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Grade 7: Content and Reporting Targets Grade 7: Content and Reporting Targets Across the strands and the terms Problem Solving, Communication, Technology, and Reasoning – expectations to be applied to any/all content clusters. Term 1 – Content Targets Term 2 – Content Targets Term 3 – Content Targets Number Sense and Numeration* Number Sense and Numeration* Number Sense and Numeration* • exponents • adding and subtracting fractions • integers • multiples and factors Measurement • order of operations • square roots • problem solving with irregular 2-D Measurement* Measurement* shapes • investigating trapezoids • parallelograms and triangles • problem solving with 3-D figures • application of measurement tools (taught • rectangular prisms Geometry and Spatial Sense* and used as contexts for assessment tasks giving assessment data in other strands) Geometry and Spatial Sense • congruency • building and sketching 3-D models (to Patterning and Algebra Geometry and Spatial Sense* support Measurement in this term. Save • solving equations by inspection and • analysis of tiling and transformational any assessment data until Term 2 when systematic trial (introduction - report in geometry summative assessment tasks are all Categories in Term 3) Patterning and Algebra* combined with Measurement) Data Management and Probability* • apply Patterning and Algebra in Number Patterning and Algebra* • importance of data management skills Sense and Numeration, and Measurement • describing patterns • stem-and-leaf plots and frequency tables (report on solving equations in all • spreadsheet vs. database Categories in this term) • central tendency Data Management and Probability* • sample space for probability experiments • interpret graphs, look for trends and bias • evaluating arguments Rationale Connections between: Connections between: Connections between: - multiples, factors, and exponents - fraction skills and problems involving - integers, whole numbers, decimals introduced through applications and irregular 2-D shapes and 3-D figures - order of operations in formulas and perimeter, area, and volume - congruency and tiling and verifying solutions and equations - factors, exponents, perfect squares, and transformational geometry in Term 3 - order of operations and mental math and square roots - congruency investigations and data estimation skills - measurement investigations and all organization - fractions, exponents, and square roots and process targets - solving equations through systematic cross-stranded investigations/applications - development of formulas and conceptual trial and application of patterning skills - trapezoids and parallelograms and understanding of variables in a - solving equations by inspection and triangles and irregular 2-D shapes relationship estimating and using mental math skills - application of measurement tools and - building and sketching 3-D models and - solving equations and reasoning through consolidation of measurement concepts development of formulas for surface inspection or systematic trial from Terms 1 and 2 area and volume - importance of data management skills - application of measurement tools and - measurement concepts and variables and and reasoning equation solving skills linear equations - stem-and-leaf plots and frequency tables - tiling/transformational geometry and - describing patterns using words and to measurement and congruency congruency informal development of understanding investigations - tiling/transformational geometry and area, of the concept of variable - investigations with data and measures of perimeter and sketching (Terms 1 and 2) Leading to: central tendency - trends in graphs and patterning - applications of perfect squares, square Leading to: - evaluating arguments based on data and roots, factors, exponents (Terms 2 - connecting congruency with tiling and measures of central tendency and 3) transformational geometry (Term 3) Leading to: - understanding of concept of variables - connecting problem solving with - use of familiar integer manipulatives in (Terms 2 and 3) irregular 2-D shapes with trapezoids Term 1, Grade 8 - using 3-D models to facilitate (Term 3) - multiplication and division of integers Measurement (Term 2) - connecting central tendency with critical (Grade 8) - connecting formulas to solving analysis of data (Term 3) - combining order of operations with equations (Term 2) - connecting irregular 2-D shapes to fractions (Grade 8) - connecting parallelograms and triangles trapezoids (Term 3) to trapezoids (Term 3) - connecting equation solving to Measurement (Term 3) * Strands for reporting purposes See Appendix for the clusters of curriculum expectations attached to each of the content targets. TIPS: Section 3 – Grade 7 © Queen’s Printer for Ontario, 2003 Page 1 