7th Grade - Gateway 1

The instructional materials reviewed for Reveal Math Grade 7 meet expectations that they assess grade-level content. 

The materials provide three versions of the Module assessment which include a variety of Item types as well as a Performance Task for each Module. In addition, there are quarterly benchmark tests to show growth over the year. 

Examples of assessment items aligned to grade-level standards include:

• Module 8 Test Form A, Item 6: “The diagram represents the angle at which a bird takes off when there is a strong headwind. When there is not a strong headwind, the angle of ascent is normally 20% less. At what angle does the bird ascend when there is not a strong headwind? Round to the nearest tenth if necessary.” The diagram labels an angle of 145 degrees as a supplementary angle of the birds ascent. The answers are, “A) 7° B) 25.2° C) 28° D) 35° E) 42°.” (7.G.5)
• Benchmark Test 2, Item 12: “DaShaun is running at a speed of 7.2 miles an hour. He starts at mile marker 12. Let x represent the number of hours DaShaun has been running. Write and solve an equation to find the number of hours DaShaun will run until he reaches mile marker 30. ___ + ___x = ___. DeShaun will run for ___ hour(s) until he reaches mile marker x.” (7.EE.4a)
• End of Course Test, Item 1A: “Cynthia pays $0.24 per print at a photography store. James is a member of the Print Club and pays a $5 monthly fee, plus $0.15 per print. 
• Part A) Complete the table to find the total costs for each number of prints. Round to the nearest cent if necessary. 
• Part B) Determine whether each statement is True or False: James's total cost is proportional to the number of prints. (T/F) Cynthia's total cost has a constant of proportionality. (T/F) James's total cost has a constant of proportionality. (T/F) The graph of the line representing Cynthia's total cost passes through the origin. (T/F)” (7.RP.2)
• Module 2 Performance Task: “RickRock Productions is trying to put together a concert. They have already spent $20,000 as a non-refundable deposit to reserve the outdoor location, and they are looking over a short list of bands they may hire to perform. The concert location has three different ways they can arrange the space: Seating arrangement #1: 25,000 seats; Seating arrangement #2: 15,000 seats and room for 20,000 on the grass; Seating arrangement #3: 5,000 seats and room for 30,000 on the grass. Regular seat tickets cost $85 and tickets for the grass area cost $65. The location’s owners get the $20,000 deposit, rental fee, and 3.4% of all ticket sales. The owners keep all the parking fees and provide security for the concert. Write your answers on another piece of paper. Show all your work to receive full credit. 
• Part A) Which seating arrangement would produce the greatest revenue for the RickRock producer? What is the percent of increase from the least revenue to the greatest? Explain what the percent increase represents in this situation. Round to the nearest hundredth if necessary. 
• Part B) RickRock will also need insurance for the concert. They usually pay a $450,000 bond to the insurance company. If no damages are reported, the money will be refunded less a 1.5% fee. If the insurance has to cover damages, the amount of the damages will be subtracted from the bond before it is refunded. The 1.5% fee still applies to the entire amount of the bond. What percent of the $450,000 insurance bond would be refunded if the concert-goers do $18,592 in damages? Round to the nearest hundredth if necessary.” (7.RP.3, 7.EE.3,4a)

Above grade-level assessment items are present but could be modified or omitted without a significant impact on the underlying structure of the instructional materials. The materials are digital and download as a word document, making it easy to modify or omit Items. These items include:

• Module 5 Test Form A, Item 5: “Drag each expression to the appropriate bin to identify it as linear or not linear.” The options to choose are: 7x, 5x + 3, 8xy, 14, and $$3x^2$$. (8.F.3)
• Module 9 Test Form A, Item 14: “Caroline is using modeling clay to make a model of a pyramid with the dimensions shown. How much modeling clay does she need to complete the model?” Item 20 also involves volume of a pyramid. (8.G.9)
• Module 8 Test Form A, Item 19: “How many different two-dimensional cross sections are possible when a cylinder is intersected by a plane in more than just one point? Describe the cross sections and the type of plane that would result in each one. Explain your reasoning.” A picture of a cylinder is given. (G-GMD.4)
• Module 10 Test Form A, Item 11B, Part B: “What is the probability of the complement as a fraction in the simplest form?” (S-CP.1)
• Module 11 Test Form A, 4 out of 14 Items include vocabulary related to sampling that is not aligned to standards: simple random sample, stratified random sample, systematic random sample, voluntary response sample, convenience sample. (S-IC.3)

The instructional materials reviewed for Reveal Math Grade 7 meet expectations for spending a majority of instructional time on major work of the grade. 

• The approximate number of modules devoted to major work of the grade (including assessments and supporting work connected to the major work) is 9 out of 11, which is approximately 82%.
• The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 53 out of 63, which is approximately 84%.
• The number of days devoted to major work (including assessments and supporting work connected to the major work) is 124 out of 159, which is approximately 78%. 

