GRADE 7 MATHEMATICS
2013 – 2014 Course Outline
Grade 7 Math Teachers
Ms. H. Hrynchuk, Mrs. N. Matheson, Mrs. S. Moir, Ms. L. Winter
Student Name: _________________________________
Textbook #: __________
COURSE DESCRIPTION
The main goals and objectives of math are to prepare the student to use math to solve problems,
communicate and reason mathematically, appreciate and value math, commit to lifelong learning, and
become mathematically literate. The four strands in this course are: Numbers, Patterns and Relations, Shape
and Space, and Statistics and Probability.
The course aims to engage the student in tasks and projects, encourage a positive attitude, allow for
discussions, promote curiosity and enjoy the learning experience.
(Curriculum can be accessed through the Alberta Education Website – www.education.alberta.ca)
MATHEMATICAL PROCESSES
There are critical components that students must encounter in a mathematics program in order to achieve the
goals of mathematics education and to encourage lifelong learning in mathematics. Students are expected to:
 communicate mathematically (communication)
 connect mathematical ideas to other concepts in mathematics to everyday experiences and to other
disciplines (connections)
 use estimation and mental mathematics where appropriate (estimation)
 relate and apply new mathematical knowledge through problem solving (problem solving)
 reason and justify their thinking (reasoning)
 select and use appropriate technologies as tools to solve problems (technology)
 use visualization to assist in processing information, making connections and solving problems
(visualization)
SUPPLIES
 binder and dividers (for math and science)
 2 notebooks (placed and kept securely in binder) or 1 notebook and looseleaf
 graph paper
 pencils, pencil sharpener, and eraser (all work must be done in pencil)
 blue or black ink pens (for notes only), red pen (for notes and correcting)
 two highlighters (different colors)
 basic calculator
 geometry set
 Textbook: Math Links 7 (McGraw-Hill Ryerson)
TIMELINE
Unit of Study
Basic Math Concepts
and
Problem Solving Strategies
Strand
Review
Main Concepts
whole numbers, place value, comparing
and ordering numbers, rounding, problem
solving
Month
September
Operations on Decimal Numbers
(Chapter 2)
Coordinates and Design
(Chapter 1)
Geometry and Measurement
(Chapter 3)
Fractions, Decimals and Percents
(Chapter 4)
Probability
(Chapter 5)
Introduction to Fraction
Operations
(Chapter 6)
Add and Subtract Fractions
(Chapter 7)
Number
add and subtract decimal numbers,
multiply and divide decimal numbers,
order of operations
Shape and
Cartesian plane, transformations,
Space
horizontal and vertical distances
Shape and
parallel and perpendicular lines, line
Space
bisectors, angle bisectors, area of a
parallelogram, area of a triangle
Number
comparing/converting fractions, decimals
and percents, applications of percent
Statistics and organizing outcomes, probabilities of
Probability
independent events, theoretical and
experimental probability
Number
divisibility, add and subtract fractions with
like denominators,
Number
Circles
(Chapter 8)
Shape and
Space
Add and Subtract Integers
(Chapter 9)
Patterns and Expressions
(Chapter 10)
Solving Equations
(Chapter 11)
Working With Data
(Chapter 12)
Number
September/Oct
ober
October/
November
December
January
February
March
common denominators, add and subtract March
fractions with unlike denominators, add
and subtract mixed numbers,
construct circles, circumference of a circle, April
area of a circle, creating circle graphs,
interpreting circle graphs
integer addition, integer subtraction,
May
integer operations
Patterns and patterns, variables, expressions, linear
May
Relations
relationships
Patterns and equations, one step equations, two step
June
Relations
equations
Statistics and median, mode, mean, range, outliers, the June
Probability
effects of outliers, choosing the best
measure of central tendency
ASSESSMENT, EVALUATION and REPORTING:
Many sources of information will be used to collect evidence. These will include daily assignments, group
activities, Frayer models, entrance and exit slips (work samples), ‘show you know’ formative quizzes, tests,
projects, presentations/demonstrations, self-evaluations/corrections, and dialogue/conferences/interviews.
The breakdown of this course will be based on the four learning strands:
Number
Patterns and Relations
Shape and Space
Statistics and Probability
Assessment and evaluation will be reported through the Learner Profile. The Learner Profile was developed by
our Division and is used in conjunction with the supporting software, Students Achieve. It embraces best
practice, by providing parents with more detailed information concerning their child’s learning. Below is a
brief description of the Learner Profile’s purpose.





