Fun Brain Math Games

Check out a variety of interactive Math Games at FUNBRAIN!

Collecting and Analyzing Data-Mean, Median, Mode, & Range

TAKS Blueprints - How many questions per objective?

Here are the TAKS Blueprints for Math grades 3-8. They show the breakdown of each objective and the number of questions asked for each objective and how it increases from grade 3 to 8. My suggestion would be to print this out and keep it handy for review, whether you are a teacher or student. It helps put things into perspective. HTH


How many questions need to be correct on taks to pass?

If you'd like to know how many questions you need to get correct to pass TAKS Tests already taken, click on the links below.

Raw Score Conversion Table-2009 8th Grade TAKS MATH Test

Raw Score Conversion Table-2009 8th Grade TAKS Reading Test

Raw Score Conversion Table-2009 5th Grade TAKS Reading Test

All Levels 2008-2009 Raw Score Conversion Table

TAKS Testing Dates for Math, Reading, Writing, Exit 2008-2009

When is the TAKS Test?
TAKS Testing Dates for all grade levels
You will find the days for each taks test in the above link.

Practice 7th Grade 2006 Released TAKS Test

Online Practice of the 2006 7th Grade Released TAKS Math Test.



Online Practice of the 2006 7th Grade Released TAKS Reading Test.

7th Grade Math TAKS Test On-line NOW!

Click HERE To test an on-line 7th Grade Released TAKS TEST from 2003.

When you're finished with the 2003 Test, take the 2006 Test. Chick HERE for the 2006 Released TAKS Test.

Get pencil and paper to work your problems out and just click your on answer choices for each of the 48 questions. When you are finished, it will tell you what Objectives you mastered along with all correct/incorrect items. Wishing you all the best!

ALL OTHER INTERACTIVE VERSIONS FOR ALL GRADE LEVELS CAN BE FOUND HERE.

7th 8th TAKS Math Vocabulary Review

Checkout this site called Quizlet that reveals most missed words on the 7th & 8Tth grade Math TAKS test and the correct vocabulary. There's also a listing of 7th & 8th grade literary terms to help with TAKS Reading test found HERE.
Be sure to visit this website. It's great!!

Percent of a Number?

Equivalent Fractions - Teacher's Corner

Teachers, you can use this tip with fraction circles to help students understand equivalent fractions.

Irrational and Rational Numbers-Teacher's Corner

Teacher's Corner for learning about rational and irrational numbers.

5th Grade Practice Math with TEKS

This website called IXL.COM had elementary math exercises up to 5th grade. They also give you the option of choosing your state's standards for the lessons.

Check it out!!

Math Courses from Pre-K to College

Please visit the Math Tools Website. No more excuses for "I can't find on-line lessons on...". The links below are mainly for teachers, however if you are a student, click HERE.

The teacher lessons are below:
All Courses
Pre-Kindergarten
Kindergarten
Math 1
Math 2
Math 3
Math 4
Math 5
Math 6
Math 7
Geometry
Algebra
Algebra II
Trigonometry
PreCalculus
Calculus
Probability & Statistics
Discrete Math

6th Grade Math and Reading TAKS Help

TAKS Math Help? TAKS Reading Help?
Check out this site!
Great help for 6th grade Math and Reading and more!!

5th & 6th Grade Math by TEKS Lessons and Answers

Sam Houston State University's School of Education

Figure This Math Challenges For Families

Please check out this NCTM website that offers tons of challenges you and your family can participate in to sharpen your math skills. It includes hints and answers to each clue as well as breaks down each challenge according to a particular skill or concept. You can also purchase a cd for $15. The video about it can be seen here.

Check out FIGURE THIS

Perfection Learning 6th Grade Math Sampler

Here's a preparation booklet that can be purchased in sets of 10 for 6th TAKS Math.

Math Ideas for Science Fair Projects

If you want to combine Math and Science for Science Fair Projects, please visit this website for suggestions.

Try this website as well.

Tables, Tables, Tables

Table of Symbols
Table of Formulas
Table of Squares and Square Roots
Table of Properties

From McDougal Classzone

Fractions, Decimals, and Percents Relationships

Mercer County Community College's Equivalences made easy!
MATH GOODIES Challenge Exercises - Interactive with answers.

