Alberta · Grade 7

Mathematics 7

Alberta’s Grade 7 math course, from Number to Statistics and Probability.

Units
4
Lessons
24
Skills
50
Provincial exam
None
Official curriculum
Alberta Education

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 16 skills

Number

Divisibility Rules

Decimal Operations

Percents from 1% to 100%

Fractions and Decimals

  • Terminating decimals and fractions

    I can convert between positive terminating decimals and their equivalent fractions.

  • Repeating decimals and fractions

    I can convert between positive repeating decimals and their equivalent fractions, and recognize repeating notation.

Adding and Subtracting Fractions

Adding and Subtracting Integers

Comparing and Ordering Numbers

  • Comparing and ordering fractions and decimals

    I can compare and order positive fractions, decimals (to thousandths) and whole numbers using benchmarks, place value and equivalent forms.

  • Using benchmarks to compare

    I can use benchmark values to quickly compare and order numbers without full conversion.

The official wording · 16 outcomes
1.1
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.
1.3
Demonstrate an understanding of the addition, subtraction, multiplication and division of decimals to solve problems (for more than 1-digit divisors or 2-digit multipliers, the use of technology is expected).
1.6
Solve problems involving percents from 1% to 100%.
1.8
Demonstrate an understanding of the relationship between positive terminating decimals and positive fractions and between positive repeating decimals and positive fractions.
1.10
Demonstrate an understanding of adding and subtracting positive fractions and mixed numbers, with like and unlike denominators, concretely, pictorially and symbolically (limited to positive sums and differences).
1.13
Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially and symbolically.
1.15
Compare and order positive fractions, positive decimals (to thousandths) and whole numbers by using: benchmarks; place value; equivalent fractions and/or decimals.

Key ideas

  1. Last-digit family — divisible by 2: last digit even; by 5: ends in 0 or 5; by 10: ends in 0. Digit-sum family — by 3: digit sum divisible by 3; by 9: digit sum divisible by 9.

  2. Line up the decimal points (and thus the place values) before adding or subtracting, padding with zeros if needed.

  3. Convert the percent to a decimal (divide by 100) or a fraction (over 100), then multiply by the number.

  4. A terminating decimal converts to a fraction using its place value as the denominator: 0.25 = 25/100 = ¼.

  5. With like denominators, add or subtract the numerators only and keep the denominator the same.

Watch out for

  • Applying the digit-sum rule to test for 2, 4, 5, 8 or 10 (those rules look at the LAST digit(s), not the sum).
  • Aligning digits by the right edge instead of the decimal point (like whole-number addition).
  • Multiplying by the percent number directly without converting (20% of 60 computed as 20 × 60).

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 13 skills

Patterns and Relations

Patterns and Linear Relations

  • Oral and written patterns

    I can describe a pattern in words and connect it to its equivalent linear relation.

  • From pattern description to relation

    I can translate a described pattern into its linear relation and verify it against given terms.

Graphing Linear Relations

Preservation of Equality

  • Modelling preservation of equality

    I can model preservation of equality concretely and pictorially — the same change to both sides keeps a balanced equation balanced.

  • Applying preservation of equality

    I can apply preservation of equality symbolically to solve simple equations.

Expressions and Equations

One-Step Equations (x + a = b)

  • Modelling one-step equations

    I can model a one-step equation of the form x + a = b concretely and pictorially.

  • Solving one-step equations symbolically

    I can solve x + a = b symbolically using preservation of equality, and verify the solution.

Equations with Whole-Number Coefficients

The official wording · 13 outcomes
2.1
Demonstrate an understanding of oral and written patterns and their equivalent linear relations.
2.3
Create a table of values from a linear relation, graph the table of values, and analyze the graph to draw conclusions and solve problems.
2.5
Demonstrate an understanding of preservation of equality by: modelling preservation of equality, concretely, pictorially and symbolically; applying preservation of equality to solve equations.
2.7
Explain the difference between an expression and an equation.
2.8
Evaluate an expression, given the value of the variable(s).
2.9
Model and solve, concretely, pictorially and symbolically, problems that can be represented by one-step linear equations of the form x + a = b, where a and b are integers.
2.11
Model and solve, concretely, pictorially and symbolically, problems that can be represented by linear equations of the form: ax + b = c; ax = b; x/a = b, a ≠ 0; where a, b and c are whole numbers.

Key ideas

  1. A pattern description names the starting value and how it changes each step ('start at 4, add 3 each time').

  2. Choose a few input values, substitute into the relation to get each output, and record the pairs in a table.

  3. A balance scale stays level only if you add, remove, multiply or divide BOTH sides by the same amount.

  4. An expression is a phrase with no equals sign (3x + 2) — it has a VALUE once you know x, but no statement being made.

  5. Picture x as an unknown block plus a known amount, balanced against the total — removing the known amount from both sides isolates x.

Watch out for

  • Writing the change amount as the constant and the start as the coefficient (swapping their roles).
  • Substituting the input into the wrong part of the relation (multiplying by the constant instead of the coefficient).
  • Changing only one side of the equation (breaking the balance).

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 11 skills

Shape and Space

Circle Properties

  • Radius, diameter and circumference

    I can describe the relationships among a circle's radius, diameter and circumference.

  • Circumference and pi

    I can relate circumference to pi and use C = πd to solve for circumference, diameter or radius.

  • Central angles and constructing circles

    I can determine that a circle's central angles sum to 360° and construct circles with a given radius or diameter.

Area of Triangles, Parallelograms and Circles

Geometric Constructions

Plotting Points in Four Quadrants

  • Identifying and plotting integer coordinates

    I can identify and plot points in all four quadrants of a Cartesian plane using integer ordered pairs.

