Side-By-Side Teks Comparison Grade 7

SIDE-BY-SIDE TEKS COMPARISON
GRADE 7
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©2013 Texas Education Agency All Rights Reserved 2013
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-By-Side TEKS Comparison
Grade 7 – Mathematics
Old TEKS Current TEKS (2012) Supporting Information Notes
(a) Introduction. (a) Introduction. The definition of a well-balanced mathematics

(1) Within a well-balanced mathematics (1) The desire to achieve educational curriculum has expanded to include the CCRS.
curriculum, the primary focal points at excellence is the driving force behind the A focus on mathematical fluency and solid
Grade 7 are using direct proportional Texas essential knowledge and skills for understanding allows for rich exploration of
relationships in number, geometry, mathematics, guided by the college and the primary focal points.
measurement, and probability; applying career readiness standards. By embedding
addition, subtraction, multiplication, and statistics, probability, and finance, while
division of decimals, fractions, and focusing on computational thinking,
integers; and using statistical measures to mathematical fluency and solid
describe data understanding, Texas will lead the way in
mathematics education and prepare all
Texas students for the challenges they will
face in the 21st century.
(a) Introduction. (a) Introduction. The 2012 paragraph that highlights more
(2) Throughout mathematics in Grades 6- (3) The primary focal areas in Grade 7 are specifics about grade 7 mathematics content
8, students build a foundation of basic number and operations; proportionality; follows the paragraph about the
understandings in number, operation, and expressions, equations, and relationships; mathematical process standards. This
quantitative reasoning; patterns, and measurement and data. Students use supports the notion that the TEKS should be
relationships, and algebraic thinking; concepts, algorithms, and properties of learned in a way that integrates the
geometry and spatial reasoning; rational numbers to explore mathematical mathematical process standards in an effort
measurement; and probability and relationships and to describe increasingly to develop fluency.
statistics. Students use concepts, complex situations. Students use concepts
algorithms, and properties of rational of proportionality to explore, develop, and
numbers to explore mathematical communicate mathematical relationships, The 2012 paragraph has been updated to
relationships and to describe increasingly including number, geometry and align to the 2012 grade 7 mathematics TEKS.
complex situations. Students use algebraic measurement, and statistics and
thinking to describe how a change in one probability. Students use algebraic
quantity in a relationship results in a thinking to describe how a change in one
change in the other; and they connect quantity in a relationship results in a
verbal, numeric, graphic, and symbolic change in the other. Students connect
representations of relationships. Students verbal, numeric, graphic, and symbolic
use geometric properties and representations of relationships, including
relationships, as well as spatial reasoning, equations and inequalities. Students use
to model and analyze situations and solve geometric properties and relationships, as
problems. Students communicate well as spatial reasoning, to model and
information about geometric figures or analyze situations and solve problems.
situations by quantifying attributes, Students communicate information about
generalize procedures from measurement geometric figures or situations by
experiences, and use the procedures to quantifying attributes, generalize
solve problems. Students use appropriate procedures from measurement
statistics, representations of data, experiences, and use the procedures to
reasoning, and concepts of probability to solve problems. Students use appropriate
draw conclusions, evaluate arguments, statistics, representations of data, and
and make recommendations. reasoning to draw conclusions, evaluate
arguments, and make recommendations.
While the use of all types of technology is
important, the emphasis on algebra
readiness skills necessitates the
implementation of graphing technology.
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison 1
(a) Introduction. (2) The process standards describe ways in This 2012 paragraph occurs second in the
(3) Problem solving in meaningful contexts, which students are expected to engage in the Revised TEKS (2012) instead of third as in the
language and communication, content. The placement of the process current TEKS. This highlights the continued
connections within and outside standards at the beginning of the knowledge emphasis on process skills that now continue
mathematics, and formal and informal and skills listed for each grade and course is from Kindergarten through high school
reasoning underlie all content areas in intentional. The process standards weave the mathematics.
mathematics. Throughout other knowledge and skills together so that
mathematics in Grades 6-8, students students may be successful problem solvers
use these processes together with and use mathematics efficiently and The language of this 2012 introductory
graphing technology and other effectively in daily life. The process standards paragraph is very similar to the Mathematical
mathematical tools such as are integrated at every grade level and process standards strand within the Revised
manipulative materials to develop course. When possible, students will apply TEKS (2012).
conceptual understanding and solve mathematics to problems arising in everyday
problems as they do mathematics. life, society, and the workplace. Students will This 2012 introductory paragraph includes
use a problem-solving model that generalization and abstraction with the text
incorporates analyzing given information, from 7(1)(C).
formulating a plan or strategy, determining a
solution, justifying the solution, and This 2012 introductory paragraph states,
evaluating the problem-solving process and “students will use mathematical relationships
the reasonableness of the solution. Students to generate solutions and make connections
will select appropriate tools such as real and predictions” instead of the text from
objects, manipulatives, algorithms, paper and 7(1)(E).
pencil, and technology and techniques such as
mental math, estimation, number sense, and
generalization and abstraction to solve
problems. Students will effectively
communicate mathematical ideas, reasoning,
and their implications using multiple
representations such as symbols, diagrams,
graphs, computer programs, and language.
Students will use mathematical relationships
to generate solutions and make connections
and predictions. Students will analyze
mathematical relationships to connect and
communicate mathematical ideas. Students
will display, explain, or justify mathematical
ideas and arguments using precise
mathematical language in written or oral
communication.
(4) Statements that contain the word
"including" reference content that must be
mastered, while those containing the phrase
"such as" are intended as possible illustrative
examples.
Old TEKS – Number, Operation, and
Current TEKS (2012) Supporting Information Notes
Quantitative Reasoning Strand
7(1)(A) Number, operation, and
quantitative reasoning. The student
represents and uses numbers in a variety of The content of this SE was moved to grade 6:
– equivalent forms. Number and operations

