21-6: Dividing Integers
               
                  Interactive Learning
                  
                     i21-6 Part 1

                     i21-6 Part 2

                     i21-6 Part 3

                     i21-6 Lesson Check

                  Practice
                  
                     i21-6 Practice

            Cluster 22: Graphing and Rational Numbers
            
               Lesson i22-1: Graphing in the First Quadrant
               
                  Interactive Learning
                  
                     i22-1 Part 1

                     i22-1 Part 2

                     i22-1 Part 3

                     i22-1 Lesson Check

                  Practice
                  
                     i22-1 Practice

               Lesson i22-2: Graphing in the Coordinate Plane
               
                  Interactive Learning
                  
                     i22-2 Part 1

                     i22-2 Part 2

                     i22-2 Part 3

                     i22-2 Lesson Check

                  Practice
                  
                     i22-2 Practice

               Lesson i22-3: Distance When There's a Common Coordinate
               
                  Interactive Learning
                  
                     i22-3 Part 1

                     i22-3 Part 2

                     i22-3 Part 3

                     i22-3 Lesson Check

                  Practice
                  
                     i22-3 Practice

               Lesson i22-4: Rational Numbers on the Number Line
               
                  Interactive Learning
                  
                     i22-4 Part 1

                     i22-4 Part 2

                     i22-4 Part 3

                     i22-4 Lesson Check

                  Practice
                  
                     i22-4 Practice

               Lesson i22-5: Comparing and Ordering Rational Numbers
               
                  Interactive Learning
                  
                     i22-5 Part 1

                     i22-5 Part 2

                     i22-5 Part 3

                     i22-5 Lesson Check

                  Practice
                  
                     i22-5 Practice

            Cluster 23: Numerical and Algebraic Expressions
            
               Lesson i23-1: Order of Operations
               
                  Interactive Learning
                  
                     i23-1 Part 1

                     i23-1 Part 2

                     i23-1 Part 3

                     i23-1 Lesson Check

                  Practice
                  
                     i23-1 Practice

               Lesson i23-2: Variables and Expressions
               
                  Interactive Learning
                  
                     i23-2 Part 1

                     i23-2 Part 2

                     i23-2 Part 3

                     i23-2 Lesson Check

                  Practice
                  
                     i23-2 Practice

               Lesson i23-3: Patterns and Expressions
               
                  Interactive Learning
                  
                     i23-3 Part 1

                     i23-3 Part 2

                     i23-3 Part 3

                     i23-3 Lesson Check

                  Practice
                  
                     i23-3 Practice

               Lesson i23-4: Evaluating Expressions: Whole Numbers
               
                  Interactive Learning
                  
                     i23-4 Part 1

                     i23-4 Part 2

                     i23-4 Part 3

                     i23-4 Lesson Check

                  Practice
                  
                     i23-4 Practice

            Cluster 24: More Algebraic Expressions
            
               Lesson i24-1: Evaluating Expressions: Rational Numbers
               
                  Interactive Learning
                  
                     i24-1 Part 1

                     i24-1 Part 2

                     i24-1 Part 3

                     i24-1 Lesson Check

                  Practice
                  
                     i24-1 Practice

               Lesson i24-2: Equivalent Expressions
               
                  Interactive Learning
                  
                     i24-2 Part 1

                     i24-2 Part 2

                     i24-2 Part 3

                     i24-2 Lesson Check

                  Practice
                  
                     i24-2 Practice

               Lesson i24-3: Simplifying Expressions
               
                  Interactive Learning
                  
                     i24-3 Part 1

                     i24-3 Part 2

                     i24-3 Part 3

                     i24-3 Lesson Check

                  Practice
                  
                     i24-3 Practice

            Cluster 25: Equations
            
               Lesson i25-1: Writing Equations
               
                  Interactive Learning
                  
                     i25-1 Part 1

                     i25-1 Part 2

                     i25-1 Part 3

                     i25-1 Lesson Check

                  Practice
                  
                     i25-1 Practice

               Lesson i25-2: Principles of Solving Equations
               
                  Interactive Learning
                  
                     i25-2 Part 1

                     i25-2 Part 2

                     i25-2 Part 3

                     i25-2 Lesson Check

                  Practice
                  
                     i25-2 Practice

               Lesson i25-3: Solving Addition and Subtraction Equations
               
                  Interactive Learning
                  
                     i25-3 Part 1

                     i25-3 Part 2

                     i25-3 Part 3

                     i25-3 Lesson Check

                  Practice
                  
                     i25-3 Practice

               Lesson i25-5: Solving Rational-Number Equations, Part 1
               
                  Interactive Learning
                  
                     i25-5 Part 1

                     i25-5 Part 2

                     i25-5 Part 3

                     i25-5 Lesson Check

                  Practice
                  
                     i25-5 Practice

               Lesson i25-4: Solving Multiplication and Division Equations
               
                  Interactive Learning
                  
                     i25-4 Part 1

                     i25-4 Part 2

                     i25-4 Part 3

                     i25-4 Lesson Check

                  Practice
                  
                     i25-4 Practice

               Lesson i25-6: Solving Rational-Number Equations, Part 2
               
                  Interactive Learning
                  
                     i25-6 Part 1

                     i25-6 Part 2

                     i25-6 Part 3

                     i25-6 Lesson Check

                  Practice
                  
                     i25-6 Practice

               Lesson i25-7: Solving Two-Step Equations
               
                  Interactive Learning
                  
                     i25-7 Part 1

                     i25-7 Part 2

                     i25-7 Part 3

                     i25-7 Lesson Check

                  Practice
                  
                     i25-7 Practice

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            Teacher's Edition eText: Grade 7 Lesson 1-10
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            Teacher's Edition eText: Grade 7 Topic 1 3-Act Mathematical Modeling
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            Teacher's Edition eText: Grade 7 Lesson 2-6
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            Teacher's Edition eText: Grade 7 Lesson 3-6
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            M38: Relating Percents, Decimals, and Fractions
