7th GRADE

COMMON CORE MATH -3)

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proces babil c =! p 

e prop or ses an
d deve ity 8.S Analyze proportional relationships and use them to solve real-world and
Analyz ments
. Proba lop, u P.A.5
easure Probab bility se, an -8 mathematical problems.
Rate rs or m its. ility is d eval
e Unit numbe rent un Theore the lik uate pr
ng th of two s are
in diffe NE. tical Pr elihoo ob
Findi m pa rison te rm an tity of O 1/8 of
an
obabili d of an abilit
y mod 1. Which equation has a constant of
4. This graph shows the relationship between

io is a
co the qu mile in per hour? event;

 A Rat which d as a 2 of a
ty: Th it can els.proportionality equal to 6?
the pounds of candy bought at the Sugar

H ratio in presse alks 1/ he wal

k e rati
o of w be eith
AS !
A Rat
e is a at is ex Joey w ow far does ays th er theo Shack and the total cost, in dollars.

CR RSE is rate th e even retica

at e . H
A. 6y = 6x

CO
U
A Unit
R rries hour miles t can l or ex
strawbe 1
2=
n
hours Exper oc cu r to th pe ri menta
lbs of r pound. imenta P(A) favo e num l.
ht 3.5 pe 1 1 l Prob = ———rable ber of B. 6y = 18x

ag gi e boug nd the cost 8 ability possib ———— outcom po ss

M Fi : The le outc ————es ible ou
ples: 2.95. onals. rati omes— es C. 5y = 6x

tcom
Exam for $1 e diag to the o of the to
n tiply th 1 n= 2
1 .
$12.95 = 1. Mul e total ta
numbe l number
cost_

1 e for th 8
r of tr of D. 5y = 30x
ds 3.5 iv id e to solv ials, or times the
poun 12.95 2. D n=4 Roll times favo
3. 5n = va ria ble.
r hour a die. P(A) favo , the ex rable ou
3.5 s pe = ———rable perim tcome
m ile —
total nu————tcomou en ha pp
P(5)
3.5 4 t was 2. A man traveled 1/3 of the distance between

= 1/6 mber ———es perfor ens

(16.7% of trial— med. two cities in 3/4 of an hour. At this rate, how
Which statements are true. Select all that apply.

.70 s
n = $3 ph: P(od ) Spin many hours will it take him to travel the

a Gra
per po
und
nal From is a straight d #) =

a spin
ner. entire distance between the two cities?

.7 0 rt io h ug h 3/6 = A. Point (0,0) shows the cost is $0 for 0 pounds of candy.

$3
ip is Propo grap
If the at passes en it’s
thro
P(7)
1/2 (5
0% )

P(2)
el at ionsh bl e: lin e th (0, 0), th Co m
= 0 (I
m po = 3/8 A. 3/12
B. Point (0.25, 4) shows the the cost is $0.25 for 4

if a R
Ta in poun ss (37.5%
te. If e orig nal. ible!)
a
in e From it ra th A d E ve ) pounds of candy.

erm un
each l the sam
e, propor
tio n event
that co ts
n P(# le B. 4/9

to Det Find ss than

How ios: are al ortional!
nsists
of 4) = 8/ C. Point (0.5, 8) shows that 0.5 pounds of candy costs

R at th ey Inde two or 8 = 1 (1 C. 2 1/4

2 If the s prop pende P(2 or 00%) $8.00.

From IPLY! then it’ nt Eve more 3) = 6/

O SS MULT ual, then C os t Event
s n ts
simpl
e ev 8 = 3/
4
CR eq in ents w (75% D. 4
ts are Ticket
s $ affect whi
the se ch the first
hose ) D. Point (1, 16) shows that the cost is $16 for 1 pound

produc ortional. ht to do cond outcom

s prop Boug w ev event es ar
of candy.

it’ $210 possib ith each ot ent. They does NOT Depen e equa
lly lik
6 le outc he ha dent
36 $3 85 same. omes r! The nu ve nothin Event Even
ts
ely.
3. Which relationships have the same constant
5. A school cafeteria has a juice dispenser that

12 = will al m g s
11 ways ber of the se in which th of proportionality between y and x as in the
holds 640 ounces of juice when completely filled.

17 51 $875
Roll a
die tw
remai
n the
co
outcom nd event. e first even
t equation y = 1/2x? Select all that apply.
Juice is offered in 2 sizes: 4 ounces or 8 ounces.

25
5
ice. Fi
nd event. es will chanThe numbe DOES affe Each day, approximately 7 out of 10 students

$3 the P( ge as r of po ct
) = 17
• 36 ÷ 6 = 5, even the re ss
choose the 4-ounce serving size and the other

(12 • 51
$210 11 = $35 1 3 #). sult of ible
÷ e the fir A. B. students choose the 8-ounce serving size.

$385 25 = $35 then th • 3

612 ÷ hours, = $8) 6 6 = 1 Choose st
612 = $875
r w orking 2
16 ÷ 2 Spin th 36 = 12 a se
a card
, Based on this information, estimate the number

ea
fo
rn $16 r one hour.
($ Fi nduathtioenspinner cond
card.
do NOT
re of servings that can be dispensed from the juice

If yo u fo an Eq e P(1, an d pl ace it
rate. u earn From tails). flip a coin , and dispenser before it needs to be refilled. Show or

ality ply the unit e amount yo . choose

rtion explain each step you used when finding your

Propo tionality is si use that’s

m th
rate
ant of ca a Gra
ph e unit estimate.

Const tant of prop nality is $8 be

or
From Find th e of y y = 15x 2 1
2 1

•
8 2 =
ns tio lu
The co of propor (the va = 1). Put 10 =
consta
nt e x
when one hour, Choose ca rd
tant sofnumbere
16 8
D.
a Tabl r e consa calitrd x -2 0 5 7
From $15 fo nstant of seco
Th ndtiona y , re
is
pl
d0-9
in a ha
Money
co
so the nality is propor ca rd at is ace it, an
r .thFi t. C.
th Sa ve d pr op ortio th e numbe “x”.nd P(7, # gr d choose a y -4 0 10 14
Mon d to eater Find
15 . m ultiplie 1 2 than
7).
P(16,
14).
$150 1 1
3
$6 00
• 10 •10 = 2 = 1
10 0 50 9
• = 1
8 E.
x -9 7.8 11
Find 72
12 P(even
#, even
rate. ant of #). 4 3 y -4.5 3.9 5.5
e unit Const nality. • 12
Find th 3 = $50 pr oportio 9 8 = = 1
÷
$150 12 = $50 72 6

COMPLETE REVIEW
÷
$600

for STANDARDIZED
TESTING!
 7th Grade Common Core Standardized Test Review

If you need to prepare your students for a standardized test based on the Common Core, this
“crash course” is exactly what you need!

When I realized that my students had to take the state test during the first week of April, I
knew it would be impossible for me to cover all of the material to prepare them for the test!
So, I created this review hoping that it would, at the very least, familiarize them with
concepts, increase their confidence, and help them to be successful.. and IT WORKED!!

This review consists of “crash course” reviews, examples, and practice problems for each of
the following common core standards:

Ratios & Proportional Relationships

• Analyze proportional relationships and use them to solve real-world and mathematical
problems. CCSS.MATH.CONTENT.7.RP.A.1-3

The Number System

• Apply and extend previous understandings of operations with fractions.
CCSS.MATH.CONTENT.7.NS.A.1-3

Expressions & Equations

• Use properties of operations to generate equivalent expressions.
CCSS.MATH.CONTENT.7.EE.A.1-2
• Solve real-life and mathematical problems using numerical and algebraic expressions
and equations. CCSS.MATH.CONTENT.7.EE.B.3-4

Geometry
• Draw construct, and describe geometrical figures and describe the relationships
between them. CCSS.MATH.CONTENT.7.G.A.1-3
• Solve real-life and mathematical problems involving angle measure, area, surface area,
and volume. CCSS.MATH.CONTENT.7.G.B.4-6

Statistics & Probability

• Use random sampling to draw inferences about a population.
CCSS.MATH.CONTENT.7.SP.A.1-2
• Draw informal comparative inferences about two populations.
CCSS.MATH.CONTENT.7.SP.A.3-4
• Investigate chance processes and develop, use, and evaluate probability models.
CCSS.MATH.CONTENT.7.SP.A.5-8

To make this review more authentic, many of the practice problems are “released items” from
standardized testing websites. These problems have been made available to prepare our
students for the test. I spent a significant amount of time grouping the items according to
each standard and creating the “Crash Course” reviews that focus on the specific content.
Problems have been modified and revised to increase rigor.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Ratios and Proportional Relationships (7.RP.A.1-3)
Analyze proportional relationships and use them to solve real-world and
mathematical problems.

 Finding the Unit Rate
SH
CRA SE! A Ratio is a comparison of two numbers or measurements.
R
COU A Rate is a ratio in which the terms are in different units.
A Unit Rate is rate that is expressed as a quantity of ONE.

Examples: Maggie bought 3.5 lbs of strawberries Joey walks 1/2 of a mile in 1/8 of an
for $12.95. Find the cost per pound. hour. How far does he walk per hour?
1
cost_
$12.95 = n 2=n miles

pounds 3.5 1 1. Multiply the diagonals. 1 1 hours

8
3.5n = 12.95
2. Divide to solve for the 1 n= 1
3.5 3.5 8 2
variable.

n = $3.70 n=4
$3.70 per pound 4 miles per hour

How to Determine if a Relationship is Proportional

From 2 Ratios: From a Table: From a Graph:
CROSS MULTIPLY! If the Find each unit rate. If If the graph is a straight
products are equal, then they are all the same, line that passes through
it’s proportional. then it’s proportional! the origin (0, 0), then it’s
proportional.
Tickets Cost
12 36
= Bought $
17 51
6 $210

11 $385
(12 • 51) = 17 • 36
25 $875
612 = 612
$210 ÷ 6 = $35
$385 ÷ 11 = $35
$875 ÷ 25 = $35

Constant of Proportionality
The constant of proportionality is simply the unit rate. If you earn $16 for working 2 hours, then the
constant of proportionality is $8 because that’s the amount you earn for one hour. ($16 ÷ 2 = $8)
From a Table From a Graph From an Equation
Find the unit rate
Money
Month (the value of y
Saved
when x = 1). y = 15x
3 $150 $15 for one hour,
so the constant of
12 $600 The constant of
Find the unit rate.
• proportionality is
15. proportionality is
the number that is
$150 ÷ 3 = $50 Constant of
multiplied to “x”.
$600 ÷ 12 = $50 proportionality.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Writing Equations for Proportional Relationships (y = kx)
When relationships are proportional, you can write an equation in the form y = kx. The constant of

 proportionality (k) is the unit rate. It is the number multiplied by the input (x) to determine the output (y).

Find the constant of proportionality, k, and replace that value in the equation y = kx.