6(2)(C)
The student is expected to compare and 6(2)(D)
order integers and positive rational
numbers.
7(1)(B) Number, operation, and
represents and uses numbers in a variety of
The content of this SE was moved to grade 6:
equivalent forms.
– The student is expected to convert
Number and operations
6(4)(G)
between fractions, decimals, whole
numbers, and percents mentally, on
paper, or with a calculator.
7(1)(C) Number, operation, and
represents and uses numbers in a variety of
– equivalent forms.
8(2)(B)
The student is expected to represent
squares and square roots using geometric
models.
7(2)(A) Number, operation, and The content of this SE was moved to grade 5
quantitative reasoning. The student adds, and grade 6:
subtracts, multiplies, or divides to solve Number and operations
problems and justify solutions. 5(3)(I)
– The student is expected to represent

5(3)(J)
5(3)(L)
multiplication and division situations Number and operations
involving fractions and decimals with 6(3)(A)
models, including concrete objects,
pictures, words, and numbers.
The current SE was separated into two SEs
within the Revised TEKS (2012).
The addition, subtraction, multiplication, and

7(3)(A) Number and operations. The student division of rational numbers include fractions
applies mathematical process standards to add, and decimals. In the Revised TEKS (2012)
subtract, multiply, and divide while solving students are expected to be fluent with
problems and justifying solutions. multiplying and dividing positive rational
numbers and integers in grade with 6 6(3)(E)
The student is expected to add, subtract, and 6(3)(D).
multiply, and divide
When paired with revised SE 7(1)(A) and
7(3)(B), the expectation is that students solve
problems.
The revised SE extends to include the addition,

subtraction, multiplication, and division of both
positive and negative rational numbers
including percents and integers.
+ 7(2)(B) Number, operation, and
quantitative reasoning. The student adds, rational numbers fluently. The word “fluently” as been added. “Procedural
subtracts, multiplies, or divides to solve fluency refers to knowledge of procedures,
problems and justify solutions. knowledge of when and how to use them
appropriately, and skill in performing them
The student is expected to use addition, flexibly, accurately, and efficiently” (National
subtraction, multiplication, and division to Research Council, 2001, p. 121)
solve problems involving fractions and 7(3)(B) Number and operations. The student
The current SE was separated into two SEs
decimals. applies mathematical process standards to add,
within the Revised TEKS (2012).
subtract, multiply, and divide while solving
problems and justifying solutions.
The phrase “apply and extend previous
understandings of operations” refers to
The student is expected to apply and
applying the algorithms for operations with
extend previous understandings of
integers and operations with fractions and
operations to solve problems using
decimals to perform operations with rational
addition, subtraction, multiplication, and
numbers.
division
The revised SE extends to include the addition,
subtraction, multiplication, and division of both
of rational numbers.
positive and negative rational numbers
including percents and integers.
7(2)(C) Number, operation, and
quantitative reasoning. The student adds,
subtracts, multiplies, or divides to solve
problems and justify solutions. The content of this SE was moved to grade 6:
– The student is expected to use models,

6(3)(C)
such as concrete objects, pictorial models,
and number lines, to add, subtract,
multiply, and divide integers and connect
the actions to algorithms.
7(2)(D) Number, operation, and Examples of unit rates in mathematical and
7(4)(B) Proportionality. The student applies
quantitative reasoning. The student adds, real-world problems include those involving
mathematical process standards to represent
subtracts, multiplies, or divides to solve speed, density, price, measurements in recipes,
and solve problems involving proportional
problems and justify solutions. and student-teacher ratios considering this
 The student is expected to use division to
relationships.
The student is expected to calculate unit

ratio as a rate of students to teachers.
find unit rates and ratios in proportional The phrase “calculate unit rates from rates” is
rates from rates in mathematical and real-
relationships such as speed, density, price, more concise than “use division to find unit
world problems.
recipes, and student-teacher ratio. rates and ratios.”
7(2)(E) Number, operation, and
subtracts, multiplies, or divides to solve The content of this SE was moved to grade 6:
– problems and justify solutions. Expressions, equations, and relationships