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            M40: Estimating Percent of a Number
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            M42: Find the Whole
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            M43: The Percent Equation
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            M44: Tips and Sales Tax
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            M45: Markups and Markdowns
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            K17: Write Equivalent Expressions
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            K11: Using the Distributive Property
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            K49: Graphing Equations in the Coordinate Plane
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            8-5: Enrichment
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            Teacher's Edition eText: Grade 7 Lesson 8-6
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            Listen and Look For
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            8-6: Enrichment
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            Teacher's Edition eText: Grade 7 Topic 8 3-Act Mathematical Modeling
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            Teacher's Edition eText: Grade 7 Lesson 8-7
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            8-7: Enrichment
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            Teacher's Edition eText: Grade 7 Lesson 8-8
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            8-8: Enrichment
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            Topic 8: Fluency Practice
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            Topic 8 Performance Task A: Answer Key
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            N17: Cross Sections
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            N38: Exploring Area
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            N46: Circumference
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            Booklet K: Expressions, Equations, and Functions
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            K2: Number Patterns
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            K3: Geometric Growth Patterns
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            K4: Expressions with Addition and Subtraction
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            K5: Expressions with Multiplication and Division
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            K6: Translating Words to Expressions
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            K7: Equality and Inequality
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            K8: Expressions with Parentheses
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            K9: Order of Operations
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            K10: Mental Math: Using Properties
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            K11: Using the Distributive Property
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            K12: Properties of Operations
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            K13: Variables and Expressions
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            K14: More Variables and Expressions
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            K15: Writing Expressions
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            K16: Identify Parts of Expressions
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            K17: Write Equivalent Expressions
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            K18: Simplify Algebraic Expressions
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            K19: Factoring Algebraic Expressions
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            K20: Adding and Subtracting Algebraic Expressions
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            K21: Formulas and Equations
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            K22: Properties of Equality
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            K23: Solving Addition and Subtraction Equations
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            K24: Solving Multiplication and Division Equations
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            K25: Solving Equations with Whole Numbers
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            K26: Solving Equations with Decimals
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            K27: Writing Addition and Subtraction Equations
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            K28: Writing Multiplication and Division Equations
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            K29: Solving Equations with Fractions
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            K30: Writing Two-Step Equations
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            K31: Solving Two-Step Equations
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            K32: Solve Multi-Step Equations
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            K33: Solving Systems of Equations by Inspection
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            K34: Solving Systems of Equations by Graphing
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            K35: Solving Systems of Equations by Substitution
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            K36: Solving Systems of Equations by Elimination
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            K37: Writing Inequalities
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            K38: Solving Inequalities
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            K39: Writing Two-Step Inequalities
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            K40: Solving Two-Step Inequalities
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            K41: Solving Multi-Step Inequalities
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            K42: Dependent and Independent Variables
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            K43: Input/Output Tables
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            K44: Find a Rule
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            K45: Patterns and Equations
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            K46: Graphing Ordered Pairs
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            K47: Lengths of Line Segments
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            K48: Graphing Points in the Coordinate Plane
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            K49: Graphing Equations in the Coordinate Plane
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            K50: Finding Slope
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            K51: Relations and Functions
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            K52: Linear Functions
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            K53: Nonlinear Functions
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            K54: Sketching Functions
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            Booklet L: Numbers and Operations
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            L1: Factoring Numbers
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            L2: Exponents
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            L3: Prime Factorization
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            L4: Greatest Common Factor
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            L5: Least Common Multiple