Appendix: Curriculum Expectation Clusters Grade 7: Number Sense and Numeration Term 1 Term 2 Term 3 Across the strands and the terms Problem Solving, Communication, Technology, and Reasoning – expectations to be applied to any/all content clusters 7m5 ● *use estimation to justify or assess the reasonableness of calculations; 7m6 ● *solve and explain multi-step problems involving simple fractions, decimals, and percents; 7m7 ● *explain, in writing, the process of problem solving using appropriate mathematical language; 7m8 ● *use a calculator to solve number questions that are beyond the proficiency expectations for operations using pencil and paper; 7m12 – *explain numerical information in their own words and respond to numerical information in a variety of media; 7m14 – *perform three-step problem solving that involves whole numbers and decimals related to real-life experiences, using calculators; 7m16 – *justify the choice of method for calculations: estimation, mental computation, concrete materials, pencil and paper, algorithms (rules for calculations), or calculators; 7m23 – *ask “what if” questions; pose problems involving simple fractions, decimals, and percents; and investigate solutions; 7m24 – *explain the process used and any conclusions reached in problem solving and investigations; 7m25 – *reflect on learning experiences and describe their understanding using appropriate mathematical language (e.g., in a math journal); 7m26 – *solve problems involving fractions and decimals using the appropriate strategies and calculation methods; 7m27 – *solve problems that involve converting between fractions, decimals, and percents. Exponents Adding and Subtracting Fractions Integers 7m4 ● understand and explain that 7m1 ● compare, order, and represent 7m10 – compare and order integers (e.g., exponents represent repeated decimals, integers, multiples, factors, and on a number line); multiplication; square roots; 7m21 – represent the addition and 7m15 – understand that repeated 7m2 ● understand and explain operations subtraction of integers using concrete multiplication can be represented as with fractions using manipulatives; materials, drawings, and symbols; exponents (e.g., in the context of area and 7m9 – compare and order decimals (e.g., 7m22 – add integers, with and without the volume). on a number line); use of manipulatives. Multiples and Factors 7m17 – demonstrate an understanding of Order of Operations 7m11 – generate multiples and factors of operations with fractions using 7m3 ● demonstrate an understanding of the given numbers. manipulatives; order of operations with brackets; Square Roots 7m18 – add and subtract fractions with 7m20 – demonstrate an understanding of simple denominators using concrete 7m1 ● compare, order, and represent the order of operations with brackets and decimals, integers, multiples, factors, and materials, drawings, and symbols; apply the order of operations in evaluating square roots; 7m19 – relate the repeated addition of expressions that involve whole numbers 7m13 – represent perfect squares and their fractions with simple denominators to the and decimals. square roots in a variety of ways (e.g., by multiplication of a fraction by a whole 1 1 1 1 using blocks, grids). number (e.g., 2 + 2 + 2 = 3 × 2 ). * Expectations that require that students be given the opportunity to learn through inquiry. Learning through problem solving is recommended for most other curriculum expectations. Overall curriculum expectations are designated by the • after the number. Specific curriculum expectations are designated by the – after the number. TIPS: Section 3 – Grade 7 © Queen’s Printer for Ontario, 2003 Page 2 Appendix: Curriculum Expectation Clusters Grade 7: Measurement Term 1 Term 2 Term 3 Cross-Strand and Cross-Term: Problem Solving, Communication, Technology, and Reasoning - expectations to be applied to any/all content clusters 7m28 ● *demonstrate a verbal and written understanding of and ability to apply accurate measurement strategies that relate to their environment; 7m29 ● *identify relationships between and among measurement concepts (linear, square, cubic, temporal, monetary); 7m32 – *create definitions of measurement concepts; 7m33 – *describe measurement concepts using appropriate measurement vocabulary; 7m35 – *make increasingly more informed and accurate measurement estimations based on an understanding of formulas and the results of investigations. Parallelograms and Triangles Problem Solving with Irregular 2-D Investigating Trapezoids 7m41 – *develop the formulas for finding Shapes 7m38 – *develop the formula for finding the area of a parallelogram and the area of 7m30 ● solve problems related to the the area of a trapezoid; a triangle. calculation and comparison of the 7m39 – estimate and calculate
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