Grade 7 Math
Support Document
September 2009
Contributors:
Arlene Andrecyk
Theresa Devoe
Lynne MacKay
Jody MacLean
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Grade 7 Math Introduction This is a support document for Grade 7 mathematics teachers. There are important aspects to consider in the grade seven curriculum. We will discuss appropriate methods of computation, student assessment and the required daily mental math component. This document also includes some mental math and number sense activities to get you started in September. Teaching the Grade Seven Curriculum All grade seven curriculum outcomes must be addressed. Take time to read the elaborations in the curriculum guide as they explain the outcomes in detail. More time should be given to outcomes which affect students’ progress in future grades. For example, B11 states that students should “add and subtract integers concretely, pictorially, and symbolically to solve problems.” This outcome is critical for student success in grade eight. Teachers should familiarize themselves with outcomes from previous grades so that they have a general idea of what most students could be expected to recall or relearn quickly and what concepts are new to students at this level. It would also be useful to examine outcomes for the next grade. Using the Text: Mathematics 7 Focus on Understanding Mathematics 7 Focus on Understanding was designed to support the NS Mathematics Curriculum. It is not intended to replace the curriculum document. The book was designed so that there would be several appropriate problems to choose from for each outcome. It is not necessary to complete every question in the book in order to cover the curriculum. In the text you will find preliminary material that may be helpful. There is a book tour and a section on problem solving that may be useful for instruction on viewing informational text. This information would be extremely helpful for students in the first few classes. You will also find Get Ready sections at the beginning of the text and before each chapter. Be aware that these sections are review of grades 4‐6. They do not specifically address grade 7 outcomes. It is suggested that if a review of elementary work is necessary for students, you choose the individual questions and do them with the material from the chapter instead of doing the entire Get Ready at the outset. 3
Appropriate Methods of Computation The NS Mathematics Curriculum recognizes that students should “consciously make decisions about the most appropriate method of computation for a given situation. These methods include mental computation, computational estimation, pencil and paper algorithms, and the calculator. For divisors and multiples of more than two digits, the use of technology is expected.” 
Appropriate question for mental computation: 
4  17  25 Appropriate question for estimation*: Approximately how far did Mary travel in 27 days if she drove 585 km per day? *Please note that estimation should be an integral part of all problem solving. Be sure to stress to students that many times, estimation is all that is required. 
Appropriate questions for pencil and paper algorithm: How far did Mary travel in 27 days if she drove 585km per day? 7 1
 52 2

Appropriate question for calculator: $795.23  32  $1005.74  4 4
Dispelling the Myths about Algorithms for Multiplication and Division The NS Curriculum recognizes that by grade seven, the traditional algorithms are likely the most efficient approaches. You will however, find some students using alternate algorithms. This is acceptable. Teaching traditional algorithms is not a grade seven outcome. Some work you may see: Grade 4 Multiplication Division or 5
Grade 5 Multiplication and Division Assessment and Evaluation Assessment, both formative and summative, should be ongoing and should provide useful feedback to students. Tests must provide students with the opportunity to explain “why” using different representations (pictorial, symbolic, concrete, written, and oral). Efforts should be taken to minimize the value of individual assessments that students may have completed with help from others. Students must periodically write cumulative tests. Unless it is a specific adaptation, students should not use a calculator for operations involving one and two digit numbers. On a test, if a student states a specific fact incorrectly several times, the student should only lose value once. The Chapter Review and Practice Test at the end of each chapter in the student text are excellent resources for test questions. As well, Itembank provides valuable questions for learning (https://w3apps.ednet.ns.ca/itembank/). When giving a test, the three levels of questions should be given consideration. 6
Mental Math “It is important to incorporate some aspect of mental math into your mathematics planning every day.” (Mental Math Yearly Plan Grade 7 Draft 2006) “Mental computation and computational estimation are not very effective if students do not have a strong facility with basic facts” (Atlantic Canada Mathematics Curriculum 1999) At the beginning of the year it is important to review strategies for recalling the multiplication facts. A mental math activity booklet has been developed to support this goal. For daily mental math students do not use a calculator. If a student is on an adaptation that states he requires the facts, provide the student with a fact sheet‐ not a calculator. With a fact sheet, students will have more opportunity to make connections and develop better number sense. In rare instances when an adaptation states the student must use a calculator (example severe math LD), the student would use a calculator. Students will not develop facility with the basic facts unless they are constantly given opportunity to use this knowledge. Calculators are meant to be used only when students need to perform repeated or complex computations. According to the Grade 7 Curriculum Document, page 7, “Calculators will be an integral part of many learning activities”. It is very important to explain this policy to the grade 7 students at the beginning of the school year.