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©Forde-Ferrier, L.L.C. 1

GRADE 7

Math

STUDENT EDITION


About the Company

Jason Forde and Dagan Ferrier, two teachers in San Antonio, created Forde-Ferrier, L.L.C. in 1998 for the purpose of providing teachers, students, and parents with the most comprehensive educational materials designed to

help all students master the Texas Essential Knowledge and Skills (TEKS). Forde and Ferrier used these materials and techniques in their own classrooms

and their students consistently achieve pass rates of 100% and commended rates over 80% in ALL AREAS!!!

Using research based methods Forde and Ferrier have continued to improve their materials and instructional methods, and through Forde-Ferrier, L.L.C.

these methods have been shared with teachers throughout Texas. These products and services have already helped thousands of students achieve the

highest levels of success on standardized tests. Forde-Ferrier, L.L.C. provides high quality practice materials for all tested areas.

In addition to materials, Forde-Ferrier also provides excellent professional development and training in mathematics, reading, writing, and science.

These award winning workshops are designed to help teachers understand and effectively teach the essential skills students need to be successful. Teachers leave the training confident that they can make sure that ALL students master

those skills.

Forde and Ferrier strive to build ongoing relationships with teachers, students, schools, and districts. They truly believe in what they do and are excited when they are able to help others succeed. Schools using their materials have

attained phenomenal levels of success on TAAS, TAKS, and STAAR.

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How to Use This Book

The new Forde-Ferrier math workbooks are designed to provide practice

items in the format and with the rigor of the STAAR math assessment for all

the updated 2014 math TEKS. Practice is provided for each new math

student expectation with entire sets based the Readiness Standards

(Supporting Standard are grouped by Reporting Category into their own

sets). The items for each set are divided into sections as follows:

Introduction (10 Items) – These items could be used to introduce and

explain each skill.

Practice (10 items) – These items could be used for guided practice or

independent practice, or to continue introducing the skill.

Assessments (10 items) – These items could be used to assess mastery of

each skill.

Enrichment (2 items) – These items are designed to truly challenge

students. They could be used for enrichment, differentiated instruction,

bonus work, homework, or cooperative group work.

Student mastery of the assessments helps ensure mastery of the STAAR

math test.

As with any workbook, this items are intended to supplement, not replace, a

thorough math program. Mastery of math items is dependent upon the

classroom teacher – no math workbook can “teach” the student how to solve

problems. A quality math program is essential to student success on the

STAAR math assessment.

The suggested uses of each section are just that – only suggestions.

Teachers are encouraged to use the items in the best way they feel will help

their students master each math skill.

Forde-Ferrier also provides math training on the new 2014 TEKS. We also

provide model lessons and intervention programs. The intervention programs we provide have produced significant increases in STAAR scores

for campuses that have implemented them. Contact us at Forde-Ferrier.com

for more information.


