Subject: Grade 7 Math, Number Strand
Outcome 7.1 – I can demonstrate understanding of divisibility strategies.
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 apply strategies
for determining divisibility.
I can explain the strategies I use for
determining divisibility.
I can explain the result of dividing a
quantity of zero by a non-zero
quantity.
With assistance I can apply basic
strategies for divisibility.
I can investigate division by 2, 3, 4,
5, 6, 8, 9, or 10 for determining
divisibility by those numbers.
I can apply basic strategies for
divisibility.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Investigate division by 2, 3, 4, 5, 6, 8, 9, or 10 and generalize strategies for determining divisibility by those numbers.
Apply strategies for determining divisibility to sort a set of numbers in Venn or Carroll diagrams.
Determine or validate the factors of a number by applying strategies for divisibility.
Explain the result of dividing a quantity of zero by a non-zero quantity.
Explain why division of non-zero quantities by zero is not defined.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Number Strand
Outcome 7.2 – I can demonstrate understanding of the order of operations including decimal
numbers.
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 solve basic problems using the
order of operations.
I can independently solve problems
using the order of operations with
decimal numbers.
I can provide justification for the
placement of decimals in a sum,
difference, product or quotient of
decimals.
I can explain why it is important to
follow a specific order of operations
when calculating with decimals
and/or whole numbers.
With assistance I can solve basic
problems using the order of
operations.
Indicators – please select and assess as appropriate for your unit, bold text indicates possible key indicators.
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Provide a justification for the placement of a decimal in a sum or difference of decimals up to thousandths.
Provide a justification for the placement of a decimal in a product.
Provide a justification for the placement of a decimal in a quotient.
Solve a problem involving the addition, or subtraction, of two or more decimal numbers.
Solve a problem involving the multiplication or division of decimal numbers with 2-digit multipliers or 1-digit divisors without the use of
technology.
Solve a problem involving the multiplication or division of decimal numbers with more than a 2-digit multiplier or 1-digit divisor with
the use of technology.
Check the reasonableness of solutions using estimation.
Solve a problem that involves operations on decimal taking into consideration the order of operations.
Explain by using examples why it is important to follow a specific order of operations when calculating with decimals and/or whole numbers.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Number Strand
Outcome N7.3 – I can demonstrate understanding of how decimal numbers, fractions and whole
numbers are related.
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 order a simple
set of numbers containing decimals,
fractions, and/or whole numbers.
With assistance I can match a set of
simple fractions to their decimal
representations.
I can order a simple set of numbers
containing decimals, fractions
and/or whole numbers.
I can match a set of simple fractions
to their decimal representations.
I can independently order a set of
numbers containing decimals,
fractions and/or whole numbers.
I can express fractions as decimals,
and decimals as fractions.
I can explain the relationship
between fractions, decimals and
division.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Predict the decimal representation of a fraction based upon patterns and justify the reasoning.
Match a set of fractions to their decimal representations.
Sort a set of fractions into repeating or terminating decimals.
Explain and demonstrate how any terminating decimal can also be written as a repeating decimal.
Express a fraction as a terminating or repeating decimal.
Express a repeating decimal as a fraction.
Express a terminating decimal as a fraction.
Explain the relationship between fractions, decimals, and division.
Provide an example where the decimal representation of a fraction is an approximation of its exact value.
Oder a set of numbers containing decimals, fractions, and/or whole numbers in ascending or descending orders and justify the order
determined.
Identify, with justification, a number that would be between two given numbers in an ordered sequence or shown on a number line.
Identify incorrectly placed numbers within an ordered sequence or shown on a number line.
Order the numbers in a set of numbers by using benchmarks on a number line such as 0, ½, and 1.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Number Strand
Outcome N7.4 – I can demonstrate understanding of percent including fractional percent.
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 express a percent as a decimal
or a fraction.
I can express a simple decimal or a
simple fraction as a percent.
I can independently express percent
as a decimal and a fraction.
I can independently express a
decimal and a fraction as a percent.
I can explain the meaning of percent.
I can create representations of a
fractional percent between 1% and
100%.
With assistance I can express a
percent as a decimal or a fraction.
