Common Planner
K–12 Standards

Grade 7

Other Michigan Alternative Content Standards - Mathematics sets

Students demonstrate increasingly complex understanding of number sense. 

  •  

    Ratios and Proportional Relationships

    1. 1-3

      Use a ratio to model or describe a relationship.EE.7.RP.1-3

      1. H

        The student can complete a ratio using numbers to describe a relationship.EE.7.RP.H.1-3

      2. M

        The student can use a simple ratio to describe a relationship. EE.7.RP.M.1-3

      3. L

        The student can recognize a 1:1 relationship of a given modeled ratio.EE.7.RP.L.1-3

  •  

    The Number System

    1. 1

      Add fractions with like denominators (halves, thirds, fourths, and tenths) with sums less than or equal to one. EE.7.NS.1

      1. H

        The student can add fractions with common denominators with sums less than or equal to 1.EE.7.NS.H.1

      2. M

        The student can add fractions with common denominators with sums less than or equal to 1 and limited to halves, thirds, and fourths (fractions shown as models).EE.7.NS.M.1

      3. L

        The student can identify that the sum of two halves is equal to 1 whole.EE.7.NS.L.1

    2. 2.a

      Solve multiplication problems with products to 100.EE.7.NS.2.a

      1. H

        The student can solve a simple multiplication problem (one factor times another) using concrete objects or a calculator.EE.7.NS.H.2.a

      2. M

        The student can solve a simple multiplication problem (one factor times another) with products up to 30 using concrete objects and/or a calculator. EE.7.NS.M.2.a

      3. L

        The student can identify double the amount of specified quantity (limited to 1, 2, 3 or 4).EE.7.NS.L.2.a

    3. 2.b

      Solve division problems with divisors up to five and also with a divisor of 10 without remainders. EE.7.NS.2.b

      1. H

        The student can solve division problems with a divisor of 2, 5, or 10 or where the dividend is less than 30 using concrete objects or a calculator. EE.7.NS.H.2.b

      2. M

        The student can solve division problems with a divisor of 2, 5, or 10 or where the dividend is 20 or less using concrete objects and/or a calculator. EE.7.NS.M.2.b

      3. L

        The student can identify a larger set of up to 10 that has been divided into 2 or 3 equal subsets. EE.7.NS.L.2.b

    4. 2.c-d

      Express a fraction with a denominator of 10 as a decimal. EE.7.NS.2.c-d

      1. H

        The student can express a fraction with a denominator of 10 as a decimal. (Functional skill is expressing money as a fraction/decimal of a dollar, limited to tenths of a dollar: $0.10, $0.20, etc.) EE.7.NS.H.2.c-d

      2. M

        The student can identify that one-half equals .50 and one-fourth equals .25 with models as support. (e.g., model of .50 is the same as one-half of a dollar.) EE.7.NS.M.2.c-d

      3. L

        The student can use models to identify the fractions one-half and one-fourth. EE.7.NS.L.2.c-d

    5. 3

      Compare quantities represented as decimals in real-world examples to tenths. EE.7.NS.3

      1. H

        The student can compare quantities represented as decimals in real-world examples to tenths (e.g., a combination of bills and coins, a discount of 10 percent = .10). EE.7.NS.H.3

      2. M

        The student can identify a combination of coins and bills up to $5 using decimal notation. (e.g., $2.50 is equal to two one-dollar bills and two quarters). EE.7.NS.M.3

      3. L

        The student can differentiate coins and bills from each other and from other similar objects. EE.7.NS.L.3

Students demonstrate increasingly complex spatial reasoning and understanding of geometric principles. 

  •  

    Geometry

    1. 1

      Match two similar geometric shapes that are proportional in size and in the same orientation.EE.7.G.1

      1. H

        The student can identify two similar two- and three-dimensional shapes that are proportional in size and in the same orientation.EE.7.G.H.1

      2. M

        The student can identify two similar two-dimensional shapes or objects that are proportional in size and in the same orientation; limited to square, circle, and triangle. (e.g., a postage stamp and a picture frame).EE.7.G.M.1

      3. L

        The student can match a similar two-dimensional shape with an object that is proportional in size and in the same orientation; limited to round and square (e.g., an analog clock and a coin). EE.7.G.L.1

    2. 2

      Recognize geometric shapes with given conditions.EE.7.G.2

      1. H

        The student can recognize geometric shapes with specified attributes. EE.7.G.H.2

      2. M

        The student can identify common two-dimensional shapes (e.g., square, circle, triangle, and star).EE.7.G.M.2

      3. L

        The student can differentiate between round/circle and square or sphere and cube.EE.7.G.L.2

