Grade 7
Measurement
Geometry & Spatial Sense Patterning & Algebra
Mathematics Delivery Plan (term-by-term organizer)
Data Management & Probability
Grade 7 Based on: The Ontario Curriculum Grades 1-8: Mathematics REVISED, 2011
Number Sense & Numeration
Mathematics Delivery Plan – Grade 7
The Hamilton-Wentworth District School Board
Mathematics Delivery Plan
The following is HWDSB’s mandated term-by-term organizer which was developed to assist you with planning your mathematics program. It is based on The Ontario Curriculum Grades 1-8 Mathematics REVISED document. Teachers are required to report on each strand once over the course of the year with a minimum of four strands being reported on each term. The order in which the big ideas/expectations are addressed within each term is up to the individual teacher.
Also included are suggested resources that support the teaching and assessing of the big ideas being addressed each term. These resources are reference points for teachers to use to gain an understanding of the content, tools and strategies to support learners; identify lessons or investigations; and to gather assessment and/or evaluation ideas.
It is important to note that Problem Solving is not a separate strand but rather an approach that should be woven throughout all of the strands. The mathematics Process Expectations are something that should be built into the teaching and assessing of all of the mathematics. Having students explore mathematical concepts, through Problem Solving, to gain a conceptual understanding prior to any direct instruction should be an integral part of every mathematics program.
Mathematics Delivery Plan – Grade 7
The Mathematical Processes The mathematical processes are a set of seven expectations that describe how students acquire and apply their mathematical knowledge and skills (as found on pg. 11 of the curriculum). Students should be actively engaged in applying these processes throughout their math program. Students must problem solve, communicate, reason, reflect, and so on, as they develop the knowledge, the understanding of concepts, and the skills required in all the strands in every grade. Problem Solving
apply developing problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;
Reasoning and Proving
apply developing reasoning skills (e.g., pattern recognition, classification) to make and investigate conjectures (e.g., through discussion with others);
Reflecting
demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by explaining to others why they think their solution is correct);
Selecting Tools and Computational Strategies
select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;
Connecting
make connections among simple mathematical concepts and procedures, and relate mathematical ideas to situations drawn from everyday contexts;
Representing
create basic representations of simple mathematical ideas (e.g., using concrete materials; physical actions, such as hopping or clapping; pictures; numbers; diagrams; invented symbols), make connections among them, and apply them to solve problems;
Communicating
communicate mathematical thinking orally, visually, and in writing, using everyday language, a developing mathematical vocabulary, and a variety of representations.
The Mathematical Processes are embedded within the Achievement Chart – Mathematics Grades 1-8, on pages 22-23 of the Revised Curriculum.
Mathematics Delivery Plan – Grade 7
Grade 7
Mathematics Delivery Plan
Number Sense and Numeration
Term 1 Quantity Relationships whole numbers and decimal numbers perfect squares and square root integers Operational Sense addition and subtraction ⋅ whole numbers ⋅ decimal numbers ⋅ order of operations ⋅ integers multiplication and division ⋅ whole numbers ⋅ decimal numbers to thousandths by one-digit whole numbers ⋅ order of operations
Measurement
Attributes, Units, and Measurement Sense area ⋅ real-life applications Measurement Relationships metric conversions ⋅ mm and cm, g and kg, ml and L ⋅ area area ⋅ composite 2-D shapes ⋅ formula of a trapezoid
Term 2 Quantity Relationships fractions most appropriate number representation Operational Sense addition and subtraction ⋅ fractions with like and unlike denominators multiplication and repeated addition ⋅ fractions Proportional Relationships percent, ratio and unit rate ⋅ whole numbers, fractions and decimals
Measurement Relationships sketch polygonal prisms volume ⋅ formula of a right prism surface area ⋅ right prism
Mathematics Delivery Plan – Grade 7
Grade 7
Mathematics Delivery Plan Term 1
Term 2
Geometry and Spatial Sense
Geometric Properties construct related lines triangles and quadrilaterals ⋅ sort and classify by symmetry, angles, and sides construct bisectors ⋅ angle and perpendicular prisms ⋅ angles between faces ⋅ right prisms Geometric Relationships unique triangles ⋅ minimum side and angle information relationships ⋅ area, perimeter, side lengths, angles similarity and congruence Location and Movement Cartesian coordinate plane dilatations transformations
Mathematics Delivery Plan – Grade 7
Grade 7
Mathematics Delivery Plan Term 1
Term 2
Data Management and Probability
Patterning and Algebra
Patterns and Relationships linear growing patterns ⋅ whole numbers ⋅ concrete materials, graphs, algebraic expressions Variables, Expressions and Equations linear relationships ⋅ model graphically and algebraically algebraic equations
Collection and Organization of Data categorical, discrete and continuous data charts and graphs including relative frequency tables and circle graphs Data Relationships trends and relationships convincing arguments
Probability experimental vs theoretical probability ⋅ two independent events
Mathematics Delivery Plan – Grade 7
STRAND:
Number Sense and Numeration
