Grade 7

Mathematics Preparation Booklet

A summer booklet to help prepare students for the

expectations of Grade 7 Math programming
at St. Mary’s Academy
 Table of Contents

Sections for Summer Review to help start Grade 7 strongly

These sections represent the core concepts of the grade 7 Math program. Each section has a
worksheet which you need to run off, complete, and hand in to your Math teacher in September.
1. Place Value
Place Value forms the core of understanding larger, more complex numbers, including decimals.
By the end of Grade 6, students must demonstrate an understanding of place value for numbers
greater than one million and less than one-thousandth
2. Addition and subtraction
By the end of Grade 6, students should be able to add and subtract more complex
numbers, both whole numbers and numbers with decimals. Students should
demonstrate the ability to use the column method, and be able to “borrow” or “re-group”.

3. Multiplication and Division

By the end of Grade 6, students should have their multiplication table mastered up to 10 x 10,
and be able to recall the product of two numbers with ease.
At St. Mary’s Academy, we recommend that students be able to recall their multiplication table up
to 12 x 12.
Students should be able to divide numbers using the long division method.
4. Factors and Multiples
By the end of Grade 6, students must demonstrate an understanding of factors and multiples,
and be able to determine multiples and factors of numbers less than 100. They should also be
able to identify prime and composite numbers. Finally, students should be able to solve problems
involving factors or multiples.
The following units are for your information.
These concepts will be reviewed with you during the year.
5. Decimals, Fractions and Percents
Recognizing the relationship between decimals, fractions and percents
Relate improper fractions to mixed numbers
Demonstrate an understanding of percent
6. Order of Operations
Explain and apply the order of operations
7. Area and Perimeter
Develop and apply a formula for determining the perimeter of polygons, the area of rectangles
and the volume of right rectangular prisms
8. Angles
Demonstrate an understanding of angles by identifying and classifying angles according to their
measure, estimating the measure of angles using 45°, 90°, and 180° as reference angles,
determining angle measures in degrees and drawing and labelling angles when the measure is
specified
9. Triangles
Construct and compare triangles, including scalene, isosceles, equilateral, right, obtuse, and
acute.

Mental math is a regular routine at St. Mary’s Academy. We recommend you practice weekly
over the summer to keep all those Math facts in your recent memory
 Congratulations on beginning your journey at St. Mary's Academy, where we are
dedicated to the development of the whole person: spirit, mind and body. We welcome you
to our community of learners and look forward to working with you as you grow in your
learning!

To help with a smoother adjustment to Grade 7, we have prepared this summer Math
package for you. This package includes the most critical concepts learned throughout
Grade 6 Math. Part A represents the necessary skills you need to have mastered and be
able to easily recall and use as you work through units in the Grade 7 Math curriculum. Part
B represent concepts from Grade 6 that your teachers will review with you during the year.
For some of you, this booklet will serve as a review of skills already mastered. For others,
there may be sections that will be a learning unit and allow you plenty of time to prepare for
Grade 7 Math over the summer.

Each concept will have a section which includes brief tutorials and examples. There
are also links provided to videos and online activities to promote further learning and
practice. This WIKI site ( http://smagrade7math.pbworks.com ) also has further resources
for practice, math related games and a few Math contests to attempt for those who would
like to take advantage of them. We have tried to include a broad list of resources and
materials to help guide your review. Please feel free to consult other sources of information
as well

Completion of this booklet is required. We recommend doing some of the booklet

every week and spreading it out over the summer to keep your Math skills fresh and ready
for the start of school in September. You will be asked to hand in only the
pages marked as “To Do” to your Math teacher during your first few days
of school. Your teachers will be including quizzes and activities about this
information in the first few weeks of school.

Parents and guardians, we know and trust that you will be proactive in ensuring that
your daughter completes this booklet to support her learning and help lay the groundwork for
a smoother transition in the first few months of settling in at St. Mary’s Academy.
.

