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The official Newfoundland and Labrador Mathematics, Grade 7 curriculum
Newfoundland and Labrador defines Mathematics, Grade 7 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Newfoundland and Labrador's official curriculumRead it on the government site — gov.nl.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 15 | Fractions, Decimals, and Percent · Divisibility · Operations with Decimals, Fractions, and Integers |
| PAR | 9 | Linear Relations · Variables and Linear Equations |
| SAS | 10 | Area and Circles · Geometry and the Coordinate Plane |
| SAP | 6 | Data Analysis · Probability |
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How MapleMind teaches Mathematics, Grade 7 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Fractions, Decimals, and PercentOfficial strand · Strand N
Ordering fractions and decimals, percent as fraction and decimal, and repeating and terminating decimals.
Ordering Fractions and Decimals
- Positioning fractions on a number lineN.3.1 — Position fractions with like and unlike denominators, including mixed numbers and improper fractions, on a number line and explain the strategies used.
- Ordering fractions, decimals, and whole numbersN.3.3 — Order a set of positive fractions, decimals, and whole numbers, place them on a number line with benchmarks, and identify numbers between or incorrectly placed.
Percent and Repeating Decimals
- Percent as a fraction and a decimalN.3.7 — Express a percent as a fraction and a decimal.
- Terminating and repeating decimalsN.3.11 — Express a fraction as a terminating or repeating decimal, predict and match decimal representations, sort fractions as repeating or terminating, and recognise approximations.
- Writing decimals as fractionsN.3.12 — Express a terminating decimal as a fraction and express a repeating decimal as a fraction.
The official wording — 5 outcomes in this unit
- N.3.1
Position fractions with like and unlike denominators from a given set on a number line
- N.3.3
Order the numbers of a given set that includes positive fractions, positive decimals and/or whole numbers in ascending or descending order
- N.3.7
Express a given percent as a fraction and a decimal
- N.3.11
Express a given fraction as a terminating or repeating decimal
- N.3.12
Express a given terminating decimal as a fraction
Unit 2DivisibilityOfficial strand · Strand N
Divisibility rules and using them to find factors.
Divisibility Rules
- Divisibility rules and factorsN.5.1 — Determine divisibility by 2, 3, 4, 5, 6, 8, 9, or 10 with reasons, sort numbers by divisibility, explain why division by 0 is impossible, and use rules to find factors.
The official wording — 1 outcome in this unit
- N.5.1
Determine if a given number is divisible by 2, 3, 4, 5, 6, 8, 9 or 10, and explain why
Unit 3Operations with Decimals, Fractions, and IntegersOfficial strand · Strand N
Decimal operations with estimation, adding and subtracting fractions, integer addition and subtraction, and percent problems.
Decimal Operations
- Front-end estimation with decimalsN.6.1 — Use front-end estimation to place the decimal in sums, differences, products, and quotients, and check the reasonableness of solutions.
- Adding and subtracting decimalsN.6.5 — Solve problems involving the addition of two or more decimal numbers and the subtraction of decimal numbers.
- Multiplying and dividing decimalsN.6.7 — Solve problems involving the multiplication and division of decimal numbers, with and without technology, respecting the order of operations.
Percent Problems
- Solving percent problemsN.6.11 — Solve problems that involve finding a percent, and determine answers that require rounding, explaining why an approximate answer is needed.
Adding and Subtracting Fractions
- Adding fractions and finding common denominatorsN.6.14 — Model and add positive fractions with like denominators, simplify by common factors, and determine a common denominator for a set of fractions.
- Adding and subtracting unlike fractionsN.6.17 — Determine the sum of positive fractions with unlike denominators, and model and determine the difference of positive fractions.
- Adding and subtracting mixed numbersN.6.21 — Model addition and subtraction of mixed numbers, determine their sum or difference, and solve and simplify problems, checking that the solution is reasonable.
Adding and Subtracting Integers
- Adding integersN.6.25 — Explain that opposite integers sum to zero, add integers using tiles or pictures recording symbolically, and illustrate integer addition on a number line.
- Subtracting integersN.6.27 — Subtract integers using tiles or pictures recording symbolically, illustrate subtraction on a number line, and solve problems involving integer addition and subtraction.
