Grade 7 Mathematics

Curriculum

2007
Recycled Paper
Grade 7 Mathematics
Curriculum

Saskatchewan Learning
2007
ISBN: 978-1-897211-33-5
Table of Contents

Acknowledgements ......................................................................................................................... ii
Purpose............................................................................................................................................ 1
Aim and Goals of K-12 Mathematics ............................................................................................. 2
Connections to the Broad Areas of Learning.................................................................................. 4
Connections to Cross-curricular Competencies .............................................................................. 6
Curriculum Integration.................................................................................................................... 9
Critical Characteristics of Mathematics Education....................................................................... 11
Teaching for Deep Understanding ................................................................................................ 15
Grade 7 Mathematics Outcomes and Indicators ........................................................................... 16
Appendix A: Terminology ........................................................................................................... 31
Appendix B: Three Grades at a Glance ....................................................................................... 33
References ..................................................................................................................................... 43
Feedback Form.............................................................................................................................. 44

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Acknowledgements
Saskatchewan Learning gratefully acknowledges the professional contributions and advice given
by the following members of the Mathematics Reference Committee:

Daryl Bangsund George McHenry

Good Spirit School Division Saskatchewan School Boards Association
LEADS
Dr. Murray Bremner Dr. Shaun Murphy
Department of Mathematics and Statistics College of Education
University of Saskatchewan University of Saskatchewan

Linda Goulet Dr. Kathy Nolan

First Nations University of Canada Faculty of Education
University of Regina

Angie Harding Kathi Sandbeck

Regina Roman Catholic School Division Sun West School Division
Saskatchewan Teachers’ Federation Saskatchewan Teachers’ Federation
Susan Jeske Doug Sthamann
Prairie Spirit School Division Prairie Valley School Division
Saskatchewan Teachers’ Federation Saskatchewan Teachers’ Federation
Wendy Lang Rodney White
Greater Saskatoon Catholic School Division North East School Division
Saskatchewan Teachers’ Federation Saskatchewan Teachers’ Federation

Saskatchewan Learning wishes to thank many others who contributed to the development of this
curriculum:

• in-house consultants
• field test teachers
• other field personnel.

This curriculum in based on the Western and Northern Canadian Protocol (WNCP) Common
Curriculum Framework (CCF) (2006) for Kindergarten to Grade 9 Mathematics.

This document was completed under the direction of the Science and Technology Unit,
Curriculum and E-Learning Branch, and the French Education Branch of Saskatchewan
Learning. A feedback form is included at the end of this document to provide Saskatchewan
Learning with your ideas and comments related to this curriculum.

ii
Grade 7 Mathematics
Purpose
The Grade 7 Mathematics Curriculum defines the outcomes to be Outcomes are
attained by grade seven students during the 200 minutes of instruction statements
and learning time allocated per week for the entire school year. It is identifying what
designed to support teachers in providing students with learning students are
opportunities to develop appropriate mathematics knowledge and expected to know,
abilities within a learning environment that supports students’ and be able to do
development of positive attitudes and beliefs towards mathematics. by the end of a
Indicators are included for each of the outcomes in order to clarify the particular grade
breadth and depth of learning intended by the outcome. These level.
indicators are a representative list of the kinds of things a student
needs to know and/or be able to do in order to achieve the learnings
intended by the outcome.

This curriculum also provides information for teachers to understand

how the outcomes of the Grade 7 Mathematics Curriculum connect to
the K-12 Goals for Mathematics, the Cross-curricular Competencies Indicators are a
of all areas of study, and the Broad Areas of Learning that define the representative list
purpose of education for Saskatchewan students. of things students
could be asked to
Appendix A provides explanations of some of the mathematical know or do in
terminology you will find in this curriculum. Appendix B: Three order to show their
Grades at a Glance has been included to help teachers see how the attainment of the
Grade 7 outcomes are related to the Grade 6 and 8 outcomes. outcome. The
indicators are
This curriculum also provides an introduction to pedagogical intended to clarify
understandings necessary for the effective teaching of Grade 7 the breadth and
mathematics. Additional support resources that explore and the depth of the
demonstrate these pedagogical understandings are also available. outcome.

This curriculum has been designed to address current research in

mathematics education as well as the needs of students. The
Mathematics 7 Curriculum outcomes have been influenced by
changes to the outcomes in K-6 mathematics, and will also impact the
content of 8-12 mathematics. Changes throughout all of the grades
have been made for a number of reasons including:
• decreasing content in each grade to allow for more depth of
understanding
• rearranging concepts to allow for greater depth of learning in one
year and to align related mathematical concepts
• increasing the focus on numeracy (understanding numbers)
beginning in Kindergarten
• introducing algebraic thinking earlier.

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 Aim and Goals of K-12 Mathematics
The aim of the mathematics program is to prepare individuals who
value mathematics and appreciate its role in society. The K-12
mathematics curricula are designed to prepare students to cope
confidently and competently with everyday situations that demand the
use of mathematical concepts including interpreting quantitative
information, estimating, performing calculations mentally, measuring,
understanding spatial relationships, and problem solving. The
When we ask good mathematics program is intended to stimulate the spirit of inquiry
questions in math within the context of mathematical thinking and reasoning.
class, we invite our
students to think, to The four goals for K-12 mathematics are broad statements that
understand, and to identify the knowledge, skills, and attitudes in mathematics that
share a students are expected to develop and demonstrate by the end of grade
mathematical twelve. Within each grade level, outcomes are directly related to the
journey with their development of one or more of these goals. The goals for K-12
classmates and mathematics are:
teachers alike.
Students are no Logical Thinking: Develop and be able to apply mathematical
longer passive reasoning processes, skills, and strategies to new situations and
receivers of problems.
information when
asked questions that This goal encompasses all of the processes and strategies that are
challenge their foundational to understanding mathematics as a discipline. These
understandings and processes and strategies include:
convictions about
• inductive and deductive thinking
mathematics.
• abstracting and generalizing
(Sullivan, 2002, p. 1)
• exploring, identifying, and describing patterns
• verifying and proofing
• exploring, identifying, and describing relationships
• modeling and representing (concretely, visually, physically, and
symbolically)
• hypothesizing and asking “what if” (mathematical play).

Number Sense: Develop an understanding of the meaning of,

relationships between, properties of, roles of, and representations
(including symbolic) of numbers and apply this understanding to new
situations and problems.

Key to developing number sense is students having ongoing

experience with:
• decomposing and composing of numbers
• relating different operations to each other
• modeling and representing numbers and operations (concretely,
visually, physically, and symbolically)

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• understanding the origins and need for different types of numbers
• recognizing operations on different number types as being the
same operations
• understanding equality and inequality
• recognizing the variety of roles for numbers
• understanding algebraic representations and manipulations in
terms of extending numbers
• looking for patterns and ways to describe those patterns
numerically and algebraically.

Spatial Sense: Develop an understanding of 2-D shapes and 3-D To teach [adding
objects, and the relationships between geometrical shapes and objects fractions] as if it were
and numbers, and apply this understanding to new situations and A Rule, or (even more
problems. intimidating), The
Law, is to pretend that
Development of a strong spatial sense requires students to experience: what took years of
• construction and deconstruction of 2-D shapes and 3-D objects experiment and
• investigations into relationships between 2-D shapes and 3-D ingenuity is as obvious
objects as your nose. And
• explorations of how numbers (and algebra) can be used to then, because you
describe 2-D shapes and 3-D objects never really had a
• exploration of the movement of 2-D shapes and 3-D objects chance to understand
• exploration of the dimensions of 2-D shapes and 3-D objects what was going on …,
• exploration of different forms of measurement and their meaning. [a rule] whenever you
need this rule again it
Mathematical Attitude: Develop a positive attitude towards their will come as just that
ability to understand mathematics and to use it to solve problems. …, enforced by Them.
And so the whole
Mathematical ability and confidence is built through playing with integrity of
numbers and related concepts in a supportive environment. Students mathematics is
can persevere when challenged if provided with opportunities to learn compromised.
mathematics within an environment that: (Kaplan & Kaplan,
• supports risk taking (mathematically and personally) 2007, p. 9)
• honours students’ ideas
• provides engaging and responsive learning experiences.