6(7)(A)
The student is expected to simplify
numerical expressions involving order of
operations and exponents.
7(1)(B) Mathematical process standards.
The student uses mathematical processes to
7(2)(F) Number, operation, and acquire and demonstrate mathematical
quantitative reasoning. The student adds, understanding.
subtracts, multiplies, or divides to solve
The content of the current SE has been
 problems and justify solutions.
The student is expected to select and use

The student is expected to use a problem-
solving model that incorporates analyzing
given information, formulating a plan or
subsumed within revised SE 7(1)(B).
appropriate operations to solve problems strategy, determining a solution, justifying

and justify the selections. the solution, and evaluating the problem-
solving process and the reasonableness of
the solution.
7(1)(B) Mathematical process standards.
The student uses mathematical processes to
acquire and demonstrate mathematical
7(2)(G) Number, operation, and
understanding.
subtracts, multiplies, or divides to solve The content of the current SE has been
 problems and justify solutions.
solving model that incorporates analyzing
given information, formulating a plan or
subsumed within revised SE 7(1)(B).
The student is expected to determine the

strategy, determining a solution, justifying
reasonableness of a solution to a problem.
the solution, and evaluating the problem-
solving process and the reasonableness of
the solution.
7(2) Number and operations. The student
applies mathematical process standards to
represent and use rational numbers in a variety
Subsets of rational numbers include counting
of forms.
numbers, whole numbers, and integers.
+ The student is expected to extend
A Venn diagram is an applicable visual
previous knowledge of sets and subsets
representation.
using a visual representation to describe
relationships between sets of rational
numbers.
Old TEKS – Patterns, Relationships,
and Algebraic Thinking Strand
7(4)(D) Proportionality. The student applies
7(3)(A) Patterns, relationships, and mathematical process standards to represent
Specificity has been added regarding the types
algebraic thinking. The student solves and solve problems involving proportional
of percent problems with “multi-step problems
problems involving direct proportional relationships.
involving percent increase and percent
 relationships.
The student is expected to estimate and

The student is expected to solve problems
involving ratios, rates, and percents,
decrease.” These applications may include tax,
tip, discount, markup, simple interest, and
commission.
find solutions to application problems including multi-step problems involving
involving percent. percent increase and percent decrease,
and financial literacy problems.
relationships.
7(3)(B) Patterns, relationships, and
The current SE has been separated into two
algebraic thinking. The student solves
The student is expected to solve problems SEs.
problems involving direct proportional
involving ratios, rates, and percents,
relationships.
including multi-step problems involving Revised SE 7(4)(D) focuses on solving
percent increase and percent decrease, problems involving ratios, rates, and percents
 The student is expected to estimate and
find solutions to application problems
involving proportional relationships such
and financial literacy problems.
7(5)(C) Proportionality. The student applies
in addition to financial literacy problems.
mathematical process standards to use

as similarity, scaling, unit costs, and
geometry to describe or solve problems Revised SE 7(5)(C) focuses on solving
related measurement units.
involving proportional relationships. problems involving similar figures and scale
drawings.
The student is expected to solve
mathematical and real-world problems
involving similar shape and scale
drawings.
Specificity has been added regarding
7(8)(C) Expressions, equations, and circumference and area of a circle. Content
7(4)(A) Patterns, relationships, and relationships. The student applies related to this SE was moved from grade 6 in
algebraic thinking. The student represents a mathematical process standards to develop the current SE 6(6)(C) and 6(8)(A). This
relationship in numerical, geometric, verbal, geometric relationships with volume. concept is extended in grade 8 to determine
and symbolic form. volume of cylinders and cones.
 The student is expected to generate

formulas involving unit conversions within
The student is expected to use models to
determine the approximate formulas for
the circumference and area of a circle and
Specificity has been added regarding graphing
relationships and applying multiple
the same system (customary and metric), connect the models to the actual formulas. representations to those relationships with
perimeter, area, circumference, volume, constant rates of change.
and scaling.
7(4)(A) Proportionality. The student applies
mathematical process standards to represent Content of these SEs related to unit
and solve problems involving proportional conversions, perimeter, area, and volume was
7(4)(B) Patterns, relationships, and relationships. moved to grade 6:
algebraic thinking. The student represents a Proportionality
relationship in numerical, geometric, verbal, The student is expected to represent 6(4)(H)
and symbolic form. constant rates of change in mathematical Expressions, equations, and relationships
and real-world problems given pictorial, 6(8)(B)
The student is expected to graph data to tabular, verbal, numeric, graphical, and 6(8)(C)
demonstrate relationships in familiar algebraic representations, including d=rt. 6(8)(D)
concepts such as conversions, perimeter,
area, circumference, volume, and scaling.
7(4)(C) Patterns, relationships, and
algebraic thinking. The student represents a
relationship in numerical, geometric, verbal,
and symbolic form.
Expressions, equations, and relationships
– The student is expected to use words and
6(6)(B)
symbols to describe the relationship
between the terms in an arithmetic
sequence (with a constant rate of change)
and their positions in the sequence.
This represents the separation of the current
7(11)(A) Expressions, equations, and
7(5)(A) into component parts that are
relationships. The student applies
7(5)(A) Patterns, relationships, and developed in grades 6 through 8. Equations and
mathematical process standards to solve one-
algebraic thinking. The student uses inequalities should include rational number
variable equations and inequalities.
equations to solve problems. coefficients and constants.
+ The student is expected to model and
This SE is extended into revised SE 7(10)(B)
The student is expected to use concrete solve one-variable, two-step equations
where students are asked to represent the
and pictorial models to solve equations solutions on number lines.
and use symbols to record the actions.
and inequalities.
The revised SE extends to include inequalities.