We look forward to meeting you in September

and working with you next year.
All complex numbers require an understanding of place value. In order to work with larger, more
complex numbers you need to understand the place value of digits within the larger number. It is
critical that all students entering Grade 7 understand the following:
• place value for numbers greater than one million and less than one-thousandth
• how to recognize the value of a digit depending on its position within a number
• how to say and write digital numbers correctly
• how to correctly work with complex numbers to perform addition, subtraction, multiplication
and division

A place value chart can help find and compare the place
value of the digits in numbers. The place value of a digit
increases by ten times as we move left on the place value
chart and decreases by ten times as we move right.
÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10

A place value chart can help in finding the place value of a number.

Example: In the number 3 287 263:

3 is in millions place its place value is 3 000 000
2 is hundred thousands place its place value is 200 000
8 is in ten thousands place its place value is 80 000
7 is in thousands place its place value is 7 000
2 is in hundreds place its place value is 200
6 is in ten place its place value is 60
3 is in ones (or units) place its place value is 3

The following chart shows place value for more complex numbers, including decimals:

www.splashmath.com
Here is an example of how we explain the value of digits in a more complex number:
For the number 632 814.975 it would be explained in full, in the following manner. We call this expanded
form:
• The value of the digit 6 is 6 hundred thousands or 6 x 100 000 or 600 000
• The value of the digit 3 is 3 ten thousands or 3 x 10 000 or 30 000

• The value of the digit 2 is 2 thousands or 2 x 1000 or 2 000

• The value of the digit 8 is 8 hundreds or 8 x 100 or 800

• The value of the digit 1 is 1 tens or 1 x 10 or 10

• The value of the digit 4 is 4 ones (units) or 4x1 or 4

𝟏 𝟗
• The value of the digit 9 is 9 tenths or 9x or or .9
𝟏𝟎 𝟏𝟎

𝟏 𝟕
• The value of the digit 7 is 7 one-hundredths or 7x or or .07
𝟏𝟎𝟎 𝟏𝟎𝟎

𝟏 𝟓
• The value of the digit 5 is 5 one-thousandths or 5x or or .005
𝟏𝟎𝟎𝟎 𝟏𝟎𝟎𝟎

= 632 814.975

Check out the first five videos on the link below for video explanations about:
1. finding place value,
2. a chance to practice place value
3. writing a number in standard form
4. writing a number in expanded form,
5. practice with expanded form
https://www.khanacademy.org/math/pre-algebra/pre-algebra-arith-prop/pre-algebra-
place-value/v/place-value-1

Now it’s you turn for practice. You can return to these links often…just hit the reset
button for a new set of questions to practice.
→ Click on this link to open a practice quiz on identifying the place value of digits in a more
complex number.
https://www.thatquiz.org/tq-c/?-j21-l7-mpnv600-nk-ppnv600
→ Click on this link to open a practice quiz on adding numbers represented in place value terms:
https://www.thatquiz.org/tq-c/?-jg8-l7-mpnv600-nk-p0
→ Click on this link to open a practice quiz on adding numbers represented in place value terms:
https://www.thatquiz.org/tq-c/?-jg8-l7-mpnv600-p0
 Name:
______________________

Write the place and the value of the underlined digit: An example is provided
Place value Value (in expanded form) In words
92.36 tens 9 tens = 9 x 10 = 90 ninety
50.442
46,719,055

6.654

178,442

25,960,627

6.654

5.139

18,173

232.698

1,900,054

On the back of this sheet, explain the value of each digit in these numbers in expanded form:
1. 467 132.45
2. 26 497.3
3. 9 567 324.18
4. 57 823.619
5. 2 497 385.61
6. 298 354.716
7. 671 439.258
8. 591 246.387
Represent the following numbers correctly in standard form:
Four hundred sixty-two thousand, nine hundred fifty one and
twenty-one hundredths
four and eight tenths

Seven million, three hundred fifty-one thousand, four hundred

twenty-two and six hundred eighty nine thousandths
Six hundred thousands, four hundreds, nine ones and seven one-
hundredths
Eight millions, two thousands, seventy and thirty-nine one
thousandths
Seventeen thousand, nine hundred twenty-six and fourteen
hundredths
eight hundred sixty-six thousandths
The four operations that require mastery in Grade 7 are:
Addition
Subtraction
Multiplication
Division
Many teachers have found strategies that work for calculating or solving operations. These methods
are effective, though they differ by school and division. We recognize that each student has her
individual way of problem solving using operations. However as the curriculum advances to include
more complex numbers, certain skills are essential.