Grade 7 Math Book

Category 1: Probability and Numerical Representations

Readiness Standards

7.6H solve problems using qualitative and quantitative predictions

and comparisons from simple experiments 7

7.6I determine experimental and theoretical probabilities related to

simple and compound events using data and sample spaces 29

Supporting Standards 53

7.2A extend previous knowledge of sets and subsets using a visual

representation to describe relationships between sets of

rational numbers

7.6A represent sample spaces for simple and compound events

using lists and tree diagrams

7.6C make predictions and determine solutions using experimental

data for simple and compound events

7.6D make predictions and determine solutions using theoretical

probability for simple and compound events

7.6E find the probabilities of a simple event and its complement

and describe the relationship between the two


Category 2: Computations and Algebraic Relationships

Readiness Standards

7.3B apply and extend previous understandings of operations to

solve problems using addition, subtraction, multiplication,

and division of rational numbers 83

7.4A represent constant rates of change in mathematical and

real-world problems given pictorial, tabular, verbal,

numeric, graphical, and algebraic representations,

including d = rt 97

7.4D solve problems involving ratios, rates, and percents,

including multi-step problems involving percent increase

and percent decrease, and financial literacy problems 123

7.7A represent linear relationships using verbal descriptions,

tables, graphs, and equations that simplify to the

form y = mx + b 137

7.11A model and solve one-variable, two-step equations and

inequalities 161


7.3A add, subtract, multiply, and divide rational numbers fluently

7.4B calculate unit rates from rates in mathematical and

real-world problems

7.4C determine the constant of proportionality (k = y/x) within

mathematical and real-world problems

7.10A write one-variable, two-step equations and inequalities to

represent constraints or conditions within problems

7.10B represent solutions for one-variable, two-step equations and

inequalities on number lines

7.10C write a corresponding real-world problem given a one-variable,

two-step equation or inequality

7.11B determine if the given value(s) make(s) one-variable,

two-step equations and inequalities true


Category 3: Geometry and Measurement

Readiness Standards

7.5C solve mathematical and real-world problems involving

similar shape and scale drawings 199

7.9A solve problems involving the volume of rectangular prisms,

triangular prisms, rectangular pyramids, and

triangular pyramids 221

7.9B determine the circumference and area of circles 247

7.9C determine the area of composite figures containing combinations

of rectangles, squares, parallelograms, trapezoids, triangles,

semicircles, and quarter circles 273


7.4E convert between measurement systems, including the use of

proportions and the use of unit rates

7.5A generalize the critical attributes of similarity, including ratios

within and between similar shapes

7.5B describe π as the ratio of the circumference of a circle to

its diameter

7.9D 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

7.11C write and solve equations using geometry concepts, including

the sum of the angles in a triangle, and angle relationships


Category 4: Data Analysis and Personal Financial Literacy

Readiness Standards

7.6G solve problems using data represented in bar graphs, dot plots,

and circle graphs, including part-to-whole and part-to-part

comparisons and equivalents 327

7.12A compare two groups of numeric data using comparative dot plots

or box plots by comparing their shapes, centers, and spreads 359


7.12B use data from a random sample to make inferences about a

population

7.12C compare two populations based on data in random samples

from these populations, including informal comparative

inferences about differences between the two populations

7.13A calculate the sales tax for a given purchase and calculate

income tax for earned wages

7.13B 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

7.13C create and organize a financial assets and liabilities record and

construct a net worth statement

7.13D 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

7.13E calculate and compare simple interest and compound interest

earnings

7.13F analyze and compare monetary incentives, including sales,

rebates, and coupons



Reporting Category 1 Probability and Numerical Representations

7.6(H) Solve Problems Using Predictions and Comparisons from Simple Experiments

Introduction

1 This table shows the number and types of trees found in 150 square meters of land.

Tree Type Number of Trees

Loblolly Pine 3

Longleaf Pine 5

Shortleaf Pine 2

Slash Pine 4

How many loblolly pines would most likely be found in a 450 square meter section of

the same ecosystem?

A 1

B 3

C 9

D 12

2 Violet read 1,250 words in 5 minutes. About how long will it most likely take her, in

minutes, to read a 10,000 word essay?

A 40

B 80

C 120

D 160


3 Students in Mrs. Scott’s class planted a community garden. This table shows the

number of different kinds of seeds students planted and the number of each type that

sprouted.

Type of Seed Number Planted Number Sprouted

Cucumber 20 15

Marigold 30 25

Tomato 40 37

Watermelon 20 14

Which type of seed could the students most likely expect to produce 30 sprouts from

40 planted seeds?

A cucumber

B marigold

C tomato

D watermelon

4 An animal shelter has 70 animals: 35 cats, 29 dogs, and 6 rabbits. One month later,

the shelter has 86 animals. About how many of those 86 animals will most likely be

cats?

A 40

B 41

C 42

D 43


5 This table gives the distribution of candy colors in a 300-piece bag.

Color Number of Pieces

Blue 45

Green 72

Orange 60

Red 56

Yellow 67

A larger bag has 450 pieces of candy. How many red pieces can be expected in this

bag?

A 56

B 84

C 112

D 168

6 Five of the first 50 shoppers at a grocery store buy apples. How many shoppers can

the store manager expect to check out before 25 customers buy apples?

A 100

B 150

C 200

D 250


7 Valentina surveyed students in her art class to find their favorite type of art to make.

The bar graph shows how many students chose each type of art.

If two classes contain a total of 50 students, how many of those students could be

expected to choose collage as their favorite type of art?

A 2

B 5

C 25

D 50

Sculpture

Photography

Painting

Drawing

Collage

1

8

5

4

2

Students' Favorite Type of Art


8 A company offers its customers one free toy from a choice of three toys. This table

shows the toys chosen by the first 10 customers.

Trial Toy Chosen

1 Blocks

2 Blocks

3 Ball

4 Toy keys

5 Toy keys

6 Toy keys

7 Ball

8 Ball

9 Toy keys

10 Ball

How many of the next 20 customers can be expected to choose toy keys?