relationships. The student applies This represents the separation of the current
mathematical process standards to use one- 7(5)(B) into component parts that are
variable equations and inequalities to represent developed in grades 6 through 8. Problems
situations.
may come from everyday life, society, the
workplace, including the application of
The student is expected to write one-
variable, two-step equations and mathematical concepts such as measurement.
inequalities to represent constraints or
7(5)(B) Patterns, relationships, and conditions within problems.
algebraic thinking. The student uses The revised SE extends to include inequalities.
equations to solve problems.
+ Constraints or conditions may be indicated by
words such as “minimum” or “maximum.”
The student is expected to formulate Students will need to determine if the value in
problem situations when given a simple the solution is part of the solution set or not.
equation and formulate an equation when 7(10)(C) Expressions, equations, and
given a problem situation. relationships. The student applies
mathematical process standards to use one- This represents the separation of the current
variable equations and inequalities to represent 7(5)(B) into component parts that are
situations. developed in grades 6 through 8.
The student is expected to write a

corresponding real-world problem given a
one-variable, two-step equation or
inequality. The revised SE includes inequalities.
relationships.
The constant of proportionality may be a
+ positive rational number.
The student is expected to determine the
constant of proportionality (k = y/x)
within mathematical and real-world
problems.
Students are expected to convert between the
standard and metric measurement systems
rather than within one of the measurement
7(4)(E) Proportionality. The student applies
systems.
Students are expected to perform these
relationships.
conversions using proportions and using unit
+ rates. For example, when converting 12 inches
The student is expected to convert
into its equivalent length in centimeters, a
between measurement systems, including
student may write and solve the proportion 12
the use of proportions and the use of unit
in/x cm = 1 in/2.54 cm or the student may
rates.
multiply 12 inches by the unit conversion rate
of 2.54 cm/in. This is found in the current SE
8(2)(D).
7(7) Expressions, equations, and
Revised SE 7(7)(A) is a building block for
Revised SEs 8(5)(B) and 8(5)(I).
linear relationships using multiple
representations.
+ Equations should include rational number
coefficients and constants.
The student is expected to represent linear
relationships using verbal descriptions,
tables, graphs, and equations that simplify
to the form y = mx + b.
7(10)(B) Expressions, equations, and
mathematical process standards to use one-
variable equations and inequalities to represent This SE extends revised SE 6(9)(B) to include
situations. one-variable, two-step equations and
+ inequalities and connects to 7(5)(A) and
The student is expected to represent 7(5)(B).
solutions for one-variable, two-step
equations and inequalities on number
lines.
This SE makes explicit the meaning of a
solution to an equation or an inequality.
variable equations and inequalities.
+ This SE extends revised SE 6(10)(B) to include
one-variable, two-step equations and
The student is expected to determine if
inequalities and connects to 7(5)(A) and
the given value(s) make(s) one-variable,
7(5)(B).
two-step equations and inequalities true.
7(11)(C) Expressions, equations, and
This SE extends revised SE 6(10)(A) to include
variable equations and inequalities
one-variable, two-step equations related to
+ The student is expected to write and solve
these specific applications and may include
concepts developed in 6(8)(A) and 4(7)(E) as
equations using geometry concepts,
contexts.
including the sum of the angles in a
triangle, and angle relationships.
Old TEKS – Geometry and Spatial
Reasoning Strand
7(6)(A) Geometry and spatial reasoning.
The student compares and classifies two- and
three-dimensional figures using geometric The content of this SE was moved to grade 4:
– vocabulary and properties. Geometry and measurement

4(7)(E)
The student is expected to use angle
measurements to classify pairs of angles
as complementary or supplementary.
7(6)(B) Geometry and spatial reasoning.
three-dimensional figures using geometric
– vocabulary and properties.
Geometry and measurement
5(5)(A)
The student is expected to use properties
to classify triangles and quadrilaterals.
7(6)(C) Geometry and spatial reasoning.
three-dimensional figures using geometric
vocabulary and properties.
– The student is expected to use properties
3(6)(A)
to classify three-dimensional figures,
including pyramids, cones, prisms, and
cylinders.
7(5)(A) Proportionality. The student applies
7(6)(D) Geometry and spatial reasoning. mathematical process standards to use
The student compares and classifies two- and geometry to describe or solve problems
three-dimensional figures using geometric involving proportional relationships.
 vocabulary and properties.
The student is expected to generalize the
Specificity has been added with the inclusion of
the ratios within and between similar shapes.
The student is expected to use critical critical attributes of similarity, including
attributes to define similarity. ratios within and between similar shapes.

