Old PS 13A 13B 13C 13D 14A 14B 15A 15B -- Moved Revised New 1A 1B 1C 1D 1E 1F 1G Grade 7 Mathematics STAAR/TEKS 2014 The student uses mathematical processes to acquire and demonstrate mathematical understanding. Identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics. Apply mathematics to problems arising in everyday life, society, and the workplace. Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. 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. Use a problem-solving model that incorporates analyzing given information, formulating a Select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. 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. Communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Evaluate the effectiveness of different representations to communicate ideas. Create and use representations to organize, record, and communicate mathematical ideas. Make conjectures from patterns or sets of examples and nonexamples. Analyze mathematical relationships to connect and communicate mathematical ideas. Validate his/her conclusions using mathematical properties and relationships. Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
RC 1 The student will demonstrate an understanding of how to represent probabilities and numbers. 1A Compare and order integers and positive rational numbers. 6--2C Locate, compare, and order integers and rational numbers using a number line. 6--2D Order a set of rational numbers arising from mathematical and real-world contexts. 1B Convert between fractions, decimals, whole numbers, and percents mentally, on paper, {or with a calculator}. 6--4G Generate equivalent forms of fractions, decimals, and percents using real-world problems including problems that involve money. 1C Represent squares and square roots using geometric models. 8--2B Approximate the value of an irrational number, including it and square roots of numbers less than 225, and locate that rational number approximation on a number line. 2A Represent multiplication and division situations involving fractions and decimals with models, including {concrete objects,} pictures, words, and numbers. 5--3I Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models. 5--3J Represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 7 and 7 1/3 using objects and pictorial models, including area models. 5--3L Divide whole numbers by unit fractions and unit fractions by whole numbers. 6--3A Recognize that dividing a rational number and multiplying by its reciprocal result in equivalent values. (Reporting category 2) 2E Simplify numerical expressions involving order of operations and exponents. 6--7A Generate equivalent numerical expressions using order of operations, including whole number exponents, and prime factorization. 2F Select and use appropriate operations to solve problems and justify the selections. 1B Use a problem-solving model that incorporates analyzing given information, formulating a 2G Determine the reasonableness of a solution to a problem. 1B Use a problem-solving model that incorporates analyzing given information, formulating a 2A Extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers. (Venn diagram, for example). 10A Construct sample spaces for simple or composite experiments. 6A Represent sample spaces for simple and compound events using lists and tree diagrams. (includes dependent compound events) 10B Find the probability of independent events. Sample spaces should be used for theoretical probability. 6D Make predictions and determine solutions using theoretical probability for simple and compound events. 6B Not tested--select and use different simulations to represent simple and compound events with and without technology. Data should be used for experimental probability. 6C Make predictions and determine solutions using experimental data for simple and compound events. 6I Determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces. 6E Find the probabilities of a simple event and its complement and describe the relationship between the two. 6H Solve problems using qualitative and quantitative predictions and comparisons from simple experiments. ("more likely", "less likely", "equally likely"; "twice as likely")
RC 2 The student will demonstrate an understanding of how to perform operations and represent algebraic relationships. 2B Use addition, subtraction, multiplication, and decimals to solve problems involving fractions and decimals. 3A Add, subtract, multiply, and divide rational numbers fluently. 3B Apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers. 2C Use models, such as {concrete objects,} pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms. 6--3C Represent integer operations with concrete models and connect the actions with the models to standardized algorithms. 2D Use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratios. 4B Calculate unit rates from rates in mathematical and real-world problems. 4C Determine the constant of proportionality (k = y / x ) within mathematical and real-world problems. (constant or proportionality may be a positive rational number) 3A Estimate and find solutions to application problems involving percent. 4D Solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems. 3B Estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, and related measurement units. 4D Solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems. 7A Represent linear relationships using verbal descriptions, table, graphs, and equations that simplify to the form of y = mx + b. (equations should include rational number coefficients and constants) 4A Generate formulas involving unit conversions, perimeter, area, circumference, volume, and scaling. 8C* *Not tested--use models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas. 6--4H Convert units within a measurement system, including the use of proportions and unit rates. 6--8B Model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes. 6--8C Write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers. 6--8D Determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles volume of right rectangular prisms where dimensions are positive rational numbers. 4B Graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling. 4A Represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, mumeric, graphical, and algebraic representations, including d = rt. 4C Use words and symbols to describe the relationship between the terms in an arithmetic sequence (with a constant rate of change) and their positions in the sequence. 6--6B Write an equation that represents the relationship between independent and dependent quantities from a table. 5A Use {concrete and} pictorial models to solve equations and use symbols to record the actions. 11A Model and solve one-variable, two-step equations and inequalities. 10B Represent solutions for one-variable, two-step equations and inequalities on number lines. (connects to 5A and 5B) 5B Formulate problem situations when given a simple equation and formulate an equation when given a problem situation. 10A Write one-variable, two-step equations and inequalities to represent constraints or conditions within problems. ("minimum" or "maximum") 10C Write a corresponding real-world problem given a one-variable, two-step equation or inequality. 11B Determine if the given variable(s) make(s) one-variable, two-step equations and inequalities true. (connects to 5A and 5B)