A 2

B 4

C 8

D 16

9 Freya counted the number of cars that came to a complete stop at a stop sign. Of the

first 25 cars, 13 cars came to a complete stop. If Freya observes the next 75 cars that

reach the stop sign, how many cars can she expect to come to a complete stop?

A 13

B 16

C 35

D 39


10 Adele surveyed shoppers in a grocery store about their favorite flavor of ice cream.

This bar graph shows her results.

Which is closest to how many total customers Adele could expect to ask this question

before she found 15 people who said they had no favorite flavor?

A 40

B 68

C 93

D 116

4

9

6

2

4

1

5

Favorite Ice Cream Flavor




Practice

1 Sofia’s family has 3 backyard chickens. Over a 30-day period, the chickens lay 87

eggs. About how many eggs can Sofia expect the chickens to lay in one 365-day year?

A 0.97

B 2.9

C 352.8

D 1059

2 This table shows products sold by an electronics store in one week.

Product Number Sold

Cellular Telephone 15

Charger for Any Device 25

Computer 12

Handheld Computer 10

Television 7

Television Accessory 14

How many televisions can the manager expect to sell in a four-week period?

A 7

B 14

C 21

D 28


3 Mr. Garcia buys 3 bags of 100 balloons each. This table shows the distribution of

colors in the first bag.

Color Number of Balloons

Blue 28

Green 31

Red 29

Yellow 12

How many yellow and red balloons can Mr. Garcia’s students expect to find in the next

two bags?

A 70

B 82

C 97

D 116

4 The first 10 pages of a magazine include 4 pages of advertising. If the entire magazine

has 30 pages of non-advertising content, how many pages of advertisements will it

most likely have?

A 18

B 19

C 20

D 21

5 Carlos buys an envelope of mixed flower seeds. The envelope contains 55 seeds. Of

the plants that sprout, 19 have yellow flowers. About how many seeds would Carlos

most likely need to plant to get a total of 60 plants with yellow flowers?

A 122

B 146

C 161

D 174


6 DeShawn counted the number of geese in each v-shaped formation migrating south.

The table gives his results.

Formation Number of Geese

1 24

2 13

3 15

4 21

5 18

6 20

7 25

On the following day, DeShawn observes more geese flying south. What is the

average number of geese per formation that he can expect? Round your answer to the

nearest hundredth.

Record your answer and fill in the bubbles in the grid below. Be sure to use the correct

place value.


7 Ella asked a group of students what kind of device they use to check the time when

they are at home. This table gives her results.

Device Used Number of Students

Cellular telephone 25

Clock 5

Computer 18

Wristwatch 2

There are 150 students in Ella’s grade at school. About how many of these students

can she expect to check the time on a clock?

A 5

B 15

C 115

D 150

8 Sierra observes the beverages students choose at lunchtime. Twelve of the first 45

students in line choose water. If 255 students eat lunch that day, approximately how

many can she expect will choose to drink water?

A 10

B 12

C 68

D 78

9 Ben asks the students in his grade how many siblings they have. Out of the first 35

students, 14 students have 1 brother or sister. If there are a total of 135 students in

his grade, how many can he expect will give a different answer?

A 54

B 62

C 73

D 81


10 Zachary asks all of the students in his class what kind of music they like. This pie

chart gives his results.

Zachary plans to ask all the students in his school what kind of music they like. There

are 295 students in his school. About how many students can he expect to like either

pop music or rock music?

A 91

B 112

C 153

D 170

Pop, 8

Rap/Hip

Hop, 6

Rock, 7

Other, 5





Assessment

1 A research team conducted a study of pairs of childhood friends (of the same age) over

a period of 50 years. The researchers surveyed the friends at different stages in their

lives in order to determine how much the friends had in common with one another at

each life stage. The ‘commonness rating’ was determined by how closely the friends’

answers matched one another when they took the surveys separately. The survey

questions remained the same throughout the study. Very few of the childhood friends

maintained close friendships as adults. However, this fact did not disqualify them from

the study. The results of the study are recorded in the table below.

Age When Surveyed Commonness Rating

7 75%

13 84%

18 75%

27 65%

35 53%

50 58%

57 56%

Which of the following statements is directly supported by the data?

A Adults have less in common than children.

B People change over time.

C People’s different life experiences make it harder to understand one another as

they age.

D Childhood friends will have practically nothing in common with one another once

they reach 90 years of age.


2 Principal Evans read an education journal that claimed that students could boost their

reading level by an average of 2 years in 9 months if they read 30 minutes each day.

