Grade 7 Mathematicsyearly Plan:Sample C

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Grade 7 MathematicsYearly Plan:Sample C

(Yearly Plan 2 from Mathematics 7: A Teaching Resource)

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Sample Yearly Plan 2

September/October

Number Sense (approximate time: three weeks)

Students will demonstrate number sense and apply number theory concepts at the beginning of the school year. This will help teachers gauge students’ strengths and weaknesses to make recommendations for student programs (e.g., resource time, adaptations, independent student program plans).

Outcome / Chapter/Section / Pages / Assessment
A1 model and use power, base, and exponent to represent repeated multiplication / 1.1
1CP Wrap-Up / 16-21
51 / Formative
BLM 1.1 Rubric
Summative
BLM 1CP Chapter Problem Wrap Up Rubric
A2 rename numbers among exponential, standard, and expanded forms
A3 rewrite large numbers from standard form to scientific notation and vice versa / 1.2
1CP Wrap-Up / 22-27
51 / Formative
BLM 1.2 Rubric
Summative
BLM 1CP Chapter Problem Wrap-Up Rubric
A4 solve and create problems involving common factors and greatest common factors (GCF)
A5 solve and create problems involving common multiples and least common multiples (LCM) / 1.4
1CP Wrap-Up / 34-39
51 / Formative
BLM 1.4 Rubric
Summative
BLM 1CP Chapter Problem Wrap Up Rubric
A6 develop and apply divisibility rules for 3, 4, 6, and 9 / 1.3
1CP Wrap-Up / 28-33
51 / Formative
BLM 1.3 Rubric
Summative
BLM 1CP Chapter Problem Wrap Up Rubric

Last Week of September–First Week of December

Fractions, Decimals, Ratios, and Percentage (approximate time: nine weeks)

The second topic consists of fractions and decimals and will be covered until two weeks before the break. This unit will build upon the students’ number skills, which can be applied later to data management and probability.

Outcome / Chapter/Section / Pages / Assessment
A7 apply patterning in renaming numbers from fractions and mixed numbers to decimal numbers / 2.3 / 76-83 / Formative
BLM 2.3 Rubric
A8 rename single-digit and double-digit repeating decimals to fractions through the use of patterns, and use these patterns to make predictions
A9 compare and order proper and improper fractions, mixed numbers, and decimal numbers
A10 illustrate, explain, and express ratios, fractions, decimals, and percents in alternative forms / throughout Ch 3, Ch 4, Ch 9 / 103-147,
148-189,
368-419
A11 demonstrate number sense for percent / 3.1
3CP Wrap-Up
3 Task / 112-117
141
143 / Formative
BLM 3.1 Rubric
Summative
BLM 3CP Chapter Problem Wrap-Up Rubric
BLM 3T Task Rubric
B1 use estimation strategies to assess and justify the reasonableness of calculation results for (integers and) decimal numbers / 2CP Wrap-Up
5CP Wrap-Up / 107
249 / Summative
BLM 2CP Chapter Problem Wrap-Up Rubric
BLM 5CP Chapter Problem Wrap-Up Rubric
B3 demonstrate an understanding of the properties of operations with decimal numbers (and integers)
B2 use mental math strategies for calculations involving (integers and) decimal numbers / 2.5
2.6
5CP Wrap-Up / 92-97
98-103
249 / Formative
BLM 2.5 Rubric
BLM 2.6 Rubric
Summative
BLM 5CP Chapter Problem Wrap-Up Rubric
B4 determine and use the most appropriate computational method in problem situations involving whole numbers and/or decimals / 2.4
2.5
2.6
2CP Wrap-Up / 84-91
92-97
98-103
107 / Formative
BLM 2.4 Rubric
BLM 2.5 Rubric
BLM 2.6 Rubric
Summative
BLM 2CP Chapter Problem Wrap-Up Rubric
B5 apply the order of operations for problems involving whole and decimal numbers / 1.5
1CP Wrap-Up
2.5
2.6
2CP Wrap-Up / 40-45
51
92-97
98-103
107 / Formative
BLM 1.5 Rubric
BLM 2.5 Rubric
BLM 2.6 Rubric
Summative
BLM 1CP Chapter Problem Wrap-Up Rubric
BLM 2CP Chapter Problem Wrap-Up Rubric
B6 estimate the sum or difference of fractions when appropriate / 2.1
2CO Wrap-Up / 58-67
107 / Formative
BLM 2.1 Rubric
Summative
BLM 2CP Chapter Problem Wrap-Up Rubric
B7 multiply mentally a fraction by a whole number and vice versa / 2.2 / 68-75 / Formative
BLM 2.2 Rubric
B8 estimate and determine percent when given the part and the whole
B9 estimate and determine the percent of a number / 3.1
3.2
3.3
3CP Wrap-Up
3 Task / 112-117
118-125
126-131
141
143 / Formative
BLM 3.1 Rubric
BLM 3.2 Rubric
BLM 3.3 Rubric
Summative
BLM 3CP Chapter Problem Wrap-Up Rubric
BLM 3T Task Rubric
B10 create and solve problems that involve the use of percent / 3.1
3.2
3.3
3.4
3CP Wrap-Up / 112-117
118-125
126-131
132-137
141 / Formative
BLM 3.1 Rubric
BLM 3.2 Rubric
BLM 3.3 Rubric
BLM 3.4 Rubric
Summative
BLM 3CP Chapter Problem Wrap-Up Rubric

