{"id":1554,"date":"2023-03-19T13:41:55","date_gmt":"2023-03-19T20:41:55","guid":{"rendered":"https:\/\/hailstonesequence.com\/?p=1554"},"modified":"2026-07-18T16:05:45","modified_gmt":"2026-07-18T23:05:45","slug":"standards-based-grading-for-7th-grade-math-learning-targets-and-rubrics","status":"publish","type":"post","link":"https:\/\/hailstonesequence.com\/index.php\/2023\/03\/19\/standards-based-grading-for-7th-grade-math-learning-targets-and-rubrics\/","title":{"rendered":"Standards-Based Grading for 7th Grade Math: Learning Targets and Rubrics!"},"content":{"rendered":"\n

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<\/a> 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<\/a>.<\/p>\n\n\n\n

They are organized by unit, click on the unit # to jump ahead. <\/p>\n\n\n\n

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Unit 1<\/a>: Scale Drawings<\/p>\n\n\n\n

Unit 4:<\/a> Proportional Relationships and Percentages<\/p>\n\n\n\n

Unit 7: Angles, Triangles, and Prisms (not created yet!)<\/p>\n<\/div>\n\n\n\n

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Unit 2:<\/a> Introducing Proportional Relationships<\/p>\n\n\n\n

Unit 5:<\/a> Rational Number Arithmetic<\/p>\n\n\n\n

Unit 8: Probability and Sampling (not created yet!)<\/p>\n<\/div>\n\n\n\n

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Unit 3<\/a>: Measuring Circles<\/p>\n\n\n\n

Unit 6: <\/a>Expressions, Equations, and Inequalities<\/p>\n<\/div>\n<\/div>\n\n\n\n

Unit 1: Scale Drawings<\/strong> (Google doc here<\/a>)<\/p>\n\n\n\n

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. <\/p>\n\n\n\n

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.<\/p>\n\n\n\n

Learning Target #1: I can create scaled copies and scale drawings. <\/strong><\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can start creating scaled copies and scale drawings. <\/td>I can draw a scaled copy of a figure given a scale factor.<\/td>I can create simple scaled drawings. <\/td>I can create complex scaled drawings. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Learning Target #2: I can solve problems about scaled copies and scale drawings. <\/strong><\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can get started on finding the side lengths. <\/td>I can find the scale factors and side-lengths of scaled copies.<\/td>I find actual distances and scaled distances. <\/td>I can reason about scales of different sizes. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Unit 2: Introducing Proportional Relationships<\/strong> (Google doc version<\/a>)<\/p>\n\n\n\n

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

Learning Target # 1. I can identify and use the constant of proportionality. <\/strong><\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can partially determine the constant of proportionality. <\/td>I can find the constant of proportionality and interpret its meaning in a situation.<\/td>I can find the constant of proportionality and use it to find missing information in proportional relationships. <\/td>I can also find both constants of proportionality and explain their meaning. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Standard: CCSS.MATH.CONTENT.7.RP.A.2.C<\/a> 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<\/em>.<\/p>\n\n\n\n

Learning Target #2: I can create equations to represent proportional relationships. <\/strong><\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can write an equation to represent a proportional relationship with partial accuracy. <\/td>Given a unit rate, I can write an equation to represent a proportional relationship.<\/td>I can write an equation to represent a proportional relationship given a graph, table, or description without the unit rate. <\/td>I can create equations flexibly, such as creating multiple equations for the same relationship and writing equations for simple non-proportional relationships. 
<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Standard: CCSS.MATH.CONTENT.7.RP.A.2.A<\/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.<\/p>\n\n\n\n

Learning Target #3 I can <\/strong>decide whether two quantities are in a proportional relationship<\/strong><\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can partially identify proportional relationships. <\/td>I can identify proportional relationships  from graphs, tables, equations, and descriptions.<\/td>I can explain why a relationship is or is not proportional. <\/td>I can explain why a relationship is or is not proportional and create multiple methods of representation to support my explanation. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