Transformations in Four Quadrants

  • Translations, rotations and reflections

    I can perform and describe translations, rotations and reflections of a 2-D shape in all four quadrants.

  • Describing a transformation from coordinates

    I can describe which transformation(s) produced a given image from its original shape.

The official wording · 11 outcomes
3.1
Demonstrate an understanding of circles by: describing the relationships among radius, diameter and circumference; relating circumference to pi; determining the sum of the central angles; constructing circles with a given radius or diameter; solving problems involving the radii, diameters and circumferences of circles.
3.4
Develop and apply a formula for determining the area of: triangles; parallelograms; circles.
3.7
Perform geometric constructions, including: perpendicular line segments; parallel line segments; perpendicular bisectors; angle bisectors.
3.9
Identify and plot points in the four quadrants of a Cartesian plane, using integral ordered pairs.
3.10
Perform and describe transformations (translations, rotations or reflections) of a 2-D shape in all four quadrants of a Cartesian plane (limited to integral number vertices).

Key ideas

  1. The diameter is always twice the radius (d = 2r); both are straight-line measurements through or from the centre.

  2. A triangle is exactly half of a parallelogram with the same base and height — that's where the ½ comes from.

  3. A perpendicular line crosses another at exactly 90° — construct it using a compass to mark equal arcs, or a protractor/set square.

  4. The sign pattern of (x, y) determines the quadrant: (+,+) is Quadrant I, (−,+) is II, (−,−) is III, (+,−) is IV.

  5. A translation slides every point the same distance and direction; a reflection flips over a line (mirror image); a rotation turns around a fixed point by an angle.

Watch out for

  • Confusing radius and diameter (using the diameter where the radius is needed, or vice versa).
  • Forgetting the ½ (computing base × height as if it were a parallelogram).
  • Eyeballing a 'perpendicular' line without verifying the 90° angle.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 10 skills

Statistics and Probability

Central Tendency and Range

Outliers

  • How outliers affect mean, median and mode

    I can determine the effect on the mean, median and mode when an outlier is included in a data set.

Circle Graphs

Expressing Probability

  • Probability as a ratio, fraction and percent

    I can express a probability as a ratio, a fraction and a percent, and convert among the three forms.

Sample Space for Two Independent Events

  • Identifying the sample space

    I can identify the sample space for two independent events (36 or fewer combined outcomes).

  • Organizing outcomes with tables and tree diagrams

    I can use a table, tree diagram or other graphic organizer to systematically list all outcomes of two independent events.

Experimental vs. Theoretical Probability

  • Theoretical probability of two independent events

    I can determine the theoretical probability of two independent events using a tree diagram, table or other graphic organizer.

  • Comparing to experimental probability

    I can conduct a probability experiment for two independent events and compare the results to the theoretical probability.

The official wording · 10 outcomes
4.1
Demonstrate an understanding of central tendency and range by: determining the measures of central tendency (mean, median, mode) and range; determining the most appropriate measures of central tendency to report findings.
4.3
Determine the effect on the mean, median and mode when an outlier is included in a data set.
4.4
Construct, label and interpret circle graphs to solve problems.
4.6
Express probabilities as ratios, fractions and percents.
4.7
Identify the sample space (where the combined sample space has 36 or fewer elements) for a probability experiment involving two independent events.
4.9
Conduct a probability experiment to compare the theoretical probability (determined using a tree diagram, table or other graphic organizer) and experimental probability of two independent events.

Key ideas

  1. Mean = sum of values ÷ count. Median = the middle value when ordered (average the two middle values if the count is even). Mode = the most frequent value(s).

  2. An outlier is a value far from the rest of the data — it pulls the MEAN strongly toward itself.

  3. Convert each category's share to a fraction of the whole, then to a sector angle: angle = (category ÷ total) × 360°.

  4. Probability = favourable outcomes ÷ total outcomes — the same value can be written as a fraction, a ratio (favourable : total), or a percent.

  5. The sample space is the full list of every possible combined outcome from both events.

Watch out for

  • Forgetting to order the data before finding the median.
  • Believing an outlier affects all three measures equally.
  • Using the raw category value as the angle instead of converting to a proportion of 360°.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Number Blitz: numbered bubbles

Number Blitz

Can you keep up?

It starts easy. It doesn’t stay that way.

Free, no account needed

  • 0Best score
  • 0Games
  • —Top level
  • —Accuracy
Grade
Choose your mode

How to play
  • Tap the floating bubbles in the right order
  • The next number to tap is shown at the top
  • Collect heart bubbles for extra lives
  • A wrong tap costs a life. Lose them all and the game ends.
  • 5 right taps in a row add 3 seconds to the timer!

Study it in MapleMind

MapleMind teaches Mathematics 7 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Mathematics 31 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsMathematics 31 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Mathematics 31, another Alberta course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Mathematics 7 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
34
Fillable fields
1,741
Price
$4.99
See the Course Companion

Questions about Mathematics 7

What is Mathematics 7?

Alberta’s Grade 7 math course: 4 units and 50 skills, from Number to Statistics and Probability.

What units are in Mathematics 7?

1. Number, 2. Patterns and Relations, 3. Shape and Space and 4. Statistics and Probability.

Is there a provincial exam for Mathematics 7?

No. Alberta gives no provincial exam for Mathematics 7.

What comes after Mathematics 7?

Mathematics 8.

Can MapleMind help with Mathematics 7?

Yes. MapleMind teaches every skill of Mathematics 7, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Get ready for Mathematics 7

Practise every skill of Mathematics 7 in MapleMind, free with daily limits.