Overall Expectations for the Term represent, compare, and order numbers, including integers
Big Ideas Addressed and Related Specific Expectations Quantity Relationships - whole numbers and decimals - perfect squares and square root - integers Specific Expectations represent, compare, and order decimals to hundredths (and fractions,) using a variety of tools generate multiples and factors, using a variety of tools and strategies represent perfect squares and square roots, using a variety of tools explain the relationship between exponential notation and the measurement of area and volume identify and compare integers found in real-life contexts represent and order integers, using a variety of tools
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 1 ⋅ Chapter 2 ⋅ Chapter 6 Math Makes Sense ⋅ Unit 1 ⋅ Unit 4 ⋅ Unit 8 ⋅ Unit 9 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 2 ⋅ Chapter 4 ⋅ Chapter 5 ⋅ Chapter 6 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 2 ⋅ Unit 7 ⋅ Unit 9 Super Source Tools for Term and Strand ⋅ two-colour counters ⋅ virtual manipulatives ⋅ number lines
(
) indicates skills and/or concepts to be addressed in alternate term
NS&N
Mathematics Delivery Plan – Grade 7
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term 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
Big Ideas Addressed and Related Specific Expectations
TERM: 1 Suggested Resources for Strand and Term
Operational Sense - addition and subtraction ⋅ whole numbers and decimal numbers ⋅ order of operations ⋅ integers - multiplication and division ⋅ whole numbers ⋅ decimal numbers to thousandths by one-digit whole numbers ⋅ order of operations Specific Expectations use a variety of mental strategies to solve problems involving the addition and subtraction (of fractions) and decimals solve problems involving the multiplication and division of decimal numbers to thousandths by one-digit whole numbers, using a variety of tools and strategies solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools use estimation when solving problems involving operations with whole numbers, decimals, and percents, to help judge the reasonableness of a solution evaluate expressions that involve whole numbers and decimals, including expressions that contain brackets, using order of operations add and subtract integers, using a variety of tools
(
) indicates skills and/or concepts to be addressed in alternate term
NS&N
Mathematics Delivery Plan – Grade 7
STRAND:
Measurement
Overall Expectations for the Term report on research into real-life applications of area measurements
Term 1 Big Ideas Addressed and Related Specific Expectations
Attributes, Units and Measurement - area ⋅ real-life applications Specific Expectations research and report on real-life applications of area measurements
determine the relationships among units and measurable attributes, including the area of a trapezoid (and the volume of a right prism)
Measurement Relationships - metric conversions ⋅ mm and cm, g and kg, ml and L - area ⋅ composite 2-D shapes ⋅ formula of a trapezoid Specific Expectations solve problems that require conversion between metric units of measure solve problems that require conversion between metric units of area determine, through investigation using a variety of tools and strategies, the relationship for calculating the area of a trapezoid, and generalize to develop the formula solve problems involving the estimation and calculation of the area of a trapezoid estimate and calculate the area of composite two-dimensional shapes by decomposing into shapes with known area relationships
(
) indicates skills and/or concepts to be addressed in alternate term
Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 5 Math Makes Sense ⋅ Unit 6 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 8 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 4 Super Source Tools for Term and Strand ⋅ concrete materials ⋅ dynamic geometry software
M
Mathematics Delivery Plan – Grade 7
STRAND:
Patterning and Algebra
Overall Expectations for the Term represent linear growing patterns using concrete materials, graphs, and algebraic expressions
Big Ideas Addressed and Related Specific Expectations Patterns and Relationships - linear growing patterns ⋅ whole numbers ⋅ concrete materials, graphs, algebraic expressions Specific Expectations represent linear growing patterns, using a variety of tools and strategies make predictions about linear growing patterns, through investigation with concrete materials develop and represent the general term of a linear growing pattern, using algebraic expressions involving one operation 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 with pattern rules that use the term number to describe the general term
model real-life linear relationships graphically and algebraically, and solve simple algebraic equations using a variety of strategies, including inspection and guess and check
(
Variables, Expressions and Equations - linear relationships ⋅ model graphically and algebraically - algebraic equations Specific Expectations model real-life relationships involving constant rates where the initial condition starts at 0, through investigation using tables of values and graphs model real-life relationships involving constant rates, using algebraic equations with variables to represent the changing quantities in the relationship translate phrases describing simple mathematical relationships into algebraic expressions evaluate algebraic expressions by substituting natural numbers for the variables make connections between evaluating algebraic expressions and determining the term in a pattern using the general term 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 by modeling with concrete materials, by inspection, or by guess and check, with and without the aid of a calculator
