(A) apply mathematics to
problems arising in everyday life, society, and the workplace;
7.13 (A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics
- removed the verb "identify" - removed context of other disciplines, and other mathematial topics
- added context of society and workplace
(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;
7.13(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
merged two old process TEKS
reworded problem solving model
-from understand => analyze information
-make a plan OR strategy, but removed the list of strategies -carry out plan =>determine a solution
-added justify solution
- eval reasonableness=> eval problem solving process & reasonableness
Process Standards
7.1 The student usesmathematical processes to acquire and
demonstrate mathematical
New TEKS
Old TEKS
Comments
"Such
As"
7th Grade Math Crosswalk
(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;
7.13 (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
almost identical new & old, just rearranged words
(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
7.14(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and
added "reasoning and implications"
removed tools, units
(E) create and use
representations to organize, record, and communicate mathematical ideas;
7.14 (A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and (B) evaluate the
effectiveness of different representations to
communicate ideas
New TEKS
Old TEKS
Comments
"Such
As"
7th Grade Math Crosswalk
(F) analyze mathematical relationships to connect and communicate mathematical ideas; and
7.15 (A) make conjectures from patterns or sets of examples and
nonexamples; and (G) display, explain, and justify
mathematical ideas and arguments using precise
mathematical language in written or oral communication.
7.14 (A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and 7.15 (B) validate his/her conclusions using
mathematical properties and relationships]
7.2 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.
new TEKS such as a Venn diagram
(A) add, subtract, multiply, and divide rational numbers fluently; and
7.2B use addition,
subtraction, multiplication, and division to solve
problems involving fractions and decimals;
- stayed in 7th grade
- "fluently" is new language - basic computation skills 7.3 The student applies
mathematical process standards to add, subtract, multiply, and divide while solving
bl d j if i
New TEKS
Old TEKS
Comments
"Such
As"
7th Grade Math Crosswalk
(B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers.
7.2B use addition,
subtraction, multiplication, and division to solve
problems involving fractions and decimals;
8.2A select appropriate operations to solve
problems involving rational numbers and justify the selections;
8.2B use appropriate operations to solve
problems involving rational numbers in problem
situations;
- apply operations
- combined operations within one problem
- includes neg rational numbers?
(A) represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt;
8.4A generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal
description).
- multiple representations, w/ constant rate of change problems
(B) calculate unit rates from rates in mathematical and real-world problems;
7.2D use division to find unit rates and ratios in
proportional relationships such as speed, density, price, recipes, and student-teacher ratio;
- stayed in 7th gr
problems and justifying solutions. The student is expected to:
7.4 The student applies mathematical process standards to represent and solve problems involving
proportional relationships. The student is expected to:
New TEKS
Old TEKS
Comments
"Such
As"
7th Grade Math Crosswalk
(C) determine the constant of proportionality (k = y/x) within mathematical and real-world problems;
- new TEKS
(D) solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems
7.3A estimate and find solutions to application problems involving percent; 7.3B estimate and find solutions to application problems involving
proportional relationships such as similarity, scaling, unit costs, and related measurement units.
- stayed in 7th grade - new (possibly) from 8th grade, percent of change (percent of
increase/decrease)
- new terminology in "financial literacy problems"
such as tax, tip, discount, simple interest, and commission
New TEKS
Old TEKS
Comments
"Such
As"
7th Grade Math Crosswalk
(E) convert between measurement systems, including the use of proportions and the use of unit rates
7.4A generate formulas involving unit conversions within the same system (customary and metric), perimeter, area,
circumference, volume, and scaling 8.2D use multiplication by a given constant factor (including unit rate) to represent and solve problems involving proportional relationships including conversions between measurement systems.
- partially new from 8th grade - focus is conversions, w/ multiple ways to do so. opposite of previous 8.2D
(A) generalize the critical attributes of similarity, including ratios within and between similar shapes;
7.6D use critical attributes to define similarity.
- stayed in 7th grade - specificity - within and between
(B) describe π as the ratio of the circumference of a circle to its diameter; and
6.6C describe the
relationship between radius, diameter, and circumference of a circle.
