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## STAAR Grade 7 Mathematics Assessment

### Numbers, Operations, and Quantitative Reasoning

##### 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

• A.compare and order integers and positive rational numbers; Supporting Standard
• B.convert between fractions, decimals, whole numbers, and percents mentally, on paper, [or with a calculator]; and Readiness Standard
• C.represent squares and square roots using geometric models. Supporting Standard
###### (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

• A.represent multiplication and division situations involving fractions and decimals with models, including [concrete objects,] pictures, words, and numbers; Supporting Standard
• B.use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Readiness Standard
• 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; Supporting Standard
• D.use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio; Readiness Standard
• E.simplify numerical expressions involving order of operations and exponents; Readiness Standard
• F.select and use appropriate operations to solve problems and justify the selections; Readiness Standard
• G.determine the reasonableness of a solution to a problem. Supporting Standard

### Patterns, Relationships, and Algebraic Reasoning

##### 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

• A.estimate and find solutions to application problems involving percent; andReadiness Standard
• B.estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units. Readiness Standard
###### (7.4)Patterns, relationships, and algebraic thinking.

The student represents a relationship in numerical, geometric, verbal, and symbolic form. The student is expected to

• A.generate formulas involving unit conversions within the same system (customary and metric), perimeter, area, circumference, volume, and scaling;Supporting Standard
• B.graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; andSupporting Standard
• 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.Supporting Standard
###### (7.4)Patterns, relationships, and algebraic thinking.

The student uses equations to solve problems. The student is expected to

• A.use [concrete and] pictorial models to solve equations and use symbols to record the actions; andSupporting Standard
• B.formulate problem situations when given a simple equation and formulate an equation when given a problem situation.Readiness Standard

### Geometry and Spatial Reasoning

##### 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

• A.use angle measurements to classify pairs of angles as complementary or supplementary;Supporting Standard
• B.use properties to classify triangles and quadrilaterals; Supporting Standard
• C.use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders; and Supporting Standard
• D.use critical attributes to define similarity. Readiness Standard
###### (7.7)Geometry and spatial reasoning.

The student uses coordinate geometry to describe location on a plane. The student is expected to

• A.locate and name points on a coordinate plane using ordered pairs of integers; andSupporting Standard
• B.graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane.Readiness Standard
###### (7.8)Geometry and spatial reasoning.

The student uses geometry to model and describe the physical world. The student is expected to

• A.sketch three-dimensional figures when given the top, side, and front views;Supporting Standard
• A.make a net (two-dimensional model) of the surface area of a three-dimensional figure; andSupporting Standard
• A.use geometric concepts and properties to solve problems in fields such as art and architecture.Supporting Standard

### Measurement

##### 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

• A.estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;Readiness Standard
• B.connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and Supporting Standard
• C.estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders. Readiness Standard

### Probability and Statistics

##### The student will demonstrate an understanding of probability and statistics.
###### (7.10)Probability and statistics.

The student recognizes that a physical or mathematical model (including geometric) can be used to describe the experimental and theoretical probability of real-life events. The student is expected to

• A.construct sample spaces for simple or composite experiments; andSupporting Standard
• B.find the probability of independent events. Supporting Standard
###### (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

• A.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; andSupporting Standard
• B.make inferences and convincing arguments based on an analysis of given or collected data. Readiness Standard
###### (7.12)Probability and statistics.

The student uses measures of central tendency and variability to describe a set of data. The student is expected to

• A.describe a set of data using mean, median, mode, and range; andSupporting Standard
• B.choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation. Readiness Standard

### Underlying Processes and Mathematical Tools

##### These skills will not be listed under a separate recording category. Instead, they will be incorporated into at least 75% of the test questions in reporting categories 1–5 and will be identified along with content standards.
###### (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

• A.identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;
• 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
• 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.
###### (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

• A.communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.
###### (7.15)Underlying processes and mathematical tools.

The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to

• A.make conjectures from patterns or sets of examples and nonexamples; and
• B.validate his/her conclusions using mathematical properties and relationships 