Grade 7 Math Final Review Sheet 2016

Review Sheet for Grade 7 Math Final Exam
2016
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____
1. What fraction of this circle is shaded?
a.
____
c.
b.
1
16
3. Cory has
c.
3
8
4. Which fraction is equivalent to
a.
____
b.
5. Write
11
8
1
2
of a tank.
d.
2
3
c.
d.
b.
c.
d.
b. 1
c.
3
14
d.
b.
c.
14
11
d. 3
6. Subtract:
a.
____
c.
d.
with denominator 16.
a.
____
1
12
of a tank of gas at the beginning of the week. He used
What fraction of the tank of gas is left?

a. 1
b. 1
4
3
____
d.
2. Add:
a.
____
b.
3
49
3
7
7. Subtract:
a.
3
11
7
15
The actual exam will be very similar to this practice test. Please see the attached pages for
study notes and study aids to help you better understand each question.

____
8. Subtract:
a.
____
2016
b. 1
11
23
9. Write
a.
c.
d.
as an improper fraction.
11
3
b. 6
c.
b.
c.
b. R and S
c. P and S
d. Q and R
b. 9
c. 6
d. 5
5
3
d.
8
3
____ 10. Add:

a.
2
3
d.
2
3
____ 11. Which are equations?

P: 8 3x = 2
Q: 2x + 10
R:
S:
a. P and Q
____ 12. Solve this equation:
a. 8
____ 13. Find the value of x that makes this equation true.
a. 4
b. 3
c. 18
d. 1
____ 14. Alex saved $13.00 from his paycheck. This was half the amount of money he had earned.
How much money did Alex earn?
a. $13.00
b. $28.00
c. $25.00
d. $26.00
a. 7
b. 6
____ 16. Solve this equation: x 6 = 12

a. 10
b. 2
c. 13
d. 45
c. 18
d. 6

____ 17. The area of this rectangle is given by the formula
Find the length l of the rectangle.
A = 60 cm2
2016
h = 5 cm
a. 54 cm
b. 300 cm
c. 12 cm
d. 55 cm
____ 18. A balance scale has 3 masses on the left side. Two of them are 10 g and the other is 2 g. On the right side of
the scale are a 5 g mass and an unknown mass. What is the value of the unknown mass if the 2 pans are
balanced?
a. 2 g
b. 13 g
c. 3 g
d. 17 g
____ 19. Overnight, the temperature dropped 6C to 1C. Write an equation to find the starting temperature. Solve the
equation.
a. x 1 = 6, x = 5
c. x + 1 = 6, x = 5
b. x 6 = 1, x = 5
d. x + 6 = 1, x = 5
____ 20. Solve this equation: 5x + 12 = 22
a. 5
b. 4
6
5
c. 1
d. 2
c. 28
d. 3
c. 8
d. 3

a. 11
b. 2
____ 22. Solve this equation: 4x + 6 = 18

a. 6
b. 7
____ 23. What is the number that makes this sentence true?
Sixteen more than 5 times a number is 36.
a. 15
b. 3
c. 26
d. 4
____ 24. Find the mode of this set of data: 5, 12, 12, 17, 19
a. 13
b. 12
c. 10
d. 32.5
____ 25. What number will replace

to make this statement true?
The mode is 26 for this set of data: 14, , 30, 26, 28, 22
a. 26
b. 22
c. 29
d. 24
____ 26. Find the median of this set of data: 65, 48, 72, 47, 65, 61, 52, 57, 54
a. 59.5
b. 65
c. 58
d. 57
____ 27. Find the range of this set of data: 17, 13, 7, 20, 13, 21, 20, 13, 11
a. 14
b. 13
c. 9
d. 15
2016
____ 28. A sample of 16 boxes of cereal is selected from the production line for quality check.
The masses of the boxes, in grams, are:
296, 306, 305, 290, 285, 299, 290, 302, 299, 290, 309, 290, 309, 305, 309, 305
What is the median mass?
a. 299 g
b. 300.5 g
c. 303.5 g
d. 302 g
____ 29. Identify the outlier in this set of data: 13, 14, 17, 12, 18, 2, 17
a. 2
b. 14
c. 18
d. 17
____ 30. Lynn receives these marks on 4 math tests: 90, 89, 86, 78
What mark must he get on the next math test to have a mean of 80 for 5 tests?
a. 58
b. 57
c. 51
d. 60
____ 31. The number of patients treated at Dr. Jasons dental office each day is recorded for 8 days.
Here are the data: 6, 13, 8, 13, 16, 20, 14, 17
Find the mean, median, and mode of the data.
a. Mean: 13.375, median: 14.5, mode: 13
b. Mean: 11.25, median: 14.5, mode: 13
c. Mean: 11.25, median: 13.5, mode: 13
d. Mean: 13.375, median: 13.5, mode: 13
____ 32. A pencil case contains 5 red felt pens, 4 white felt pens, and 6 blue felt pens.
You pick a pen without looking. Find the probability of picking a white pen.
a. 2
b. 11
c. 1
d. 4
5
15
3
15
____ 33. A game involves spinning this spinner.
G
R
What is the probability of the pointer landing on B?