Students who have a positive attitude towards mathematics

demonstrate:
• confidence in their mathematical insights and abilities
• enjoyment, curiousity, and perseverance when encountering new
problems
• appreciation of the structure and value of mathematics.

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 Although there are many “real-world” applications of the
mathematics within the K-12 mathematics program, this content first
and foremost serves as the vehicle through which the students can
achieve the four goals of K-12 mathematics in Saskatchewan.
Attainment of these four goals will result in students with
mathematical confidence and the tools necessary to succeed in any
future mathematical endeavours.

Connections to the Broad Areas of Learning

There are three Broad Areas of Learning that reflect Saskatchewan’s
Goals of Education. K-12 mathematics contributes to the Goals of
Students who are Education through helping students achieve knowledge, skills, and
provided with a variety attitudes related to these Broad Areas of Learning.
of ways to seek, use,
evaluate and create Building a Disposition for Learning
information are able to
approach learning with Students who are engaged in constructing and applying mathematical
curiosity, flexibility, and knowledge naturally build a positive disposition towards learning.
perseverance. Throughout their study of mathematics, students should be learning
the skills (including reasoning strategies) and developing the attitudes
that will enable the successful use of mathematics in daily life.
Moreover, students should be developing understandings of
mathematics that will enable the learning of new mathematical
concepts and applications that are encountered within both career and
personal interest choices. Students who successfully complete their
study of K-12 mathematics should feel confident about their
mathematical abilities and have developed the understandings
necessary to make future use and/or studies of mathematics
meaningful and attainable. In order for mathematics to contribute to
this Broad Area of Learning, students must actively learn the
mathematical content in the outcomes through using and developing
mathematical reasoning, number sense, spatial sense, and
mathematical attitude (the four goals of K-12 mathematics). It is
crucial that the students uncover the mathematics outlined in the
curriculum rather than the teacher covering it.

Building a Sense of Self and Community

To learn mathematics for deep understanding, students need to not

only interact with the mathematical content but with each other as
well. Mathematics needs to be taught in a dynamic environment
where students work together to share and evaluate strategies and
understandings. Students who are involved in a supportive
mathematics environment that is rich in dialogue are exposed to a
wide variety of perspectives and strategies from which to construct a

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sense of the mathematical content. In such an environment, students
also learn and come to value how they as individuals and as members
of a group or community can contribute to understanding and social
well-being through a sense of accomplishment, confidence, and
relevance. When encouraged to present ideas that represent different
perspectives and ways of knowing, students in mathematics
classrooms develop a deeper understanding of the mathematics while
learning to respect and value the contributions of others. Mathematics
also provides many opportunities for students to enter into
communities beyond the classroom walls by engaging with people in
the neighbourhood or around the world. By working towards
developing a deeper understanding of mathematics and its role in the
world, students will necessarily develop their personal and social
identity, and learn healthy and positive ways of interacting and
working together with others.

Building Engaged Citizens

Mathematics brings a unique perspective and way of knowing to the

analysis of social impact and interdependence. Doing mathematics
requires students to “leave their emotions at the door” and to engage Students will
in different situations for the purpose of understanding what is really contribute to the
happening and what can be done. Mathematical analysis of topics environmental,
that interest students such as trends in global warming, homelessness, economic, and social
technological health issues (oil spills, hearing loss, carpal tunnel sustainability of
syndrome), and discrimination can be used to engage the students in their community
interacting and contributing positively to their classroom, school, through positive life,
community, and world. With the understandings that students can career, and
derive through mathematical analysis, they become better informed consumer choices.
and have a greater respect for and understanding of the different
opinions and options. With these understandings, students can then
make better informed and more personalized decisions regarding roles
and contributions to the various communities in which students are
members.

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 Social Studies

Health
Language Education
Arts Identity and
Interdependence

Constructing Self and

Knowledge Community Developing
Literacy
Disposition Engaged
For
Physical Citizens
Learning Arts
Education Education

Social
Mathematics Responsibility
Science
Reasoning

Spatial Sense
Number Sense Mathematical
Attitude

Connections to Cross-curricular Competencies

There are four cross-curricular competencies that together contribute
to an individual student’s development within the four Broad Areas of
Constructing Learning. These competencies are synthesized from the Common
knowledge is how Essential Learnings. It is important, therefore, that the learning of
people make sense of mathematics also supports the students in their attainment of these
the world around competencies.
them.
Constructing Knowledge

It is important that within their study of mathematics, students are

engaged in personal construction and understanding of mathematical
knowledge. This most effectively occurs through student engagement
in inquiry and problem solving where they are challenged to think
critically and creatively. Moreover, students need to experience
mathematics in a variety of contexts in which students are asked to
consider questions such as “what would happen if …”, “could we find
…”, and “what does this tell us?” Students need to be engaged in a
social construction of mathematics to develop an understanding and
appreciation of mathematics as a tool which can be used to consider
different perspectives, connections, and relationships. Mathematics is
a subject that depends upon the effective incorporation of independent

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work and reflection with interactive contemplation, discussion, and
resolution.

Identity and Interdependence

Given an appropriate learning environment in mathematics, students Students need to

can develop both their self-confidence and self-worth. An interactive develop a positive
mathematics classroom in which the ideas, strategies, and abilities of self-concept and the
individual students are valued develops personal and mathematical ability to live in
confidence. It can also help students realize their role in the harmony with others,
classroom environment and accept responsibility for choices, and with the natural
decisions, and actions. A positive learning environment combined and constructed
with strong pedagogical choices that engage students in learning world.
support them in behaving respectfully towards themselves and others.

Developing Literacy

Through their mathematics learning experiences, students should be

engaged in developing their understandings of the language of
mathematics and their ability to use mathematics as a language.
Students should be regularly engaged in exploring a variety of Mathematics enables
representations for mathematical concepts and should be expected to individuals to
communicate in a variety of ways about the mathematics being understand,
learned. An important part of learning mathematical language is to represent, and
communicate one’s own understandings and to develop strategies to explore their world
explore what and how others know about mathematics. The study of and communicate
mathematics should also encourage the appropriate use of technology. and participate in a
Moreover, students should be aware of and able to communicate variety of roles and
about the appropriate use of technology in mathematics and settings in their
mathematics learning. It is important to encourage students to use a home, school and
variety of forms of representation (concrete manipulatives, physical community.
movement, visual, and symbolic) when exploring mathematical ideas,
solving problems, and communicating understandings. All too often,
it is assumed that symbolic representation is the only way to
communicate mathematically. The more flexible students are in using
a variety of representations to explain and work with the mathematics
being learned, the deeper students’ understanding becomes. By encouraging
students to explore
Social Responsibility mathematics in social
contexts, students can
As students progress in their mathematical learning, they need to be engaged in
experience opportunities to share and consider ideas, and resolve understanding the
conflicts between themselves and others. This requires that the situation, concern, or
learning environment be co-constructed by the teacher and students to issue and then in
support respectful, independent, and interdependent behaviours. planning for
Every student should feel empowered to help others in developing responsible reactions
or responses.

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their understanding, while finding respectful ways to seek help from
others. By encouraging students to explore mathematics in social
contexts, students can be engaged in understanding the situation,
concern, or issue and then in planning for responsible reactions or
responses. Mathematics is a subject dependent upon social
interaction and, as a result, social construction of ideas. Through the
study of mathematics, students learn to become reflective and
positively contributing members of their communities. Mathematics
allows for different perspectives and approaches to be considered,
assessed for situational validity, and used to strengthen solutions.

