Grade 7 NY State Math Test Guide

Grade 7 calculator and tools

• Each student must have exclusive use of a scientific calculator in both sessions; graphing calculators are prohibited.
• Ruler and protractor in both sessions
• Grade-specific mathematics reference sheet in both sessions
• Equivalent CBT tools

Grade 7 test forms and windows

Grade 7 New York Math Test

Annual spring assessment administered in two sessions on two consecutive locally selected school days. 2027-04-05 through 2027-05-14. Schools select two consecutive days; the whole grade tests on the same selected two days.

• Session 1: 32 visible questions
• Session 2: 16 visible questions

Grade 7 reporting categories

Expressions, Equations, and Inequalities

26–39% of the published blueprint. Eligible codes: NY-7.EE.1, NY-7.EE.2, NY-7.EE.3, NY-7.EE.4a, NY-7.EE.4b.

Geometry

2–7% of the published blueprint. Eligible codes: NY-7.G.1.

The Number System

16–25% of the published blueprint. Eligible codes: NY-7.NS.1a, NY-7.NS.1b, NY-7.NS.1c, NY-7.NS.1d, NY-7.NS.2a, NY-7.NS.2b, NY-7.NS.2c, NY-7.NS.2d, NY-7.NS.3.

Ratios and Proportional Relationships

24–33% of the published blueprint. Eligible codes: NY-7.RP.1, NY-7.RP.2a, NY-7.RP.2b, NY-7.RP.2c, NY-7.RP.2d, NY-7.RP.3.

Statistics and Probability

12–21% of the published blueprint. Eligible codes: NY-6.SP.1a, NY-6.SP.1b, NY-6.SP.1c, NY-6.SP.2, NY-6.SP.3, NY-6.SP.4, NY-6.SP.5a, NY-6.SP.5b, NY-6.SP.5c, NY-6.SP.5d, NY-6.SP.6, NY-6.SP.7, NY-6.SP.8a, NY-6.SP.8b, NY-7.SP.1, NY-7.SP.3, NY-7.SP.4, NY-7.SP.8a, NY-7.SP.8b, NY-7.SP.8c.

Official response formats

single choice, numeric or short entry, constructed response.

Standards eligible for current Grade 7 forms

• NY-6.SP.1a: Recognize that a statistical question is one that anticipates variability in the data related to the question and accounts for it in the answers.
• NY-6.SP.1b: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population.
• NY-6.SP.1c: Understand that the method and sample size used to collect data for a particular question is intended to reduce the difference between a population and a sample taken from the population so valid inferences can be drawn about the population. Generate multiple samples (or simulated samples) of the same size to recognize the variation in estimates or predictions.
• NY-6.SP.2: Understand that a set of quantitative data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
• NY-6.SP.3: Recognize that a measure of center for a quantitative data set summarizes all of its values with a single number while a measure of variation describes how its values vary with a single number.
• NY-6.SP.4: Display quantitative data in plots on a number line, including dot plots, and histograms.
• NY-6.SP.5a: Report the number of observations.
• NY-6.SP.5b: Describe the nature of the attribute under investigation, including how it was measured and its units of measurement.
• NY-6.SP.5c: Calculate range and measures of center, as well as describe any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
• NY-6.SP.5d: Relate the range and the choice of measures of center to the shape of the data distribution and the context in which the data were gathered.
• NY-6.SP.6: Understand that the probability of a chance event is a number between 0 and 1 inclusive, that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event .
• NY-6.SP.7: Approximate the probability of a simple event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.
• NY-6.SP.8a: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of simple events.
• NY-6.SP.8b: Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
• NY-7.EE.1: Add, subtract, factor, and expand linear expressions with rational coefficients by applying the properties of operations.
• NY-7.EE.2: Understand that rewriting an expression in different forms in real-world and mathematical problems can reveal and explain how the quantities are related.
• NY-7.EE.3: Solve multi-step real-world and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate. Assess the reasonableness of answers using mental computation and estimation strategies.
• NY-7.EE.4a: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the oper ations used in each approach.
• NY-7.EE.4b: Solve word problems leading to inequalities of the form px + q > r, px + q ≥ r, px + q ≤ r, or px + q < r, where p, q, and r are rational numbers. Graph the solution set of the inequality on the number line and interpret it in the context of the problem.
• NY-7.G.1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
• NY-7.NS.1a: Describe situations in which opposite quantities combine to make 0.
• NY-7.NS.1b: Understand addition of rational numbers; p + q is the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
• NY-7.NS.1c: Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
• NY-7.NS.1d: Apply properties of operations as strategies to add and subtract rational numbers.
• NY-7.NS.2a: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
• NY-7.NS.2b: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –( 𝑝𝑝 𝑞𝑞) = −𝑝𝑝 𝑞𝑞 = 𝑝𝑝 −𝑞𝑞. Interpret quotients of rational numbers by describing real-world contexts.
• NY-7.NS.2c: Apply properties of operations as strategies to multiply and divide rational numbers.
• NY-7.NS.2d: Convert a fraction to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
• NY-7.NS.3: Solve real-world and mathematical problems involving the four operations with rational numbers.
• NY-7.RP.1: Compute unit rates associated with ratios of fractions.
• NY-7.RP.2a: Decide whether two quantities are in a proportional relationship. Note: Strategies include but are not limited to the following: testing for equivalent ratios in a table and/or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
• NY-7.RP.2b: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
• NY-7.RP.2c: Represent a proportional relationship using an equation.
• NY-7.RP.2d: Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
• NY-7.RP.3: Use proportional relationships to solve multistep ratio and percent problems.
• NY-7.SP.1: Construct and interpret box-plots, find the interquartile range, and determine if a data point is an outlier.
• NY-7.SP.3: Informally assess the degree of visual overlap of two quantitative data distributions.
• NY-7.SP.4: Use measures of center and measures of variability for quantitative data from random samples or populations to draw informal comparative inferences about the populations.
• NY-7.SP.8a: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
• NY-7.SP.8b: Represent sample spaces for compound events using methods such as organized lists, sample space tables, and tree diagrams. For an event described in everyday language, identify the outcomes in the sample space which compose the event.
• NY-7.SP.8c: Design and use a simulation to generate frequencies for compound events.