7th Grade Math

Common Core Warm-Up Program

Preview Pages
These preview pages include full teacher introduction, implementation
suggestions, Common Core Standards correlation sample pages, and
11 Warm-Up pages from the 7th grade program.
 Mark P. Tully

7th Grade Math

Common Core
Warm-Up Program

120 Warm-Ups to Begin Your Math Class

Revisit the Standards Throughout the School Year
Reinforce Learning through Repetition
Sharpen Student Skills to Facilitate Problem Solving
 
7th Grade Math Common Core Warm-Up Program
License Agreement

A license to use the warm-ups contained in the 7th Grade Math Common Core Warm-Up
Program is hereby granted to the purchaser of this eBook. This license allows the
teacher/user to display the warm-ups to students using an overhead projector or
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However, teachers/users may not share the 7th Grade Math Common Core Warm-Up
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For more information on purchasing a license for the 7th Grade Math Common Core
Warm-Up Program please visit our website at www.DigitalLesson.com or email
mark@digitallesson.com.

Thank you,

Mark Tully
Founder, DigitalLesson.com

7th Grade Math Common Core Warm-Up Program 3 © DigitalLesson.com

Mark Tully is a mathematics teacher at Oak Middle School in the Los Alamitos Unified School District,
Los Alamitos, California. He has been teaching for more than 25 years and during that time has served as
Mathematics Department Chairman and as a Mathematics Mentor Teacher. He enjoys developing
activities that are designed to present the prescribed mathematics curriculum and standards in a way that
is active and engaging.

Mark’s website, www.DigitalLesson.com, is designed to meet the needs of middle school math teachers.
DigitalLesson.com specializes in providing instant downloads of engaging, hands-on math activities.
These middle school math activities are designed to enhance the middle school math program. Also
included on the site are other math resources tailored for the middle school math teacher.

Mark also publishes the Middle School Math Treasures newsletter. The newsletter includes resources,
ideas, and activities for middle school math teachers. A subscription to Middle School Math Treasures
is free! Sign up on the home page of DigitalLesson.com. Unsubscribe at any time. We will never rent or
sell your e-mail address. Enjoy this great, free resource!

We would love to hear about your experiences using this book, 7th Grade Math Common Core
Warm-Up Program in your classroom. Please e-mail us with any comments at mark@digitallesson.com.

A publication of Digital Lesson.com

© Copyright 2013 by Mark Tully. All rights reserved. Limited reproduction permission. Rights are
hereby granted to the individual purchasers of this book to reproduce the blackline masters as needed for
use with their own students. Reproduction for other teachers, an entire school district, or for commercial
use is prohibited.

7th Grade Math Common Core Warm-Up Program 4 © DigitalLesson.com

 
7th Grade Math Common Core Warm-Up Program
Table of Contents

Teacher Introduction to the Common Core Warm-Up Program……….……………..6

Implementing the Program in Your Classroom………………………….……………8

Sample Student Warm-Up Recording Sheet..……………...………...…………..…...11

Student Warm-Up Recording Sheet…………………………………….…………….12

List of Common Core Standards Covered in Each Warm-Up….….…...…………….13

List of Warm-Ups Where Each Standard is Covered………………...…….………...16

Warm-up Program Answer Keys……………………………………………………..19

7th Grade Math Common Core Warm-Ups (1-120)…………………………….……24

(Click on bookmarks in this pdf eBook for easy access to any warm-up)

Additional Resources Available at DigitalLesson.com………………………………144

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 7th Grade Math Common Core Warm-Up Program
Teacher Introduction (p. 1)

Why a Math Warm-Up Program?

I have used several math warm-up programs in my classroom over the past few years and I believe that
they have played a significant role in the achievement of my math students. I’ll get into more detail
below, but here is a list of the key benefits that I have experienced when using a warm-up program:
* warm-ups set the tone for a productive math class period
* warm-ups give me the opportunity to quickly pre-teach or review important math concepts
* warm-ups create multiple opportunities for students to learn each concept throughout the year
* warm-ups can increase student performance on mathematical tasks and tests that have math
skills as their foundation
Repetition and experience are keys to learning. Think of the strong mathematical foundation that your
students will build as they continuously review key 7th grade concepts in this Common Core Warm-Up
Program.

Setting the Tone for a Productive Math Class Period

When my students enter my classroom they find 5 warm-up problems projected on the screen at the front
of the classroom. I have trained my students to quiet down when the bell rings, copy down their
homework assignment, and then begin their warm-up problems. This calming, systematic start to each
day becomes familiar to students and maximizes effective instructional time in the classroom.