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Curriculum Integration
There are many possibilities for the integration of mathematics and
other subject areas. In doing this integration, however, teachers must When students
be cautious to not lose the integrity of any of the subjects. Integration experience
gives students experiences with transfer of knowledge and provides mathematics as a lens
rich contexts in which the students are able to make sense of their through which they
learnings. Below are just a few of the ways in which mathematics can can view other
be integrated into other subject areas (and other subject areas into subjects, and other
mathematics) at grade seven. subjects as lenses
through which to view
Arts Education – In Grade 7 arts education, three concepts in the mathematics, students’
Dance strand that students are exploring are patterns, relationships, learning and
and transitional movements. These concepts can be related to the confidence in all of the
mathematics that the students are learning through integrated learning subjects benefits
activities in which the students describe, replicate and create patterns, greatly.
relationships, and transitional movement using a wide variety of
representations. Drama contexts can be used to explore mathematical
relationships and the students’ relationship to mathematics.
Improvisation in music requires students to establish, recognize, and
interpret patterns and relationships, thus paralleling much of the
mathematics that the students are learning. Mathematical
relationships and patterns can be represented in a variety of ways,
including musical. In Visual Art, students can be asked to explore
and create works of visual art that relate their understandings and
attitudes towards mathematics.

English Language Arts – The variety of texts in English language

arts can engage students in topics that inspire students to pose
questions that can be researched and explored through mathematical
inquiry and reasoning. For example, students need to experience
mathematical consequences and nuances that can be applied to
different texts. This application expands students’ understanding of
the influence and relevance of mathematics.

Health Education – Grade seven mathematics has many direct

connections to the students’ learnings in health education. When
students “Reflect on and analyze food choices by applying the “When my teacher
nutrient content labels on packaged foods”, students are required to shows me how to use the
use their understanding of percent. The students can also reflect upon math we are learning in
percent with respect to the amount of time in a day that they are other classes, then it
physically active, and measures of central tendency can be determined makes math class seem
for individual students or for the class as a whole. From there, more worthwhile.”
students can be engaged in developing and implementing health Saskatchewan Student
action plans in response to those measures of central tendencies
and/or percents.

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Physical Education – To connect the students’ physical activity to the
students’ study of the Cartesian plane, activities in physical education
can include student reflection on quadrants of activity and movement
transformations (translations, reflections, and rotations) required to
move from one location to another. When studying percents, students
can be asked to find examples that come from or enhance their study
of the effects of exercise and inactivity, nutrition and nutritional
habits, and developing and carrying out an action plan in which
students could solve problems involving percents between 1% and
100%. As well, the students can apply their learnings of central
tendency and probabilities to analyze and make decisions regarding
data collected for planning an activity and the feedback data collected
at the end of the planned activity. Students can also be engaged in
solving problems involving percents and decimals in the context of
personal fitness.

Career Guidance – While students are investigating their different

work and life roles, students can represent the percent of time spent in
each role on a daily or weekly basis on a circle graph. Similarly, the
students could carry out data analysis, such as the determination of
measures of central tendency or the number of people within a
particular economic sector, by using researched information regarding
percents.

Science – In exploring biodiversity and the interconnectedness of the

natural environment, there are numerous opportunities for students to
solve mathematical problems related to percents and to create circle
graphs to represent situational values and statistics. The students’
study of heat also has direct connections to the students’
understanding and development of integers by solving problems
involving temperature change and the determination of measures of
central tendencies within and between different heat problems. In
addition, students can also be engaged in circle graph representations
of the composition of the Earth’s crust as well as solving problems
involving percents related to the composition of the Earth’s crust.

Social Studies – Grade seven social studies’ in-depth investigation of

the Pacific Rim countries can provide a variety of contexts in which
students can solve problems and create mathematical representations.
Measures of central tendency can be used to analyze populations
within these countries and circle graphs can be used to represent and
analyze different aspects of life in the Pacific Rim.

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Critical Characteristics of Mathematics Education
The content of K-12 Mathematics can be organized in a variety of
ways. In this document, the outcomes and indicators are grouped
according to four strands: Number, Patterns and Relations, Shape
and Space, and Statistics and Probability. Although this
organization implies a relation between the outcomes identified in
each of the strands, it should be noted the mathematical concepts are
interrelated between strands as well as within strands.
When mathematics is
The mathematics curriculum also recognizes seven processes inherent taught without a rich
in the teaching, learning, and doing of mathematics. These processes integration of these
focus on: communicating, making connections, mental mathematics processes, it
and estimating, problem solving, reasoning, and visualizing along becomes a stagnant
with using technology to integrate these processes into the set of facts and
mathematics classroom to help students learn mathematics with procedures devoid of
deeper understanding. meaning rather than
the dynamic and rich
The outcomes in K-12 mathematics should be addressed through the discipline that it is.
appropriate mathematical processes lenses. Teachers should consider
carefully in their planning those processes indicated as being
important to the various outcomes.

Communication [C]

Students need opportunities to read about, represent, view, write

about, listen to, and discuss mathematical ideas. These opportunities Students must be
allow students to create links between students’ own language and able to communicate
ideas, and the formal language and symbols of mathematics. mathematical ideas
in a variety of ways
Communication is important in clarifying, reinforcing, and modifying and contexts.
ideas, attitudes, and beliefs about mathematics. Students should be
encouraged to use a variety of forms of communication while learning
mathematics. Students also need to communicate their learning using
mathematical terminology.

Communication can help students make connections among concrete,

pictorial, symbolic, verbal, written, and mental representations of
mathematical ideas.

Connections [CN]

Contextualization and making connections to the experiences of

learners are powerful processes in developing mathematical
understanding. When mathematical ideas are connected to each other

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Through connections, or to real world phenomena, students can begin to view mathematics
students should begin as useful, relevant, and integrated.
to view mathematics
as useful and relevant. Learning mathematics within contexts and making connections
relevant to learners can validate past experiences, and increase
students’ willingness to participate and be actively engaged.

The brain is constantly looking for and making connections.

“Because the learner is constantly searching for connections on many
levels, educators need to orchestrate the experiences from which
learners extract understanding …. Brain research establishes and
confirms that multiple complex and concrete experiences are essential
for meaningful learning and teaching” (Caine and Caine, 1991, p.5).
Mental mathematics
and estimation are Mental Mathematics and Estimation [ME]
fundamental
components of Mental mathematics is a combination of cognitive strategies that
number sense. enhance flexible thinking and number sense. It is calculating
mentally without the use of external memory aids.
Estimation strategies
are used to determine Mental mathematics enables students to determine answers without
approximate values for paper and pencil. It improves computational fluency by developing
qualities. efficiency, accuracy, and flexibility.

Students proficient with Estimation is a strategy for determining approximate values of

mental mathematics quantities, usually by referring to benchmarks or using referents, or
“become liberated from for determining the reasonableness of calculated values. Students
calculator dependence, need to know how, when, and what strategy to use when estimating.
build confidence in doing
mathematics, become Estimation is used to make mathematical judgements and develop
more flexible thinkers and useful, efficient strategies for dealing with situations in daily life.
are more able to use
multiple approaches to Problem Solving [PS]
problem solving”
(Rubenstein, 2001, p. 442) Learning through problem solving should be the focus of mathematics
at all grade levels. When students encounter new situations and
respond to questions of the type, “How would you …?” or “How
could you …?”, the problem-solving approach is being modelled.
Students develop their own problem-solving strategies by being open
Learning through problem to listening, discussing, and trying different strategies.
solving should be the focus
of mathematics at all grade In order for an activity to be problem-solving based, it must ask
levels. students to determine a way to get from what is known to what is
sought. If students have already been given ways to solve the
problem, it is not problem solving, but rote practice. A true problem
requires students to use prior learnings in new ways and contexts.