Learning Target #4: I can explain the meaning of points (x, y) on the graph of a proportional relationship. <\/strong><\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can partially explain what a point (x<\/em>, y<\/em>) on the graph of a proportional relationship means in terms of the situation.<\/td>I can explain what a point (x<\/em>, y<\/em>) on the graph of a proportional relationship means in terms of the situation.<\/td>I can use the graph of a proportional relationship to find the unit rate and interpret more information about the situation. <\/td>I can create a graph showing a proportional relationship and use it to find more information about the situation. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Unit 3: Measuring Circles<\/strong> (Google doc here.<\/a>)<\/p>\n\n\n\n

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. <\/p>\n\n\n\n

Standard: 7.G.B.4 <\/strong>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.<\/p>\n\n\n\n

Learning Target # 1: I can find the area and circumference of circles<\/strong>.<\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can find the area and circumference with partial accuracy.<\/td>I can find the area and circumference of a circle.<\/td>I can find the area and circumference of compound figures.<\/td>I can find the area and circumference of compound figures and write my answer in terms of pi. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Learning Target #2:  I understand that the diameter of a circle is proportional to the circumference.<\/strong><\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can state my ideas about proportional relationships even if they aren\u2019t accurate.<\/td>I can identify when a relationship might be proportional.<\/td>I can also justify why it\u2019s proportional..<\/td>I can connect the idea of proportional relationships to \u03c0.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Learning Target #3: I can solve problems connected to area and circumference of circles.<\/strong><\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can determine whether a problem is asking for circumference or area with partial accuracy.<\/td>I can determine whether a problem requires figuring out the area or the circumference.<\/td>I can solve multi-step problems by determining whether to calculate the area or circumference.<\/td>I can also explain my reasoning thoroughly using math vocabulary.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

Unit 4: Proportional Relationships and Percentages<\/strong> (Google doc<\/a>)<\/p>\n\n\n\n

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. <\/p>\n\n\n\n

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.<\/p>\n\n\n\n

Learning Target #1: <\/strong>I can compute unit rates associated with ratios of fractions.<\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can compute unit rates with partial accuracy. <\/td>I can compute unit rates in which at least one quantity is a fraction. <\/td>I can compute unit rates in which both numbers in the ratio are fractions. <\/td>I can also write equations to represent relationships and justify my reasoning. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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.<\/p>\n\n\n\n

Learning Target #2:<\/strong> I can solve multistep percent problems.<\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can solve multistep percent problems with partial accuracy.<\/td>I can solve percent increase and decrease problems related to benchmark percentages like 25%, 75%, 50%, 10%. <\/td>I can solve multistep percent increase and decrease problems, including problems where I need to find 100%.<\/td>I can solve multistep percent problems with percentages with decimals (such as 7.5% and 0.1%), and I can find the percent change. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Unit 5: Rational Number Arithmetic (google doc<\/a>)<\/p>\n\n\n\n

Standard: 7.NS.A.1 <\/strong>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.<\/p>\n\n\n\n

Learning Target #1: I can add and subtract rational numbers. (7.NS.A1)<\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can add and subtract integers with partial accuracy.<\/td>I can add and subtract integers.<\/td>I can add and subtract integers and other rational numbers.<\/td>I can also solve algebraic equations related to adding and subtracting rational numbers. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Standard: 7.NS.A.2 <\/strong>Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.<\/p>\n\n\n\n

Learning Target #2: I can multiply and divide positive and negative numbers.  (7.NS.A.2)<\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can attempt to multiply and divide positive and negative numbers. <\/td>I can multiply and divide integers.<\/td>I can multiply and divide integers and other rational numbers.<\/td>I can also solve algebraic equations related to multiplying and dividing rational numbers. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Standard: 7.NS.A.3 <\/strong>Solve real-world and mathematical problems involving the four operations with rational numbers.<\/p>\n\n\n\n

Learning Target #3: I can solve real-world and mathematical problems involving the four operations with rational numbers.<\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can attempt to solve real-world problems with rational numbers. <\/td>I can interpret the meaning of positive and negative numbers in real world situations and solve problems that require one or two steps. <\/td>I can solve real-world problems with negative numbers that require multiple steps. <\/td>I can explain my reasoning for multi-step problems thoroughly. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Unit 6: Expressions, Equations, and Inequalities (google doc<\/a>)<\/p>\n\n\n\n

