Grade 7 Mathematics
Correlation Between the Texas Essential Knowledge and Skills for Mathematics and the eTAP Lessons
Number, Operation and Quantitative Reasoning | Patterns, Relationships, and Algebraic Reasoning | Geometry and Spatial Reasoning | Measurement | Probabilty and Statistics | Problem Solving
Click here for summary test on all skills. Below the eTAP lessons are provided for skills when the student has an incorrect answer.
| April 2007 | Answer Key |
| Spring 2004 | Answer Key |
| Spring 2003 | Answer Key |
Pre-Test |
Texas Essential Knowledge Skills | eTAP Lessons |  |
Post-Test | |
| Outside Link | |||||
Objective 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. (7.1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to |
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| Q&A | (A) | compare and order integers and positive rational numbers; | Order and Compare Whole Numbers and Decimals | Mathica's Mathshop: Captain Blunder's Treasure | Q&A |
http://argyll.epsb.ca/jreed/math8/strand1/1102.htm |
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| Q&A | (B) | convert between fractions, decimals, whole numbers, and percents mentally, on paper, [or with a calculator]; and | Fractions and Decimals – Same Concept | Math Mastery: Fractions | Q&A |
http://www.webmath.com/fract2dec.html |
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| Q&A | (C) | represent squares and square roots using geometric models. | Roots and Rational Numbers | Q&A | |
(7.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to |
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| Q&A | (A) | represent multiplication and division situations involving fractions and decimals with models, including [concrete objects,] pictures, words, and numbers; | Solve Problems Involving Addition, Subtraction, Multiplication, and Division |
Working with Decimals | Q&A |
http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=fractions |
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| Q&A | (B) | use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; | Solve Problems Involving Addition, Subtraction, Multiplication, and Division |
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http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=fractions |
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| Q&A | (C) | use models, such as [concrete objects,] pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; | The Meaning of Addition and Subtraction |
Discovering Math: Number Theory | Q&A |
http://www.mathgoodies.com/lessons/vol5/addition.html |
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| Q&A | (D) | use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio; | Unit Cost |
Understanding: Flight | Q&A |
| http://argyll.epsb.ca/jreed/math7/strand1/1208.htm | |||||
| Q&A | (E) | simplify numerical expressions involving order of operations and exponents; | Order of Operations Using a Scientific Calculator |
Order of Operations | Q&A |
| http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=orderop | |||||
| Q&A | (F) | select and use appropriate operations to solve problems and justify the selections; and | Problems Involving Addition, Subtraction, Multiplication, and Division | Integer Addition | Q&A |
| http://www.studygs.net/mathproblems.htm | |||||
| Q&A | (G) | determine the reasonableness of a solution to a problem. | Q&A | ||
Objective 2 The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning. (7.3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to |
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| Q&A | (A) | estimate and find solutions to application problems involving percent; and | Calculate Percentages and Solve Problems | Calculating Percentages | Q&A |
| http://www.mathleague.com/help/percent/per cent.htm#estimatingpercents |
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| Q&A | (B) | estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units. | Calculating | Q&A | |
| http://www.regentsprep.org/Regents/math/math-topic.cfm?TopicCode=similar | |||||
| (7.4) Patterns, relationships, and algebraic thinking. The student represents a relationship in numerical, geometric, verbal, and symbolic form. The student is expected to | |||||
| Q&A | (A) | generate formulas involving unit conversions, perimeter, area, circumference, volume, and scaling; | Converting Measurements within a System |
Mathematical Eye: Area and Volume | Q&A |
| http://www.regentsprep.org/Regents/ math/forsheet/Formula.htm |
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| Q&A | (B) | graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; and | Graphing | Mathematical Eye: Graphs | Q&A |
| http://nces.ed.gov/nceskids/createagraph/ | |||||
| Q&A | (C) | 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. | Arithmetic and Geometric Series | Number Theory | Q&A |
| http://www.ltcconline.net/greenl/ courses/154/seqser/aritmet.htm |
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| (7.5) Patterns, relationships, and algebraic thinking. The student uses equations to solve problems. The student is expected to | |||||
| Q&A | (A) | use [concrete and] pictorial models to solve equations and use symbols to record the actions; and | Solving Basic Equations | Discovering Math: Problem Solving | Q&A |
| http://www.regentsprep.org/Regents/math/math-topic.cfm?TopicCode=solveq | |||||
| Q&A | (B) | formulate problem situations when given a simple equation and formulate an equation when given a problem situation. | Solving Problems with Algebra | Discovering Math: Problem Solving | Q&A |
| http://www.cut-the-knot.org/arithmetic/WProblem.shtml | |||||
Objective 3 The student will demonstrate an understanding of geometry and spatial reasoning. (7.6) Geometry and spatial reasoning. The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties. The student is expected to |
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| Q&A | (A) | use angle measurements to classify pairs of angles as complementary or supplementary; | Line and Angle Relationships | Many-Sided World of Geometry, The, Program 2: Angles 101 | Q&A |
| http://regentsprep.org/Regents/mathb/1A/vocab.htm | |||||