12
Problem solving requires and builds depth of conceptual
understanding and student engagement.

Problem solving is a powerful teaching tool that fosters multiple and

creative solutions. Creating an environment where students openly
look for and engage in finding a variety of strategies for solving
problems empowers students to explore alternatives and develops
confidence, reasoning, and mathematical creativity.

Reasoning [R]

Mathematical reasoning helps students think logically and make sense Mathematical
of mathematics. Students need to develop confidence in their abilities reasoning helps
to reason and justify their mathematical thinking. High-order students think logically
questions challenge students to think and develop a sense of wonder and make sense of
about mathematics. mathematics.
Mathematical experiences in and out of the classroom provide
opportunities for inductive and deductive reasoning. Inductive
reasoning occurs when students explore and record results, analyze
observations, make generalizations from patterns, and test these
generalizations. Deductive reasoning occurs when students reach new
conclusions based upon what is already known or assumed to be true.

Visualization [V]

Visualization “involves thinking in pictures and images, and the

ability to perceive, transform and recreate different aspects of the Visualization is
visual-spatial world” (Armstrong, 1993, p. 10). The use of fostered through the
visualization in the study of mathematics provides students with use of concrete
opportunities to understand mathematical concepts and make materials,
connections among them. technology, and a
variety of visual
Visual images and visual reasoning are important components of representations.
number, spatial, and measurement sense. Number visualization
occurs when students create mental representations of numbers.

Being able to create, interpret, and describe a visual representation is

part of spatial sense and spatial reasoning. Spatial visualization and
reasoning enable students to describe the relationships among and
between 3-D objects and 2-D shapes.

Visualization is fostered through the use of concrete materials,

technology, and a variety of visual representations.

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 Technology [T]

Technology contributes to the learning of a wide range of

mathematical outcomes, and enables students to explore and create
patterns, examine relationships, test conjectures, and solve problems.

Technology contributes Calculators and computers can be used to:

to the learning of a wide • explore and demonstrate mathematical relationships and patterns
range of mathematical • organize and display data
outcomes, and enables • extrapolate and interpolate
students to explore and • assist with calculation procedures as part of solving problems
create patterns, examine • decrease the time spent on computations when other mathematical
relationships, test learning is the focus
conjectures, and solve • reinforce the learning of basic facts and test properties
problems. • develop personal procedures for mathematical operations
• create geometric displays
• simulate situations
• develop number sense.

Technology contributes to a learning environment in which the

growing curiosity of students can lead to rich mathematical
discoveries at all grade levels. It is important for students to
understand and appreciate the appropriate use of technology in a
mathematics classroom.

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Teaching for Deep Understanding
For deep understanding, it is vital that mathematics be taught through
the students uncovering and co-constructing their knowledge, with In grade 7, students are
very few ideas being covered or relayed directly by the teacher. As learning about the
an example, the Cartesian plane is something which the teacher must addition and subtraction
cover. It is the sign we use to show that we want to combine or add of fractions. Learning
two quantities. The process of adding, and the development of for deep understanding
addition and subtraction facts should not be “covered”, but rather requires the students to
“discovered” through the students’ investigation of patterns, explore patterns and
relationships, abstractions, and generalizations. Teachers need to relationships, often in
“unpack” outcomes to identify those things that students need to concrete and visual
know (behold) and those that they need to be able to apply, explain, representations and to
and transfer to new situations. hypothesize, test their
own personal rules and
It is important that a mathematics learning environment include strategies for adding
effective interplay of reflection, exploration of patterns and and subtracting
relationships, sharing of ideas and problems, consideration of fractions, and then to
different perspectives, decision making, generalizing, verifying and generalize these
proving, and modeling and representing. Mathematics is truly learned learnings into abstract
when students are engaged in strategic “play” with mathematical symbolic processes that
concepts and differing perspectives. When students learn reflect their individual
mathematics by being told what to do, how to do it, and when to do it, and class
they cannot make the strong learning connections necessary for understandings.
learning to be meaningful, easily accessible, and transferable.

The mathematics learning environment must necessarily be one which

is respectful of individuals and groups. It needs to foster discussion
and self-reflection, the asking of questions, the seeking of multiple
answers, and the co-construction of understanding.

15
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Grade 7 Mathematics Outcomes and Indicators

Number Strand
Goals Outcomes Indicators
(The following indicators may be used to determine whether students
Students will: have met the corresponding outcome.)

Number N7.1 Demonstrate a. Investigate division by 2, 3, 4, 5, 6, 8, 9, or 10 and

Sense an understanding of generalize strategies for determining divisibility by
division through the those numbers.
Logical development and b. Apply strategies for determining divisibility to sort a
Thinking application of
set of numbers in Venn or Carroll diagrams.
divisibility
Mathematical strategies for 2, 3, c. Determine or validate the factors of a number by
Attitude 4, 5, 6, 8, 9, and 10, applying strategies for divisibility.
and through an d. Explain the result of dividing a quantity of zero by a
analysis of division non-zero quantity.
involving zero.
e. Explain (by generalizing patterns, analogies, and
[C, CN, ME, R] mathematical reasoning) why division of non-zero
quantities by zero is not defined.

Number N7.2 Expand and a. Provide a justification for the placement of a decimal in
Sense demonstrate a sum or difference of decimals up to thousandths (e.g.,
understanding of for 4.5 + 0.73 + 256.458, think 4 + 256 so the sum is
Logical the addition, greater than 260; thus, the decimal will be placed so
Thinking subtraction, that the sum is in the hundreds).
multiplication, and b. Provide a justification for the placement of a decimal in
Mathematical division of a product (e.g., for $12.33 × 2.4, think $12 × 2, so the
Attitude decimals to greater
product is greater than $24; thus, the decimal in the
numbers of decimal final product would be placed so that the answer is in
places, and the the tens).
order of operations.
c. Provide a justification for the placement of a decimal in
[C, CN, ME, PS, R, T] a quotient (e.g., for 51.50 m ÷ 2.1, think 50 m ÷ 2 so
the quotient is approximately 25 m; thus, the final
answer will be in the tens). (Note: If the divisor has
more than one digit, students should be allowed to use
technology to determine the final answer.)
d. Solve a problem involving the addition, or subtraction,
of two or more decimal numbers.

16
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Number Strand
Goals Outcomes Indicators
(The following indicators may be used to determine whether students
Students will: have met the corresponding outcome.)

N7.2 continued e. Solve a problem involving the multiplication or

division of decimal numbers with 2-digit multipliers or
1-digit divisors (whole numbers or decimals) without
the use of technology.
f. Solve a problem involving the multiplication or
division of decimal numbers with more than a 2-digit
multiplier or 1-digit divisor (whole number or decimal),
with the use of technology.
g. Check the reasonableness of solutions using estimation.
h. Solve a problem that involves operations on decimals
(limited to thousandths) taking into consideration the
order of operations.
i. Explain by using examples why it is important to
follow a specific order of operations when calculating
with decimals and/or whole numbers.