a. 1
b. 3
c. 1
2
8
8
d.
1
4
____ 34. A die labelled 1 to 6 is rolled. Find the probability of rolling a number greater than 3.
a. 1
b. 5
c. 1
d. 1
6
6
2
3
____ 35. Use a tree diagram to find how many ways you can arrange the letters in DOG.
a. 6 ways
b. 8 ways
c. 4 ways
d. 5 ways
2016
____ 36. A coin is tossed and a die labelled 1 to 6 is rolled.

What is the probability of the event a head on the coin and a 3 on the die?
a.
b.
c.
d.
____ 37. The pointer on this spinner is spun once. What is the probability that the pointer will land on an odd number
in the shaded area?
a.
b.
c. 0
d.
____ 38. How many pairs of parallel line segments are in this diagram?
a. 4
b. 3
c. 1
d. 2
____ 39. How many pairs of perpendicular line segments are in this diagram?
a. 3
b. 5
5
c. 2
d. 4
2016
____ 40. Line segment AB is the perpendicular bisector of line segment KL. Which statement is true?
A
a.
b.
is a right angle.
c. A is the midpoint of KL.

d.
____ 41. Which diagram shows the construction of the bisector of this angle?
a.
c.
b.
d.
2016
____ 42. Name the point with coordinates (2, 4) on this grid.
y
4
a. G
b. J
c. K
____ 43. Translate point P(0, 3) 4 units right and 2 units down.
Write the coordinates of the translation image.
a. (1, 4)
b. (4, 1)
c. (4, 5)
____ 44. What are the coordinates of the image of point (8, 2) after a
a. (2, 8)
b. (8, 2)
c. (8, 2)
d. H
d. (5, 4)
rotation about the origin?
d. (8, 2)
____ 45. Write the coordinates of the point that is 10 units left of the y-axis and 2 units above the x-axis.
a. (10, 2)
b. (2, 10)
c. (10, 2)
d. (10, 2)
____ 46. Write the coordinates of point B on this grid.
y
6
4
C
2
2
A
B
4
6
a. (2, 3)
b. (3, 3)
c. (4, 6)
d. (3, 3)
2016
____ 47.
has vertices F(4, 4), G(5, 1), and H(2, 2).

The triangle is reflected in the y-axis.
Which diagram shows
and its reflection image
a.
c.
6
F'
4
2
H' 2
G'
6
6
G'
6 x
H'2
F'
6 x
b.
d.
6
6
G'
y
F'
H'
2
0
2
4
6
F'
4
H'
G'
6 x
0
2
4
6 x
2016
____ 48. Rectangle ABCD has vertices A(2, 2), B(0, -2), C(0, 0), and D(-2, 0).
The rectangle is translated 3 units right and 3 units down.
Draw and label rectangle ABCD and its translation image rectangle
y
y
a.
c.
6
B'
C'
2
A'
6
D'
0
2
6 x
B'
D
4
C'
0
2
A'
b.
6 x
D'
d.
y
6
y
6
4
4
2
2
D'
6
A'
D
C'
2
B'
4
6
2
A
C
0
2
B
2
D'
C'
4
6 A'
B'
2016

____ 49.
has vertices R(6, 8), S(3, 7), and T(2, 1).

The triangle is reflected in the x-axis.
Which diagram shows
and its reflection image
a.
R'
10
c.
10
y
S'
R
T
10
T'
T'
5
S'
10 x
10
5 T
S
10
b.
10
T'
R'
10
d.
y
R'
10
R'
10
y
R
5
S
10 x
10 x
10
T'
10 x
5
S'
S'
10
10
Short Answer
50. What fraction of this circle is shaded?
51. Which fraction is greater
10
2016
52. Add:
53. Write the fractions
54. Write
and
with the same denominator.
as a mixed number.
55. Solve this equation:

