Mathematics, Grade 7
Fluency Statement
What are the Main Messages of NCTM's Principles and Standards (2000) Regarding Computation?
Computational fluency is an essential goal for school mathematics (p. 152):
Embedding Fluency in Conceptual Understanding




The methods that a student uses to compute should be grounded in understanding (pp. 152-55).
Students can achieve computational fluency using a variety of methods and should, in fact, be comfortable
with more than one approach (p. 155).
Students should have opportunities to invent strategies for computing using their knowledge of place value,
properties of numbers, and the operations (pp. 35 and 220).
Students should investigate conventional algorithms for computing with whole numbers (pp. 35 and 155).
Goals of Fluency



Students should know the basic number combinations for addition and subtraction by the end of grade 2 and
those for multiplication and division by the end of grade 4 (pp. 32, 84, and 153).
Students should be able to compute fluently with whole numbers by end of grade 5 (pp. 35, 152, and 155).
Students should be encouraged to use computational methods and tools that are appropriate for the context
and purpose, including mental computation, estimations, calculators, and paper and pencil (pp. 36, 145, and
154).
What is Computational Fluency?
NCTM Principles and Standards of School Mathematics (2000) defines computational fluency as having efficient and accurate methods for
computing that are based on well understood properties and number relationships.
The National Math Panel Report cites the NCTM definition of computational fluency in its report when it uses this phrase. For further clarity, on
page 3-41 of the Task Group Reports of the National Mathematics Advisory Panel, there is a discussion of the critical foundations for the study of
algebra: (1) fluency with whole numbers, (2) fluency with fractions, and (3) particular aspects of geometry and measurement.
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
The excerpt from page 3-41 is below:
1. Fluency with whole numbers
By the end of the elementary grades, children should have a robust sense of number. This sense of number must include understanding place value,
and the ability to compose and decompose whole numbers. It must clearly include a grasp of the meaning of the basic operations of addition,
subtraction, multiplication, and division, including use of the commutative, associative, and distributive properties; the ability to perform these
operations efficiently; and the knowledge of how to apply the operations to problem solving. Computational facility rests on the automatic recall of
addition and related subtraction facts, and of multiplication and related division facts. It requires fluency with the standard algorithms for addition,
subtraction, multiplication, and division. Fluent use of the algorithms not only depends on the automatic recall of number facts but also reinforces it.
A strong sense of number also includes the ability to estimate the results of computations and thereby to estimate orders of magnitude, e.g., how
many people fit into a stadium, or how many gallons of water are needed to fill a pool.
2. Fluency with Fractions
Before they begin algebra course work, middle school students should have a thorough understanding of positive as well as negative fractions. They
should be able to locate both positive and negative fractions on the number line; represent and compare fractions, decimals, and related percents;
and estimate their size. They need to know that sums, differences, products, and quotients (with nonzero denominators) of fractions are fractions, and
they need to be able to carry out these operations confidently and efficiently. They should understand why and how (finite) decimal numbers are
fractions and know the meaning of percentages. They should encounter fractions in problems in the many contexts in which they arise naturally, for
example, to describe rates, proportionality, and probability. Beyond computational facility with specific numbers, the subject of fractions, when
properly taught, introduces students to the use of symbolic notation and the concept of generality, both being an integral part of Algebra (Wu, 2001).
3. Particular Aspects of Geometry and Measurement
Middle-grade experience with similar triangles is most directly relevant for the study of algebra: Sound treatments of the slope of a straight line and
of linear functions depend logically on the properties of similar triangles. Furthermore, students should be able to analyze the properties of two- and
three-dimensional shapes using formulas to determine perimeter, area, volume, and surface area. They should also be able to find unknown lengths,
angles, and areas
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.1 Number and Operations and Algebra
Develop an understanding of operations on all rational numbers and solving linear equations.