With assistance I can express a
simple decimal or a simple fraction
as a percent.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Create a representation of a fractional percent between 1% and 100%.
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Express a percent as a decimal or fraction.
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Solve a problem that involves finding a percent.
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Solve a problem that involves finding percents of a value.
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Determine the answer to a percent problem where the answer requires rounding and explain why an approximate answer is needed.
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Explain the meaning of a percent given in a particular context.
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Make and justify decisions, or suggest courses of action based upon known percents for the situation.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Number Strand
Outcome N7.5 – I can demonstrate understanding of adding and subtracting fractions and mixed
numbers.
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 determine the sums and
differences of two positive fractions
with like and unlike denominators.
I can independently determine the
sums and differences of two mixed
numbers by using personal
strategies.
I can explain the strategies I use to
determine the sums and differences
of positive fractions and mixed
numbers.
I can explain how the sum or
difference of positive fractions
and/or mixed numbers can be
represented symbolically in
different ways.
With assistance I can determine the
sum or difference of two simple
fractions.
With assistance I can determine the
sum or difference of two simple
mixed numbers.
I can determine the sum or
difference of two simple fractions.
I can determine the sum or
difference of two simple mixed
numbers.
Indicators – please select and assess as appropriate for your unit, bold text indicates possible key indicators.
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Estimate the sum or difference of positive fractions and/or mixed numbers and explain the reasoning.
Model addition and subtraction of positive fractions and/or mixed numbers using concrete or visual representation, and record the
process used symbolically.
Determine the sum or difference of two positive fractions or mixed numbers with like denominators and explain the strategy used.
Explain how common denominators for fractions and/or mixed numbers and factors are related.
Explain how a common denominator can help when adding fractions and/or mixed numbers.
Determine the sum or difference of two positive fractions or mixed numbers with unlike denominators and explain the strategy used.
Simplify a positive fraction or mixed number by identifying and dividing off the common factor between the numerator and
denominator.
Generalize and explain personal strategies for determining the sum or difference of positive fractions and/or mixed numbers.
Solve a problem involving the addition or subtraction of positive fractions or mixed numbers.
Explain how the sum or difference of positive fractions and/or mixed numbers can be represented symbolically in different ways.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Number Strand
Outcome N7.6 – I can demonstrate understanding of addition and subtraction of integers.
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 represent the
addition or subtraction of two
simple integers concretely,
pictorially or symbolically.
I can represent the addition or
subtraction of two simple integers
concretely, pictorially or
symbolically.
I can independently add two
integers and record the process
symbolically.
I can independently subtract two
integers and record the process
symbolically.
I can explain why the sum of
opposite integers is zero.
I can solve complex problems
involving the addition and
subtraction of integers.
Indicators – please select and assess as appropriate for your unit, bold text indicates possible key indicators.
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Represent opposite integers concretely, pictorially, and symbolically and explain why they are called opposite integers.
Explain, using concrete materials such as integer tiles and diagrams, that the sum of opposite integers is zero.
Illustrate, using a number line, the results of adding or subtracting negative and positive integers.
Add two integers using concrete materials or pictorial representation and record the process symbolically.
Subtract two integers using concrete materials or pictorial representations and record the process symbolically.
Investigate patterns in adding and subtracting integers to generalize personal strategies for adding and subtracting integers.
Solve problems involving the addition and subtraction of integers.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Patterns and Relations Strand
Outcome: P7.1 – I can demonstrate understanding of relationships between patterns, graphs and linear
relations.
Beginning – 1
With assistance I can match a set
of linear relations to a set of
graphs.
With assistance I can match a set
of graphs to a set of linear
relations.
Approaching – 2
I can identify simple patterns
from my environment that are
linear in nature.
I can match a set of linear
relations to a set of graphs.
I can match a set of graphs to a
set of linear relations.
Proficiency – 3
I can independently represent a
pattern using a linear relation.
I can independently create a table
of values using a linear relation
and graph the table of values.
I can independently determine a
pattern by analyzing a graph.
Mastery – 4
I can explain the relationship
between a pattern and a linear
relation.
I can explain the relationship
between a linear relation and a
graph.
