What does a student learn in StateTennessee,GradeGrade 7,SubjectMathematics?

Students figure out when two quantities change at a constant rate together, like miles per hour or price per item, then use that relationship to solve real problems.

Students find how much of something happens per one unit, like miles per hour or price per ounce, even when the numbers involved are fractions.

Two quantities are proportional when they change at a constant rate together, like miles per hour or price per pound. Students identify whether a relationship is proportional, then express it as an equation, a table, or a graph.

Students check whether two quantities always change at the same rate by looking for matching ratios in a table or by seeing if a graph forms a straight line through zero.

Students find the "per one" number hiding in a table, graph, or equation. That single rate, like 3 miles per hour, is what makes the whole relationship work.

Students write an equation to show that two ratios stay equal as numbers change. For example, if a car travels at a steady speed, they write an equation that connects any distance to any time at that same rate.

Students read points on a graph of a proportional relationship and explain what each one means in context. The point (0, 0) shows the starting value, and the point where x is 1 shows the unit rate.

Students use ratios and percentages to solve real-world problems across multiple steps, such as figuring out sale prices, tax, tips, or how much something grows or shrinks over time.

Students build on fraction skills to work with all rational numbers, including negatives. They add, subtract, multiply, and divide numbers like -3, 1/2, and -4.5 using the same rules they already know.

Adding and subtracting negative numbers follows the same rules students already know from fractions. Students place these calculations on a number line to show why moving left means subtracting and moving right means adding.

Adding a positive number moves right on a number line; adding a negative number moves left. Students learn that any number plus its opposite always equals zero, then connect that idea to real situations like temperatures rising and falling.

Subtracting a number is the same as adding its opposite. Students learn that 5 minus 3 gives the same result as 5 plus negative 3, and that the distance between any two numbers on a number line equals the absolute value of their difference.

Students use shortcuts like the commutative and associative properties to add and subtract positive and negative numbers more efficiently, often reordering or regrouping numbers to make the math simpler.

Multiplying and dividing with negative numbers, fractions, and decimals. Students learn the rules for when answers are positive or negative and apply those rules to any combination of rational numbers.

Multiplying negative numbers follows the same rules as multiplying fractions. Students learn why a negative times a negative gives a positive, and connect those products to real situations like debt or temperature.

Dividing one whole number by another always produces a fraction or whole number, never an undefined result (as long as you're not dividing by zero). A negative sign on a fraction can sit in front, on top, or on the bottom and mean the same thing.

Multiplying and dividing fractions, negatives, and decimals follows the same rules students already know from whole numbers. Students use those rules strategically to solve problems faster and with fewer steps.

Students use long division to turn a fraction into a decimal. Every fraction either stops at a clean number or settles into a repeating pattern, and students learn to spot which one they have.

Students solve everyday problems using addition, subtraction, multiplication, and division with fractions, decimals, and negative numbers. That includes problems with fractions inside fractions.

Students rewrite math expressions into simpler or different forms without changing what they equal. This builds the algebra skills needed to solve equations later.

Students add, subtract, factor, and expand algebraic expressions that include fractions and decimals. They use rules like the distributive property to rewrite expressions in simpler or more useful forms.

Rewriting an expression in a different form doesn't change its value. Students learn to spot that, say, a 15% discount and multiplying by 0.85 mean the same thing, which makes a problem easier to work with.

Students practice turning real-world situations into equations or inequalities and then solving them. The work moves from setting up the math to finding and checking the answer.

Multi-step word problems that mix positive and negative numbers, whether they show up as whole numbers, fractions, or decimals. Students solve problems the way real situations demand, switching between number forms as needed.

Students work with whole numbers, fractions, decimals, and percentages in the same problem, switching between forms when one makes the math easier. They use number properties to simplify calculations along the way.

Students check whether an answer makes sense by quickly estimating in their head before or after solving. If the estimate and the answer are far apart, something likely went wrong.