The total cost is proportional to the # of Jolly

Bags
number of t-shirts purchased. Ranchers
Kellie bought 19 t-shirts and spent 2 126
$242.25. Write an equation, in the
form y = kx, to represent this (1, 75) 5 315
relationship.
6 378
$242.25 ÷ 19 = $12.75
126 ÷ 2 = 63
y = 12.75x 315 ÷ 5 = 63 y = 63x
Unit rate is 75 mi/h
378 ÷ 6 = 63
y = 75x

What’s Does an Ordered Pair (x, y) Mean? (Proportional Relationships in Context)

Sammy’s Push Ups! Point A (5,50) means that in 5 minutes, Sammy did 50
push ups. The x-value (5) refers to the number of minutes
and the y-value (50) represents the number of push-ups.
Point B (1,10) represents the unit rate or the constant of
proportionality. It means that in 1 minute, Sammy did 10
push-ups.
A
• Whenever you need to find the unit rate (constant of
proportionality, k), go to x = 1 on the graph and then move
up to find the value of y. This will always give you the
B
• amount for one.

Use the labels from the graph to describe the numbers

in the ordered pair. That’s how you put it in context!

Using Proportional Relationships to Solve Multi-Step Ratio and Percent Problems

You can use proportions to solve problems involving ratio and percent.
part(is) %
Ratios Percent Problems = Use this ratio!
whole(of ) 100
Linda sold 49 boxes of
cookies in 3 days. If the n 5
What is 5% of 118? = 100n = 590 n = 5.9
rate remains the same, 118 100
how many boxes of
cookies will she sell in 24 n
18 days? 24 is what percent of 60? = 60n = 2400 n = 40%
60 100
cookies 49 n
days
=
3 18 64 40
64 is 40% of what number? = 40n = 6400 n = 160
3n = 882 n 100
3 3
Discount - an amount that you are saving. Subtract it from the original price.
n = 294
Sales Tax - an amount that you are paying. Add it to the original price.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Ratios and Proportional Relationships (7.RP.A.1-3)
c =! p 

Analyze proportional relationships and use them to solve real-world and
mathematical problems.

1. Which equation has a constant of

4. This graph shows the relationship between

proportionality equal to 6?
the pounds of candy bought at the Sugar

Shack and the total cost, in dollars.

A. 6y = 6x

B. 6y = 18x

C. 5y = 6x

D. 5y = 30x

2. A man traveled 1/3 of the distance between

two cities in 3/4 of an hour. At this rate, how

Which statements are true. Select all that apply.

many hours will it take him to travel the

entire distance between the two cities?

A. Point (0,0) shows the cost is $0 for 0 pounds of candy.

A. 3/12
B. Point (0.25, 4) shows the the cost is $0.25 for 4

pounds of candy.

B. 4/9

C. Point (0.5, 8) shows that 0.5 pounds of candy costs

C. 2 1/4
$8.00.

D. 4 D. Point (1, 16) shows that the cost is $16 for 1 pound

of candy.

3. Which relationships have the same constant

5. A school cafeteria has a juice dispenser that

of proportionality between y and x as in the

holds 640 ounces of juice when completely filled.

equation y = 1/2x? Select all that apply.

Juice is offered in 2 sizes: 4 ounces or 8 ounces.

Each day, approximately 7 out of 10 students

choose the 4-ounce serving size and the other

A. B. students choose the 8-ounce serving size.

Based on this information, estimate the number

of servings that can be dispensed from the juice

dispenser before it needs to be refilled. Show or

explain each step you used when finding your

estimate.

D.
x -2 0 5 7
C. y -4 0 10 14

E.
x -9 7.8 11
y -4.5 3.9 5.5

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 6. A store owner paid $18 for a book. She marked
8. A right triangle has legs measuring 2.5 inches

up the price of the book by 40% to determine

and 3.5 inches. The lengths of the legs of a

the selling price.

second triangle are proportional to the lengths

of the first triangle.

A. What is the selling price, in dollars, of the

book?
Which could be the lengths of the legs of the

second triangle? Select each correct pair.

A. 10 in and 14 in

A customer buys a different book that has an

original selling price of $28. The book has been

B. 5.5 in and 8.5 in

discounted 25%. The customer pays 7% sales

tax on the discounted price of the book.

C. 7.5 in and 10.5 in

B. What is the total amount, in dollars, the

D. 3 in and 4.2 in

customer pays for the discounted book?

E. 3.75 in and 5.25 in

7. A worker at the zoo calculates the amount of

9. The graph shows the distance traveled, d, in

fish, in pounds, needed in the weekly diet of

t hours.

an eagle and a bear.

The eagle eats 6 pounds of food each week and

60% of that weight must be fish.

The bear eats 105 pounds of food each week

and 25% of that weight must be fish.

• What is the total amount of fish, in pounds, that

the eagle and bear should eat each week?

Round your answer to the nearest hundredth

of a pound.
A. Explain why the graph does or does not

show a proportional relationship between

the variables d and t.

• The zoo increases the amount of food that the

Brian’s Jim’s
Hours
bear eats each week to 115 pounds. What is the
Miles Miles
percent of increase in the amount of food that

the bear eats each week? Round your answer

1 21 23
to the nearest tenth of a percent.

3 63 69

5 105 105

B. Determine whether the relationship between

the number of hours traveled and the

distance is proportional for each bike rider.

Explain.

amount of change

Percent of Change = original amount

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 10. Diamond Barre charges $15 per class. This
12. A salesperson earns commission on the sales

table shows the rates charged for classes by

that he makes each month.

some other studios. Determine whether the

unit rate charges by the other studios is

The salesperson earns a 5% commission on

less than, equal to, or greater than the unit

the first $3000 he has in sales.

rate charged by Diamond Barre.

The salesperson earns a 7.5% commission on

the amount of his sales that are greater than

Less Greater
Equal To $3000.

Studio Rate Than Than

Diamond
Diamond Diamond A. This month the salesperson had $5000 in

sales. What amount of commission, in

$72 for 5 dollars, did he earn?

A
classes

$50 for 3
B
classes
B. The salesperson had $675 in commission

last month. How much money, in dollars,

C
$120 for did he have in sales last month?
8 classes

$190 for
D 12
classes

1
11.
11. Students are playing a game. In the game,
13. Liz has a recipe that uses 1 3 cups of sugar
13.
students collet and trade building materials.
1
and 2 cups of flour to make 18 muffins. She

Materials of equal value used for trading are

4
shown in the table.
has a total of 9 cups of flour. Liz wants to use

all of her flour to make as many muffins as

1 stone = 4 logs
possible using this recipe.

1 brick = 10 logs

2 logs = 150 nails A. Exactly how many cups of sugar will

Liz use if she uses all 9 cups of flour?

A. How many stones are needed to trade for

20 bricks?

B. How many nails are needed to trade for

1 brick?

B. Exactly how many muffins will Liz make if

she uses all 9 cups of flour?

C. It takes 48 stones and 171 logs to build

3 sheds. What is the exact number of

stones needed to build 5 sheds?

D. What is the exact number of logs needed to

build 5 sheds?

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 14. A painter plans to paint a room with an area of 515 square feet. He mixes paint to create a specific

shade of green. The ratio of each color in his mixture is shown.

1 part blue paint

3 parts yellow paint

2 parts white paint

The painter estimates that he will need 1 gallon of green paint for every 175 square feet of the room.

he estimates the smallest number of whole gallons of green paint needed to paint the room. How

much blue paint will the painter need to make this batch of green paint?

A. 1/3 gallon B. 1/2 gallon C. 1 gallon D. 3 gallons

——————————————————————————————————————————————-

The painter makes a second batch of green paint using the same ratio of blue, yellow, and white paint.

He uses 3 gallons of white paint to make the second batch of green paint. How many total gallons is

the second batch of green paint?

———————————————————————————————————————————————

The painter purchases 6 gallons of paint on sale for $153. 50. The regular price of the paint was $139.92

for 4 gallons. How many dollars per gallon did the painter save by purchasing the paint on sale? Round

your answer to the nearest cent.

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 1
15. Carola works for 6 hours and earns $48. The
17. A box contains 12 square feet of tiles and

12.
graph shows the relationship between the
2
number of hours Carola works, x, and the
costs $40.21. What is the approximate price

total amount she earns, y.

per square foot?

18. The vales in the table show the relationship

between times measured in seconds and

distance measured in meters. What is the

Which point represents the number of

unit rate, in meters per second, of the

dollars Carola makes per hour?

relationship shown in the table?

A. (1, 6)

x y
B. (1, 8)
7 84
C. (2, 16)
13 156
D. (6, 48)
18 216

11. 13.
16. Select the company that has the greatest
19. The table shows a proportional relationship

hourly pay rate.

between the number of pounds of grapes

purchased and the total cost of the grapes.

Company A Company B Grapes

Number of Total Cost

Time Earnings Pounds (dollars)
(hours) (dollars)
4 2.76
0 0
7 4.83
3 24
9 6.21
5 40

A row of values is missing in the table. Which

number of pounds of grapes and total cost of

the grapes could be used as the missing values

Company C Company D in the table? Select all that apply.

This company uses This company pays

the equation below an employee $59.50

A. 2 pounds of grapes, $1.38

to calculate each for working 7 hours.

B. 3 pounds of grapes, $2.53

employees earnings,

C. 6 pounds of grapes, $3.68

E, for working h hrs.

D. 8 pounds of grapes, $5.52

E = 8.25h E. 11 pounds of grapes, $8.97

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 20. The table shows the relationship between the

21. A company sells small and large photo books.

depth, in meters, of a submarine and the time,

in minutes, since it started a dive.

Each page of a small photo book costs the same.

The table shows the relationship between the

number of pages and the total cost of the photo

Time Depth book.

(minutes (meters)

2 100 Number of Total Cost

Pages (dollars)
4 180
20 30
6 260
32 48
8 340
57

• Plot the values in the table on the coordinate plane.

• What is the cost per page for a small photo book?

Submarine Depth

• How many pages are in a small photo book that

costs $57. Show or explain how you determined

your answer.

Each page of a large photo book cost 30% more

than each page of a small photo book.

• Determine whether the relationship is proportional

• What is the cost for a large photo book with 35

or not. Explain how the relationship in the table and

pages? Show or explain how your determined

the graph support your answer.

your answer.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Ratios and Proportional Relationships (7.RP.A.1-3)
Analyze proportional relationships and use them to solve real-world and
mathematical problems.

1. Which equation has a constant of

4. This graph shows the relationship between

proportionality equal to 6?
the pounds of candy bought at the Sugar

Shack and the total cost, in dollars.

A. 6y = 6x

B. 6y = 18x

C. 5y = 6x

D. 5y = 30x

2. A man traveled 1/3 of the distance between

two cities in 3/4 of an hour. At this rate, how

Which statements are true. Select all that apply.

many hours will it take him to travel the

entire distance between the two cities?