The official wording — 9 outcomes in this unit
- N.6.1
Place the decimal in a sum or difference, using front-end estimation
- N.6.5
Solve a given problem involving the addition of two or more decimal numbers
- N.6.7
Solve a given problem involving the multiplication of decimal numbers with two digit multipliers
- N.6.11
Solve a given problem that involves finding a percent
- N.6.14
Determine the sum of two given positive fractions with like denominators
- N.6.17
Determine the sum of two given positive fractions with unlike denominators
- N.6.21
Determine the sum or difference of two mixed numbers
- N.6.25
Add two given integers, using concrete materials or pictorial representations, and record the process symbolically
- N.6.27
Subtract two given integers, using concrete materials or pictorial representations, and record the process symbolically
Unit 4Linear RelationsOfficial strand · PAR
Representing patterns as expressions and linear relations, building tables, and graphing.
Expressions and Linear Relations
- Representing patterns with expressions and equationsPAR.7.1 — Represent an oral or written pattern using an algebraic expression or equation, and substitute a value for the unknown to evaluate an expression.
- Linear relations in contextPAR.7.3 — Provide a context for a linear relation, represent a pattern in the environment with a linear relation, and formulate a linear relation from a pattern.
Tables and Graphs of Linear Relations
- Making tables of valuesPAR.7.9 — Create a table of values for a linear relation by substituting values for the variable, and graph the table of values.
- Graphing linear relationsPAR.7.11 — Sketch the graph of a linear relation from a table, match relations to graphs, and describe the relationship a graph shows to solve problems.
The official wording — 4 outcomes in this unit
- PAR.7.1
Represent a given oral or written pattern using an algebraic expression
- PAR.7.3
Provide a context for a given linear relation that represents a pattern
- PAR.7.9
Create a table of values for a given linear relation by substituting values for the variable
- PAR.7.11
Sketch the graph from a table of values created for a given linear relation
Unit 5Variables and Linear EquationsOfficial strand · PAR
Preservation of equality, expressions versus equations, and solving one-step and two-step linear equations.
Equality and Expressions
- Preserving equalityPAR.8.1 — Model the preservation of equality for the four operations, solve a problem by applying it, and write equivalent forms of an equation.
- Variables, expressions, and equationsPAR.8.4 — Explain what a variable is, identify a constant term, coefficient, and variable, and explain how an expression and an equation are similar and different.
Solving Linear Equations
- Solving one-step equationsPAR.8.9 — Represent and solve one-step equations of the form x + a = b using models, draw the solution steps, and verify by substitution.
- Modelling two-step equationsPAR.8.12 — Model a two-step problem with a linear equation of forms such as ax + b = c using concrete models, and draw a visual representation of the solution steps.
- Solving two-step equationsPAR.8.14 — Solve two-step linear equations by inspection and systematic trial, record the process, and verify the solution using materials or substitution.
The official wording — 5 outcomes in this unit
- PAR.8.1
Model the preservation of equality for each of the four operations, using concrete materials or pictorial representations
- PAR.8.4
Explain what a variable is and how it is used in a given expression
- PAR.8.9
Solve a given problem using a linear equation
- PAR.8.12
Model a given problem with a linear equation and solve the equation, using concrete models
- PAR.8.14
Solve a given linear equation by inspection and by systematic trial
Unit 6Area and CirclesOfficial strand · SAS
Area of parallelograms and triangles, and the parts and measures of a circle.
Area of Parallelograms and Triangles
- Area of a parallelogramSAS.9.2 — Illustrate how the area of a rectangle can be used to determine the area of a parallelogram, and generalize a formula for the area of parallelograms.
- Area of a triangleSAS.9.5 — Illustrate how the area of a parallelogram gives the area of a triangle, generalize a formula for the area of triangles, and solve area problems.
Circles
- Radius, diameter, and central anglesSAS.9.11 — Illustrate that the diameter is twice the radius in a circle, and explain that the sum of the central angles of a circle is 360 degrees.
- Circumference, diameter, and piSAS.9.7 — Illustrate that the circumference is about three times the diameter, estimate the area of a circle without a formula, and explain that pi is the ratio of circumference to diameter.
- Area of a circleSAS.9.9 — Apply a formula to determine the area of a circle, draw a circle with a given radius or diameter, and solve contextual problems involving circles.