Students write equations or inequalities using a variable to stand in for an unknown number, then solve them to answer real questions like finding a price, a distance, or a missing measurement.

Students set up and solve one-step and two-step equations to answer real-world questions, like finding an unknown price or distance. They also compare solving with algebra to solving with plain arithmetic to see how both paths reach the same answer.

Students solve real-world problems that have a range of correct answers instead of one exact answer, then show all those answers on a number line. For example: how many hours can you work if you need to earn at least $50?

Students draw and build geometric figures by hand, then describe how those figures relate to each other, such as how a scale drawing connects to the real object it represents.

Scale drawings use a ratio to shrink or enlarge real shapes on paper. Students use that ratio to find actual lengths and areas, then redraw the same figure at a new scale.

Students draw triangles from a set of given angles or side lengths, then figure out whether those measurements produce exactly one triangle, several possible triangles, or no triangle at all.

Students solve problems about angles, flat shapes, and 3-D figures, finding measurements like area and volume using real formulas on real numbers.

Students learn the formulas for a circle's area and circumference, then use them to solve real problems. They also explore how the radius, the distance around the edge, and the number π are all connected.

Students find missing angles in a figure by using angle pair relationships. They set up and solve a simple equation when one angle measure is unknown.

Students find the area of flat shapes made up of triangles and rectangles, then calculate the volume and surface area of 3D objects built from cubes and rectangular boxes.

Students learn to survey a small group and use those results to make reasonable predictions about a much larger group, like estimating opinions across a whole school from one class's responses.

A sample is only useful if it represents the whole group fairly. Students learn why picking people or things at random gives a truer picture of a population than hand-picking them.

Students collect data from a random sample and use it to make predictions about a larger group. They repeat the sampling process to see how much their estimates shift from one sample to the next.

Students compare two groups using data, such as survey results or measurements, and draw conclusions about how the groups differ or are alike.

Students compare two sets of data, like test scores from two classes, by looking at the middle or most common value in each set. This tells them which group tends to score higher, even without a formal calculation.

Students compare two groups using their averages and how spread out their numbers are. For example, they might use survey data to judge whether seventh graders or eighth graders tend to sleep longer.

Students learn what makes an event likely or unlikely, then build simple models to predict how often it should happen and check those predictions against real results.

Probability is a number from 0 to 1 that says how likely something is to happen. A probability of 0 means it can't happen, 1 means it's certain, and anything in between shows how good the chances are.

Students learn two ways to find the probability of something happening: working it out on paper with math, then comparing that prediction to what actually happens when they run a real experiment.

Students run an experiment many times, like flipping a coin or rolling a die, and use the results to estimate how often something will happen. The more trials they run, the closer that estimate gets to the true probability.

Students calculate how likely something is to happen by comparing favorable outcomes to all possible outcomes. For example, rolling a 3 on a six-sided die has a 1 in 6 chance.

Students predict how often something should happen using math, then run an experiment to see how often it actually happens. They explain why the two numbers might not match.

Students build a simple model to predict how likely something is to happen, like rolling a number cube or spinning a spinner, then compare what they predicted with what actually occurred.

When every outcome has the same chance of happening, like flipping a fair coin or rolling a number cube, students use that equal-chance setup to calculate the probability of a specific result.

Students collect real results from an experiment, such as how often a bent coin lands heads, and use those results to estimate how likely each outcome is next time.

Students read a set of numbers and describe what the data shows: where most values cluster, how spread out they are, and what a typical value looks like.

Students learn to describe a set of numbers by reporting where the data clusters, how spread out it is, and what shape the data takes when graphed. The summary always ties back to what the numbers actually measure.

Students find the middle value or average of a data set, then note how spread out the numbers are. They also spot patterns and call out anything unusual, using what they know about where the data came from.

Students learn when to use the average versus the middle value to describe a set of numbers, and why a skewed or spread-out data set changes which measure makes more sense.