A lesson level analysis is most representative of the instructional materials because lessons directly reflect the grade-level concepts identified for each lesson. In addition, teachers have flexibility in the length of time they may spend on different aspects of the lesson. As a result, approximately 84% of the instructional materials focus on major work of the grade.

The instructional materials reviewed for Reveal Math Grade 7 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Examples of how the materials connect supporting standards to the major work of the grade include: 

• In Lesson 8-1, 7.G.5 supports 7.EE.4a as students write and solve equations to find missing angle measures. Practice Question 5 states, “Write and solve an equation to find the value of x.” Given vertical angles with measures 115 degrees and (2x + 5) degrees.
• In Lesson 8-4, 7.G.1 supports 7.RP.2b as students write and solve proportions to find scale factor and scale measurements. Practice Question 3 states, “Refer to the floor plan. The scale of the floor plan is 1 inch = 6 feet. Find the actual area of the hallway.” In Explore and Develop, Example 1 states, “Use scaling to find the missing value. 1 unit/24 miles = 4 units/d miles. Write the proportion.”
• In Module 9, 7.G.4 and 7.G.6 support 7.EE.B as students use the volume, surface area, area, and circle formulas to solve real-world and mathematical problems. In Lesson 1, Practice Question 7 states, “Find the approximate radius of a circle with a circumference of 34.4 inches. Use 3.14 for pi. Round to the nearest hundredth.” In Lesson 3, Practice Question 9 states, “Alonza needs to sod his backyard. The figure shows the measurement of the area of his yard which he intends to sod. One pallet of sod covers 400 square feet. How many full pallets of sod will Alonzo need to have enough for his entire yard?”
• In Lesson 10-3, 7.SP.C supports 7.RP.A as students use proportional reasoning and percentages to extrapolate from random samples and use probability. In Explore and Develop, Learn - Sample Space states, “Suppose you rolled a number cube ten times and recorded the results as shown. The relative frequency ratios of rolling a 1 or rolling a 6 are both 0/6, of 0, because rolling either of those numbers did not happen.” In Lesson 11-2, Practice Question 2 states, “A smart tablet manufacturer tests 1 out of every 25 screens for flaws. Out of 125 tablets tested, 2 had defective screens. How many defective screens should the manufacturer expect out of 45,000 smart tablets?” In Lesson 11-2, Explore and Develop, Example 2 states, “The superintendent of a school district wants to predict next year’s middle school lunch count. The graph shows the results of a survey of randomly selected middle school students. If the district has 5,000 middle school students next year, about how many students plan to buy lunch 1-2 days a week?”

The instructional materials for Reveal Math Grade 7 meet expectations that the amount of content designated for one grade-level is viable for one year. The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications. As designed, the instructional materials can be completed in 159 days.

• The pacing guide is based on daily classes of 45 minutes. 
• Grade 7 includes 63 lessons which account for 113 instructional days.
• Each Module includes one review day and one assessment day for 22 days. The assessment could be a performance task or the module test. 
• Put It All Together are mid-module checkpoints which could be used as an assessment, a review, or homework which are each allocated a half-day of instruction. There are 18 Put It All Togethers for Grade 7, which leads to nine days of instruction.
• There is one day allocated for Module introduction and pre-assessment, which is 11 days. 
• Each grade includes four benchmark assessments during the year. 
• Differentiation activities are not specified in the pacing guide.

The instructional materials for Reveal Math Grade 7 meet expectations for the materials being consistent with the progressions in the Standards. Off grade-level material is identified and is relevant to grade-level work; it does not interfere with the work of the grade. In addition, the instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems. The instructional materials identify prior knowledge at both the Module and Lesson level in the vertical alignment.

In the Teacher Edition and the Vertical Alignment tab online, the introduction for each module includes a progression of concepts and standards across the grades. The beginning of each module states: “The mathematical content in this module connects with what students have previously learned and what they will learn in upcoming modules.” Vertical alignment is provided at both the module and lesson level using the format of previous-now-next. Many of the connections provided are within the current grade. For example:

• Module 2: “Previous - Students used ratio and rate reasoning to solve problems involving percents. (6.RP.3); Now - Students solve multi-step percent problems. (7.RP.3, 7.EE.2); Next - Students will use percents to find the probability of an event occurring. (7.SP.7)”
• Lesson 7-1 Solve One-Step Addition and Subtraction Inequalities: “Previous - Students wrote inequalities to represent real-world and mathematical problems. (6.EE.8); Now - Students solve and graph one-step addition and subtraction inequalities. (7.EE.4, MAFS.7.EE.4b); Next - Students will write and solve one-step addition and subtraction inequalities. (7.EE.4b)”

The materials provide all students the opportunity to engage with extensive, grade-level work. For example:

• The Correlation to Mathematical Standards document delineates the content, indicating that all grade-level standards are represented throughout the course.
• Each lesson includes grade level practice for all students in the Interactive Presentation, Explore, Apply, and optional Practice pages. Online, each lesson also includes Reflect and Practice which contains an Exit Ticket and Practice pages for student use. 
• In the Teacher Edition, each Module includes leveled discussion questions and differentiated practice questions to support all students with grade-level concepts.
• When work is differentiated, the materials continue to develop grade-level concepts. For example, in Lesson 5-5, the corresponding interactive review lesson guides students through applying rational number operations; the extension lesson provides the opportunity to simplify rational expressions with variables.
• There is opportunity for additional digital practice with every lesson. For each example or application in Explore and Develop, students are prompted to “Go Online” to complete an “Extra Example”.