Repeated Opportunities for Students to Learn

A few years ago I was involved in a discussion with my principal about how we could improve student
performance in math. I told her that to me this was NOT a mystery. If students were given the
opportunity to practice the key skills in their grade level a number of times during the school year,
their retention and ability to use these concepts would dramatically increase. My principal then
informed me that we had purchased a set of warm-ups that would help us accomplish our goal.
Too often (before I used warm-ups) students were taught a linear progression of grade level skills during
the year and then we held a multi-day “cram session” where we reviewed the most important skills again
before our end of the year assessments. This method proved to be not nearly as effective as regular
warm-up problems. Regular warm-up problems often expose students to the key grade level concepts
5-10 times (or more) during the course of the school year. The results of this consistent program of
review were noteworthy.

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 7th Grade Math Common Core Warm-Up Program
Teacher Introduction (p. 2)

The Results of Using Daily Warm-Ups in the Math Classroom

The year that we purchased the warm-up program we were only able to complete 50-60 of the daily
warm-ups because we started a few months into the school year. Still, our 7th grade math state test
results showed the biggest increase out of any subject and grade level in our school. While my
conclusion is based solely on observation (and I know that there are other factors involved) my colleagues
and I are certain that repeated exposures to the key content standards in 7th grade made a significant
difference in our results.
The following year our 6th grade team (I teach both grade levels) created our own set of warm-ups
because a commercial product like the one we used in 7th grade was not available to us. We experienced
similar results of significant improvement by our 6th grade students on the state mathematics test that
year.
To me it is simply common sense that students will better understand ratios, geometry, equations,
probability, and many other topics when they are given multiple opportunities to learn each concept
throughout the school year.

The Common Core State Standards for 7th Grade Math

With the vast majority of states having adopted the Common Core State Standards for Mathematics, how
will skill-based warm-ups fit in with these new standards? I believe that students will always need a
strong skill set in order to approach the problem solving tasks and activities that are part of the Common
Core.
Based on my experiences as a teacher for over 25 years, I have developed this 7th Grade Math
Common Core Warm-Up Program to both implement and help support the Common Core State
Standards.
Each of the 120 warm-up pages in this book has 5 problems aligned with the Common Core State
Standards for 7th grade math. It is my goal that this warm-up program will help propel your 7th
grade math students to success in math this year and for years to come.

Implementing this Warm-Up Program in Your Classroom

In the pages that follow I will give you a step-by-step description of how I implement a warm-up
program in my classroom. As always, these are ideas and suggestions based on my experience. As a
math teacher you should absolutely modify any procedures so that they work most effectively for
you and your classroom.

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 7th Grade Math Common Core Warm-Up Program
Implementing the Program in Your Classroom (p. 1)

1) Students Complete the Five Daily Warm-Up Problems (5-8 minutes)

When students enter the classroom they see a warm-up projected on the front screen. They complete the
problems to the best of their ability, showing their work on the warm-up recording sheet provided
with this program. After 5-8 minutes we review the answers, even if not every student has finished.
Students number the problems and show either work or the original problem on their recording sheet.

2) Checking the Warm-Up Problems (2-4 minutes)

Student Participation
When I review the answers to the warm-ups I keep track of who answers each question by putting a tally
mark on my seating chart. That way I ensure that everyone participates in this activity over the course of
time. I call on a student and ask that student to share their answer and then, if appropriate, explain how
they solved the problem. Some problems are straight computation and do not require an explanation.
Distributing Tickets
As an incentive for answering questions I select a student and give them 6 tickets to distribute. Five are
for the students that correctly answer and explain the warm-up problems and 1 is to be kept by the student
who distributes the tickets. Students receiving a ticket (from a basic roll of tickets that I purchase from
Staples) put their name on the back and place the ticket in a class-specific can at the back of the
classroom. Every 3-4 weeks I hold ticket drawings where I select 10-20 tickets and give away treats,
school passes, homework passes, and any other prizes that I can get my hands on. I mention this at Back-
to-School Night and parents will often donate items for our ticket drawings.
Teaching Mini Lessons
As we review the math problems I often teach small mini-lessons. We discuss any problems that are
previews of lessons that have not yet been taught as well as those problems that review or apply
previously covered concepts. I realize that these short explanations will not be grasped by every student.
However, a number of students will better understand after the explanation and will be more prepared for
similar problems in the future. Remember, this warm-up program is not taught for immediate mastery of
every concept. Rather, multiple exposures to the mathematics will help lead students to mastery.
Answer Key Notes
* Answers for graphing inequality problems such as x ˂ 3 are given as “open dot, to left.”
* Repeating decimals such as “0.3 repeating” are shown in the answer key as 0.3333……
* Fractional answers are written using a slash so ½ would be written 1/2.
* Some answers require equations to be written. One equation is given although other forms are possible.

