sample long-range mathematics...

Sample Long-Range Mathematics Plan

Grade 7 Revised June 2017

Grade 7 Revised June 2017 - WRDSB Learning Services © June, 2017 – Waterloo Region District School Board All curriculum resource materials developed by the employees of the Waterloo Region District School Board during the course of their employment with the Board and through the Waterloo Region District Curriculum Process are the sole property of the Waterloo Region District School Board. No curriculum resource materials shall be reproduced without the expressed written authorization of the Waterloo Region District School Board.

WRDSB Grade 7 Sample Long-Range Plans, Revised June 2017 1

Long Range Planning

Planning plays a critical role in the development of an effective mathematics program. The teacher is the best judge of students’ prior knowledge, learning, and cultural needs, and of the appropriate use of

available resources. Integrating the mathematical needs of students with curricular requirements calls for thoughtful decision-making, and such decision-making benefits from planning on a daily, monthly, and

yearly basis.

A Guide to Effective Instruction in Mathematics (K-6) Planning an effective mathematics program involves careful consideration of the following components:

● the content, knowledge and skills described by the Revised Ontario Mathematics Curriculum expectations; ● how students develop their understanding of mathematical concepts over time; ● the characteristics and educational needs of the students within the classroom; ● the reporting expectations of the Ministry of Education and Waterloo Region District School Board.

This sample long-range plan represents one possible outline of the sequence of instructional topics for the school year. In this sample long-range plan, approximate time allocations are suggested and should be modified to meet the needs of your students. The goal is to support students in learning, rather than “get through the program.” The best attempt has been made to order units in a logical progression. In order for students to gain a deep understanding of the mathematical ideas reflected in the curriculum expectations, the teaching of many skills and concepts can be addressed across the school year through activities such as math talks, number strings, math games, math warms-ups (e.g., counting routines), mini-lessons, integration of math in other subject areas, and literature with a math focus. Opportunities to revisit key concepts and skills can also be provided throughout the year to allow students to consolidate, practice and apply the learned skills and knowledge in different contexts. When using these sample plans, teachers are encouraged to make any adaptations that are indicated by the needs of their students. In addition, teachers are encouraged to look for opportunities to revisit key mathematical ideas across the school year, to deepen student understanding and to help ensure long-term retention. An effort has been made to incorporate activities and lessons from the following resources common to all WRDSB schools:

● Big Ideas from Dr. Small (4-8)

● Building Proportional Reasoning Across Grades and Math Strands, K-8 (Small)

● Eyes on Math: A Visual Approach to Teaching Math Concepts

● From Patterns to Algebra: Lessons for Exploring Linear Relationships

● Good Questions: Great Ways to Differentiate Mathematics Instruction

● Making Math Meaningful (2nd edition)

● Making Number Talks Matter (Parker)

● Minilessons for Extending Multiplication and Division (Fosnot)

● Minilessons for Operations with Fractions, Decimals and Percents (Fosnot)

● Number Talks: Fractions, Decimals, and Percentages (Parrish)

● Open Question for the Three-Part Lesson(Gr 4-8): Number Sense & Numeration

● Open Question for the Three-Part Lesson(Gr 4-8): Measurement Patterning and Algebra

● Teaching Student-Centered Mathematics (2nd Edition)

● The Super Source (Grades 7-8): Patterns and Functions

● TIPS4RM (Grades 7-8)

● Uncomplicating ALGEBRA to Meet Common Core Standards in Math, K-8

● Uncomplicating FRACTIONS to Meet Common Core Standards in Math, K-8

● Additional websites and resources where applicable


The Comprehensive Approach to Mathematics Instruction

The following is an excerpt from the WRDSB Comprehensive Approach to Mathematics Instruction for Grades 1-8: In Waterloo Region District School Board, we believe that students have the capacity to understand mathematics and the role it plays in the world. Students confidently engage with mathematics in ways that meet their needs as critically thinking and contributing citizens. By working with educators, parents and community partners, we strive to ensure all students achieve mathematics success. This empowers our students to pursue, understand and apply mathematical reasoning in the world around them. Mathematical reasoning is at the heart of all learning experiences presented to students. This problem-based approach to math learning engages students in meaningful investigations and conversations focused on key mathematical ideas. To support student learning, educators use a comprehensive mathematics program comprised of three key instructional components:

1. Learning Through Problem Solving

Teachers use carefully sequenced problems, based on student learning needs, to develop mathematical concepts and procedures. Students make connections between prior learning and current mathematical explorations. Problems are explored using a three-part framework: activating, investigating, and consolidating student thinking.

