NECAP Grade Level Expectations (GLEs) for Math Grade 7
Clicking on a highlighted term will bring up a definition or description of the term, along with examples that help to exemplify it. The examples are not necessarily aligned to the particular grade, but help to clarify the term being defined.
Practice Tests for End of Grade 7 GLEs to be
administered Fall of Grade 8:
Practice
Test | Practice
Test Resource Material (with Sample Student Work)
NECAP 2005 Released Items for Grade 7 to be administered
Fall of Grade 8:
Released Items | Support
Materials
Web-based Math GLEs |
GLE |
Support
Materials/ Student Work
|
| M(N&O)-7-1 Demonstrates conceptual understanding of rational numbers with respect to percents as a means of comparing the same or different parts of the whole when the wholes vary in magnitude (e.g., 8 girls in a classroom of 16 students compared to 8 girls in a classroom of 20 students, or 20% of 400 compared to 50% of 100); and percents as a way of expressing multiples of a number (e.g., 200% of 50) using models, explanations, or other representations*. *Specifications for area, set, and linear models for grades 5 - 8: Fractions: The number of parts in the whole are equal to the denominator, a multiple of the denominator, or a factor of the denominator. Percents: The number of parts in the whole is equal to 100, a multiple of 100, or a factor of 100 (for grade 5); the number of parts in the whole is a multiple or a factor of the numeric value representing the whole (for grades 6-8). Decimals (including powers of ten): The number of parts in the whole is equal to the denominator of the fractional equivalent of the decimal, a multiple of the denominator of the fractional equivalent of the decimal, or a factor of the denominator of the fractional equivalent of the decimal. |
Area model to represent part to whole relationship Whole number bases and whole number exponents, and fractional bases with whole number exponents |
|
| M(N&O)-7-2 Demonstrates understanding of the relative magnitude of numbers by ordering, comparing, or identifying equivalent rational numbers across number formats, numbers with whole number bases and whole number exponents (e.g., 33, 43), integers, absolute values, or numbers represented in scientific notation using number lines or equality and inequality symbols. | Student Work Sample (PDF) |
|
| M(N&O)-7-4 Accurately solves
problems involving proportional reasoning; percents involving discounts,
tax, or tips; and rates.
(IMPORTANT: Applies the conventions of order of operations including parentheses, brackets, or exponents.) |
Student Work Sample (PDF) |
|
Web-based Math GLEs |
GLE |
Support
Materials/ Student Work
|
| M(G&M)-7-1 Uses properties of angle relationships resulting from two or three intersecting lines (adjacent angles, vertical angles, straight angles, or angle relationships formed by two non-parallel lines cut by a transversal), or two parallel lines cut by a transversal to solve problems. | Attributes
and properties
Angle relationships formed by two or more lines cut by a transversal |
|
| M(G&M)-7-2 Applies theorems or relationships (triangle inequality or sum of the measures of interior angles of regular polygons) to solve problems. | Triangle | |
| M(G&M)-7-4 Applies the concepts of congruency by solving problems on a coordinate plane involving reflections, translations, or rotations. | Congruent
Solving problems on a coordinate plane using reflections, translations, or rotations |
|
| M(G&M)-7-5 Applies concepts of similarity by solving problems involving scaling up or down and their impact on angle measures, linear dimensions and areas of polygons, and circles when the linear dimensions are multiplied by a constant factor. Describes effects using models orsc explanations. | ||
| M(G&M)-7-6 Demonstrates conceptual understanding of the area of circles or the area or perimeter of composite figures (quadrilaterals, triangles, or parts of circles), and the surface area of rectangular prisms, or volume of rectangular prisms, triangular prisms, or cylinders using models, formulas, or by solving related problems. Expresses all measures using appropriate units. |
Measures and uses units of measure appropriately and consistently Whole number bases and whole number exponents, and fractional bases with whole number exponents |
|
Web-based Math GLEs |
GLE |
Support
Materials/ Student Work
|
| M(F&A)-7-1 Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, graphs, or in problem situations; and generalizes a linear relationship using words and symbols; generalizes a linear relationship to find a specific case; or writes an expression orsc equation using words orsc symbols to express the generalization of a nonlinear relationship. | Student Work Sample (PDF) Proportional linear relationships (y = kx) Non-proportional
linear relationships (y = mx + b) Expresses generalization or rule using words or symbols |
|
| M(F&A)-7-2 Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by solving problems involving the relationship between slope and rate of change, by describing the meaning of slope in concrete situations, or informally determining the slope of a line from a table or graph; and distinguishes between constant and varying rates of change in concrete situations represented in tables or graphs; or describes how change in the value of one variable relates to change in the value of a second variable in problem situations with constant rates of change. |
Proportional linear relationships (y = kx) Non-proportional linear relationships (y = mx + b) Distinguishes between constant and varying rates |
|
| M(F&A)-7-3 Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write algebraic expressions (including those with whole number exponents or more than one variable); or by evaluating algebraic expressions (including those with whole number exponents or more than one variable); or by evaluating an expression within an equation (e.g., determine the value of y when x = 4 given y = 5x3 - 2). | Whole number bases and whole number exponents, and fractional bases with whole number exponents Evaluating algebraic expressions |
|
| M(F&A)-7-4 Demonstrates
conceptual understanding of equality by showing equivalence between
two expressions (expressions consistent with the parameters of the left-
and right-hand sides of the equations being solved at this grade level)
using models or different representations of the expressions, solving
multi-step linear equations of the form ax ± b = c with a  0,
ax ± b = cx ± d with a, c
0, and (x/a) ± b = c with a
0, where a, b, c and d are whole numbers; or by translating a problem-solving
situation into an equation consistent with the parameters of the type
of equations being solved for this grade level. |
Equality
Proportional linear relationships (y = kx) Non-proportional linear relationships (y = mx =b) |
|
Web-based Math GLEs |
GLE |
Support
Materials/ Student Work
|
| M(DSP)-7-1 Interprets a
given representation (circle graphs, scatter plots that represent
discrete linear relationships, or histograms) to analyze the data
to formulate or justify conclusions, to make predictions, or to solve
problems. |
Interprets a given representation | |
| M(DSP)-7-2 Analyzes patterns, trends, or distributions in data in a variety of contexts by solving problems using measures of central tendency (mean, median, or mode), dispersion (range or variation), or outliers to analyze situations to determine their effect on mean, median, or mode; and evaluates the sample from which the statistics were developed (bias). | Pattern
Analyzes the impact of outliers on the mean, median and mode Evaluates samples from which the statistics were developed (bias) |
|
| M(DSP)-7-3 Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M(DSP)-7-1. | Representation | |
| M(DSP)-7-5 For a probability event in which the sample space may or may not contain equally likely outcomes, determines the experimental or theoretical probability of an event in a problem-solving situation. | Sample space | |