Examples of grade-level work:

• Lesson 3-4 Practice: “A submarine descends to a depth of 660 feet below the surface in 11 minutes. At this rate, what integer represents the change, in feet, of the submarine's position after one minute?” (7.NS.1)
• Lesson 7-6 Practice: “Matilda needs at least $112 to buy a new dress. She has already saved $40. She earns $9 an hour babysitting. Write and solve an inequality to determine how many hours she will need to babysit to buy the dress. Then interpret the solution.” (7.EE.4b)
• Lesson 9-4: “A rectangular pyramid has a height of 9.5 centimeters and a volume of 494 cubic centimeters. What is the area of the base of the pyramid?” (7.G.6) 

The materials reference prior knowledge at both the Module and Lesson level. Standards are explicitly referenced in Vertical Alignment for several lessons. For example:

• Each module contains “Are You Ready?” and a Module Pretest which identify prior knowledge and  diagnose student readiness. The materials do not explicitly identify the standards that are below grade level, though it is clear that this is previous learning. For example, in Module 3, the Pretest addresses whole numbers on the number line and adding whole numbers as well as comparing integers and absolute value. 
• Each Module includes “Be Sure to Cover” for teachers that states, “Students need to have a thorough understanding of the prerequisite skills required for this module.” Then identifies 2-3 skills and provides the prompt, “Use the Module pretest to diagnose students’ readiness for this module. You may wish to spend more time on the Warm Up for each lesson to fully review these concepts.”
• In the Teacher’s Edition, the Warm Up exercises at the beginning of each Lesson list “prerequisite” topics related to current material. The skills are from previous grade-level lessons as well as previous grades. The materials do not explicitly identify when the skills are below grade level. For example, Lesson 5-2 Warm Up: “5. A baby chick weighed 2.3 ounces. It gained 0.8 ounce. How much does it weigh now?”  This is not identified as previous learning (5.NBT.7), but it is identified as prerequisite knowledge. 
• Lesson 3-1, Vertical Alignment: Previous - Students used integers to describe situations (6.NS.5); Now - students solve problems adding integers. (7.NS.1a, b, d)

The instructional materials for Reveal Math Grade 7 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the Standards.

Materials include learning objectives and essential questions that are visibly shaped by CCSSM cluster headings. Examples include:

• In Module 1, the Goal, “Students will simplify unit rates using complex fractions.” is shaped by 7.RP.A. 
• In Module 5, the Essential Question, “Why is it beneficial to rewrite expressions in different forms?” is shaped by 7.EE.A.
• In Lesson 8-2, the Goal, “Students will identify complementary and supplementary angles and use what they know to find missing values.” is shaped by 7.G.A.

Materials include problems and activities that connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important. 

• In Module 2, major clusters 7.RP.A and 7.EE.B are connected as students write and solve equations and proportions representing situations involving percents. In Lesson 2-3, Practice Question 4 states, “Last month, the online price of a powered ride-on car was $250. This month, the online price is $330. What is the percent of increase for the price of the car?” In Lesson 2-8, Practice Question 11 states, “A recreational outlet has two trampolines on sale. The table shows the original prices. The SkyeBouncer is discounted 15% and the Ultimate is discounted 13%. If the sales tax is 7.5%, which trampoline has the better sale price? How much will you save by buying that trampoline? Round to the nearest cent.”
• In Lesson 1-1, 7.RP.A and 7.NS.A are connected as students find unit rates of complex fractions. In Explore and Develop, Example 2 states, “Josiah can jog 1 1/3 miles in 1/4hour. Find his average speed in miles per hour.”
• 7.NS.A and 7.EE.B are connected in multiple places as students solve multi-step, real-life and mathematical problems posed with positive and negative rational numbers as they apply properties to integer operations. In Lesson 3-5, Explore and Develop, Example 4 states, “The average temperature in January in Helsinki, Finland is about -5 degrees Celsius. Use the expression $$\frac{(9C + 160)}{5}$$ where C is the temperature in degrees Celsius to find the temperature in degrees Fahrenheit. Round to the nearest degree.” In Lesson 6-1, Practice Questions state, “Solve each equation. 12) -0.8n = 2.8; 3) p - 11 = -5; 7) d/-9 = -6; 2) -12 = 4 + c.”