2. Building Fluency from Conceptual Understanding

Teachers plan short, (approximately 15 minute), specific mini-lessons, based on student learning needs. Number Talks and other math mini-lessons are used with the whole class or with small groups to increase fluency with mental math strategies and flexibility with mathematical reasoning. Students are actively sharing and explaining their ideas, reasoning, and representations during these lessons.

3. Purposeful Practice

Teachers provide regular practice opportunities for students as they revisit key mathematical concepts. Through differentiated mathematical games, practice problems, mini-lessons, DreamBox, and home connections, students develop deep mathematical understanding and develop confidence and efficiency over time.

Across a cycle of learning , teachers use these three instructional components to meet identified student learning needs. Not all components will be addressed every day. To read more about this approach to mathematics instruction and to access resources to support this approach, please visit: https://goo.gl/ngIkwZ .


The Comprehensive Approach to Mathematics Instruction and the Process Expectations

The Ontario Mathematics Curriculum for Grades 1-8 outlines several mathematical processes that are “essential to the effective study of mathematics, [and] which students need to learn and apply throughout the year, regardless of the strand being studied. Teachers should ensure that students develop their ability to apply these processes in appropriate ways as they work towards meeting the expectations outlined in all the strands” (7). These processes (problem solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, and communicating) should be embedded throughout the study of mathematics and the implementation of the Comprehensive Approach to Mathematics Instruction, as described below:


Grade 7 Mathematics: Year Overview

Foundational concepts should be revisited throughout the school year in order for students to achieve a strong conceptual understanding. This “recursive approach” to teaching and learning builds deeper understanding of mathematical concepts, encourages automaticity with basic facts, and develops flexibility in mathematical reasoning. Specific topics are best addressed on an ongoing basis across the school year. More information and a description of what this might look like can be found in the next section (see page 6). Recommended topics to revisit throughout the school year include the following:

● Number Fluency: (Integers, Order of Operations, Operations with Fractions, Decimals and Percents, Factors and Multiples, Place Value and Estimation) ● Proportional Reasoning (Rate, Ratio and Percent) ● Algebra (Connections between visual patterns, algebraic expressions and graphical representations) ● Effective Mathematical Oral, Visual and Written Communication

Teachers are encouraged to look for opportunities to revisit other key mathematical concepts across the school year to support students as they practice and consolidate their understanding in different contexts.


The following table provides a brief overview of the suggested scope and sequence of the Grade 7 Sample Long Range Plans. The suggested number of hours does not equate to the total number of instructional hours per term to allow for instructional flexibility and revisiting of foundational concepts.

TERM 1

Recursive Focus on Effective Oral, Visual and Written Communication in Mathematics

Recursive Focus on Patterning and Algebra

Recursive Focus on Number Sense and Numeration

Building a

Math

Community

Problem

Solving

Number Sense and

Numeration

Visual Representations of Operations with Fractions*

Patterning and Algebra

Representing Linear Growing Patterns *

Measurement

Area and Perimeter of Trapezoids Number

Sense and

Numeration

Visual Representations of Operations with Integers*

Data Management

Collect, Organize and Analyze Data Geometry

Classifying Lines and Angles and Related Shapes

Number Sense and Numeration

Perfect Squares and Square Roots

4-5 hours 4-5 hours 10 hours 15 hours 15 hours 5 hours 15 hours 15 hours

TERM 2

Recursive Focus on Effective Oral, Visual and Written Communication in Mathematics

Recursive Focus on Patterning and Algebra

Recursive Focus on Number Sense and Numeration

Number Sense and Numeration

Proportional Relationships using Percent, Ratio and Rate*

Geometry

Similarity and Congruence Measurement

Surface Area and Volume of Right Prisms


Modelling Linear Relationships and Solving Equations *

Geometry

Transformations Probability

Compare Experimental and Theoretical Probability

Geometry

Cartesian Coordinates

15 hours 10 hours 10 hours 15 hours 10 hours 10 hours

*These topics are addressed recursively throughout the year.