Score Reporting Category 1
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
Boundaries of Assessable Content:
Develop, analyze, and apply
 Items assessing this standard include:
models (including everyday contexts),
o developing models, strategies, and/or
strategies, and procedures to compute
procedures to compute with integers, with
with integers, with an emphasis on
an emphasis on negative integers;
negative integers.
o analyzing models, strategies, and/or
procedures to compute with integers, with
an emphasis on negative integers;
o applying models, strategies, and/or
Assessable Academic Vocabulary:
procedures to compute with integers, with
an emphasis on negative integers.
difference
 Models include number lines and every day
model
contexts. It will not be assumed that
number line
students have had experience with any one
opposite
model other than a number line. Any other
product
model given will be explained.
quotient
 Computations may require the use of order
sum
of operations as well as the commutative,
associative, and distributive properties.
7.1.1
Symbols and Notation:
Content Connections from Previous Grades:
4.2, 5.1, 5.2, 6.1
Mathematics Test Specifications and Test Blueprints
Page number
Sample Items:
If
equals 1 and
the value of x?
equals –1, what is
A. –9
B. –1
C. 1
D. 9
Mrs. Brown gave her class the following
mental math problem: Find the product of –8
and –7, multiply your answer by 5, then divide
you result by –5.
What is the final number?
A.
B.
C.
D.
–56
56
–280
280
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.1 Number and Operations and Algebra
Develop an understanding of operations on all rational numbers and solving linear equations.
Score Reporting Category 1
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
Boundaries of Assessable Content:
7.1.2 Extend knowledge of integers
 Items assessing this standard include
and positive rational numbers to solve
solving problems involving positive and
problems involving negative rational
negative rational numbers.
numbers.
 Problems may be written as expressions or
equations or written in a contextual setting.
 Items may require basic operations with
integers and/or negative rational numbers in
contextual setting.
Assessable Academic Vocabulary:
difference
product
quotient
sum
Sample Items:
Problem situation requiring use of positive
and negative common fractions.
Problem situation requiring use of positive
and negative decimals and/or fractions with
“friendly” denominators (easy to find
common denominator).
Problem situation requiring use of
decimals, mixed numbers, more than two
numbers and denominators less
compatible.
Content Connections from Previous Grades:
5.1, 6.1, 6.2
Symbols and Notation:
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.1 Number and Operations and Algebra
Develop an understanding of operations on all rational numbers and solving linear equations.
Score Reporting Category 1
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
7.1.3 Develop and use strategies to
estimate the result of rational number
computations and justify the
reasonableness of results.
Assessable Academic Vocabulary:
estimate
justify
round
Symbols and Notation:
≈ “is approximately equal to”
Boundaries of Assessable Content:
Sample Items:
 Items assessing this standard include
developing and using strategies to estimate
the result of rational number computations.
 Items assessing this standard include
justifying the reasonableness of estimated
computations using rational numbers.
 Items may require students to find a single
estimated answer, show a strategy used to
estimate, or explain the reasonableness of
the answer.
 Computations include sums, differences,
products, and quotients or a combination of
operations.
 Estimations may include rounding, rounding
to benchmarks, overestimation,
underestimation, or compatible numbers.
A stereo store has a 25% off sale. Allen wants
to find out how much a $300 stereo would cost.
Which strategy could Allen use?
A. 300 – 25
B. 300 – (300 × )
C. 300 ×
D. 300 – (300 – 25)
Content Connections from Previous Grades:
4.1.5, 5.1.3, 6.1.1
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.1 Number and Operations and Algebra
Develop an understanding of operations on all rational numbers and solving linear equations.
Score Reporting Category 1
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
Boundaries of Assessable Content:
Sample Items:
7.1.4 Apply properties of rational
numbers and algebra to write and
solve linear equations in one variable.
 Items assessing this standard include
applying properties of rational numbers and
algebra to write and solve linear equations
in one variable.
 Items may include only writing or only
solving a linear equation in one variable.
 Items may include writing and solving a
linear equation in one variable.
 Items may be written directly or within a
context.
 Equations may include fractions and/or
decimals and/or answers may include
fractions or decimals.
 Equations solved are not limited to one-step
equations. They may require multiple steps
to solve (e.g., distributive property, combine
like terms, order of operations)
Appropriate contexts include area, volume,
perimeter, rate, ratio and percent.
