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Texas Math Standards - 7th Grade
MathScore aligns to the Texas Math Standards for 7th Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
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View the Texas Math Standards at other levels.
Number, operation, and quantitative reasoning
7.1 The student represents and uses numbers in a variety of equivalent forms. The student is expected to:A. compare and order integers and positive rational numbers; (Order Decimals , Compare Mixed Values , Fraction Comparison , Compare Decimals , Compare Integers , Fractions to Decimals , Decimals To Fractions , Positive Number Line )
B. convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator; and (Compare Mixed Values , Compare Mixed Values 2 , Fractions to Decimals , Decimals To Fractions , Positive Number Line , Repeating Decimals , Percentages )
C. represent squares and square roots using geometric models. (Perfect Squares )
7.2 The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to:
A. represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers; (Unit Cost , Fraction Word Problems 2 )
B. use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (Small Decimal Division , Money Addition , Money Subtraction , Money Multiplication , Money Division , Fraction Addition , Fraction Subtraction , Fraction Multiplication , Fraction Division , Decimal Addition , Decimal Subtraction , Decimal Multiplication , Decimal Division )
C. use models to add, subtract, multiply, and divide integers and connect the actions to algorithms; (Integer Addition , Integer Subtraction , Positive Integer Subtraction , Integer Multiplication , Integer Division , Integer Equivalence )
D. use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio; (Unit Cost , Distance, Rate, and Time )
E. simplify numerical expressions involving order of operations and exponents; (Using Parentheses , Order Of Operations , Simplifying Algebraic Expressions 2 , Simplifying Algebraic Expressions , Exponent Basics , Exponents Of Fractional Bases , Negative Exponents Of Fractional Bases , Multiplying and Dividing Exponent Expressions , Exponent Rules For Fractions , Roots Of Exponential Expressions , Simplifying Radical Expressions )
F. select and use appropriate operations to solve problems and justify the selections; and (Many topics align to this standard)
G. determine the reasonableness of a solution to a problem.
Patterns, relationships, and algebraic thinking
7.3 The student solves problems involving proportional relationships. The student is expected to:A. estimate and find solutions to application problems involving percent; and (Percentage Change , Purchases At Stores , Restaurant Bills , Commissions , Percent of Quantity )
B. estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units. (Unit Cost , Solving For Angles , Proportions 2 )
7.4 The student represents a relationship in numerical, geometric, verbal, and symbolic form. The student is expected to:
A. generate formulas involving conversions, perimeter, area, circumference, volume, and scaling;
B. graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; and
C. describe the relationship between the terms in a sequence and their positions in the sequence. (Function Tables , Function Tables 2 )
7.5 The student uses equations to solve problems. The student is expected to:
A. use concrete models to solve equations and use symbols to record the actions; and (Requires outside materials )
B. formulate a possible problem situation when given a simple equation.
Geometry and spatial reasoning
7.6 The student compares and classifies shapes and solids using geometric vocabulary and properties. The student is expected to:A. use angle measurements to classify pairs of angles as complementary or supplementary; (Identifying Angles , Solving For Angles , Angle Measurements )
B. use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles; (Triangle Types , Quadrilateral Types )
C. use properties to classify solids, including pyramids, cones, prisms, and cylinders; and
D. use critical attributes to define similarity.
7.7 The student uses coordinate geometry to describe location on a plane. The student is expected to:
A. locate and name points on a coordinate plane using ordered pairs of integers; and (Ordered Pairs )
B. graph translations on a coordinate plane. (Translations and Reflections )
7.8 The student uses geometry to model and describe the physical world. The student is expected to:
A. sketch a solid when given the top, side, and front views;
B. make a net (two-dimensional model) of the surface area of a solid; and
C. use geometric concepts and properties to solve problems in fields such as art and architecture.
Measurement
7.9 The student solves application problems involving estimation and measurement. The student is expected to estimate measurements and solve application problems involving length (including perimeter and circumference), area, and volume. (Triangle Area , Triangle Area 2 , Parallelogram Area , Perimeter , Rectangular Solids , Rectangular Solids 2 , Circle Area , Circle Circumference , Triangular Prisms , Cylinders , Trapezoids )Probability and statistics
7.10 The student recognizes that a physical or mathematical model can be used to describe the probability of real-life events. The student is expected to:A. construct sample spaces for compound events (dependent and independent); and (Object Picking Probability )
B. find the approximate probability of a compound event through experimentation. (Requires outside materials )
7.11 The student understands that the way a set of data is displayed influences its interpretation. The student is expected to:
A. select and use an appropriate representation for presenting collected data and justify the selection; and
B. make inferences and convincing arguments based on an analysis of given or collected data.
7.12 The student uses measures of central tendency and range to describe a set of data. The student is expected to:
A. describe a set of data using mean, median, mode, and range; and (Mean, Median, Mode , Stem And Leaf Plots )
B. choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation.
Underlying processes and mathematical tools
7.13 The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:A. identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; (Simple Interest , Compound Interest , Continuous Compound Interest )
B. use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
C. select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and
D. select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.
7.14 The student communicates about Grade 7 mathematics through informal and mathematical language, representations, and models. The student is expected to:
A. communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and (Phrases to Algebraic Expressions , Algebraic Sentences )
B. evaluate the effectiveness of different representations to communicate ideas.
7.15 The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to:
A. make conjectures from patterns or sets of examples and nonexamples; and
B. validate his/her conclusions using mathematical properties and relationships.
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