5th TAKS Reading, Math, Science 2008 Released Test with Key

5th Grade Reading 2008 Released Test Items with Key
5th Grade Reading (Spanish) 2008 Released Test Items with Key

5th Grade Math 2008 Released Test Items with Key
5th Grade Math (Spanish) 2008 Released Test Items with Key

5th Grade Science 2008 Released Test Items with Key
5th Grade Science (Spanish) 2008 Released Test Items with Key

Multiplication and Division

Exercises to practice Multiplication and Division at Math Forum.

Jump the Line Integer Game

Play this game to learn how the number line works. Great practice for using integers. Start with easy and work your way up to super brain (hard)! To play Jump The Line, click HERE!

What Makes the Square Root of 2 Irrational???

Find your answer here!

All About Irrational Numbers

Irrational Numbers


Math Is Fun - Math Resources

Help with Identifying Numbers

Check out the Math Video Tutor with a lesson all about numbers. You'll learn about Numbers on a Number Line, Natural Numbers, Whole Numbers, Intergers, Rational Numbers and Irrational Numbers. You'll also learn how to imput these numbers in a TI-83 calculator.

Properties of Numbers

TAKS Objective 1
Properties of Numbers

Scientific Notation 8th Grade TAKS Objective 1

Practice Website in Scientific Notation

Multiplying Fractions - Mixed Numbers

What's Up With These Ratios and Proportions??

Learn how we use ratios and proportions from NASA CONNECT

Find fractions and their matching decimal equivalents.

Find fractions and their matching decimal equivalents with Harcourtschool.com


BBC Interactive Game Comparing the three.

TV411 Matching Games

Finding Slope

Here's a free lesson with tutorial on finding the slope by using the graph of a line from Yourteacher.com.

Lastly here's some great teacher notes from McDougal Littell with common errors students make when finding slope of a line.

Teacher's Corner-Volume

Teachers, here's a great lesson on Volume for 8th grade, although I think it can be easily modified for 6th and 7th grade as well.

History of the TAKS Test

History of TAKS Development

In 1999 the 76th Session of the Texas Legislature enacted Senate Bill 103, mandating implementation of a new statewide testing program. The new testing requirements, subsequently named the Texas Assessment of Knowledge and Skills, were implemented in spring 2003. By law, all eligible Texas public school students are assessed in mathematics in grades 3–10 and exit level; reading in grades 3–9; writing in grades 4 and 7; English language arts in grades 10 and exit level; science in grades 5, 8, 10, and exit level; and social studies in grades 8, 10, and exit level. Eligible students may meet testing requirements with Spanish versions of the TAKS assessments, available in mathematics at grades 3–6, in reading at grades 3–6, in writing at grade 4, and in science at grade 5.

To learn more, click here.

All the stuff you should learn in 8th Grade Math

Click on this link for exercises by topic for everything you're supposed to know in 8th Grade Math. Each link has practice exercises. Check it out today!!

2008-2009 TAKS Testing Calender

Please check out the calendar for all grades and all tests for the 2008-2009 year.

Nailing Down the TAKS for Parents

Here's a great guide for parents explained all areas of the TAKS Test with a few sample questions. Cover TAKS Test info for ALL GRADES.

Thank you Cypress-Fairbanks ISD.

Finding the Perimeter and Circumference

Find the perimeter of a polygons and and other composite figures as well as the circumference of circles at Cool Math.

7th Grade 2003 Test by Objectives and TEKS

Practice the 7th grade 2003 released TAKS test here. It is separated by Objectives and TEKS.

Geometry Vocabulary with a Paper Plate

Create your own Venn Diagram

Readwritethink.org has an easy way to create your own Venn Diagra

Publish Post

m. Give it a try!

School's about to begin 2008-2009

Well, as we begin another year of school, I must tell you, I'll be teaching at the school that inspired me to start this blog. In fact, I'll be teaching only TAKS MATH (6th, 7th, & 8th) for those students who weren't so successful on the TAKS test, so you want to visit often, because as I find more resources, the parking lot will be here. I stumbled upon a website that has interactive Math activities HERE.

Pre-Algebra Video Tutors to the rescue!

Pearson has some awesome videos to help prepare you for Algebra.
Check them all out!

Multiplying with Lattice Multiplication

Having trouble with double digit multiplication? Try a method that's been around for centuries, called Lattice Multiplication. Lattice multiplication was introduced to Europe in 1202 in Fibonacci's Liber Abaci.

Here's an animated website with instructions.