56. Replace x with a number to make this equation true.
57. Find the value of x that makes this equation true.

3x 5 = 10
58. The 2 pans of the scales are balanced. Find the value of the unknown mass C.
6g
5 g 13 g
15 g
59. Solve this equation: 11 + x = 3

60. At a bowling alley, it costs $5 to rent shoes and $4 for each game.
How many games can you play if you have $37 and you need to rent shoes?
61. Anjar has $165 in his account. He saves $74 each month.
How long will it take before he has $609 in his account?
62. Find the mean and mode of this set of data: 19, 10, 14, 17, 21, 12, 18, 20, 13
63. Which set of data has a median of 31 and a mode of 35?
P: 30, 32, 28, 35, 25, 35
Q: 35, 32, 24, 35, 37, 28
R: 26, 36, 33, 23, 29, 36
64. Find the median and the range for this set of data: 61, 70, 73, 54, 58, 69, 64, 69
65. A bag contains 6 blue, 4 yellow, 7 red, 3 green, and 5 purple marbles.
A marble is picked at random. Find the probability that it is either blue or yellow.
66. Two dice, each labelled 1 to 6, are rolled. What is the probability of getting 1 odd and 1 even number?
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67. This design shows part of a wooden fence. Find pairs of parallel line segments.
Q
L
A
68. Construct the perpendicular bisector of line segment PQ.

Mark any point K on the perpendicular bisector.
Join KP and KQ. Describe PKQ.
69.
is translated 3 units to the left and 3 units up.

Draw and label its translation image
.
6
4
2
B4
6 x
2
4
C 6
Problem
70. Find the sum of the fractions modelled by these fraction circles.
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2016
1
2
3
71. Evaluate: 1 + 1 1
8
3
4
Give your answer as a mixed number in simplest form.
72. A catering company charges a flat rate of $90 plus $14 per person attending a dinner.
The total cost for a dinner was $958. How many people attended?
Show your work.
73. A set of data has 4 numbers listed in this order: 16, x, y, 24
Find the values of x and y so that the set of data has the same mean and mode.
74. This spinner has 5 equal sectors. The pointer on the spinner is spun once.
5
4
a)
b)
What is the probability of getting a 1 or a 2?

What is the probability of getting an even number? an odd number?
75. Points A(4, 5) and C(3, 2) are opposite vertices of square ABCD.
What are the coordinates of the other 2 vertices B and D?
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Notes and Study Helps

Some notes and special study helps are given to help with individual questions on the review
sheet. These correspond with the question numbers on the review sheet.
1, 50 To find out what fraction of a diagram is shaded, you would first count the number of shaded
parts. This would be the numerator or top number in your fraction. Then you would count the total
number of parts (shaded + unshaded). This would be your denominator in the fraction. This
assumes that all of the parts are an equal size.
For additional information and practice see http://www.webmath.com/k8if.html
2, 52, 53,70, 71 Fractions are simple to add if they have the same denominator. To add them, simply
add the numerators and put this sum over the same denominator.
For example:
3
4
7
+
=
10 10 10
If you want to add fractions with unlike denominators, you must first change the fractions to
equivalent fractions with a common denominator.
For example: Before adding
2 10
=
and
3 15
3
9
=
5 15
2 3
+ , we need to find a common denominator.
3 5
10
9 19
4
so
+
=
=1
15 15 15
15
Some models such as pattern blocks or fraction strips can be used to add fractions but in most cases
simply numbers are used. To choose a common denominator, find the lowest number that is a
multiple of each of the denominators. For example, if you are adding
3
8
+
, you could use 30
10 15
as a common denominator because 30 is a multiple of both 10 and 15.