A. Point (0,0) shows the cost is $0 for 0 pounds of candy.

A. 3/12
B. Point (0.25, 4) shows the the cost is $0.25 for 4

pounds of candy.

B. 4/9

C. Point (0.5, 8) shows that 0.5 pounds of candy costs

C. 2 1/4
$8.00.

D. 4 D. Point (1, 16) shows that the cost is $16 for 1 pound

of candy.

3. Which relationships have the same constant

5. A school cafeteria has a juice dispenser that

of proportionality between y and x as in the

holds 640 ounces of juice when completely filled.

equation y = 1/2x? Select all that apply.

Juice is offered in 2 sizes: 4 ounces or 8 ounces.

Each day, approximately 7 out of 10 students

choose the 4-ounce serving size and the other

A. B. students choose the 8-ounce serving size.

Based on this information, estimate the number

of servings that can be dispensed from the juice

dispenser before it needs to be refilled. Show or

explain each step you used when finding your

estimate.

4-ounce 8-ounce

D.
x -2 0 5 7

7/10 = 70% 3/10 = 30%

C. y -4 0 10 14
0.7 x 640 = 448 0.3 x 640 = 192

E.
x -9 7.8 11 448 ÷ 4 = 112 192 ÷ 8 = 24

y -4.5 3.9 5.5

112 4-oz cups 24 8-ounce cups

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 18 x 1.4 = 25.2 $25.20

∫28 x 0.75 = 21
1.07 x 21 = $22.47

Eagle: .60 x 6 = 3.6 lbs

Bear: .25 x 105 = 26.25 lbs

It is proportional because it’s a straight

3.6 + 26.25 = 29.85 lbs of fish line that passes through the origin.

Bear: .25 x 115 = 28.75 lbs

28.75 - 26.25 = 2.5

2.5
= approximately 9.5%
26.25
Brian - proportional because all y/x ratios

are equal.

Jim - not proportional because all y/x ratios

are not equal.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 10. Diamond Barre charges $15 per class. This
12. A salesperson earns commission on the sales

table shows the rates charged for classes by

that he makes each month.

some other studios. Determine whether the

unit rate charges by the other studios is

The salesperson earns a 5% commission on

less than, equal to, or greater than the unit

the first $3000 he has in sales.

rate charged by Diamond Barre.

The salesperson earns a 7.5% commission on

the amount of his sales that are greater than

Less Greater
Equal To $3000.

Studio Rate Than Than

Diamond
Diamond Diamond A. This month the salesperson had $5000 in

sales. What amount of commission, in

$72 for 5
A
classes x dollars, did he earn?

3000 x .05 = 150

2000 x .075 = 150

B
$50 for 3
classes
x $150 + $150 = $300
B. The salesperson had $675 in commission

last month. How much money, in dollars,

C
$120 for
8 classes
x did he have in sales last month?
.05(3000) + .075(x - 3000) = 675

150 + .075x - 225 = 675

$190 for
D 12 x .075x - 75 = 675

classes .075 x = 750

x = $10,000
1
11.
11. Students are playing a game. In the game,
13. Liz has a recipe that uses 1 3 cups of sugar
13.
students collect and trade building materials.
1
and 2 cups of flour to make 18 muffins. She

Materials of equal value used for trading are

4
shown in the table.
has a total of 9 cups of flour. Liz wants to use

all of her flour to make as many muffins as

1 stone = 4 logs
possible using this recipe.

1 brick = 10 logs

2 logs = 150 nails A. Exactly how many cups of sugar will

Liz use if she uses all 9 cups of flour?

A. How many stones are needed to trade for

20 bricks?
9 ÷ 2.25 = 4

20 bricks = 200 logs

200 logs = 50 stones 1 1/3 x 4 = 5 1/3 cups of flour

B. How many nails are needed to trade for

1 brick?
1 brick = 10 logs

10 logs = 750 nails B. Exactly how many muffins will Liz make if

1 log = 75 nails she uses all 9 cups of flour?

C. It takes 48 stones and 171 logs to build

3 sheds. What is the exact number of

stones needed to build 5 sheds?
4 batches x 18 muffins = 72 muffins
48 ÷ 3 = 16 logs per shed

16 x 5 = 80 stones for 5 sheds

D. What is the exact number of logs needed to

build 5 sheds?
171 ÷ 3 = 57 logs per shed

57 x 5 = 285 logs for 5 sheds

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 14. A painter plans to paint a room with an area of 515 square feet. He mixes paint to create a specific

shade of green. The ratio of each color in his mixture is shown.

1 part blue paint

3 parts yellow paint

2 parts white paint

The painter estimates that he will need 1 gallon of green paint for every 175 square feet of the room.

he estimates the smallest number of whole gallons of green paint needed to paint the room. How

much blue paint will the painter need to make this batch of green paint?

A. 1/3 gallon B. 1/2 gallon C. 1 gallon D. 3 gallons

515 ÷ 175 = 3 gallons (smallest # needed)

Blue paint = 1/6 per gallon x 3 gallons = 3/6 = 1/2 gallon

——————————————————————————————————————————————-

The painter makes a second batch of green paint using the same ratio of blue, yellow, and white paint.

He uses 3 gallons of white paint to make the second batch of green paint. How many total gallons is

the second batch of green paint?

2/6x = 3

1/3x = 3

x = 9 gallons

———————————————————————————————————————————————

The painter purchases 6 gallons of paint on sale for $153. 50. The regular price of the paint was $139.92

for 4 gallons. How many dollars per gallon did the painter save by purchasing the paint on sale? Round

your answer to the nearest cent.

$153.50 ÷ 6 = $25.58 (rounded to nearest cent)

$139.92 ÷ 4 = $34.98

$34.98 - $25.58 = $9.40 per gallon

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 1
15. Carola works for 6 hours and earns $48. The
17. A box contains 12 square feet of tiles and

12.
graph shows the relationship between the
2
number of hours Carola works, x, and the
costs $40.21. What is the approximate price

total amount she earns, y.

per square foot?

40.21 ÷ 12.5 = $3.22

18. The vales in the table show the relationship

between times measured in seconds and

distance measured in meters. What is the

Which point represents the number of

unit rate, in meters per second, of the

dollars Carola makes per hour?

relationship shown in the table?

A. (1, 6)
Unit Rate = 12m/s
x y
B. (1, 8)
84 ÷ 7 = 12
7 84
C. (2, 16)
156 ÷ 13 = 12
13 156
D. (6, 48)
216 ÷ 18 = 12 18 216

11. 13.
16. Select the company that has the greatest
19. The table shows a proportional relationship

hourly pay rate.

between the number of pounds of grapes

purchased and the total cost of the grapes.

Company A x Company B Grapes

Number of Total Cost

Time Earnings Pounds (dollars)
(hours) (dollars)
4 2.76
0 0
7 4.83
3 24
9 6.21
5 40

A row of values is missing in the table. Which

number of pounds of grapes and total cost of

the grapes could be used as the missing values

Company C x Company D in the table? Select all that apply.

This company uses This company pays

the equation below an employee $59.50

A. 2 pounds of grapes, $1.38

to calculate each for working 7 hours.

B. 3 pounds of grapes, $2.53

employees earnings,

C. 6 pounds of grapes, $3.68

E, for working h hrs.

D. 8 pounds of grapes, $5.52

E = 8.25h E. 11 pounds of grapes, $8.97

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 20. The table shows the relationship between the

21. A company sells small and large photo books.

depth, in meters, of a submarine and the time,

in minutes, since it started a dive.

Each page of a small photo book costs the same.

The table shows the relationship between the

number of pages and the total cost of the photo

Time Depth book.

(minutes (meters)

2 100 Number of Total Cost

Pages (dollars)
4 180
20 30
6 260
32 48
8 340
57

• Plot the values in the table on the coordinate plane.

• What is the cost per page for a small photo book?

Submarine Depth
30 ÷ 20 = 1.5

$1.50 per page

• • How many pages are in a small photo book that

costs $57. Show or explain how you determined

your answer.

•
y = 1.5x

• 57 = 1.5x

• 38 = x

38 pages in a small photo book

Each page of a large photo book cost 30% more

than each page of a small photo book.

• Determine whether the relationship is proportional

• What is the cost for a large photo book with 35

or not. Explain how the relationship in the table and

pages? Show or explain how your determined

the graph support your answer.

your answer.

The relationship is not proportional. The

ratios in the table are not equivalent.

y/x 1.50 x 1.3 = $1.95 per page (large)

When looking at the graph, you can see

$1.95 x 35 pages = $68.25

that it is not proportional because the line

does not pas through the origin.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 The Number System (7.NS.A.1)
Apply and extend previous understandings of addition and subtraction
to add and subtract rational numbers.

SH Operations with Integers

CRA SE!
R
COU Addition Subtraction Multiplication Division
“Add the opposite” When the signs are When the signs are
Same Add the numbers.
and then use the rules the same, the the same, the
Signs Keep the sign.
of addition. product is positive. quotient is positive.

7 + 8 = 15
5 - 11
5 • 4 = 20
16 ÷ 2 = 8

-5 + (-4) = -9 5 + (-11) = -6 -3 • (-8) = 24 -18 ÷ -3 = 6

Subtract the numbers.

“Add the opposite” When the signs are When the signs are
Different Keep the sign of the and different,
then use the rules the same, the
different, the the same,the the
Signs number with the larger
of addition. productisis negative.
product positive. quotient
quotientisis negative.
positive.
absolute value.

20 + (-7) = 13
-9 - 11
12 • (-2) = -24
-60 ÷ 12 = -5

6 + (-10) = -4 -9 + (-11) = -20 -10 • 10 = -100 56 ÷ -7 = -8

•The Absolute Value of a number is its distance from zero on the number line. (always positive)
•The Additive Inverse is the opposite of a number.
•The Additive Inverse Property states that any number plus its opposite equals zero. a + (-a) = 0

Properties of Addition and Multiplication

Commutative Property a + b = b + a
5 + 9 = 9 + 5

The order of the numbers can change. ab = ba 3•8=8•3

Associative Property (a + b) + c = a + (b + c)
(4 + 3) + 7 = 4 + (3 + 7)

The numbers can be grouped differently

but the order stays the same. (a • b) • c = a • (b • c) (6 • 2) • 5 = 6 • (2 • 5)

Distributive Property a(b + c) = ab + ac

5(10 + 2) = 5(10) + 2(10)

Multiply the number outside the

parentheses to each number inside. a(b - c) = ab - ac 3(9 - 1) = 3(9) - 3(1)

Identity Property a + 0 = 1
57 + 0 = 57

The sum or product is the same number

you started with. a•1=a 25 • 1 = 25

Additive Inverse Property

The sum of any number and its opposite a + (-a) = 0 16 + (-16) = 0
is zero.
Zero Property of Multiplication
The product of any number and zero is a•0=0 21 • 0 = 0
zero.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 The Number System (7.NS.A.1)
Apply and extend previous understandings of addition and subtraction
to add and subtract rational numbers.

