  # Mathematics Grades 6-8 Benchmark Clarification and Content Limits

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Mathematics Grade 7 Quarter 1 Tested Benchmark Clarification and Content Limits Benchmark Benchmark Content Limits Clarification MA.A.1.3.2 The student understands the relative size of integers, Students will identify, order, Items may compare and order fractions, decimals, numbers expressed as fractions, and decimals; numbers expressed as percents; numbers and/or compare the relative percents, integers, and numbers with exponents, and numbers expressed with exponents; numbers in scientific notation; radicals; absolute size of numbers. in standard scientific notation, including ordering on a number line. value; and ratios. Items may compare smaller or larger numbers, or compare the order of magnitude between numbers. An item may utilize one format or a variety of formats, such as fractions, decimals, percents, and standard scientific notation. Students will express Items may include the relationships among fractions, decimals, or MA.A.1.3.4 The student understands that numbers can be numbers in equivalent forms. numbers expressed as percents, given a real-world context. represented in a variety of equivalent forms, including integers, The place values of the fractional part of decimal numbers should range fractions, decimals, percents, scientific notation, exponents, from tenths through ten-thousandths. radicals, and absolute value. Items may include quantities expressed as fractions, decimals, percents, Also assesses MA.A.1.3.1 The student ...

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Mathematics
Tested Benchmark Clarification and Content Limits
Benchmark
Benchmark
Clarification
Content Limits
MA.A.1.3.2
The student understands the relative size of integers,
fractions, and decimals; numbers expressed as percents; numbers
with exponents; numbers in scientific notation; radicals; absolute
value; and ratios.
Students will identify, order,
and/or compare the relative
size of numbers.
Items may compare and order fractions, decimals, numbers expressed as
percents, integers, and numbers with exponents, and numbers expressed
in standard scientific notation, including ordering on a number line.
Items may compare smaller or larger numbers, or compare the order of
magnitude between numbers.
An item may utilize one format or a variety of formats, such as fractions,
decimals, percents, and standard scientific notation.
MA.A.1.3.4
The student understands that numbers can be
represented in a variety of equivalent forms, including integers,
fractions, decimals, percents, scientific notation, exponents,
Also assesses
MA.A.1.3.1
The student associates verbal names,
written word names, and standard numerals with integers, fractions,
decimals; numbers expressed as percents; numbers with exponents;
numbers in scientific notation; radicals; absolute value; and ratios.
Also assesses
MA.A.1.3.3
The student understands concrete and
symbolic representations of rational numbers and irrational numbers
in real-world situations.
Students will express
numbers in equivalent forms.
Items may include the relationships among fractions, decimals, or
numbers expressed as percents, given a real-world context.
The place values of the fractional part of decimal numbers should range
from tenths through ten-thousandths.
Items may include quantities expressed as fractions, decimals, percents,
integers, ratios, and numbers expressed in standard scientific notation.
Items involving standard scientific notation should be limited to whole
numbers less than one billion.
Items may contain multiple forms of a given value.
Items will not include repeating decimals.
Some items should include word names as well as numerals.
MA.A.2.3.1
The student understands and uses exponential and
scientific notation.
Students will represent or
solve problems using
numbers in exponential
and/or standard scientific
notation.
Items may provide expressions of whole numbers in exponential and/or
standard scientific notation.
Items other than those using standard scientific notation will use
exponents no greater than 5.
Items involving standard scientific notation should be limited to whole
numbers less than one billion.
MA.A.3.3.1
The student understands and explains the effects of
addition, subtraction, multiplication, and division on whole
numbers, fractions, including mixed numbers, and decimals,
including the inverse relationships of positive and negative
numbers.
Students will recognize the
appropriate operation for a
stated effect, the effects of
operations, and/or the
relationships between
operations.
Items will include the effects of the four basic operations on integers,
fractions, mixed numbers, and decimals, and the use of properties of
real numbers to solve problems (commutative, associative,
distributive, identity, equality, inverse, and the inverse relationship of
positive and negative numbers).
Items can use positive fractions with no more than two-digit numerators
and denominators or decimals less than ten-thousandths.
MA.A.3.3.2
The student selects the appropriate operation to solve
problems involving addition, subtraction, multiplication, and
division of rational numbers, ratios, proportions, and percents,
including the appropriate application of the algebraic order of
operations.
Students will simplify
mathematical expressions
using the correct order of
operations or identify the
correct order of operations.
Expressions may include parentheses, exponents, multiplication, division,
MA.A.3.3.3
The student adds, subtracts, multiplies, and divides
whole numbers, decimals, and fractions, including mixed numbers,
Students will solve a single-
or multi-step problem using
Items may include problems dealing with percents used to find sales tax,
discount, simple interest, and percent increase or decrease with whole
SLC Scope & Sequence Companion
May 2006
1 Mathematics
Tested Benchmark Clarification and Content Limits
Benchmark
Benchmark
Clarification
Content Limits
to solve real-world problems, using appropriate methods of
computing, such as mental mathematics, paper and pencil, and
calculator.
appropriate computations and
rounding strategies where
appropriate.
numbers, decimals, and fractions.
MA.C.3.3.2
The student identifies and plots ordered pairs in all four
quadrants of a rectangular coordinate system (graph) and applies
simple properties of lines.
Students will identify the
coordinates of a point,
identify a point given its
coordinates, and/or identify
characteristics of points in
Items will assess all four quadrants.
MA.D.1.3.1
The student describes a wide variety of patterns,
relationships, and functions through models, such as manipulatives,
tables, graphs, expressions, equations, and inequalities.
Also assesses
MA.A.5.3.1
numbers, including primes, factors, and multiples, to build number
sequences.
Students will recognize,
analyze, and/or apply
patterns, sequences,
relationships, and functions
in a variety of settings.
Items may use algebraic expressions, equations, or formulas to assess
generalizations of patterns.
Items should not use more than two variables or include more than two
operations.
Items involving function tables should be able to be solved using a
pattern in the dependent variable values, or a pattern in the relationship
between the independent and dependent variable values.
MA.D.1.3.2
The student creates and interprets tables, graphs,
equations, and verbal descriptions to explain cause-and-effect
relationships.
Also assesses
MA.A.5.3.1
numbers, including primes, factors, and multiples, to build number
sequences.
Students recognize, create,
and/or evaluate a rule,
expression, and/or solve an
equation for cause-and-effect
relationships.
Items may be from all four quadrants.
Items involving graphing functions should include no more than three
operations. Items involving graphing are limited to plotting points with
integral coordinates.
Items involving graphs will involve linear relationships only. Items can
rely on tables or graphs to present and/or interpret cause- and-effect
relationships.
MA.D.2.3.1
The student represents and solves real-world problems
graphically, with algebraic expressions, equations, and inequalities.
Also assesses
MA.A.1.3.3
The student understands concrete and
symbolic representations of rational numbers and irrational numbers
in real-world situations.
Students will recognize
representations of or
solutions for real-world
problems presented in words,
graphically, as equations,
expressions, and/or
inequalities.
Items involving graphing of inequalities will be restricted to a number
line.
Items may use pictures and graphics to present one-step and multi-step
linear equations.
Items may include no more than two variables and no more than two
operations.
Values in expressions should be rational numbers.
MA.D.2.3.2
The student uses algebraic problem-solving strategies
to solve real-world problems involving linear equations and
inequalities.
Students will solve problems
involving expressions,
equations, and/or inequalities.
Items should contain no more than two variables and no more than two
operations.
In items that contain equations or inequalities, the equation or inequality
should be linear.
SLC Scope & Sequence Companion
May 2006
2 en expand_more