(See Math Makes Sense 7, p. 178-190, 212 for additional information and practice). Additional help
can be found from the following websites.
http://www.webmath.com/addfract.html
http://www.math.com/school/subject1/lessons/S1U4L3GL.html
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3, 6, 7, 71 Fractions are simple to subtract if they have the same denominator. To subtract them,
simply subtract the second numerator from the first numerator and put the difference over the same
denominator.
For example:
4
3
1
=
10 10 10
If you want to subtract fractions with unlike denominators, you must first change the fractions to
equivalent fractions with a common denominator.
4
1
we need to find a common denominator.
6
4
8
3
5
so
=
12 12 12
For example: Before subtracting

4
8
=
and
6 12
1
3
=
4 12
Some models such as pattern blocks or fraction strips can be used to subtract fractions but in most
cases simply numbers are used.
(See Math Makes Sense 7, p. 191-197, 212 for additional information and practice). Additional help
http://www.webmath.com/subfract.html
4, 5, 7 Equivalent means equal value. To make equivalent fractions, you multiply or divide the
numerator and denominator by the same number. For example, if I want to find an equivalent
fraction for
12
I can do the following.
15
Multiply both the numerator (12) and the denominator (15) by the same number.
12
x
15
15
2
2
24
=
so
30
12
15
24
and 30 are equivalent fractions.
2016
Divide both the numerator and denominator by the same number. A common factor of 12 and
15 is 3. If I divide both the numerator and denominator of the fraction
12
by 3, I will end
15
4
up with the equivalent fraction 5 .
To check if fractions are equivalent, you can cross-multiply.
12
3
40
10 =
3 x 40 = 120 and 10 x 12 =120 so these are equivalent fractions.
Equivalent fractions are used in adding and subtracting fractions to get common
denominators.
(See Math Makes Sense 7, p. 182 for additional information and practice). Additional help can be
found at the following websites.
www.mathplayground.com/Triplets/Triplets.html
http://www.sheppardsoftware.com/mathgames/fractions/memory_equivalent3.htm
https://www.khanacademy.org/math/pre-algebra/fractions-pre-alg/equivalent-fractions-prealg/v/equivalent-fractions
5. See question 4.
6. See question 3.
7. See question 3, 4
8. To subtract a fraction from 1 you should begin by writing 1 as a fraction. Any number divided by
itself is equal to 1, so any fraction that has the same numerator and denominator is equal to 1.
1 2 3 4
= = =
1 2 3 4
3
7
7 3 4
To subtract 1- , I would begin by rewriting 1 as
, then subtract;
- =
7
7
7 7 7
Example: 1 =
16
2016
9. A mixed number is a number that has both a whole number part and a fraction part. Examples
2
1
or 7 . An improper fraction is a fraction in which the numerator is larger than the
9
3
8
5
denominator, such as
or
.
3
4
would be 1
To convert a mixed fraction to an improper fraction, you must first multiply the denominator by the
whole number part of the mixed fraction. Then add this to the numerator to get a new sum. Then
place this sum as the numerator over the original denominator.
2
as an improper fraction? In this example, 5 x 4=20. Then add the numerator:
5
22
20+ 2= 22. Then place this over the original denominator:
5
Example: What is 4
Therefore 4
2
22
=
5
5
(See Math Makes Sense 7, p.212 for additional information and practice). Additional help can be
found from the following websites.
http://www.webmath.com/convfract.html
http://www.math.com/school/subject1/lessons/S1U4L1GL.html#sm3
10, 71 Rules for Addition and Subtraction of Mixed Numbers:
1. Change all mixed fractions to improper fractions.

2. Rewrite the fractions with a common denominator.
3. Add or subtract the numerators while keeping the denominators the same.
4. Simplify if possible to lowest terms and rewrite as a mixed fraction if
necessary.
To simplify fractions to lowest terms, divide the numerator and denominator by the same number.
Keep doing this until there are no more numbers that can divide evenly into both the numerator and
denominator.
Some models such as pattern blocks or fraction strips can be used to add fractions but in most cases
simply numbers are used.
In some cases, it is easier to add or subtract mixed numbers by working with the whole number parts
and fraction parts separately.
For question 71, you will need to add the first two fractions together first to get a sum and then
subtract the 3rd fraction from that sum.
17
2016
(See Math Makes Sense 7, p.199-208, 212 for additional information and practice). Additional help
http://www.webmath.com/addfract.html
http://www.webmath.com/subfract.html
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11. An expression is a mathematical phrase made up of numbers (1,8, 2000) and/or variables (n, x,
a) connected by operations (+, -, x, ). An equation is a mathematical statement that two
expressions are equal. Examples are: 2n = 10; 8+5=13; 4k-17=63. An equation contains an =
sign.
Additional help can be found at the following website.
http://www.mathgoodies.com/lessons/vol7/expressions.html
https://www.khanacademy.org/math/algebra/introduction-to-algebra/feel-for-equations-andinequalit/v/variables-expressions-and-equations
12, 13, 15, 16, 20, 21, 22, 55, 57, 59. Use the following rule to solve for unknown variables in an
equation:
To solve for an unknown variable in an equation,
you must isolate the variable
by doing the same thing to both sides of the equation.
When you have finished solving for the variable, remember to check your answer by substituting the
number back into the original question to see if it works.
(See Math Makes Sense 7, p.220-225, 234-244 for additional information and practice). Additional
help can be found from the following websites.
http://www.math.com/school/subject2/lessons/S2U3L1GL.html#sm2
http://www.math-play.com/equation-games.html
www.math-play.com/One-Step-Equation-Game.html
13. See question 12.