Number N7.3 Demonstrate a. Predict the decimal representation of a fraction based

Sense an understanding of upon patterns and justify the reasoning (e.g., knowing
the relationships the decimal equivalent of 1/8 and 2/8, predict and
Logical between positive verify the decimal representation of 7/8).
Thinking decimals, positive b. Match a set of fractions to their decimal
fractions (including representations.
Mathematical mixed numbers,
Attitude proper fractions and c. Sort a set of fractions into repeating or terminating
improper fractions), decimals.
and whole numbers. d. Explain and demonstrate how any terminating decimal
can also be written as a repeating decimal.
[C, CN, ME, R, T]
e. Express a fraction as a terminating or repeating
decimal.
f. Express a repeating decimal as a fraction.
g. Express a terminating decimal as a fraction.
[C] Communication [PS] Problem Solving
h. Explain the relationship
[CN]
between fractions,
Connections [R]
decimals,
Reasoning
and division. [ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

17
 Number Strand
Goals Outcomes Indicators
(The following indicators may be used to determine whether students
Students will: have met the corresponding outcome.)

i. Provide an example where the decimal representation

N7.3 continued of a fraction is an approximation of its exact value.
j. Order a set of numbers containing decimals, fractions,
and/or whole numbers in ascending or descending
orders and justify the order determined.
k. Identify, with justification, a number that would be
between two given numbers (decimal, fraction, and/or
whole numbers) in an ordered sequence or shown on a
number line.
l. Identify incorrectly placed numbers within an ordered
sequence or shown on a number line.

m. Order the numbers in a set of numbers by using

benchmarks on a number line such as 0, ½ , and 1.

Number N7.4 Expand and a. Create a representation (concrete, pictorial, physical or

Sense demonstrate an oral) of a fractional percent between 1% and 100%.
understanding of
b. Express a percent as a decimal or fraction.
Logical percent to include
Thinking fractional percents c. Solve a problem that involves finding a percent.
between 1% and d. Solve a problem that involves finding percents of a
Mathematical 100%. value.
Attitude
[C, PS, R] e. Determine the answer to a percent problem where the
answer requires rounding and explain why an
approximate answer is needed, e.g., total cost including
taxes.
f. Explain the meaning of a percent given in a particular
context.
g. Make and justify decisions, or suggest courses of
action based upon known percents for the situation.

18
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Number Strand
Goals Outcomes Indicators
(The following indicators may be used to determine whether students
Students will: have met the corresponding outcome.)

Number N7.5 Develop and a. Estimate the sum or difference of positive fractions
Sense demonstrate an and/or mixed numbers and explain the reasoning.
understanding of b. Model addition and subtraction of positive fractions
Logical adding and and/or mixed numbers using concrete or visual
Thinking subtracting positive representations, and record the process used
fractions and mixed symbolically.
Mathematical numbers, with like
Attitude and unlike c. Determine the sum or difference of two positive
denominators, fractions or mixed numbers with like denominators
Spatial Sense concretely, and explain the strategy used.
pictorially, and d. Explain how common denominators for fractions
symbolically and/or mixed numbers and factors are related.
(limited to positive
sums and e. Explain how a common denominator can help when
differences). adding fractions and/or mixed numbers.
f. Determine the sum or difference of two positive
[C, CN, ME, PS, R, V] fractions or mixed numbers with unlike denominators
and explain the strategy used.
g. Simplify a positive fraction or mixed number by
identifying and dividing off the common factor
between the numerator and denominator.
h. Generalize and explain personal strategies for
determining the sum or difference of positive fractions
and/or mixed numbers.
i. Solve a problem involving the addition or subtraction
of positive fractions or mixed numbers.
j. Explain how the sum or difference of positive
fractions and/or mixed numbers can be represented
symbolically in different ways.

19
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Number Strand
Goals Outcomes Indicators
(The following indicators may be used to determine whether students
Students will: have met the corresponding outcome.)

Number N7.6 Demonstrate a. Represent opposite integers concretely, pictorially,

Sense an understanding of and symbolically and explain why they are called
addition and opposite integers.
Logical subtraction of b. Explain, using concrete materials such as integer tiles
Thinking integers, concretely, and diagrams, that the sum of opposite integers is zero
pictorially, and (e.g., a move in one direction followed by an
Mathematical symbolically. equivalent move in the opposite direction results in no
Attitude net change in position).
[C, CN, PS, R, V]
Spatial Sense c. Illustrate, using a number line, the results of adding or
subtracting negative and positive integers.
d. Add two integers using concrete materials or pictorial
representations and record the process symbolically.
e. Subtract two integers using concrete materials or
pictorial representations and record the process
symbolically.
f. Investigate patterns in adding and subtracting integers
to generalize personal strategies for adding and
subtracting integers.
g. Solve problems involving the addition and subtraction
of integers.

20
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Patterns and Relations Strand

Goals Outcomes Indicators
(The following indicators may be used to determine whether students
Students will: have met the corresponding outcome.)

Logical P7.1 Demonstrate an a. Represent a relationship found within an oral or

Thinking understanding of the written pattern using a linear relation.
relationships b. Analyse whether an oral or written pattern is linear in
between oral and nature.
Number written patterns,
Sense graphs and linear c. Provide a context for a linear relation.
relations. d. Identify a pattern from the environment that is linear
Spatial Sense in nature and write a linear relation to describe the
[C, CN, R]
pattern.
Mathematical
Attitude e. Identify assumptions made when writing a linear
relation for a pattern.
f. Create a table of values for a linear relation by
evaluating the relation for different variable values.
g. Create a table of values using a linear relation and
graph the table of values (limited to discrete points).
h. Sketch the graph from a table of values created for a
linear relation and describe the patterns found in the
graph.
i. Describe the relationship shown on a graph using
everyday language in spoken or written form.
j. Analyze a graph in order to draw a conclusion or
solve a problem.
k. Match a set of linear relations to a set of graphs and
explain the strategies used.
l. Match a set of graphs to a set of linear relations and
justify the selections made.
m. Describe a situation which could result in a graph
similar to one that is shown.

21
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Patterns and Relations Strand

Goals Outcomes Indicators
(The following indicators may be used to determine whether students
Students will: have met the corresponding outcome.)

Logical P7.2 Demonstrate an a. Explain what a variable is and how it is used in an

Thinking understanding of expression.
equations and
Number expressions by: b. Provide an example of an expression and an equation,
Sense • distinguishing and explain how they are similar and different.
between equations c. Explain how to evaluate an expression and how that
Spatial Sense and expressions result is different from a solution to an equation.
• evaluating
Mathematical expressions d. Verify a possible solution to a linear equation using
Attitude • verifying solutions substitution and explain the result.
to equations.

[C, CN, ME]

Logical P7.3 Demonstrate an a. Model the preservation of equality for each of the
Thinking understanding of one- four operations using concrete materials or using
and two-step linear pictorial representations, explain the process orally
Mathematical equations of the form and record it symbolically.
Attitude ax
+ c = d (where a, b. Generalize strategies for carrying out operations that
b involve the use of the preservation of equality.
Number b, c, and d are whole
Sense numbers, c < d and c. Solve an equation by applying the preservation of
b ≠ 0 ) by modeling equality.
Spatial Sense the solution of the d. Identify and provide an example of a constant term, a
equations concretely, numerical coefficient, and a variable in an expression
pictorially, and an equation.
physically, and
e. Represent a problem with a linear equation and solve
symbolically and
the equation using concrete models, (e.g., counters,
explaining the
integer tiles) and record the process symbolically.
solution in terms of
the preservation of f. Draw a representation of the steps used to solve a
equality. linear equation.
g. Verify the solution to a linear equation using concrete
[C, CN, PS, R, V]
materials or diagrams.

22
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Patterns and Relations Strand

Goals Outcomes Indicators
(The following indicators may be used to determine whether students
Students will: have met the corresponding outcome.)

h. Explain what the solution for a linear equation

P7.3 continued means.
i. Represent a problem situation using a linear equation.
j. Solve a problem using a linear equation.

Logical P7.4 Demonstrate an a. Represent a problem with a linear equation of the

Thinking understanding of
form x + a = b where a and b are integers and solve
linear equations of
the equation using concrete models (e.g., counters,
Mathematical the form x + a = b
integer tiles) and record the process symbolically.
Attitude (where a and b are
integers) by modeling b. Verify a solution to a problem involving a linear
Number problems as a linear equation of the form x + a = b where a and b are
Sense equation and solving integers.
the problems
Spatial Sense concretely,
pictorially, and
symbolically.