Principal Evans had all students at his school read for 30 minutes each day. The

reading progress of the 8th graders at Canyon View is recorded in the table below.

Year of

Implementation

Average Reading Level

(Beginning of Year)*

Average Reading Level

(End of Year)*

Year 1 5.4 6.1

Year 2 5.6 6.5

Year 3 6.3 7.0

The digit in the ones place represents the grade level by year. The digit in tenths place

represents the number of months into the school year. Example: A score of 6.5 would

indicate the reading level of an average 6th grader during the 5th month of school.

Which of the following statements is NOT supported by the data in the table?

A Either the claim that Principal Evans read in the journal was wrong or it is unlikely

that the 8th grade students been reading for 30 minutes each night.

B The data shows that the students received no benefit from Principal Evan’s new

reading assignment.

C The data shows that 8th graders showed more reading readiness at the start of

Year 3 than they had in the past.

D The data shows that student reading skills level off after 3 years.


Use the information below to answer the next two questions.

Green Valley ISD is considering adopting a healthier cafeteria menu. A neighboring

district adopted a plan similar to the one Green Valley ISD is considering. The district

found that overall food waste increased by 25% as more students chose to dump their

healthier meals rather than eat them. Waste increases were highest among green

vegetables and bananas.

3 The neighboring district reported that the greatest increase in food waste occurred

when it replaced a popular taco salad with a Mediterranean salad. Food waste went

from 7% to 45%. Green Valley ISD serves an average of 6,500 lunches a day. If the

waste increase in the neighboring district is used to predict the increase in food waste

that might occur at Green Valley ISD, approximately how many meals might be wasted

if Green Valley decides to make the same switch from taco salad to Mediterranean

salad?

A 2,000 meals

B 2,500 meals

C 3,000 meals

D There is not enough information available to answer the question.

4 The neighboring district found that it threw out an average of 550 more cartons of milk

than it had in the past once it stopped serving chocolate milk. Using this data to make

a prediction, how many additional cartons of milk can Green Valley ISD expect to see

wasted each day if it decides to discontinue serving chocolate milk?

A 550 cartons

B At least 550 cartons

C Less than 550 cartons

D There is not enough information available to answer the question.



A consumer group tested 4 sponges to determine their capacity for absorbing water.

All 4 sponges were approximately the same size and shape. The results of the test are

recorded in the table below.

Brand of Sponge Amount of Water Absorbed

Brand #1 242 mL

Brand #2 211 mL

Brand #3 264 mL

Brand #4 229 mL

5 Which of the following statements is supported by the data in the table?

A The data shows that there is very little difference between the water absorption

capacities of each brand.

B Brand #3 must have more holes than the other brands.

C Brand #3 is able to absorb about 25% more water than Brand #2.

D None of the statements can be directly supported by the data.

6 A teacher gave a benchmark test to see how well her students were prepared for an

approaching final. In the past, the students’ benchmark scores had been a good

predictor of student performance on the final. The average score on the benchmark

was 22 correct answers out of 30 total questions. On average, how many questions

can the students be predicted to answer correctly on a final exam that has 75

questions?

A 45 questions

B 50 questions

C 55 questions

D There is insufficient data to predict make a prediction.


7 A bucket contains 350 colored plastic discs. There are 188 red discs, 65 blue discs,

and 47 black discs. The remaining discs are green. Jon removed 87 discs at random

from the bucket. The distribution of the discs that were removed is recorded in the

table below.

Disc Color Number of Discs

Removed

Red 55

Blue 17

Black 8

Green 7

Given the original number of discs, and the numbers and types of the discs that have

been removed from the bucket, which of the following statements is true?

A It will be less likely than before to randomly select a green disc.

B It will still be less likely to select a disc that is not red than one that is red.

C It will now be less likely than before to randomly select a red disc.

D It will now be equally likely to randomly select a green or black disc.



A carpenter decided to test the drying times of 4 leading brands of glue. The results of the

experiment are recorded in the table below.

Glue Brand Drying Time

Brand W 35 min.

Brand X 48 min.

Brand Y 22 min.

Brand Z 53 min.

8 What is the average drying time for the leading brands?

A 39.5 min.

B 42 min.

C 36 min.

D 40.5 min.

9 The carpenter mixed a batch of glue that contained equal parts of Brand X and Brand

Y. The resulting had a drying time that was three-fourths as long as the average of

the two brands’ individual drying times. What was the drying time of the new mixture?

A 28.25 min.

B 28.75 min.

C 26.25 min.