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 4 ⋅ Chapter 8 Math Makes Sense ⋅ Unit 10 Teaching Student-Centred Mathematics by J. Van d Walle Grades 5-8 ⋅ Chapter 9 ⋅ Chapter 10 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 2 ⋅ Unit 5 Super Source
Tools for Term and Strand ⋅ concrete materials ⋅ algebra tiles ⋅ pattern blocks ⋅ counters ⋅ calculator ⋅ connecting cubes ⋅ spreadsheets
) indicates skills and/or concepts to be addressed in alternate term
P&A
Mathematics Delivery Plan – Grade 7
STRAND:
Data Management and Probability
Overall Expectations for the Term 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
make and evaluate convincing arguments, based on the analysis of data
Big Ideas Addressed and Related Specific Expectations Collection and Organization of Data - categorical, discrete and continuous data - charts and graphs including relative frequency tables and circle graphs Specific Expectations collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements collect and organize categorical, discrete, or continuous primary data and secondary data and display the data in charts, tables, and graphs that have appropriate titles, labels and scales that suit the range and distribution of the data, using a variety of tools select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph distinguish between a census and a sample from a population identify bias in data collection methods
Data Relationships - trends and relationships ⋅ convincing arguments
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 3 Math Makes Sense ⋅ Unit 5 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 11 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 1 ⋅ Unit 3 Super Source Tools for Term and Strand ⋅ graph paper ⋅ spreadsheets ⋅ dynamic statistical software
Specific Expectations read, interpret and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data identify, through investigation, graphs that present data in misleading ways (e.g., line graphs that exaggerate change by starting the vertical axis at a point greater than zero) determine, through investigation, the affect on a measure of central tendency (i.e., mean, median, and mode) of adding or removing a value or values identify and describe trends, based on the distribution of the data presented in tables and graphs, using informal language make inferences and convincing arguments that are based on the analysis of charts, tables, and graphs
(
) indicates skills and/or concepts to be addressed in alternate term
DM&P
Mathematics Delivery Plan – Grade 7
STRAND:
Number Sense and Numeration
Overall Expectations for the Term represent, compare, and order numbers, (including integers)
Big Ideas Addressed and Related Specific Expectations Quantity Relationships - fractions - most appropriate number representation Specific Expectations represent, compare, and order (decimals to hundredths and) fractions, using a variety of tools select and justify the most appropriate representation of a quantity for a given contexts
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)
(
Operational Sense - addition and subtraction ⋅ fractions with like and unlike denominators - multiplication and repeated addition ⋅ fractions Specific Expectations divide whole numbers by simple fractions and by decimal numbers to hundredths, using concrete materials use a variety of mental strategies to solve problems involving the addition and subtraction of fractions (and decimals) add and subtract fractions with simple like and unlike denominators, using a variety of tools and algorithms demonstrate, using concrete materials, the relationship between the repeated addition of fractions and the multiplication of that fraction by a whole number
) indicates skills and/or concepts to be addressed in alternate term
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 9 Math Makes Sense ⋅ Unit 2 ⋅ Unit 4 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 3 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 7 Super Source Tools for Term and Strand ⋅ Cuisenaire rods ⋅ base ten materials ⋅ number lines ⋅ calculators ⋅ hundreds chart ⋅ geoboard ⋅ connecting cubes ⋅ grid paper ⋅ concrete materials ⋅ drawings ⋅ fraction circles ⋅ pattern blocks
NS&N
Mathematics Delivery Plan – Grade 7
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term demonstrate an understanding of proportional relationships using percent, ratio, and rate
Big Ideas Addressed and Related Specific Expectations
TERM: 2 Suggested Resources for Strand and Term
Proportional Relationships
- percent, ratio and unit rate ⋅ whole numbers, fractions and decimals Specific Expectations determine, through investigation, the relationships among fractions, decimals, percents, and ratios solve problems that involve determining whole number percents, using a variety of tools demonstrate an understanding of rate as a comparison, or ratio, of two measurements with different units solve problems involving the calculation of unit rates
NS&N (
) indicates skills and/or concepts to be addressed in alternate term
Mathematics Delivery Plan – Grade 7
STRAND:
Measurement
Overall Expectations for the Term determine the relationships among units and measurable attributes, including (the area of a trapezoid and) the volume of a right prism
Term 2 Big Ideas Addressed and Related Specific Expectations
Measurement Relationships - sketch polygonal prisms - volume ⋅ formula of a right prism - surface area ⋅ right prism Specific Expectations sketch different polygonal prisms that share the same volume determine, through investigation using a variety of tools and strategies, the relationship between the height, the area of the base, and the volume of right prisms with simple polygonal bases determine, through investigation using a variety of tools, the surface area of right prisms solve problems that involve the surface area and volume of right prisms and that require conversion between metric measures of capacity and volume
Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 11 Math Makes Sense ⋅ Unit 3 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 8 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 4 ⋅ Unit 10 Super Source Tools for Term and Strand ⋅ concrete materials ⋅ nets ⋅ dynamic geometry software ⋅ Polydrons
(
) indicates skills and/or concepts to be addressed in alternate term
M
Mathematics Delivery Plan – Grade 7
STRAND:
Geometry & Spatial Sense
Overall Expectations for the Term construct related lines, and classify triangles, quadrilaterals and prisms
Big Ideas Addressed and Related Specific Expectations Geometric Properties - construct related lines - triangles and quadrilaterals ⋅ sort and classify by symmetry, angles, and sides - construct bisectors ⋅ angle and perpendicular - prisms ⋅ angles between faces - right prisms Specific Expectations construct related lines using angle properties and a variety of tools sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles, and sides, through investigation using a variety of tools and strategies construct angle bisectors and perpendicular bisectors, using a variety of tools investigate, using concrete materials, the angles between the faces of a prism, and identify right prisms
develop an understanding of similarity, and distinguish similarity and congruence
Geometric Relationships - unique triangles ⋅ minimum side and angle information - relationships ⋅ area, perimeter, side lengths, angles - similarity and congruence Specific Expectations identify, through investigation, the minimum side and angle information needed to describe a unique triangle determine, through investigation using a variety of tools relationships among area, perimeter, corresponding side lengths, and corresponding angles of congruent shapes demonstrate an understanding that enlarging or reducing two-dimensional shapes creates similar shapes distinguish between and compare similar shapes and congruent shapes, using a variety of tools and strategies
(
Term 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 7 ⋅ Chapter 10 Math Makes Sense ⋅ Unit 3 ⋅ Unit 7 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 7 ⋅ Chapter 8 Targeted Implementation & Planning for Revised Math (TIPS4RM) ⋅ Unit 1 ⋅ Unit 6 ⋅ Unit 8 ⋅ Unit 10 Super Source Tools for Term and Strand ⋅ compass and straight edge ⋅ protractor ⋅ dynamic geometry software ⋅ geoboard ⋅ Mira ⋅ concrete materials ⋅ pattern blocks ⋅ grid paper ⋅ drawings ⋅ Polydrons ⋅ tiling software ⋅ paper folding
) indicates skills and/or concepts to be addressed in alternate term
G&SS
Mathematics Delivery Plan – Grade 7
STRAND:
Geometry & Spatial Sense (continued)
Overall Expectations for the Term describe location in the four quadrants of a coordinate system, dilatate two-dimensional shapes, and apply transformations to create and analyze designs
Big Ideas Addressed and Related Specific Expectations
Term 2 Suggested Resources for Strand and Term
Location and Movement - Cartesian coordinate plane - dilatations ⋅ transformations Specific Expectations plot points using all four quadrants of the Cartesian coordinate plane identify, perform, and describe dilatations, through investigation using a variety of tools create and analyze designs involving translations, reflections, dilatations, and/or simple rotations of two-dimensional shapes, using a variety of tools determine, through investigation using a variety of tools, polygons or combinations of polygons that tile a plane, and describe the transformation(s) involved
G&SS (
) indicates skills and/or concepts to be addressed in alternate term
Mathematics Delivery Plan – Grade 7
STRAND:
Data Management & Probability
Overall Expectations for the Term compare experimental probabilities with the theoretical probability of an outcome involving two independent events
Big Ideas Addressed and Related Specific Expectations Probability - experimental vs. theoretical probability ⋅ two independent events Specific Expectations research and report on real-world applications of probabilities expressed in fraction, decimal, and percent form make predictions about a population when given a probability represent in a variety of ways all the possible outcomes of a probability experiment involving two independent events and determine the theoretical probability of a specific outcome involving two independent events perform a simple probability experiment involving two independent events, and compare the experimental probability with the theoretical probability of a specific outcome
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 12 Math Makes Sense ⋅ Unit 11 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 12 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 7 Super Source
(
) indicates skills and/or concepts to be addressed in alternate term
DM&P
Geometry & Spatial Sense Patterning & Algebra
Mathematics Delivery Plan (term-by-term organizer)
Data Management & Probability
Grade 7 Based on: The Ontario Curriculum Grades 1-8: Mathematics REVISED, 2011
Number Sense & Numeration
Mathematics Delivery Plan – Grade 7
The Hamilton-Wentworth District School Board
Mathematics Delivery Plan
The following is HWDSB’s mandated term-by-term organizer which was developed to assist you with planning your mathematics program. It is based on The Ontario Curriculum Grades 1-8 Mathematics REVISED document. Teachers are required to report on each strand once over the course of the year with a minimum of four strands being reported on each term. The order in which the big ideas/expectations are addressed within each term is up to the individual teacher.