Topics to Address Across the School Year

Overall Expectation: OE Specific Expectation: SE

Focus Expectation(s) Resources Knowledge for Teaching

Resources

Notes

Effective Mathematical

Oral, Visual and Written

Communication

Examples include terminology, vocabulary, and visuals

Process Expectation: Communicating ● communicate mathematical thinking orally, visually, and in

writing, using mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions

Making Math Meaningful (2nd

edition)

Chapter 6: Focus on Communication pg.119-138

Integrate discussions of mathematical communication (oral, visual and written) throughout the year (e.g., during consolidation of a learning focus).

Number Fluency:

Integers

OE: represent, compare, and order numbers, including integers OE: Demonstrate and understanding of addition and subtraction of fractions and integers, and apply a variety of computational strategies to solve problems involving whole numbers and decimal numbers ● SE: identify and compare integers found in real-life contexts ● SE: represent and order integers, using a variety of tools ● SE: add and subtract integers, using a variety of tools

Eyes on Math: A Visual Approach to Teaching

Math Concepts

Integer Operations - pg. 172-177

Big Ideas from Dr. Small (4-8)

Chapter 2 pg. 86-89 Making Math Meaningful (2nd

edition)

Chapter 14: Integers pg. 325-329

Build number string minilessons into the regular classroom routine early in the school year.

Number Fluency:

Order of Operations OE: Demonstrate an understanding of addition and subtraction of fractions and integers, and apply a variety of computational strategies to solve problems involving whole numbers and decimal numbers ● SE: evaluate expressions that involve whole numbers and

decimals, including expressions that contain brackets, using order of operations

Four 4s Activity

Learn Alberta Interactives Exploring Order of Operations

Build number string minilessons into the classroom routine. Integrate these kinds of questions into

problems throughout the year

Number Fluency:

Factors and Multiples ● SE: generate multiples and factors, using a variety of tools

and strategies Minilessons for Extending Multiplication and

Division (Fosnot)

Which One Doesn’t Belong (Numbers)

Paying Attention to

Proportional Reasoning

Building Proportional

Reasoning Across Grades and

Math Strands, K-8 (Small)

Use regular number string minilessons, concrete materials, and problems to build conceptual understanding of these relationships. Also, integrate these kinds of questions into problems throughout the year


Number Fluency:

Proportional Reasoning (Rate, Ratio and Percent)

OE: demonstrate an understanding of proportional relationships using percent, ratio, and rate ● SE: demonstrate an understanding of rate as a comparison,

or ratio, of two measurements with different units ● SE: solve problems involving the calculation of unit rates

Minilessons for Operations with Fractions,

Decimals and Percents (Fosnot):

pg. 86 - 92 Would You Rather?

This site can be searched for appropriate problems that will target the learning focus.

Paying Attention to

Proportional Reasoning

Teaching Student-Centered

Mathematics (2nd Edition)

Chapter 11

Look for opportunities to embed minilessons and problems on proportional reasoning in problem-solving. Integrate these concepts into problems throughout the year.

Number Fluency / Mental

Mathematics:

Operations with Fractions, Decimals and Percents

OE: Represent, compare and order numbers, including integers [as well as fractions, decimals and percents] OE: demonstrate an understanding of addition and subtraction of fractions and integers, and apply a variety of computational strategies to solve problems involving whole numbers and decimal numbers OE: demonstrate an understanding of proportional relationships using percent, ratio, and rate ● SE: represent, compare, and order decimals to hundredths

and fractions, using a variety of tools (e.g., number lines, Cuisenaire rods, base ten materials, calculators);

● SE: select and justify the most appropriate representation of a quantity (i.e., fraction, decimal, percent) for a given context (e.g., “I would use a decimal for recording the length or mass of an object, and a fraction for part of an hour.”)