Shawn and Mark want to save $225.00
together. Shawn has $16.00 and saves $10.00
each week. Mark has $22.00 and saves $7.00
each week.
Which equation can be used to find the number
of weeks it will take them?
Assessable Academic Vocabulary:
linear equation
solve
A.
B.
C.
D.
26x + 29x = 225
38x + 17 = 225
55x = 225
38 + 17x = 225
Solve the following equation.
(2x + 1) – 4 = 136
A.
B.
C.
D.
x = 67.5
x = 69.5
x = 70
x = 137
Symbols and Notation:
Content Connections from Previous Grades:
5.2.1, 5.5.2
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.2 Number and Operations, Algebra and Geometry
Develop an understanding of and apply proportionality, including similarity.
Score Reporting Category 2
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
7.2.1 Represent proportional
relationships with coordinate graphs
and tables, and identify unit rate as
the slope of the related line.
Assessable Academic Vocabulary:
coordinate graph
line
proportional
quadrants
slope
table
unit rate
Symbols and Notation:
Boundaries of Assessable Content:
Sample Items:
 Items include representing proportional
relationships with coordinate graphs.
 Items include representing proportional
relationships with tables.
 Items include identifying unit rate as the
slope of the related line.
 Items may give a table or graph or present
the proportional relationship in a context.
 Answers will include tables or graphs.
 Graphs may be drawn using all four
quadrants.
(Show a table that represents a
proportional relationship and choose the
corresponding graph.)
(Given the graph of a proportional
relationship, identify the slope.)
Content Connections from Previous Grades:
6.2.1
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.2 Number and Operations, Algebra and Geometry
Develop an understanding of and apply proportionality, including similarity.
Score Reporting Category 2
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
7.2.2 Apply ratio and proportionality
to solve problems, including percent
and simple probability.
Assessable Academic Vocabulary:
experimental probability
percent of change
percent
probability
proportion
theoretical probability
Symbols and Notation:
Boundaries of Assessable Content:
Sample Items:
Problems may be in context of previous
learning and involve percent or probability
 Items assessing this standard include
applying ratio and proportionality to solving
problems.
 Problems involving percent may include
percents less than 1% or greater than
100%.
 Problems involving percents may involve
percent of change.
 Problems involving probability include
theoretical probability or experimental
probability. Simple probabilities should be in
familiar settings.
 Percents and probabilities may be written
as fractions, decimals, or percents.
There are 90 calories in six ounces of juice.
How many calories are there in eight ounces of
juice?
A.
B.
C.
D.
110 calories
120 calories
130 calories
140 calories
(Given the mix of items in a container,
calculate the probability of drawing a
particular one or a group of a particular
type.)
Content Connections from Previous Grades:
6.2
% “percent”
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.2 Number and Operations, Algebra and Geometry
Develop an understanding of and apply proportionality, including similarity.
Score Reporting Category 2
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
7.2.3 Use coordinate graphs, tables,
and equations to distinguish
proportional relationships from other
relationships, including inverse
proportionality.
Assessable Academic Vocabulary:
slope
Symbols and Notation:
Boundaries of Assessable Content:
Sample Items:
Standards are focused on proportional
relationships. (Speed, circumference
Perimeter, gravitational force)
This standard intends that students be able to
distinguish between a direct proportion and
other types of relations. They need not identify
an inverse proportion by name.
(Provide an equation with a table of values
and ask the student to chose one table
from four that has the inverse relationship
between values)
 Items assessing this standard include
distinguishing proportional relationships from
other relationships (including inverse
proportionality) using:
o coordinate graphs
o tables
o equations
 Proportional relationships may be given
directly or in a context (e.g., speed,
circumference of a circle).
 Graphs may be drawn using all four
quadrants.
(An easier one would be to provide a linear
graph and ask students to select the table
that has ordered pairs that would be on the
same line – those provided would be
beyond the scope of the graph provided.)
(Which graph or table shows a proportional
relationship?)
Content Connections from Previous Grades:
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.2 Number and Operations, Algebra and Geometry
Develop an understanding of and apply proportionality, including similarity.
