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

Students figure out whether two quantities grow at the same rate, then use that relationship to solve everyday problems like finding a unit price, scaling a recipe, or calculating a percentage.

Students figure out how much of something exists per one unit, like miles per hour or cost per square foot. This includes rates written as fractions, such as half a mile every quarter hour.

Students look at pairs of numbers (like miles and hours, or dollars and items) and decide whether the relationship between them is proportional. That means checking if the ratio stays the same every time.

Students look at a table or a graph to decide whether two quantities change at a constant rate together. If the ratio stays the same throughout, the relationship is proportional.

Students find the unit rate hiding in a table, graph, or equation and explain what it means in plain terms. For example, if a car travels 300 miles in 5 hours, the unit rate is 60 miles per hour.

Students read a graph that shows a proportional relationship and explain what a specific point means in real terms. The point (1, r) tells you the unit rate, such as miles per hour or cost per item.

Students solve everyday money problems using percents: figuring out sales tax, tips, discounts, interest on a loan, or how much a price went up or down.

Students practice adding, subtracting, multiplying, and dividing with negative numbers, fractions, and decimals. The skills they learned with whole numbers now apply to any number on the number line.

Students add, subtract, multiply, and divide with negative numbers, fractions, and decimals. This extends the arithmetic they already know to cover the full number line, including numbers below zero.

Adding a number and its opposite always equals zero. Students learn to name pairs like 5 and -5 as additive inverses and explain why any number plus its opposite cancels out.

Students add positive and negative numbers (like temperatures or money balances) and explain what the answer means. A number line helps them see why the result lands where it does.

Subtracting a number is the same as adding its opposite. Students learn why 5 minus 3 gives the same result as 5 plus negative 3, and use that idea to subtract any positive or negative number.

Students use a number line to find the distance between two numbers by subtracting them and ignoring the negative sign. This shows up in real life when measuring how far apart two temperatures, distances, or account balances are.

Students learn why multiplying two negative numbers gives a positive result. They apply the same multiplication rules they already know to fractions, decimals, and negative numbers, and confirm that those rules still hold.

Students divide positive and negative whole numbers and learn why dividing by zero has no answer. The result of dividing two whole numbers is always a fraction or whole number.

Students use long division to turn a fraction into a decimal, then notice that the decimal either stops at some point or settles into a repeating pattern of digits.

Students solve everyday problems using any combination of addition, subtraction, multiplication, and division with fractions, decimals, and negative numbers. This includes working through multi-step problems where fractions appear inside other fractions.

Students rewrite math expressions into simpler or different forms using rules like the distributive property. The value of the expression stays the same; only the way it looks changes.

Students use rules like the distributive property to rewrite math expressions, combining like terms or factoring them into a simpler form. The numbers involved can be fractions or decimals, not just whole numbers.

Students rewrite a math expression in a different but equal form to make it easier to work with, then explain why the two versions mean the same thing. For example, rewriting 2(x + 3) as 2x + 6 to show the same total in a clearer way.

Students write and solve equations and inequalities to answer real-world math problems, like figuring out how many hours of work it takes to earn a certain amount, or which deal costs less.

Students solve multi-step word problems using positive and negative numbers, fractions, and decimals, switching between forms when it helps. Then they check whether their answer actually makes sense before moving on.

Students use letters to stand in for unknown numbers, then build equations or inequalities to solve real-world problems. Think of it as translating a word problem into a math sentence and solving from there.

Students set up and solve two-step equations from word problems, then explain how the algebra matches the arithmetic they could have done by hand.

Students read a word problem, write an inequality to match it, and find all the values that make it true. Then they plot those values on a number line and explain what the answer means in plain terms.

Students use data from a random sample to draw conclusions about a larger group. For example, they might survey a small group of students and use the results to make predictions about the whole school.

Students look at data from a small group, then draw reasonable conclusions about the larger group it came from. For example, survey 50 students in a school to estimate what all 500 think.

Students learn the difference between a whole group (the population) and the smaller group you actually measure (the sample). For example, surveying 50 kids at a school is a sample; every kid at the school is the population.

Students compare ways of collecting data, such as drawing names from a hat versus surveying only friends, to decide which method gives a fair picture of a larger group. Random sampling gives more trustworthy results.

Students learn when it's fair to draw conclusions about a whole group based on a smaller sample. They decide whether the sample is large enough and random enough to trust the results.

Students take repeated random samples of a group, then use what the numbers show across those samples to predict something about the whole group, like the typical opinion or habit of everyone in it.