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            L6: Perfect Squares
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            L7: Addition Properties
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            L8: Relating Addition and Subtraction
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            L9: Estimating Sums
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            L10: Estimating Differences
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            L11: Adding and Subtracting on a Number Line
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            L12: Skip Counting on the Number Line
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            L13: Adding Two-Digit Numbers
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            L14: Subtracting Two-Digit Numbers
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            L15: Mental Math Strategies
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            L16: Adding Three-Digit Numbers
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            L17: Subtracting Three-Digit Numbers
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            L18: Subtracting Four-Digit Numbers
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            L19: Adding 4-Digit Numbers
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            L20: Multiplication Properties
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            L21: Relating Multiplication and Division
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            L22: Estimating Products
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            L23: Estimating Quotients
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            L24: Multiplying by Multiples of 10
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            L25: Multiplying Two-Digit Numbers
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            L26: Multiplying Three-Digit Numbers
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            L27: Multiplying Greater Numbers
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            L28: Dividing by Multiples of 10
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            L29: Dividing Two-Digit Numbers
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            L30: Dividing Three-Digit Numbers
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            L31: Dividing Greater Numbers
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            L32: Divisibility
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            L33: Estimating Quotients with Two-Digit Divisors
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            L34: Dividing by Two-Digit Divisors
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            L35: One- and Two-Digit Quotients
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            L36: Adding Fractions with Like Denominators
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            L37: Subtracting Fractions with Like Denominators
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            L38: Adding and Subtracting Fractions with Like Denominators
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            L39: Adding and Subtracting Fractions on a Number Line
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            L40: Adding Fractions with Unlike Denominators
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            L41: Subtracting Fractions with Unlike Denominators
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            L42: Working with Unit Fractions
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            L43: Adding Mixed Numbers
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            L44: Subtracting Mixed Numbers
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            L45: Multiplying Fractions by Whole Numbers
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            L46: Multiplying Two Fractions
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            L47: Understanding Division with Fractions
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            L48: Divide Whole Numbers by Unit Fractions
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            L49: Divide Unit Fractions by Non-Zero Whole Numbers
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            L50: Dividing Fractions
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            L51: Estimating Products and Quotients of Mixed Numbers
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            L52: Multiplying Mixed Numbers
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            L53: Dividing Mixed Numbers
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            L54: Using Models to Add and Subtract Decimals
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            L55: Estimating Decimal Sums and Differences
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            L56: Adding Decimals to Hundredths
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            L57: Subtracting Decimals to Hundredths
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            L58: More Estimation of Decimal Sums and Differences
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            L59: Adding and Subtracting Decimals to Thousandths
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            L60: Multiplying with Decimals and Whole Numbers
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            L61: Multiplying Decimals by 10, 100, or 1,000
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            L62: Estimating the Product of a Whole Number and a Decimal
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            L63: Multiplying Decimals Using Grids
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            L64: Multiplying Decimals by Decimals
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            L65: Dividing with Decimals and Whole Numbers
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            L66: Dividing Decimals by 10, 100, or 1,000
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            L67: Dividing a Decimal by a Whole Number
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            L68: Estimating the Quotient of a Decimal and a Whole Number
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            L69: Dividing a Decimal by a Decimal
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            L70: Meaning of Integers
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            L71: Absolute Value
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            L72: Comparing and Ordering Integers
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            L73: Comparing and Ordering Rational Numbers
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            L74: Adding Integers
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            L75: Subtracting Integers
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            L76: Multiplying and Dividing Integers
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            L77: Adding Rational Numbers
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            L78: Subtracting Rational Numbers
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            L79: Multiplying and Dividing Rational Numbers
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            L80: Rational and Irrational Numbers
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            L81: Square Roots
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            L82: Cube Roots
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            L83: Integer Exponents
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            L84: Scientific Notation
              Intended Role: Instructor