The student uses coordinate geometry to The content of this SE and the current 8(7)(D)
describe location on a plane. has moved to grade 6:
– The student is expected to locate and
Measurement and data
6(11)(A)
name points on a coordinate plane using
ordered pairs of integers.
7(7)(B) Geometry and spatial reasoning.
The student uses coordinate geometry to
describe location on a plane. The content of this SE was moved to grade 8:
– The student is expected to graph

Two-dimensional shapes
8(10)(A)
reflections across the horizontal or vertical 8(10)(C)
axis and graph translations on a
coordinate plane.
The student uses geometry to model and
describe the physical world.
– The student is expected to sketch three-
This skill is not included within the Revised
TEKS (2012).
dimensional figures when given the top,
side, and front views.
Old TEKS – Geometry and Spatial
Reasoning Strand
This skill is not included explicitly within the
7(8)(B) Geometry and spatial reasoning. Revised TEKS (2012). In grade 7 with 7(9)(D),
The student uses geometry to model and students are expected to solve problems
describe the physical world. involving the lateral and total surface area of a
– The student is expected to make a net
rectangular prism, rectangular pyramid,
triangular prism, and triangular pyramid by
(two-dimensional model) of the surface determining the area of the shape’s net.
area of a three-dimensional figure. Students may or may not be expected to make
the net of a three-dimensional figure.
7(8)(C) Geometry and spatial reasoning.
The student uses geometry to model and
describe the physical world. This is subsumed within 7(1)(A) as art and
– The student is expected to use geometric
architecture form examples of everyday life,
society, and the workplace.
concepts and properties to solve problems
in fields such as art and architecture.
geometry to describe or solve problems
involving proportional relationships. This SE was moved to grade 7 from the current
+ grade 6 SE 6(6)(C).
The student is expected to describe π as
the ratio of the circumference of a circle to
its diameter.
Old TEKS – Measurement Strand Current TEKS (2012) Supporting Information Notes

mathematical process standards to solve
geometric problems.
The current SE has been separated into two
7(9)(A) Measurement. The student solves
SEs. One focuses on circles while the other
application problems involving estimation and The student is expected to determine the
circumference and area of circles. focuses on composite figures including
measurement.
semicircles and quarter circles. The
7(9)(C) Expressions, equations, and
 The student is expected to estimate
measurements and solve application
development of these formulas takes place
within revised SE 7(8)(C).
problems involving length (including geometric problems.
7(9)(C) adds specificity to the current SE with
perimeter and circumference) and area of
the identification of composite figures instead
polygons and other shapes. The student is expected to determine the of “polygons and other shapes.”
area of composite figures containing
combinations of rectangles, squares,
parallelograms, trapezoids, triangles,
semicircles and quarter circles.
The content of this SE was moved to grade 5
for rectangular prisms and grade 8 for
7(9)(B) Measurement. The student solves cylinders:
application problems involving estimation and Algebraic reasoning
measurement. 5(4)(G)
– The student is expected to connect models
for volume of prisms (triangular and
5(6)(B)
rectangular) and cylinders to formulas of 8(6)(A)
prisms (triangular and rectangular) and Connecting models to formulas for volume of
cylinders. triangular prisms is not explicitly stated in the
Revised TEKS (2012). The formula V=Bh is
introduced in grade 5.
7(9)(C) Measurement. The student solves geometric problems.
Side lengths may be positive rational numbers.
application problems involving estimation and
measurement. The student is expected to solve problems
involving the volume of rectangular
+ The student is expected to estimate prisms, triangular prisms,
measurements and solve application rectangular pyramids, and triangular The development of these formulas takes place
problems involving volume of prisms pyramids. within revised SE 7(8)(A) and 7(8)(B).
(rectangular and triangular) and Determining the volume of a cylinder is now a
cylinders. specified skill in grade 8:
8(6)(A)
8(6)(B)
Old TEKS – Measurement Strand Current TEKS (2012) Supporting Information Notes

Solving problems involving the volume of
rectangular and triangular pyramids has been
mathematical process standards to develop
added with 7(9)(A). Connecting models of
geometric relationships with volume.
prisms and pyramids to formulas for volume is
in the current 8(8)(B) and is moving to Revised
+ The student is expected to model the
TEKS 7(9)(A). Connecting models of cylinders
relationship between the volume of a
and cones to formulas for volume remains in
rectangular prism and a rectangular
grade 8.
pyramid having both congruent bases and
heights and connect that relationship to
This SE supports Revised TEKS 7(9)(A).
the formulas.
mathematical process standards to develop
geometric relationships with volume.
The revised SE 7(8)(B) represents the current
8(8)(B).
+ The student is expected to 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.
7(9)(D) Expressions, equations, and
geometric problems.
The content of this SE comes from grade 8
+ The student is expected to solve problems
Measurement 8(8)(A)
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.
Old TEKS – Probability and Statistics
Strand
Instead of referencing “experiments,” the
revised SE uses the more appropriate term
7(10)(A) Probability and statistics. The
7(6)(A) Proportionality. The student applies “events.”
student recognizes that a physical or
mathematical model (including geometric) can
probability and statistics to describe or solve Specificity has been added with the
be used to describe the experimental and
 theoretical probability of real-life events.
problems involving proportional relationships.
The student is expected to represent