● SE: divide whole numbers by simple fractions and by decimal numbers to hundredths, using concrete materials

● SE: use a variety of mental strategies to solve problems involving the addition and subtraction of fractions and decimals

● SE: solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools

● SE: add and subtract fractions with simple like and unlike denominators, using a variety of tools

● SE: demonstrate, using concrete materials, the relationship between the repeated addition of fractions and the multiplication of that fraction by a whole number

● SE: solve problems that involve determining whole number percents, using a variety of tools

Minilessons for Operations with Fractions,

Decimals and Percents (Fosnot)

Making Number Talks Matter (Parker)

Number Talks: Fractions, Decimals, and

Percentages (Parrish)

Fraction Talks

TIPS4RM

Grade 7 Unit 7 Days 11 - 12 Gizmos

● Percent, Fractions and Decimals ● Fraction, Decimal, Percent (Area and Grid

Models) ● Comparing and Ordering Decimals

Dynamic Number Zooming Decimals: Tenths, Hundredths and Beyond

GeoGebra

Fraction, Decimal, and Percent NCTM Illuminations Fraction Models

Desmos Convert Fraction to Decimal Visual Fractions Learning Pathways

Paying Attention to Fractions

Uncomplicating Fractions to

Meet Common Core Standards

in Math, K-8



pg. 149 - 153

This sample long range plan revisits fraction concepts across the school year. Teachers are encouraged to design additional learning experiences that allow students to experience different models and representations of fractions, decimals and percents as they connect to real-life contexts. These types of relationships should be integrated into problems throughout the year.


Number Fluency:

Place Value and Estimation

● SE: solve problems involving the multiplication and division of decimal numbers to thousandths by one-digit whole numbers, using a variety of tools

● SE: solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools

● SE: use estimation when solving problems involving operations with whole numbers, decimals, and percents, to help judge the reasonableness of a solution

Estimation 180

Estimation skills can be applied across the

strands of the math curriculum.

Algebraic Reasoning

Connections between visual patterns, algebraic expressions and graphical representations

OE: represent linear growing patterns (where the terms are whole numbers) using concrete materials, graphs, and algebraic expressions ● SE: represent linear growing patterns, using a variety of tools ● SE: make predictions about linear growing patterns, through

investigation with concrete materials ● SE: develop and represent the general term of a linear

growing pattern, using algebraic expressions involving one operation

● SE: compare pattern rules that generate a pattern by adding or subtracting a constant, or multiplying or dividing by a constant, to get the next term

OE: model real-life linear relationships graphically and algebraically, and solve simple algebraic equations using a variety of strategies, including inspection and guess and check. ● SE: evaluate algebraic expressions by substituting natural

numbers for the variables ● SE: make connections between evaluating algebraic

expressions and determining the term in a pattern using the general term

● SE: solve linear equations of the form ax = c or c = ax and ax + b = c or variations such as b + ax = c and c = bx + a (where a, b, and c are natural numbers) by modelling with concrete materials, by inspection, or by guess and check, with and without the aid of a calculator

Term 1:

Visual Patterns

Term 2:

SolveMe Puzzles: Mobiles

Paying Attention to Algebraic

Reasoning

Uncomplicating ALGEBRA to

Meet Common Core Standards

in Math, K-8

These kinds of questions can be integrated throughout the year (e.g., through minilessons or math talks) and built upon during identified blocks of time.