Column addition or vertical addition is a highly effective way to add numbers together as numbers
become more complex. Column addition adds one number on top of the other, in place value
columns, and involves “carrying” in place value columns. In Grade 7, we expect that students will
enter with the ability to take a simple row of more complex numbers, set the numbers up in column
format according to place value, and add them accurately. We use this method to add numbers with two
or more digits.

The critical part of setting up column addition is making sure that all the numbers are correctly lined
up in the right place value columns. (Hint: using graph paper can help keep numbers correctly lined
up) If you make a mistake in lining up the numbers, then your answers will not make sense.
→ For example: 36 + 97 = ????
Step 1: Write the numbers vertically. Begin with the right column (the smallest place value) and work to
the left (the greatest place value).
36 Add the ones (units) column
+ 97 6 + 7 = 13

Step 2: Write the ones value underneath the ones column and place a small number representing
the tens value above the tens column.
1
36
+ 97
3
Step 3: Add the numbers in the tens column.
1
36
+ 97 9 + 3 + 1 = 13
2
Step 4: Write the tens value underneath the tens column and place a small number
representing the hundreds value above the hundreds column.
1 1
36
+ 97
32
Step 5: Add the numbers in the hundreds column.
1 1
36
+ 97
132
In Grade 7, students are expected to be able to read a simple math
addition statement involving complex whole numbers (and complex
numbers involving decimals), then set the numbers up in column format
to solve.

A simple math operation question: 2 426 + 385 then set up in

column format to solve: 2 426
+ 385

When the number involved decimals, make sure that your decimals
“line up” vertically in the column, otherwise your place values will not
match up and there will be errors in calculations.
4, 387.26 + 9, 205.682 4 387.26
+ 9 205.682

The following links are video tutorials that will help with this reviewing this process:
https://www.youtube.com/watch?v=v9J3VuI8_y0

https://www.mathsisfun.com/numbers/addition-column.html

Practice column addition with these 11 questions:

mathopolis practice questions

Addition Resources:
Online worksheet:

https://www.mathsisfun.com/worksheets/ws.html?op=add&n=15&amin=10&amax=1000&bmin=10&bmax=1000

NOTE: answers are available on the site by clicking on the link for “Get Answers”.
You can also practice extra questions by clicking on the link for “Try Another Variation”
 Name:
______________________

Change the following simple addition statements into column format and solve. Show your work,
including carrying.

1. 79.5 + 76.32 6. 345.72 + 93.654

2. 186 + 923 7. 652 932.8 + 742 467.62

3. 36.92 + 54.7 8. 45.972 + 238.04

4. 432.67 + 96.654 9. 26.73 + 94.34

5. 8 395.05 + 49 723.567 10. 1 945 603.56 + 5 286 302.95

Similar to addition, subtraction is also taught many different
ways. As numbers become more complex, column
subtraction or vertical subtraction is a skill that will be
expected in Grade 7.

Column subtraction follows a similar set of steps to addition.

1 Line up the numbers in place value columns vertically,
with the larger number at the top.
2 Subtract the place value columns, starting on the right and moving left…always subtract going from
the top to bottom.
3 If you cannot take away a number, you must “borrow” from the greater place value beside it and carry
the borrowed value to the column in which you were trying to subtract.