Below is a website that teaches you how to multiply with decimals using Lattice and well as create a template in Excel. It's wonderful!!!!
Lattice

Regular Polygon Tessellations

http://www.tessellations.org/

M.C.Escher

Regular Polygon Tessellations

More on Tessellations-Pictures and explanations.

8th Math TEKS from TEA

(a) Introduction.
(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 8 are using
basic principles of algebra to analyze and represent both proportional and non-proportional
linear relationships and using probability to describe data and make predictions.
(2) Throughout mathematics in Grades 6-8, students build a foundation of basic understandings in
number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking;
geometry and spatial reasoning; measurement; and probability and statistics. Students use
concepts, algorithms, and properties of rational numbers to explore mathematical relationships
and to describe increasingly complex situations. Students use algebraic thinking to describe
how a change in one quantity in a relationship results in a change in the other; and they connect
verbal, numeric, graphic, and symbolic representations of relationships. Students use geometric
properties and relationships, as well as spatial reasoning, to model and analyze situations and
solve problems. Students communicate information about geometric figures or situations by
quantifying attributes, generalize procedures from measurement experiences, and use the
procedures to solve problems. Students use appropriate statistics, representations of data,
reasoning, and concepts of probability to draw conclusions, evaluate arguments, and make
recommendations.
The provisions of this subchapter were adopted by the State Board of Education in February 2005 to be implemented beginning
with the 2006-2007 school year.
10
(3) Problem solving in meaningful contexts, language and communication, connections within and
outside mathematics, and formal and informal reasoning underlie all content areas in
mathematics. Throughout mathematics in Grades 6-8, students use these processes together with
graphing technology and other mathematical tools such as manipulative materials to develop
conceptual understanding and solve problems as they do mathematics.
(b) Knowledge and skills.

(8.1) Number, operation, and
quantitative reasoning. The student
understands that different forms of
numbers are appropriate for different
situations.
The student is expected to:
(A) compare and order rational numbers
in various forms including integers,
percents, and positive and negative
fractions and decimals;
(B) select and use appropriate forms of
rational numbers to solve real-life
problems including those involving
proportional relationships;
(C) approximate (mentally and with
calculators) the value of irrational
numbers as they arise from problem
situations (such as π, √2); and
(D) express numbers in scientific
notation, including negative
exponents, in appropriate problem
situations.
(8.2) Number, operation, and
quantitative reasoning. The student
selects and uses appropriate
operations to solve problems and
justify solutions.
The student is expected to:
(A) select appropriate operations to solve
problems involving rational numbers
and justify the selections;
(B) use appropriate operations to solve
problems involving rational numbers
in problem situations;
(C) evaluate a solution for
reasonableness; and
(D) use multiplication by a constant
factor (unit rate) to represent
proportional relationships.
(8.3) Patterns, relationships, and
algebraic thinking. The student
identifies proportional or nonproportional
linear relationships in
problem situations and solves
problems.
The student is expected to:
(A) compare and contrast proportional
and non-proportional linear
relationships; and
(B) estimate and find solutions to
application problems involving
percents and other proportional
relationships such as similarity and
rates.

(8.4) Patterns, relationships, and
algebraic thinking. The student
makes connections among various
representations of a numerical
relationship.
The student is expected to generate a
different representation of data given
another representation of data (such as a
table, graph, equation, or verbal
description).
(8.5) Patterns, relationships, and
algebraic thinking. The student uses
graphs, tables, and algebraic
representations to make predictions
and solve problems.
The student is expected to:
(A) predict, find, and justify solutions to
application problems using
appropriate tables, graphs, and
algebraic equations; and
(B) find and evaluate an algebraic
expression to determine any term in
an arithmetic sequence (with a
constant rate of change).
(8.6) Geometry and spatial reasoning.
The student uses transformational
geometry to develop spatial sense.
The student is expected to:
(A) generate similar figures using
dilations including enlargements and
reductions; and
(B) graph dilations, reflections, and
translations on a coordinate plane.
(8.7) Geometry and spatial reasoning.
The student uses geometry to model
and describe the physical world.
The student is expected to:
(A) draw three-dimensional figures from
different perspectives;
(B) use geometric concepts and
properties to solve problems in fields
such as art and architecture;
(C) use pictures or models to demonstrate
the Pythagorean Theorem; and
(D) locate and name points on a
coordinate plane using ordered pairs
of rational numbers.
(8.8) Measurement. The student uses
procedures to determine measures of
three-dimensional figures.
The student is expected to:
(A) find lateral and total surface area of
prisms, pyramids, and cylinders using
concrete models and nets (twodimensional
models);
(B) connect models of prisms, cylinders,
pyramids, spheres, and cones to
formulas for volume of these objects;
and
(C) estimate measurements and use
formulas to solve application
problems involving lateral and total
surface area and volume.