Students learn to spot when a survey or data collection might give a skewed picture, like asking only one group of people a question and treating the answer as true for everyone.

Students compare two groups, such as the heights of two classes or the scores from two teams, and draw conclusions about which group tends to be higher, more spread out, or more consistent.

Students look at two dot plots or box plots side by side and judge how much the groups overlap. They then measure the gap between the midpoints of each group and describe that gap in terms of the data's spread.

Students compare two groups of real data, such as test scores or heights, using averages and spread to draw reasonable conclusions about which group tends to be higher, more consistent, or more spread out.

Students build simple probability models to predict how likely an event is to happen. They compare predictions to real results, using experiments like flipping a coin or rolling a number cube.

Students assign a number between 0 and 1 to show how likely something is to happen. A number close to 0 means it rarely happens; a number close to 1 means it almost certainly does.

Students learn that not every outcome has the same chance of happening. They build simple probability models, deciding whether each result is equally likely (like a fair coin flip) or some results are more likely than others (like a weighted spinner).

Students gather real data, such as coin flips or spinner results, and use what they find to predict how likely something is to happen next.

Students run an experiment, then check whether the results match what the math predicted. If the numbers differ, students explain why things like small sample size or chance variation might be to blame.

Students run a simulation (like flipping a coin or rolling a die many times) to estimate how likely an event is, then compare that estimate to what the math predicts should happen.

Students run a simulation many times, such as flipping a coin or spinning a spinner, and use the results to predict how often an event will happen in the future.

Students figure out how likely a simple or compound event is to happen, using experiments, simulations, or a list of all possible outcomes. They write that likelihood as a percent, decimal, or fraction.

Students list every possible outcome of two combined events (like flipping a coin and rolling a die) using a table or branching diagram, then write the probability as a fraction of how many outcomes match what they're looking for.

Students build a simple simulation, like flipping a coin or rolling a die repeatedly, to figure out how likely two events are to happen together.

Students take a plain-language event ("rolling an even number") and list every outcome from the sample space that makes it true. It connects everyday descriptions to the actual results that count.

Students draw, measure, and compare shapes to figure out how angles, sides, and area relate to each other.

Scale drawings show real objects at a smaller or larger size. Students use the scale to figure out actual lengths and areas, then redraw the figure using a different scale.

Students draw triangles using a ruler and protractor, working from given angle or side measurements. They figure out whether those measurements produce exactly one triangle, several possible triangles, or no triangle at all.

Students figure out what shape you'd see if you sliced through a 3-D solid, like cutting a pyramid and seeing what outline the cut leaves behind.

Students use what they know about angles, circles, and shapes to solve problems they'd actually run into, like finding how much paint covers a wall or how much space fits inside a box.

Students learn how a circle's width, edge length, and area all connect through one number: pi. They use those relationships to calculate how far around a circle is and how much space it covers.

Students figure out the area formula for a circle by experimenting with the relationship between the radius and the space inside it, building toward A = πr² on their own rather than just memorizing it.

Students find the area and distance around circles to solve real problems, like figuring out how much paint covers a circular table or how far a wheel travels in one turn.

Students use angle relationships to find missing angles in a figure. When two angles share a side or sit across from each other, known angle measures become clues for writing and solving a simple equation.

Students find the area, volume, or surface area of real shapes made from triangles, rectangles, and other polygons, including boxes and three-dimensional figures. Problems come from real situations, not just textbook diagrams.

Students work with ratios and rates to solve real-world problems, such as finding a unit price, scaling a recipe, or calculating a percent change. The focus is on recognizing when two quantities stay in a constant ratio and using that relationship to find missing values.

Students find how much of something there is per one unit, like miles per hour or cost per square foot. This includes rates written as fractions or ratios with different units on top and bottom.

Students look at two quantities side by side and decide whether they change at a constant rate together. This includes reading tables, graphs, and equations to confirm or rule out a proportional relationship.

Students read a table or a graph to decide whether two quantities grow at a steady rate together. If the ratio between them stays the same at every point, the relationship is proportional.

Students find the unit rate in a proportional relationship, such as cost per item or miles per hour, then show that same relationship as a table, a graph, and an equation.

Students read points on a proportional relationship graph and explain what each one means in real life. The point (0,0) shows that zero input gives zero output, and the point (1, r) shows the unit rate.

Students solve real-world money problems using percents, such as figuring out sales tax, a restaurant tip, a store discount, or interest on a loan. These problems take more than one step to work through.

