Grade 7

Mathematics

The objective of teaching Mathematics is to develop the skills of problem-solving and logical reasoning within learners. The curriculum is structured in a manner that each student is thoroughly clear of all the concepts by the end of the grade. The aim of Grade 7 is to provide learners with the relatively complex concepts which prepares them to build a strong logical base for future.

LEARNING OBJECTIVES

Communication

  • The learner represents and orders decimals (to hundredths), fractions and integers.
  • The learner demonstrates an understanding of proportional relationships using percent, ratio and rate.
  • The learner effectively analyzes complex shapes and patterns.
  • The learner converts fractions into percentages.
  • The learner demonstrates an understanding of addition and subtraction of fractions and integers.

Confidence

  • The learner hones one’s arithmetic skills in this course.
  • The learners evaluates expressions that involve whole numbers and decimals.
  • The learner measures and constructs angles up to 180° using a protractor, and  can also classify them as acute, right, obtuse, or straight angles.
  • The learner builds relationships with comparable objects through observing the objects in depth.
  • The learner recognizes quadrangles, pentagons, hexagons etc along with their major features.

Clarity

  • The learner identifies and replicates  3-D figures with respect to their attributes such as angle, size and location.
  • The learner sorts and classifies triangles and quadrilaterals by geometric properties related to symmetry, angles, and sides.
  • The learner creates and analyses designs involving translations, reflections, and/or simple rotations of two-dimensional shapes.
  • The learner demonstrates an understanding of different ways in which variables are used.
  • The learner describes pattern rules (in words) that generate patterns by adding or subtracting a constant, or multiplying or dividing by a constant.

Application

  • The learner applies mental strategies to solve addition, subtraction, multiplication and division problems on fractions and decimals.
  • The learner develops and represents the general term of a linear growing pattern, using algebraic expressions involving one operation.
  • The learner collects and organizes categorical, discrete or continuous primary and secondary data.
  • The learner evaluates convincing arguments ,based on the analysis of data.
  • The learner describes location in the four quadrants of a coordinate system.

Innovation

  • The learner performs on DMAS (Division, Multiplication, Addition and Subtraction) problems on fractions and decimals with ease.
  • The learner develops the skill of answering to mathematical questions within capacities.
  • The learner constructs  angle bisectors and perpendicular bisectors, using a variety of tools and strategies (e.g., paper folding).
  • The learner solves problems that require conversion between metric units of area.
  • The learner solves multi-step problems arising from real-life contexts and involving whole numbers, fractions and decimals.

Compassion

  • The learner develops a habit for solving problems logically.
  •  The learner motivates peers to solve arithmetic problems within capacities.
  • The learner begins to work with others to promote qualities such as team-work.
  • The learner develops the habit of respecting others.
  • The learner realizes the importance of sharing through word problems based on division.

LEARNING OUTCOMES

Communication - The learner is able to:

  • Display an overall understanding of numbers with multi-digits;
  • Represent perfect squares and square roots;
  • Demonstrate reasoning in answers;
  • Determine relationships between fractions, decimals, ratios and percentages;
  • Develop comfort with using fractions and ratios.

Confidence - The learner is able to:

  • Construct parallel and perpendicular lines;
  • Describe all kinds of 3-D figures;
  • Sort and classify triangles and quadrilaterals by geometric properties;
  • Measure angles of triangles;
  • Constructively discriminate between angles and sizes of similar objects.

Clarity - The learner is able to:

  • Create 3-D shapes like cube with definite attributes using tools such as protractor, scale or even computer software;
  • Distinguish between and compare similar shapes and congruent shapes;
  • Demonstrate variables as letters in equations consisting of numeric operations involving fractions or decimals;
  • Understand the magnitude of growth or drop in a particular pattern and present it in a graphical form;
  • Read, interpret and draw conclusions from primary and secondary  data.

Application - The learner is able to:

  • Evaluate relatively complex disjoined data with proficiency;
  • Demonstrate information on bar graphs and tables;
  • Using algebraic equations with variables to represent the changing quantities in the relationship;
  • Understand the concept of standardized units of all 2-D  and 3-D shapes;
  • Compare different graphical representations of the same data.

Innovation - The learner is able to:

  • translate phrases describing simple mathe- matical relationships into algebraic expressions;
  • compare experimental probabilities with the theoretical probability of an outcome involving two independent events;
  • develops inquisitiveness towards solving complex problems by maximising one’s potentials;
  • aspires to find logics for BODMAS questions on fractions and decimals;
  • explore into deeper concepts involving word problems on division or     multiplication of fractions or decimals and  its conversions.

Compassion - The learner is able to:

  • Develop respect for everyone;
  • Encourage peers to put in more efforts for understanding a particular topic;
  • Cultivate the habit of finding the right solution with dedication;
  • Aspire to deliver reason for concepts known;
  • Develop the skill of working in a team.
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