14, 23, 60, 61, 72 For some problems, an equation must be written first, based on the information
given in the question. Then the equation can be solved. You need to be very careful to translate the
words of the problem into the language of math (expressions) as you write your equation. If you do
not start with the correct equation, you wont finish with the correct answer.
After solving your equation, check back to make sure that you have answered the question that is
being asked in the problem. Also, remember to always include the unit of measure in your answer.
For example, if a problem ends by asking How far did they travel? the answers 200 or 200kg
would not be reasonable, but 200 km may be an acceptable answer based on the information from
the question.
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2016
help can be found from the following website.
http://www.math-play.com/Algebraic-Expressions-Millionaire/algebraic-expressions-game.html
http://www.purplemath.com/modules/translat.htm
17. In this question a formula is given (A=l x h). In addition the values of two of the variables are
given (A = 60 cm) (h = 5cm). Begin by substituting these given values into the formula. This will
leave only one variable (l) as an unknown to solve for.
(60 cm = l x 5cm) To solve for l, simply do this in the same way that you would solve for any
unknown variable in an equation, by isolating this variable by doing the same thing to both sides of
the equation.
18, 58 Balance scales can be used to model an equation. When the pans are balanced, the mass in
one pan is equal to the mass in the other pan. Balance scales, like equations, have two sides. To solve
for an unknown variable on a balance scale, you isolate it by doing the same thing to both pans of
the balance.
(See Math Makes Sense 7, p.226-230, 238, 242 for additional information and practice).
Additional help can be found from the following website.
http://www.learner.org/courses/learningmath/algebra/session6/part_c/index.html
19. To solve some equations you need to do operations with integers. Rules for adding and
subtracting integers are as follows:
Instead of using tiles or a number line, the following rules may be used to add integers:
1. If the signs are the same, add the numbers and keep the same sign.
Examples:
(+3) + (+5) = +8
(-7) + (-5) = -12
2. If the signs of the integers are different, subtract the numbers and take the sign of the
numerically larger number.
Examples:
(-9) + (+4) = -5
(+8) + (-3) = +5
Tiles or number lines can be helpful to use as a model when solving integer problems.
(See Math Makes Sense 7, p.231-235 for additional information and practice).
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2016
https://ca.ixl.com/math/grade-7/integer-addition-and-subtraction-rules
http://www.math-play.com/integers-game.html
http://www.mathplayground.com/ASB_SpiderMatchIntegers.html
24. The mode is the number that occurs most often in a set of numbers. Sometimes a set of numbers
has more than one mode and sometimes it has no mode.
(See Math Makes Sense 7, p.259-261, 264-266, 268-275, 278 for additional information and
practice). Additional help can be found from the following website.
http://www.mathgoodies.com/lessons/vol8/mode.html
http://www.mathsisfun.com/mode.html
http://www.eduplace.com/kids/hmcam/animath/swf/mean_median_and_mode.swf
26. The median is the middle number when data are arranged in numerical order; if there is an even
number of data, the median is the mean of the two middle numbers.
(See Math Makes Sense 7, p.262-266, 271-275, 278 for additional information and practice).
Additional help can be found from the following websites.
http://www.mathgoodies.com/lessons/vol8/median.html
http://www.mathsisfun.com/median.html
27. The range is the difference between the greatest and least numbers in a set of data. To find it,
subtract the smallest number from the largest number.
can be found from the following website.
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2016
http://www.mathgoodies.com/lessons/vol8/range.html
29. An outlier is a number in a set that is significantly different from the other numbers. It may be
much higher or much lower than any other number. Sometimes outliers are removed from the set of
data before mean or median are calculated because they distort the whole set of data if they are
included.
http://www.mathsisfun.com/definitions/outlier.html
30. The mean, or the average, of a set of data is the sum of the set of numbers divided by the number
of numbers in the set. To find the mean of the following set of numbers do the following:
10, 12, 7, 16, 16, 31, 20, 24
Add the numbers up. 10+12+7+16+16+31+20+24 = 136
Now divide the sum of 136 by 8 because there were 8 numbers in total.
136 8 = 17, so the mean of this set of numbers is 17.
To solve question 30 on this sheet, you will have to work backwards. In order to average, or have a
mean mark of 84 after 5 tests, Don will need to have a total of 84 x 5 or 420 after 5 tests. His marks
so far total 333 so he will need to score the difference (420-333) on his 5th test. He therefore will
need a mark of 87 on that test.
(See Math Makes Sense 7, p.259-261, 264-275, 278, 292-294 for additional information and
practice). Additional help can be found from the following website.
http://www.mathgoodies.com/lessons/vol8/mean.html
http://www.mathsisfun.com/definitions/mean.html
31. See question 24, 26, 30
32. Probability is the likelihood of a particular outcome; the number of times a particular outcome
occurs, written as a fraction of the total number of outcomes.
When the outcomes of an experiment are equally likely, the probability of an event occurring is:
Number of outcomes favorable to that event
Number of possible outcomes
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2016
http://www.mathsisfun.com/definitions/probability.html
http://www.mathgoodies.com/lessons/vol6/intro_probability.html
http://www.compasslearningodyssey.com/sample_act/34math_probably.html
35. A tree diagram is a diagram that resembles the roots or branches of a tree, used to count
outcomes. The tree diagram below, for example, shows the possible outcomes of rolling a
tetrahedron numbered 1-4, followed by rolling a die numbered 1-6.
http://www.onlinemathlearning.com/probability-tree-diagrams.html
37. See question 32. Note that the spinner has an equal probability of landing on any sector of the
spinner because all of the spinners are the same size.
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38. Parallel lines are lines on the same flat surface that do not intersect. They are always the same
distance apart.
http://www.mathsisfun.com/definitions/parallel-lines.html
http://www.mathsisfun.com/perpendicular-parallel.html
39. Perpendicular lines intersect at 90. This means that they meet at right angles.
(See Math Makes Sense 7, p.303-305, 314 for additional information and practice).
http://www.mathsisfun.com/definitions/perpendicular-lines.html
40. A perpendicular bisector is the line that is perpendicular to a line segment and that divides the
line segment into two equal parts.
(See Math Makes Sense 7, p.306-309, 314 for additional information and practice.) Additional help
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http://www.mathsisfun.com/definitions/bisector.html
41. An angle bisector is the line that divides an angle into two equal angles.
(See Math Makes Sense 7, p.310-314 for additional information and practice.) Additional help can
be found from the following website.
http://www.mathsisfun.com/definitions/bisector.html
http://www.youtube.com/watch?
v=2dhB6HHLBGM&safety_mode=true&persist_safety_mode=1&safe=active
42. A coordinate grid is a twodimensional surface on which a
system has been set up. It is
the intersection of the x-axis,
horizontal and the y-axis which is
These axes meet at the origin
axes divide the plane into four
They are numbered
counterclockwise.
An ordered pair is two numbers
for example (2,4) on a coordinate
first number is the horizontal
of a point, and the second number
vertical coordinate of the point.
coordinate
created by
which is
vertical.
(0,0). The
quadrants.
in order,
grid. The
coordinate
is the
(See Math Makes Sense 7, p.315-319 for additional information and