The official wording — 5 outcomes in this unit
- SAS.9.2
Generalize a rule to create a formula for determining the area of parallelograms
- SAS.9.5
Generalize a rule to create a formula for determining the area of triangles
- SAS.9.11
Illustrate and explain that the diameter is twice the radius in a given circle
- SAS.9.7
Illustrate and explain that the circumference is approximately three times the diameter in a given circle
- SAS.9.9
Apply a formula for determining the area of a given circle
Unit 7Geometry and the Coordinate PlaneOfficial strand · SAS
Parallel and perpendicular lines and bisectors, the four-quadrant plane, and transformations across quadrants.
Lines and Constructions
- Parallel, perpendicular, and bisectorsSAS.10.1 — Identify parallel and perpendicular line segments on a diagram and describe examples of parallel, perpendicular, perpendicular-bisector, and angle-bisector segments in the environment.
- Constructing parallels, perpendiculars, and bisectorsSAS.10.13 — Draw parallel and perpendicular line segments with explanations, and construct the perpendicular bisector of a segment and the bisector of an angle, verifying the constructions.
The Four-Quadrant Plane
- Plotting in four quadrantsSAS.10.6 — Label the axes and origin of a four-quadrant plane, identify a point's location using an integral ordered pair, plot integral ordered pairs, and identify a shape's vertices.
- Movements, distances, and shapes on the planeSAS.10.10 — Describe the horizontal and vertical movement between points, draw shapes and designs using integral ordered pairs, and determine distances along horizontal and vertical lines.
Transformations on the Plane
- Transformations on the coordinate planeSAS.10.11 — Describe the positional change of a shape's vertices after one or successive transformations, describe an image by its vertex coordinates, and perform transformations identifying the image's coordinates.
The official wording — 5 outcomes in this unit
- SAS.10.1
Identify line segments on a given diagram that are parallel or perpendicular
- SAS.10.13
Draw a line segment parallel to another line segment, and explain why they are parallel
- SAS.10.6
Label the axes of a four quadrant coordinate plane (or Cartesian plane), and identify the origin
- SAS.10.10
Describe the horizontal and vertical movement required to move from a given point to another point on a Cartesian plane
- SAS.10.11
Describe the positional change of the vertices of a given 2-D shape to the corresponding vertices of its image as a result of a transformation
Unit 8Data AnalysisOfficial strand · SAP
Circle graphs, measures of central tendency, and outliers.
Circle Graphs
- Reading and creating circle graphsSAP.11.3 — Find and compare circle graphs in media, identify their common attributes, create and label a circle graph, and interpret one to answer questions and solve problems.
Central Tendency and Outliers
- Mean, median, mode, and rangeSAP.11.6 — Determine the mean, median, mode, and range for a data set, explain why they may differ, and choose the most appropriate measure to report and solve problems.
- Outliers and their effectSAP.11.10 — Identify outliers in a data set, explain their effect on the measures of central tendency, and justify whether to include them when reporting.
The official wording — 3 outcomes in this unit
- SAP.11.3
Create and label a circle graph, with and without technology, to display a given set of data
- SAP.11.6
Determine mean, median and mode for a given set of data, and explain why these values may be the same or different
- SAP.11.10
Analyze a given set of data to identify any outliers
Unit 9ProbabilityOfficial strand · SAP
Probability of a single outcome and of two independent events.
Independent Events
- Probability of a single outcomeSAP.12.1 — Determine the probability of an outcome as a ratio, fraction, and percent, and give examples of impossible and certain events.
- Independent events and sample spaceSAP.12.4 — Give examples of two independent events and explain why they are independent, and identify the sample space using a tree diagram, table, or other organizer.
- Probability of two independent eventsSAP.12.5 — Determine the theoretical probability of an outcome involving two independent events, conduct an experiment to compare, and solve problems involving two independent events.
The official wording — 3 outcomes in this unit
- SAP.12.1
Determine the probability of a given outcome occurring for a given probability experiment, and express it as a ratio, fraction and percent
- SAP.12.4
Identify the sample space (all possible outcomes) for each of two independent events, using a tree diagram, table or other graphic organizer
- SAP.12.5
Determine the theoretical probability of a given outcome involving two independent events
Printable workbook · A keepsake of the year
A Mathematics, Grade 7 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Yes. Every skill in this course maps to an official outcome code from Newfoundland and Labrador's Grade 7 Mathematics curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
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Where can I see the official Newfoundland and Labrador curriculum for Mathematics, Grade 7?
The official source is linked on this page — Newfoundland and Labrador's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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