RC 3 The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts. 4E Convert between measurement systems, including the use of proportions and the use of unit rates. (convert between the standard and metric measurement systems) 6A Use angle measurements to classify parts of angles as complementary or supplementary. 4--7E Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. 6B Use properties to classify triangles and quadrilaterals. 5--5A Classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties. 6C Use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders. 3--6A Classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language. 6D Use critical attributes to define similarity. 5A Generalize the critical attributes of similarity, including ratios within and between similar shapes. 5B Describe as the ratio of the circumference of a circle to its diameter. 3B Estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, and related measurement units. 5C Solve mathematical and real-world problems involving similar shapes and scale drawings. 7A Locate and name points on a coordinate plane using ordered pairs of integers. 6--11A Graph points in all four quadrants using ordered pairs of rational numbers. 7B Graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane. 8--10A Generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes in a coordinate plane. 8--10C Explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90, 180, 270, and 360 as applied to two-dimensional shapes on a coordinate plane using an algebraic representation. 8A Sketch three-dimensional figures when given the top, side, and front views. 8B Make a net (two-dimensional model) of the surface area of a three-dimensional figure. 9D Solve problems involving the lateral and total surface area of a rectangular prism, rectangular pyramid, and triangular pyramid by determining the area of the shape's net. 8C Use geometric concepts and properties to solve problems in fields such as art and architecture. 1A Apply mathematics to problems arising in everyday life, society, and the workplace. 9A Estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes. 8C* *Not tested--use models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas. 9B Determine the circumference and area of circles. 9C Determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles.
RC 3 The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts. (Continued) 9B Connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders. 5--4G* *Not tested--use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form of a cube (V = lxw xh, V = s x s x s, V = Bh ). 5--6B Determine the volume of a rectangular prism with whole number side lengths in problems related to number of layers times the number of unit cubes in the area of the base. 8--6A Describe the volume formula V = bh of a cylinder in terms of its base area and its height. 9C Estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders. *8A *Not tested--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. *8B *Not tested--explain verbally and symbolically the relationship between the volume of a triangular pyramid having both congruent bases and heights and connect that relationship to the formulas. 9A Solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids. (side lengths may be positive rational numbers) Volume of cylinders moves to 8th grade. 8--6A Describe the volume formula V = bh of a cylinder in terms of its base area and its height. 8--6B* *Not tested--model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas. 11C Write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships.
RC 4 The student will demonstrate an understanding of how to represent and analyze data and how to describe and apply personal financial concepts. 11A Select and use an appropriate representation for presenting and displaying relationships among collected data, including line plot, line graph, bar graph, {stem and leaf plot,} circle graph, and Venn diagrams, and justify the selection. 6G Solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and whole-to-part comparisons and equivalents. (proportional relationships within the data) 12A Compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads. 11B Make inferences and convincing arguments based on an analysis of given or collected data. 12B Use data from a random sample to make inferences about a population. (Can be paired with 1D for students to evaluate inferences about a population) 12C Compare two populations based on data in random samples from these populations, including informative comparative inferences about differences between the two populations. 12A Describe a set of data using mean, median, mode, and range. 6-12B Use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution. 6-12C Summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution. 6-12D Summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution. 12B Choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation. 13A Calculate the sales tax for a given purchase and calculate income tax for earned wages. 13B 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. 13C Create and organize a financial assets and liabilities record and construct a net worth statement. 13D Use a family budget estimator to determine the minimum household budget and average hourly wage needed for a family to its basic needs in the student's city or another large city nearby. 13E Calculate and compare simple interest and compound interest earnings. 13F Analyze and compare monetary incentives, including sales, rebates, and coupons.