Texas Essential Knowledge and Skills (TEKS): Grade 7
Skills available for Texas seventh-grade math standards
Strand
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1
Mathematical process standards
1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.
A apply mathematics to problems arising in everyday life, society, and the workplace;
Number and operations
Proportionality
Expressions, equations, and relationships
Measurement and data
Personal financial literacy
A apply mathematics to problems arising in everyday life, society, and the workplace;
Number and operations
Proportionality
Expressions, equations, and relationships
Measurement and data
Personal financial literacy
B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Number and operations
Proportionality
Expressions, equations, and relationships
Measurement and data
B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Number and operations
Proportionality
Expressions, equations, and relationships
Measurement and data
C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Number and operations
Proportionality
Expressions, equations, and relationships
C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Number and operations
Proportionality
Expressions, equations, and relationships
D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Number and operations
Proportionality
Expressions, equations, and relationships
Measurement and data
D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Number and operations
Proportionality
Expressions, equations, and relationships
Measurement and data
E create and use representations to organize, record, and communicate mathematical ideas;
Number and operations
Proportionality
Expressions, equations, and relationships
Measurement and data
E create and use representations to organize, record, and communicate mathematical ideas;
Number and operations
Proportionality
Expressions, equations, and relationships
Measurement and data
F analyze mathematical relationships to connect and communicate mathematical ideas; and
Number and operations
Proportionality
Expressions, equations, and relationships
Measurement and data
Personal financial literacy
F analyze mathematical relationships to connect and communicate mathematical ideas; and
Number and operations
Proportionality
Expressions, equations, and relationships
Measurement and data
Personal financial literacy
G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Number and operations
Proportionality
Expressions, equations, and relationships
Measurement and data
G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Number and operations
Proportionality
Expressions, equations, and relationships
Measurement and data
2-3
Number and operations
2 The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers.
3 The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions.
A add, subtract, multiply, and divide rational numbers fluently; and
Add and subtract integers
Multiply and divide integers
Operations with integers
Operations with positive decimals
Operations with positive fractions
Add and subtract rational numbers
Multiply and divide rational numbers
A add, subtract, multiply, and divide rational numbers fluently; and
Add and subtract integers
Multiply and divide integers
Operations with integers
Operations with positive decimals
Operations with positive fractions
Add and subtract rational numbers
Multiply and divide rational numbers
B apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers.
Addition and subtraction
Multiplication and division
Mixed operations
Order of operations
Real-world problems
B apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers.
Addition and subtraction
Multiplication and division
Mixed operations
Order of operations
Real-world problems
Checkpoint skill Checkpoint opportunity
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    Coming soon: Checkpoint: Rational numbers
Checkpoint skill Checkpoint opportunity
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    Coming soon: Checkpoint: Rational numbers
4-6
Proportionality
4 The student applies mathematical process standards to represent and solve problems involving proportional relationships.
A represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt;
Interpret graphs
Identify proportional relationships
Write equations
Interpret tables
A represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt;
Interpret graphs
Identify proportional relationships
Write equations
Interpret tables
B calculate unit rates from rates in mathematical and real-world problems;
B calculate unit rates from rates in mathematical and real-world problems;
C determine the constant of proportionality (k = y/x) within mathematical and real-world problems;
C determine the constant of proportionality (k = y/x) within mathematical and real-world problems;
D solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems; and
Ratios
Rates
Proportions
Percents
Percent increase and percent decrease
Financial literacy
D solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems; and
Ratios
Rates
Proportions
Percents
Percent increase and percent decrease
Financial literacy
E convert between measurement systems, including the use of proportions and the use of unit rates.
E convert between measurement systems, including the use of proportions and the use of unit rates.
Checkpoint skill Checkpoint opportunity
Checkpoint skill Checkpoint opportunity
5 The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships.
A generalize the critical attributes of similarity, including ratios within and between similar shapes;
A generalize the critical attributes of similarity, including ratios within and between similar shapes;
B describe π as the ratio of the circumference of a circle to its diameter; and
B describe π as the ratio of the circumference of a circle to its diameter; and
C solve mathematical and real-world problems involving similar shape and scale drawings.
Scale drawings
Similar figures
C solve mathematical and real-world problems involving similar shape and scale drawings.
Scale drawings
Similar figures
Checkpoint skill Checkpoint opportunity
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    Coming soon: Checkpoint: Similarity
Checkpoint skill Checkpoint opportunity
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    Coming soon: Checkpoint: Similarity
6 The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships.
A represent sample spaces for simple and compound events using lists and tree diagrams;
A represent sample spaces for simple and compound events using lists and tree diagrams;
B select and use different simulations to represent simple and compound events with and without technology;
B select and use different simulations to represent simple and compound events with and without technology;
C make predictions and determine solutions using experimental data for simple and compound events;
C make predictions and determine solutions using experimental data for simple and compound events;
D make predictions and determine solutions using theoretical probability for simple and compound events;
D make predictions and determine solutions using theoretical probability for simple and compound events;
E find the probabilities of a simple event and its complement and describe the relationship between the two;
E find the probabilities of a simple event and its complement and describe the relationship between the two;
F use data from a random sample to make inferences about a population;
F use data from a random sample to make inferences about a population;
G solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents;
Bar graphs
Line plots
Circle graphs
G solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents;
Bar graphs
Line plots
Circle graphs
H solve problems using qualitative and quantitative predictions and comparisons from simple experiments; and
H solve problems using qualitative and quantitative predictions and comparisons from simple experiments; and
I determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces.