(8.9) Measurement. The student uses
indirect measurement to solve
problems.
The student is expected to:
(A) use the Pythagorean Theorem to
solve real-life problems; and
(B) use proportional relationships in
similar two-dimensional figures or
similar three-dimensional figures to
find missing measurements.
(8.10) Measurement. The student describes
how changes in dimensions affect
linear, area, and volume measures.
The student is expected to:
(A) describe the resulting effects on
perimeter and area when dimensions
of a shape are changed
proportionally; and
(B) describe the resulting effect on
volume when dimensions of a solid
are changed proportionally.
(8.11) Probability and statistics. The
student applies concepts of
theoretical and experimental
probability to make predictions.
The student is expected to:
(A) find the probabilities of dependent
and independent events;
(B) use theoretical probabilities and
experimental results to make
predictions and decisions; and
(C) select and use different models to
simulate an event.
(8.12) Probability and statistics. The
student uses statistical procedures to
describe data.
The student is expected to:
(A) select the appropriate measure of
central tendency or range to describe
a set of data and justify the choice for
a particular situation;
(B) draw conclusions and make
predictions by analyzing trends in
scatterplots; and
(C) select and use an appropriate
representation for presenting and
displaying relationships among
collected data, including line plots,
line graphs, stem and leaf plots, circle
graphs, bar graphs, box and whisker
plots, histograms, and Venn
diagrams, with and without the use of
technology.
(8.13) Probability and statistics. The
student evaluates predictions and
conclusions based on statistical data.
The student is expected to:
(A) evaluate methods of sampling to
determine validity of an inference
made from a set of data; and

(B) recognize misuses of graphical or
numerical information and evaluate
predictions and conclusions based on
data analysis.
(8.14) Underlying processes and
mathematical tools. The student
applies Grade 8 mathematics to solve
problems connected to everyday
experiences, investigations in other
disciplines, and activities in and
outside of school.
The student is expected to:
(A) identify and apply mathematics to
everyday experiences, to activities in
and outside of school, with other
disciplines, and with other
mathematical topics;
(B) use a problem-solving model that
incorporates understanding the
problem, making a plan, carrying out
the plan, and evaluating the solution
for reasonableness;
(C) select or develop an appropriate
problem-solving strategy from a
variety of different types, including
drawing a picture, looking for a
pattern, systematic guessing and
checking, acting it out, making a
table, working a simpler problem, or
working backwards to solve a
problem; and
(D) select tools such as real objects,
manipulatives, paper/pencil, and
technology or techniques such as
mental math, estimation, and number
sense to solve problems.
(8.15) Underlying processes and
mathematical tools. The student
communicates about Grade 8
mathematics through informal and
mathematical language,
representations, and models.
The student is expected to:
(A) communicate mathematical ideas
using language, efficient tools,
appropriate units, and graphical,
numerical, physical, or algebraic
mathematical models; and
(B) evaluate the effectiveness of different
representations to communicate ideas.
(8.16) Underlying processes and
mathematical tools. The student
uses logical reasoning to make
conjectures and verify conclusions.
The student is expected to:
(A) make conjectures from patterns or
sets of examples and nonexamples;
and
(B) validate his/her conclusions using
mathematical properties and
relationships.

Multi-Bar Graph 7.11A

I use Statcounter to track visits to my blogs. Below is tracking from my TAKS Math Blog. It is displayed as a multi-bar graph. Each color represents how the data has been collected. It tells me how often people visit my blog, who returns, and how many page loads occur.