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 7th Grade Math Common Core Warm-Up Program
Implementing the Program in Your Classroom (p. 2)

3) Warm-Up Corrections
Students do the warm-up problems in pencil and correct them in colored pencil or ink on their Student
Warm-Up Recording Sheet. They show work for each problem and place the answers in the answer
column.
As we correct and discuss the problems students are instructed to show corrections (in color) next to each
problem that they have missed. In my class, a correction is not just copying the correct answer in color
next to their incorrect answer in the answer column. I require that students actually show the work
(calculations, drawings, explanations, etc.) for any missed problems next to their original work.

4) Grading Warm-Ups
At the end of each five-day warm-up period I collect the students’ recording sheets. In giving the
students credit for their work and assigning a grade I am less concerned with their actual score and more
concerned with student learning. With this in mind I consider three things before assigning a grade.
First, I check to make sure that students have shown some kind of work on every problem. On simple
problems this may just be writing the problem down. On other problems this may mean showing the
calculations involved in determining an answer.
Secondly, I monitor student corrections. As mentioned above, I require students to correct (in color) each
and every problem that they miss. This is their opportunity for learning. As such, students who do not
complete their corrections do not receive full credit. Corrections should include the work associated with
arriving at the correct answer, not simply copying down the right answer when it is read aloud in class.
Thirdly, I look at the neatness and completeness of the paper. There are places on the recording sheet for
the day, date, warm-up number, score, work, answers, and heading. If the paper is not filled out
completely then the student will not receive full credit.
I count warm-ups as part of the homework grade in my classroom. Once again, I want to re-emphasize
the point that I am more concerned with student learning during the warm-up process than I am with how
many problems they get correct each day. If students miss problems but learn from their mistakes (and
show their corrections) they can still receive full credit on the assignment.
Sometimes I use exceptional Student Warm-Up Recording Sheets as examples to help students
understand the kind of work that I expect.
Finally, do not be overwhelmed by the prospect of grading several class sets of warm-ups. I quickly scan
a paper for work, corrections, and completeness. I also notice how many problems they answered
correctly out of the total. I can usually grade a class set of 35 papers in about 10 minutes.

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 7th Grade Math Common Core Warm-Up Program
Implementing the Program in Your Classroom (p. 3)
Additional Tips for Implementation

Navigation - There are two main ways to navigate to the warm-up page that you will be using on a
given day. One option is to use the bookmarks function on this pdf file. Just click on the link for a
given warm-up to be directed to that page. The second option is to simply add 23 to the scheduled
warm-up number to find the correct page in this eBook. For example, to access Warm-up # 50 go to
page 73.
Absences - Absent students are instructed to write “absent” on their recording sheet for any days that they
miss school. No makeups are given on warm-ups.
Show Work - Work is required to be shown on all problems. For those problems that can be solved
mentally, students should, at a minimum, write down the problem given.
Projection Tips - The warm-ups can be projected onto a screen directly from the pdf using a projector or
by using physical copies of the warm-ups and a document camera. To keep the projection large enough it
may be necessary to scroll down the page or slide the physical copy beneath the document camera. In
such cases instruct students to complete the top two problems (problems #1 and #4) because they will not
be visible if the warm-up needs to be repositioned.
No Calculators - This warm-up program is designed to be done without calculators. Required
calculations are within the reasonable ability range for the students.
Encourage Drawings - Certain types of problems (coordinate plane problems, etc.) can best be solved by
quickly sketching or drawing a picture to help find the answer. Encourage drawing as a strategy.
Time Period - The warm-ups and their work are completed on a recording sheet that has room for 5
warm-ups. Although I am very consistent in using warm-ups, I do not give warm-ups every single day.
Sometimes there is a test or other assignment that requires the entire class period and so no warm-up is
given on that day. Do not feel that warm-ups need to start on a Monday and end on a Friday. I start a
new warm-up sheet when needed whether that is on a Monday or any other day of the week.
New Problem Types - As mentioned previously, I do not expect students to answer every problem
correctly, especially when new concepts are introduced. I briefly explain the new concept and move on.
Some students will understand the first time and others will understand with further repetition.
120 Warm-ups - I have never finished 120 warm-ups in one school year even though our school year has
about 180 days. The reasons for this include days without warm-ups (tests, projects, assemblies, etc.) as
well as days at the beginning and end of the school year where I do not use warm-ups because we are
either in intro mode or windup mode. In addition, I like to mix in other starter activities every now and
then. If you do end up needing more than 120 warm-ups my suggestion would be to cycle back around
and choose some of the warm-ups to rework. Your students will not have these problems memorized and
so they will continue to provide an effective review of 6th grade math concepts.