Students compare situations where two quantities grow at a steady rate (proportional) with situations where they don't. They learn to spot the difference using tables, graphs, and equations.

Students look at a table, graph, or equation and decide whether two quantities change at a steady rate together or not. For example, doubling one number doesn't always double the other.

Students plot proportional relationships on a coordinate grid and see how the line through the origin shows a constant rate of change.

On a graph of a proportional relationship, the line always passes through the origin. Students explain what the slope means in context and connect it to the equation y = mx, where m is the rate of change between the two quantities.

Students read the equation y = mx + b and explain what each part means on a graph: m is how steeply the line rises or falls, and b is where the line crosses the vertical axis.

Similar triangles show why slope stays constant on a straight line. Students use matching triangles drawn on a graph to prove that the rise-over-run ratio between any two points on a line never changes.

Students find the slope of a line by using two points on a coordinate grid, then explain why any other two points on that same line give the exact same slope.

Graphing a line on a coordinate grid, students find where it crosses the vertical axis (the starting value) and calculate how steeply it rises or falls (the rate of change). Both numbers tell a story about how two quantities are related.

Two lines can have the same steepness but cross the vertical axis at different heights. Students show this by comparing equations built from different sets of points that all rise and fall at the same rate.

Students look at two relationships, one that stays in a constant ratio and one that doesn't, and compare them whether they show up as an equation, a graph, or a table. The goal is solving an actual problem, not just reading the data.

Students practice adding, subtracting, multiplying, and dividing with negative numbers, fractions, and decimals. This builds on the whole-number math students already know and stretches it to cover every kind of number on the number line.

Adding, subtracting, multiplying, and dividing numbers that can be negative, including negative fractions and decimals. Students apply what they already know about whole numbers and fractions to work with numbers on both sides of zero.

Students recognize that adding a number to its opposite always equals zero. For example, 3 + (−3) = 0. Numbers that cancel each other out this way are called additive inverses.

Students add positive and negative numbers (like temperatures or money) and explain what the total means. They use a number line to show why the answer makes sense.

Subtracting a number is the same as adding its opposite. Students learn why 5 minus 3 gives the same result as 5 plus negative 3, and apply that idea to fractions and decimals too.

Students use a number line to find the distance between two numbers by calculating the absolute value of their difference. This works with fractions, decimals, and negatives, and applies to real situations like measuring gaps in temperature or elevation.

Students figure out the rules for multiplying positive and negative numbers, such as why a negative times a negative gives a positive. They show that the same multiplication properties that worked with whole numbers still hold.

Dividing integers means splitting a negative or positive whole number by another. Students learn why dividing by zero has no answer, and that most integer division produces a fraction or decimal, not just a whole number.

Students use long division to turn a fraction into a decimal, then explain why the result either stops (like 0.25) or repeats a pattern forever (like 0.333...).

Students add, subtract, multiply, and divide fractions, negatives, and decimals to solve real-world problems. That includes fractions within fractions, using number properties as shortcuts when they help.

Real numbers include two types: rationals (fractions, decimals that stop or repeat) and irrationals (like pi or the square root of 2, which go on forever without a pattern). Students learn to tell the difference and see how both types fit into a single number system.

Real numbers split into two groups: numbers that can be written as a fraction (like 0.5 or -3) and numbers that can't (like the square root of 2). Students learn to tell these two groups apart and understand that together they make up the full number line.

Every number can be written as a decimal. Students learn that fractions always produce decimals that either stop (like 0.25) or repeat in a pattern (like 0.333...).

Students learn to turn a repeating decimal like 0.333... into a fraction. They use algebra to find the exact fraction that matches the pattern.

Students find where irrational numbers like pi or square roots fall on a number line, compare their sizes, and round them to a close decimal so they can work with them in calculations.

Students rewrite math expressions into different but equal forms by applying properties like the distributive or commutative property. The value stays the same; the arrangement changes.

Students rewrite and simplify algebraic expressions that include fractions or decimals by using properties like the distributive property and combining like terms. This is the groundwork for solving equations in algebra.

Students rewrite expressions in different but equal forms, such as factoring or expanding, to make a number or relationship easier to see. The math stays the same; the form changes to fit the problem.

Students practice working with exponents, including negative ones and fractions. They learn what it means to raise a number to a fractional power and apply those rules to solve problems.

Students practice rules for working with exponents, such as multiplying powers and handling negative exponents, then use those rules to rewrite number and variable expressions in simpler or equivalent forms.