Term 1

Strand Focus Length

of Time

Student Activity Resources Technology-Based Supports Resources (Knowledge for

Teaching)

Building a Community /

Week of Inspirational Math

Building a culture of learning

4 - 5 hours YouCubed Week of Inspirational Math 1 Jo Boaler Positive Classroom Norms

Problem Solving

Process Expectations

(see page 4)

Assessment for Learning

(Gathering information about your students’ needs)

Laying the foundation of problem solving norms (i.e., honouring all strategies, perseverance, collaboration, learning through mistakes, introducing vertical whiteboards)

4 - 5 hours WRDSB Bank of Rich Tasks:

http://bit.ly/bipmath This bank is searchable by overall expectation; problems/tasks should be selected as they suit the overall learning focus of the lesson. 101 Questions

Learning Through Problem Solving

in WRDSB Comprehensive

Mathematics Approach

Number Sense and

Numeration

Visual Representations of Operations with Fractions*

OE: Demonstrate an understanding of addition and subtraction of fractions and integers , and apply a variety of computational strategies to solve problems involving whole numbers and decimal numbers

● Multiplication: as it relates to repeated addition

● Division: as it relates to division of whole numbers by simple fractions

10 hours Minilessons for Operations with Fractions, Decimals and Percents

(Fosnot)

Gap Closing J/I Facilitator’s Guide: Representing Fractions Gap Closing J/I Student Book: Representing Fractions Gap Closing J/I Facilitator’s Guide: Comparing Fractions Gap Closing J/I Student Book: Comparing Fractions Gap Closing I/S Facilitator’s Guide: Fractions Gap Closing I/S Student Book: Fractions Fractions Learning Pathways

Good Questions: Great Ways to Differentiate Mathematics Instruction

Chapter 2 pg. 30, 33, 40, 43, 47, 55, 57, 58, 60, 61, 70 TIPS4RM

Grade 7 Unit 7 Days 1 - 10

mathies ● Fraction Strips ● Pouring Containers ● Relational Rods ● Set Tool ● Colour Tiles Gizmos ● Equivalent Fractions ● Adding Fractions Desmos

● Fractions on a Number Line ● Shaded Rectangles Polygraph Math Interactives Exploring Fractions GeoGebra Subtracting Fractions using an Area Model

TIPS4RM Continuum and

Connections- Fractions


edition)

pg. 264 - 277 Teaching Student-Centered


Chapter 8


Fractions Learning Pathways Spatial Reasoning in Number Sense and Numeration Operations with Fractions WRDSB Bank of Rich Tasks:

http://bit.ly/bipmath This bank is searchable by overall expectation; problems/tasks should be selected as they suit the overall learning focus of the lesson.

Patterning and

Algebra

Representing Linear Growing Patterns*

OE: Represent linear growing patterns (where the terms are whole numbers) using concrete materials, graphs and algebraic expressions

15 hours From Patterns to Algebra: Lessons for Exploring Linear Relationships

Lessons 1 - 8 Visual Patterns.org

Open Question for the Three-Part Lesson(Gr 4-8): Measurement


pg. 137-141 Eyes on Math: A Visual Approach to Teaching Math Concepts

pg. 144-151 Good Questions: Great Ways to Differentiate Mathematics Instruction

Chapter 5 pg. 151-155, 161-164 WRDSB Bank of Rich Tasks:

http://bit.ly/bipmath This bank is searchable by overall expectation; problems/tasks should be selected as they suit the overall learning focus of the lesson. Games:

● Cube Games (Linear Growing Patterns) ● Dominoes (Linear Growing Patterns) ● Representation Match (Linear Growing Patterns)

mathies

● Colour Tiles ● Exploring Different

Representations (Linear Growing Patterns)

Gizmos Finding Patterns GeoGebra Visual Patterns

From Patterns to Algebra: Lessons

for Exploring Linear Relationships

Introduction to Chapter 4 Making Math Meaningful (2nd

edition)

Chapter 22: Patterning and Algebraic Thinking pg. 605-621 Big Ideas from Dr. Small (4-8)

Chapter 1 pg 7-10 Uncomplicating ALGEBRA to Meet

Common Core Standards in Math,

K-8

Paying Attention to Algebraic

Reasoning

Continuum and Connections:

Patterning and Algebraic Modelling


Measurement

Area and Perimeter of Trapezoids

Measurement

OE: Report on research into real-life applications of area measurement (i.e. 2D shapes only) OE: Determine the relationships among units and measurable attributes, including the area of a trapezoid and the volume of a right prism Number Sense and

Numeration

OE: represent, compare, and order numbers, including integers SE: represent perfect squares and square roots, using a variety of tools