Daily | Weekly | Monthly | Quarterly | Yearly

Select Data:	Show Page Loads Show Unique Visitors Show Returning Visitors
Select Graph:	Bar Graph | Area Graph | No Graph

		Page Loads	Unique Visitors	First Time Visitors	Returning Visitors
Total		1,058	601	516	85
Average		132	75	65	11
Day	Date	Page Loads	Unique Visitors	First Time Visitors	Returning Visitors
Tuesday	19th February 2008	6	3	3	0
Monday	18th February 2008	196	124	116	8
Sunday	17th February 2008	130	63	57	6
Saturday	16th February 2008	85	47	42	5
Friday	15th February 2008	90	43	39	4
Thursday	14th February 2008	179	85	71	14
Wednesday	13th February 2008	145	103	88	15
Tuesday	12th February 2008	227	133	100	33

Constructing Pie/Circle Graphs 7.11A

Yesterday my classes all took a survey of their favorite classes. Each student chose only one subject as their favorite. The end result was the class as a whole constructing their own pie chart, breaking down the totals, turning them into fractions, decimals, percents, and finally degrees, so the pie could be cut into parts according to the angles. Quite a few TEKS were covered and the students were all engaged. I plan on continuing surveys throughout the year so I can spiral this lesson.

Below is an example of tracking from one of my blogs. The information gathered was about returning visitors. From this information you can easily calculate the degrees of each angle for the percent and number of each category is already given.

		Returning Visits
	84	First Time Visits
	32	1-5 Returning Visits
	10	5-10 Returning Visits
	14	10+ Returning Visits

Exercises on Handling Data & Statistics

Check out this website for exercises and tests on Statistics and Handling Data.

Percent Equations

Want to practice solving questions with Percent Equations?


Take the Percent Equations Test.

Need Help with Probability???? I know I do!!

Here's a link to a website that talks all about Probability!
Check it out! If it is helpful for you in your TAKS Test preparation, leave me a comment and let me know!

For 7th Graders, it covers TEKS Objective 7.10 (B), where you find the approximate probability of a compound event through experimentation.

9th grade probability TAKS questions here!

Self-Check Lesson on Every TEK for the TAKS TEST

Click here for self-check quizzes on each TEK for the 8th Grade. These questions will be covered on the TAKS Test.
Publish

TEKS- Middle School Math in TEXAS

This is the website to view all the TEKS for Middle School Math (6th, 7th, & 8th) in Texas.

7th TEKS (current List)

�111.23. Mathematics, Grade 7.

(a) Introduction.

(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 7 are using direct proportional relationships in number, geometry, measurement, and probability; applying addition, subtraction, multiplication, and division of decimals, fractions, and integers; and using statistical measures to describe data.

(2) Throughout mathematics in Grades 6-8, students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Students use concepts, algorithms, and properties of rational numbers to explore mathematical relationships and to describe increasingly complex situations. Students use algebraic thinking to describe how a change in one quantity in a relationship results in a change in the other; and they connect verbal, numeric, graphic, and symbolic representations of relationships. Students use geometric properties and relationships, as well as spatial reasoning, to model and analyze situations and solve problems. Students communicate information about geometric figures or situations by quantifying attributes, generalize procedures from measurement experiences, and use the procedures to solve problems. Students use appropriate statistics, representations of data, reasoning, and concepts of probability to draw conclusions, evaluate arguments, and make recommendations.

(3) Problem solving in meaningful contexts, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grades 6-8, students use these processes together with graphing technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve problems as they do mathematics.

(b) Knowledge and skills.

(7.1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms.

The student is expected to:

(A) compare and order integers and positive rational numbers;

(B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator; and

(C) represent squares and square roots using geometric models.

(7.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions.

The student is expected to:

(A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;

(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

(C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

(D) use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;

(E) simplify numerical expressions involving order of operations and exponents;

(F) select and use appropriate operations to solve problems and justify the selections; and

(G) determine the reasonableness of a solution to a problem.

(7.3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships.

The student is expected to:

(A) estimate and find solutions to application problems involving percent; and

(B) estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units.

(7.4) Patterns, relationships, and algebraic thinking. The student represents a relationship in numerical, geometric, verbal, and symbolic form.

The student is expected to:

(A) generate formulas involving unit conversions, perimeter, area, circumference, volume, and scaling;

(B) graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; and

(C) use words and symbols to describe the relationship between the terms in an arithmetic sequence (with a constant rate of change) and their positions in the sequence.

(7.5) Patterns, relationships, and algebraic thinking. The student uses equations to solve problems.

The student is expected to:

(A) use concrete and pictorial models to solve equations and use symbols to record the actions; and

(B) formulate problem situations when given a simple equation and formulate an equation when given a problem situation.

(7.6) Geometry and spatial reasoning. The student compares and classifies two- and three-dimensional figures using geometric vocabulary and properties.

