Skip to main content
Texas Standards

7th Grade Math TEKS

All 50 Texas math standards for 7th grade, each explained in plain English. The official wording is one click away under each one.

50 standards

Mathematical process standards

7 standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding.
7.1(A)
Put math to work on real problems at home, in the community and on the job, like figuring a restaurant tip.
Official wording
apply mathematics to problems arising in everyday life, society, and the workplace;
7.1(B)
Work through a problem by studying the information, making a plan, solving, backing up the answer and asking if it is reasonable.
Official wording
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;
7.1(C)
Pick fitting tools and methods, like a protractor, a calculator, mental math or estimation, to solve a problem.
Official wording
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;
7.1(D)
Communicate math ideas and what they mean with symbols, diagrams, graphs and words, like a proportional relationship shown as a graph and an equation.
Official wording
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
7.1(E)
Build tables, diagrams and other models to organize and share math work, like a tree diagram for a probability problem.
Official wording
create and use representations to organize, record, and communicate mathematical ideas;
7.1(F)
Analyze how math ideas connect and use those connections to explain thinking, like linking unit rates to the constant of proportionality.
Official wording
analyze mathematical relationships to connect and communicate mathematical ideas; and
7.1(G)
Present and justify math arguments clearly in speech or writing using precise terms, like proportional, probability and coefficient.
Official wording
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Number and operations

3 standards
The student applies mathematical process standards to represent and use rational numbers in a variety of forms.
7.2
Use a Venn diagram or similar picture to show how whole numbers, integers and rational numbers fit inside one another.
Official wording
extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers.
The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions.
7.3(A)
Add, subtract, multiply and divide fractions, decimals and negative numbers quickly and accurately, like -3/4 × 2/3 = -1/2.
Official wording
add, subtract, multiply, and divide rational numbers fluently; and
7.3(B)
Solve problems with all four operations on positive and negative fractions and decimals, like the change in temperature from -4.5° to 12°.
Official wording
apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers.

Proportionality

17 standards
The student applies mathematical process standards to represent and solve problems involving proportional relationships.
7.4(A)
Show a constant rate in pictures, tables, words, numbers, graphs and equations, including distance equals rate times time, d = rt.
Official wording
represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt;
7.4(B)
Find unit rates from given rates, like 150 miles in 3 hours is 50 miles per hour or $4.50 for 3 pounds is $1.50 a pound.
Official wording
calculate unit rates from rates in mathematical and real-world problems;
7.4(C)
Find the constant of proportionality, k = y/x, in math and real problems, like k = 8 when 5 hours of work pays $40.
Official wording
determine the constant of proportionality (k = y/x) within mathematical and real-world problems;
7.4(D)
Solve ratio, rate and percent problems, including multi-step percent increase and decrease and money problems like a discount plus tax.
Official wording
solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems; and
7.4(E)
Convert between customary and metric units using proportions and unit rates, like changing 5 miles to about 8 kilometers.
Official wording
convert between measurement systems, including the use of proportions and the use of unit rates.
The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships.
7.5(A)
Describe what makes shapes similar, like equal angles and side lengths that grow by the same ratio within and between the shapes.
Official wording
generalize the critical attributes of similarity, including ratios within and between similar shapes;
7.5(B)
Explain that π is what you get when you divide any circle's circumference by its diameter, about 3.14.
Official wording
describe π as the ratio of the circumference of a circle to its diameter; and
7.5(C)
Solve problems with similar shapes and scale drawings, like finding a room's real length from a floor plan where 1 inch means 4 feet.
Official wording
solve mathematical and real-world problems involving similar shape and scale drawings.
The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships.
7.6(A)
Map out every possible outcome of one or more events with an organized list or tree diagram, like flipping a coin and rolling a die.
Official wording
represent sample spaces for simple and compound events using lists and tree diagrams;
7.6(B)
Choose and run simulations, with or without technology, to model single and combined events, like using a spinner or a random number app.
Official wording
select and use different simulations to represent simple and compound events with and without technology;
7.6(C)
Use results from experiments to make predictions and solve problems about single and combined events, like 18 heads in 40 flips.
Official wording
make predictions and determine solutions using experimental data for simple and compound events;
7.6(D)
Use theoretical probability to predict outcomes and solve problems for single and combined events, like expecting about 50 sixes in 300 rolls.
Official wording
make predictions and determine solutions using theoretical probability for simple and compound events;
7.6(E)
Find the probability of an event and of it not happening, and explain why they add up to 1, like 1/6 and 5/6 for rolling a 3.
Official wording
find the probabilities of a simple event and its complement and describe the relationship between the two;
7.6(F)
Draw conclusions about a whole group from a random sample, like estimating how many students in the school prefer pizza from a survey of 50.
Official wording
use data from a random sample to make inferences about a population;
7.6(G)
Solve problems with bar graphs, dot plots and circle graphs, comparing parts to the whole and parts to each other, like 25% of a circle graph.
Official wording
solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents;
7.6(H)
Make and compare predictions from simple experiments, both general ones and ones with numbers, like how often a spinner will land on red.
Official wording
solve problems using qualitative and quantitative predictions and comparisons from simple experiments; and
7.6(I)
Find experimental and theoretical probabilities for single and combined events from data and lists of outcomes, like rolling a sum of 7.
Official wording
determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces.