December

Probability (approximate time: two weeks)

Outcome / Chapter/Section / Pages / Assessment
G1 identify situations for which the probability would be near 0 ¼, ½, ¾, and 1 / 4.1 / 152-157 / Formative
BLM 4.1 Rubric
G2 solve probability problems, using simulations and by conducting experiments / 4.2
4.3
4.4
4CP Wrap-Up / 158-169
170-177
178-185
189 / Formative
BLM 4.2 Rubric
BLM 4.3 Rubric
BLM 4.4 Rubric
Summative
BLM 4CP Chapter Problem Wrap-Up Rubric
G4 create and solve problems, using the numerical definition of probability
G3 identify all possible outcomes of two independent events, using tree diagrams and area models / 4.4
4CP Wrap-Up / 178-185
189 / Formative
BLM 4.4 Rubric
Summative
BLM 4CP Chapter Problem Wrap-Up Rubric
G5 compare experimental results with theoretical results / 4.2
4.4
4CP Wrap-Up / 158-169
178-185
189 / Formative
BLM 4.2 Rubric
BLM 4.4 Rubric
Summative
BLM 4CP Chapter Problem Wrap-Up Rubric
G6 use fractions, decimals, (and percents) as numerical expressions to describe probability / 4.1
4.2
4.3
4.4
4CP Wrap-Up / 152-157
158-169
170-177
178-185
189 / Formative
BLM 4.1 Rubric
BLM 4.2 Rubric
BLM 4.3 Rubric
BLM 4.4 Rubric
Summative
BLM 4CP Chapter Problem Wrap-Up Rubric

January/February

Integers (approximate time: five weeks)

The new year will commence with integers. The students should be rested after the holiday and ready to tackle this important grade 7 topic. This topic will span a five-week period. Students have been only briefly introduced to integers in the past. This is the first time they will work on operations with integers. At the end of the five weeks, your five minutes of mental math can be used to practise operations on integers.

Students will work with Alge-tiles for the first time. These will be used again later on in the year in the algebra unit.

Outcome / Chapter/Section / Pages / Assessment
A12 represent integers (including zero) concretely, pictorially, and symbolically, using a variety of models / 5.1
5CP Wrap-Up
5 Task / 196-203
249
251 / Formative
BLM 5.1 Rubric
Summative
BLM 5CP Chapter Problem Wrap-Up Rubric
BLM 5T Task Rubric
A13 compare and order integers / 5.1 / 196-203 / Formative
BLM 5.1 Rubric
B1 use estimation strategies to assess and justify the reasonableness of calculation results for (integers and) decimal numbers / 2CP Wrap-Up
5CP Wrap-Up / 107
249 / Summative
BLM 2CP Chapter Problem Wrap-Up Rubric
BLM 5CP Chapter Problem Wrap-Up Rubric
B3 demonstrate an understanding of the properties of operations with decimal numbers (and integers)
B2 use mental math strategies for calculations involving (integers and) decimal numbers / 2.5
2.6
5CP Wrap-Up / 92-97
98-103
249 / Formative
BLM 2.5 Rubric
BLM 2.6 Rubric
Summative
BLM 5CP Chapter Problem Wrap-Up Rubric
B11 add and subtract integers concretely, pictorially, and symbolically to solve problems / 5.2
5.3
5CP Wrap-Up
5 Task / 204-210
211-218
249
251 / Formative
BLM 5.2 Rubric
BLM 5.3 Rubric
Summative
BLM 5CP Chapter Problem Wrap-Up Rubric
BLM 5T Task Rubric
B12 multiply integers concretely, pictorially, and symbolically to solve problems / 5.4
5 Task / 219-227
251 / Formative
BLM 5.4 Rubric
Summative
BLM 5T Task Rubric
B13 divide integers concretely, pictorially, and symbolically to solve problems / 5.5 / 228-233 / Formative
BLM 5.5 Rubric
B14 solve and pose problems which utilize addition, subtraction, multiplication, and division of integers / 5.7
5 Task / 240-245
251 / Formative
BLM 5.7 Rubric
Summative
BLM 5T Task Rubric
B15 apply the order of operations to integers and integers / 5.6
5CP Wrap-Up
5 Task / 234-239
249
251 / Formative
BLM 5.6 Rubric
Summative
BLM 5CP Chapter Problem Wrap-Up Rubric
BLM 5T Task Rubric

