Mathematics 7

Course Outline

Students in Mathematics 7 will explore the following topics:

  • Number (N)
  • Patterns and Relations (PR)
  • Measurement (M)
  • Geometry (G)
  • Statistics and Probability (SP)

Mathematics 7–9 Curriculum Sections

This document include sections of the curriculum guide sorted by unit.


NUMBER (N)

Students will be expected to demonstrate number sense.
  • determine and explain why a number is divisible by 2, 3, 4, 5, 6, 8, 9, or 10, and why a number cannot be divided by 0.
  • add, subtract, multiply and divide decimals to solve problems (for more than one-digit divisors or more than two-digit multipliers, the use of technology is expected).
  • solve problems involving percents from 1% to 100% (limited to whole numbers).
  • demonstrate an understanding of the relationship between positive terminating decimals and positive fractions and between positive repeating decimals (with one or two repeating digits) and positive fractions.
  • add and subtract positive fractions and mixed numbers, with like and unlike denominators, concretely, pictorially and symbolically (limited to positive sums and differences).
  • add and subtract integers, concretely, pictorially, and symbolically.
  • compare, order, and position positive fractions, positive decimals (to thousandths), and whole numbers by using benchmarks, place value, and equivalent fractions and/or decimals.

PATTERNS AND RELATIONS (PR)

Patterns: Students will be expected to use patterns to describe the world and solve problems.
Variables and Equations: Students will be expected to represent algebraic expressions in multiple ways.

  • demonstrate an understanding of oral and written patterns and their equivalent linear relations.
  • create a table of values from a linear relation, graph the table of values, and analyze the graph to draw conclusions and solve problems.
  • demonstrate an understanding of preservation of equality by:
    - modelling preservation of equality, concretely, pictorially, and symbolically,
    - applying preservation of equality to solve equations.
  • explain the difference between an expression and an equation.
  • evaluate an expression given the value of the variable(s).
  • model and solve, concretely, pictorially, and symbolically, problems that can be represented by one-step linear equations of the form x + a = b, where a and b are integers.
  • model and solve problems that can be represented by linear equations, concretely, pictorially, and symbolically.

MEASUREMENT (M)

Students will be expected to use direct and indirect measure to solve problems.

  • demonstrate an understanding of circles by:
    - describing the relationships among radius, diameter, and circumference,
    - relating circumference to pi,
    - determining the sum of the central angles,
    - constructing circles with a given radius or diameter,
    - solving problems involving the radii, diameters, and circumferences of circles.   
  • develop and apply a formula for determining the area of triangles, parallelograms, and circles.

GEOMETRY (G)

3-D Objects and 2-D Shapes: Students will be expected to describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among them.
Transformations: Students will be expected to describe and analyze position and motion of objects and shapes.

  • perform geometric constructions, including:
    - perpendicular line segments,
    - parallel line segments,
    - perpendicular bisectors,
    - angle bisectors.
  • identify and plot points in the four quadrants of a Cartesian plane, using integral ordered pairs.
  • perform and describe transformations (translations, rotations, or reflections) of a 2-D shape in all four quadrants of a Cartesian plane (limited to integral number vertices).

STATISTICS AND PROBABILITY (SP)

Data Analysis: Students will be expected to collect, display, and analyze data to solve problems.
Chance and Uncertainty: Students will be expected to use experimental or theoretical probabilities to represent and solve problems involving uncertainty.

  • demonstrate an understanding of central tendency and range by:
    - determining the measures of central tendency (mean, median, mode) and range,
    - determining the most appropriate measures of central tendency to report findings.
  • determine the effect on the mean, median, and mode when an outlier is included in a data set.
  • construct, label, and interpret circle graphs to solve problems.
  • express probabilities as ratios, fractions, and percents.
  • identify the sample space (where the combined sample space has 36 or fewer elements) for a probability experiment involving two independent events.
  • conduct a probability experiment to compare the theoretical probability (determined using a tree diagram, table, or other graphic organizer) and experimental probability of two independent events.

Updated September 2, 2021