Gizmos for Nova Scotia - Mathematics: 7th Grade (Mathematics Curriculum adopted 2022)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

N: : Number

N01: : Students will be expected to 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.

N01.01: : Determine if a given number is divisible by 2, 3, 4, 5, 6, 8, 9, or 10, and explain why.

N01.03: : Determine the factors of a given number using the divisibility rules.

N02: : Students will be expected to demonstrate an understanding of the addition, subtraction, multiplication, and division of decimals to solve problems (for more than one-digit divisors or more than two-digit multipliers, the use of technology is expected).

N02.02: : Use estimation to determine the appropriate place value when calculating the product.

N02.04: : Represent concretely, pictorially, and symbolically the multiplication and division of decimal numbers.

N02.05: : Create and solve a given problem involving the addition of two or more decimal numbers.

N02.06: : Create and solve a given problem involving the subtraction of decimal numbers.

N02.07: : Create and solve a given problem involving the multiplication of decimal numbers.

N02.09: : Solve a given problem involving the multiplication or division of decimal numbers with twou0002digit multipliers or one-digit divisors (whole numbers or decimals) without the use of technology.

N02.10: : Solve a given problem involving the multiplication or division of decimal numbers with more than two-digit multipliers or more than one-digit divisors (whole numbers or decimals) with the use of technology.

N02.12: : Solve a given problem that involves operations on decimals (limited to thousandths), taking into consideration the order of operations.

N03: : Students will be expected to solve problems involving percents from 1% to 100% (limited to whole numbers).

N03.01: : Express a given percent as a decimal or fraction.

N03.03: : Use estimation to determine an approximate answer or the reasonableness of an answer.

N03.04: : Solve a given problem that involves finding a percent.

N04: : Students will be expected to demonstrate an understanding of the relationship between positive terminating decimals and positive fractions and between positive repeating decimals (with one or two repeating digits) and positive fractions.

N04.04: : Express a given fraction as a terminating or repeating decimal.

N04.06: : Express a given terminating decimal as a fraction.

N05: : Students will be expected to 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).

N05.01: : Use benchmarks to estimate the sum or difference of positive fractions or mixed numbers.

N05.02: : Model addition and subtraction of given positive fractions or given mixed numbers, using concrete and pictorial representations, and record symbolically.

N05.04: : Determine the sum of two given positive fractions or mixed numbers with like denominators.

N05.05: : Determine the difference of two given positive fractions or mixed numbers with like denominators.

N05.06: : Determine a common denominator for a given set of positive fractions or mixed numbers.

N05.07: : Determine the sum of two given positive fractions or mixed numbers with unlike denominators.

N05.08: : Determine the difference of two given positive fractions or mixed numbers with unlike denominators.

N05.09: : Simplify a given positive fraction or mixed number by identifying the common factor between the numerator and denominator.

N05.10: : Simplify the solution to a given problem involving the sum or difference of two positive fractions or mixed numbers.

N05.11: : Solve a given problem involving the addition or subtraction of positive fractions or mixed numbers, and determine if the solution is reasonable.

N06: : Students will be expected to demonstrate an understanding of addition and subtraction of integers, concretely, pictorially, and symbolically.

N06.01: : Explain, using concrete materials such as integer tiles and diagrams, that the sum of opposite integers is zero.

N06.02: : Illustrate, using a number line, the results of adding or subtracting negative and positive integers.

N06.03: : Add two given integers, using concrete materials and/or pictorial representations, and record the process symbolically.

N06.04: : Subtract two given integers, using concrete materials and/or pictorial representations, and record the process symbolically.

N06.05: : Illustrate the relationship between adding integers and subtracting integers.

N06.06: : Solve a given problem involving the addition and subtraction of integers.

N07: : Students will be expected to compare, order, and position positive fractions, positive decimals (to thousandths), and whole numbers by using benchmarks, place value, and equivalent fractions and/or decimals.

N07.01: : Position proper fractions with like and unlike denominators from a given set on a number line, and explain strategies used to determine order.

N07.02: : Position a given set of positive fractions, including mixed numbers and improper fractions, on a number line; and explain strategies used to determine order.

N07.03: : Position a given set of positive decimals on a number line and explain strategies used to determine order.

N07.04: : Compare and order the numbers of a given set that includes positive fractions, positive decimals, and/or whole numbers in ascending or descending order and verify the result using a variety of strategies.

N07.05: : Identify a number that would be between two given numbers in an ordered sequence or on a number line.

N07.07: : Position the numbers of a given set by placing them on a number line that contains benchmarks, such as 0 and 1 or 0 and 5.

N07.08: : Position a given set that includes positive fractions, positive decimals, and/or whole numbers on a number line and explain strategies used to determine order.

PR: : Patterns and Relations

PR02: : Students will be expected to create a table of values from a linear relation, graph the table of values, and analyze the graph to draw conclusions and solve problems.

PR02.01: : Create a table of values for a given linear relation by substituting values for the variable.

