7.NS1.a | I can describe situations in which opposite quantities combine to make 0. |

7.NS1.b | I 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. I can interpret sums of rational numbers by describing real-world contexts. |

7.NS1.c | I understand subtraction of rational numbers as adding the additive inverse. I can show that the distance between two rational numbers on the number line is the absolute value of their difference, and can apply this principle in real-world contexts. |

7.NS1.d | I can apply properties of operations as strategies to add and subtract rational numbers. |

7.NS2.a | I 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, and the rules for multiplying signed numbers. I can interpret products of rational numbers by describing real-world contexts. |

7.NS2.b | I 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.NS2.c | I can apply properties of operations as strategies to multiply and divide rational numbers. |

7.NS2.d | I can convert a rational number to a decimal using long division; I know that the decimal form of a rational number terminates in 0s or eventually repeats. |

7.NS3 | I can solve real-world and mathematical problems involving the four operations with rational numbers. |

7.RP1 | I can compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. |

7.RP2.a | I can decide whether two quantities are in a proportional relationship by testing for equivalent ratios in a table or graphing on a coordinate plane. |

7.RP2.b | I can identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. |

7.RP2.c | I can represent proportional relationships by equations. |

7.RP2.d | I can 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.RP3 | I can use proportional relationships to solve multistep ratio and percent problems. |

7.EE1 | I can apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. |

7.EE2 | I 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. |

7.EE3 | I can 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. I can 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. |

7.EE4.a | I can 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. I can solve equations of these forms fluently. I can compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. |

7.EE4.b |
I can 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. I can graph the solution set of the inequality and interpret it in the context of the problem. |

7.G1 | I can 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.G2 | I can draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. |

7.G3 | I can 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.G4 | I know the formulas for the area and circumference of a circle and can use them to solve problems; I can give an informal derivation of the relationship between the circumference and area of a circle. |

7.G5 | I can use factors 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.G6 | I can 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.SP1 | I 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.SP2 | I can use data from a random sample to draw inferences about a population with an unknown characteristic of interest. I can generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. |

7.SP3 |
I can informally assess the degree of visual overlap of two numerical data distributions with similar variability’s, measuring the difference between the centers by expressing it as a multiple of a measure of variability. I can informally assess the degree of visual overlap of two numerical data distributions with similar variability’s, measuring the difference between the centers by expressing it as a multiple of a measure of variability. |

7.SP4 | I can use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. |

7.SP5 | I 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.SP6 | I can 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. |

7.SP7.a | I can develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. |

7.SP7.b | I can develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. |

7.SP8 | I can find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. |

7.SP.8.a | I 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.8.b | I can 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.SP8.c | I can design and use a simulation to generate frequencies for compound events. |

4.OA.4 | Determine whether a given whole number is prime or composite. |

1.OA.8 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. |

3.MD.7 | Relate area to the operations of multiplication and addition. |

3.NF.3 | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. |

3.OA.4 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. |

4.MD.1 | Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. |

4.MD.2 | Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. |

4.MD.3 | Apply the area and perimeter formulas for rectangles in real world and mathematical problems. |

4.NF.2 | Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions |

4.NF.3 | Understand a fraction a/b with a > 1 as a sum of fractions 1/b. |

4.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. |

4.NF.6 | Use decimal notation for fractions with denominators. |

5.G.1 | Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond |

5.NBT.4 | Use place value understanding to round decimals to any place. |

5.NF.1 | Add and subtract fractions with unlike denominators (including mixed numbers). |

5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |

6. RP.3 | Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. |

6.EE.1 | Write and evaluate numerical expressions involving whole-number exponents. |

6.EE.2 | Write, read, and evaluate expressions in which letters stand for numbers. |

6.EE.7 | Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. |

6.NS.1 | Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions |

6.NS.4 | Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. |

6.SP.2 | Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. |

7.EE.3 | Apply properties of operations to calculate with numbers in any form. |