[C, CN, PS, R, V]

23
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Shape and Space Strand

Goals Outcomes Indicators
(The following indicators may be used to determine whether
Students will: students have met the corresponding outcome.)

Logical SS7.1 Demonstrate a. Identify the characteristics of a circle.

Thinking an understanding of b. Define and illustrate the relationship between the
circles including
diameter and radius of a circle.
Mathematical circumference and
Attitude central angles. c. Answer the question “how many radii does a circle
have and why?”
Spatial Sense [C, CN, R, V] d. Answer the question “how many diameters does a
circle have and why?”
Number
Sense e. Explain (with illustrations) why a specified point
and radius length (or diameter length) describes
exactly one circle.
f. Illustrate and explain the relationship between a
radius and a diameter of a circle.
g. Generalize, from investigations, the relationship
between the circumference and the diameter of a
circle.
h. Define pi ( π ) and explain how it is related to circles.
i. Sort a set of angles as central angles of a circle or
not.
j. Demonstrate that the sum of the central angles of a
circle is 360°.
k. Draw a circle with a specific radius or diameter with
and without a compass.
l. Solve problems involving circles.

Logical SS7.2 Develop and a. Illustrate and explain how the area of a rectangle can
Thinking apply formulas for be used to determine the area of a triangle.
determining the area b. Generalize, using examples, a formula for
Mathematical of: determining the area of triangles.
Attitude • triangles
• parallelograms c. Illustrate and explain how the area of a rectangle can
Spatial Sense • circles. be used to determine the area of a parallelogram.

Number [CN, PS, R, V]

Sense

24
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Shape and Space Strand

Goals Outcomes Indicators
(The following indicators may be used to determine whether
Students will: students have met the corresponding outcome.)

SS7.2 continued d. Generalize, using examples, a formula for

determining the area of parallelograms.
e. Illustrate and explain how to estimate the area of a
circle without the use of a formula.
f. Illustrate and explain how the area of a circle can be
approximated by the circumference of the circle
times its radius.
g. Generalize a formula for finding the area of a circle.
h. Solve problems involving the area of triangles,
parallelograms, or circles.

Spatial Sense SS7.3 Demonstrate a. Identify and describe examples of parallel line
an understanding of segments, perpendicular line segments,
Logical 2-D relationships perpendicular bisectors, and angle bisectors in the
Thinking involving lines and environment.
angles. b. Identify, with justification, line segments on a
Mathematical diagram that are parallel or perpendicular.
Attitude [CN, R, V, T]
c. Investigate and explain how paper, pencil, compass,
Number and rulers can be used to construct parallel lines,
Sense perpendicular lines, angle bisectors, and
perpendicular bisectors.
d. Investigate how paper folding can be used to
construct parallel lines, perpendicular lines, angle
bisectors, and perpendicular bisectors.
e. Use technology to construct parallel lines,
perpendicular lines, angle bisectors, and
perpendicular bisectors.
f. Draw a line segment perpendicular to another line
segment and explain why they are perpendicular.
g. Draw a line segment parallel to another line segment
and explain why they are parallel.
h. Draw the bisector of a given angle using more than
one method and verify that the resulting angles are
equal.

25
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Shape and Space Strand

Goals Outcomes Indicators
(The following indicators may be used to determine whether
Students will: students have met the corresponding outcome.)

SS7.3 continued i. Draw the perpendicular bisector of a line segment

using more than one method and verify the
construction.
j. Use geometric constructions to create a design or
picture, and identify the constructions present in the
design.

Spatial Sense SS7.4 Demonstrate a. Label the axes of a four quadrant Cartesian plane
an understanding of and identify the origin.
Logical the Cartesian plane
b. Explain how orientation (the direction in a situation)
Thinking and ordered pairs
can influence the labelling of the axes on a Cartesian
with integral
plane.
Mathematical coordinates.
Attitude c. Identify the location of a point in any quadrant of a
[C, CN, V] Cartesian plane using an ordered pair with integral
Number coordinates.
Sense d. Plot the point corresponding to an ordered pair with
integral coordinates on a Cartesian plane with a scale
of 1, 2, 5, or 10 on its axes.
e. Draw shapes and designs, using integral ordered
pairs, in a Cartesian plane.
f. Create shapes and designs, and identify the points
used to produce the shapes and designs in any
quadrant of a Cartesian plane.

Logical SS7.5 Expand and (It is intended that the original shape and its image have
Thinking demonstrate an vertices with integral coordinates.)
understanding of a. Identify the coordinates of the vertices of a 2-D
Mathematical transformations
shape shown on a Cartesian plane.
Attitude (translations,
rotations, and b. Describe the horizontal and vertical movement
Spatial Sense reflections) of 2-D required to move from one point to another point on
shapes in all four a Cartesian plane.
Number quadrants of the
Sense Cartesian plane.
[CN, PS, T, V]

26
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Shape and Space Strand

Goals Outcomes Indicators
(The following indicators may be used to determine whether
Students will: students have met the corresponding outcome.)

SS7.5 continued c. Describe the positional change of the vertices of a 2-

D shape to the corresponding vertices of its image as
a result of a transformation or successive
transformations on a Cartesian plane.
d. Determine the distance between points along
horizontal and vertical lines in a Cartesian plane.
e. Perform a transformation or consecutive
transformations on a 2-D shape and identify
coordinates of the vertices of the image.
f. Describe the positional change of the vertices of a 2-
D shape to the corresponding vertices of its image as
a result of a transformation or a combination of
successive transformations.
g. Describe the image resulting from the transformation
of a 2-D shape on a Cartesian plane by identifying
the coordinates of the vertices of the image.

27
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Statistics and Probability Strand

Goals Outcomes Indicators
(The following indicators may be used to determine whether
Students will: students have met the corresponding outcome.)

Number SP7.1 Demonstrate a. Concretely represent mean, median, and mode and
Sense an understanding of explain the similarities and differences among them.
the measures of
Spatial Sense central tendency and b. Determine mean, median, and mode for a set of data,
range for sets of data. and explain why these values may be the same or
Logical different.
Thinking [C, CN, PS, R, T]
c. Determine the range of a set of data.
Mathematical d. Provide a context in which the mean, median, or
Attitude mode is the most appropriate measure of central
tendency to use when reporting findings and explain
the choice.
e. Solve a problem involving the measures of central
tendency.
f. Analyze a set of data to identify any outliers.
g. Explain the effect of outliers on the measures of
central tendency for a data set.
h. Identify outliers in a set of data and justify whether
or not they should be included in the reporting of the
measures of central tendency.
i. Provide examples of situations in which outliers
would and would not be used in reporting the
measures of central tendency.
j. Explain why qualitative data, such as colour or
favourite activity, cannot be analyzed for all three
measures of central tendency.

28
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Statistics and Probability Strand

Goals Outcomes Indicators
(The following indicators may be used to determine whether
Students will: students have met the corresponding outcome.)

Spatial Sense SP7.2 Demonstrate a. Identify common attributes of circle graphs, such as:
an understanding of  title, label, or legend
Number circle graphs.
Sense  the sum of the central angles is 360°
[C, CN, PS, R, T, V]
 the data is reported as a percent of the total and
Logical the sum of the percents is equal to 100%.
Thinking
b. Create and label a circle graph, with and without
Mathematical technology, to display a set of data.
Attitude c. Find, describe, and compare circle graphs in a
variety of print and electronic media such as
newspapers, magazines, and the Internet.
d. Translate percents displayed in a circle graph into
quantities to solve a problem.
e. Interpret a circle graph to answer questions.
f. Identify the characteristics of a set of data that make
it possible to create a circle graph.