Outlines evidence of what a student understands and can do during a particular point in time;
Achievement is based on the learner outcomes from the Alberta Program of Studies;
Based on what a student is expected to learn and be able to do at their grade level;
Provides a profile of next steps;
Based on the quality of student understanding, rather than the quantity of marks accumulated.
Academic Achievement is reported using four main descriptors which are outlined below.
Beginning
Your child demonstrates
limited academic
achievement.
Your child shows an
incomplete understanding of
the learning.
Acceptable
Proficient
Your child demonstrates basic
academic achievement.
Your child demonstrates
strong academic achievement.
Your child shows an adequate
understanding and simplistic
application of the learning.
Your child shows a solid
understanding and relevant
application of the learning.
Mastery
Your child demonstrates
exemplary academic
achievement.
Your child shows an in-depth
understanding and insightful
application of the learning in a
variety of situations.
For more information on assessment, please refer to the Foothills School Division website (www.fsd38.ab.ca).
Access the Supporting Handbook for Assessment, Evaluation and Reporting for a more detailed overview of
the Learner Profile.
CLASSROOM EXPECTATIONS (The ABC’s of Math)
A
Attend regularly and on time
B
Behave appropriately (pillars)
C
Complete your work on time and to the best of your ability
Below is a list of expectations that pertain to math. Also refer to the classroom expectations and procedures
sheet. These rules, as well as the school rules will be followed explicitly.

The classroom is a learning environment. Everyone has the right to an education and no student has the
right to interfere with the learning of others. Students will not interfere with the learning culture of the
classroom. Students need to listen to peers and instructor/speaker and respect those around them.
Rudeness, insults and obscenities will not be tolerated. Speaking in a disruptive manner will also not be
tolerated. Please behave in an appropriate and respectful manner so all can benefit.

Students are expected to come to class on time and be prepared to work. Students must bring all
materials required to be a successful learner – textbook, workbook, binder, pens, pencils, calculator and
geometry set (when requested).

It is the student’s responsibility to record all homework, assignments, tests and quizzes down in their
agenda book or any other organizational device.

Homework and corrections are an integral part of the course work and grading. To maximize student
learning, homework needs to be completed by the next class. Questions causing students difficulty can be
dealt with at the beginning of class or other arrangements can be made for extra help either before or
after school. ASK FOR HELP! ASK QUESTIONS!

Students will be given sufficient notice of test dates. Refer to outlines as a study guide.

Deadlines for assignments and projects are critical. Students are responsible for making their teacher
aware of planned absences. If you have an anticipated absence, it is your responsibility to gather
homework and arrange another date for any tests or quizzes that you may have missed.

In case of absence, students must contact their teacher on the day they return to school in order to submit
overdue assignments, re-schedule a time for missed tests or quizzes and to receive missed work.

If you have an unanticipated absence, it is your responsibility to gather homework and make
arrangements to write exams or quizzes you may have missed upon returning to school.

Missed assignments will be placed in the folder by the homework board and will have the student’s name
on it to indicate the student’s absence.

Late assignments – unexcused late assignments will be recorded as a NHI (Not Handed In) until the
assignment is handed in for evaluation. It is an expectation, as well as, a responsibility of the student to
complete ALL assigned work. Interventions will be used to aid and guide the student to complete the
work… lunch time, study hub, “ketchup” are such examples.

Students need to organize their work as the year goes by. There will be notebook checks at the end of
each unit as there will be unit exams and chapter exams that encompass all the work learned from the
beginning of the unit.

Students will ALWAYS put forth their best effort.
Email contacts:
Ms. H. Hrynchuk
hrynchuk@fsd38.ab.ca
Mrs. S. Moir
moirs@fsd38.ab.ca
Mrs. N. Matheson
mathesonn@fsd38.ab.ca
Ms. L. Winter
winterl@fsd38.ab.ca