The student is expected to:

(A) use angle measurements to classify pairs of angles as complementary or supplementary;

(B) use properties to classify triangles and quadrilaterals;

(C) use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders; and

(D) use critical attributes to define similarity.

(7.7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane.

The student is expected to:

(A) locate and name points on a coordinate plane using ordered pairs of integers; and

(B) graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane.

(7.8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world.

The student is expected to:

(A) sketch three-dimensional figures when given the top, side, and front views;

(B) make a net (two-dimensional model) of the surface area of a three-dimensional figure; and

(C) use geometric concepts and properties to solve problems in fields such as art and architecture.

(7.9) Measurement. The student solves application problems involving estimation and measurement.

The student is expected to:

(A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

(B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and

(C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

(7.10) Probability and statistics. The student recognizes that a physical or mathematical model can be used to describe the experimental and theoretical probability of real-life events.

The student is expected to:

(A) construct sample spaces for simple or composite experiments; and

(B) find the probability of independent events.

(7.11) Probability and statistics. The student understands that the way a set of data is displayed influences its interpretation.

The student is expected to:

(A) select and use an appropriate representation for presenting and displaying relationships among collected data, including line plot, line graph, bar graph, stem and leaf plot, circle graph, and Venn diagrams, and justify the selection; and

(B) make inferences and convincing arguments based on an analysis of given or collected data.

(7.12) Probability and statistics. The student uses measures of central tendency and range to describe a set of data.

The student is expected to:

(A) describe a set of data using mean, median, mode, and range; and

(B) choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation.

(7.13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.

The student is expected to:

(A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;

(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and

(D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

(7.14) Underlying processes and mathematical tools. The student communicates about Grade 7 mathematics through informal and mathematical language, representations, and models.

The student is expected to:

(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and

(B) evaluate the effectiveness of different representations to communicate ideas.

(7.15) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions.

The student is expected to:

(A) make conjectures from patterns or sets of examples and nonexamples; and

(B) validate his/her conclusions using mathematical properties and relationships.

TV 411 Math

Great links to help you in Math

TAKS Measurement Comparisons

Check out this TAKS Measurement link to understand what areas of measurement you will be expected to know according to your grade level.

Show Me Math - Interactive Problem Solving

Click here to visit Harcourt's Math Website where you'll find interactive problem solving for many problems that will be on the TAKS test.

Also visit their E-LAB.
Here, you can type in a Math topic and get electronic labs to help you learn.

Air Force One Challenge

Giving you a little break from all this TAKS test preparation. If you can make it to 18 seconds, you're good! Have fun!

Click here for the challenge

Test your knowledge of the Pythagorean Theorem

This is the best test take to assess your basic knowledge of the Pythagorean Theorem. Take the test and find out your answers instantly. Let me know what score you made.

Oh, yeah, and a little hint is when they ask for an answer that requires a square root for an irrational number, answer it like this: sqrt(38)

Wishing you the best!!

Web Resources TEKS- 7th Grade Science and Math

This website has lots of links that cover the 7th TEKS in Math in Science.

Looking For Pythagoras Practice Exercises

Check out practice exercises on Finding lengths and sides of squares from Connected Math.

Homework Help on connecting dots.
Find length of the hypotenuse using the Pythagorean Theorem.
Vocabulary Quiz Puzzle
Coordinate Grids with the Pythagorean Theorem test with self-check answers.
Test your skills on the Pythagorean Theorem #1 with self-check answers.
Test your skills on the Pythagorean Theorem #2 with self-check answers.

Test your knowledge of the Pythagorean Theorem

This test is simple to use and will give you corrections and show all the answers at the end.

Test your knowledge of the Pythagorean Theorem now!

Great Math Website-AplusMath

APLUS MATH

Practice Solving Linear Equations

From Holt Math. Click on the Math Course 3 to find practice exercises.

Circumference of a Circle

Learn all about circles, their diameter, radius and circumference at Math Goodies.

Math Website with Cool LInks

Here's another math website that has links to many activities. Check it out!

Fun Math Games

Apples for the Teacher website has many links that are fun and help students learn:

Geometry and Spatial Reasoning Games
Measurement Games
Number Sense Games
Operations and Factors Games (Addition, Subtraction, Multiplication and Division)

Video Math Tutor

Need a little extra help with Math and you are a visual and audio learner? Visit the Video Math Tutor for help in Math.

Here's a basic lesson on Numbers as an excellent tutorial for Math.

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