Students learn to write answers using square root and cube root symbols when solving equations. For example, if x squared equals 25, students write x equals the square root of 25, then solve from there.

Students find the square root of numbers like 144 and the cube root of numbers like 512. They work with perfect squares up to 225 and perfect cubes up to 1000, finding the whole number that was multiplied by itself to produce each result.

Students learn that numbers like the square root of 2 or the square root of 3 cannot be written as a simple fraction. Those square roots go on forever without repeating, so they fall into a different category than whole numbers or fractions.

Students write very large or very small numbers in scientific notation, a shorthand using powers of 10, then compare them. Think of it as reading a number like 0.000003 or 93,000,000 without losing track of all those zeros.

Students add, subtract, multiply, and divide very large or very small numbers written in scientific notation, like 3.2 x 10^8, and convert between that format and regular decimals when needed.

Students write very large or very small numbers in scientific notation and pick units that make those numbers easy to read and compare.

Students read numbers shown in scientific notation on a calculator or computer screen and explain what those numbers mean in plain terms.

Students use equations and inequalities to solve real-world problems, like finding an unknown price or figuring out how many items fit a budget. The work moves between written situations and the algebra needed to solve them.

Students solve real-world math problems that mix whole numbers, fractions, and decimals, switching between forms when needed. They also check whether their answer makes sense using quick mental estimates.

Students write equations or inequalities using variables to represent unknown quantities in real-world problems, then solve them by reasoning through what the numbers mean.

Students set up and solve real-world problems using two common equation types, then compare how the algebra route and the arithmetic route reach the same answer and why the steps differ.

Students solve real-world problems where the answer is a range of values, not a single number, then plot those values on a number line and explain what that range means in the context of the problem.

Students write an equation that connects two changing quantities, like hours worked and dollars earned, then plot it on a graph with labeled axes. They use the line to predict values beyond what the problem gives them.

Students write equations or inequalities to describe a real-world limit, like a budget or a distance, then decide whether a solution actually makes sense in that situation.

Students solve equations where a single unknown appears across multiple steps, working through parentheses, fractions, and grouped terms to find the value that makes both sides balance.

Students figure out how many answers a one-variable equation can have: exactly one, none, or infinite. They use the structure of the equation itself to decide, rather than solving all the way through.

Students write an equation to match a real-world situation, solve it, and explain what the answer actually means in that situation.

Students decide whether a relationship is a function, evaluate what it outputs for a given input, and compare two functions to see which grows faster or starts higher.

Students learn how adding a number to a function shifts its graph up or down, and multiplying by a number stretches or shrinks it. They work with linear graphs to predict those changes and find the exact number that caused a given shift.

Students build a rule (or equation) that captures a straight-line relationship between two quantities, such as miles driven and gallons of gas used. They use that rule to predict values neither quantity has hit yet.

Students read a table or graph showing two points and explain what the slope means in plain terms (such as "cost goes up $3 per mile") and what the starting value means before any change happens.

Where two lines cross on a graph, the x-value at that crossing point is the answer to the equation formed by setting the two lines equal. Students practice finding that crossing point and explaining why it works.

Students solve equations by plotting them on a graph, building a table of numbers, or zeroing in step by step until the answer is close enough. They may use a calculator or software to speed up the work.

Students use data from a random sample to draw conclusions about a larger group. For example, they might survey part of a school and use those results to estimate what the whole school thinks.

Students look at a smaller group to draw conclusions about a larger one. For example, surveying 50 students at a school to estimate what all 500 students prefer.

Students learn the difference between studying a small group (the sample) and studying everyone or everything in the full group (the population). A survey of ten kids in a class is a sample; all kids in the school is the population.

Random samples give everyone in a group an equal chance of being picked, which makes the results trustworthy. Students compare different ways of selecting a sample and explain why random methods produce results that reflect the whole population.

Students look at data collected from a small group and decide whether that pattern likely holds true for a much larger group. This is the reasoning behind every poll and survey they will encounter.

Students collect several random samples of data, compare what changes across them, and use the patterns to make predictions about a larger group they can't fully survey.

Students learn to spot when a survey or data set might be misleading, such as when only certain people were asked or when questions were written to push a particular answer.

Students look at data from two groups and draw conclusions about how the groups differ. For example, they might compare test scores from two classes and decide which class generally scored higher.

Students compare two sets of data by looking at how much their graphs overlap and describing how far apart the midpoints are. For example, if one group's scores center around 70 and another's around 80, students express that gap as a multiple of the data's typical spread.