| Q&A | (B) | use properties to classify triangles and quadrilaterals; | Recognizing Figures - Triangles, Quadrilaterals, etc. | Q&A | |
| http://www.learner.org/channel/courses/learningmath/g eometry/session2/part_a/classifying.html |
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| Q&A | (C) | use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders; and | http://www.math.com/school/subject3/lessons/S3U4L1GL.html | Geometry | Q&A |
| Q&A | (D) | use critical attributes to define similarity. | Similarity | Geometry | Q&A |
| http://www.learner.org/channel/courses/learning math/geometry/session8/index.html |
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| (7.7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to | |||||
| Q&A | (A) | locate and name points on a coordinate plane using ordered pairs of integers; and | Ordered Pairs | Operation Algebra: Introduction to Linear Relations | Q&A |
| http://www.teacherschoice.com.au/Maths_Library/C oordinates/plotting_ordered_pairs.htm |
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| Q&A | (B) | graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane. | Tessellations and Glide Reflections | Geometry | Q&A |
| http://mathforum.org/sum95/suzanne/glReflection.html | |||||
| (7.8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to | |||||
| Q&A | (A) | sketch three-dimensional figures when given the top, side, and front views; | http://mathforum.org/~sanders/mathart/ MACch4drwg.html |
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| Q&A | (B) | make a net (two-dimensional model) of the surface area of a three-dimensional figure; and | Paper Engineering | Q&A | |
| Q&A | (C) | use geometric concepts and properties to solve problems in fields such as art and architecture. | http://www.math-kitecture.com/geometry.htm | The Tunnel of Samos | Q&A |
Objective 4 The student will demonstrate an understanding of the concepts and uses of measurement. (7.9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to |
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| Q&A | (A) | estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; | Geometric Formulas | Measurement | Q&A |
| http://dl.clackamas.cc.or.us/ch104 -01b/estimat_meas.htm |
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| Q&A | (B) | connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and | Geometric Formulas | Figuring Out Area | Q&A |
| http://library.thinkquest.org/C0110248/g eometry/menvolcyclinder.htm |
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| Q&A | (C) | estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders. | http://dl.clackamas.cc.or.us/ch104-01b/ estimat_meas.htm |
Near Enough | Q&A |
Objective 5 The student will demonstrate an understanding of probability and statistics. (7.10) Probability and statistics. The student recognizes that a physical or mathematical model can be used to describe the experimental and theoretical probability of real-life events. The student is expected to |
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| Q&A | (A) | construct sample spaces for simple or composite experiments. | Possible Outcomes | Discovering Math: Statistics
and Data Analysis (Grades 6-8) Mathematical Eye: Statistics |
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| http://www.regentsprep.org/Regents/math/math-topic.cfm?TopicCode=sampsp | |||||
| (7.11) Probability and statistics. The student understands that the way a set of data is displayed influences its interpretation. The student is expected to | |||||
| Q&A | (A) | select and use an appropriate representation for presenting and display ing relationships among collected data, including line plot, line graph, bar graph, [stem and leaf plot,] circle graph, and Venn diagrams, and justify the selection; and | Data Display Analysis | Discovering Math: Statistics and Data Analysis (Grades 6-8) | Q&A |
| http://nces.ed.gov/nceskids/createagraph/ | |||||
| Q&A | (B) | make inferences and convincing arguments based on an analysis of given or collected data. | Probability and Odds | Q&A | |
| (7.12) Probability and statistics. The student uses measures of central tendency and range to describe a set of data. The student is expected to | |||||
| Q&A | (A) | describe a set of data using mean, median, mode, and range; and | Numerical and Verbal Expression of Experimental Probability Data Calculations |
Finding Mean, Median, Mode | Q&A |
| http://www.regentsprep.org/Regents/math/math-topic.cfm?TopicCode=mean | |||||
| Q&A | (B) | choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation. | Numerical and Verbal Expression of Experimental Probability Data Calculations |
Finding Mean, Median, Mode | Q&A |
| http://www.regentsprep.org/Regents/math/math-topic.cfm?TopicCode=mean | |||||
Objective 6 The student will demonstrate an understanding of the mathematical processes and tools used in problem solving. (7.13) Underlying processes and mathematical tools. 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 |
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| Q&A | (A) | identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; | Solving Problems with Algebra
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| Q&A | (B) | use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; and | http://www.studygs.net/mathproblems.htm | Problem Solving | Q&A |
| Q&A | (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. | http://www.mathstories.com/strategies.htm | Q&A | |
| (7.14) Underlying processes and mathematical tools. The student communicates about Grade 7 mathematics through informal and mathematical language, representations, and models. The student is expected to | |||||
| Q&A | (A) | communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models. | Data Analysis | Discovering Math: Statistics and Data Analysis (Grades 6-8) | Q&A |
| (7.15) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to | |||||
| Q&A | (A) | make conjectures from patterns or sets of examples and nonexamples; and | Mathematical Modeling | Problem Solving | Q&A |
| http://www.math.montana.edu/frank w/ccp/modeling/topic.htm |
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| Q&A | (B) | validate his/her conclusions using mathematical properties and relationships. | Q&A | ||