MATH+7

Welcome to our Math 7 Page!! Here is a little information that may make using this page a little easier for you!  Josh L ... here are some math assignments you may not know what chapter they are from! These are for you: 

1) The headings below (CHAPTER 1, etc.) are links to assignments from specific chapters. Should your child lose an original assignment, here is where they will be able to access another copy of that assignment to complete. Click on the link to see a list of the assignments available.

__This assignment below is "Jordin Tootoo's stats" assignment!!__

CHAPTER 1 CHAPTER 2 CHAPTER 3 CHAPTER 4 CHAPTER 5 CHAPTER 6 CHAPTER 7 CHAPTER 8

2) I will try to post different websites with math games that may be able to enhance some math skills your child is learning. Again, click on the link to take you to that site.

[] [] This one has some great virtual manipulatives that we use use in class at times! Great practice!!

3) The following is our year plan for Math 7. We will try to stick to the time lines as close as possible ... however, if there are certain areas that need more attention, we will certainly be taking the time to complete them well!! So ... this is only a guideline to our year!!
 * **Month/Chapter ** || **Specific Outcomes ** || Strand/SO# ||
 * Sept/Oct Chapter 3 || The students can: * Demonstrate an understanding of the addition, subtraction, multiplication and division of decimals to solve problems
 * Solve problems involving percents from 1% to 100%

Compare and order fractions, decimals (to the thousandths) and whole numbers by using:benchmarks,place valueequivalent fractions and/or decimals || Numbers N2N3N4N7 ||
 * Demonstrate an understanding of the relationship between terminating decimals and fractions and between repeating decimals and fractions (limited to positives only)
 * Oct/Nov <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Chap 7 2013-2014 - we are going to start with this one!! || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">The student can: <span style="display: block; font-family: bookman,serif;">Demonstrate an understanding of central tendency and range by:determining the mean, median, mode and rangedetermining the most appropriate measures of central tendency to report findings <span style="display: block; font-family: bookman,serif;">Determine the effect on the mean, median and mode when an outlier is included in the data <span style="display: block; font-family: bookman,serif;">Express probabilities as ratios, fractions and percents <span style="display: block; font-family: bookman,serif;">Identify the sample space (36 or less) for a probability experiment involving 2 independent events <span style="display: block; font-family: bookman,serif;">Conduct a probability experiment to compare theoretical and experimental probability of 2 independent events (the student must use a tree diagram, tale other graphic organizer to calculate theoretical probability) || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Stats and Probability <span style="display: block; font-family: bookman,serif; font-size: 12pt;">SP1SP2SP4SP5SP 6 ||
 * <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Nov/Dec <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Chap 1 || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">The student can: <span style="display: block; font-family: bookman,serif;">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 divisibility rulesDemonstrate an understanding of oral and written patterns and their equivalent linear relations <span style="display: block; font-family: bookman,serif;">Create a table of values from a linear relation, graph the tale of values, and analyze the graph to draw conclusions and solve problems <span style="display: block; font-family: bookman,serif;">Explain the difference between an expression and an equation <span style="display: block; font-family: bookman,serif;">Evaluate an expression, given the value of the variable || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Patterns and Relations <span style="display: block; font-family: bookman,serif; font-size: 12pt;">N1PR1PR2PR4PR5 ||
 * <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Jan <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Chap 2 || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">The student can: <span style="display: block; font-family: bookman,serif;">Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially and symbolically || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Numbers <span style="display: block; font-family: bookman,serif; font-size: 12pt;">N6 ||
 * <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Jan/Feb <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Chap 4 || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">The student can: <span style="display: block; font-family: bookman,serif;">Demonstrate an understanding of circles by:Describing the relationship btwn r, d and CRelating C to pi <span style="display: block; font-family: bookman,serif;">Determining the sum of the central angles <span style="display: block; font-family: bookman,serif;">Constructing circles with a given r or d <span style="display: block; font-family: bookman,serif;">Solving problems involving the r, d, and C of circles <span style="display: block; font-family: bookman,serif;">Develop and apply a formula for determining the area of:TrianglesParallelogramsCircles <span style="display: block; font-family: bookman,serif;">Construct, label and interpret circle graphs to solve problems || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Shape and Space <span style="display: block; font-family: bookman,serif; font-size: 12pt;">SS1SS2SP3 ||
 * <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Feb/Mar <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Chap 8 || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">The student can: <span style="display: block; font-family: bookman,serif;">Perform geometric constructions including: <span style="display: block; font-family: bookman,serif;">Perpendicular line segments <span style="display: block; font-family: bookman,serif;">Parallel line segments <span style="display: block; font-family: bookman,serif;">Perpendicular bisectors <span style="display: block; font-family: bookman,serif;">Angle bisectors <span style="display: block; font-family: bookman,serif;">Identify and plot points in the 4 quadrants of a Cartesian plane, using integral ordered pairs <span style="display: block; font-family: bookman,serif;">Perform and describe transformations (translations, rotations and reflections) of a 2D shape in all four quadrants of a Cartesian plane || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Shape and Space <span style="display: block; font-family: bookman,serif; font-size: 12pt;">SS3SS4SS5 ||
 * <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Mar/Apr <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Chap 6 || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">The student can: <span style="display: block; font-family: bookman,serif;">Demonstrate an understanding of preservation of equality by: <span style="display: block; font-family: bookman,serif;">Modelling the preservation concretely, pictorially and symbolically <span style="display: block; font-family: bookman,serif;">Applying preservation of equality to solve equations <span style="display: block; font-family: bookman,serif;">Explain the difference between an expression and an equation <span style="display: block; font-family: bookman,serif;">Model and solve, concretely, pictorially and symbolically, problems that can be represent by one-step linear equations of the form x + a = b, where a and b are integers <span style="display: block; font-family: bookman,serif;">Model and solve, concretely, pictorially and symbolically, problems that can be represented by linear equations of the form:ax+b=cax+bx/a=b, a ≠0 || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Patterns and Relations <span style="display: block; font-family: bookman,serif; font-size: 12pt;">PR3PR4PR6PR7 ||
 * <span style="display: block; font-family: bookman,serif; font-size: 12pt;">May/Jun <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Chap 5 || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">The student can: <span style="display: block; font-family: bookman,serif;">Demonstrate an understanding of adding and subtracting fractions and mixed numbers, with like and unlike denominators, concretely, pictorially and symbolically (limited to positive sums and differences) || <span style="display: block; font-family: bookman,serif; font-size: 12pt;">Numbers <span style="display: block; font-family: bookman,serif; font-size: 12pt;">N5 ||