- more specific version of 6th gr TEKS
7.5 The student applies mathematical process standards to use
geometry to describe or solve
problems involving proportional
New TEKS
Old TEKS
Comments
"Such
As"
7th Grade Math Crosswalk
(C) solve mathematical and real-world problems involving similar shape and scale drawings.
7.8C use geometric
concepts and properties to solve problems in fields such as art and architecture. AND 7.4B graph data to demonstrate relationsips in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling
-new catch all
geometry/proportionality TEKS; 8th grade
(A) represent sample spaces for simple and compound events using lists and tree diagrams;
7.10A construct sample spaces for simple or composite experiments;
no probability in K-6 or 8th grade
(B) select and use different simulations to represent simple and compound events with and without technology.
8.11C select and use
different models to simulate an event
- change in language from composite to compound events
(C) make predictions and determine solutions using
experimental data for simple and compound events;
6.9 The student uses
experimental and theoretical probability to make
predictions. The student is expected to
8.11B use theoretical probabilities and experimental results to make predictions and decisions.
- combo of 6th, 7th, and 8th gr skills
p student is expected to:
7.6 The student applies mathematical process standards to use
probability and statistics to describe or
solve problems involving proportional
New TEKS
Old TEKS
Comments
"Such
As"
7th Grade Math Crosswalk
(D) make predictions and determine solutions using theoretical probability for simple and compound events.
8.11B use theoretical probabilities and experimental results to make predictions and decisions.
- combo of 6th, 8th gr skills
(E) find the probabilities of a simple event and its complement and describe the relationship between the two;
6.9B find the probabilities of a simple event and its complement and describe the relationship between the two.
- from 6th grade
(F) use data from a random sample to make inferences about a population;
8.13A evaluate methods of sampling to determine validity of an inference made from a set of data;
- from 8th grade - extrapolation
- less about validity than before
(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;
6.10D solve problems by collecting, organizing, displaying, and interpreting data. 7.11A Select and use an appropriate representation for
presenting and displaying relationships among
collected data, including line polt, line graph, bar graph, stem and leaf plot, circle graph, and Venn diagrams; justify the selection
- circle graphs moved from 6th/7th, now just 7th
- new language: dot plots, instead of line plot
- using to-whole and part-to-part terminology
New TEKS
Old TEKS
Comments
"Such
As"
7th Grade Math Crosswalk
(H) solve problems using qualitative and quantitative
predictions and comparisons from simple experiments
7.10A construct sample spaces for simple or composite experiments
- new TEKS and language
(I) determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces.
7.10 B find the probability of independent events
- independent and dependent?
7.7 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.
8.4 generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal
description).
- from 8th grade
- 7th grade has previously done equation to word problem, and vice versa
(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;
8.8B connect models of prisms, cylinders, pyramids, spheres, and cones to
formulas for volume of these objects;
- new, from 8th grade - taught but never explicitly stated in the TEKS
Expressions, Equations, and Relationships
New TEKS
Old TEKS
Comments
"Such
As"
7th Grade Math Crosswalk
(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
8.8B connect models of prisms, cylinders, pyramids, spheres, and cones to
formulas for volume of these objects;
- new from 8th grade
- taught but never explicitly stated in the TEKS
- verbal and symbolic instead of model
(C) use models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas.
6.6C describe the
relationship between radius, diameter, and circumference of a circle.
- from 6th grade (circ, diam, radius)
- specific modeling of where area of circle formulas comes from
(A) solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids;
7.9C estimate
measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.
- prisms stayed from 7th - pyramids moved in from 8th
(B) determine the circumference and area of circles;
7.9A estimate
measurements and solve application problems involving length (including perimeter and
circumference) and area of polygons and other shapes;
- from 6th gr
7.9 The student applies mathematical process standards to solve
New TEKS
Old TEKS
Comments
"Such
As"
7th Grade Math Crosswalk
(C) determine the area of composite figures containing combinations of rectangles, squares, parallelograms,
trapezoids, triangles, semicircles, and quarter circles;
7.8C/8.7B use geometric concepts and properties to solve problems in fields such as art and architecture;
-taught, but never explicitly stated in TEKS
- possibly tested under old art and architecture TEKS
(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.