representations to be used to construct and
represent the samples spaces: lists and tree
diagrams.
The student is expected to construct
sample spaces for simple and compound
sample spaces for simple or composite
events using lists and tree diagrams. The content related to this SE was moved to the
experiments.
Revised TEKS (2012) Proportionality strand to
support learning with probability.
The revised SE includes dependent compound

events.

probability and statistics to describe or solve
The student is expected to make

predictions and determine solutions using
experimental data for simple and
Specificity has been added: students are
compound events.
expected to know how to determine both
experimental and theoretical probabilities.
Specificity has been added regarding as to the
strategy used to determine the probabilities.
Data should be used for experimental
7(10)(B) Probability and statistics. The probabilities and sample spaces should be used
student recognizes that a physical or for theoretical probabilities.
predictions and determine solutions using
mathematical model (including geometric) can
+ be used to describe the experimental and theoretical probability for simple and
compound events.
The content related to this SE was moved to the
theoretical probability of real-life events. Revised TEKS (2012) Proportionality strand to
support connections between probabilistic
7(6)(I) Proportionality. The student applies
The student is expected to find the events and proportional reasoning.
probability of independent events. probability and statistics to describe or solve
The student is expected to determine

experimental and theoretical probabilities
related to simple and compound events
using data and sample spaces.
The revised SE includes the current 6(9)(B) with
simple events.
The revised SE includes the current 8(11)(A)

and 8(11)(B) with dependent compound events.
The revised SE 7(6)(H) represents a foundation

piece for these SEs.
Strand
Representing and drawing conclusions with data
has moved to prior grades:
• Line plots have been renamed dot
7(11)(A) Probability and statistics. The plots: grades 3, 4, 5, 6
student understands that the way a set of data • Bar graphs: grades 1, 2, 3, 5
is displayed influences its interpretation. • Stem and leaf plots: grades 4, 5, 6
The student is expected to select and use Circle graphs have been integrated into
– an appropriate representation for
presenting and displaying relationships
Proportionality
7(6)(G)
among collected data, including line plot,
line graph, bar graph, stem and leaf plot, Venn diagrams are implicit in 7(1)(D) with the
circle graph, and Venn diagrams, and use of diagrams to communicate mathematical
justify the selection. ideas and reasoning.
Line graphs do not appear in the Revised TEKS

(2012).
Specificity has been added regarding the given
7(6)(F) Proportionality. The student applies
or collected data. The data should be from a
random sample.
7(11)(B) Probability and statistics. The probability and statistics to describe or solve
student understands that the way a set of data problems involving proportional relationships.
Specificity has been added regarding inferences.
is displayed influences its interpretation. The inferences should be about the population
The student is expected to use data from a
from which the random sample was taken and
random sample to make inferences about a
The student is expected to make should reflect the use of proportional reasoning.
population.
 inferences and convincing arguments

based on an analysis of given or collected
data.
7(12)(B) Measurement and data. The
Specificity has been added regarding the given
or collected data. The data should result from a
student applies mathematical process standards
random sample.
to use statistical representations to analyze
data.
Specificity has been added regarding inferences.
The focus is on inferences related to a
The student is expected to use data from a
population. When paired with revised SE
random sample to make inferences about a
7(1)(D),the expectation is that students
population.
evaluate inferences about a population.
7(12)(A) Probability and statistics. The
student uses measures of central tendency and The content of this SE was moved to grade 6:
variability to describe a set of data. Measurement and data
– The student is expected to describe a set
6(12)(B)
6(12)(C)
of data using mean, median, mode, and 6(12)(D)
range.
7(12)(B) Probability and statistics. The
student uses measures of central tendency and
variability to describe a set of data.
– The student is expected to choose among

This skill is not included within the Revised
TEKS (2012).
mean, median, mode, or range to describe
a set of data and justify the choice for a
particular situation.
Strand
probability and statistics to describe or solve The revised SE 7(6)(B) represents the current
problems involving proportional relationships. SE 8(11)(C).
+
The student is expected to select and use Specificity has been added with simple and
different simulations to represent simple compound events.
and compound events with and without
technology.
+
7(6)(E) Proportionality. The student applies
problems involving proportional relationships. The revised SE 7(6)(E) represents the current
+ SE6(9)(B).
The student is expected to find the
probabilities of a simple event and its
complement and describe the relationship
between the two.
Solving problems using represented data has
7(6)(G) Proportionality. The student applies
moved to the Proportionality strand. The focus
of the problems will be on the proportional
relationships within the data. Specificity
regarding these proportional relationships has
+ The student is expected to solve problems
been added with “part-to-whole and part-to-
part comparisons and equivalents.”
using data represented in bar graphs, dot
plots, and circle graphs, including part-to-
The representations in the revised SE 7(6)(G)
whole and part-to-part comparisons and
represents the current 7(11)(A).
equivalents.
The revised SE 7(6)(H) extends the current