1. Which of these expressions is equal to this

3. Consider the equations 8 + x = n.

3 ⎛ 5⎞

expression? 5 −⎜− ⎟ What must be true about any value of x if n

4 ⎝ 8⎠ is a negative number? Explain your answer.

Include an example with numbers to support

A. your explanation.

B.

C.
4. On Monday, the temperature at 10 am at Sam’s

house was -6º Fahrenheit. The temperature at

D. 2 pm at Sam’s house was 2º Fahrenheit. Which

statement about the temperature from 10 am

to 2 pm at Sam’s house is true?

E. A. The temperature decreased by 12º F

B. The temperature decreased by 4º F

F. C. The temperature increased by 3º F

D. The temperature increased by 8º F

2. In which of these situations would the

5. Which expressions are equivalent to

answer to the question be 0?

-5 - (2.5 + 7)? Select all that apply.

A. Eddie jumped into a pool from a diving

A. (2.5 + 7) - 5

board 5 feet above the water. He sank

5 feet and then swam straight to the B. -(2.5 + 7) - 5

surface of the water. How many feet with

Eddie swim?
C. (2.5 + 7) + 5

D. -5 - (7 + 2.5)

B. Ross left his house and jogged 3 miles

directly west. Then he jogged 3 miles E. -(5 - 2.5) + 7

directly east. At this point, now many

miles was
miles wasEddie
Ross from
from his
hishouse?

house? F. -5 + (-2.5 - 7)

G. -5 + (-2.5 + 7)

C. On Monday, the low temperature was

-18º. The high temperature that day
was 18º. What is the different between
the low and high temperatures?

Kim Coffield

©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks
 6. Which expression is equivalent to 6.4 - 6.7?
7. A meteorologist was monitoring the temperature

outside in degrees Fahrenheit (ºF) and wrote the

A. 6.7 - 6.4
expression 88 + (-10) - 7. Which statement best

describes this expression?

B. 6.4 + 6.7

C. 6.4 + (-6.7)
A. The temperature started at 88ºF and

increased by 10ºF. Then the temperature

D. 6.4 - (-6.7)
decreased by 7ºF.

B. The temperature started at 88ºF and

increased by 10ºF. Then the temperature

increased by 7ºF.

C. The temperature started at 88ºF and

decreased by 10ºF. Then the temperature

decreased by 7ºF.

D. The temperature started at 88ºF and

decreased by 10ºF. Then the temperature

increased by 7ºF.

8. For each expression in the table, select which number line model, if any, can be used to represent

the expression. Select all appropriate cells in the table.

Neither
number line
Expression model can be
used to
represent the
situation.
-2 + 6

-6 + 2

-2 - (-6)
-2 - 6

-6 - (-2)

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 9. Tides are measures by the heights of the tide above or below sea level. The difference between

the two heights represents how much greater the high tide is than the low tide. The table shows

the high and low tides and the difference between their heights at each of three locations. Some

of the data in the table are missing.

Difference
Location High Tide Low Tide Between High
and Low Tides

P 8.53 0.63 ?

Q 6.98 -0.94 7.92

R ? -1.02 6.75

• Find the difference between high and low tides for location P. Show your work or explain your answer.

• Find high tide for location R. Show your work or explain your answer.

• The tides are measured at a fourth location, T. The mean of the low tide values at the locations

P, Q, R, and T is -0.27 foot. What is the value of the low tide at location T? Show your work or

explain how you found your answer.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 The Number System (7.NS.A.1)
Apply and extend previous understandings of addition and subtraction
to add and subtract rational numbers.

1. Which of these expressions is equal to this

3. Consider the equations 8 + x = n.

3 ⎛ 5⎞

expression? 5 −⎜− ⎟ What must be true about any value of x if n

4 ⎝ 8⎠ is a negative number? Explain your answer.

Include an example with numbers to support

A. your explanation.

8 + x = nIf n is a negative number, then x

must be less than -8.

B.
8+ x=n (Replace x with -9, a # < -8.)

8 + -9 = -1 (The value of n is negative.)

C.
4. On Monday, the temperature at 10 am at Sam’s

house was -6º Fahrenheit. The temperature at

D. 2 pm at Sam’s house was 2º Fahrenheit. Which

statement about the temperature from 10 am

to 2 pm at Sam’s house is true?

E. A. The temperature decreased by 12º F

B. The temperature decreased by 4º F

F. C. The temperature increased by 3º F

D. The temperature increased by 8º F

2. In which of these situations would the

5. Which expressions are equivalent to

answer to the question be 0?

-5 - (2.5 + 7)? Select all that apply.

A. Eddie jumped into a pool from a diving

A. (2.5 + 7) - 5

board 5 feet above the water. He sank

5 feet and then swam straight to the B. -(2.5 + 7) - 5

surface of the water. How many feet with

Eddie swim?
C. (2.5 + 7) + 5

D. -5 - (7 + 2.5)

B. Ross left his house and jogged 3 miles

directly west. Then he jogged 3 miles E. -(5 - 2.5) + 7

directly east. At this point, now many

miles was
miles wasEddie
Ross from
from his
hishouse?

house? F. -5 + (-2.5 - 7)

G. -5 + (-2.5 + 7)

C. On Monday, the low temperature was

-18º. The high temperature that day
was 18º. What is the different between
the low and high temperatures?

Kim Coffield

©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks
 6. Which expression is equivalent to 6.4 - 6.7?
7. A meteorologist was monitoring the temperature

outside in degrees Fahrenheit (ºF) and wrote the

A. 6.7 - 6.4
expression 88 + (-10) - 7. Which statement best

describes this expression?

B. 6.4 + 6.7

C. 6.4 + (-6.7)
A. The temperature started at 88ºF and

increased by 10ºF. Then the temperature

D. 6.4 - (-6.7)
decreased by 7ºF.

B. The temperature started at 88ºF and

increased by 10ºF. Then the temperature

increased by 7ºF.

C. The temperature started at 88ºF and

decreased by 10ºF. Then the temperature

decreased by 7ºF.

D. The temperature started at 88ºF and

decreased by 10ºF. Then the temperature

increased by 7ºF.

8. For each expression in the table, select which number line model, if any, can be used to represent

the expression. Select all appropriate cells in the table.

Neither
number line
Expression model can be
used to
represent the
situation.
-2 + 6 x
-6 + 2 x
-2 - (-6) x
-2 - 6 x
-6 - (-2) x

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 9. Tides are measures by the heights of the tide above or below sea level. The difference between

the two heights represents how much greater the high tide is than the low tide. The table shows

the high and low tides and the difference between their heights at each of three locations. Some

of the data in the table are missing.

Difference
Location High Tide Low Tide Between High
and Low Tides

P 8.53 0.63 ?

Q 6.98 -0.94 7.92

R ? -1.02 6.75

• Find the difference between high and low tides for location P. Show your work or explain your answer.

8.53 - .63 = 7.9

• Find high tide for location R. Show your work or explain your answer.

n - (-1.02) = 6.75

n + 1.02 = 6.75

n = 5.73

• The tides are measured at a fourth location, T. The mean of the low tide values at the locations

P, Q, R, and T is -0.27 foot. What is the value of the low tide at location T? Show your work or

explain how you found your answer.

(0.63 - 0.94 - 1.02 + n) ÷ 4 = -0.27

(0.63 - 0.94 - 1.02 + n) = -1.08

-1.33 + n = -1.08

n = 0.25

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 The Number System (7.NS.A.2-3)
Apply and extend previous understandings of multiplication and division
of fractions and to multiply and divide rational numbers. Solve real-world and
mathematical problems involving the four operations with rational numbers.
SH
CRA SE!
R
COU
Order of Operations ⎡4 ⎤
−5(−4) − 2 ⎢ ( 6 ) − 5 ⎥ + 6 2 ÷ 9
⎣3 ⎦
P Parentheses
−5(−4) − 2 [ 8 − 5 ] + 6 2 ÷ 9
E Exponents
−5(−4) − 2 [ 3] + 6 2 ÷ 9
M/D Multiply or Divide
(from left to right) −5(−4) − 2 [ 3] + 36 ÷ 9
− 6—
2020 +4 6 + 4
A/S Add or Subtract
(from left to right) 14 + 4 14 + 4
18

Operations with Fractions

Addition & Subtraction *If the denominators are not the same, find a common denominator,

write equivalent fractions, and then add or subtract.

Add or subtract the 4 1

numerators, keep the 3 −
denominator. 5 2
5 2 7 19 1
+ = −
9 9 9 5 2
38 5 33 3
− = =3
10 10 10 10

Multiplication *Change mixed numbers to improper fractions.

1 3
Multiply the numerators. 2 •
5 2 10 1 2 4
Multiply the denominators. • = =
Simplify. 6 5 30 3 5 3 15 7
• = =1
2 4 8 8

Division *Change mixed numbers to improper fractions.

4 8 1 2
Multiply the first fraction ÷ 3 ÷2
by the reciprocal of the 5 9 5 3
second fraction. 4 9 36 9 16 8 16 3 48 8 1
• = = ÷ = • = =1 =1
5 8 40 10 5 3 5 8 40 40 5

How Can I Tell if the Product will be Positive or Negative?

If there are an EVEN number of negative If there are an ODD number of negative
factors, the product is POSITIVE.
factors, the product is NEGATIVE.

⎛ 1⎞ ⎛ 1⎞ ⎛ 1⎞ ⎛ 2⎞ 2
( −5 )( −2 ) = 10 ⎜⎝ − ⎟⎠ ⎜⎝ − ⎟⎠ ⎜⎝ − ⎟⎠ ⎜⎝ − ⎟⎠ =
2 3 2 5 60
( −10 )( −2 )( −5 )( −10 )( −1) = −1000
2 Factors = Positive 4 Factors = Positive 5 Factors = Negative

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 The Number System (7.NS.A.2-3)
Apply and extend previous understandings of multiplication and division
of fractions and to multiply and divide rational numbers. Solve real-world and
mathematical problems involving the four operations with rational numbers.

1. At the beginning of January, Rachel’s investment

4. Find the value of this numerical expression:

was worth $97.25. By the end of the month, the

5 2⎛ 1⎞ 3
value of the investment changed by a loss of

− ⎜6− ⎟ +
$21.90. What was the value, in dollars, of the
6 3 ⎝ 2⎠ 4
investment at the end of January?

25 17
A. − C. −

12 12

20 43
B. D.
12 12

2. An airplane’s altitude changed -531 feet over

5. Last week, the value of an investment changed

9 minutes. What was the mean change of

at a rate of -$2.85 each day. After how many

altitude in feet per minute?

days was the total change in value -$11.40?

3. Which situation can be represented by the

6. In which situation could the quotient of -21 ÷ 7

1 2
the equation 1 × 7 = 8 ?
be used to answer the question?