7th Grade Math Common Core Warm-Up Program 10 © DigitalLesson.com

Math 7 _______LAST, FIRST__________________

Warm-Ups (Sample Page) _______MATH, PERIOD 2______________

Common Core Review _______10/12/18_____________________

_____MONDAY_____ __10/12___ Warm-Up # __26___ ___4__/ 5 1) ___53____

2) __$12.45_
1) Show work 2) Show work 3) Show work 4) Show work 5) Show work 3) __32 IN.2__
or problem or problem or problem or problem or problem 4) __X ≥ 5__
5) __3,284___

__________________ __________ Warm-Up # ________ ________/ 5 1) __________

2) __________
(REMEMBER TO CORRECT ALL MISSED PROBLEMS IN COLOR.) 3) __________
4) __________
5) __________

__________________ __________ Warm-Up # ________ ________/ 5 1) __________

2) __________
(NUMBER YOUR WORK) 3) __________
4) __________
5) __________

__________________ __________ Warm-Up # ________ ________/ 5 1) __________

2) __________
3) __________
4) __________
5) __________

__________________ __________ Warm-Up # ________ ________/ 5 1) __________

2) __________
3) __________
4) __________
5) __________

Warm-Up Page Score ___22__ / __25___

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Math 7 _____________________________________
Warm-Ups _____________________________________
Common Core Review _____________________________________