            L85: Operations with Scientific Notation
              Intended Role: Instructor

            Booklet M: Fractions, Decimals, Ratios, and Proportionality:
              Intended Role: Instructor

            M1: Equal Parts of a Whole
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            M2: Parts of a Region
              Intended Role: Instructor

            M3: Fractions and Length
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            M4: Fractions on the Number Line
              Intended Role: Instructor

            M5: Using Models to Compare Fractions
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            M6: Using Models to Find Equivalent Fractions
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            M7: Comparing Fractions on the Number Line
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            M8: Comparing Fractions
              Intended Role: Instructor

            M9: Equivalent Fractions
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            M10: Equivalent Fractions and the Number Line
              Intended Role: Instructor

            M11: Estimating Fractional Amounts
              Intended Role: Instructor

            M12: Mixed Numbers
              Intended Role: Instructor

            M13: Comparing and Ordering Fractions
              Intended Role: Instructor

            M14: Comparing and Ordering Mixed Numbers
              Intended Role: Instructor

            M15: Fractions and Mixed Numbers on the Number Line
              Intended Role: Instructor

            M16: Fractions and Decimals
              Intended Role: Instructor

            M17: Decimals on the Number Line
              Intended Role: Instructor

            M18: Rounding Decimals Through Hundredths
              Intended Role: Instructor

            M19: Rounding Decimals Through Thousandths
              Intended Role: Instructor

            M20: Comparing and Ordering Decimals Through Hundredths
              Intended Role: Instructor

            M21: Comparing and Ordering Decimals Through Thousandths
              Intended Role: Instructor

            M22: Relating Fractions and Decimals
              Intended Role: Instructor

            M23: Decimals to Fractions
              Intended Role: Instructor

            M24: Fractions to Decimals
              Intended Role: Instructor

            M25: Using Models to Compare Fractions and Decimals
              Intended Role: Instructor

            M26: Fractions, Decimals, and the Number Line
              Intended Role: Instructor

            M27: Understanding Ratios
              Intended Role: Instructor

            M28: Rates and Unit Rates
              Intended Role: Instructor

            M29: Comparing Rates
              Intended Role: Instructor

            M30: Distance, Rate, and Time
              Intended Role: Instructor

            M31: Equivalent Ratios
              Intended Role: Instructor

            M32: Constant of Proportionality
              Intended Role: Instructor

            M33: Recognizing Proportional Relationships
              Intended Role: Instructor

            M34: Comparing Proportional Relationships
              Intended Role: Instructor