5 5

A. The temperature decreased by 21ºF each

1 hour for 7 hours. What was the overall change

A. It took Andrea 1 hours to run 7 miles. She

2 5 in temperature?

ran 8 miles per hour.

5
1 B. A football team lost 21 yards on one play and

B. Kelly practiced the piano for 1 hours each

then gained 7 yards on the next play. How

5
day for 7 days. She practiced for a total of
many total yards did the team gain on the

2 two plays?

8 hours.

5
1 C. Kathy deducted a total of 21 dollars from her

C. Danielle decorates 1 cupcakes in 7 minutes.

lunch card over 7 days. By how much did the

2 5
She decorated 8 cupcakes per minute.
amount on her lunch card change each day?

5
1
D. It took Ellen 1 minutes to paint 7 feet of
D. A bag contains 21 candy bars. Each child

5 2 receives 7 candy bars. How many children

molding. She painted a total of 8 feet of

there?

5
molding.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 1
7. Determine whether each given expression is equivalent to 8 × 3 or is not equivalent.

2
Select one per row.

1 1
Given Expression is Equivalent to 8 × 3 Is Not Equivalent to 8 × 3
2 2
1
8 × 3+
2
1
8×4−
2
1
8 × 3+ 8 ×
2
1
8×4−8×
2

8. Which expressions have products that are positive? Select all that apply.

A. (0.6)(-4)(-4) D. (-2.1)(4.5)(-0.5)(-6.1)

⎛ 1⎞ ⎛ 4⎞ ⎛ 1⎞ ⎛ 4⎞ ⎛ 1⎞
B. ⎜ ⎟ ⎜ ⎟ ⎜ − ⎟ E.
⎜ ⎟ ( −8 ) ( 2 ) ⎜ 9 ⎟
⎝ 5⎠ ⎝ 3⎠ ⎝ 4 ⎠ ⎝ 5⎠ ⎝ 2⎠

C. (-2)(9)(5)(-8) F. ⎛ 1 ⎞ ⎛ 2 ⎞ ⎛ 1 ⎞ ⎛ 3⎞
⎜⎝ − ⎟⎠ ⎜⎝ −3 ⎟⎠ ⎜⎝ −4 ⎟⎠ ⎜⎝ − ⎟⎠
2 3 2 5

9. Sal made at least one error as he found the value of this expression.

⎡3 ⎤ ⎡1 ⎤
3(−10) + 2 ⎢ (−10) ⎥ + 4 ⎢ (20) ⎥ + 5(20)
⎣2 ⎦ ⎣4 ⎦

Step 1: 3(-10) + 2(-15) + 4(5) + 5 (20)

Step 2: (3 + 2)(-10 + -15) + (4 + 5)(5 + 20)

Step 3: 5(-25) + 9(25)

Step 4: -125 + 225

Step 5: 100

Identify the step in which Sal made his first error. After identifying the step with the first error,

write the corrected steps and find the final answer.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 The Number System (7.NS.A.2-3)
Apply and extend previous understandings of multiplication and division
of fractions and to multiply and divide rational numbers. Solve real-world and
mathematical problems involving the four operations with rational numbers.

1. At the beginning of January, Rachel’s investment

4. Find the value of this numerical expression:

was worth $97.25. By the end of the month, the

5 2⎛ 1⎞ 3
value of the investment changed by a loss of

− ⎜6− ⎟ +
$21.90. What was the value, in dollars, of the
6 3 ⎝ 2⎠ 4
investment at the end of January?

25 17
$97.25 - 21.90 = $75.35 A. − C. −

12 12

20 43
B. D.
12 12

2. An airplane’s altitude changed -531 feet over

5. Last week, the value of an investment changed

9 minutes. What was the mean change of

at a rate of -$2.85 each day. After how many

altitude in feet per minute?

days was the total change in value -$11.40?

-531 ÷ 9 = -59 ft/min -2.85d = -11.40

d = 4 days

3. Which situation can be represented by the

6. In which situation could the quotient of -21 ÷ 7

1 2
the equation 1 × 7 = 8 ?
be used to answer the question?

5 5

A. The temperature decreased by 21ºF each

1 hour for 7 hours. What was the overall change

A. It took Andrea 1 hours to run 7 miles. She

2 5 in temperature?

ran 8 miles per hour.

5
1 B. A football team lost 21 yards on one play and

B. Kelly practiced the piano for 1 hours each

then gained 7 yards on the next play. How

5
day for 7 days. She practiced for a total of
many total yards did the team gain on the

2 two plays?

8 hours.

5
1 C. Kathy deducted a total of 21 dollars from her

C. Danielle decorates 1 cupcakes in 7 minutes.

lunch card over 7 days. By how much did the

2 5
She decorated 8 cupcakes per minute.
amount on her lunch card change each day?

5
1
D. It took Ellen 1 minutes to paint 7 feet of
D. A bag contains 21 candy bars. Each child

5 2 receives 7 candy bars. How many children

molding. She painted a total of 8 feet of

there?

5
molding.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 1
7. Determine whether each given expression is equivalent to 8 × 3 or is not equivalent.

2
Select one per row.

1 1
Given Expression is Equivalent to 8 × 3 Is Not Equivalent to 8 × 3
2 2
1
8 × 3+
2 x
1
8×4−
2
x
1
8 × 3+ 8 ×
2
x
8×4−8×
1
x
2

8. Which expressions have products that are positive? Select all that apply.

A. (0.6)(-4)(-4) D. (-2.1)(4.5)(-0.5)(-6.1)

⎛ 1⎞ ⎛ 4⎞ ⎛ 1⎞ ⎛ 4⎞ ⎛ 1⎞
B. ⎜ ⎟ ⎜ ⎟ ⎜ − ⎟ E.
⎜ ⎟ ( −8 ) ( 2 ) ⎜ 9 ⎟
⎝ 5⎠ ⎝ 3⎠ ⎝ 4 ⎠ ⎝ 5⎠ ⎝ 2⎠

C. (-2)(9)(5)(-8) F. ⎛ 1 ⎞ ⎛ 2 ⎞ ⎛ 1 ⎞ ⎛ 3⎞
⎜⎝ − ⎟⎠ ⎜⎝ −3 ⎟⎠ ⎜⎝ −4 ⎟⎠ ⎜⎝ − ⎟⎠
2 3 2 5

9. Sal made at least one error as he found the value of this expression.

⎡3 ⎤ ⎡1 ⎤
3(−10) + 2 ⎢ (−10) ⎥ + 4 ⎢ (20) ⎥ + 5(20)
⎣2 ⎦ ⎣4 ⎦

Step 1: 3(-10) + 2(-15) + 4(5) + 5(20)

Step 2: (3 + 2)(-10 + -15) + (4 + 5)(5 + 20)

Step 3: 5(-25) + 9(25)

Step 4: -125 + 225

Step 5: 100

Identify the step in which Sal made his first error. After identifying the step with the first error,

write the corrected steps and find the final answer.

Sal made a mistake in Step 2. She should have multiplied each pair of numbers.

3(-10) + 2(-15) + 4(5) + 5(20)

-30 + -30 + 20 + 100

60

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 Expressions & Equations 7.EE.A.1-2
1 Use
3 properties4 8 of operations
1 to2 generate equivalent expressions.
2 • ÷ 3 ÷2
5 2 10 1 2 4 5 9 5 3
• = = 

6 A5 SH30 3 Using
5 3 the
15 Distributive
7 4 9 36 Property
9 16 8 16 3 48 8 1
CR SE! • = =1 • = = ÷ = • = =1 =1
UR 2 simplify
To 4 8 expressions
8 5 8 using
40 10the 5distributive
3 5 property,
8 40 multiply
40 5the number (or variable)
CO
outside the parentheses to each number (or variable) inside the parentheses. Watch signs!
1⎛ 4⎞
4(x + 5)
-3(x - 6)
⎜ 2x + ⎟⎠
2⎝ 5
4(x) + 4(5)
-3(x) + -3(-6)
1 1⎛ 4⎞
(2x) + ⎜ ⎟
2 2⎝ 5⎠
4x + 20 3x + 18 2
x+
5

Combining Like Terms

“Like terms” are terms that have the same exact variables (and exponents). To combine “like” terms,
add the coefficients (use integer rules) and keep the variables.

4x + 9x -7n + 12 - 4n 5a + b - 10a + 7b 3x2 - 7x +9x - 5x2

4x + 9x
-7n + 12 - 4n
5a + b - 10a + 7b
3x2 - 7x +9x - 5x2

13x -11n + 12 -5a + 8b -2x2 + 2x

Common Factors
A common factor is a number that goes into two or more given numbers evenly.

The greatest common factor is the largest number that goes into two or more given numbers evenly.
Include the highest possible exponent of each variable that they ALL have. Do variables separately.

24, 56 18x2, 27x3 12xy2z + 8x2y2 - 20x3y2z

24: 1, 2, 3, 4, 6, 8, 12, 24
18: 1, 2, 3, 6, 9, 18
12: 1, 2, 3, 4, 6, 12

Factors 56: 1, 2, 4, 7, 8, 14, 28, 56 27: 1, 3, 9, 27 8: 1, 2, 4, 8

20: 1, 2, 4, 5, 10, 20

Common Factors 2, 4, 8 3, 9 2, 4

9x2
4xy2

Greatest Common * Since they both have

* You cannot include “z”

8
Factor at least x2, include it
because the second term

in the GCF. has no “z”.

Equivalent Expressions with Percent

Write an expression to represent the following situation: Liz buys an iPad, p, plus 7% tax.

*Covert 7% to a decimal by moving the decimal 2 places to the left. 7% = .07

You can write the expression 2 different ways:

p + .07p This represents the price of the iPad (p), plus 7% of the price (.07p).

1.07p This represents the total price. Just add the like terms together in the first expression.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 ⎛ 1⎞ ⎛ 3⎞ ⎛ 2⎞ 6 Expressions
1 & Equations 7.EE.A.1-2
⎜⎝ − ⎟⎠ ⎜⎝ − ⎟⎠ ⎜⎝ − ⎟⎠ = − =− 

2 4 3 Use 24properties
4 of operations to generate equivalent expressions.

1. 2.

3.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 
 4. Indicate whether each expression is equivalent to
1 1
x − 1 , equivalent to x − , or not

1 1 2 2
equivalent to x − 1 or x − .
2 2

Equivalent to Equivalent to Not Equivalent to

Expression 1 1 1 1
x −1 x− x −1 or x−
2 2 2 2

2⎛ 3 3⎞
⎜⎝ x − ⎟⎠
3 4 2

( 2x + 1) − ⎛⎜⎝ x +
3⎞
⎟
2⎠

5. Sharon’s dog weighs p pounds. Jen’s dog weighs 20% more than Sharon’s dog. Which
expressions represent the weight, in pounds, of Jen’s dog? Select each correct answer.