__________________ __________ Warm-Up # ________ ________/ 5 1) __________

2) __________
3) __________
4) __________
5) __________

__________________ __________ Warm-Up # ________ ________/ 5 1) __________

2) __________
3) __________
4) __________
5) __________

__________________ __________ Warm-Up # ________ ________/ 5 1) __________

2) __________
3) __________
4) __________
5) __________

__________________ __________ Warm-Up # ________ ________/ 5 1) __________

2) __________
3) __________
4) __________
5) __________

__________________ __________ Warm-Up # ________ ________/ 5 1) __________

2) __________
3) __________
4) __________
5) __________

Warm-Up Page Score _______ / _______

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 7th Grade Math Common Core Warm-Up Program
Common Core State Standards Correlation by Warm-Up (1-56)
1) 7.NS.2a, 7.NS.1a, 7.RP.2b, 7.EE.3, 7.G.1 29) 7.NS.2b, 7.RP.3, 7.G.4, 7.EE.2, 7.EE.3
2) 7.NS.1d, 7.NS.1c, 7.RP.3, 7.G.2, 7.SP.5 30) 7.NS.3, 7.EE.4b, 7.RP.1, 7.G.1, 7.SP.6
3) 7.NS.3, 7.NS.2d, 7.EE.4a, 7.G.4, 7.RP.3 31) 7.EE.3, 7.SP.5, 7.NS.1d, 7.G.6, 7.EE.4a
4) 7.NS.3, 7.EE.4a, 7.SP.5, 7.G.4, 7.RP.3 32) 7.NS.2a, 7.EE.4a, 7.RP.3, 7.EE.1, 7.G.1
5) 7.NS.2a, 7.NS.1b, 7.SP.2, 7.G.6, 7.EE.4a 33) 7.EE.3, 7.RP.3, 7.NS.1c, 7.G.3, 7.SP.7a
6) 7.NS.2b, 7.EE.1, 7.RP.3, 7.SP.5, 7.RP.2a 34) 7.NS.3, 7.EE.2, 7.NS.2b, 7.SP.8a, 7.G.5
7) 7.NS.2b, 7.NS.1c, 7.G.1, 7.G.6, 7.EE.4b 35) 7.NS.3, 7.EE.1, 7.RP.3, 7.SP.5, 7.G.1
8) 7.NS.2a, 7.NS.2d, 7.RP.3, 7.NS.1b, 7.NS.1 36) 7.NS.1a, 7.EE.4a, 7.NS.2c, 7.G.6, 7.EE.3
9) 7.NS.1a, 7.EE.4a, 7.RP.3, 7.EE.3, 7.SP.5 37) 7.EE.3, 7.NS.1d, 7.SP.8a, 7.G.4, 7.RP.2a
10) 7.NS.2a, 7.EE.1, 7.NS.1d, 7.G.4, 7.SP.1 38) 7.NS.3, 7.NS.1c, 7.G.2, 7.EE.1, 7.RP.3
11) 7.EE.3, 7.NS.2d, 7.RP.3, 7.G.4, 7.G.1 39) 7.NS.2a, 7.G.4, 7.SP.2, 7.EE.3, 7.RP.2b
12) 7.NS.2b, 7.EE.3, 7.SP.5, 7.RP.2b, 7.G.5 40) 7.NS.3, 7.EE.4a, 7.SP.5, 7.RP.3, 7.G.5
13) 7.NS.3, 7.EE.4a, 7.NS.2c, 7.EE.2, 7.SP.5 41) 7.NS.2b, 7.RP.3, 7.SP.6, 7.G.1, 7.NS.1
14) 7.EE.3, 7.NS.1b, 7.RP.2b, 7.G.1, 7.RP.3 42) 7.EE.3, 7.NS.2d, 7.G.6, 7.NS.3, 7.SP.8
15) 7.NS.2a, 7.NS.2d, 7.SP.5, 7.G.2, 7.RP.1 43) 7.NS.3, 7.EE.4a, 7.RP.1, 7.EE.3, 7.G.6
16) 7.NS.3, 7.EE.1, 7.NS.2b, 7.G.6, 7.G.1 44) 7.NS.3, 7.EE.4b, 7.RP.3, 7.G.4, 7.SP.4
17) 7.NS.3, 7.RP.3, 7.NS.2c, 7.G.4, 7.SP.5 45) 7.NS.3, 7.NS.1b, 7.RP.2b, 7.SP.5, 7.G.5
18) 7.NS.3, 7.NS.1c, 7.NS.1d, 7.RP.3, 7.G.6 46) 7.NS.2d, 7.EE.1, 7.NS.1d, 7.G.6, 7.SP.2
19) 7.NS.3, 7.G.4, 7.NS.1c, 7.EE.3, 7.RP.2a 47) 7.NS.2a, 7.G.4, 7.RP.3, 7.EE.2, 7.SP.1
20) 7.NS.2a, 7.RP.1, 7.SP.5, 7.G.2, 7.EE.4b 48) 7.NS.3, 7.EE.4a, 7.SP.5, 7.RP.2b, 7.G.6
21) 7.NS.2a, 7.NS.1a, 7.RP.3, 7.EE.2, 7.G.5 49) 7.NS.3, 7.NS.2c, 7.SP.8, 7.RP.3, 7.G.5
22) 7.EE.3, 7.NS.2d, 7.RP.3, 7.G.1, 7.SP.5 50) 7.NS.3, 7.EE.4b, 7.NS.1c, 7.G.4, 7.RP.1
23) 7.NS.3, 7.EE.4a, 7.NS.1c, 7.G.1, 7.RP.2b 51) 7.NS.3, 7.EE.1, 7.SP.8a, 7.G.6, 7.RP.2b
24) 7.NS.3, 7.EE.1, 7.NS.1d, 7.SP.5, 7.G.1 52) 7.EE.3, 7.NS.1d, 7.RP.3, 7.SP.5, 7.G.6
25) 7.NS.3, 7.EE.4a, 7.SP.2, 7.G.1, 7.EE.3 53) 7.NS.3, 7.NS.1c, 7.RP.3, 7.G.2, 7.EE.4a
26) 7.NS.2a, 7.NS.2d, 7.RP.3, 7.G.3, 7.SP.1 54) 7.NS.3, 7.EE.4b, 7.NS.2c, 7.SP.1, 7.G.1
27) 7.EE.3, 7.NS.1b, 7.NS.2c, 7.EE.1, 7.RP.1 55) 7.NS.2d, 7.EE.4a, 7.RP.2b, 7.G.4, 7.EE.3
28) 7.NS.2a, 7.NS.1c, 7.G.4, 7.EE.3, 7.SP.1 56) 7.NS.3, 7.EE.4b, 7.RP.3, 7.SP.5, 7.G.5