February/March

Geometry (approximate time: three to four weeks)

Outcome / Chapter/Section / Pages / Assessment
E1 recognize, name, describe, and construct polygons / 7.1 / 298-306 / Formative
BLM 7.1 Rubric
E2 predict and generate polygons that can be formed with a transformation or composition of transformations of a given polygon (the part of this outcome that relates to regular polygons and non-examples) / 7.2 / 307-313 / Formative
BLM 7.2 Rubric
E3 make and apply generalizations about the properties of regular polygons / 7.1
7CP Wrap-Up / 298-306
329 / Formative
BLM 7.1 Rubric
Summative
BLM 7CP Chapter Problem Wrap-Up Rubric
E4 make and apply generalizations about tessellations of polygons / 7.2 / 307-313 / Formative
BLM 7.2 Rubric
E5 construct polyhedra using one type of regular polygonal face, and describe and name the resulting Platonic Solids / 7.3
7CP Wrap-Up / 314-320
329 / Formative
BLM 7.3 Rubric
Summative
BLM 7CP Chapter Problem Wrap-Up Rubric
E6 construct semi-regular ployhedra and describe and name the resulting solids, and demonstrate and understanding about their relationships to the Platonic solids / 7.4
7CP Wrap-Up / 321-325
329 / Formative
BLM 7.4 Rubric
Summative
BLM 7CP Chapter Problem Wrap-Up Rubric

March/April

Patterns and Algebra (approximate time: five to six weeks)

Students have previously covered fractions and decimals and will now make applications to patterning.

Patterning will then extend to tables, graphs, and algebraic expressions.

Outcome / Chapter/Section / Pages / Assessment
A7 apply patterning in renaming numbers from fractions and mixed numbers to decimal numbers / 2.3 / 76-83 / Formative
BLM 2.3 Rubric
C1 describe a pattern, using written and spoken language and tables and graphs / 8.1
8CP Wrap-Up
8 Task / 334-345
365
367 / Formative
BLM 8.1 Rubric
Summative
BLM 8CP Chapter Problem Wrap Up Rubric
BLM 8T Task Rubric
C2 summarize simple patterns, using constants, variables, algebraic expressions, and equations, and use them in making predictions
C3 explain the difference between algebraic expressions and algebraic equations / 8.2
8CP Wrap-Up
8 Task / 346-353
365
367 / Formative
BLM 8.2 Rubric
Summative
BLM 8CP Chapter Problem Wrap-Up Rubric
BLM 8T Task Rubric
C4 solve one- and two-step single-variable linear equations, using systematic trial
C5 illustrate the solution for one- and two-step single-variable linear equations, using concrete materials and diagrams / 8.2
9.1 / 346-353
372-380 / Formative
BLM 8.2 Rubric
BLM 9.1 Rubric
C8 determine if an ordered pair is a solution to a linear equation
C6 graph linear equations, using a table of values / 8.2
8CP Wrap-Up
9.2 / 346-353
365
381-389 / Formative
BLM 8.2 Rubric
BLM 9.2 Rubric
Summative
BLM 8CP Chapter Problem Wrap-Up Rubric
C7 interpolate and extrapolate number values from a given graph / 8.2
9.2 / 346-353
372-380 / Formative
BLM 8.2 Rubric
BLM 9.2 Rubric
C9 construct and analyse graphs to show how change in one quantity affects a related quantity / 8.2
8CP Wrap-Up
9.3
9CP Wrap-Up / 346-353
365
390-396
415 / Formative
BLM 8.2 Rubric
BLM 9.3 Rubric
Summative
BLM 8CP Chapter Problem Wrap-Up Rubric
BLM 9CP Chapter Problem Wrap-Up Rubric
B16 create and evaluate simple variable expressions by recognizing that the four operations apply in the same ways as they do for numerical expressions / 8.3
8CP Wrap-Up
8 Task / 354-361
635
637 / Formative
BLM 8.3 Rubric
Summative
BLM 8CP Chapter Problem Wrap-Up Rubric
BLM 8T Task Rubric
B17 distinguish between like and unlike terms
B18 add and subtract like terms by recognizing the parallel with numerical situations, using concrete and pictorial models / 8.3 / 354-361 / Formative
BLM 8.3 Rubric
D4 construct and analyse graphs of rates to show how change in one quantity affects a related quantity / 9.4
9CP Wrap-Up / 404-411
415 / Formative
BLM 9.4 Rubric
Summative
BLM 9CP Chapter Problem Wrap-Up Rubric
D5 demonstrate an understanding of the relationships among diameter, radii, and circumference of circles, and use the relationships to solve problems / 8.1 / 334-345 / Formative
BLM 8.1 Rubric

