La. Admin. Code tit. 28 § CXLI-525
Grades 7-8 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
N-1-M: demonstrating that a rational number can be expressed in many forms, and selecting an appropriate form for a given situation (e.g., fractions, decimals, and percents) N-3-M: reading, writing, representing, and using rational numbers in a variety of forms (e.g., integers, mixed numbers, and improper fractions) | 1. Recognize and compute equivalent representations of fractions, decimals, and percents (i.e., halves, thirds, fourths, fifths, eighths, tenths, hundredths) (N-1-M) 4. Read and write numbers in scientific notation with positive exponents (N-3-M) | ES-1/4: Recognize numbers (i.e., whole numbers, fractions, decimals) | 3. Identify decimals within the context of a daily-living situation 2. Identify fractions associated with a given model 1. Identify a number as a whole number, fraction, or decimal |
N-2-M: demonstrating number sense and estimation skills to describe, order, and compare rational numbers (e.g., magnitude, integers, fractions, decimals, and percents) | 2. Compare positive fractions, decimals, percents, and integers using symbols (i.e., <, [LESS THAN EQUAL TO],=, [GREATER THAN EQUALS TO],) and position on a number line (N-2-M) 1. Compare rational numbers using symbols (i.e., <, [LESS THAN EQUAL TO],=, [GREATER THAN EQUALS TO],) and position on a number line (N-1-M) (N-2-M) | ES-2/1: Compare and order numbers (i.e., whole numbers, fractions, decimals) | 3. Order using "less than," "more than," "most," and/or "least" 2. Identify a set of objects with "more" 1. Show that equal means "the same as" |
N-4-M: demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply and divide) and their relationships to each other | 3. Solve order of operations problems involving grouping symbols and multiple operations (N-4-M) 5. Simplify expressions involving operations on integers, grouping symbols, and whole number exponents using order of operations (N-4-M) | ES-3/5: Identify and solve simple computation problems | 3. Identify a model of a given multiplication problem 2. Solve real-world problems using addition or subtraction 1. Count the objects in a group and the number of groups |
Grades 7-8 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
A-1-M: demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., symbolically represent real-world problems as linear terms, equations, or inequalities) | 14. Write a real-life meaning of a simple algebraic equation or inequality, and vice versa (A-1-M) (A-5-M) 10. Write real-life meanings of expressions and equations involving rational numbers and variables (A-1-M) (A-5-M) | ES-14/10: Model situations using pictures, objects, and letters | 3. Use visual representations or objects to model a situation 2. Match visual representations or objects to a given situation 1. Identify a picture sequence that completes a routine task |
Grades 7-8 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
M-4-M: using intuition and estimation skills to describe, order, and compare formal and informal measures (e.g., ordering cup, pint, quart, gallon; comparing a meter to a yard) | 21. Compare and order measurements within and between the U.S. and metric systems in terms of common reference points (e.g., weight/mass and area) (M-4-M) (G-1-M) 21. Compare and estimate measurements of volume and capacity within and between the U.S. and metric systems (M-4-M) (G-1-M) | ES-21/21: Compare and order sizes of items in real-life situations | 3. Order a minimum of three items according to weight, capacity, length, temperature, or time 2. Sort items according to weight, capacity, length, temperature, and/or time 1. Sort items according to one of the following: more/less, long/short, heavy/light, early/late, day/night, hot/cold |
Grades 7-8 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
G-3-M: making predictions regarding transformations of geometric figures (e.g., make predictions regarding translations, reflections, and rotations of common figures) | 25. Draw the results of reflections and translations of geometric shapes on a coordinate grid (G-3-M) 25. Predict, draw, and discuss the resulting changes in lengths, orientation, angle measures, and coordinates when figures are translated, reflected across horizontal or vertical lines, and rotated on a grid (G-3-M) (G-6-M) | ES-25/25: Identify a simple transformation (i.e., turn) and apply positional concepts | 3. Identify a model of a turn 2. Recognize and apply positional concepts (e.g., front, behind) 1. Follow simple spatial directions (e.g., left, right, up, down) |
G-6-M: demonstrating an understanding of the coordinate system (e.g., locate points, identify coordinates, and graph points in a coordinate plane to represent real-world situations) | 29. Plot points on a coordinate grid in all 4 quadrants and locate the coordinates of a missing vertex in a parallelogram (G-6-M) (A-5-M) 33. Graph solutions to real-life problems on the coordinate plane (G-6-M) | ES-29/33: Use and read a map/grid | 3. Find the horizontal and vertical lengths of a path between two points on a grid 2. Select a model of a route from one specific point to another 1. Identify/recognize locations on a map and/or floor plan |
Grades 7-8 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
D-2-M: analyzing, interpreting, evaluating, drawing inferences, and making estimations, predictions, decisions, and convincing arguments based on organized data (e.g., analyze data using concepts of mean, median, mode, range, random samples, sample size, bias, and data extremes) D-1-M: systematically collecting, organizing, describing, and displaying data in charts, tables, plots, graphs, and/or spreadsheets | 31. Analyze and interpret circle graphs, and determine when a circle graph is the most appropriate type of graph to use (D-2-M) 36. Organize and display data using circle graphs (D-1-M) | ES-31/36: Organize, and interpret data in tables, charts, or graphs | 3. Create a chart of information using pictures or symbols 2. Compare data in tables, charts, and/or graphs 1. Use tables, charts, and/or graphs to locate information in daily activities |
D-5-M: comparing experimental probability results with theoretical probability (e.g., representing probabilities of concrete situations as common fractions, investigating single-event and multiple-event probability, using sample spaces, geometric figures, tables, and/or graphs) | 37. Determine probability from experiments and from data displayed in tables and graphs (D-5-M) 44. Use experimental data presented in tables and graphs to make outcome predictions of independent events (D-5-M) | ES-37/44: Identify events and make predictions about outcomes | 3. Make predictions about outcomes of daily events 2. Identify events as possible/impossible or likely/unlikely 1. Identify the next event in a routine |
Grades 7-8 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
P-1-M: describing, extending, analyzing, and creating a wide variety of numerical, geometrical, and statistical patterns (e.g., skip counting of rational numbers and simple exponential number patterns) | 39. Analyze and describe simple exponential number patterns (e.g., 3, 9, 27 or 31, 32, 33) (P-1-M) 46. Distinguish between and explain when real-life numerical patterns are linear/arithmetic (i.e., grows by addition) or exponential/geometric (i.e., grows by multiplication) (P-1-M) (P-4-M) | ES-39/46: Analyze and extend a pattern | 3. Reproduce a pattern 2. Find the missing element in a pattern 1. Extend a pattern |
La. Admin. Code tit. 28, § CXLI-525