Here are three examples:

The following links are video tutorials that will help with reviewing this process:

https://www.youtube.com/watch?v=Ph5WTZSymN8

https://www.mathsisfun.com/numbers/subtraction-regrouping.html

Practice the questions on these two links:

→ https://ca.ixl.com/math/grade-6/add-and-subtract-decimal-numbers

→ https://www.mathopolis.com/questions/q.html?id=1600&t=mif&qs=1600_1601_3412_3413_1602
_1603_3414_3415_2948&site=1&ref=2f6e756d626572732f7375627472616374696f6e2d726567
726f7570696e672e68746d6c&title=5375627472616374696f6e20627920526567726f7570696e67
2028426f72726f77696e6729
Subtraction Resources:
Online Worksheets
→ https://www.mathsisfun.com/worksheets/ws.html?op=sub&n=15&amin=10&amax=1000&bmin=1
0&bmax=1000&negans=n&ol=y

NOTE: answers are available on the site by clicking on the link for “Answers”.
You can also practice extra questions by clicking on the link for “Try Another Variation”
 Name: ______________________

Change the following simple subtraction statements into column format and solve. Show your
work, including borrowing (or re-grouping).

1. 79.5 - 76.32 6. 345.72 - 93.654

2. 923 - 186 7. 742 467.62 - 652 932.8

3. 54.7 - 36.92 8. 238.04 - 45.972

4. 432.67 - 96.654 9. 94.34 - 26.73

5. 49 723.567 - 8 395.05 10. 5 286 302.95 - 1 945 603.56

Multiplication means repeated addition. When we multiply, it’s like we add numbers many
times over.
For example: 2 x 3 = 6
This means two groups of three. So, 2 x 3 is like adding two groups of three: 3 + 3 = 6.
For example: 7 x 6 = 56
This means seven groups of six. So, 7x6 is like adding seven groups of six:
6+6+6+6+6+6+6=56
Multiplication Table
In Grade 7, you should definitely have your times tables memorized up to 10 x 10. It is even better if you
can have them memorized right through to 12 x 12 ☺
The main reason you need these memorized is because you will be multiplying more complex numbers in
Grade 7…which will get pretty tricky if you do not know your multiplication tables very well.

A great way to practice your multiplication tables is by playing the card game “WAR”. Instead of the highest
card wins, it’s the person who can multiply the two cards together correctly that wins the round. For this
version of WAR, start with all the cards up to 10. Then add in the Jacks (worth 11), then the Queens (worth
12). Only add in the Kings (worth 13) if you are ready to rock this version and win.

Practice your basic multiplication facts on this site: You can reset the quiz often for more
practice…

https://www.thatquiz.org/tq-1/?-j4g04-lc-mpnv600-nk-ppnv600

→ This is another site that has you quickly needing to calculate up to 9 x 9.

https://www.multiplication.com/games/play/quick-flash-ii
 When we multiply with large numbers, we can use vertical multiplication. You must write the larger
number on top of the smaller number.

Example: 89 x 7 = ???

Solution: To calculate 89 x 7, set it out vertically with the smaller number placed under the larger
number as shown below.

89 Calculate from the ones (units) value first.

x 7 9 x 7 = 63 place 3 under the ones (units) place & carry the 6 to the tens place

6
89
x 7
3

Now, calculate form the tens value: 8 x 7 = 56 and add the extra 6 that was carried: 56 + 6 = 62

6
89
x 7
623

The following sites have videos on how to multiply numbers by the column method:
→ https://www.youtube.com/watch?v=hrzUMchrlJM
→ https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-
digit-mult/v/2-digit-times-1-digit-example-no-carrying

→ https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-
digit-mult/v/3-digit-times-1-digit-example-no-carrying

→ https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-
digit-mult/v/3-digit-times-1-digit-example

Practice your column multiplication on this site: You can reset the quiz for more practice…
https://www.thatquiz.org/tq-1/?-jg24-la-mpnv600-nk-p0
→ There are seven questions that you can practice on this site:
https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-digit-
mult/e/multiplication_2

→ And more to practice here:

https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-digit-
mult/e/multiplication_2
→ You can download worksheets from this site. Look for the section called Multiplication
Facts to 12 × 12 = 144
https://www.math-drills.com/multiplication.php
Multiplication with Multiple Digits

To multiply two, multiple digit numbers, write the numbers vertically with the larger number
being multiplied by the smaller number which is called the multiplier.