Standard: 7.EE.B.4.a <\/strong>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?<\/p>\n\n\n\n

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

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can solve equations with partial accuracy.<\/td>I can solve equations with positive terms, including equations represented by hangers and tape diagrams. <\/td>I can also solve equations with fractions and negative numbers.<\/td>I can analyze and evaluate a solution by identifing and correcting errors.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Learning Target #2: I can solve word problems by creating and solving equations. <\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can solve equations with partial accuracy.<\/td>I can match diagrams and equations to word problems and use them to find the solution. <\/td>I can create and solve an equation that represents a word problem. <\/td>I can apply my understanding of  equations to word problems related to relationships between two variables.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Standard: 7.EE.B.4.b <\/strong>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.<\/p>\n\n\n\n

Learning Target #3: <\/strong>I can solve word problems leading to inequalities and graph the solution set. <\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can reason about inequalities with partial accuracy.<\/td>I can match an inequality to a graph of the solution set. 
I can match an inequality to a word problem. <\/td>		I can solve word problems by creating an inequality and graphing or describing the solution set. <\/td>I can solve multi-step word problems by applying my understanding of inequalities and equations.  <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Standard: 7.EE.\u200b\u200bA. 1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.<\/p>\n\n\n\n

Learning Target #4: I can create equivalent expressions by adding, subtracting, factoring, and expanding. <\/p>\n\n\n\n

1<\/td>2<\/td>3<\/td>4<\/td><\/tr>
I can create equivalent expressions with partial accuracy.<\/td>I can create equivalent expressions by distributing and factoring. <\/td>I can also add and subtract to create equivalent expressions with fewer terms. <\/td>I can analyze and evaluate expressions to determine whether they are equivalent. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

If you have any feedback or make improvements, please let me know about it!<\/p>\n","protected":false},"excerpt":{"rendered":"

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 […]<\/p>\n","protected":false},"author":1,"featured_media":1565,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"advanced_seo_description":"Learning targets and rubrics for 7th grade math common core standards aligned to Illustrative Mathematics and Open Up Resources for teachers using standards-based grading (SBG).","jetpack_seo_html_title":"Standards-based grading rubrics for 7th grade math","jetpack_seo_noindex":false,"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[3,187,10,240,1],"tags":[238,41,79,137,239],"class_list":["post-1554","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-7th-grade-math","category-building-thinking-classroom","category-open-up-resources-illustrative-mathematics","category-standards-based-grading","category-uncategorized","tag-7th-grade-math-rubrics","tag-illustrative-mathematics","tag-open-up-resources","tag-rubrics","tag-standards-based-grading-2"],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/hailstonesequence.com\/wp-content\/uploads\/2023\/03\/Screen-Shot-2023-03-19-at-1.39.07-PM.png?fit=738%2C726&ssl=1","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/hailstonesequence.com\/index.php\/wp-json\/wp\/v2\/posts\/1554","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hailstonesequence.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/hailstonesequence.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/hailstonesequence.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/hailstonesequence.com\/index.php\/wp-json\/wp\/v2\/comments?post=1554"}],"version-history":[{"count":14,"href":"https:\/\/hailstonesequence.com\/index.php\/wp-json\/wp\/v2\/posts\/1554\/revisions"}],"predecessor-version":[{"id":1571,"href":"https:\/\/hailstonesequence.com\/index.php\/wp-json\/wp\/v2\/posts\/1554\/revisions\/1571"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/hailstonesequence.com\/index.php\/wp-json\/wp\/v2\/media\/1565"}],"wp:attachment":[{"href":"https:\/\/hailstonesequence.com\/index.php\/wp-json\/wp\/v2\/media?parent=1554"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/hailstonesequence.com\/index.php\/wp-json\/wp\/v2\/categories?post=1554"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/hailstonesequence.com\/index.php\/wp-json\/wp\/v2\/tags?post=1554"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}