A. 0.25p

B. 1.2p

C. p + 0.2

D. p + 1.2

E. p + 0.2p

3 ⎛ 1 5⎞ ⎛ 3 ⎞
6. Determine which expression is equivalent to − x ⎜ − ⎟ + ⎜ − x⎟
4 ⎝ 2 8⎠ ⎝ 8 ⎠
3
A. − x
4

1
B. x
2

1 7
C. − x
8 8

3 1
D. − x
4 4

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 
 7. Rodney decides to pay a $200 fee in 3 payments. The first payment is 10% of the original fee. The

second payment is 25% of the original fee. Which expressions represent the amount of money for

the third payment? Select all that apply.

200 - 0.25(200) 200 - 0.35(200)

200 - 0.65(200) 200 - 0.75(200)

0.25(200) 0.35(200)

0.65(200) 0.75(200)

8. Two students determined the value of this expression.

-2.5(1.4 + 3.1) + 6.9(-4.3)

These are the steps each student used:

• Describe any errors made by Student P.

• Describe any errors made by Student Q.

• Show a complete set of correct steps to determine the value of the expression.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Expressions & Equations 7.EE.A.1-2
Use properties of operations to generate equivalent expressions.

1. 2.

3.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 
 4. Indicate whether each expression is equivalent to
1 1
x − 1 , equivalent to x − , or not

1 1 2 2
equivalent to x − 1 or x − .
2 2

Equivalent to Equivalent to Not Equivalent to

Expression 1 1 1 1
x −1 x− x −1 or x−
2 2 2 2

2⎛ 3 3⎞
⎜⎝ x − ⎟⎠ x
3 4 2

( 2x + 1) − ⎛⎜⎝ x +
3⎞
⎟ x
2⎠

5. Sharon’s dog weighs p pounds. Jen’s dog weighs 20% more than Sharon’s dog. Which
expressions represent the weight, in pounds, of Jen’s dog? Select each correct answer.

A. 0.25p

B. x 1.2p

C. p + 0.2

D. p + 1.2

E. x p + 0.2p

3 ⎛ 1 5⎞ ⎛ 3 ⎞
6. Determine which expression is equivalent to − x ⎜ − ⎟ + ⎜ − x⎟
4 ⎝ 2 8⎠ ⎝ 8 ⎠
3
A. − x
4

1
B. x
2

1 7
C. − x
8 8

3 1
D. − x
4 4

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 7. Rodney decides to pay a $200 fee in 3 payments. The first payment is 10% of the original fee. The

second payment is 25% of the original fee. Which expressions represent the amount of money for

the third payment? Select all that apply.

200 - 0.25(200) x 200 - 0.35(200)

200 - 0.65(200) 200 - 0.75(200)

0.25(200) 0.35(200)

x 0.65(200) 0.75(200)

8. Two students determined the value of this expression.

-2.5(1.4 + 3.1) + 6.9(-4.3)

These are the steps each student used:

• Describe any errors made by Student P.

• Describe any errors made by Student Q.

• Show a complete set of correct steps to determine the value of the expression.

Student P made a mistake in Step 1. When you multiply -2.5 by 3.1, it equals -7.75.

Student Q made a mistake in Step 3. If you factor out -1, the numbers inside the

parentheses would be positive.

Step 1: -3.5 - 7.75 + 6.9(-4.3)

Step 2: -3.5 - 7.75 - 29.67

Step 3: -11.25 - 29.67

Step 4: -40.92

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Expressions & Equations 7.EE.B.3-4
Solve real-life and mathematical problems using numerical and
algebraic expressions and equations.
SH
CRA SE!
R
COU
Rules for Solving Equations
•Whatever is done to one side must also be done to the other side.
•Use inverse operations to isolate the variable. (Get it alone on one side of the equals sign.)
•Get rid of the parentheses first! (Use the distributive property.)

1. Use the distributive property. 4(2x + 7) = 108

8x + 28 = 108
2. Subtract 28 from each side (inverse of addition). - 28 - 28
8x = 80
3. Divide each side by 8 to isolate the variable (x). 8 8
x = 10

Solving Real-World Multi-Step Equations

•Define the variable. (I like to use a variable that “makes sense” in the problem.)
•Write the equation.
•Use inverse operations to solve for the variable.

Aubree is saving for a new pair of Uggs that cost $250. So far, she has $70. If she saves
$45 each week, how many weeks will it take her to have enough money to buy the Uggs?

1. Define a variable. Let w = week (makes sense!)

2. Write the equation. ($70 to start + $45 per week) 70 + 45w = 250
3. Use inverse operations to solve for “w”. -70 -70
45w = 180
45 45
Aubree can buy the Uggs in 4 weeks! w=4

Solving Real-World Multi-Step Equations with Percent

Mark earns $200 each week plus 2.5% of his sales. How much does he need in sales to earn
$287.50 in one week?

1. Define a variable. Let s = sales (makes sense!)

2. Write the equation. ($200 to start + 2.5% of his sales) 200 + .025s = 287.50
3. Use inverse operations to solve for “w”. -200 -200
.025s = 87.50
.025 .025
Mark needs $3500 in sales to earn $287.50. s = 3500

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Expressions & Equations 7.EE.B.3-4
Solve real-life and mathematical problems using numerical and
algebraic expressions and equations.

1. A duck’s mass at birth was 0.05 kilogram. 4. Solve each equation.

The duck gained approximately 0.042

kilogram each week. After how many weeks a. 6n + 11 = -13

is the duck’s mass 0.890 kilogram?

2. Sara bought a package of pencils for $1.75

b. -4(x - 5) = 8

and some erasers that cost $0.25 each. She

paid a total of $4.25 for these items, before

tax.

How many erasers did Sara buy?

3. A family purchased tickets to a museum and

5. Ashley
Ashely earns
earns 6060 points
pointsevery
everytime
tie she
she shops
shops at

spent a total of $38.00. The family purchased

a grocery store. She needs a total of 2,580
at a grocery store. She needs a total of 2,580

4 tickets. There was a $1.50 processing fee for

points to receive a free prize. So far, she
points to receive a prize. So far, she has has

earned
each ticket. Write and solve an equations that
earned
480 480How
points points.
manyHowmoremany
times more
doestimes
Ashley

can be used to find x, the cost of one ticket to

does to
have Ashley
shop have
at theto shop at
grocery theingrocery
store order tostore

the museum. Show your work or explain your

in order
earn the to earn thepointsshe
additional additional points
needs forshe
the

answer. needs for a free prize?

prize?

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 6. At Eagle Middle School, 75 band members need to raise a total of $8,250 for a trip. So far, they have

raised $3,120.

a. How much money, in dollars per band member, still needs to be raised for the trip?

b. The entire band decides to have a concert to raise the money for the trip. Tickets for the concert

will cost $7.50 each. A local business agrees to donate an additional $0.50 for each $1.00 in

ticket sales to the band for their trip.

What is the least number of concert tickets the band must sell in order to raise the rest of the

money needed for the trip?

7. A furniture store had the following sale:

“Buy one item at the regular price, get the second item of equal or lesser value for 1/2 off!”

a. Ms. Davis bought 2 chairs during the sale. The regular price of each chair was $168. What was

the total price, in dollars, for both chairs during the sale, not including tax?

b. Ms. Miller bought a sofa and a chair during the sale. The regular price of the sofa was $875 and

the regular price of the chair was $250. After the discount was applied, a sales tax of 6.25% was

charged on the total purchase.

How much did Ms. Miller pay, in dollars, for the sofa and chair, including tax, during the sale?

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 -7n
8. A+ store
12 - 4n

pays two fees when a customer uses a credit card to make a purchase. These fees include a

flat fee of $0.15 and a processing fee equal to 1.75% of the dollar amount of the purchase. There is

no sales tax on the purchase.

a. What is the amount, in dollars and cents, the store pays in fees for a $60.00 purchase by a

customer using a credit card?

The store gives a discount to customers who use cash instead of a credit card for a purchase.

The discount is equal to 4/5 of the 1.75% processing fee the store would be charged if a credit

card was used.

b. A customer will make a $150 purchase using cash. What will be the discount, in dollars and

cents, for using a credit card on this purchase?

9. A teacher writes the following expression on the board: 12.2x + 50.6y + 3(1.4x - 2.6y)

a. A student writes these two expressions:

Expression 1: 4(4.1x + 10.7y) Expression 2: 2(6.1x + 25.3y + 2.1x - 3.9y)

The student claims that both of the expressions are equivalent to the expression written on the

board. Explain why the student’s claim in true. Show you work for both expressions.

b. A different student claims that the expression 59.2xy is equivalent to the teacher’s expression. The

student’s reasoning is shown.

“The expression 59.2xy is equivalent to the teacher’s expression because both expressions have

the same value when x = 1 and y = 1. This means that the two expressions are equivalent.”

Explain which part of the students reasoning is correct and which part is incorrect. Give an

example using different values for x and y to support your answer.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Expressions & Equations 7.EE.B.3-4
Solve real-life and mathematical problems using numerical and
algebraic expressions and equations.

1. A duck’s mass at birth was 0.05 kilogram. 4. Solve each equation.

The duck gained approximately 0.042

kilogram each week. After how many weeks a. 6n + 11 = -13

is the duck’s mass 0.890 kilogram?

6n = -24

0.05 + 0.042w = 0.890

n = -4
0.042 w = 0.84

w = 20 weeks

2. Sara bought a package of pencils for $1.75

b. -4(x - 5) = 8

and some erasers that cost $0.25 each. She

paid a total of $4.25 for these items, before

-4x + 20 = 8

tax.

-4x = -12

How many erasers did Sara buy?

x=3
1.75 + 0.25e = 4.25

0.25e = 2.5

e = 10 erasers

3. A family purchased tickets to a museum and

5. Ashley
Ashely earns
earns6060points
pointsevery
everytime
tie she
she shops at at

spent a total of $38.00. The family purchased

a grocery
at a grocerystore.
store.She
Sheneeds
needsaatotal
totalof
of 2,580
2,580

4 tickets. There was a $1.50 processing fee for

pointstotoreceive
points receiveaaprize.
free prize.
So far,Soshefar,
hasshe has

earned
each ticket. Write and solve an equations that
earned
480 480How
points points.
manyHow many
more timesmore
doestimes
Ashley

can be used to find x, the cost of one ticket to

doesto
have Ashley have
shop at the to shop store
grocery at theingrocery
order tostore

the museum. Show your work or explain your

in order
earn to earn thepointsshe
the additional additional points
needs for she
the

answer. needs for a free prize?

prize?

4(x + 1.50) = 38
480 + 60t = 2580

4x + 6 = 38
60t = 2100

4x = 32
t = 35 times
x=8

$8.00 per ticket (including the fee)

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 

6. At Eagle Middle School, 75 band members need to raise a total of $8,250 for a trip. So far, they have

raised $3,120.

a. How much money, in dollars per band member, still needs to be raised for the trip?

