ExploreLearning Gizmos: Math & Science Virtual Labs and Simulations

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

1: : The student uses mathematical processes to acquire and demonstrate mathematical understanding.

1.A: : apply mathematics to problems arising in everyday life, society, and the workplace;

1.B: : 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;

1.C: : 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;

1.D: : communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

1.E: : create and use representations to organize, record, and communicate mathematical ideas;

1.G: : display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

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

3.A: : add, subtract, multiply, and divide rational numbers fluently; and

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

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

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

4.B: : calculate unit rates from rates in mathematical and real-world problems;

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

4.D: : solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems; and

4.E: : convert between measurement systems, including the use of proportions and the use of unit rates.

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

5.A: : generalize the critical attributes of similarity, including ratios within and between similar shapes;

5.B: : describe ? as the ratio of the circumference of a circle to its diameter; and

5.C: : solve mathematical and real-world problems involving similar shape and scale drawings.

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

6.A: : represent sample spaces for simple and compound events using lists and tree diagrams;

6.B: : select and use different simulations to represent simple and compound events with and without technology;

6.C: : make predictions and determine solutions using experimental data for simple and compound events;

6.D: : make predictions and determine solutions using theoretical probability for simple and compound events;

6.E: : find the probabilities of a simple event and its complement and describe the relationship between the two;

6.F: : use data from a random sample to make inferences about a population;

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

6.H: : solve problems using qualitative and quantitative predictions and comparisons from simple experiments; and

6.I: : determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces.

8: : The student applies mathematical process standards to develop geometric relationships with volume.

8.A: : 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.C: : use models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas.

9: : The student applies mathematical process standards to solve geometric problems.

9.A: : solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids;

9.B: : determine the circumference and area of circles;

9.C: : determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles; and

9.D: : 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.

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

10.A: : write one-variable, two-step equations and inequalities to represent constraints or conditions within problems;

10.B: : represent solutions for one-variable, two-step equations and inequalities on number lines; and

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

11.A: : model and solve one-variable, two-step equations and inequalities;

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

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

12: : The student applies mathematical process standards to use statistical representations to analyze data.

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

12.B: : use data from a random sample to make inferences about a population; and

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

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.

13.B: : 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;

13.C: : create and organize a financial assets and liabilities record and construct a net worth statement;

13.E: : calculate and compare simple interest and compound interest earnings; and

13.F: : analyze and compare monetary incentives, including sales, rebates, and coupons.

Correlation last revised: 9/16/2020

Texas - Mathematics: 7th Grade

Essential Knowledge and Skills (TEKS) | Adopted: 2012