Also included are suggested resources that support the teaching and assessing of the big ideas being addressed each term. These resources are reference points for teachers to use to gain an understanding of the content, tools and strategies to support learners; identify lessons or investigations; and to gather assessment and/or evaluation ideas.
It is important to note that Problem Solving is not a separate strand but rather an approach that should be woven throughout all of the strands. The mathematics Process Expectations are something that should be built into the teaching and assessing of all of the mathematics. Having students explore mathematical concepts, through Problem Solving, to gain a conceptual understanding prior to any direct instruction should be an integral part of every mathematics program.
Mathematics Delivery Plan – Grade 7
The Mathematical Processes The mathematical processes are a set of seven expectations that describe how students acquire and apply their mathematical knowledge and skills (as found on pg. 11 of the curriculum). Students should be actively engaged in applying these processes throughout their math program. Students must problem solve, communicate, reason, reflect, and so on, as they develop the knowledge, the understanding of concepts, and the skills required in all the strands in every grade. Problem Solving
apply developing problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;
Reasoning and Proving
apply developing reasoning skills (e.g., pattern recognition, classification) to make and investigate conjectures (e.g., through discussion with others);
Reflecting
demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by explaining to others why they think their solution is correct);
Selecting Tools and Computational Strategies
select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;
Connecting
make connections among simple mathematical concepts and procedures, and relate mathematical ideas to situations drawn from everyday contexts;
Representing
create basic representations of simple mathematical ideas (e.g., using concrete materials; physical actions, such as hopping or clapping; pictures; numbers; diagrams; invented symbols), make connections among them, and apply them to solve problems;
Communicating
communicate mathematical thinking orally, visually, and in writing, using everyday language, a developing mathematical vocabulary, and a variety of representations.
The Mathematical Processes are embedded within the Achievement Chart – Mathematics Grades 1-8, on pages 22-23 of the Revised Curriculum.
Mathematics Delivery Plan – Grade 7
Grade 7
Mathematics Delivery Plan
Number Sense and Numeration
Term 1 Quantity Relationships whole numbers and decimal numbers perfect squares and square root integers Operational Sense addition and subtraction ⋅ whole numbers ⋅ decimal numbers ⋅ order of operations ⋅ integers multiplication and division ⋅ whole numbers ⋅ decimal numbers to thousandths by one-digit whole numbers ⋅ order of operations
Measurement
Attributes, Units, and Measurement Sense area ⋅ real-life applications Measurement Relationships metric conversions ⋅ mm and cm, g and kg, ml and L ⋅ area area ⋅ composite 2-D shapes ⋅ formula of a trapezoid
Term 2 Quantity Relationships fractions most appropriate number representation Operational Sense addition and subtraction ⋅ fractions with like and unlike denominators multiplication and repeated addition ⋅ fractions Proportional Relationships percent, ratio and unit rate ⋅ whole numbers, fractions and decimals
Measurement Relationships sketch polygonal prisms volume ⋅ formula of a right prism surface area ⋅ right prism
Mathematics Delivery Plan – Grade 7
Grade 7
Mathematics Delivery Plan Term 1
Term 2
Geometry and Spatial Sense
Geometric Properties construct related lines triangles and quadrilaterals ⋅ sort and classify by symmetry, angles, and sides construct bisectors ⋅ angle and perpendicular prisms ⋅ angles between faces ⋅ right prisms Geometric Relationships unique triangles ⋅ minimum side and angle information relationships ⋅ area, perimeter, side lengths, angles similarity and congruence Location and Movement Cartesian coordinate plane dilatations transformations
Mathematics Delivery Plan – Grade 7
Grade 7
Mathematics Delivery Plan Term 1
Term 2
Data Management and Probability
Patterning and Algebra
Patterns and Relationships linear growing patterns ⋅ whole numbers ⋅ concrete materials, graphs, algebraic expressions Variables, Expressions and Equations linear relationships ⋅ model graphically and algebraically algebraic equations
Collection and Organization of Data categorical, discrete and continuous data charts and graphs including relative frequency tables and circle graphs Data Relationships trends and relationships convincing arguments
Probability experimental vs theoretical probability ⋅ two independent events
Mathematics Delivery Plan – Grade 7
STRAND:
Number Sense and Numeration
Overall Expectations for the Term represent, compare, and order numbers, including integers
Big Ideas Addressed and Related Specific Expectations Quantity Relationships - whole numbers and decimals - perfect squares and square root - integers Specific Expectations represent, compare, and order decimals to hundredths (and fractions,) using a variety of tools generate multiples and factors, using a variety of tools and strategies represent perfect squares and square roots, using a variety of tools explain the relationship between exponential notation and the measurement of area and volume identify and compare integers found in real-life contexts represent and order integers, using a variety of tools