practice.) Additional help can be found from the following website.
http://www.mathsisfun.com/data/cartesian-coordinates.html
https://ca.ixl.com/math/grade-7/points-on-coordinate-graphs
https://ca.ixl.com/math/grade-7/quadrants-and-axes
43. Points or shapes can be moved on a coordinate axis by translations (slides), reflections (flips),
rotations (turns) or by a combination of these. Whenever a shape is moved, it keeps its same size
and shape, even though it may be pointing in a different direction. Because an original figure and its
image figure are the same size and shape, we say they are congruent. An image is the shape that
results from a transformation. A translation (or slide) is a transformation that moves a point or a
shape in a straight line to another position on the same flat surface. To describe a translation, you
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2016
would tell the distance it moved and the direction it moved; for example 7 units to the left and 3
units down. (Sometimes, this would move would be shown as (-7, -3). When a shape is translated,
every point on the shape moves the same distance and direction. The corresponding point for A on
the image figure is A, which is read as A prime.
See question 42.
be found from the following websites.
http://www.mathsisfun.com/geometry/transformations.html
http://www.mathwarehouse.com/transformations/translations-in-math.php
http://www.mathwarehouse.com/transformations/translations-interactive-activity.php
https://ca.ixl.com/math/grade-7/identify-reflections-rotations-and-translations
https://ca.ixl.com/math/grade-7/translations-graph-the-image
https://ca.ixl.com/math/grade-7/translations-find-the-coordinates
https://ca.ixl.com/math/grade-7/reflections-graph-the-image
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44. A rotation is a transformation in which a shape is turned