I can explain the relationship
between a pattern and a graph.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Represent a relationship found within an oral or written pattern using a linear relation.
Analyze whether an oral or written pattern in linear in nature.
Provide a context for a linear relation.
Identify a pattern from the environment that is linear in nature and write a linear relation to describe the pattern.
Identify assumptions made when writing a linear relation for a pattern.
Create a table of values for a linear relation by evaluating the relation for different variable values.
Create a table of values using a linear relation and graph the table of values.
Sketch the graph from a table of values created for a linear relation and describe the patterns found in the graph.
Describe the relationship shown on a graph using everyday language in spoken or written form.
Analyze a graph in order to draw a conclusion or solve a problem.
Match a set of linear relations to a set of graphs and explain the strategies used.
Match a set of graphs to a set of linear relations and justify the selections made.
Describe a situation which could result in a graph similar to one that is shown.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Patterns and Relations Strand
Outcome: P7.2 – I can demonstrate understanding of equations and expressions.
Beginning – 1
With assistance I can match
examples of expressions and
equations.
With assistance I can evaluate
simple expressions.
With assistance I can verify
simple solutions to equations.
Approaching – 2
I can match examples of
expressions and equations.
I can evaluate simple
expressions.
I can verify a simple solution to
an equation.
Proficiency – 3
Mastery – 4
I can independently provide an
example of an expression and an
equation.
I can independently evaluate an
expression.
I can verify a solution to an
equation.
I can provide an example of an
expression and an equation and
explain how they are similar and
different.
I can evaluate an expression and
explain how the result is different
from a solution to an equation.
I can verify a solution to an
equation and explain the result.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Explain what a variable is and how it is used in an expression.
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Provide an example of an expression and an equation, and explain how they are similar and different.
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Explain how to evaluate an expression and how that result is different from a solution to an equation.
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Verify a possible solution to a linear equation using substitution and explain the result.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Patterns and Relations Strand
Outcome: P7.3 – I can demonstrate understanding of linear equations using whole numbers.
Beginning – 1
With assistance I can solve basic
linear equations.
Approaching – 2
I can solve basic linear equations.
Proficiency – 3
I can independently model the
solution of linear equations.
I can independently explain the
solution in terms of the
preservation of equality.
Mastery – 4
I can model the solution of
complex linear equations.
I can explain what the solution
for a linear equation means.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Model the preservation of equality for each of the four operations using concrete materials or using pictorial representation, explain the process
orally and record it symbolically.
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Generalize strategies for carrying out operations that involve the use of the preservation of equality.
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Solve an equation by applying the preservation of equality.
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Identify and provide an example of a constant term, a numerical coefficient, and a variable in an expression and an equation.
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Represent a problem with a linear equation and solve the equation using concrete models and record the process symbolically.
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Draw a representation of the steps used to solve a linear equation.
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Verify the solution to a linear equation using concrete materials or diagrams.
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Explain what the solution for a linear equation means.
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Represent a problem situation using a linear equation.
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Solve a problem using a linear equation.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Patterns and Relations Strand
Outcome: P7.4 – I can demonstrate understanding of linear equations using integers.
Beginning – 1
With assistance I can model the
solution of simple linear
equations.
Approaching – 2
Proficiency – 3
I can model the solution of simple I can independently model the
linear equations.
solution of linear equations
involving integers.
Mastery – 4
I can model the solution to
complex linear equations
involving integers.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Represent a problem with a linear equation of the form where a and b are integers and solve the equation using concrete models and
record the process symbolically.
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Verify a solution to a problem involving a linear equation of the form where a and b are integers.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Shape and Space Strand
Outcome: SS7.1 – I can demonstrate 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 – I can develop and apply formulas for determining the area of triangles, parallelograms
and 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 – I can demonstrate 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 – I can demonstrate understanding of the Cartesian plane and ordered pairs.
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 – I can demonstrate understanding of transformations of 2-D shapes in all four
quadrants.
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.
Subject: Grade 7 Math, Statistics and Probability Strand
Outcome: SP7.1 – I can demonstrate understanding of mean, median and mode for sets of data.
Beginning – 1
Approaching – 2
With assistance I can determine
the mean, median, or mode for a
set of data.