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 1 ⋅ Chapter 2 ⋅ Chapter 6 Math Makes Sense ⋅ Unit 1 ⋅ Unit 4 ⋅ Unit 8 ⋅ Unit 9 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 2 ⋅ Chapter 4 ⋅ Chapter 5 ⋅ Chapter 6 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 2 ⋅ Unit 7 ⋅ Unit 9 Super Source Tools for Term and Strand ⋅ two-colour counters ⋅ virtual manipulatives ⋅ number lines
(
) indicates skills and/or concepts to be addressed in alternate term
NS&N
Mathematics Delivery Plan – Grade 7
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term 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
Big Ideas Addressed and Related Specific Expectations
TERM: 1 Suggested Resources for Strand and Term
Operational Sense - addition and subtraction ⋅ whole numbers and decimal numbers ⋅ order of operations ⋅ integers - multiplication and division ⋅ whole numbers ⋅ decimal numbers to thousandths by one-digit whole numbers ⋅ order of operations Specific Expectations use a variety of mental strategies to solve problems involving the addition and subtraction (of fractions) and decimals solve problems involving the multiplication and division of decimal numbers to thousandths by one-digit whole numbers, using a variety of tools and strategies solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools use estimation when solving problems involving operations with whole numbers, decimals, and percents, to help judge the reasonableness of a solution evaluate expressions that involve whole numbers and decimals, including expressions that contain brackets, using order of operations add and subtract integers, using a variety of tools
(
) indicates skills and/or concepts to be addressed in alternate term
NS&N
Mathematics Delivery Plan – Grade 7
STRAND:
Measurement
Overall Expectations for the Term report on research into real-life applications of area measurements
Term 1 Big Ideas Addressed and Related Specific Expectations
Attributes, Units and Measurement - area ⋅ real-life applications Specific Expectations research and report on real-life applications of area measurements
determine the relationships among units and measurable attributes, including the area of a trapezoid (and the volume of a right prism)
Measurement Relationships - metric conversions ⋅ mm and cm, g and kg, ml and L - area ⋅ composite 2-D shapes ⋅ formula of a trapezoid Specific Expectations solve problems that require conversion between metric units of measure solve problems that require conversion between metric units of area determine, through investigation using a variety of tools and strategies, the relationship for calculating the area of a trapezoid, and generalize to develop the formula solve problems involving the estimation and calculation of the area of a trapezoid estimate and calculate the area of composite two-dimensional shapes by decomposing into shapes with known area relationships
(
) indicates skills and/or concepts to be addressed in alternate term
Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 5 Math Makes Sense ⋅ Unit 6 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 8 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 4 Super Source Tools for Term and Strand ⋅ concrete materials ⋅ dynamic geometry software
M
Mathematics Delivery Plan – Grade 7
STRAND:
Patterning and Algebra
Overall Expectations for the Term represent linear growing patterns using concrete materials, graphs, and algebraic expressions
Big Ideas Addressed and Related Specific Expectations Patterns and Relationships - linear growing patterns ⋅ whole numbers ⋅ concrete materials, graphs, algebraic expressions Specific Expectations represent linear growing patterns, using a variety of tools and strategies make predictions about linear growing patterns, through investigation with concrete materials develop and represent the general term of a linear growing pattern, using algebraic expressions involving one operation 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 with pattern rules that use the term number to describe the general term
model real-life linear relationships graphically and algebraically, and solve simple algebraic equations using a variety of strategies, including inspection and guess and check
(
Variables, Expressions and Equations - linear relationships ⋅ model graphically and algebraically - algebraic equations Specific Expectations model real-life relationships involving constant rates where the initial condition starts at 0, through investigation using tables of values and graphs model real-life relationships involving constant rates, using algebraic equations with variables to represent the changing quantities in the relationship translate phrases describing simple mathematical relationships into algebraic expressions evaluate algebraic expressions by substituting natural numbers for the variables make connections between evaluating algebraic expressions and determining the term in a pattern using the general term 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 by modeling with concrete materials, by inspection, or by guess and check, with and without the aid of a calculator