about a fixed point. On a coordinate grid, shapes are often
rotated about the origin (0,0) though they could be rotated
about any point. To describe a rotation, you would say the
direction it is turning (clockwise or counterclockwise) and
the distance it is turned measured in degrees. A quarter turn
counterclockwise is 90, a half-turn is 180, a three-quarter
turn is 270, and a full turn is 360. A quarter turn clockwise
-90, a half-turn is -180, a three-quarter turn is -270, and a
full turn is -360. In this picture, the point (2, -3) has been
rotated counterclockwise 90 about the origin (0,0). See
question 42, 43
is
be found from the following websites.
http://www.mathwarehouse.com/transformations/rotations-in-math.php
https://ca.ixl.com/math/grade-7/rotations-graph-the-image
https://ca.ixl.com/math/grade-7/rotations-find-the-coordinates
47, 49 A reflection is a transformation that is illustrated by a
its image in a mirror line. Each point on the image figure is
distance from the mirror line as its corresponding point on
figure. The mirror line or reflection line in this illustration is
See question 42.
shape and
the same
the original
the x-axis.
(See Math Makes Sense 7, p.320-324 for additional

and practice.) Additional help can be found from the
website.
information
following
http://www.mathwarehouse.com/transformations/reflections-in-math.php
48. See question 42, 43. Be careful to determine which is the original figure and which is the image
figure. The points on the original figure are F, G and H. The points on the image figure are F (F
prime), G (G prime) and H (H prime).
49. See question 42, 47. Be careful to determine which is the original figure and which is the image
figure.
50. See question 1.
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51, 53 Before comparing fractions, you should begin by rewriting them so they have a common
denominator. Then compare numerators. If the denominators are the same, then the fraction with the
greater denominator is greater. (See question 2). In some cases, you may compare them simply by
observing pictures.
See http://www.webmath.com/k8cf.html
www.mathplayground.com/fractions_compare.html
https://ca.ixl.com/math/grade-7/compare-and-order-fractions
52. When adding three fractions, simply add the first two to get a sum, and then add the 3rd fraction
to that sum. See question 2.
53. See question 2.
54. To convert an improper fraction, such as
17
to a mixed number do the following. Begin by
5
dividing the numerator into the denominator. In the example above, 5 would go into 17 three times
with a remainder of 2. Therefore 3 would be the whole number part of the mixed number and 2
would be the numerator or top number of the fraction part. The denominator of the fraction part
would remain the same which would be 5 in this case. Therefore,
17
2
=3
5
5
(See Math Makes Sense 7, p.188, 200-202, 212 for additional information and practice). Additional
http://www.webmath.com/convfract.html
56. See question 12. A question like this one can also be solved by cross-multiplying.
See question 4.
57. See question 12. For this question, isolate 3x first and then isolate x. Remember to isolate by
doing the same thing to both sides of the equation. To get rid of the -5 on the left side of the
equation, you have to do the inverse operation which would be +5, so add 5 to each side of the
equation. Finally, since x has been multiplied by 3 on the left side of the equation, you can do the
inverse operation, which is to divide by 3 to isolate x. Because you multiplied by 3 on the left side of
the equation, you need to do the same on the right side of the equation.
Check your final answer by plugging the value of x back into the original equation.
60. See question 14. Remember to include the unit of measure in your final answer.
61. See question 14, 60.
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63. See question 24, 26. Note that both conditions must be met.
66. See question 32, 35. You could use a tree diagram to help you determine all of the possible
outcomes before determining the probability of getting 1 odd and 1 even number.
67. See question 38. Tell which line segments are parallel by naming them. For example, line
segments PB and RD are parallel. This could also be written: PB RD .
68. See question 40. You can draw a perpendicular bisector by using paper folding, by using a ruler
alone, or by using a ruler and compass. You may also want to check the first two sections of the
following video as it applies to this question. You can ignore the rest of the video.
http://www.brightstorm.com/math/precalculus/equations-of-lines-parabolas-circles/constructing-theperpendicular-bisector
70. See questions 1, 2, 52.
71. See question 2, 3, 10