6(9)(B) and the revised SE 7(6)(E) to include
7(6)(H) Proportionality. The student applies qualitative comparisons such as “more likely” or
mathematical process standards to use “less likely” in addition to quantitative
probability and statistics to describe or solve comparisons such as “twice as likely to roll a 6
problems involving proportional relationships. on a 6-sided random number generator as to
+ roll a 6 on a 12-sided random number
The student is expected to solve problems generator.” It also includes qualitative
using qualitative and quantitative predictions such as “more likely,” “less likely,”
predictions and comparisons from simple or “equally likely” in addition to quantitative
experiments. predictions such as the experimental results of
rolling a 6 if rolling 10 times or 100 times.
7(12)(A) Measurement and data. The student

applies mathematical process standards to use
The revised SEs 6(12)(A), 6(12)(B), and
statistical representations to analyze data.
6(12)(C) expect students to represent data
+ The student is expected to compare two
using dot plots and box plots and describe the
center, shape, and spread of the data
groups of numeric data using comparative
distribution.
dot plots or box plots by comparing their
shapes, centers, and spreads.
Strand
By combining the proportional reasoning from
7(6)(F) and the connections between samples
and populations from 7(12)(B) the expectation
7(12)(C) Measurement and data. The student is that students make informal comparative
applies mathematical process standards to use inferences about differences between the two
statistical representations to analyze data. populations.
+ The student is expected to compare two One might compare the means of both sets of
populations based on data in random data from random samples. One might compare
samples from these populations, including the shape, center, and spread of data from
informal comparative inferences about random samples using comparative dot plots or
differences between the two populations. comparative box plots to make inferences about
the two populations. The revised SE 8(11)(B)
requires students to determine the mean
absolute deviation which extends this idea.
Old TEKS – Underlying Processes and
Mathematical Tools Strand
7(13)(A) Underlying processes and
mathematical tools. The student applies
The focus has shifted to application.
Grade 7 mathematics to solve problems
7(1)(A) Mathematical process standards. The
connected to everyday experiences,
student uses mathematical processes to acquire The opportunities for application have been
investigations in other disciplines, and activities
and demonstrate mathematical understanding. consolidated into three areas: everyday life,
 in and outside of school.
The student is expected to identify and

The student is expected to apply
society, and the workplace.
mathematics to problems arising in This SE, when tagged to a content SE, allows for
apply mathematics to everyday
everyday life, society, and the workplace. increased rigor through connections outside the
experiences, to activities in and outside of
discipline.
school, with other disciplines, and with
other mathematical topics.
7(13)(B) Underlying processes and
The 2012 SE restates and condenses the current
7(13)(B) and 7(13)(C).
 in and outside of school.

Problem-Solving Model
solving model that incorporates Current TEKS Revised TEKS
7(1)(B) Mathematical process standards. The
understanding the problem, making a plan, (2012)
student uses mathematical processes to acquire
carrying out the plan, and evaluating the and demonstrate mathematical understanding. Understanding the Analyzing given
solution for reasonableness. problem information
7(13)(C) Underlying processes and The student is expected to use a problem- Making a plan Formulating a plan
mathematical tools. The student applies solving model that incorporates analyzing or strategy
Grade 7 mathematics to solve problems given information, formulating a plan or Carrying out the Determining a
connected to everyday experiences, strategy, determining a solution, justifying plan solution
investigations in other disciplines, and activities the solution, and evaluating the problem- Justifying the
in and outside of school. solving process and the reasonableness of solution
the solution.
 The student is expected to select or
develop an appropriate problem-solving
Evaluating the
solution for
reasonableness
Evaluating the
problem-solving
process and the
strategy from a variety of different types, reasonableness of
including drawing a picture, looking for a the solution
pattern, systematic guessing and checking,
acting it out, making a table, working a
simpler problem, or working backwards to
solve a problem.
7(13)(D) Underlying processes and
7(1)(C) Mathematical process standards. The
and demonstrate mathematical understanding.
The phrase “as appropriate” has been inserted
in and outside of school.
 The student is expected to select tools
The student is expected to select tools,
including real objects, manipulatives, paper
and pencil, and technology as appropriate,
into the revised SE. This implies that students
are assessing which tool to apply rather than
trying only one or all.
such as real objects, manipulatives,
and techniques, including mental math,
paper/pencil, and technology or
estimation, and number sense as
techniques such as mental math,
appropriate, to solve problems.
estimation, and number sense to solve
problems.
Old TEKS – Underlying Processes and
Mathematical Tools Strand
7(14)(A) Underlying processes and
mathematical tools. The student 7(1)(D) Mathematical process standards. The
communicates about Grade 7 mathematics student uses mathematical processes to acquire Communication has expanded to include
through informal and mathematical language, and demonstrate mathematical understanding. reasoning and the implications of mathematical
representations, and models. ideas and reasoning.
 The student is expected to communicate
The student is expected to communicate
mathematical ideas, reasoning, and their The list of representations is now summarized
mathematical ideas using language, implications using multiple representations, with “multiple representations” with specificity
efficient tools, appropriate units, and including symbols, diagrams, graphs, and added for symbols and diagrams.
graphical, numerical, physical, or algebraic language as appropriate.
mathematical models.
7(14)(B) Underlying processes and
The use of representations is extended to include
mathematical tools. The student 7(1)(E) Mathematical process standards. The
organizing and recording mathematical ideas in
communicates about Grade 7 mathematics student uses mathematical processes to acquire
addition to communicating.
through informal and mathematical language, and demonstrate mathematical understanding.
 representations, and models.
The student is expected to create and use
As students use and create representations, it is
implied that they will evaluate the effectiveness
The student is expected to evaluate the representations to organize, record, and
of their representations to ensure that they are
effectiveness of different representations communicate mathematical ideas.
communicating mathematical ideas clearly.
to communicate ideas.
7(15)(A) Underlying processes and The revised SE extends the current SE to allow
7(1)(F) Mathematical process standards. The
mathematical tools. The student uses logical for additional means to analyze relationships and
reasoning to make conjectures and verify to form connections with mathematical ideas
and demonstrate mathematical understanding.
 conclusions.

