## 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;
• 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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