Theoretical probability
Experimental probability
Compound events
I determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces.
Theoretical probability
Experimental probability
Compound events
Checkpoint skill Checkpoint opportunity
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    Coming soon: Checkpoint: Theoretical and experimental probability
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    Coming soon: Checkpoint: Probability of compound events
Checkpoint skill Checkpoint opportunity
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    Coming soon: Checkpoint: Theoretical and experimental probability
  • •
    Coming soon: Checkpoint: Probability of compound events
7-11
Expressions, equations, and relationships
7 The student applies mathematical process standards to represent linear relationships using multiple representations. The student is expected to represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b.
Independent and dependent variables
Identify proportional relationships
Write equations for proportional relationships
Write equations for linear relationships
Find values in linear relationships
Make and interpret graphs
8 The student applies mathematical process standards to develop geometric relationships with volume.
A model the relationship between the volume of a rectangular prism and a rectangular pyramid having both congruent bases and heights and connect that relationship to the formulas;
A model the relationship between the volume of a rectangular prism and a rectangular pyramid having both congruent bases and heights and connect that relationship to the formulas;
B explain verbally and symbolically the relationship between the volume of a triangular prism and a triangular pyramid having both congruent bases and heights and connect that relationship to the formulas; and
B explain verbally and symbolically the relationship between the volume of a triangular prism and a triangular pyramid having both congruent bases and heights and connect that relationship to the formulas; and
C use models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas.
C use models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas.
9 The student applies mathematical process standards to solve geometric problems.
A solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids;
A solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids;
B determine the circumference and area of circles;
B determine the circumference and area of circles;
C determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles; and
C determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles; and
D solve problems involving the lateral and total surface area of a rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid by determining the area of the shape's net.
D solve problems involving the lateral and total surface area of a rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid by determining the area of the shape's net.
Checkpoint skill Checkpoint opportunity
Checkpoint skill Checkpoint opportunity
10 The student applies mathematical process standards to use one-variable equations and inequalities to represent situations.
A write one-variable, two-step equations and inequalities to represent constraints or conditions within problems;
A write one-variable, two-step equations and inequalities to represent constraints or conditions within problems;
B represent solutions for one-variable, two-step equations and inequalities on number lines; and
B represent solutions for one-variable, two-step equations and inequalities on number lines; and
C write a corresponding real-world problem given a one-variable, two-step equation or inequality.
C write a corresponding real-world problem given a one-variable, two-step equation or inequality.
11 The student applies mathematical process standards to solve one-variable equations and inequalities.
A model and solve one-variable, two-step equations and inequalities;
Solve equations
Solve inequalities
A model and solve one-variable, two-step equations and inequalities;
Solve equations
Solve inequalities
B determine if the given value(s) make(s) one-variable, two-step equations and inequalities true; and
B determine if the given value(s) make(s) one-variable, two-step equations and inequalities true; and
C write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships.
Angles in triangles
Angles in quadrilaterals
Angle relationships
C write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships.
Angles in triangles
Angles in quadrilaterals
Angle relationships
Checkpoint skill Checkpoint opportunity
Checkpoint skill Checkpoint opportunity
12
Measurement and data
12 The student applies mathematical process standards to use statistical representations to analyze data.
A compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads;
A compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads;
B use data from a random sample to make inferences about a population; and
B use data from a random sample to make inferences about a population; and
C compare two populations based on data in random samples from these populations, including informal comparative inferences about differences between the two populations.
C compare two populations based on data in random samples from these populations, including informal comparative inferences about differences between the two populations.
Checkpoint skill Checkpoint opportunity
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    Coming soon: Checkpoint: Samples of a population
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    Coming soon: Checkpoint: Compare two populations
Checkpoint skill Checkpoint opportunity
  • •
    Coming soon: Checkpoint: Samples of a population
  • •
    Coming soon: Checkpoint: Compare two populations
13
Personal financial literacy
13 The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor.
A calculate the sales tax for a given purchase and calculate income tax for earned wages;
A calculate the sales tax for a given purchase and calculate income tax for earned wages;
B identify the components of a personal budget, including income; planned savings for college, retirement, and emergencies; taxes; and fixed and variable expenses, and calculate what percentage each category comprises of the total budget;
B identify the components of a personal budget, including income; planned savings for college, retirement, and emergencies; taxes; and fixed and variable expenses, and calculate what percentage each category comprises of the total budget;
C create and organize a financial assets and liabilities record and construct a net worth statement;
C create and organize a financial assets and liabilities record and construct a net worth statement;
D use a family budget estimator to determine the minimum household budget and average hourly wage needed for a family to meet its basic needs in the student's city or another large city nearby;
D use a family budget estimator to determine the minimum household budget and average hourly wage needed for a family to meet its basic needs in the student's city or another large city nearby;
E calculate and compare simple interest and compound interest earnings; and
E calculate and compare simple interest and compound interest earnings; and
F analyze and compare monetary incentives, including sales, rebates, and coupons.
F analyze and compare monetary incentives, including sales, rebates, and coupons.