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Skills available for Virginia seventh-grade math standards

Standards are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Number and Number Sense

Computation and Estimation

Measurement and Geometry

  • 7.4 The student will a) describe and determine the volume and surface area of rectangular prisms and cylinders; and b) solve problems, including practical problems, involving the volume and surface area of rectangular prisms and cylinders.

    • 7.4.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 7.4.a.1 Determine the surface area of rectangular prisms and cylinders using concrete objects, nets, diagrams, and formulas. (a)

      • 7.4.a.2 Determine the volume of rectangular prisms and cylinders using concrete objects, diagrams, and formulas. (a)

      • 7.4.a.3 Determine if a practical problem involving a rectangular prism or cylinder represents the application of volume or surface area. (b)

      • 7.4.a.4 Solve practical problems that require determining the surface area of rectangular prisms and cylinders. (b)

      • 7.4.a.5 Solve practical problems that require determining the volume of rectangular prisms and cylinders. (b)

  • 7.5 The student will solve problems, including practical problems, involving the relationship between corresponding sides and corresponding angles of similar quadrilaterals and triangles.

  • 7.6 The student will a) compare and contrast quadrilaterals based on their properties; and b) determine unknown side lengths or angle measures of quadrilaterals.

    • 7.6.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 7.6.a.1 Compare and contrast properties of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid. (a)

      • 7.6.a.2 Sort and classify quadrilaterals, as parallelograms, rectangles, trapezoids, rhombi, and/or squares based on their properties. (a)

      • 7.6.a.3 Given a diagram, determine an unknown angle measure in a quadrilateral, using properties of quadrilaterals. (b)

      • 7.6.a.4 Given a diagram determine an unknown side length in a quadrilateral using properties of quadrilaterals. (b)

  • 7.7 The student will apply translations and reflections of right triangles or rectangles in the coordinate plane.

    • 7.7.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 7.7.a.1 Given a preimage in the coordinate plane, identify the coordinates of the image of a right triangle or rectangle that has been translated either vertically, horizontally, or a combination of a vertical and horizontal translation.

      • 7.7.a.2 Given a preimage in the coordinate plane, identify the coordinates of the image of a right triangle or a rectangle that has been reflected over the x- or y-axis.

      • 7.7.a.3 Given a preimage in the coordinate plane, identify the coordinates of the image of a right triangle or rectangle that has been translated and reflected over the x- or y-axis or reflected over the x- or y-axis and then translated.

      • 7.7.a.4 Sketch the image of a right triangle or rectangle that has been translated vertically, horizontally, or a combination of both.

      • 7.7.a.5 Sketch the image of a right triangle or rectangle that has been reflected over the x- or y-axis.

      • 7.7.a.6 Sketch the image of a right triangle or rectangle that has been translated and reflected over the x- or y-axis or reflected over the x- or y-axis and then translated.

Probability and Statistics

  • 7.8 The student will a) determine the theoretical and experimental probabilities of an event; and b) investigate and describe the difference between the experimental probability and theoretical probability of an event.

    • 7.8.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 7.8.a.1 Determine the theoretical probability of an event. (a)

      • 7.8.a.2 Determine the experimental probability of an event. (a)

      • 7.8.a.3 Describe changes in the experimental probability as the number of trials increases. (b)

      • 7.8.a.4 Investigate and describe the difference between the probability of an event found through experiment or simulation versus the theoretical probability of that same event. (b)

  • 7.9 The student, given data in a practical situation, will a) represent data in a histogram; b) make observations and inferences about data represented in a histogram; and c) compare histograms with the same data represented in stem-and-leaf plots, line plots, and circle graphs.

    • 7.9.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 7.9.a.1 Collect, organize, and represent data in a histogram. (a)

      • 7.9.a.2 Make observations and inferences about data represented in a histogram. (b)

      • 7.9.a.3 Compare data represented in histograms with the same data represented in line plots, circle graphs, and stem-and-leaf plots. (c)

Patterns, Functions, and Algebra

  • 7.10 The student will. a) determine the slope, m, as rate of change in a proportional relationship between two quantities and write an equation in the form y = mx to represent the relationship; b) graph a line representing a proportional relationship between two quantities given the slope and an ordered pair, or given the equation in y = mx form where m represents the slope as rate of change. c) determine the y-intercept, b, in an additive relationship between two quantities and write an equation in the form y = x + b to represent the relationship; d) graph a line representing an additive relationship between two quantities given the y-intercept and an ordered pair, or given the equation in the form y = x + b, where b represents the y-intercept; and e) make connections between and among representations of a proportional or additive relationship between two quantities using verbal descriptions, tables, equations, and graphs.

    • 7.10.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 7.10.a.1 Determine the slope, m, as rate of change in a proportional relationship between two quantities given a table of values or a verbal description, including those represented in a practical situation, and write an equation in the form y = mx to represent the relationship. Slope will be limited to positive values. (a)

      • 7.10.a.2 Graph a line representing a proportional relationship, between two quantities given an ordered pair on the line and the slope, m, as rate of change. Slope will be limited to positive values. (b)

      • 7.10.a.3 Graph a line representing a proportional relationship between two quantities given the equation of the line in the form y = mx, where m represents the slope as rate of change. Slope will be limited to positive values. (b)

      • 7.10.a.4 Determine the y-intercept, b, in an additive relationship between two quantities given a table of values or a verbal description, including those represented in a practical situation, and write an equation in the form y = x + b, b ≠ 0, to represent the relationship. (c)

      • 7.10.a.5 Graph a line representing an additive relationship (y = x + b, b ≠ 0) between two quantities, given an ordered pair on the line and the y-intercept (b). The y-intercept (b) is limited to integer values and slope is limited to 1. (d)

      • 7.10.a.6 Graph a line representing an additive relationship between two quantities, given the equation in the form y = x + b, b ≠ 0. The y-intercept (b) is limited to integer values and slope is limited to 1. (d)

      • 7.10.a.7 Make connections between and among representations of a proportional or additive relationship between two quantities using verbal descriptions, tables, equations, and graphs. (e)

  • 7.11 The student will evaluate algebraic expressions for given replacement values of the variables.

    • 7.11.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

  • 7.12 The student will solve two-step linear equations in one variable, including practical problems that require the solution of a two-step linear equation in one variable.

  • 7.13 The student will solve one- and two-step linear inequalities in one variable, including practical problems, involving addition, subtraction, multiplication, and division, and graph the solution on a number line.