with_tea_updates).docx · web view7.9a estimate measurements and solve application problems...

Green: Remaining/Clarified Content (content/cognitive changes) Blue: New Content Yellow: Shifted Content (down 1+ grade levels)

7.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to

Instructional Considerations

Current TEKS New 7th grade TEKS 2013-14 2014-15 Current TEKS New 8th grade TEKS

7.13A identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics.

6.1A/7.1A/8.1A apply mathematics to problems arising in everyday life, society, and the workplace

7.13B solve problems that incorporate the process of understanding the problem, making a plan, carrying out the plan, and evaluating the solution of reasonableness

7.13C select or develop and appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, acting it, making a table, working a simpler problem, or working backwards to solve a problem

6.1B/7.1B/8.1B 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


7.13D select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems

6.1C/7.1C/8.1C select tools, including real objects, manipulatives, paper/pencil, and technology, as appropriate and techniques, including mental math, estimation, and number sense, as appropriate to solve problems

7.14A communicate mathematical ideas using language, effective tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models

6.1D/7.1D/8.1D communicate mathematical ideas, reasoning, and their implications using multiple representation, including symbols, diagrams, graphs, and language as appropriate

7.14B evaluate the effectiveness of different representations to communicate ideas

6.1E/7.1E/8.1E create and use representations to organize, record and communicate mathematical ideas

7.15A make conjectures from patterns or sets of examples and non-examples

6.1F/7.1F/8.1F analyze mathematical relationships to connect and communicate mathematical ideas

7.15B validate his/her conclusions using mathematical properties and relationships

6.1G/7.1G/8.1G display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communications


7.2 The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to:


Current TEKS New 7th grade TEKS 2013-14 2014-15 Current TEKS New 8th grade TEKS

7.2 extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers

8.2A extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers


7.3 The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying the solutions. The student is expected to:


Current TEKS New 7th Grade TEKS 2013-14 2014-15 Current TEKS New 8th grade TEKS

7.2B use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals

7.3A add, subtract, multiply, and divide rational numbers fluently

None

7.3B apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers

None


7.4 The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to:



7.4A generate formulas involving unit conversions within the same system (customary and metric), perimeter, area, circumference, volume, and scaling

7.4B graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling

7.4A represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt

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

8.5A represent linear proportional situations with tables, graphs, and equations in the form of y= kx

7.2D use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio

7.4B calculate unit rates from rates in mathematical and real-world problems

None


7.4C determine the constant of proportionality (k = y/x) within mathematical and real-world problems

8.3B estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates

8.5E solve problems involving direct variation

7.3A estimate and find solutions to application problems involving percent

7.3.B estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units

7.4D solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems

None

7.4E convert between measurement systems, including the use of proportions and the use of unit rates

None

7.5 The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships. The student is expected to:



7.6D use critical attributes to define similarity

7.5A generalize the critical attributes of similarity, including ratios within and between similar shapes

None


7.5B describe as the ratio of the circumference of a circle to its diameter

None

7.3B estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units

7.5C solve mathematical and real-world problems involving similar shape and scale drawings

None

7.6 The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to:



7.10A construct sample spaces for simple or composite experiments

7.6A represent sample spaces for simple and compound events using lists and tree diagrams

None

7.6B select and use different simulations to represent simple and compound events with and without technology

None


7.10B find the probability of independent events

7.6C make predictions and determine solutions using experimental data for simple and compound events

7.6D make predictions and determine solutions using theoretical probability for simple and compound events

7.6I determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces

None

7.6E find the probabilities of a simple event and its complement and describe the relationship between the two

None

7.11B make inferences and convincing arguments based on an analysis of given or collected data

7.6F use data from a random sample to make inferences about a population

None

7.6G solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents

None


7.6H solve problems using qualitative and quantitative predictions and comparisons from simple experiments

None

7.7 The student applies mathematical process standards to represent linear relationships using multiple representations. The student is expected to:



7.7 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)

8.5B represent linear non-proportional relationships with tables, graphs, and equations in the form of y = mx + b, where b does not equal zero


7.8 The student applies mathematical process standards to develop geometric relationships with volume. The student is expected to:



