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6-8 Grade 7 Unit 7

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K-5 Math •6-8 Math 9-12 Math

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Grade 6 •Grade 7 Grade 8

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Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 •Unit 7 Unit 8 Unit 9

K-5
6-8
9-12

Grade 6
Grade 7
Grade 8

Accelerated 6
Accelerated 7

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Unit 3
Unit 4
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Unit 6
Unit 7
Unit 8
Unit 9

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Curriculum

IM K-5 Math
IM 6-8 Math
IM 9-12 Math

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Illustrative Mathematics® has operated as an independent 501(c)3 non-profit organization since 2013.

IM® 6-8 Math v.360, an IM v.360 curriculum, is ©2024 by Illustrative Mathematics®, and licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).

IM 6-8 Math v.360, an IM v.360 curriculum, is a derivative of IM 6-8 Math.

IM 6–8 Math was originally developed by Open Up Resources and authored by Illustrative Mathematics®, and is ©2017-2019 by Open Up Resources. It is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0) . OUR's 6-8 Math Curriculum is available at https://openupresources.org/math-curriculum/ .

Adaptations and updates to IM 6-8 Math v.360 are ©2024 by Illustrative Mathematics, and are licensed under the Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC 4.0).

Adaptations to add additional English language learner supports are ©2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).

The second set of English assessments (marked as set “B”) are ©2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0) .

Spanish translation of the “B” assessments are ©2020 by Illustrative Mathematics, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).

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Unit 7

Student Learning Targets

Grade 7

Section A

Section B

Section C

Section D

Unit 7 Resources

Student Materials Student Materials in Spanish

11

I can explain that when a three-dimensional figure is sliced it creates a face that is two dimensional.
I can picture different cross-sections of prisms and pyramids.

12

I can explain why the volume of a prism can be found by multiplying the area of the base by the height of the prism.

13

I can calculate the volume of a prism with a complicated base by decomposing the base into quadrilaterals or triangles.

14

I can find and use shortcuts when calculating the surface area of a prism.
I can picture the net of a prism to help me calculate its surface area.

15

I can decide whether I need to find the surface area or the volume, when solving a problem about a real-world situation.

16

I can solve problems involving the volume and surface area of children’s play structures.

1

I can find unknown angle measurements by reasoning about adjacent angles with known measures.
I can recognize when an angle measures $90^\circ$, $180^\circ$, or $360^\circ$.

2

I can find unknown angle measures by reasoning about complementary or supplementary angles.
I can recognize when adjacent angles are complementary or supplementary.

3

I can determine if angles that are not adjacent are complementary or supplementary.
I can explain what vertical angles are in my own words.

4

I can reason through multiple steps to find unknown angle measures.
I can recognize when an equation represents a relationship between angle measures.

5

I can write an equation to represent a relationship between angle measures and solve the equation to find unknown angle measures.

17

I can build a triangular prism from scratch.

6

I can show that the 3 side lengths that form a triangle cannot be rearranged to form a different triangle.
I can show that the 4 side lengths that form a quadrilateral can be rearranged to form different quadrilaterals.

7

I can reason about a figure with an unknown angle.
I can show whether or not 3 side lengths will make a triangle.

8

I understand that changing which sides and angles are next to each other can make different triangles.

9

Given two angle measures and one side length, I can draw different triangles with these measurements or show that these measurements determine one unique triangle or no triangle.

10

Given two side lengths and one angle measure, I can draw different triangles with these measurements or show that these measurements determine one unique triangle or no triangle.