Get help with Mathematics, Grade 7
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The official Nova Scotia Mathematics, Grade 7 curriculum
Nova Scotia 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 Nova Scotia's official curriculumRead it on the government site — curriculum.novascotia.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 7 | Number |
| Strand PR | 7 | Patterns and Relations |
| Strand M | 2 | Measurement |
| Strand G | 1 | Geometry |
| Strand SP | 5 | Statistics and Probability |
Every skill below, taught one on one.
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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 1NumberOfficial strand · Strand N
Divisibility rules, decimal operations, percents, fraction and decimal equivalence, addition and subtraction of fractions and integers, and comparing and ordering rational numbers.
Divisibility and decimal operations
- Divisibility rulesN01 — 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.
- Adding and subtracting decimalsN02 — Add and subtract decimals to solve problems, using estimation to determine the appropriate place value.
- Multiplying and dividing decimalsN02 — Multiply and divide decimals to solve problems, using estimation for place value and technology for larger divisors and multipliers.
Percents, fractions, and decimals
- Solving percent problemsN03 — Solve problems involving percents from 1% to 100% (limited to whole numbers), using mental math, estimation, and rounding where appropriate.
- Fractions and terminating decimalsN04 — Express a fraction as a terminating decimal and a terminating decimal as a fraction, and sort decimals as terminating.
- Fractions and repeating decimalsN04 — Express a fraction as a repeating decimal (one or two repeating digits) and a repeating decimal as a fraction, using patterns to predict.
Adding fractions, integers, and ordering
- Adding and subtracting fractions with like denominatorsN05 — Add and subtract positive fractions and mixed numbers with like denominators, concretely, pictorially, and symbolically.
- Adding and subtracting fractions with unlike denominatorsN05 — Determine a common denominator to add and subtract positive fractions and mixed numbers with unlike denominators, and simplify the result.
- Adding integersN06 — Add integers concretely, pictorially, and symbolically, using zero pairs and a number line.
- Subtracting integersN06 — Subtract integers concretely, pictorially, and symbolically, and explain the relationship between adding and subtracting integers.
- Comparing and ordering fractions, decimals, and whole numbersN07 — Compare, order, and position positive fractions, positive decimals (to thousandths), and whole numbers using benchmarks, place value, and equivalent forms.
The official wording — 7 outcomes in this unit
- N01
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
- N02
demonstrate an understanding of the addition, subtraction, multiplication, and division of decimals to solve problems
- N03
solve problems involving percents from 1% to 100% (limited to whole numbers)
- N04
demonstrate an understanding of the relationship between positive terminating decimals and positive fractions
- N05
adding and subtracting positive fractions and mixed numbers, with like and unlike denominators
- N06
demonstrate an understanding of addition and subtraction of integers, concretely, pictorially, and symbolically
- N07
compare, order, and position positive fractions, positive decimals (to thousandths), and whole numbers by using benchmarks, place value, and equivalent fractions and/or decimals
Unit 2Patterns and RelationsOfficial strand · Strand PR
Linear relations from patterns, tables and graphs, preservation of equality, expressions versus equations, evaluating expressions, and solving one- and two-step linear equations.
Linear relations, tables, and graphs
- Patterns and their linear relationsPR01 — Formulate a linear relation to represent the relationship in an oral or written pattern and provide a context for it.
- Tables and graphs of linear relationsPR02 — Create a table of values from a linear relation, graph the table, and analyze the graph to draw conclusions and solve problems.
Equality, expressions, and equations
- Modelling preservation of equalityPR03 — Model preservation of equality concretely, pictorially, and symbolically, writing equivalent forms of an equation.
- Solving equations with preservation of equalityPR03 — Apply preservation of equality to solve equations and solve problems.
- Expressions versus equationsPR04 — Explain the difference between an expression and an equation, identifying constant terms, coefficients, and variables.
- Evaluating expressionsPR05 — Evaluate an expression by substituting a given value for the variable.
- One-step linear equationsPR06 — Model and solve problems represented by one-step linear equations of the form x + a = b, where a and b are integers.
