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 Self-Check QuizzesMathematics: Applications and Connections
Course 2 © 1999
Self-Check Quizzes
randomly generate a self-grading quiz
correlated to each lesson in your textbook. Hints are available
if you
need extra help. Immediate feedback that includes specific
page
references allows you to review lesson skills. Choose your
chapter and
lesson from the list below.
Texas Essential Knowledge and Skills for Mathematics
Grade 7 MAC 2, 1999
Released
TAKS Tests and End-of-Course Examinations
| Grade 7 |
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7.1 Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: |
|
| 7.1.A |
compare and order integers and positive rational numbers; |
2-1, 4-10, 5-2 |
| 7.1.B |
convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator; and |
2-7, 4-6, 4-7, 8-5,
8-6, 8-7 |
| 7.1.C |
represent squares and square roots using geometric models. |
10-1 |
|
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: |
|
| 7.2.A |
represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers; |
2-4, 2-6, 7-4, 7-5, 7-7,
7-8, 7-9 |
| 7.2.B |
use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; |
2-3, 2-4, 2-5,
2-6, 2-8, 7-2,
7-3, 7-4,
7-5, 7-7,
7-8, 7-9 |
| 7.2.C |
use models to add, subtract, multiply, and divide integers and connect the actions to algorithms; |
5-4, 5-5, 5-6, 5-7
|
| 7.2.D |
use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio; |
2-6, 4-5, 8-1,
8-2, 8-3, 8-4,
8-9
|
| 7.2.E |
simplify numerical expressions involving order of operations and exponents; |
1-2, 1-3, 1-4, 2-9
|
| 7.2.F |
select and use appropriate operations to solve problems and justify the selections; and |
1-1, 1-2, 1-5, 6-3, 6-4
|
| 7.2.G |
determine the reasonableness of a solution to a problem. |
7-1, 10-2, 11-1
|
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7.3 Patterns, relationships, and algebraic thinking. The student solves problems involving proportional relationships. The student is expected to: |
|
| 7.3.A |
estimate and find solutions to application problems involving percent; and |
11-1, 11-2, 11-5, 11-6, 11-7
|
| 7.3.B |
estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units. |
8-2, 8-4, 8-8,
8-9, 9-3, 11-5
|
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7.4 Patterns, relationships, and algebraic thinking. The student represents a relationship in numerical, geometric, verbal, and symbolic form.. The student is expected to: |
|
| 7.4.A |
generate formulas involving conversions, perimeter, area, circumference, volume, and scaling; |
1-7, 7-6,
7-7, 8-4, 10-5, 10-6, 12-2, 12-3, 12-4, 12-5
|
| 7.4.B |
graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; and |
6-6
|
| 7.4.C |
describe the relationship between the terms in a sequence and their positions in the sequence. |
4-3;
MAC3:
7-5 |
|
7.5 Patterns, relationships, and algebraic thinking. The student uses equations to solve problems. The student is expected to: |
|
| 7.5.A |
use concrete models to solve equations and use symbols to record the actions; and |
6-1, 6-2
|
| 7.5.B |
formulate a possible problem situation when given a simple equation. |
6-4
|
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7.6 Geometry and spatial reasoning. The student compares and classifies shapes and solids using geometric vocabulary and properties. The student is expected to |
|
| 7.6.A |
use angle measurements to classify pairs of angles as complementary or supplementary; |
9-1
|
| 7.6.B |
use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles; |
9-2, 9-4
|
| 7.6.C |
use properties to classify solids, including pyramids, cones, prisms, and cylinders; and |
MAC1:10-4
|
| 7.6.D |
use critical attributes to define similarity. |
9-3;
MAC1:
9-6 |
|
7.7 Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. |
|
| 7.7.A |
locate and name points on a coordinate plane using ordered pairs of integers; and |
5-3, 6-7
|
| 7.7.B |
graph translations on a coordinate plane. |
5-8
|
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7.8 Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to: |
|
| 7.8.A |
sketch a solid when given the top, side, and front views; |
12-1
|
| 7.8.B |
make a net (two-dimensional model) of the surface area of a solid; and |
12-4
|
| 7.8.C |
use geometric concepts and properties to solve problems in fields such as art and architecture. |
9-3,
10-1,
12-1,
12-2,
12-3,
12-4;
MAC3:
5-7 |
| 7.9 |
Measurement. The student solves application problems involving estimation and measurement. The student is expected to estimate measurements and solve application problems involving length (including perimeter and circumference), area, and volume. |
1-7, 7-6,
7-7, 10-4,
10-5, 10-6,
12-2, 12-3,
12-4, 12-5
|
|
7.10 Probability and statistics. The student recognizes that a physical or mathematical model can be used to describe the probability of real-life events. The student is expected to: |
|
| 7.10.A |
construct sample spaces for compound events (dependent and independent); and |
13-2, 13-3
|
| 7.10.B |
find the approximate probability of a compound event through experimentation. |
13-1
|
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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: |
|
| 7.11.A |
select and use an appropriate representation for presenting collected data and justify the selection; and |
MAC1:
2-3 |
| 7.11.B |
make inferences and convincing arguments based on an analysis of given or collected data.
|
1-1, 3-2,
3-3, 3-4,
3-5, 3-6,
3-7, 6-6,
11-4, 13-2,
13-3, 13-4
|
|
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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:
|
|
| 7.12.A |
describe a set of data using mean, median, mode, and range; and
|
3-1, 3-4
|
| 7.12.B |
choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation.
|
3-7
|
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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:
|
|
| 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;
|
1-1, 3-1,
3-2, 3-3,
3-7, 8-4
|
| 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;
|
1-1
|
| 7.13.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
|
1-1, 4-9, 8-2, 10-3, 11-5, 13-3,
13-5
|
| 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.
|
1-1, 1-2,
1-3, 1-6,
2-2, 2-3,
2-4, 2-6,
5-4, 5-5,
5-7, 6-1,
6-2, 6-5,
7-1, 10-2,
11-1
|
|
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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:
|
|
| 7.14.A |
communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and
|
1-1, 1-2,
1-3, 2-4,
2-8, 3-2,
3-7, 5-3,
5-4, 5-7,
6-1,
6-4, 6-6,
7-5, 7-6,
8-4, 9-1,
10-4, 11-3
|
| 7.14.B |
evaluate the effectiveness of different representations to communicate ideas.
|
2-9, 3-7
|
|
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7.15 Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to:
|
|
| 7.15.A |
make conjectures from patterns or sets of examples and nonexamples; and
|
1-6, 3-2,
4-1, 4-3,
9-5, 11-4
|
| 7.15B |
validate his/her conclusions using mathematical properties and relationships.
|
1-6, 3-7,
4-1, 4-2,
4-3, 7-8,
8-3, 8-4,
9-1, 9-2,
9-3, 9-4,
9-5, 9-6,
9-7, 10-3
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• Chapter 1