April/May

Data Management (approximate time: three weeks)

Students will solve problems involving data management. This topic is to be completed by March break. Because statistics provide a bridge between mathematics and real-life situations, this is a good opportunity to make connections between various curricula.

Outcome / Chapter/Section / Pages / Assessment
B10 create and solve problems that involve the use of percent / 3.1
3.2
3.3
3.4
3CP Wrap-Up / 112-117
118-125
126-131
132-137
141 / Formative
BLM 3.1 Rubric
BLM 3.2 Rubric
BLM 3.3 Rubric
BLM 3.4 Rubric
Summative
BLM 3CP Chapter Problem Wrap-Up Rubric
F1 communicate through example the distinction between biased and unbiased sampling, and first- and second-hand data / 6.1
6CP Wrap-Up / 256-261
289 / Formative
BLM 6.1 Rubric
Summative
BLM 6CP Chapter Problem Wrap-Up Rubric
F3 select, defend, and use appropriate data collection methods and evaluate issues to be considered when collecting data
F2 formulate questions for investigation from relevant contexts / 6.1 / 256-261 / Formative
BLM 6.1 Rubric
F4 construct a histogram / 6.2 / 262-268 / Formative
BLM 6.2 Rubric
F5 construct appropriate data displays, grouping data where appropriate and taking into consideration the nature of data / 6.2
6.3
6CP Wrap-Up / 262-268
269-275
289 / Formative
BLM 6.2 Rubric
BLM 6.3 Rubric
Summative
BLM 6CP Chapter Problem Wrap-Up Rubric
F6 read and make inferences for grouped and ungrouped data displays / 6.3 / 269-275 / Formative
BLM 6.3 Rubric
F7 formulate statistics projects to explore current issues from within mathematics, other subject areas, or the world of students / 6CP Wrap-Up / 289 / Summative
BLM 6CP Chapter Problem Wrap-Up Rubric
F8 determine measures of central tendency and how they are affected by data presentations and fluctuations / 6.4
6CP Wrap-Up / 276-283
289 / Formative
BLM 6.4 Rubric
Summative
BLM 6CP Chapter Problem Wrap-Up Rubric
F9 draw inferences and make predictions based on the variability of data sets, using range and the examination of outliers, gaps, and clusters / 6.4 / 276-283 / Formative
BLM 6.4 Rubric

May/June

Geometry and Measurement (approximate time: four weeks)

We decided to cover geometry and measurement after algebra because there are connections between finding missing angle measures, finding angle pair relationships, and solving algebraic expressions.

Outcome / Chapter/Section / Pages / Assessment
D1 identify, use, and convert among the SI units to measure, estimate, and solve problems that relate to length, area, volume, mass, and capacity / throughout Ch 1, Ch 2, Ch 8 / 8-51,
52-107,
330-367 / Worked in throughout the year
D2 apply concepts and skills related to time in problem situations / throughout Ch 1, Ch 9 / 8-51,
368-419 / Worked in throughout the year
D3 develop and use rate as a tool for solving indirect measurement problems in a variety of contexts / 9.4
9CP Wrap-Up / 404-411
415 / Formative
BLM 9.4 Rubric
Summative
BLM 9CP Chapter Problem Wrap-Up Rubric
E7 make and apply generalizations about angle relationships / 7.2
10.1
10CP Wrap-Up / 307-313
424-435
457 / Formative
BLM 7.2 Rubric
BLM 10.1 Rubric
Summative
BLM 10CP Chapter Problem Wrap-Up Rubric
E8 make and apply generalization about the commutatively oftransformations / 10.2
10CP Wrap-Up / 436-441
457 / Formative
BLM 10.2 Rubric
Summative
BLM 10CP Chapter Problem Wrap-Up Rubric
E9 make and apply informal deductions about the minimum sufficient conditions to guarantee that a given triangle is of a particular type / 10.3
10.4 / 442-453 / Formative
BLM 10.4 Rubric
E10 make and apply informal deductions about the minimum sufficient conditions to guarantee that a given quadrilateral is of a particular type, and to understand formal definitions of the various members of the quadrilateral family