7.8B make a net (two-dimensional model) of the surface area of a three-dimensional figure 8.8A find lateral and total surface area of prisms, pyramids, and cylinders using [concrete] models and nets (two-dimensional
models);
- from 8th grade
(A) write one-variable, two-step equations and inequalities to represent constraints or conditions within problems;
6.5, formulate equations from problem situations described by linear relationships.
7.5B formulate problem situations when given a simple equation and
formulate an equation when given a problem situation.
- constraints and conditions language is new
-inequalities is new
(B) represent solutions for one-variable, two-step equations and inequalities on number lines;
- new TEKS
-inequalities is new 7.10 The student applies
mathematical process standards to use one-variable equations and inequalities to represent situations. The student is expected to:
New TEKS
Old TEKS
Comments
"Such
As"
7th Grade Math Crosswalk
(C) write a corresponding real-world problem given a one-variable, two-step equation or inequality.
7.5B formulate problem situations when given a simple equation and
formulate an equation when given a problem situation.
-inequalities is new
(A) model and solve one-variable, two-step equations and
inequalities;
7.5A use [concrete and] pictorial models to solve equations and use symbols to record the actions;
-stayed in 7th grade -inequalities is new
(B) determine if the given value(s) make(s) one-variable, two-step equations and inequalities true;
- may have been taught, but never explicitly stated in the TEKS
-inequalities is new (C) write and solve equations
using geometry concepts,
including the sum of the angles in a triangle, and angle relationships
7.6A Use angle
measurements to classify pairs of angles as
complementary or
supplementary. 7.6B use properties to classify
triangles and quadrilaterials.
- application of algebraic equations to
geometry/measurement
(A) compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and
spreads;
-new TEKS
-similar to new 6th gr, but comparitive
Measurement and Data
7.11 The student applies mathematical process standards to solve one-variable equations and inequalities. The student is expected to:
7.12 The student applies mathematical process standards to use statistical
New TEKS
Old TEKS
Comments
As"
(B) use data from a random sample to make inferences about a population; and
-new TEKS
(C) compare two populations based on data in random samples from these populations, including informal comparative inferences about differences between the two populations.
-new TEKS
(A) calculate the sales tax for a given purchase and calculate income tax for earned wages;
New TEKS
(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;
(D) use a family budget estimator to determine the minimum
household budget and average hourly wage needed
New TEKS 7.13 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. The student is
expected to:
Personal Financial Literacy
analyze data. TheNew TEKS
Old TEKS
Comments
"Such
As"
7th Grade Math Crosswalk
(E) calculate and compare simple interest and compund interest earnings
New TEKS
(F) analyze and compare monetary incentives, including sales, rebates, and coupons
New TEKS
7.1A compare and order integers and positive rational numbers
moved to 6th grade
7.1B convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with calculator
moved to 5th grade
7.1C represent squares and square roots using
geometric models
moved to 8th grade
7.2A represent multiplication and division situations
involving fractions and deicmals with models, including concrete objects pictures, words, and numbers
moved to 6th grade
7.2C use models, such as concrete objects, pictorial models, and number lines to add, subtractm multiply, and divide integers and connect the actions to algorithms
moved to 6th grade
7.2E simplify numerical expressions involving order of operations and exponents
moved to 6th grade
7.2F select and use appropriate operations to solve problems and justify the selections
7.2G determine the
reasonablenes of a solution to a problem
7.4C use words and symbols to describe the relationship between the terms in an arithmetic sequences (with a constant rate of change) and their positions in the sequence
New TEKS
Old TEKS
Comments
"Such
As"
7.6C use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders
7.7A locate and name points on a coordinate planes using ordered pairs of integers
moved to 6th grade
7.7B graph reflections across the horizontal or vertical axis and graph translation on a coordinate plane
moved to 8th grade
7.8A sketch
three-dimensional figures when given the top, sides, and front views
7.9B connect models for volume of prisms (triangular and rectangular) and
7.12A describe a set of data using mean, median, mode, and range
moved to 6th grade
7.12B choose among mean, median, mode, and range to describe a set of data and justify the choice for a particular situation