Score Reporting Category 2
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
7.2.4 Develop and use scale factors
and proportional relationships to
solve problems, including similarity
and congruence.
Assessable Academic Vocabulary:
congruent
corresponding angles
corresponding parts
corresponding sides
scale factor
similar
Boundaries of Assessable Content:
Sample Items:
 Items assessing this standard include
developing and using scale factors and
proportions to solve problems.
 Problems may involve:
o similarity and congruence. Students will
write and/or solve a proportion to solve
for missing sides in figures that are
similar or congruent.
o finding the scale factor between two
similar or congruent figures.
o identifying whether or not figures are
similar or congruent.
o using scale factor in the context of scale
drawings and maps.
 Problems may be written directly or within a
context.
A television screen with a 12-inch diagonal has
a height of 9 inches.
What is the length of the diagonal of a similar
television screen with a height of 36 inches?
A.
B.
C.
D.
12 inches
27 inches
36 inches
48 inches
Triangle ABC and triangle DEF are similar
triangles. What is the length of
?
Symbols and Notation:
Content Connections from Previous Grades:
 “congruent to”
~ “similar to”
mA “measure of angle A”
5.3, 6.2.1
A.
B.
C.
D.
AB “segment AB”
Congruency marks for sides and angles:
10 inches
12 inches
14 inches
20 inches
(Other items may use a map or blueprint)
Or
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.2 Number and Operations, Algebra and Geometry
Develop an understanding of and apply proportionality, including similarity.
Score Reporting Category 2
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
7.2.5 Convert among different units
of measurement to solve problems,
including rates.
Assessable Academic Vocabulary:
convert
units of measurement – customary
and metric
Rate
Symbols and Notation:
mm “millimeter”
cm “centimeter”
m “meter”
km “kilometer”
o Customary units will be spelled
(inch, foot, yard, mile).
o Metric units may be abbreviated.
o Square units may be written using
exponents (e.g., cm2), “square cm”
or “square centimeters.” Cubic
units will be similarly written.
Boundaries of Assessable Content:
Sample Items:
Check out the formula page to see the eligible
units to convert for testing purposes.
The math book is 6 inches wide.
How many centimeters wide is it? (1 inch =
2.54 cm)
 Items assessing this standard include
converting among different units of
measurement to solve problems, including
rates.
 Students may be asked to convert any units
listed on the formula sheet as well as use
the fact that 1 foot = 12 inches and 1
centimeter = 10 millimeters.
 Problems may require one or several steps
to determine the correct conversion (e.g.
miles per hour to feet per minute).
A. 15.24 cm
B. 12.70 cm
C. 8.54 cm
D. 3.46 cm
Shelby has a garden which measures 4 yards by
8 yards. She wants to build a fence around the
edge. The fence comes in 6-foot sections.
How many 6’ sections will she need to buy?
Content Connections from Previous Grades:
4.3
A. 4
B. 12
C. 16
D. 18
(Convert a measurement in feet per
second into the equivalent in miles per
hour.)
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.2 Number and Operations, Algebra and Geometry
Develop an understanding of and apply proportionality, including similarity.
Score Reporting Category 2
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
Boundaries of Assessable Content:
Sample Items:
7.2.6 Apply scale factor to analyze
 Items assessing this standard include
how the change in one measure (e.g.,
applying scale factor to analyze how the
length, area, volume) affects
change in one measure (e.g., length, area,
another..
volume) affects another.
 Problems may include length, perimeter,
area, surface area or volume and may
involve similar figures. Students may need to
find a missing length, given perimeter, area,
surface area, or volume given directly in the
Assessable Academic Vocabulary:
problem or in a context.
 Problems may be solved using formulas
area
and/or proportions.
length
ratio
scale factor
volume
Symbols and Notation:
m2 “square meters”
m3 “cubic meters”
Given a rectangle with dimensions, what
would be the area of the rectangle if the
length were doubled?
Given a rectangular solid, what would be
the change in the volume if the height were
3 times taller?