Number SP7.3 Demonstrate a. Explain what a probability tells about the situation to
Sense an understanding of which it refers.
theoretical and b. Provide an example of two independent events, such
Logical experimental as:
Thinking probabilities for two
independent events  spinning a four section spinner and an eight-
Mathematical where the combined sided die
Attitude sample space has 36  tossing a coin and rolling a twelve-sided die
or fewer elements.
 tossing two coins
[C, ME, PS R, T]  rolling two dice
and explain why they are independent.

29
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Statistics and Probability Strand

Goals Outcomes Indicators
(The following indicators may be used to determine whether
Students will: students have met the corresponding outcome.)

SP7.3 continued c. Identify the sample space (all possible outcomes) for
each of two independent events using a tree diagram,
table, or another graphic organizer.
d. Determine the theoretical probability of an outcome
involving two independent events.
e. Conduct a probability experiment for an outcome
involving two independent events, with and without
technology, to compare the experimental probability
to the theoretical probability.
f. Solve a probability problem involving two
independent events.
g. Explain how theoretical and experimental
probabilities are related and why they cannot be
assumed to be equal.
h. Represent a probability stated as a percent as a
fraction or a decimal.
i. Represent a probability stated as a fraction or
decimal as a percent.

30
Appendix A: Terminology
Benchmarks: Numeric quantities used to compare and order other numeric quantities. For
example, multiples of powers of 10 might be used as benchmarks for whole numbers, or 0, 1,
and ½ might be used as benchmarks for fractions between 0 and 1.

Carroll Diagram: A table used for organizing and highlighting relationships between
characteristics of elements in a data set. Each characteristic is broken into yes/no descriptors or
into independent categories. The Carroll diagram shows all possible ways to match the different
categories between the characteristics. For example, the following Carroll diagram represents
information about a classroom in terms of girls and boys with shoes or sandals:

Factor of 4 Factor of 6
36 Yes Yes
42 No Yes

These diagrams can be used to analyze a situation according to one characteristic, one category,
or a combination of both.

Front-end Estimation: A process of finding approximate values for computations by

considering rounded or sometimes truncated values (e.g., 34 + 72 is approximately equal to 30 +
70 = 100 by front-end estimation).

Graphic Organizer: Any pictorial representation used to show relationships between data,
information, and/or understandings. Some examples are Venn diagrams, tree diagrams, concept
webs, and Carroll diagrams.

Independent Events: Two or more occurrences of an event that do not influence each other.

Number Line: Because grade seven students have had very little experience with scale or ratio
and proportion, number lines should reflect relative positioning rather than scaled points. In
some resources, the use of a number line that indicates the relationship between numbers but not
the ratio of quantity is called an Empty Number Line.

Outlier: A piece of data that lies outside of the normal dispersion of the data in the set.

Personal Strategies: Personal strategies are strategies that the students have constructed and
understand. Outcomes and indicators that specify the use of personal strategies convey the
message that there is not a single procedure or algorithm that is correct. Students should be
encouraged to explore, share, and make decisions about what strategies to use in different
contexts. Development of personal strategies is an indicator of the attainment of a deeper
understanding.

31
Preservation of Equality: A mathematical concept that allows for manipulation and alternate
representations by ensuring that the new expression and/or equation meaning is maintained. In
expressions, preservation of equality involves the application of an operation and its inverse to
the expression (e.g., adding 3 and subtracting 3, or multiplying by 2 and dividing by 2 preserves
equality). In equations, equality can be preserved by applying an operation and its inverse to one
side of the equation (each of which is an expression) or by applying the same operation to both
sides of the equation.

Record the Process Symbolically: It is important that as students explore and represent
mathematical concepts concretely, physically, and pictorially that, at each stage, students be
required to reflect upon what it would look like symbolically. For example, if the student shows
adding ten blocks to both sides of a balance, students should also be writing the corresponding
equation (after a few experiences with just working with the blocks) in symbolic form (e.g.,
students might write x – 10 + 10 = 3 + 10). By writing their process symbolically, the students
are engaged in making sense of the processes of abstraction which are foundational to
mathematical theory and its development.

Representation: Mathematical ideas can be represented and manipulated in a variety of formats

including: concrete manipulatives, pictorial designs, physical movements, oral or written
description, and symbolic notation. Students need to have experiences in working with many
different types of representations, and in transferring and translating knowledge between the
different forms of representations.

32
Appendix B: Three Grades at a Glance
The chart below shows the outcomes for mathematics in grades 6, 7, and 8 in each of the four
strands with the outcomes being lined up to show the flow of content development.

Number Strand
Grade 6 (Draft) Grade 7 Grade 8 (Draft)
Whole and Decimal Numbers
Demonstrate an N7.1 Demonstrate an
understanding of place value understanding of division
for numbers: through the development and
• greater than one million application of divisibility
• less than one thousandth. strategies for 2, 3, 4, 5, 6, 8, 9,
[C, CN, R, T] and 10, and through an
analysis of division involving
Solve problems involving zero.
large numbers, using [C, CN, ME, R]
technology.
[ME, PS, T] N7.2 Expand and
demonstrate understanding of
Demonstrate an the addition, subtraction,
understanding of factors and multiplication, and division of
multiples by: decimals to greater numbers
• determining multiples and of decimal places, and the
factors of numbers less order of operations.
than 100 [C, CN, ME, PS, R, T]
• identifying prime and
composite numbers
• solving problems
involving multiples.
[PS, R, V]
Square Roots
Demonstrate an understanding
of perfect squares and square
roots, concretely, pictorially,
and symbolically (limited to
whole numbers).
[C, CN, R, V]

Determine the approximate

square root of numbers that
are not perfect squares
(limited to whole numbers).
[C, CN, ME, R, T]

33
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Number Strand
Grade 6 (Draft) Grade 7 Grade 8 (Draft)
Relating Whole Numbers, Fractions, and Decimals
N7.3 Demonstrate an
understanding of the
relationships between positive
decimals, positive fractions
(including mixed numbers,
proper fractions, and improper
fractions), and whole
numbers.
[C, CN, R, T]
Percent
Demonstrate an N7.4 Expand and Demonstrate an understanding
understanding of percent demonstrate an understanding of percents greater than or
(limited to whole numbers), of percent to include equal to 0%.
concretely, pictorially, and fractional percents between [CN, PS, R, V]
symbolically. 1% and 100%.
[C, CN, PS, R, V] [C, PS, R]

Integers and Operations on Integers

Demonstrate an N7.6 Demonstrate an Demonstrate an understanding
understanding of integers, understanding of addition and of multiplication and division
concretely, pictorially and subtraction of integers, of integers, concretely,
symbolically. concretely, pictorially, and pictorially, and symbolically.
[C, CN, R, V] symbolically. [C, CN, PS, R,]
[C, CN, PS, R, V]
Fractions
Relate improper fractions to N7.5 Develop and Demonstrate an understanding
mixed numbers. demonstrate an understanding of multiplying and dividing
[CN, ME, R, V] of adding and subtracting positive fractions and mixed
positive fractions and mixed numbers, concretely,
numbers, with like and unlike pictorially, and symbolically.
denominators, concretely, [C, CN, ME, PS]
pictorially and symbolically
(limited to positive sums and
differences).
[C, CN, ME, PS, R, V]

34
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Number Strand
Grade 6 (Draft) Grade 7 Grade 8 (Draft)
Ratio, Rate and Proportional Reasoning
Demonstrate an Demonstrate an understanding
understanding of ratio, of ratio and rate.
concretely, pictorially, and [C, CN, V]
symbolically.
[C, CN, PS, R, V] Solve problems that involve
rates, ratios, and proportional
reasoning.
[C, CN, PS, R]

Patterns and Relations Strand

Grade 6 (Draft) Grade 7 Grade 8 (Draft)
Relationships in Tables and Graphs
Demonstrate an P7.1 Demonstrate an
understanding of the understanding of the
relationship within tables of relationships between oral and
values to solve problems. written patterns, graphs and
[C, CN, PS, R] linear relations.

