Subject: Grade 7 Math, Shape and Space Strand
Outcome: SS7.1 - Demonstrate an understanding of circles including circumference and central
angles.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can independently find the
circumference of a circle given the
radius or diameter and I can find the
radius or diameter given the
circumference.
I can define the meaning of pi as a
ratio of the circumference of a circle
divided by its diameter.
I can draw examples and nonexamples of central angles.
I can demonstrate that the sum of
the central angles of a circle is 360°.
I can solve problems involving
circles.
I can explain the strategy I use to
find the circumference of a circle,
the radius and the diamter.
I can explain how pi relates to
circles.
I can draw examples and nonexamples of central angles and
explain the reasoning.
I can explain why a specified point
and radius length or diameter length
describe exactly one circle.
I can pose and solve problems
involving circles.
With assistance I can identify the
basic characteristics of a circle.
With assistance I can find the
circumference of a circle given the
radius or diameter.
With assistance I can define pi as a
value of 3.14.
With assistance I can sort a set of
angles as central angles of a circle or
not.
I can identify the basic
characteristics of a circle.
I can find the circumference of a
circle given the radius or diameter.
I can define pi as a value of 3.14.
I can sort a set of angles as central
angles of a circle or not.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify the characteristics of a circle.
Define and illustrate the relationship between the diameter and radius of a circle.
Answer the question “how many radii does a circle have and why?”
Answer the question “how many diameters does a circle have and why?”
Explain why a specified point and radius length describes exactly one circle.
Illustrate and explain the relationship between a radius and a diameter of a circle.
Generalize, from investigations, the relationship between the circumference and the diameter of a circle.
Define pi and explain how it is related to circles.
Sort a set of angles as central angles of a circle or not.
Demonstrate that the sum of the central angles of a circle is 360⁰.
Draw a circle with a specific radius or diameter with and without a compass.
Solve problems involving circles.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Shape and Space Strand
Outcome: SS7.2 - Develop and apply formulas for determining the area of:
 triangles
 parallelograms
 circles.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can illustrate how the area of a
rectangle can be used to determine
the area of a triangle.
I can illustrate how the area of a
rectangle can be used to determine
the area of a parallelogram.
I can illustrate how the area of a
circle can be approximated by the
circumference of the circle times its
radius.
I can explain how the area of a
rectangle can be used to determine
the area of a triangle.
I can explain how the area of a
rectangle can be used to determine
the area of a parallelogram.
I can explain how the area of a circle
can be approximated by the
circumference of the circle times it’s
radius.
With assistance I can use a formula
to find the area of a triangle.
With assistance I can use a formula
to find the area of a parallelogram.
With assistance I can use a formula
to find the area of a circle.
I can use a formula to find the area
of a triangle.
I can use a formula to find the area
of a parallelogram.
I can use a formula to find the area
of a circle.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Illustrate and explain how the area of a rectangle can be used to determine the area of a triangle.
Generalize, using examples, a formula for determining the area of triangles.
Illustrate and explain how the area of a rectangle can be used to determine the area of a parallelogram.
Generalize, using examples, a formula for determining the area of parallelograms.
Illustrate and explain how to estimate the area of a circle without the use of a formula.
Illustrate and explain how the area of a circle can be approximated by the circumference of the circle times its radius.
Generalize a formula for finding the area of a circle.
Solve problems involving the area of triangles, parallelograms, or circles.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Shape and Space Strand
Outcome: SS7.3 - Demonstrate an understanding of 2-D relationships involving lines and angles.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
With assistance I can identify
parallel line segments,
perpendicular line segments,
perpendicular bisectors or angle
bisectors from my environment.
With assistance I can investigate
how to construct parallel lines,
perpendicular lines, angle bisectors
or perpendicular bisectors using
paper, pencil, compass and rulers
and paper folding.
I can identify parallel line segments,
perpendicular line segments,
perpendicular bisectors or angle
bisectors from my environment.
I can investigate how to construct
parallel lines, perpendicular lines,
angle bisectors or perpendicular
bisectors using paper, pencil,
compass and rulers and paper
folding.
I can draw a line segment
perpendicular to another line
segment.
I can draw a line segment parallel to
another line segment.
I can draw the bisector of a given
angle using more than one method.
I can draw the perpendicular
bisector of a line segment using
more than one method.
I can use technology to construct
parallel line segments,
perpendicular line segments,
perpendicular bisectors and angle
bisectors.
I can draw a line segment
perpendicular to another line
segment and explain why they are
perpendicular.
I can draw a line segment parallel to
another line segment and explain
why they are parallel.
I can draw the bisector of a given
angle and verfiy that the angles are
equal.