Expressions, equations, and relationships

14 standards
The student applies mathematical process standards to represent linear relationships using multiple representations.
7.7
Describe a linear relationship with words, a table, a graph and an equation that reduces to y = mx + b, like a $20 fee plus $5 per hour.
Official wording
represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b.
The student applies mathematical process standards to develop geometric relationships with volume.
7.8(A)
Use models to show that a rectangular pyramid holds one third the volume of a prism with the same base and height, and link this to the formulas.
Official wording
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;
7.8(B)
Explain in words and symbols why a triangular pyramid holds one third the volume of a triangular prism with the same base and height, tied to the formulas.
Official wording
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
7.8(C)
Use models, like cutting a circle into wedges, to estimate the formulas for a circle's circumference and area and connect them to the real formulas.
Official wording
use models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas.
The student applies mathematical process standards to solve geometric problems.
7.9(A)
Find the volume of rectangular and triangular prisms and pyramids to solve problems, like how much sand fills a pyramid-shaped mold.
Official wording
solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids;
7.9(B)
Find the circumference and area of circles, like the distance around and space inside a circular garden with a 6-foot radius.
Official wording
determine the circumference and area of circles;
7.9(C)
Find the area of shapes built from squares, rectangles, triangles, trapezoids, parallelograms, semicircles and quarter circles, like a room with a rounded end.
Official wording
determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles; and
7.9(D)
Use a solid's net to find the lateral and total surface area of rectangular and triangular prisms and pyramids, like wrapping a gift box.
Official wording
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.
The student applies mathematical process standards to use one-variable equations and inequalities to represent situations.
7.10(A)
Write a two-step equation or inequality to show a rule or limit in a problem, like 3x + 10 ≤ 40 for a budget of $40.
Official wording
write one-variable, two-step equations and inequalities to represent constraints or conditions within problems;
7.10(B)
Graph the solutions of two-step equations and inequalities on a number line, like a closed dot at 4 and an arrow left for x ≤ 4.
Official wording
represent solutions for one-variable, two-step equations and inequalities on number lines; and
7.10(C)
Make up a real-world story that matches a given two-step equation or inequality, like a phone plan for 15x + 20 = 95.
Official wording
write a corresponding real-world problem given a one-variable, two-step equation or inequality.
The student applies mathematical process standards to solve one-variable equations and inequalities.
7.11(A)
Use models such as algebra tiles to solve two-step equations and inequalities, like 2x + 5 = 17 or 3x - 4 > 11.
Official wording
model and solve one-variable, two-step equations and inequalities;
7.11(B)
Test whether given numbers make a two-step equation or inequality true, like checking if x = 4 works in 3x + 2 = 14.
Official wording
determine if the given value(s) make(s) one-variable, two-step equations and inequalities true; and
7.11(C)
Write and solve equations about angles, like using the 180° sum of a triangle or supplementary angles to find a missing angle.
Official wording
write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships.

Measurement and data

3 standards
The student applies mathematical process standards to use statistical representations to analyze data.
7.12(A)
Compare two sets of number data with side-by-side dot plots or box plots by looking at their shapes, centers and spreads.
Official wording
compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads;
7.12(B)
Use a fair random sample to estimate something about a larger population, like predicting the number of broken bulbs in a shipment.
Official wording
use data from a random sample to make inferences about a population; and
7.12(C)
Compare two groups using random samples from each, making informal judgments about how they differ, like the reading habits of 7th and 8th graders.
Official wording
compare two populations based on data in random samples from these populations, including informal comparative inferences about differences between the two populations.

Personal financial literacy

6 standards
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.
7.13(A)
Figure the sales tax on a purchase and the income tax owed on money earned from a job.
Official wording
calculate the sales tax for a given purchase and calculate income tax for earned wages;
7.13(B)
List the parts of a personal budget, such as income, taxes, savings goals and fixed and variable costs, and find what percent of the total each part is.
Official wording
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;
7.13(C)
Make a record of what you own and what you owe and use it to build a net worth statement.
Official wording
create and organize a financial assets and liabilities record and construct a net worth statement;
7.13(D)
Use a family budget tool to find the least a family must spend and earn per hour to cover basic needs in their city or a big city nearby.
Official wording
use a family budget estimator 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;
7.13(E)
Calculate and compare earnings from simple and compound interest, like $1,000 saved at 5% for 3 years.
Official wording
calculate and compare simple interest and compound interest earnings; and
7.13(F)
Analyze and compare money-saving offers like sales, rebates and coupons to find which one saves the most.
Official wording
analyze and compare monetary incentives, including sales, rebates, and coupons.

The official Texas documents

Texas Essential Knowledge and Skills for Mathematics, 19 Texas Administrative Code Chapter 111, adopted by the Texas State Board of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.