## 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