            M35: Solving Proportions
              Intended Role: Instructor

            M36: Maps and Scale Drawings
              Intended Role: Instructor

            M37: Understanding Percent
              Intended Role: Instructor

            M38: Relating Percents, Decimals, and Fractions
              Intended Role: Instructor

            M39: Percents Greater Than 100 or Less Than 1
              Intended Role: Instructor

            M40: Estimating Percent of a Number
              Intended Role: Instructor

            M41: Finding the Percent of a Whole Number
              Intended Role: Instructor

            M42: Find the Whole
              Intended Role: Instructor

            M43: The Percent Equation
              Intended Role: Instructor

            M44: Tips and Sales Tax
              Intended Role: Instructor

            M45: Markups and Markdowns
              Intended Role: Instructor

            M46: Percent Change
              Intended Role: Instructor

            M47: Percent Error
              Intended Role: Instructor

            M48: Simple Interest
              Intended Role: Instructor

            Booklet N: Measurement, Geometry, Data Analysis, and Probability:
              Intended Role: Instructor

            N1: Geometric Ideas
              Intended Role: Instructor

            N2: Lines and Line Segments
              Intended Role: Instructor

            N3: Measuring and Classifying Angles
              Intended Role: Instructor

            N4: Angle Pairs
              Intended Role: Instructor

            N5: Parallel Lines and Transversals
              Intended Role: Instructor

            N6: Polygons
              Intended Role: Instructor

            N7: Polygons on the Coordinate Plane
              Intended Role: Instructor

            N8: Classifying Triangles Using Sides and Angles
              Intended Role: Instructor

            N9: Quadrilaterals
              Intended Role: Instructor

            N10: Circles
              Intended Role: Instructor

            N11: Missing Angles in Triangles and Quadrilaterals
              Intended Role: Instructor

            N12: Interior and Exterior Angles of Triangles
              Intended Role: Instructor

            N13: Cutting Shapes Apart
              Intended Role: Instructor

            N14: Solid Figures
              Intended Role: Instructor

            N15: Solids and Nets
              Intended Role: Instructor

            N16: Views of Solid Figures
              Intended Role: Instructor

            N17: Cross Sections
              Intended Role: Instructor

            N18: Line Symmetry
              Intended Role: Instructor

            N19: Rotational Symmetry
              Intended Role: Instructor

            N20: Using Customary Units of Length
              Intended Role: Instructor

            N21: Using Metric Units of Length
              Intended Role: Instructor

            N22: Using Customary Units of Capacity
              Intended Role: Instructor

            N23: Using Metric Units of Capacity
              Intended Role: Instructor

            N24: Using Customary Units of Weight
              Intended Role: Instructor

            N25: Using Metric Units of Mass
              Intended Role: Instructor

            N26: Measuring Capacity or Weight
              Intended Role: Instructor

            N27: Units of Time
              Intended Role: Instructor

            N28: Converting Customary Units of Length
              Intended Role: Instructor

            N29: Converting Customary Units of Capacity
              Intended Role: Instructor

            N30: Converting Customary Units of Weight
              Intended Role: Instructor

            N31: Converting Metric Units
              Intended Role: Instructor

            N32: Converting Between Measurement Systems
              Intended Role: Instructor

            N33: Converting Units
              Intended Role: Instructor

            N34: Units of Measure and Precision
              Intended Role: Instructor

            N35: More Units of Time
              Intended Role: Instructor

            N36: Solving Problems with Units of Time
              Intended Role: Instructor

            N37: Perimeter
              Intended Role: Instructor

            N38: Exploring Area
              Intended Role: Instructor

            N39: Finding Area on a Grid
              Intended Role: Instructor

            N40: More Perimeter
              Intended Role: Instructor

            N41: Area of Rectangles and Squares
              Intended Role: Instructor

            N42: Area of Irregular Figures
              Intended Role: Instructor

            N43: Rectangles with the Same Area or Perimeter
              Intended Role: Instructor