Students compare two groups of real data, like test scores from two classes, by looking at averages and how spread out the numbers are. They use that comparison to draw a reasonable conclusion about which group performed differently and why.

Students figure out how likely something is to happen, like rolling a certain number on a die or drawing a card from a deck. They build and test models that predict how often each outcome should show up.

Probability is a number from 0 to 1 that shows how likely something is to happen. A number close to 1 means the event will probably happen; a number close to 0 means it probably won't.

Probability models map out every possible result of an experiment and assign each one a chance of happening. Students build models where every outcome has the same odds (like rolling a fair die) and others where some results are more likely than others.

Students gather real data, like coin flips or spinner results, and use what they find to predict how likely an event is to happen again.

Students run an experiment, then check whether the results match what the math predicted. They explain why the numbers might not line up perfectly.

Students run a simulation (like flipping a coin or rolling a die many times) to estimate how likely an event is, then compare that estimate to what the math predicts should happen.

Students run a repeated experiment (flipping a coin, spinning a spinner, rolling a die) and track how often each result shows up. The more times they repeat it, the better they can predict how often that result will happen in the future.

Students figure out how likely a simple or compound event is to happen, using experiments, simulations, or lists of possible outcomes. They write that chance as a percent, decimal, or fraction.

Students list every possible outcome of two combined events (like flipping a coin and rolling a die) using a chart or branching diagram, then write the probability as a fraction of how many outcomes match what they're looking for.

Students design a simple experiment (like flipping coins or rolling dice) to test how often two events happen together. They run the experiment multiple times and use the results to estimate the real probability.

Students take an everyday description of a chance event, like "rolling an even number," and list the specific outcomes from the sample space that match it. It connects plain language to the exact results that count.

Students draw and study geometric shapes, then explain how those shapes relate to each other. This covers angles, triangles, and other figures students measure, build, and compare.

A scale drawing shrinks or stretches a real object so it fits on paper. Students read those drawings to find actual lengths and areas, then redraw the same figure at a new scale.

Students draw triangles using a ruler and protractor, then figure out whether the measurements given produce exactly one triangle, several possible triangles, or no triangle at all.

Slicing a 3-D shape like a cube or pyramid with a flat cut reveals a 2-D face. Students identify what that cross-section looks like: a square, triangle, rectangle, or other flat shape.

Students solve practical problems using geometry: finding the area of a floor, the surface area of a box, or the volume of a container. They also work out unknown angle sizes using what they know about how angles relate to each other.

Students learn how a circle's width and edge distance are linked by pi, then use those relationships to calculate how far around a circle goes and how much space it covers inside.

Students figure out why the area formula for a circle works by cutting or rearranging circle pieces until they resemble a shape they already know how to measure.

Students calculate the area and circumference of circles to solve real problems, like finding how much fencing surrounds a circular garden or how much space a round table covers. This goes beyond just knowing the formulas.

Students use angle relationships, like two angles that form a straight line or sit across from each other at an intersection, to write and solve equations that find a missing angle measure.

When two parallel lines are crossed by a third line, specific angle relationships appear. Students find missing angle sizes using those patterns.

Students cut or fold the three corners of any triangle together and show they form a straight line. That straight line proves the three inside angles always add up to 180 degrees.

Students find the area, volume, or surface area of shapes built from triangles, rectangles, and boxes. Problems come from real situations, like figuring out how much paint covers a wall or how much space fits inside a box.

Students figure out how much space a cone and a sphere take up by comparing them, hands-on, to a cylinder of the same size. The experiment reveals why the formulas work, not just what they are.

Students use formulas to find the volume of 3-D shapes like prisms and cylinders. They apply those calculations to real situations, such as figuring out how much a container holds.

Students use hands-on models or digital tools to show when two shapes are identical in size and angle, or when one is a scaled version of the other.

Students slide, flip, and rotate shapes on paper to confirm what stays the same: lengths, angles, and parallel lines hold their measurements exactly through each move.

Two shapes are congruent if you can slide, flip, or rotate one to land exactly on top of the other. Students identify whether that kind of move connects a given pair of shapes, then describe the steps that prove it.

Students plot a shape on a grid, then move, flip, turn, or resize it and record the new coordinates. The work connects what they see happening to the shape with the numbers that describe each change.

Students look at two shapes and figure out whether one can become the other through resizing and moving. If it can, the shapes are similar, and students describe exactly what steps get from one to the other.