Appreciations and disclaimers: I’ve been developing these rubrics over the past year and a half – mostly on the weekends! – relying on the learning progressions and assessments in the Illustrative Mathematics curriculum and lots of assistance from fellow teachers in the Open Up Resources facebook groups. These are very much a work in progress & certainly need revision and refinement. You can read more about my thinking behind these rubrics and how I use them with students here.

They are organized by unit, click on the unit # to jump ahead.

Unit 1: Scale Drawings

Unit 4: Proportional Relationships and Percentages

Unit 7: Angles, Triangles, and Prisms (not created yet!)

Unit 2: Introducing Proportional Relationships

Unit 5: Rational Number Arithmetic

Unit 8: Probability and Sampling (not created yet!)

Unit 3: Measuring Circles

Unit 6: Expressions, Equations, and Inequalities

Unit 1: Scale Drawings (Google doc here)

I split this standard into 2 learning targets, one focused on creating scale drawings and one focused on solving problems. For both learning targets, the level 2 proficiency is related to scaled copies, mirroring how the curriculum introduces the concept, and level 3 relates to scale drawings.

Standard: CCSS.MATH.CONTENT.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

Learning Target #1: I can create scaled copies and scale drawings.

Learning Target #2: I can solve problems about scaled copies and scale drawings.

Unit 2: Introducing Proportional Relationships (Google doc version)

Standard: CCSS.MATH.CONTENT.7.RP.A.2.B: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

Learning Target # 1. I can identify and use the constant of proportionality.

Standard: CCSS.MATH.CONTENT.7.RP.A.2.C Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

Learning Target #2: I can create equations to represent proportional relationships.

Standard: CCSS.MATH.CONTENT.7.RP.A.2.A: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

Learning Target #3 I can decide whether two quantities are in a proportional relationship

Standard: CCSS.MATH.CONTENT.7.RP.A.2.D Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

Learning Target #4: I can explain the meaning of points (x, y) on the graph of a proportional relationship.

Unit 3: Measuring Circles (Google doc here.)

I split 7.G.B.4 into three different learning targets, including one focused on the idea of proportionality to align with how IM helps students develop an understanding of pi. This is an excellent way to give kids another opportunity to encounter and grapple with the idea of proportional relationships….and just one example of why I love this curriculum.

Standard: 7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Learning Target # 1: I can find the area and circumference of circles.

Learning Target #2:  I understand that the diameter of a circle is proportional to the circumference.

Learning Target #3: I can solve problems connected to area and circumference of circles.

Here are some alternate rubrics which separate circumference and area into two different learning targets, but I don’t think they align as well with the curriculum.

Unit 4: Proportional Relationships and Percentages (Google doc)

The percent standard is a beast! I’m still not sure how to break it down….however on the last assessment I gave, solving a word problem that required kids to find the original amount was the most challenging for kids, so I think it might be best to switch up 3 and 4.

Standard: 7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

Learning Target #1: I can compute unit rates associated with ratios of fractions.

Standard: 7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Learning Target #2: I can solve multistep percent problems.

Unit 5: Rational Number Arithmetic (google doc)

Standard: 7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

Learning Target #1: I can add and subtract rational numbers. (7.NS.A1)

Standard: 7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

Learning Target #2: I can multiply and divide positive and negative numbers.  (7.NS.A.2)

Standard: 7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

Learning Target #3: I can solve real-world and mathematical problems involving the four operations with rational numbers.

Unit 6: Expressions, Equations, and Inequalities (google doc)

Standard: 7.EE.B.4.a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?

Learning Target #1: I can solve equations of the form px + q = r and p(x + q) = r.

Learning Target #2: I can solve word problems by creating and solving equations.

Standard: 7.EE.B.4.b Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid 3 per sale. This week you want your pay to be at least \$100. Write an inequality for the number of sales you need to make, and describe the solutions.

Learning Target #3: I can solve word problems leading to inequalities and graph the solution set.

Standard: 7.EE.​​A. 1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

Learning Target #4: I can create equivalent expressions by adding, subtracting, factoring, and expanding.

If you have any feedback or make improvements, please let me know about it!

1. Dieu Nguyen says:

I was wondering if you will be making SBG with learning targets and rubric for 6th grade as well. I am new to SBG and would really like some help in creating proper rubrics like the ones you have created for 7th and 8th grade. We are currently mandated to use OUR/IllustrativeMath so this was an amazing find in my search. Hope to hear from you soon.

• helfrederick says:

Hi! Yes, I’ve made+used them for 75% of 6th grade units so far…hoping to post this weekend!

2. A. Scott says:

Hello! We are new to SBG as well and teach 7th grade! We love what we see and are curious if you’ll be completing the rubrics for 7th grade Geometry and Probability & Statistics. Thank you so much!

• helfrederick says:

I’m not sure yet, but will post if I do!

3. Teddy M-K says:

This is such a helpful resource! I love how simple the language is for each of the rubrics: thank you for all your work creating and sharing them with us.
– A fellow 7th grade math teacher on year 2 of SBG journey