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 7th Grade Math Common Core Warm-Up Program
List of Warm-ups Where Each Standard is Covered (1 of 3)
Ratios and Proportional Relationships (7.RP)
7.RP.1: 15, 20, 27, 30, 43, 50, 61, 66, 79, 88, 104, 111
7.RP.2
7.RP.2a: 6, 19, 37, 59, 75, 76, 86, 98, 99, 110
7.RP.2b: 1, 12, 14, 23, 39, 45, 48, 51, 55, 62, 64, 65, 71, 77, 80, 92, 109, 113
7.RP.2c: 63, 68, 83, 95, 105
7.RP.2d: 72, 78, 89, 91, 107, 108, 115, 117
7.RP.3: 2, 3, 4, 6, 8, 9, 11, 14, 17, 18, 21, 22, 26, 29, 32, 33, 35, 38, 40, 41, 44, 47, 49, 52, 53, 56, 57, 58,
60, 63, 67, 70, 73, 81, 82, 84, 85, 90, 93, 94, 97, 100, 101, 102, 103, 106, 112, 114, 116, 118, 119,
120

The Number System (7.NS)

7.NS.1: 8, 87, 96
7.NS.1a: 1, 9, 21, 36, 41, 60, 68, 71, 74, 96, 104, 119
7.NS.1b: 5, 8, 14, 27, 45, 62, 78
7.NS.1c: 2, 7, 18, 19, 23, 28, 33, 38, 50, 53, 75, 86, 92, 108, 111
7.NS.1d: 2, 10, 18, 24, 31, 37, 46, 52, 66, 84, 94, 109
7.NS.2
7.NS.2a: 1, 5, 8, 10, 15, 20, 21, 26, 28, 32, 39, 47, 86, 95, 107, 120
7.NS.2b: 6, 7, 12, 16, 29, 34, 41, 57, 65, 67, 69, 76, 85, 89, 91, 100, 103, 110
7.NS.2c: 13, 17, 27, 36, 49, 54, 74, 83, 99, 117
7.NS.2d: 3, 8, 11, 15, 22, 26, 42, 46, 55, 60, 72, 80, 87, 90, 101, 112, 115
7.NS.3: 3, 4, 13, 16, 17, 18, 19, 23, 24, 25, 30, 34, 35, 38, 40, 42, 43, 44, 45, 48, 49, 50, 51, 53, 54, 56, 58,
59, 61, 62, 63, 64, 68, 69, 70, 73, 77, 79, 80, 81, 82, 84, 88, 89, 92, 93, 94, 97, 98, 102, 105, 106,
108, 113, 114, 116, 118

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 7th Grade Math Common Core Warm-Up Program
Common Core State Standards Warm-Up Answers (1-28)
1) 1) 6x + 21 2) 0 3) 210 miles/gallon 4) $38.50/hour 5) 122.5 miles
2) 1) 400 2) 64 3) $600 4) isosceles 5) 0
3) 1) -10 2) 0.3125 3) x = 4 4) A = 144π cm2 5) $7.80
4) 1) 23.844 2) y = -41 3) 1/4 4) A = 50.24 in2 5) $32,400
5) 1) 105 2) 0 3) 360 people 4) 150 ft2 5) c = 5t + 12.35
6) 1) undefined 2) 15x + 6y - 14z 3) $480 4) 1 5) yes
7) 1) -4,474 2) 65 3) 6 1/2 inches 4) 30 m2 5) w ≥ 6
8) 1) 15x - 45 2) 0.363636…... 3) $90 4) 7/8 of the pizza 5) -25 + 40 = 15
9) 1) 14 2) x = 3 3) $6,000 4) 156 stickers 5) neither
10) 1) -960 2) 31x + 6y -11z 3) 177 4) A = 400π 5) yes
11) 1) 7 5/8 2) 0.375 3) $26.25 4) A = 153.86 ft2 5) 600 miles
12) 1) 8 2) 1/6 3) 17% 4) 24 ft./sec. 5) x=180-53,127°
13) 1) 287.64 2) -102 3) 3,700 4) 8% 5) likely event
14) 1) 99 2) 0 3) 26 pages/hour 4) 3.5 ft. by 4 ft. 5) $120
15) 1) 56x-42y+63 2) 0.55555…. 3) 1 4) impossible (190°) 5) 1/10 pizza/per.
16) 1) 2.34 2) -14x+91y-25z 3) -2/3 4) A = 4,275 cm2 5) 62.8 ft.
17) 1) 2/5 2) $3.90 3) 8,600 4) C = 31.4 cm 5) unlikely event
18) 1) 7 7/20 2) 45 3) 600 4) $36,000 5) h = 40 ft.
19) 1) -1,120 2) C = 16.2π ft. 3) -23 + 74 = 51 4) 20 home runs 5) no
20) 1) 68 2) 2 miles/hour 3) 1/2 4) equilateral (acute) 5) m ≥ 10
21) 1) 1,800 2) 0 3) $3,600 4) 20% 5) 180-37=x,53°
22) 1) 74 2) 0.8 3) $57.00 4) 75 meters 5) 0
23) 1) 14 13/20 2) -93 3) 86 + 55 = 141 4) 3.5 feet 5) 24 pizzas/hour
24) 1) 15 2) 6x - 18y - 25z 3) 1,000 4) 0 5) d = 3 in.
25) 1) 3 1/2 2) x = 3 3) 900 students 4) A = 288 ft2 5) 35 3/4 pizzas
26) 1) -15x+12y-18 2) 0.83333…. 3) $52.50 4) rectangle 5) no
27) 1) 101 2) 7 3) 168,000 4) 12(x + 3) 5) 1/4 pizza/pers.
28) 1) -7,200 2) 66 3) C = 43.96 m 4) 44 golf balls 5) $21,000