D 27.75 min.


10 A Mr. Douglas, a 7th grade Math teacher, was out sick with pneumonia for the three

weeks leading up to a benchmark test, making it impossible to review with his class or

offer tutoring support. While Mr. Douglas was recovering, his class received instruction

from 8 different substitute teachers. The results of the benchmarks for all 7th grade

classes are recorded in the table below.

Teacher of Record Percentage of Students

Who Passed

Ms. Jenkins 82%

Mr. Douglas 54%

Mr. Chambers 87%

Mr. Vang 85%

Ms. Wallace 86%

Mr. Young 79%

Which of the following statements is directly supported by the data?

A Mr. Douglas’ students’ scores lowered the overall pass rate by 5%.

B Mr. Douglas’ students would certainly have scored better if he had not missed so

much school.

C None of Mr. Douglas’ students earned an "A" on the test.

D Ms. Wallace had one less student pass than Mr. Chambers.





Enrichment

1 A middle school student conducted an experiment to test for the amount of sugar in a

leading soft drink beverage. The student hypothesized that any given volume of the

soda would have the same amount of sugar. Also, the same sugar to water ratio

should be present whether the soda was purchased in a 12 oz. can, a 20 oz. bottle, or

a 1 liter (33.8 oz.) bottle. To determine the sugar content, without reading the labels,

the student poured the 3 soda samples into separate containers. The student then

waited for the liquid in the soda to evaporate. The weight of the sugar left in the

containers was then measured. The results of the first 3 trials are recorded in the

table below.

Soda Container Remaining

Sugar

1st Test

Remaining

Sugar

2nd Test

Remaining

Sugar

3rd Test

12 oz. Can 36.5 oz. 37 oz. 37 oz.

20 oz. Bottle 62 oz. 63 oz. 61 oz.

1 liter (33.8 oz.)

Bottle

94 oz. 96.5 oz. 94.5 oz.

The student found a problem with his results and repeated the test. The second set of

data produced the results that the student expected, allowing him to conclude that the

experiment had been a success. What was it that the student could have noticed in

the data table that might have caused him to doubt his initial results?

A The student questioned whether it had been acceptable to convert liters to fluid

ounces.

B The samples of soda would have evaporated at different rates, causing the data to

be invalid.

C There was a noticeable inconsistency in the liquid to sugar ration in one of the

soda samples.

D The student realized that the carbonated bubbles in the soda affected the

evaporation of the liquid.


2 While visiting her grandparents in the country, Karen learned that crickets’ chirps can

be used to approximately measure the outside air temperature. Karen used a formula

that required one to start by counting chirps and then adding a number, but she

couldn’t remember how long to count or what to add. Karen decided that she would

try to discover the formula on her own using a thermometer and a stopwatch. She

recorded the data from her experiment in the table below.

Length of

Chirping

Number of

Chirps

Mystery

Number to Add Temperature

15 Seconds 31 ? 68°F



60 Seconds 124 ? 68°F

The information that Karen recorded will support the formula. Which of the following

investigative approaches will help Karen find the formula?

A Karen can ignore the data for the two longer times because the number of chirps

are too high to add up to 68. All she has left to do is determine which numbers

will need to be added to 31 and 62 to make 68. Karen can then determine which

answer is more reasonable.

B Karen will need to work backward by subtracting the numbers of chirps from the

temperature. This will give her four possible choices for the mystery number.

One of the choices will be the correct number. Karen will then need to wait for

the temperature to change and repeat the experiment.

C Karen must use algebraic thinking to determine what numbers to add to the

numbers of chirps to equal the temperature. In the event that the numbers of

chirps is greater than the number representing the temperature, Karen must

subtract instead of add. The mystery numbers that this process generates will all

be valid, but it would be best to count for 60 seconds because the longer time

increases the accuracy of the data.

D Karen should focus on the 15 and 30-second timeframes because they will make it

easier to keep track of the number of cricket chirps. Karen will then need to

determine which numbers will need to be added to the number of chirps in order

to match the temperature. Once this is done, Karen will need to wait until the next day and repeat the experiment when the temperature reaches 68 °F.


S TAT E O F T E X A S A S S E S S M E N T S O F A C A D E M I C R E A D I N E S S ( S TA A R ) S P E C I A L I S T S

ULTIMATE MATH WORKBOOKGrade 7

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Documents

ready - STAAR Workbooks€¦ · items in the format and with the rigor of the STAAR math assessment for all the updated 2014 math TEKS. Practice is provided for each new math student