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 4 ⋅ Chapter 8 Math Makes Sense ⋅ Unit 10 Teaching Student-Centred Mathematics by J. Van d Walle Grades 5-8 ⋅ Chapter 9 ⋅ Chapter 10 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 2 ⋅ Unit 5 Super Source
Tools for Term and Strand ⋅ concrete materials ⋅ algebra tiles ⋅ pattern blocks ⋅ counters ⋅ calculator ⋅ connecting cubes ⋅ spreadsheets
) indicates skills and/or concepts to be addressed in alternate term
P&A
Mathematics Delivery Plan – Grade 7
STRAND:
Data Management and Probability
Overall Expectations for the Term 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
make and evaluate convincing arguments, based on the analysis of data
Big Ideas Addressed and Related Specific Expectations Collection and Organization of Data - categorical, discrete and continuous data - charts and graphs including relative frequency tables and circle graphs Specific Expectations collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements collect and organize categorical, discrete, or continuous primary data and secondary data and display the data in charts, tables, and graphs that have appropriate titles, labels and scales that suit the range and distribution of the data, using a variety of tools select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph distinguish between a census and a sample from a population identify bias in data collection methods
Data Relationships - trends and relationships ⋅ convincing arguments
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 3 Math Makes Sense ⋅ Unit 5 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 11 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 1 ⋅ Unit 3 Super Source Tools for Term and Strand ⋅ graph paper ⋅ spreadsheets ⋅ dynamic statistical software
Specific Expectations read, interpret and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data identify, through investigation, graphs that present data in misleading ways (e.g., line graphs that exaggerate change by starting the vertical axis at a point greater than zero) determine, through investigation, the affect on a measure of central tendency (i.e., mean, median, and mode) of adding or removing a value or values identify and describe trends, based on the distribution of the data presented in tables and graphs, using informal language make inferences and convincing arguments that are based on the analysis of charts, tables, and graphs
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DM&P
Mathematics Delivery Plan – Grade 7
STRAND:
Number Sense and Numeration
Overall Expectations for the Term represent, compare, and order numbers, (including integers)
Big Ideas Addressed and Related Specific Expectations Quantity Relationships - fractions - most appropriate number representation Specific Expectations represent, compare, and order (decimals to hundredths and) fractions, using a variety of tools select and justify the most appropriate representation of a quantity for a given contexts
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)
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Operational Sense - addition and subtraction ⋅ fractions with like and unlike denominators - multiplication and repeated addition ⋅ fractions Specific Expectations divide whole numbers by simple fractions and by decimal numbers to hundredths, using concrete materials use a variety of mental strategies to solve problems involving the addition and subtraction of fractions (and decimals) add and subtract fractions with simple like and unlike denominators, using a variety of tools and algorithms demonstrate, using concrete materials, the relationship between the repeated addition of fractions and the multiplication of that fraction by a whole number
) indicates skills and/or concepts to be addressed in alternate term
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 9 Math Makes Sense ⋅ Unit 2 ⋅ Unit 4 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 3 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 7 Super Source Tools for Term and Strand ⋅ Cuisenaire rods ⋅ base ten materials ⋅ number lines ⋅ calculators ⋅ hundreds chart ⋅ geoboard ⋅ connecting cubes ⋅ grid paper ⋅ concrete materials ⋅ drawings ⋅ fraction circles ⋅ pattern blocks
NS&N
Mathematics Delivery Plan – Grade 7
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term demonstrate an understanding of proportional relationships using percent, ratio, and rate
Big Ideas Addressed and Related Specific Expectations
TERM: 2 Suggested Resources for Strand and Term
Proportional Relationships
- percent, ratio and unit rate ⋅ whole numbers, fractions and decimals Specific Expectations determine, through investigation, the relationships among fractions, decimals, percents, and ratios solve problems that involve determining whole number percents, using a variety of tools demonstrate an understanding of rate as a comparison, or ratio, of two measurements with different units solve problems involving the calculation of unit rates
NS&N (
) indicates skills and/or concepts to be addressed in alternate term
Mathematics Delivery Plan – Grade 7
STRAND:
Measurement
Overall Expectations for the Term determine the relationships among units and measurable attributes, including (the area of a trapezoid and) the volume of a right prism
Term 2 Big Ideas Addressed and Related Specific Expectations