15 hours Gap Closing I/S Facilitator’s Guide : 2D Measurement Gap Closing I/S Student Book: 2D Measurement Open Question for the Three-Part Lesson (Gr 4-8): Measurement Patterning and Algebra Pg. 121-128 TIPS4RM

Grade 7 Unit 4 Days 1 - 8, 19 - 23 WRDSB Bank of Rich Tasks:

http://bit.ly/bipmath This bank is searchable by overall expectation; problems/tasks should be selected as they suit the overall learning focus of the lesson. SolveMe Puzzles: Who Am I? Some of these puzzles include the use of squaring. Be selective. Good Questions: Great Ways to Differentiate Mathematics Instruction

Chapter 2 pg. 45, 68-69

Gizmos

● Perimeter and Area of Rectangles

● Area of Triangles ● Area of Parallelograms

Desmos Area of a Triangle NCTM Illuminations Area Tool GeoGebra

● L-shaped rooms ● Area of a Trapezoid ● Practice: Finding Area and

Perimeter of Trapezoids


edition)

Chapter 17: Length and Area pg. 411-459 Big Ideas from Dr. Small (4-8)

Chapter 4

Number Sense and

Numeration

Perfect Squares and Square Roots

Number Sense and

Numeration Visual Representations of Integers*

OE: Represent, compare, and order numbers including integers

5 hours Gap Closing I/S Facilitator’s Guide: Integers

Gap Closing I/S Student Book: Integers

Eyes on Math: A Visual Approach to Teaching Math Concepts

pg. 172-175 Open Question for the Three-Part Lesson (Gr 4-8): Number Sense &

Numeration


Chapter 2 pg. 43 TIPS4RM

Grade 7 Unit 2 Days 7 - 9

Mathies.ca

● Number Line ● Comparison Tool (Integers)

Gizmos

Integers, Opposites and Absolute Values GeoGebra ● Practice Comparing Values of Two

Integers using “<” and “>” ● Comparing and Locating Integers


edition)

Chapter 14: Integers pg. 324-325 Big Ideas from Dr. Small (4-8)

Chapter 2 pg. 84-85


Data Management

Collect, Organize and Analyze Data

OE:Collect and organize categorical, discrete or continuous primary data and secondary data and display the data using charts and graphs; including relative frequency tables and circle graphs OE: Make and evaluate convincing arguments, based on the analysis of data

15 hours Eyes on Math: A Visual Approach to Teaching Math Concepts


Chapter 6 pg. 175- 179, 189-191 Graphing Stories

TIPS4RM

Grade 7 Unit 3 Grade 7 Financial Literacy Resources

Gizmos:

● Graphing Skills ● Describing Data Using Statistics NCTM Illuminations Data Grapher Math is Fun

Data Graphs (Bar, Line, Pie) Learning with NCES

Create a Graph GeoGebra Mean, Mode, Median


Chapter 5 Making Math Meaningful (2nd

edition)

Chapter 19: Data Display and Analysis pg 517-556 Chapter 20: Collecting and Describing Data pg. 559-582

Geometry

Classifying Lines and Angles and Related Shapes

OE: Construct related lines and classify triangles, quadrilaterals and prisms :

15 hours Which One Doesn’t Belong (Shapes): Strategically select questions that suit the lesson focus; construct your own WODB to promote discussion about the lesson focus. TIPS4RM

Grade 7 Unit 6 Good Questions: Great Ways to Differentiate Mathematics Instruction

Chapter 3 pg. 89, 106-108 WRDSB Bank of Rich Tasks: http://bit.ly/bipmath This bank is searchable by overall expectation; problems/tasks should be selected as they suit the overall learning focus of the lesson.

GeoGebra

Exploring Regular Polygons NCTM Illuminations Shape Sorter


edition)

Chapter 15: 3D & 2D shapes pg. 348 - 352 Big Ideas from Dr. Small (4-8) Chapter 3 pg. 95-101



Term 2

Strand Focus Length

of Time

Student Activity Resources Technology-Based Support Resources (Knowledge for

Teaching)

Number Sense and

Numeration

Proportional Relationships using Percent, Ratio and Rate*

OE: demonstrate an understanding of proportional relationships using percent, ratio, and rate.