I can draw the perpendicular
bisector of a line segment and verify
the construction.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify and describe examples of parallel line segments, perpendicular line segments, perpendicular bisectors, and angle bisectors in the
environment.
Identify, with justification, line segments on a diagram that are parallel or perpendicular.
Investigate and explain how paper, pencil, compass, and rulers can be used to construct parallel lines, perpendicular lines, angle bisectors, and perpendicular
bisectors.
Investigate how paper folding can be used to construct parallel lines, perpendicular lines, angle bisectors, and perpendicular bisectors.
Use technology to construct parallel lines, perpendicular lines, angle bisectors, and perpendicular bisectors.
Draw a line segment perpendicular to another line segment and explain why they are perpendicular.
Draw a line segment parallel to another line segment and explain why they are parallel.
Draw the bisector of a given angle using more than one method and verify that the resulting angles are equal.
Draw the perpendicular bisector of a line segment using more than one method and verify the construction.
Use geometric constructions to create a design or picture, and identify the constructions present in the design.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Shape and Space Strand
Outcome: SS7.4 - Demonstrate an understanding of the Cartesian plane and ordered pairs with integral
coordinates.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can label the axes of a four
quadrant Cartesian plane.
I can identify the location of a point
in any quadrant of a Cartesian plane
using an ordered pair.
I can plot the points of ordered pairs
on the Cartesian plane.
I can draw shapes and designs using
ordered pairs on a Cartesian plane.
I can explain how orientation can
influence the labelling of the axes on
a Cartesian plane.
I can create shapes and designs on
the Cartesian plane and provide the
coordinate points in any quadrant.
With assistance I can label the axes
of a four quadrant Cartesian plane.
With assistance I can identify the
location of a point in any quadrant
of a Cartesian plane using an
ordered pair.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Label the axes of a four quadrant Cartesian plane and identify the origin.
Explain how orientation can influence the labeling of the axes on a Cartesian plane.
Identify the location of a point in any quadrant of a Cartesian plane using an ordered pair with integral coordinates.
Plot the point corresponding to an ordered pair with integral coordinates on a Cartesian plane with a scale of 1, 2, 5, or 10 on its axes.
Draw shapes and designs, using integral ordered pairs, in a Cartesian plane.
Create shapes and designs, and identify the point used to produce the shapes and designs in any quadrant of a Cartesian plane.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Shape and Space Strand
Outcome: SS7.5 - Expand and demonstrate an understanding of transformations (translations, rotations,
and reflections) of 2-D shapes in all four quadrants of the Cartesian plane.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can identify the coordinates of the
vertices of a 2-D shape shown on a
Cartesian plane.
I can use the coordinates of a simple
tranformation to plot the vertices of
a transformed 2-D shape.
I can perform a translation or a
rotation or a reflection of a 2-D
shape on the Cartesian plane.
I can determine the horizontal and
vertical movement required to move
from one point to another point on
the Cartesian plane.
I can perform a translation, rotation
and reflection on a 2-D shape and
identify coordinates of the vertices
of the image.
I can describe the positional change
of the vertices and the type of
transformation of a 2-D shape as a
result of a transformation.
I can describe the image resulting
from the transformation of a 2-D
shape on a Cartesian plane and
verify by identifying the coordinates
of the vertices of the transformed
image.
With assistance I can identify the
coordinates of the vertices of a 2-D
shape shown on a Cartesian plane.
With assistance I can use the
coordinates of a simple
transformation to plot the vertices
of a transformed 2-D shape.
With assistance I can perform a
translation or a rotation or a
reflection of a 2-D shape on the
Cartesian plane.
Indicators – please choose and assess as appropriate to your unit, bold text indicates possible key indicators.
(It is intended that the original shape and its image have vertices with integral coordinates.)
 Identify the coordinates of the vertices of a 2-D shape shown on a Cartesian plane.
 Describe the horizontal and vertical movement required to move from one point to another point on a Cartesian plane.
 Describe the positional change of the vertices of a 2-D shape to the corresponding vertices of its image as a result of a transformation or successive
transformations on a Cartesian plane.
 Determine the distance between points along horizontal and vertical lines in a Cartesian plane.
 Perform a transformation or consecutive transformation on a 2-D shape and identify coordinates of the vertices of the image.
 Describe the positional change of the vertices of a 2-D shape to the corresponding vertices of its image as a result of a transformation or a combination
of successive transformations.
 Describe the image resulting from the transformation of a 2-D shape on a Cartesian plane by identifying the coordinates of the vertices of the image.
Refer to Saskatchewan Curriculum Guide, Grade 7 Mathematics.