72. See question 14. Remember to include the unit of measure in your final answer.
73. See question 24, 30. To solve this question you may need to use some logic and possibly some
guess and check. Neither x nor y could be 16 or 24 and still allow you to have the same mean and
mode for the set of numbers. Therefore they have to be between 16 and 24. Also since there is a
mode in this question, both x and y must be the same number. You could use guess and check to find
this number. You could also consider the sum of the other two numbers in helping you determine
what the mean would be.
75. See question 42. This diagram illustrates that A and C are opposite
vertices of the square. Begin by plotting points A and C on a coordinate
grid and then use these ordered pairs to help you locate the ordered
pairs for points B and D. For example, the ordered pairs of points A and
will share the same x value. The ordered pairs of points A and D will
share the same y values, and so on.
29

Grade 7 Math Final Review Sheet 2016

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Review Sheet for Grade 7 Math Final Exam

1. What fraction of this circle is shaded?

4. Which fraction is equivalent to

with denominator 16.

of a tank of gas at the beginning of the week. He used

What fraction of the tank of gas is left?

Review Sheet for Grade 7 Math Final Exam

____ 10. Add:

____ 11. Which are equations?

____ 16. Solve this equation: x 6 = 12

Review Sheet for Grade 7 Math Final Exam

____ 21. Solve this equation:

____ 22. Solve this equation: 4x + 6 = 18

____ 25. What number will replace

Review Sheet for Grade 7 Math Final Exam

What is the probability of the pointer landing on B?

Review Sheet for Grade 7 Math Final Exam

____ 36. A coin is tossed and a die labelled 1 to 6 is rolled.

Review Sheet for Grade 7 Math Final Exam

c. A is the midpoint of KL.

Review Sheet for Grade 7 Math Final Exam

Review Sheet for Grade 7 Math Final Exam

has vertices F(4, 4), G(5, 1), and H(2, 2).

Review Sheet for Grade 7 Math Final Exam

Review Sheet for Grade 7 Math Final Exam

has vertices R(6, 8), S(3, 7), and T(2, 1).

51. Which fraction is greater

Review Sheet for Grade 7 Math Final Exam

53. Write the fractions

with the same denominator.

55. Solve this equation:

57. Find the value of x that makes this equation true.

59. Solve this equation: 11 + x = 3

Review Sheet for Grade 7 Math Final Exam

68. Construct the perpendicular bisector of line segment PQ.

is translated 3 units to the left and 3 units up.

Review Sheet for Grade 7 Math Final Exam

What is the probability of getting a 1 or a 2?

Review Sheet for Grade 7 Math Final Exam

Notes and Study Helps

as a common denominator because 30 is a multiple of both 10 and 15.

Review Sheet for Grade 7 Math Final Exam

For example: Before subtracting

Review Sheet for Grade 7 Math Final Exam

3 x 40 = 120 and 10 x 12 =120 so these are equivalent fractions.

Review Sheet for Grade 7 Math Final Exam

1. Change all mixed fractions to improper fractions.

Review Sheet for Grade 7 Math Final Exam

Review Sheet for Grade 7 Math Final Exam

13. See question 12.

Review Sheet for Grade 7 Math Final Exam

Review Sheet for Grade 7 Math Final Exam

Review Sheet for Grade 7 Math Final Exam

Review Sheet for Grade 7 Math Final Exam

Review Sheet for Grade 7 Math Final Exam

Review Sheet for Grade 7 Math Final Exam

(See Math Makes Sense 7, p.315-319 for additional information and

Review Sheet for Grade 7 Math Final Exam

Review Sheet for Grade 7 Math Final Exam

44. A rotation is a transformation in which a shape is turned

(See Math Makes Sense 7, p.320-324 for additional

Review Sheet for Grade 7 Math Final Exam