Content Connections from Previous Grades:
5.3, 6.2.5
o Metric units may be abbreviated.
o Customary units will not be
abbreviated.
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.3 Measurement and Geometry
Develop an understanding of and use formulas to determine surface area and volume.
Score Reporting Category 3
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
7.3.1 Use models to explain the
reasonableness of formulas for the
circumference and area of circles.
Boundaries of Assessable Content:
 Items assessing this standard must include
a model to explain the reasonableness of
the formula for the circumference of a circle
or the area of a circle.
 Reasonableness of the formula will be the
connection between the model and the
formula for the area or circumference of a
circle.
Sample Items:
(Give a circle with labeled diameter or
radius and the circumference, select a
formula that would produce one or the
other – using the numbers instead of
variables)
Assessable Academic Vocabulary:
area
circumference
diameter
pi (π)
radius
Symbols and Notation:
Content Connections from Previous Grades:
6.2.5
π “pi”
≈ “is approximately equal to”
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.3 Measurement and Geometry
Develop an understanding of and use formulas to determine surface area and volume.
Score Reporting Category 3
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
Boundaries of Assessable Content:
Sample Items:
7.3.2 Know common estimates of 
and use these values to estimate and
calculate the circumference and area
of a circle
 Common estimates for pi include 3.14,
3(rounded to nearest whole number), and
Timmy the Turtle starts his daily exercise,
walking around the circular pond. Today,
Timmy is tired and only walks half way
around.
If the radius of the pond is 21 ft., tell
approximately how far Timmy the Turtle
walked today.
Assessable Academic Vocabulary:
.
 Items assessing this standard include
estimating and calculating the circumference
and area of a circle.
 Estimating and calculating the circumference
or area of a circle involves using a common
estimate for pi, NOT leaving a  in the answer
which would be the exact answer.
area
circumference
diameter
pi (π)
radius
 Problems may be written directly or given in
a context.
A. 32.97 ft.
B. 65.94 ft.
C. 131.88 ft.
D. 692.37 ft.
(These are approximations, using π≈3.14)
Content Connections from Previous Grades:
6.2.5
Symbols and Notation:
 “pi”
≈ “is approximately equal to”
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.3 Measurement and Geometry
Develop an understanding of and use formulas to determine surface area and volume.
Score Reporting Category 3
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
7.3.3 Solve problems involving
areas and circumferences of circles.
Assessable Academic Vocabulary:
area
circumference
diameter
pi (π)
radius
Boundaries of Assessable Content:
Sample Items:
 Items assessing this standard include
solving problems involving areas and
circumferences of circles.
 Problems may be written directly or given in
a context.
 Students may have to choose whether to
find area or circumference.
 Problems may ask students to solve for a
missing dimension (e.g., diameter from a
circumference) and may involve portions of
circles (e.g., half-circle).
Find the approximate circumference of a circle
that has a diameter of 15 mm.
A. 23.55 mm
B. 47.10 mm
C. 94.20 mm
D. 176.63 mm
(Find the area of the circle above)
Content Connections from Previous Grades:
Symbols and Notation:
 “pi”
≈ “is approximately equal to
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.3 Measurement and Geometry
Develop an understanding of and use formulas to determine surface area and volume.
Score Reporting Category 3
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
7.3.4 Use models to explain the
reasonableness of formulas for the
surface area of pyramids and
cylinders, and volume of pyramids,
cylinders, and cones.
Assessable Academic Vocabulary:
base
cone
cylinder
face
height
prism
pyramid
slant height
surface area
volume
Symbols and Notations:
LA lateral area
SA area of base & lateral area
B area of base
V volume
Boundaries of Assessable Content:
Sample Items:
 Items assessing this standard must include
the use of a model to explain the
reasonableness of the formula for:
o surface area of pyramids
o surface area of cylinders
o volume of pyramids
o volume of cylinders
o volume of cones
 Formulas will match those given on the ODE
formula sheet for grade 7.
 It will not be assumed that students are
familiar with any one model. Any model used
will be explained in words or in pictures.