    3. 3

      Match a two-dimensional shape with a three-dimensional shape that shares an attribute.EE.7.G.3

    4. 4

      Determine the perimeter of a rectangle by adding the measures of the sides.  EE.7.G.4

      1. H

        The student can determine the perimeter of a rectangle by adding the measures of the sides. EE.7.G.H.4

      2. M

        The student can use a model to determine the perimeter of a rectangle by adding the side lengths; lengths limited to 1, 2, or 3.  EE.7.G.M.4

      3. L

        The student can match objects to their outlines.  EE.7.G.L.4

    5. 5

      Recognize angles that are acute, obtuse, and right. EE.7.G.5

      1. H

        The student can recognize an angle as being greater than or less than a right angle when given a model of a right angle.  EE.7.G.H.5

      2. M

        The student can match an angle to a shape that has the same angle.  EE.7.G.M.5

      3. L

        The student can differentiate between a shape that has corners and one that does not.  EE.7.G.L.5

    6. 6

      Determine the area of a rectangle using the formula for length × width, and confirm the result using tiling or partitioning into unit squares.  EE.7.G.6

      1. H

        The student can find the area of a rectangle when given the formula of length x width, a model, and the dimensions of the rectangle up to 40 square units.  EE.7.G.H.6

      2. M

        The student can use unit squares to determine the area of a model of a rectangle up to 20 square units.  EE.7.G.M.6

      3. L

        The student can count unit squares to find the area of a model of a rectangle up to 6 square units.  EE.7.G.L.6

Students demonstrate increasingly complex understanding of measurement, data and analytic procedures. 

  •  

    Statistics and Probability

    1. 1-2

      Answer a question related to the collected data from an experiment, given a model of data, or from data collected by the student.EE.7.SP.1-2

    2. 3

      Compare two sets of data within a single data display such as a picture graph, line plot, or bar graph.EE.7.SP.3

      1. H

        The student can solve problems using data presented within a single data display: tables, bar graphs, circle graphs, tallies, and pictographs, including graphs and charts that have more than one set of data.EE.7.SP.H.3

      2. M

        The student can compare sets of data within two similar data displays (2 bar graphs or 2 picture graphs) to determine whether two quantities are the same, more than, or less than.EE.7.SP.M.3

      3. L

        The student can identify the quantity of data, limited to 1, 2, or 3 on a pictograph.EE.7.SP.L.3

    3. 5-7

      Describe the probability of events occurring as possible or impossible.EE.7.SP.5-7

      1. H

        The student can describe the probability of events occurring as possible or impossible.  EE.7.SP.H.5-7

      2. M

        The student can identify possible events that occur in the natural environment (e.g., possible: sun produces warmth; rain results in wet). EE.7.SP.M.5-7

      3. L

        The student can identify when activities are likely to happen (e.g., go to school in the morning, eat lunch at noon). EE.7.SP.L.5-7

Students solve increasingly complex mathematical problems, making productive use of algebra and functions. 

  •  

    Solving Expressions and Equations

    1. 1

      Use the properties of operations as strategies to demonstrate that expressions are equivalent.EE.7.EE.1

    2. 2

      Identify an arithmetic sequence of whole numbers with a whole-number common difference.EE.7.EE.2

      1. H

        The student can recognize an arithmetic sequence of numbers with and without decimals (e.g., 2, 4, 6; 2.5, 4.5, 6.5) with a whole-number common differenceEE.7.EE.H.2

      2. M

        The student can recognize an arithmetic sequence of whole numbers with and without a model and limited to 2s, 5s, and 10s.EE.7.EE.M.2

      3. L

        The student can recognize the number that comes next in a sequence of numbers to 10 in sequential order with a difference of 1.EE.7.EE.L.2

    3. 4

      Use the concept of equality with models to solve one-step addition and subtraction equations.EE.7.EE.4

      1. H

        The student can solve one-step addition and subtraction equations with an unknown represented with a box. (e.g., box + 5 = 10; box – 2 = 3). EE.7.EE.H.4

      2. M

        The student can solve one-step addition and subtraction equations, where the unknown is the sum or difference, paired with pictures or objects. (e.g., 5 + 5 = box; 5 – 2 = box) EE.7.EE.M.4

      3. L

        The student can identify how much is “one more” or when one is “taken away” from a quantity up to 5 with a model.EE.7.EE.L.4

Frequently asked questions

What grade levels do these standards cover?
Grade 7
Where can I read the official document?
ESSENTIAL ELEMENTS FOR GRADE 7: MATHEMATICS

Keep exploring

Keep exploring Alternative Content Standards - Mathematics standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Michigan Alternative Content Standards - Mathematics sets

Alternative Content Standards - Mathematics