With assistance I can identify
outliers and provide examples of
situations in which outliers
would and would not be used in
reporting.
I can determine the mean,
median, or mode for a set of data.
I can identify outliers and
provide examples of situations in
which outliers would and would
not be used in reporting.
Proficiency – 3
I can independently determine
the mean, median, and mode for
a set of data.
I can independently determine
the range of a set of data.
I can independently identify any
outliers in a given set of data.
Mastery – 4
I can determine the mean,
median, and mode for a set of
data and explain why these
values may be the same or
different.
I can analyze a set of data to
identify any outliers and justify
whether or not they should be
included in the reporting of the
measures of central tendency.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Concretely represent mean, median, and mode and explain the similarities and differences among them.
Determine mean, median, and mode for a set of data, and explain why these values may be the same or different.
Determine the range of a set of data.
Provide a context in which the mean, median, or mode is the most appropriate measure of central tendency to use when reporting findings and
explain the choice.
Solve a problem involving the measures of central tendency.
Analyze a set of data to identify any outliers.
Explain the effect of outliers on the measures of central tendency for a data set.
Identify outliers in a set of data and justify whether or not they should be included in reporting of the measures of central tendency.
Provide examples of situations in which outliers would and would not be used in reporting the measures of central tendency.
Explain why qualitative data, such as colour or favourite activity, cannot be analyzed for all three measures of central tendency.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Statistics and Probability Strand
Outcome: SP7.2 – I can demonstrate understanding of circle graphs.
Beginning – 1
Approaching – 2
With assistance I can find circle
graphs in a variety of print and
electronic media.
With assistance I can identify
common attributes of circle
graphs.
With assistance I can identify the
characteristics of a set of data
that make it possible to create a
circle graph.
I can find circle graphs in a
variety of print and electronic
media.
I can identify common attributes
of circle graphs.
I can identify the characteristics
of a set of data that make it
possible to create a circle graph.
Proficiency – 3
I can independently find,
describe and compare circle
graphs in a variety of print and
electronic media.
I can independently create and
label a circle graph to display a
set of data.
Mastery – 4
I can find circle graphs in a
variety of print and electronic
media and explain the data they
represent.
I can translate percents displayed
in a circle graph into quantities to
solve a problem.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify common attributes of circle graphs.
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Create and label a circle graph, with and without technology, to display a set of data.
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Find, describe, and compare circle graphs in a variety of print and electronic media such as newspapers, magazines, and the Internet.
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Translate percents displayed in a circle graph into quantities to solve a problem.
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Interpret a circle graph to answer questions.
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Identify the characteristics of a set of data that make it possible to create a circle graph.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.
Subject: Grade 7 Math, Statistics and Probability Strand
Outcome: SP7.3 – I can demonstrate understanding of theoretical and experimental
probabilities for two events.
Beginning – 1
With assistance I can identify the
sample space for each of two
independent events.
With assistance I can provide an
example of two independent
events.
With assistance I can conduct a
simple probability experiment.
Approaching – 2
Proficiency – 3
Mastery – 4
I can identify the sample space
for each of two independent
events.
I can provide an example of two
independent events.
I can conduct a simple
probability experiment.
I can independently identify and
I can explain what a probability
represent the sample space for
tells about the situation to which
each of two independent events.
it refers.
I can independently determine
I can explain how theoretical and
the theoretical probability of an
experimental probabilities are
outcome involving two
related and why they cannot be
independent events.
assumed to be equal.
I can independently conduct a
probability experiment for an
outcome involving two
independent events to compare
the experimental probability to
the theoretical probability.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Explain what a probability tells about the situation to which it refers.
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Provide an example of two independent events.
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Identify the sample space for each of two independent events using a tree diagram, table, or another graphic organizer.
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Determine the theoretical probability of an outcome involving two independent events.
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Conduct a probability experiment for an outcome involving two independent events, with and without technology, to compare the
experimental probability to the theoretical probability.
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Solve a probability problem involving two independent events.
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Explain how theoretical and experimental probabilities are related and why they cannot be assumed to be equal.
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Represent a probability stated as a percent as a fraction or a decimal.
Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.