7.8A 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

8.6A describe the volume formula V=Bh of a cylinder in terms of its base area and its height

7.8B 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

8.8B connect models of prisms, cylinders, pyramids, spheres, and cones to formulas for volume of these objects

8.6B model the relationship between the model of a cylinder and a cone having congruent bases and heights and connect that relationship to the formulas


7.4A generate formulas involving unit conversions within the same system (customary and metric), perimeter, area, circumference, volume, and scaling

7.4B graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling

7.8C use models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas

8.7C use pictures or models to demonstrate the Pythagorean theorem

8.6C use models and diagrams to explain the Pythagorean theorem

7.9 The student applies mathematical process standards to solve geometric problems. The student is expected to: Instructional Considerations


7.9C estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders

7.9A solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids

8.8C estimate measurement and use formulas to solve application problems involving lateral and total surface area and volume

8.7A solve problems involving the volume of cylinders, cones, and spheres


7.9A estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes

7.9B determine the circumference and area of circles

7.9C determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles

None

7.9D 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

8.8C estimate measurement and use formulas to solve application problems involving lateral and total surface area and volume

8.7B use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders

7.10 The student applies mathematical process standards to use one-variable equations and inequalities to represent situations. The student is expected to:




7.5B formulate problem situations when given a simple equation and formulate an equation when given a problem situation

7.10A write one-variable, two-step equations and inequalities to represent constraints or conditions within problems

7.10C write a corresponding real-world problem given a one-variable, two-step equation or inequality

8.8A write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants

8.8B write a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants

7.10B represent solutions for one-variable, two-step equations and inequalities on number lines

None

7.11 The student applies mathematical process standards to solve one-variable equations and inequalities. The student is expected to:




7.5A use concrete and pictorial models to solve equations and use symbols to record the actions

7.11A model and solve one-variable, two-step equations and inequalities

8.8C model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants

7.11B determine if the given value(s) make(s) one-variable, two-step equations and inequalities true

8.9A identify and verify the values of x and y that simultaneously satisfy two linear equations in the form of y=mx+b from the intersection of the graphed equations

7.11C write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships

8.8D use informal arguments to establish facts about the angle sum and exterior angles of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles

7.12 The student applies mathematical process standards to use statistical representations to analyze data. The student is expected to:




7.12A compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads

8.11B determine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points

7.11B make inferences and convincing arguments based on an analysis of given or collected data

7.12B use data from a random sample to make inferences about a population

None

7.12C compare two populations based on data in random samples from these populations, including informal comparative inferences about differences between the two populations

8.11C simulate generating random samples of the same size from a population with known characteristics to develop the notion of a random sample being representative of the population from which it was selected

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:


Current TEKS New 7th Grade TEKS 2013-14 2014-15 Current TEKS New 8th Grade TEKS


7.13A calculate the sales tax for a given purchase and calculate income tax for earned wages

None

7.13B 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 compromises of the total budget

None

7.13C create and organize a financial assets and liabilities record and construct a net worth statement

None

7.13D use a family budget estimator to determine to determine the minimum household budget and average hourly wage needed for a family to meet its basic needs in the student’s city or another large city nearby

None

7.13E calculate and compare simple interest and compound interest earnings

8.12D calculate and compare simple interest and compound interest earnings


7.13F analyze and compare monetary incentives, including sales, rebates, and coupons

8.12C explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time

7th Grade – Deleted Content

7.1A compare and order integers and positive rational numbers 7.1B convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with calculator 7.1C represent squares and square roots using geometric models 7.2A represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers 7.2C use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers, and connect the actions to algorithms 7.2E simplify numerical expressions involving order of operations and exponents 7.4C 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 7.6A use angle measurements to classify pairs of angles as complementary or supplementary 7.6B use properties to classify triangles and quadrilaterals 7.6C use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders 7.7A locate and name points on a coordinate plane using ordered pair integers 7.7B graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane 7.8A sketch three-dimensional figures when given the top, side, and front views 7.8B make a net (two-dimensional model) of the surface area of a three-dimensional figure 7.8C geometric concepts and properties to solve problems in fields such as art or architecture 7.9B connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders 7.11A 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 7.12A describe a set of data using mean, median, mode, and range 7.12B choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation

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