(Explaining the reasonableness of a
formula is tricky in MC so students can
match an equation that would give the
surface area or volume when provided a
sketch with labeled dimensions, or identify
the part of the formula that matches a
particular part or dimension of the figure.)
Content Connections from Previous Grades:
4.3, 5.3
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.3 Measurement and Geometry
Develop an understanding of and use formulas to determine surface area and volume.
Score Reporting Category 3
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
7.3.5 Find and justify relationships
among the formulas for the areas of
different polygons when determining
surface area.
Assessable Academic Vocabulary:
faces
polygon
surface area
Symbols and Notation:
Boundaries of Assessable Content:
Sample Items:
 Items assessing this standard include finding
and justifying relationships among the
formulas for the areas of polygons and the
surface area of a figure.
 Formulas will be given as listed on the ODE
formula sheet for grade 7.
 Items may connect the components of a
specific figure to the shapes that make up its
surface and show how those formulas go
together to make the complete surface area
formula.
(An item may provide a 3-D shape with
given dimensions and then ask students to
select which components (faces with given
dimensions) would compose the surface
area for the given shape.)
Content Connections from Previous Grades:
5.3, 4.3
Mathematics Test Specifications and Test Blueprints
Page number
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.3 Measurement and Geometry
Develop an understanding of and use formulas to determine surface area and volume.
Score Reporting Category 3
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
7.3.6 Solve problems involving
surface areas of pyramids and
cylinders and volumes of pyramids,
cylinders, and cones.
Assessable Academic Vocabulary:
cone
cylinder
faces
faces
pyramid
surface area
surface area
volume
Symbols and Notations:
m2 “square meters”
m3 “cubic meters”
AB means area of the base for volume
Volume is expressed in cubic units
Surface area is expressed in square
units.
Boundaries of Assessable Content:
Sample Items:
These refer to these basic shapes, compound
shapes are in 7.3.7
 Items assessing this standard include
solving problems involving surface areas of
o pyramids
o cylinders
 Items assessing this standard include
solving problems involving volumes of
o pyramids
o cylinders
o cones
 Answers involving π
 may be approximated or exact (π left in the
answer).
 Students will have access to the ODE
formula sheet for grade 7.
What is the approximate volume of the glass?
A. 1695 cm3
B. 424 cm3
C. 283 cm3
D. 141 cm3
Find the total surface area of the cylinder in
square cm.
(Use 3.14 for π)
Content Connections from Previous Grades:
5.3.8, 5.3.9
Mathematics Test Specifications and Test Blueprints
A.
B.
C.
D.
Page number
200.96
301.44
602.88
803.84
Oregon Department of Education
Office of Assessment and Information Services
Mathematics, Grade 7
Core Standard: 7.3 Measurement and Geometry
Develop an understanding of and use formulas to determine surface area and volume.
Score Reporting Category 3
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and
designing and analyzing representations.
Content Standard:
Boundaries of Assessable Content:
Sample Items:
Assessable Academic Vocabulary:
area
complex shape
surface area
volume
Estimate the volume of this staircase.
 Items assessing this standard include
estimating and computing area of complex
or irregular two-dimensional shapes.
 Items assessing this standard include
estimating and computing surface area and
volume of complex or irregular threedimensional shapes.
A. 10 in³
C. 20 in³
 Basic two-dimensional shapes include
B. 15 in³
D. 25 in³
triangles, parallelograms (including rhombus,
rectangle, square), trapezoids, and circles.
 Basic three-dimensional shapes include
Evan is making a kite. Approximately how
prisms, pyramids, cylinders, and cones.
many square feet of fabric is the kite?
Symbols and Notation:
Content Connections from Previous Grades:
7.3.7 Estimate and compute the area
and volume of complex or irregular
shapes by dividing them into basic
shapes.
m2 “square meters”
m3 “cubic meters”
7.3.6, 4.3.6
A.
B.
C.
D.
Mathematics Test Specifications and Test Blueprints
Page number
Between 5 and 6
Between 11 and 14
Between 21 and 24
Between 45 and 46
Oregon Department of Education
Office of Assessment and Information Services