The student is expected to analyze
past conjecturing and sets of examples and non-
examples.
mathematical relationships to connect and
conjectures from patterns or sets of Students should still form conjectures based on
communicate mathematical ideas.
examples and nonexamples. patterns or sets of examples and non-examples.
7(15)(B) Underlying processes and 7(1)(G) Mathematical process standards. The
mathematical tools. The student uses logical student uses mathematical processes to acquire The revised SE clarifies “validates his/her
reasoning to make conjectures and verify and demonstrate mathematical understanding. conclusions” with displays, explanations, and
 conclusions.
The student is expected to validate his/her

The student is expected to display, explain,
and justify mathematical ideas and
justifications. The conclusions should focus on
mathematical ideas and arguments.
conclusions using mathematical properties arguments using precise mathematical Precise mathematical language is expected.
and relationships. language in written or oral communication.
7(13)(A) Personal financial literacy. The

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 calculate the

sales tax for a given purchase and calculate
income tax for earned wages.
7(13)(B) Personal financial literacy. The
knowledgeable consumer and investor.
+ The student is expected to 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) Personal financial literacy. The
The student is expected to create and

organize a financial assets and liabilities
record and construct a net worth statement.
7(13)(D) Personal financial literacy. The
knowledgeable consumer and investor.
+ The student is expected to 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) Personal financial literacy. The
The student is expected to calculate and

compare simple interest and compound
interest earnings.
7(13)(F) Personal financial literacy. The

The student is expected to analyze and

compare monetary incentives, including
sales, rebates, and coupons.

Side-By-Side Teks Comparison Grade 7

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SIDE-BY-SIDE TEKS COMPARISON

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Old TEKS Current TEKS (2012) Supporting Information Notes

(a) Introduction. (a) Introduction. The definition of a well-balanced mathematics

Old TEKS Current TEKS (2012) Supporting Information Notes

– equivalent forms. Number and operations

– The student is expected to represent

The addition, subtraction, multiplication, and

The revised SE extends to include the addition,

– The student is expected to use models,

The student is expected to calculate unit

– problems and justify solutions. Expressions, equations, and relationships

The student is expected to select and use

appropriate operations to solve problems strategy, determining a solution, justifying

The student is expected to determine the

The student is expected to estimate and

mathematical process standards to use

 The student is expected to generate

7(10)(A) Expressions, equations, and

The student is expected to write a

inequality. The revised SE includes inequalities.

– vocabulary and properties. Geometry and measurement

7(7)(A) Geometry and spatial reasoning.

– The student is expected to graph

7(9)(B) Expressions, equations, and

7(8)(A) Expressions, equations, and

The student is expected to represent

The revised SE includes dependent compound

7(6)(C) Proportionality. The student applies

The student is expected to make

The student is expected to determine

The revised SE includes the current 8(11)(A)

The revised SE 7(6)(H) represents a foundation

Line graphs do not appear in the Revised TEKS

 inferences and convincing arguments

– The student is expected to choose among

The revised SE 7(6)(H) extends the current

7(12)(A) Measurement and data. The student

The student is expected to identify and

The student is expected to use a problem-

The student is expected to make

The student is expected to validate his/her

Old TEKS Current TEKS (2012) Supporting Information Notes

7(13)(A) Personal financial literacy. The

The student is expected to calculate the

+ The student is expected to identify the

The student is expected to create and

+ The student is expected to use a family

The student is expected to calculate and

Old TEKS Current TEKS (2012) Supporting Information Notes

7(13)(F) Personal financial literacy. The

The student is expected to analyze and

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