7th Grade Math Common Core Warm-Up Program 19 © DigitalLesson.com

 Warm-Up 3
1) -12 + 15 + (-30) + 17 = 4) Find the area of a circle,
in terms of pi, if the radius is
7.NS.3 12 cm.

2) Convert 5/16 to a decimal

7.G.4
using long division.
5) The Jenson family
7.NS.2d enjoyed a meal at the Burger
Barn and decided to leave a
3) Solve the equation. 20% tip for their server. The
12x + 3 = 51 bill was $38.74. Round to
the nearest dollar and then
7.EE.4a determine how much the
Jenson family should leave
for a tip.

7.RP.3

7th Grade Math Common Core Warm-Up Program 26 © DigitalLesson.com

 Warm-Up 12
1) (64 ÷ -4) ÷ (-2) = 4) Identify the constant of
proportionality (unit rate)
7.NS.2b using the table below. Give
the rate in feet per second.
2) Ralph ate 1/2 of a pie
before dinner. After dinner Seconds Feet
he ate 1/3 of what was left. 5 120
What fraction of the pie did 15 360
he eat after dinner? 20 480

7.EE.3 7.RP.2b

3) To the nearest percent, 5) One of two supplementary

what is the probability of angles is 53°. Let x = the
rolling a 4 on a number cube? measure of the other
supplementary angle. Write
and solve an equation to find
7.SP.5
the measure of angle x.

7.G.5

7th Grade Math Common Core Warm-Up Program 35 © DigitalLesson.com

 Warm-Up 25
1) 7 7/8 ÷ 2 1/4 = 4) Find the actual area of the
rectangle shown in the scale
7.NS.3 drawing below. Use the scale
1 inch = 3 feet.
2) Solve the equation.
15x + 8 = 53
4 in.
7.EE.4a
8 in.
3) In a survey 60 out of 80
7.G.1
students were in favor of the
new school logo design. If 5) Rizzo’s Pizza Parlor sold
1,200 students attend the 127 individual slices of pizza
school, how many would be on Tuesday and 159 slices on
expected to favor the new Wednesday. If each slice is
logo? 1/8 of a pizza, how many
pizzas did they sell from
7.SP.2 individual slices on these two
days?

7.EE.3

7th Grade Math Common Core Warm-Up Program 48 © DigitalLesson.com

 Warm-Up 33
1) 122 + 4 (23) - 11 (-2) = 4) If a right rectangular
prism is sliced with a plane
7.EE.3 perpendicular to its base,
what shape would be formed?
2) How much is Rick’s 14%
commission on $150,000 in
7.G.3
sales?
5) There are 38 students in
7.RP.3 Mr. Reynolds math class and
20 are boys. If a student is
3) Rewrite the following
selected at random what is
subtraction problem as
the probability that a girl is
adding the additive inverse,
selected? Give the answer as
then solve. -254 - (62) =
a fraction in simplest form.

7.NS.1c
7.SP.7a

7th Grade Math Common Core Warm-Up Program 56 © DigitalLesson.com

 Warm-Up 35
1) - 48 ÷ (- 4) ÷ (- 4) = 4) A spinner is divided into
eight equal sections. Each
7.NS.3 section is a different color. Is
spinning and landing on blue
2) Combine like terms: 4x - a likely event, unlikely event,
52y - 31z + 64y - 16z - 23x or neither?

7.EE.1
7.SP.5

3) The town of Smallville 5) Find the actual perimeter

had a population of 700. of the rectangular park shown
Now the population is 805. in the scale drawing below.
What is the percent increase Use the scale 1 inch = 5 feet.
in the population?