Measurement Relationships - sketch polygonal prisms - volume ⋅ formula of a right prism - surface area ⋅ right prism Specific Expectations sketch different polygonal prisms that share the same volume determine, through investigation using a variety of tools and strategies, the relationship between the height, the area of the base, and the volume of right prisms with simple polygonal bases determine, through investigation using a variety of tools, the surface area of right prisms solve problems that involve the surface area and volume of right prisms and that require conversion between metric measures of capacity and volume
Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 11 Math Makes Sense ⋅ Unit 3 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 8 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 4 ⋅ Unit 10 Super Source Tools for Term and Strand ⋅ concrete materials ⋅ nets ⋅ dynamic geometry software ⋅ Polydrons
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M
Mathematics Delivery Plan – Grade 7
STRAND:
Geometry & Spatial Sense
Overall Expectations for the Term construct related lines, and classify triangles, quadrilaterals and prisms
Big Ideas Addressed and Related Specific Expectations Geometric Properties - construct related lines - triangles and quadrilaterals ⋅ sort and classify by symmetry, angles, and sides - construct bisectors ⋅ angle and perpendicular - prisms ⋅ angles between faces - right prisms Specific Expectations construct related lines using angle properties and a variety of tools sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles, and sides, through investigation using a variety of tools and strategies construct angle bisectors and perpendicular bisectors, using a variety of tools investigate, using concrete materials, the angles between the faces of a prism, and identify right prisms
develop an understanding of similarity, and distinguish similarity and congruence
Geometric Relationships - unique triangles ⋅ minimum side and angle information - relationships ⋅ area, perimeter, side lengths, angles - similarity and congruence Specific Expectations identify, through investigation, the minimum side and angle information needed to describe a unique triangle determine, through investigation using a variety of tools relationships among area, perimeter, corresponding side lengths, and corresponding angles of congruent shapes demonstrate an understanding that enlarging or reducing two-dimensional shapes creates similar shapes distinguish between and compare similar shapes and congruent shapes, using a variety of tools and strategies
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Term 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 7 ⋅ Chapter 10 Math Makes Sense ⋅ Unit 3 ⋅ Unit 7 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 7 ⋅ Chapter 8 Targeted Implementation & Planning for Revised Math (TIPS4RM) ⋅ Unit 1 ⋅ Unit 6 ⋅ Unit 8 ⋅ Unit 10 Super Source Tools for Term and Strand ⋅ compass and straight edge ⋅ protractor ⋅ dynamic geometry software ⋅ geoboard ⋅ Mira ⋅ concrete materials ⋅ pattern blocks ⋅ grid paper ⋅ drawings ⋅ Polydrons ⋅ tiling software ⋅ paper folding
) indicates skills and/or concepts to be addressed in alternate term
G&SS
Mathematics Delivery Plan – Grade 7
STRAND:
Geometry & Spatial Sense (continued)
Overall Expectations for the Term describe location in the four quadrants of a coordinate system, dilatate two-dimensional shapes, and apply transformations to create and analyze designs
Big Ideas Addressed and Related Specific Expectations
Term 2 Suggested Resources for Strand and Term
Location and Movement - Cartesian coordinate plane - dilatations ⋅ transformations Specific Expectations plot points using all four quadrants of the Cartesian coordinate plane identify, perform, and describe dilatations, through investigation using a variety of tools create and analyze designs involving translations, reflections, dilatations, and/or simple rotations of two-dimensional shapes, using a variety of tools determine, through investigation using a variety of tools, polygons or combinations of polygons that tile a plane, and describe the transformation(s) involved
G&SS (
) indicates skills and/or concepts to be addressed in alternate term
Mathematics Delivery Plan – Grade 7
STRAND:
Data Management & Probability
Overall Expectations for the Term compare experimental probabilities with the theoretical probability of an outcome involving two independent events
Big Ideas Addressed and Related Specific Expectations Probability - experimental vs. theoretical probability ⋅ two independent events Specific Expectations research and report on real-world applications of probabilities expressed in fraction, decimal, and percent form make predictions about a population when given a probability represent in a variety of ways all the possible outcomes of a probability experiment involving two independent events and determine the theoretical probability of a specific outcome involving two independent events perform a simple probability experiment involving two independent events, and compare the experimental probability with the theoretical probability of a specific outcome
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 12 Math Makes Sense ⋅ Unit 11 Teaching Student-Centered Mathematics by J. Van de Walle Grades 5-8 ⋅ Chapter 12 Targeted Implementation & Planning Support for Revised Math (TIPS4RM) ⋅ Unit 7 Super Source
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) indicates skills and/or concepts to be addressed in alternate term
DM&P