            N44: Area of Parallelograms
              Intended Role: Instructor

            N45: Area of Triangles
              Intended Role: Instructor

            N46: Circumference
              Intended Role: Instructor

            N47: Area of a Circle
              Intended Role: Instructor

            N48: Surface Area of Rectangular Prisms
              Intended Role: Instructor

            N49: Surface Area of Cylinders, Pyramids, and Triangular Prisms
              Intended Role: Instructor

            N50: Surface Area of Cones and Spheres
              Intended Role: Instructor

            N51: Counting Cubes to Find Volume
              Intended Role: Instructor

            N52: Volume of Rectangular Prisms
              Intended Role: Instructor

            N53: Volume of Cylinders
              Intended Role: Instructor

            N54: Volume of Cones
              Intended Role: Instructor

            N55: Volume of Spheres
              Intended Role: Instructor

            N56: Comparing Volume and Surface Area
              Intended Role: Instructor

            N57: Combining Volumes
              Intended Role: Instructor

            N58: Transformations
              Intended Role: Instructor

            N59: Composing Transformations
              Intended Role: Instructor

            N60: Congruent Figures
              Intended Role: Instructor

            N61: Dilations
              Intended Role: Instructor

            N62: Similar Figures
              Intended Role: Instructor

            N63: Angle-Angle Triangle Similarity
              Intended Role: Instructor

            N64: The Pythagorean theorem
              Intended Role: Instructor

            N65: The Converse of the Pythagorean theorem
              Intended Role: Instructor

            N66: Distance on the Coordinate Plane
              Intended Role: Instructor

            N67: Recording Data from a Survey
              Intended Role: Instructor

            N68: Reading and Making a Bar Graph
              Intended Role: Instructor

            N69: Interpreting Graphs
              Intended Role: Instructor

            N70: Stem-and-Leaf Plots
              Intended Role: Instructor

            N71: Histograms
              Intended Role: Instructor

            N72: Scatterplots
              Intended Role: Instructor

            N73: Making Dot Plots
              Intended Role: Instructor

            N74: Line Plots
              Intended Role: Instructor

            N75: Box Plots
              Intended Role: Instructor

            N76: Statistical Questions
              Intended Role: Instructor

            N77: Finding the Mean
              Intended Role: Instructor

            N78: Median, Mode, and Range
              Intended Role: Instructor

            N79: Measures of Variability
              Intended Role: Instructor

            N80: Appropriate Use of Statistical Measures
              Intended Role: Instructor

            N81: Summarize Data Distributions
              Intended Role: Instructor

            N82: Populations and Samples
              Intended Role: Instructor

            N83: Drawing Inferences about Populations
              Intended Role: Instructor

            N84: Comparing Populations
              Intended Role: Instructor

            N85: Sample Spaces
              Intended Role: Instructor

            N86: Probability of Simple Events
              Intended Role: Instructor

            N87: Probability of Compound Events
              Intended Role: Instructor

            N88: Linear Models
              Intended Role: Instructor

            N89: Two-Way Frequency Tables
              Intended Role: Instructor

            N90: Relative Frequency Tables
              Intended Role: Instructor

            Teacher's Guide, Grades 6-8
              Intended Role: Instructor

            Diagnostic Tests and Answer Keys, Grades 5-8
              Intended Role: Instructor

            Grade 5 Diagnostic Test, Form A
              Intended Role: Instructor

            Grade 5 Diagnostic Test, Form B
              Intended Role: Instructor

            Grade 6 Diagnostic Test, Form A
              Intended Role: Instructor

            Grade 6 Diagnostic Test, Form B
              Intended Role: Instructor

            Grade 7 Diagnostic Test, Form A
              Intended Role: Instructor

            Grade 7 Diagnostic Test, Form B
              Intended Role: Instructor

            Grade 8 Diagnostic Test, Form A
              Intended Role: Instructor

            Grade 8 Diagnostic Test, Form B
              Intended Role: Instructor

         eText Container
         
            Teacher's Edition Program Overview eText: Grade 7

            Student's Edition eText: Grade 7

            Teacher's Edition eText: Grade 7
              Intended Role: Instructor