7.RP.3 5 in.

12 in.

7.G.1

7th Grade Math Common Core Warm-Up Program 58 © DigitalLesson.com

 Warm-Up 39
1) -9(3x + 7y - 8) = 4) Juliet planned on
purchasing a $1500 vacation
7.NS.2a trip. After receiving a 30%
discount, how much did she
2) What is the area of a pay?
circle that has a diameter of
10 feet? (Use 3.14 for pi.)
7.EE.3

7.G.4 5) Identify the constant of

proportionality (unit rate)
3) In a survey 25 out of 200 using the table below. Give
students indicated that they the rate in TV hours per day.
would vote for Suzy for class
president. If 1,000 students Days Hours of
are voting in the election,
how many would be expected 2 7
to vote for Suzy? 10 35
15 52.5

7.SP.2 7.RP.2b

7th Grade Math Common Core Warm-Up Program 62 © DigitalLesson.com

 Warm-Up 44
1) 762.53 - 84.072 = 4) Find the area of a circle,
in terms of pi, if the radius is
7.NS.3 15 centimeters.

2) Solve the inequality:

7.G.4
5x + 14 ≥ 54
5) Rolanda scored 20, 15,
7.EE.4b and 16 on her first three math
quizzes. Jetta scored 16, 19,
3) Janelle had $120 when and 17 on her quizzes. Using
she went shopping. After she the mean to compare, who
finished shopping she had has the higher math quiz
$96. What is the percent scores so far?
decrease in her amount of
money?
7.SP.4

7.RP.3

7th Grade Math Common Core Warm-Up Program 67 © DigitalLesson.com

 Warm-Up 52
1) 72 + 5 · 32 - 15 = 4) Is randomly selecting the
letter “e” from the word
7.EE.3 “fascinate” a likely event,
unlikely event, or neither?
2) Use the Commutative
Property to find the sum.
7.SP.5
63 + 115 + 137 + 285 =
5) Use the net below to find
7.NS.1d the surface area of the square
pyramid.
3) Find the simple interest on
$5,000 at 6% interest for 3.5
years. 7 cm.

8 cm.
7.RP.3

7.G.6

7th Grade Math Common Core Warm-Up Program 75 © DigitalLesson.com

 Warm-Up 91
1) -54,432 ÷ (-12) = 4) If Trina multiplied her
purchase price by 1.07 to get
7.NS.2b her total bill, what percent
sales tax was she paying?
2) What is the probability of
rolling an 8 on a regular
7.EE.2
number cube?
5) Give the coordinates of
7.SP.5 the point on the graph. Then
find the unit rate.
3) One of two
complementary angles is 71°.
140
Let x = the measure of the
105
Students

other complementary angle.

Write and solve an equation 70
to find the measure of angle
35
x.
0
0 1 2 3 4
7.G.5
Classes

7.RP.2d

7th Grade Math Common Core Warm-Up Program 114 © DigitalLesson.com

 Warm-Up 101
1) Convert 5/8 to a decimal 4) Is randomly selecting a
using long division. queen from a deck of cards a
likely event, unlikely event,
7.NS.2d or neither?

2) Solve the inequality:

7.SP.5
-5x + 4 ≥ -36
5) Find the actual perimeter
7.EE.4b of the room shown in the
scale drawing below. Use the
3) Katie leaves a 25% tip on
scale 1 inch = 4 feet.
a restaurant bill of $82.00.
Including the tip, what is the
total amount of her bill? 3 in.

5 in.
7.RP.3

7.G.1

7th Grade Math Common Core Warm-Up Program 124 © DigitalLesson.com

 Warm-Up 120
1) -21(2x - 4y - 5) = 4) How many outcomes are
possible if you roll a number
7.NS.2a cube and flip a coin?

2) Solve the inequality:

7.SP.8b
-3x - 22 ≥ 23
5) Use the net below to find
7.EE.4b the surface area of the
triangular pyramid. The four
3) Jim is buying a new congruent triangles each have
camping tent for $123. If the a base of 8 inches and a
state sales tax rate is 8%, how height of 7 inches.
much will Jim have to pay
altogether for the camping
tent, including tax?

7.RP.3

7.G.6

7th Grade Math Common Core Warm-Up Program 143 © DigitalLesson.com

 7th Grade Math Common Core Warm-Up Program
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7th Grade Math Common Core Warm-Up Program 144 © DigitalLesson.com