• Find the product of the larger number with each digit in the multiplier, adding the
results for your final answer.
• Remember to add a zero to hold place value where necessary after the multiplying
digit. For example, if the multiplying digit is in the hundreds column, add two zeros
for the tens column, add one zero.

Review these videos for demonstrations on multiplying with multiple digits:

→ https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-
multi-digit-mult/v/multiplying-2-digit-numbers

→ https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-digit-
mult/v/multiplication-6-multiple-digit-numbers

Practice multiplying two digit numbers and multiple digit numbers on these sites:

→ https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-digit-
mult/e/multiplication_3

→ https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-digit-
mult/e/multiplication_4

Example: Find the product of 269 x 78

Solution:
→ set up in columns: 269
x 78
7
→ begin with the ones column in the multiplier 269 9 x 8 = 72
carry the digit x 78
2
5 7
→ continue to the next column 269 6 x 8 = 48 + 7 = 55
carry the digit x 78
52
2 57
→ continue to the next column 269 2 x 8 = 16 + 5 = 21
carry the digit x 78
2152

So far, so good….but we still need to work with the next place value
in the multiplier and keep on solving
….continued on the next page
 6
→ next, work with the tens column in the multiplier 269 9 x 7 = 63
…carry the digit x 78
2152
30

4 6
→ continue to the next column 269 6 x 7 = 42 + 6 = 48
…carry the digit x 78
2152
830

4 6
→ continue to the next column 269 2 x 7 = 14 + 4 = 18
…carry the digit x 78
2152
18830

4 6
→ add the two answer lines together for the final answer 269
x 78
2152
+ 18830 teehee ☺
= 20982

The following site has videos on how to multiply two-digit and three-digit numbers

https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-digit-
mult/v/multiplying-2-digit-numbers

https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-digit-
mult/v/multiplication-6-multiple-digit-numbers

Practice your multiplication with multiple digits on this site: You can reset the quiz many
times for more practice…
https://www.thatquiz.org/tq-1/?-jg44-l7-mpnv600-nk-p0

Try these practice questions:

→ https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-digit-
mult/e/multiplication_3

→ https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multi-
digit-mult/e/multiplication_4

Try this online game (choose multiplication and hard; not in algebra style):

→ https://www.funbrain.com/games/math-baseball
 Name: ______________________

Complete the following questions on multiplication with multiple digits:

d e f
. . e
e
.

compiled from www.superteacherworksheets.com

Division is another operation that can be taught different ways. In elementary school, sometimes we
are taught the " short" division where we avoid the long process of subtraction. Though this is an
acceptable way of learning division, when we begin to divide more complex numbers and decimals, long
division is necessary.

The following is a tutorial from www.mathisfun.com. . It teaches us the process of long division in
individual steps.
425 ÷ 25
•
The number to be divided into is known as the dividend
The number which divides the other number is known as the divisor

And here we go:

4 ÷ 25 = 0 remainder 4 The first digit of the dividend (4) is divided by the divisor.

The whole number result is placed at the top. Any remainders are ignored at
this point.

The answer from the first operation is multiplied by the divisor. The result is
25 × 0 = 0
placed under the number divided into.

4−0=4 Now we subtract the bottom number from the top number.

Bring down the next digit of the dividend.

42 ÷ 25 = 1 remainder 17 Divide this number by the divisor.

The whole number result is placed at the top. Any remainders are ignored at
this point.

The answer from the above operation is multiplied by the divisor. The result
25 × 1 = 25
is placed under the last number divided into.
 42 − 25 = 17 Now we subtract the bottom number from the top number.

Bring down the next digit of the dividend.

175 ÷ 25 = 7 remainder 0 Divide this number by the divisor.

The whole number result is placed at the top. Any remainders are ignored at
this point.

The answer from the above operation is multiplied by the divisor. The result
25 × 7 = 175
is placed under the number divided into.

175 − 175 = 0 Now we subtract the bottom number from the top number.