PR02.02: : Create a table of values, using a linear relation, and graph the table of values (limited to discrete elements).

PR03: : Students will be expected to demonstrate an understanding of preservation of equality by modelling preservation of equality, concretely, pictorially, and symbolically applying preservation of equality to solve equations.

PR03.01: : Model the preservation of equality for each of the four operations, using concrete materials and/or pictorial representations; explain the process orally; and record the process symbolically.

PR03.02: : Write equivalent forms of a given equation by applying the preservation of equality, and verify using concrete materials (e.g., 3b = 12 is equivalent to 3b + 5 = 12 + 5 or 2r = 7 is equivalent to 3(2r) = 3(7).

PR03.03: : Solve a given problem by applying preservation of equality.

PR06: : Students will be expected to 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.

PR06.04: : Verify the solution to a given linear equation using concrete materials and diagrams.

PR06.05: : Substitute a possible solution for the variable in a given linear equation into the original linear equation to verify the equality.

PR07: : Students will be expected to model and solve, concretely, pictorially, and symbolically, where a, b, and c are whole numbers, problems that can be represented by linear equations of the form ax + b = c; ax = b; x ÷ a = b, a not equal to 0.

PR07.04: : Verify the solution to a given linear equation using concrete materials and diagrams.

PR07.05: : Substitute a possible solution for the variable in a given linear equation into the original linear equation to verify the equality.

M: : Measurement

M01: : Students will be expected to 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, or solving problems involving the radii, diameters, and circumferences of circles.

M01.01: : Illustrate and explain that the diameter is twice the radius in a given circle.

M01.02: : Illustrate and explain that the circumference is approximately three times the diameter in a given circle.

M01.03: : Explain that, for all circles, pi is the ratio of the circumference to the diameter (C/d) and its value is approximately 3.14.

M01.06: : Solve a given contextual problem involving circles.

M02: : Students will be expected to develop and apply a formula for determining the area of triangles, parallelograms, and circles.

M02.01: : Illustrate and explain how the area of a rectangle can be used to determine the area of a triangle.

M02.02: : Generalize a rule to create a formula for determining the area of triangles.

M02.03: : Illustrate and explain how the area of a rectangle can be used to determine the area of a parallelogram.

M02.04: : Generalize a rule to create a formula for determining the area of parallelograms.

M02.05: : Illustrate and explain how to estimate the area of a circle without the use of a formula.

M02.06: : Generalize a rule to create a formula for determining the area of a given circle.

M02.07: : Solve a given problem involving the area of triangles, parallelograms, and/or circles.

G: : Geometry

G02: : Students will be expected to identify and plot points in the four quadrants of a Cartesian plane, using integral ordered pairs.

G02.01: : Label the axes of a four quadrant Cartesian plane and identify the origin.

G02.02: : Identify the location of a given point in any quadrant of a Cartesian plane using an integral ordered pair.

G02.03: : Plot the point corresponding to a given integral ordered pair on a Cartesian plane with units of 1, 2, 5, or 10 on its axes.

SP: : Statistics and Probability

SP01: : Students will be expected to 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.

SP01.01: : Determine mean, median, and mode for a given set of data, and explain why these values may be the same or different.

SP01.02: : Determine the range for a given set of data.

SP01.04: : Solve a given problem involving the measures of central tendency.

SP02: : Students will be expected to determine the effect on the mean, median, and mode when an outlier is included in a data set.

SP02.01: : Analyze a given set of data to identify any outliers.

SP02.02: : Explain the effect of outliers on the measures of central tendency for a given data set.

SP02.04: : Provide examples of situations in which outliers would and would not be used in reporting the measures of central tendency.

SP03: : Students will be expected to construct, label, and interpret circle graphs to solve problems.

SP03.01: : Identify common attributes of circle graphs, such as title, label, or legend, the sum of the central angles is 360 degrees, or the data is reported as a percent of the total, and the sum of the percents is equal to 100%.

SP03.02: : Create and label a circle graph, with technology, to display a given set of data.

SP03.05: : Interpret a given or constructed circle graph to answer questions.

SP04: : Students will be expected to express probabilities as ratios, fractions, and percents.

SO04.01: : Determine the probability of a given outcome occurring for a given probability experiment, and express it as a ratio, fraction, and percent.

SO04.02: : Provide an example of an event with a probability of 0 or 0% (impossible) and an example of an event with a probability of 1 or 100% (certain).

SP06: : Students will be expected to 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.

SP06.01: : Determine the theoretical probability of a given outcome involving two independent events.

SP06.02: : Conduct a probability experiment for an outcome involving two independent events, with and without technology, to compare the experimental probability with the theoretical probability.

SP06.03: : Solve a given probability problem involving two independent events.

Correlation last revised: 3/27/2023

Nova Scotia - Mathematics: 7th Grade

Mathematics Curriculum | Adopted: 2022

N: : Number

PR: : Patterns and Relations

M: : Measurement

G: : Geometry

SP: : Statistics and Probability