15 hours Gap Closing I/S Facilitator’s Guide: Proportional Reasoning

Gap Closing I/S Student Book: Proportional Reasoning


Chapter 2 pg. 40-48, 65-71 WRDSB Bank of Rich Tasks:

http://bit.ly/bipmath This bank is searchable by overall expectation; problems/tasks should be selected as they suit the overall learning focus of the lesson. TIPS4RM

Grade 7 Unit 9 Minilessons for Operations with Fractions, Decimals and Percents

(Fosnot):

pg. 75 - 92 101 Questions:

http://www.101qs.com/

Gizmos

● Part-to-Part and Part-to-Whole Ratios

● Percent and Proportions Desmos

● Ratio Tables and Graphs ● Intro to Unit Rate mathies

Colour Tiles

Paying Attention to Proportional

Reasoning


edition)

Chapter 13: Ratio, Rate, and Percent pg. 303-321

● Ratio pg. 305-311 ● Rates pg. 311-312 ● Percent pg. 313-319


Chapter 2: Number and Operations ● Ratio and Rate pg. 74-75 ● Equivalent Ratios and Rates

pg. 76-77 ● Using Unit Rates pg. 78 ● Relating and Comparing

Ratios and Rates pg. 78-79 ● Solving Ratio and Rate

Problems pg. 79 ● Percent pg. 80-83


Geometry

Similarity and Congruence OE: Develop an understanding of similarity, and distinguish similarity and congruence OE: Describe location in the four quadrants of a coordinate system, dilatate two dimensional shapes, and apply transformations to create and analyse designs

10 hours Good Questions: Great Ways to Differentiate Mathematics Instruction

Chapter 3 pg. 89, 93-94, 105-107 TIPS4RM

Grade 7 Unit 8 Days 11 - 17 WRDSB Bank of Rich Tasks:


Gizmos

● Constructing Congruent Segments and Angles

● Proving Triangles Congruent ● Dilations ● Similar Figures GeoGebra Similarity


edition)

Chapter 15: 3D & 2D shapes pg. 348 - 352 Big Ideas from Dr. Small (4-8)

Chapter 3 pg. 112-116, 126-127

Measurement

Surface Area and Volume of Right Prisms

OE: Report on research into real-life applications of area measurement (i.e. SA of 3D shapes) OE: Determine the relationships among units and measurable attributes, including the area of a trapezoid and the volume of a right prism

10 hours Gap Closing I/S Facilitator’s Guide: Volume and Surface Area

Gap Closing I/S Student Book: Volume and Surface Area


Chapter 4 pg. 123-126, 135-140 Open Question for the Three-Part Lesson(Gr 4-8): Measurement


pg. 129-134 TIPS4RM

Grade 7 Unit 4 Days 12 - 18 Grade 7 Unit 10 WRDSB Bank of Rich Tasks:


Gizmos ● Prisms and Cylinders ● Surface and Lateral Areas of

Prisms and Cylinders Desmos ● Volume of a Rectangular Prism ● Surface Area of a Rectangular

Prism ● Surface Area of a Triangular

Prism GeoGebra Volume of a Rectangular Prism NCTM Illuminations ● Dynamic Paper ● Cubes


edition)

Chapter 15: 3D & 2D Shapes pg. 347-348 Chapter 18: Capacity, Volume, Mass, Time and Angles pg. 461-485 Big Ideas from Dr. Small (4-8)

Chapter 4 pg. 150-158



Modelling Linear Relationships and Solving Equations*


OE: Represent linear growing patterns(where the terms are whole numbers) using concrete materials, graphs and algebraic expressions OE: Model real-life linear relationships graphically and algebraically, and solve simple algebraic equations using a variety of strategies including inspection and guess and check. Geometry

OE: Describe location in the four quadrants of a coordinate system, dilatation two dimensional shapes, and apply transformations to create and analyse designs .