- Two-step linear equationsPR07 — Model and solve problems represented by linear equations of the form ax + b = c, ax = b, and x ÷ a = b, where a, b, and c are whole numbers.
The official wording — 7 outcomes in this unit
- PR01
demonstrate an understanding of oral and written patterns and their equivalent linear relations
- PR02
create a table of values from a linear relation, graph the table of values, and analyze the graph to draw conclusions and solve problems
- PR03
modelling preservation of equality, concretely, pictorially, and symbolically
- PR04
explain the difference between an expression and an equation
- PR05
evaluate an expression given the value of the variable(s)
- PR06
problems that can be represented by one-step linear equations of the form x + a = b, where a and b are integers
- PR07
problems that can be represented by linear equations of the form ax + b = c; ax = b; x ÷ a = b, a ≠ 0
Unit 3MeasurementOfficial strand · Strand M
Understanding circles and pi, and developing area formulas for triangles, parallelograms, and circles.
Circles and pi
- Radius, diameter, circumference, and piM01 — Describe the relationships among radius, diameter, and circumference, and relate circumference to pi.
- Central angles and constructing circlesM01 — Determine that the central angles of a circle sum to 360° and construct circles with a given radius or diameter.
- Solving circle problemsM01 — Solve contextual problems involving the radii, diameters, and circumferences of circles.
Area of triangles, parallelograms, and circles
- Area of triangles and parallelogramsM02 — Develop and apply formulas for the area of triangles and parallelograms, relating each to the area of a rectangle.
- Area of circlesM02 — Estimate and develop a formula for the area of a circle and apply it to solve problems.
The official wording — 2 outcomes in this unit
- M01
describing the relationships among radius, diameter, and circumference ▪ relating circumference to pi
- M02
develop and apply a formula for determining the area of triangles, parallelograms, and circles
Unit 4GeometryOfficial strand · Strand G
Plotting points in the four quadrants of a Cartesian plane using integral ordered pairs.
The four-quadrant Cartesian plane
- Plotting in four quadrantsG02 — Identify and plot points in the four quadrants of a Cartesian plane using integral ordered pairs.
The official wording — 1 outcome in this unit
- G02
identify and plot points in the four quadrants of a Cartesian plane, using integral ordered pairs
Unit 5Statistics and ProbabilityOfficial strand · Strand SP
Measures of central tendency and range, the effect of outliers, circle graphs, and probability expressed as ratios, fractions, and percents including two independent events.
Central tendency and circle graphs
- Mean, median, mode, and rangeSP01 — Determine the mean, median, mode, and range for a set of data and explain why they may be the same or different.
- Choosing the most appropriate measureSP01 — Determine and justify the most appropriate measure of central tendency to report findings for a given context.
- The effect of outliersSP02 — Determine the effect on the mean, median, and mode when an outlier is included in a data set, and decide whether to include it.
- Constructing and interpreting circle graphsSP03 — Construct, label, and interpret circle graphs to solve problems, translating percentages into quantities.
Probability
- Probability as ratios, fractions, and percentsSP04 — Express probabilities as ratios, fractions, and percents, including impossible (0) and certain (1) events.
- Probability of two independent eventsSP06 — Conduct a probability experiment to compare the theoretical and experimental probability of two independent events, using a tree diagram or table.
The official wording — 5 outcomes in this unit
- SP01
determining the measures of central tendency (mean, median, mode) and range
- SP02
determine the effect on the mean, median, and mode when an outlier is included in a data set
- SP03
construct, label, and interpret circle graphs to solve problems
- SP04
express probabilities as ratios, fractions, and percents
- SP06
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
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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Common questions
Can MapleMind help me with Mathematics, Grade 7?
Yes. MapleMind's AI tutor covers all 31 skills in Nova Scotia's Mathematics, Grade 7 — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Nova Scotia's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Nova Scotia'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.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if I'm stuck on just one topic?
That's the point of skill-level tutoring: open Mathematics, Grade 7 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official Nova Scotia curriculum for Mathematics, Grade 7?
The official source is linked on this page — Nova Scotia'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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