75d + 3120 = 8250

75d = 5130

d = $68.40 each
b. The entire band decides to have a concert to raise the money for the trip. Tickets for the concert

will cost $7.50 each. A local business agrees to donate an additional $0.50 for each $1.00 in

ticket sales to the band for their trip.

What is the least number of concert tickets the band must sell in order to raise the rest of the

money needed for the trip?

7.5(t)7.5t + 0.5t = 5130

+ 0.5(7.5)(t) = 5130 $7.50 x 456 tickets = $3,420

7.5t + 3.75t
11.25t = 5130
= 5130 Donation $0.50 per dollar = $1,710

11.25t = 5130
t = 456 $5,130

t = 456

7. A furniture store had the following sale:

“Buy one item at the regular price, get the second item of equal or lesser value for 1/2 off!”

a. Ms. Davis bought 2 chairs during the sale. The regular price of each chair was $168. What was

the total price, in dollars, for both chairs during the sale, not including tax?

168 + 0.5(168)

168 + 84

$252

b. Ms. Miller bought a sofa and a chair during the sale. The regular price of the sofa was $875 and

the regular price of the chair was $250. After the discount was applied, a sales tax of 6.25% was

charged on the total purchase.

How much did Ms. Miller pay, in dollars, for the sofa and chair, including tax, during the sale?
875 + 0.5(250)

875 + 125

1,000

1,000 x 1.0625 = $1062.50

Kim Coffield 2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 8. A store pays two fees when a customer uses a credit card to make a purchase. These fees include a

flat fee of $0.15 and a processing fee equal to 1.75% of the dollar amount of the purchase. There is

no sales tax on the purchase.

a. What is the amount, in dollars and cents, the store pays in fees for a $60.00 purchase by a

customer using a credit card?

1.0175 x 60 + 0.15

61.05 + 0.15

$61.20
The store gives a discount to customers who use cash instead of a credit card for a purchase.

The discount is equal to 4/5 of the 1.75% processing fee the store would be charged if a credit

card was used.

b. A customer will make a $150 purchase using cash. What will be the discount, in dollars and

cents, for using a credit card on this purchase?

0.8(150 x 0.0175)

0.8(2.625)

$2.10

9. A teacher writes the following expression on the board: 12.2x + 50.6y + 3(1.4x - 2.6y)

12.2x + 50.6y + 4.2x - 7.8y

a. A student writes these two expressions:

16.4x + 42.8y
Expression 1: 4(4.1x + 10.7y) Expression 2: 2(6.1x + 25.3y + 2.1x - 3.9y)

The student claims that both of the expressions are equivalent to the expression written on the

board. Explain why the student’s claim in true. Show you work for both expressions.

4(4.1x + 10.7y) 2(6.1x + 25.3y + 2.1x - 3.9y)

16.4x + 42.8y 12.2x + 50.6y + 4.2x - 7.8y

16.4x + 42.8y
Both students’ expressions are equal to the teacher’s expression.
b. A different student claims that the expression 59.2xy is equivalent to the teacher’s expression. The

student’s reasoning is shown.

“The expression 59.2xy is equivalent to the teacher’s expression because both expressions have

the same value when x = 1 and y = 1. This means that the two expressions are equivalent.”

Explain which part of the students reasoning is correct and which part is incorrect. Give an

example using different values for x and y to support your answer.

Students should then show

work for both expressions

using different values for

x and y to show that 59.2xy

is not equivalent to the

teacher’s expression.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Geometry 7.G.A.1-3
Draw construct, and describe geometrical figures and describe
the relationships between them.
SH
CRA SE!
R
COU Triangles
The sum of the angle measures in any triangle is 180º.

65º +40º +∠J = 180º

105º +∠J = 180º
−105º −105º
∠J = 75º

3-Dimensional Figures

Rectangular Triangular Rectangular Triangular Cylinder Cone Sphere

Prism Prism Pyramid Pyramid

Scale Drawings/Similar Figures

Similar Figures - Figures that are the same shape, but not necessarily the same size.
Corresponding Sides - Sides in similar figures whose lengths are proportional.
Corresponding Angles - Always congruent with figures are similar.
Scale Factor - Ratio of two corresponding lengths in two similar geometric figures.

To find a missing side length, set up a proportion and solve!

3 d smaller figure
=
7.5 12.5 larger figure

7.5d = 37.5 1. Multiply the diagonals.

7.5 7.5
2. Divide to solve for the
d=5 variable.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Geometry 7.G.A.1-3
Draw construct, and describe geometrical figures and describe
the relationships between them. .

1. Which sets of measurements could be the 2. Justin will slice a right circular cylinder into

interior angle measures of a triangle?

two congruent pieces. Which two-dimensional

plane sections could result from the slice Justin

Select each correct answer.

makes? Select each correct answer.

A. 10º, 10º, 160º

A. circle

B. 15º, 75º, 90º

B. pentagon

C. 20º, 80º, 100º

C. hexagon

D. 35º, 35º, 105º

D. triangle

E. 60º, 60º, 60º

E. rectangle

3. A scale drawing of a rectangular parking lot is shown. The width of the parking lot is shorter than the

length. The width of the actual parking lot is 48 feet.

How many feet of the parking lot are represented by 1 centimeter on the scale drawing?

Based on the scale drawing, what is the length, in feet, of the actual parking lot?

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Geometry 7.G.A.1-3
Draw construct, and describe geometrical figures and describe
the relationships between them. .
1. Which sets of measurements could be the 2. Justin will slice a right circular cylinder into

interior angle measures of a triangle?

two congruent pieces. Which two-dimensional

plane sections could result from the slice Justin

Select each correct answer.

makes? Select each correct answer.

A. 10º, 10º, 160º

A. circle

B. 15º, 75º, 90º

B. pentagon

C. 20º, 80º, 100º

C. hexagon

D. 35º, 35º, 105º

D. triangle

E. 60º, 60º, 60º

E. rectangle

3. A scale drawing of a rectangular parking lot is shown. The width of the parking lot is shorter than the

length. The width of the actual parking lot is 48 feet.

(48 feet)

How many feet of the parking lot are represented by 1 centimeter on the scale drawing?

48 n

= 1 cm = 15 ft
3.2 1

Based on the scale drawing, what is the length, in feet, of the actual parking lot?

1 12.8

=
15 n

n = 192 ft

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Geometry
Geometry 7.G.A.4-6
7.G.B.4-6
Solve real-life and mathematical problems involving
angle measure, area, surface area, and volume.
SH
CRA SE!
R Angle Pairs
COU
Adjacent Angles Complementary Angles

2 2 angles that are 2 angles whose

1 3
next to each other. 4 sum is 90º.

If angle 3 = 60º, then angle 4 = 30º.

60º + 30º = 90º

Supplementary Angles Vertical Angles

7
5 6 2 angles whose 2 angles that are
8 opposite each other.
sum is 180º

If angle 5 = 42º, then angle 6 = 138º. If angle 7 = 136º, then angle 8 = 136º.
42º + 138º =180º because they are equal to each other.

Surface Area and Volume of a Rectangular Prism

Surface Area - The sum of the areas of all 6 sides.

Top: 6 x 3 = 18 cm2
Bottom: 6 x 3 = 18 cm2
Front: 6 x 4 = 24 cm2
Back: 6 x 4 = 24 cm2
Side: 3 x 4 = 12 cm2 Volume: l • w •h
Side: 3 x 4 = 12 cm2 6•3•4
TOTAL: 108 cm2 72 cm3

Circumference and Area of a Circle

Circumference Area
C = π•d A = π•r2
C = 3.14 • 16 A = 3.14 • (8)2
C = 50.24 cm A = 200.96 cm2

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Geometry
Geometry7.G.A.4-6
7.G.B.4-6
Solve real-life and mathematical problems involving
angle measure, area, surface area, and volume.

1. A storage chest is shown. Find the volume

2. Angle ABC and angle DBE are vertical angles.

and the surface area of this storage chest.

The measures of the two angles have a sum

of 110º. Write and solve an equation to find x,

the measure of angle DBE.

The equation to find x, the measure of angle

DBE is: ____________________________.

The measure of angle DBE is _________º.

Volume: _________________________

Surface Area: ____________________

3. Ben draws a circle with a radius of 7 inches.

7 in.

What is the circumference of Ben’s circle, in inches? If needed, round your answer to the

nearest hundredth.

Kelly draws a different circle. The radius of Kelly’s circle is 1/2 the radius of Ben’s circle. Which

statement is true about Kelly’s circle?

A. The area of Kelly’s circle is 1/4 the area of Ben’s circle.

B. The area of Kelly’s circle is 1/2 the area of Ben’s circle.

C. The area of Kelly’s circle is 2 times the area of Ben’s circle.

D. The area of Kelly’s circle is 4 times the area of Ben’s circle.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Geometry
Geometry 7.G.A.4-6
7.G.B.4-6
Solve real-life and mathematical problems involving
angle measure, area, surface area, and volume.

1. A storage chest is shown. Find the volume

2. Angle ABC and angle DBE are vertical angles.

and the surface area of this storage chest.

The measures of the two angles have a sum

of 110º. Write and solve an equation to find x,

the measure of angle DBE.

The equation to find x, the measure of angle

2a = 110
DBE is: ____________________________.

V = 4.5 • 2 • 2

55
The measure of angle DBE is _________º.

18 ft3
Volume: _________________________

Top - 9 Front - 9 Side - 18

Bottom - 9 Back - 9 Side - 18

44 ft2
Surface Area: ____________________

3. Ben draws a circle with a radius of 7 inches.

7 in.

What is the circumference of Ben’s circle, in inches? If needed, round your answer to the

nearest hundredth.

C = π • d

C = 43.96 in
C = 3.14 • 14

Kelly draws a different circle. The radius of Kelly’s circle is 1/2 the radius of Ben’s circle. Which

statement is true about Kelly’s circle?

A. The area of Kelly’s circle is 1/4 the area of Ben’s circle.

Kelly = 38.5 in2
B. The area of Kelly’s circle is 1/2 the area of Ben’s circle.
Ben = 154 in2

C. The area of Kelly’s circle is 2 times the area of Ben’s circle.

D. The area of Kelly’s circle is 4 times the area of Ben’s circle.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Statistics and Probability 7
8.SP.A.1-4
105º +∠J = 180º ∠J = 75º 

Use random sampling to draw inferences about population.
Draw informal comparative inferences about two populations.
SH
CRA SE!
R
COU
Measures of Central Tendency
Range: The difference between the lowest and highest numbers in a set of data.
Mode: The number that is repeated most often in a set of data.
Median: When ordered, the number (or average of 2 numbers) in the middle.
Mean: The average.
Gayle’s Quiz Scores: 94, 78, 60, 80, 92, 94
First, write the scores in order from lowest to highest: 60, 78, 80, 92, 94, 94

Range: 94 - 60 = 34 Median: (80 + 92) ÷ 2 = 86

Mode: 94 Mean: (60 + 78 + 80 + 92 + 94 + 94) ÷ 6 = 83

Random Samples
A random sample consists of “n” objects, which are all equally likely to occur.
The chosen sample is representative of the population, so the conclusions will be valid.
Examples:
•Rolling a number cube
•Flipping a coin
•Spinning a numbered spinner
•Pulling pieces of paper out of a hat

Using Data from a Sample to Make a Prediction

You can use the information from a sample to make predictions by setting up a proportion.