There are no more digits to bring down. The answer must be 17.
425 ÷ 25 = 17 The answer to a division question is called the quotient.

You can also watch the problem presented being solved in action at this link:

https://www.mathsisfun.com/numbers/long-division-animation.html
 Practice some questions via this link:

→ https://www.mathopolis.com/questions/q.html?id=1639&t=mif&qs=1639_1640_1641_1642_164
3_1644_1841_1842_1843&site=1&ref=2f6c6f6e675f6469766973696f6e2e68746d6c&title=4c6f
6e67204469766973696f6e

Division Resources:
→ If you need to review long division with just a one-digit divisor, here is a good tutorial
on "How to Do Long Division."
https://www.coolmath4kids.com/math-help/division/standard-algorithm

Name: ____________________

Long Division Practice

(resources compiled from www.math-drills.com
Name: ____________________
These ones were tricky, so here is the answer key:
 Factors and multiples are very similar math concepts that focus on multiplication.

are numbers that can be multiplied together to get a final product. Since you can multiply
every number by one, then one is always a factor.

Example: Find all the factors of the number 12, using a factor tree to show your thinking.

Solution: 1, 12, 2, 6, 3, 4 are all factors of 12. We would write this in order as:

the factors of 12 are: 1, 2, 3, 4, 6, 12

Instead of a factor tree drawing, some people like to show factors of a number in a line. This is what it
would look like for the same number 12:
12
1 2 3 4 6 12
x
x
x

You can also be asked to find the prime factors of a number.

This means that as you look at the factors of a number, you have to keep figuring out any number that
can still be factored until it cannot be factored anymore (a prime number). It is a bit similar to the above
tree, but the goal is to find all the prime factors of a number. When you take the prime factors and multiply
them together, you should get the original number.

Note: You can usually complete a prime factoring for a number in more than one way, but you will always
end up with the same prime factors. 12

2 x 6

2 x 3

2 x 2 x 3 = 12
 are numbers that we find by “skip counting”. They are directly connected to a row
on the multiplication table.

Example: Find the multiples of 6.

Solution (skip counting by 6): 6, 12, 18, 24, 30, 36, 42, 48, 54, 60 etc.…

Another example: Find the multiples of 8.

Solution (skip counting by 8): 8, 16, 24, 32, 40, 48, 56, 64, 72, etc.…

Try this site to practice making factor trees all the way down to the prime factors

https://www.mathplayground.com/factortrees.html

So, what is the real difference between a prime and composite number?

A composite number is a whole number above 1 that can be made by multiplying other whole numbers.

Example: 6 can be made by 2 × 3 so the number 6 is a composite number.

A prime number cannot be made multiplying other whole numbers above 1.

Example: 7 is a prime number because 7 cannot be made by multiplying other whole numbers (1×7
would work, but we said to use other whole numbers)
 Name: ____________________

Factors and Multiples Practice

Create a factor tree and factor line for each number, and then list its factors as instructed.

Create a factor tree Create a factor line List the factors from least
to greatest

15

24

50
 48

30

112

List 3 multiples for each number.

2: __________________________________ What factors do 24 and 16 have in

common?
5: __________________________________

7: __________________________________

11: _________________________________

21: _________________________________
Find one common multiple for the
8: __________________________________ numbers 5 and 6.

24: _________________________________
 Fractions, Decimals and Percents are just different ways of showing the same value:

A Half can be written: As a fraction

As a decimal:
As a percent:

A Quarter can be written... As a fraction:

As a decimal:
/ As apercentage:
are used to show parts of a whole.

= 1 whole = ¾ of the pizza

The numerator in a fraction is the

top number. It tells us how many
parts we have.
The denominator in a fraction is the
bottom number. It tells how many
parts we started with.

like fractions show parts of a whole. When we are referring to decimals we need to use our
knowledge of place value.
17.25
This represent the number 17 “point” two five or seventeen and a quarter

The numbers to the left of the decimal point are the whole numbers. The numbers to the right of the
decimal point are parts of one whole unit. Their value depends on their position or place value.

show us parts per 100. We use the "%" sign to show

how many parts per 100 we have.