Represent and describe

patterns and relationships
using graphs and tables.
[C, CN, ME, PS, R, V]
Linear Relations
Graph and analyze two
variable linear relations.
[C, ME, PS, R, T,V]

Expressions and Equations

P7.2 Demonstrate an
understanding of equations
and expressions by:
• distinguishing between
equations and expressions
• evaluating expressions
• verifying solutions to
equations.

35
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Patterns and Relations Strand

Grade 6 (Draft) Grade 7 Grade 8 (Draft)
Equality
Demonstrate and explain the
meaning of preservation of
equality concretely,
pictorially, and symbolically.
[C, CN, PS, R, V]

Linear Equations
Represent generalizations P7.3 Demonstrate an Model and solve problems
arising from number understanding of one- and using linear equations of the
relationships using equations two-step linear equations of form:
with letter variables. ax • ax = b
[C, CN, PS, R, V] the form + c = d (where a,
b x
• = b, a ≠ 0
b, c, and d are whole numbers, a
c < d and b ≠ 0 ) by modeling • ax + b = c
the solution of the equations x
concretely, pictorially, • + b = c, a ≠ 0
a
physically, and symbolically
• a ( x + b) = c
and explaining the solution in
terms of the preservation of concretely, pictorially and
equality. symbolically, where a, b, and
c are integers.
[C, CN, PS, V]
P7.4 Demonstrate an
understanding of linear
equations of the form
x + a = b (where a and b are
integers) by modeling
problems as a linear equation
and solving the problems
concretely, pictorially, and
symbolically.

36
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Shape and Space Strand

Grade 6 (Draft) Grade 7 Grade 8 (Draft)
Angles
Demonstrate an
understanding of angles by:
• identifying examples of
angles in the environment
• classifying angles
according to their measure
• estimating the measure of
angles using 45°, 90°, and
180° as reference angles
• determining angle
measures in degrees
• drawing and labelling
angles when the measure is
specified.
[C, CN, ME, V]

Demonstrate that the sum of

interior angles is:
• 180° in a triangle
• 360° in a quadrilateral.
[C, R]
Circles
SS7.1 Demonstrate an
understanding of circles
including circumference and
central angles.
[C, CN, R, V]

37
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Shape and Space Strand

Grade 6 (Draft) Grade 7 Grade 8 (Draft)
Perimeter, Area, Surface Area and Volume Formulas
Develop and apply a formula SS7.2 Develop and apply Determine the surface area
for determining the: formulas for determining the of:
• perimeter of polygons area of: • right rectangular prisms
• area of rectangles • triangles • right triangular prisms
• volume of right rectangular • parallelograms • right cylinders
prisms. • circles. to solve problems.
[C, CN, PS, R, V] [CN, PS, R, V] [C, CN, PS, R, V]

Develop and apply formulas

for determining the volume
of right prisms and right
cylinders.
[C, CN, PS, R, V]
Pythagorean Theorem
Develop and apply the
Pythagorean theorem to
solve problems.
[CN, PS, R, V, T]
3-D Objects
Draw and construct nets for
3-D objects.
[C, CN, PS, V]

Draw and interpret top,

front, and side views of 3-D
objects composed of right
rectangular prisms.
[C, CN, R, T, V]

38
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Shape and Space Strand

Grade 6 (Draft) Grade 7 Grade 8 (Draft)
2-D Shapes
Construct and compare SS7.3 Demonstrate an
triangles, including: understanding of 2-D
• scalene relationships involving lines
• isosceles and angles.
• equilateral [CN, R, V, T]
• right
• obtuse
• acute
in different orientations.
[C, PS, R, V]

Describe and compare the

sides and angles of regular
and irregular polygons.
[C, PS, R, V]
Cartesian Plane
Identify and plot points in the SS7.4 Demonstrate an
first quadrant of a Cartesian understanding of the Cartesian
plane using whole number plane and ordered pairs with
ordered pairs. integral coordinates.
[C, CN, V] [C, CN, V]

39
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Shape and Space Strand

Grade 6 (Draft) Grade 7 Grade 8 (Draft)
Transformations and Tessellations
Perform a combination of SS7.5 Expand and Demonstrate an
translation(s), rotation(s), demonstrate an understanding understanding of
and/or reflection(s) on a of transformations tessellations by:
single 2-D shape, with and (translations, rotations, and • explaining the properties
without technology, and draw reflections) of 2-D shapes in of shapes that make
and describe the image. all four quadrants of the tessellating possible
[C, CN, PS, T, V] Cartesian plane. • creating tessellations
[CN, PS, T, V] • identifying tessellations in
Perform a combination of the environment.
successive transformations of [C, CN, PS, T, V]
2-D shapes to create a design,
and identify and describe the
transformations.
[C, CN, T, V]

Perform and describe single

transformations of a 2-D
shape in the first quadrant of
a Cartesian plane (limited to
whole number vertices).
[C, CN, PS, T, V]

40
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Statistics and Probability Strand

Grade 6 (Draft) Grade 7 Grade 8 (Draft)
Central Tendency
SP7.1 Demonstrate an
understanding of the measure
of central tendency and range
for sets of data.
[C, CN, PS, R, T]
Graphing Data
Create, label, and interpret SP7.2 Demonstrate an Critique ways in which data
line graphs to draw understanding of circle graphs. are presented. [C, R, T, V]
conclusions. [C, CN, PS, R, T, V]
[C, CN, PS, R, V]

Graph collected data and

analyze the graph to solve
problems.
[C, CN, PS]
Data Collection
Select, justify, and use
appropriate methods of
collecting data, including:
• questionnaires
• experiments
• databases
• electronic media.
[C, PS, T]

41
 [C] Communication [PS] Problem Solving
[CN] Connections [R] Reasoning
[ME] Mental Mathematics [V] Visualization
and Estimation [T] Technology

Statistics and Probability Strand

Grade 6 (Draft) Grade 7 Grade 8 (Draft)
Probability
Demonstrate an
understanding of probability
by:
• identifying all possible
outcomes of a probability
experiment
• differentiating between
experimental and
theoretical probability
• determining the theoretical
probability of outcomes in
a probability experiment
• determining the
experimental probability of
outcomes in a probability
experiment
• comparing experimental
results with the theoretical
probability for an
experiment.
[C, ME, PS, T]
Probability of Independent Events
SP7.3 Demonstrate an Solve problems involving the
understanding of theoretical probability of independent
and experimental probabilities events.
for two independent events [C, CN, PS, T]
where the combined sample
space has 36 or fewer
elements.
[C, ME, PS R, T]

42
References
Armstrong, T. (1993). Seven kinds of smart: Identifying and developing your many
intelligences. New York, NY: NAL-Dutton.

Caine, R. N. and Caine G. (1991). Making connections: Teaching and the human brain. Menlo
Park, CA: Addison-Wesley Publishing Company.

Kaplan, R. and Kaplan, E. (2007). Out of the labyrinth: Setting mathematics free. New York,
NY: Oxford University Press.

Rubenstein, R. N. (2001). Mental mathematics beyond the middle school: Why? What? How?
Mathematics Teacher, Vol. 94, Issue 6, p. 442.

Sullivan, P. (2002). Good questions for math teaching: Why ask them and what to ask, K-6.
Sausalito, CA: Math Solutions Publications.

Western and Northern Canadian Protocol. (2006). The common curriculum framework K-9
mathematics. Edmonton, AB: Alberta Education.

43
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