Example:
The school cafeteria wants to add something new to their menu, so they randomly selected
60 students and asked them what they’d like added to the lunch menu. Twenty-eight of the
students surveyed said they want Crab Fries. If there are 1080 students in the school, how
many would you expect to choose Crab Fries?

28 n
=
60 1080

60n = 30,240
60 60

n = 504
Text

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Statistics and Probability
Statistics Probability 8.SP.A.1-4
7.SP.A.1-4
Use random sampling to draw inferences about population.
Draw informal comparative inferences about two populations.

1. A national dog show had two types of poodles. This table shows height data, in inches, for the two
types of poodles.

Complete the following sentence:

The difference, in inches, between the mean heights for the two types of poodles is ___________

times the variation for either type.

2. A large company has offices in cities across the country. The facilities director of the company

was asked to survey employees about their office furniture. Rather than survey all employees in

the company, the director decided to take a sample of employees. Which groups would be most

representative of the opinions of all employees in the company?

Select each correct answer.

A. employees with office phone numbers ending in 3 and 7

B. randomly selected employees in the cafeteria of one of the offices

C. employees who have worked for the company more than 10 years

D. 5% of randomly selected employees from each office location

E. employees answering phone class in the company’s customer service department

F. employees who are randomly selected by a computer from a list of all company employees

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 3. The table shows the number of miles Liz and Sara rode their bikes during the week.

During that week, _____________ typically rode further each day because the ______________________

(Liz, Sara) (mean, median, range)

of her data is greater. During that week, ______________ typically rode about the same number of

(Liz, Sara)

miles each day because the _______________________ of her data is smaller.

(mean, median, range)

4. Gabrielle surveyed a random sample of 40 students in her school’s cafeteria about whether they ate

the cafeteria’s tomato soup.

• Fourteen of the sampled students said they ate the tomato soup.

• A total of 840 students eat in the cafeteria each day.

Based on the results of Gabrielle’s survey, how many of the 840 students who eat in the cafeteria

can be expected to eat the tomato soup?

Isaiah and Kaylee also surveyed random samples of 40 students in the school’s cafeteria about the

tomato soup. The results of all three surveys are shown in the table.

Based on the results of the three surveys, what percentage of the 840 students who eat in the

cafeteria each day can be expected to eat the tomato soup?

A. 4% to 10%

B. 10% to 14%

C. 25% to 35%

D. 35% to 59%

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Statistics and Probability 8.SP.A.1-4
Use random sampling to draw inferences about population.
Draw informal comparative inferences about two populations.

1. A national dog show had two types of poodles. This table shows height data, in inches, for the two
types of poodles.

23 - 13 = 10

10 ÷ 2 = 5

Complete the following sentence:

5
The difference, in inches, between the mean heights for the two types of poodles is ___________

times the variation for either type.

2. A large company has offices in cities across the country. The facilities director of the company

was asked to survey employees about their office furniture. Rather than survey all employees in

the company, the director decided to take a sample of employees. Which groups would be most

representative of the opinions of all employees in the company?

Select each correct answer.

A. employees with office phone numbers ending in 3 and 7

B. randomly selected employees in the cafeteria of one of the offices

C. employees who have worked for the company more than 10 years

D. 5% of randomly selected employees from each office location

E. employees answering phone class in the company’s customer service department

F. employees who are randomly selected by a computer from a list of all company employees

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 3. The table shows the number of miles Liz and Sara rode their bikes during the week.

Liz
During that week, _____________ mean
typically rode further each day because the ______________________

(Liz, Sara) (mean, median, range)

Liz
of her data is greater. During that week, ______________ typically rode about the same number of

(Liz, Sara)

range
miles each day because the _______________________ of her data is smaller.

(mean, median, range)

4. Gabrielle surveyed a random sample of 40 students in her school’s cafeteria about whether they ate

the cafeteria’s tomato soup.

• Fourteen of the sampled students said they ate the tomato soup.

• A total of 840 students eat in the cafeteria each day.

Based on the results of Gabrielle’s survey, how many of the 840 students who eat in the cafeteria

can be expected to eat the tomato soup?

14 n_

n = 294
40 = 840

Isaiah and Kaylee also surveyed random samples of 40 students in the school’s cafeteria about the

tomato soup. The results of all three surveys are shown in the table.

14/40 = 35%

10/40 = 25%

11/40 = 27.5%

Based on the results of the three surveys, what percentage of the 840 students who eat in the

cafeteria each day can be expected to eat the tomato soup?

A. 4% to 10%

B. 10% to 14%

C. 25% to 35%

D. 35% to 59%

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Statistics
Statistics and
and Probability8.SP.A.5-8
Probability 7.SP.C.5-8


Investigate chance processes and develop, use, and evaluate probability models.
SH
CRA SE!
R
COU Probability
Probability is the likelihood of an event; it can be either theoretical or experimental.
Theoretical Probability: The ratio of ways the event can occur to the number of possible outcomes.

favorable outcomes
P(A) = ————————————
possible outcomes

Experimental Probability: The ratio of the total number of times the favorable outcome happens
to the total number of trials, or times, the experiment was performed.

favorable outcomes
P(A) = ————————————
total number of trials

Roll a die. Spin a spinner.

P(5) = 1/6 (16.7%) P(2) = 3/8 (37.5%)

P(odd #) = 3/6 = 1/2 (50%) P(# less than 4) = 8/8 = 1 (100%)

P(7) = 0 (Impossible!) P(2 or 3) = 6/8 = 3/4 (75%)

Compound Events
An event that consists of two or more simple events whose outcomes are equally likely.

Independent
Events
Dependent Events
Events in which the first event does NOT Events in which the first event DOES affect
affect the second event. They have nothing the second event. The number of possible
to do with each other! The number of outcomes will change as the result of the first
possible outcomes will always remain the event.
same.

Roll a die twice. Find the P(5, even #). Choose a card, do NOT replace it, and choose
a second card.
1 3 3 1
• = =
6 6 36 12
Spin the spinner and flip a coin.
Find the P(1, tails).
2 1 2 1
• = =
8 2 16 8

Put 10 cards numbered 0 - 9 in a hat. 1 1 1

Find P(16, 14). • =
Choose a card, replace it, and choose a 9 8 72
second card. Find P(7, # greater than 7).
4 3 12 1
Find P(even #, even #). • = =
1 2 2 1 9 8 72 6
• = =
10 10 100 50

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Statistics and Probability
Probability 8.SP.A.5-8
7.SP.C.5-8

Investigate chance processes and develop, use, and evaluate probability models.

1. Students in a math class will be randomly

2. A standard number cube, numbered 1 through

assigned a polygon for a class project. The

6 on each side, is rolled 3 times. What is the

only types of polygons being assigned are

probability of rolling a 2 on all three rolls?

quadrilaterals, pentagons, hexagons,

Express your answer as a fraction.
octagons, and decagons. If there is an equal

number of each type of polygon, what is the

probability that the first polygon assigned will

be a nonagon?

3. This spinner is divided into eight Jake spins the spinner once.

equal-sized sections. Each section Order the events from least likely (1) to most likely (3).

is labeled with a number.

_____ Arrow lands on a section labeled with an odd

number.

_____ Arrow lands on a section labeled with the

number 1.

_____ Arrow lands on a section labeled with a

number less than 4.

4. Michele read that approximately 10% of all people are left-handed. She wants to design a simulation

to approximate the probability of selecting exactly 2 right-handed people when 3 people are randomly

selected.

In the simulation, Michelle has a spinner with sections of equal size. One section is labeled “L” (left)

and the rest of the sections are labeled “R” (right).

For this simulation to be as accurate as possible, what is the total number of sections that the spinner

should have?

Michele spins the arrow on the spinner 3 times and records the resulting letters. Michele performs the

simulation 30 times. The results of the simulation are shown.

Based on the results of this simulation, when 3 people are randomly selected, exactly 2 right-handed

people are selected approximately _______ percent of the time.

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 5. Mr. Walsh uses a fair spinner with 12 equal regions to determine the topic for each day’s warm-up

lesson in math class.

Mr. Walsh plans to spin the spinner 120 times during the school year. Which bar graph shows the

best prediction for the number of times each topic will be selected?

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Statisticsand
Statistics andProbability
Probability 8.SP.A.5-8
7.SP.C.5-8
Investigate chance processes and develop, use, and evaluate probability models.

1. Students in a math class will be randomly

2. A standard number cube, numbered 1 through

assigned a polygon for a class project. The

6 on each side, is rolled 3 times. What is the

only types of polygons being assigned are

probability of rolling a 2 on all three rolls?

quadrilaterals, pentagons, hexagons,

Express your answer as a fraction.
octagons, and decagons. If there is an equal

number of each type of polygon, what is the

1 1 1 1
probability that the first polygon assigned will
• • =
be a nonagon? 6 6 6 216
The probability is 0
Impossible!

3. This spinner is divided into eight Jake spins the spinner once.

equal-sized sections. Each section Order the events from least likely (1) to most likely (3).

is labeled with a number.

2
_____ Arrow lands on a section labeled with an odd
number.

1
_____ Arrow lands on a section labeled with the
number 1.

3
_____ Arrow lands on a section labeled with a
number less than 4.

4. Michele read that approximately 10% of all people are left-handed. She wants to design a simulation

to approximate the probability of selecting exactly 2 right-handed people when 3 people are randomly

selected.

In the simulation, Michelle has a spinner with sections of equal size. One section is labeled “L” (left)

and the rest of the sections are labeled “R” (right).

For this simulation to be as accurate as possible, what is the total number of sections that the spinner

should have?

10 sections : 1 “L” (10%) and 9 “R” (90%)

Michele spins the arrow on the spinner 3 times and records the resulting letters. Michele performs the

simulation 30 times. The results of the simulation are shown.

6/30 = 1/5 = 20%

Based on the results of this simulation, when 3 people are randomly selected, exactly 2 right-handed

20% percent of the time.

people are selected approximately _______

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 5. Mr. Walsh uses a fair spinner with 12 equal regions to determine the topic for each day’s warm-up

lesson in math class.

E - 3/12 = 30/120

N - 4/12 = 40/120

P - 2/12 = 20/120

R - 3/12 = 30/120

Mr. Walsh plans to spin the spinner 120 times during the school year. Which bar graph shows the

best prediction for the number of times each topic will be selected?

Kim Coffield ©2018 https://www.teacherspayteachers.com/Store/Math-Class-Rocks

 Thank You
so much for your purchase!!

Please let me know how your students

enjoyed the activity!

For more fun resources and activities,

please visit my store at
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