Example: If 8 of every 100 girls have red hair, we would say 8% of

girls have red hair.

We can also use percent grids to visually explain percents. In the

picture, there are 100 squares. 8 are shaded red. This red section
represents the 8%. 92 are shaded grey. This represents 92%.
If we said that 8 percent of girls have red hair, then the 92%
represents all hair colours other than red.
Fractions, Decimals and Percents … give it a try.
Complete the chart below.

Fraction Decimal Percent

½
0.25
30%

1/5
0.6
90%

1/10

Write the shaded amounts as a fraction, decimal and percent.

a.
Fraction:

Decimal:

Percent:

b. Fraction:

Decimal:

Percent:

C.

Fraction:

Decimal:

Percent:
 Some equations can have many different answers if the operations (adding, subtracting,
multiplying, dividing, etc.) are calculated in different orders.

The term Order of Operations refers to a specific order that you should always use when calculating
the operations in any mathematical equation so that you always get the correct answer.

= THE RULE FOR ORDER OF OPERATIONS

Brackets - Solve all equations within the brackets (parentheses)

Exponents - Solve all exponents.

Division and Multiplication - Solve from left to right.

Addition and Subtraction - Solve from left to right.

Example: 3 x 4 + 8 + 2

1) Division and Multiplication: 3 X 4 = 12

2) Addition : 12 + 8+2 = 22
3) Solution : 22

When we are solving equations with decimals, we follow the same rule of order.

Example: (12.2 + 6.1) + 3 x 2 =

1) Brackets: 12.2 + 6.1 = 18.3
2) M ultiplication: 3 x 2 = 6
3) Addition : 18.3 + 6 = 24.3
4) Solution: 24.3

Here is a video tutorial that shows examples: https://youtu.be/GiSpzFKI5_w

 is the total distance around a two dimensional shape. We find the perimeter by
adding up the lengths of all the sides. We measure perimeter in units. (Ex. Cm)

Example: 6cm

2cm 2cm

6cm
Perimeter = 2 cm + 6 cm + 2 cm + 6 cm
Perimeter = 16 cm

is the amount of surface space that covers a particular shape. We measure area in units
squared because we are multiplying. (Ex. cm 2 )

We have different formulas that we apply to the shapes to find out area.

To find out the area of a Square/Rectangle: multiply base times height (length times width) b x h
Example:

2cm

2cm

2cm

Area= (b x h)
Area = 2 cm x 2 cm
Area= 4 cm2

To find out the area of a Triangle: we multiply base times height, then divide by two. b x h ÷ 2

Example:
Area= (b x h) ÷ 2

Area= (3 cm x 5 cm) ÷ 2

2
Area= 7.5 cm

3cm
Students need to be able to identify and classify angles according to their measure. They also need to be
able to measure angles accurately with a protractor.

For the angles below, classify &

measure the angle.

Watch this video tutorial for a review:

https://youtu.be/50eVno0s1DI

Students must be able to create and

compare triangles.

Here is video tutorial for review:

https://youtu.be/mLeNaZcy-hE

www.onlinemathlearning.com
The ability to do math without the use of a calculator or pencil and paper is what we call mental math.
This is an incredibly valuable skill as it emphasizes the need for both basic comprehension and
application of key concepts.

Mental Math develops the skill sets of concentration, visualization, comprehension, application, and
memorization of basic operations or concepts.

At St. Mary’s Academy, we regularly incorporate Mental Math activities into class time. The topics for
mental math often correspond with the material covered in class that week. This provides as a review
for the students as they continue with the given topic.

While this booklet does not cover every concept required for Grade 7
Math, it does provide an overview of the most important concepts and
skills that will be required to be successful in Grade 7 Math. We want
you to have as smooth a transition as possible into Grade 7 Math,
because we know it can be an enjoyable course that allows you to
develop your abilities to think and problem solve with greater
confidence.

Welcome to Mathemagic” land!