15 hours Patterning and Algebra

Gap Closing I/S Facilitator’s Guide: Algebraic Expressions and Equations

Gap Closing I/S Student Book: Algebraic Expressions and Equations

From Patterns to Algebra: Lessons for Exploring Linear Relationships

Lessons 9 to 14 Good Questions: Great Ways to Differentiate Mathematics Instruction

Chapter 5 pg. 161-164 Open Question for the Three-Part Lesson(Gr 4-8): Measurement


pg. 142-146 Eyes on Math: A Visual Approach to Teaching Math Concepts

pg. 208 - 215 Games:

● Function Machine1 (Functions and Tables) ● Robot Rule Game

Geometry

TIPS4RM

Grade 7 Unit 8 Days 1 - 3 Both Strands

WRDSB Bank of Rich Tasks:



mathies

● Colour Tiles ● Exploring Different

Representations (Linear Growing Patterns)

● Linear Graphing Gizmos Finding Patterns GeoGebra ● Visual Patterns ● Guess-and-Check Equation

Solving Desmos ● Visual Patterns + Desmos =

Amazing ● Match My Pattern

Dynamic Number

Balance – Solving for Unknowns, Part 2 Geometry and Spatial Sense

Gizmos

Points in the Coordinate Plane

Desmos ● Coordinate Plane ● The (Awesome) Coordinate Plane

Activity ● Graphing Calculator Tables

From Patterns to Algebra: Lessons

for Exploring Linear Relationships

Chapters 3 and 4 Making Math Meaningful (2nd

edition)

Chapter 22: Patterning and Algebraic Thinking pg. 625 - 633 Big Ideas from Dr. Small (4-8)

Chapter 1 pg. 10-12 Uncomplicating ALGEBRA to Meet

Common Core Standards in Math,

K-8

Pattern Rules: pg. 49 Analyzing Patterns: pg. 56-66 Paying Attention to Algebraic

Reasoning

Geometry and Spatial

Sense

Cartesian Coordinates


Geometry

Transformations OE: Describe location in the four quadrants of a coordinate system, dilatate two dimensional shapes, and apply transformations to create and analyse designs.

10 hours Eyes on Math: A Visual Approach to Teaching Math Concepts


Chapter 3 pg. 94, 105, 109 TIPS4RM



Desmos Polygraph Translations

Gizmos

● Rotations, Reflections, and Translations

● Rock Art (Transformations) NCTM Illuminations Tessellation Creator


edition)

Chapter 16: Location and Movement pg. 392-410 Big Ideas from Dr. Small (4-8)


Probability

Compare Experimental and Theoretical Probability

OE: Compare experimental probabilities with the theoretical probability of an outcome involving two independent events

10 hours Good Questions: Great Ways to Differentiate Mathematics Instruction

Chapter 6 pg. 179-182, 192-198 Eyes on Math: A Visual Approach to Teaching Math Concepts

pg. 196-199 TIPS4RM



Gizmos ● Estimating Population Size ● Probability Simulations mathies

Set Tool


edition)

Chapter 21: Probability pg. 585-603 Big Ideas from Dr. Small (4-8)




RESOURCES:

Eyes on Math: A Visual

Approach to Teaching Math

Concepts

Good Questions: Great Ways

to Differentiate Mathematics

Instruction

Big Ideas from Dr. Small (4-8) Making Math Meaningful

(2nd edition)

Uncomplicating ALGEBRA to

Meet Common Core

Standards in Math, K-8

Building Proportional

Reasoning Across Grades and

Math Strands, K-8

Uncomplicating FRACTIONS

to Meet Common Core

Standards in Math, K-8

Number Talks: Fractions,

Decimals, and Percentages

Minilessons for Operations

with Fractions, Decimals and

Percents

Minilessons for Extending

Multiplication and Division



From Patterns to Algebra:

Lessons for Exploring Linear

Relationships

Open Question for the

Three-Part Lesson(Gr 4-8):

Measurement Patterning

and Algebra

Open Question for the

Three-Part Lesson(Gr 4-8):

Number Sense & Numeration


sample long-range mathematics...

Documents