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The relationships between how numbers is the
key to understanding the world around us.
During the course of this unit students will:
● Define the terms odd, even, prime, composite,
positive and negative
● Use a diagram to show the relationships between
the di erent types of numbers
● Classify a number as natural, integer, rational, or
real
● Identify a prime number and use a test to
determine whether or not a number is prime
● Compare and order rational numbers and find their
approximate location on the number line
● Master understanding of absolute value and simplify expressions containing absolute
value
● Perform operations on real numbers
● Use an estimation technique to judge the reasonable of results
● Compute the square roots of numbers which are perfect squares and cubes
● Begin to explore simplification of square root radicals by representing a number as a
product of its prime factors
● Understand and use the order of operations to simplify expressions
● Understand that fractions, decimal and percentages are just di erent ways of thinking
about proportions
Key Concept
Form: by understanding the underlying properties of
how a number is represented we are better equipped
to use it to solve problems, such as comparing it with
other values.
Related Concepts
Representation - numbers are represented in di erent
manners for di erent purposes
Pattern - looking at a set of data to see if it follows a pattern and describing that pattern
mathematically
Simplification - reducing a number into a less complicated form
Global Context
Identities and Relationships –
Students will identify the
properties of and relationships of
di erent representations of
numbers in order to simplify
strategies for working with them
and solving real world problems.
Statement of Inquiry
The relationships between how numbers is the key to understanding the world around us.
Lines of Inquiry
Factual:
What are the di erent types of numbers?
What are some of the properties numbers have?
How can we test to see if a number is a prime number?
What is absolute value?
What is the order of operations?
Are fractions and ratios the same thing?
Conceptual:
How can we compare numbers with di erent representations?
How we use maths to describe patterns we see in life?
What do we mean by simplification in mathematics?
What is a “reasonable answer” in mathematics?
Debatable:
To what extent does mathematics give us the right answer to a question?
What happens when mathematicians are unsuccessful?
Self-Management: Organisational Skills
Specific ATL Skills Learning Experiences
● Plan short- and long-term assignments; meet - Students will be expected to come to class properly
deadlines prepared for the lesson with homework completed.
● Bring necessary equipment and supplies to - They will be asked to use Google Classrooms to
class track homework and assignment dates, and to
● Keep an organized and logical system of communicate any problems with the teacher
information files/notebooks - Students will need to create a Maths folder in their
● Use appropriate strategies for organizing Google Drive to act as a digital portfolio and store
complex information relevant documents there
● Select and use technology e ectively and
productively
Beginner Learner Practitioner Expert
You are unable to finish You need to be reminded You are able to complete You finish your classwork
your classwork on time to stay focused in the your classwork on time independently and
and have di culty class to make sure your independently. You are remind others to stay
completing it for work gets finished. You independently making focused in class. You are
homework. You need to are making responsible responsible choices about independently making
make more responsible choices about using your using your technology in responsible choices about
choices about how you technology, but need to class. using your technology in
use technology. be reminded by the class and reminding
teacher to do so. other to do the same.
Thinking: Critical Thinking Skills
Specific ATL Skills Learning Experiences
● Practice observing carefully in order to Students will use a 5 step strategy to help solve
recognize problems multistep problem solving questions:
● Gather and organize relevant information to 1. what is the question asking
formulate an argument 2. what information will you need to solve the
● Interpret data problem
● Draw reasonable conclusions and 3. what mathematical operations do you need to
generalizations solve the problem
● Identify obstacles and challenges 4. solve the problem using coherent and logical
lines of reasoning
5. does your answer make sense
Beginner Learner Practitioner Expert
You are beginning to You understand, with You understand what you You independently
understand what you are clarification, what you are are being asked to do, understand what you are
being asked to do, and being asked to do, gather and evaluate the being asked to do, gather
can identify some of the identifying and gathering relevant information and evaluate the relevant
relevant information the relevant information needed to solve the information needed to
needed to solve the needed to solve the problem, and present solve the problem, and
problem. problem, and are able to your findings in a variety confidently present your
present your findings to of ways to others. findings mathematically,
others. narratively, orally, …
Criterion A: Knowing and Understanding
● select appropriate mathematics when solving problems in both familiar and unfamiliar
situations
● apply the selected mathematics successfully when solving problems
● solve problems correctly in a variety of contexts
Criterion B: Investigating Patterns
● select and apply mathematical problem-solving techniques to discover patterns
● describe patterns as relationships or general rules consistent with findings
● verify and justify relationships with other examples
Criterion C: Communicating
● use appropriate mathematical language (notation, symbols and terminology) in both oral
and written statements and/or explanations
● use di erent forms of mathematical representation to present information
● move between di erent forms of mathematical representation
● communicate complete and coherent mathematical lines of reasoning
● organise information using a logical structure
Criterion D: Applying mathematics and real-life contexts
● identify relevant elements of authentic real-life situations
● select appropriate mathematical strategies when solving authentic real-life situations
● apply the selected mathematical strategy successfully to reach a solution
● explain the degree of accuracy of a solution
● describe/explain whether a solution makes sense in the context of the authentic real-life
situation
Task 1: Test
Criteria A and C
This with take the form of a formal test comprising of easy short answer questions testing knowledge
and the application of mathematical skills, building up to more open ended questions where students
need to solve unfamiliar problems, justify the mathematical decisions they are making, their lines of
reasoning, and use of mathematical language.
WHat WHere
A vocabulary list for the unit Click on the link
Works Cited
"Coin & Bullion Melt Value Calculators." CoinApps.com - Melt Value Calculators. Web. 19 July
2017.
"On Melting Coins and Negative Seignorage." TJ Palanca. 07 July 2013. Web. 19 July 2017.
"Practice Seventh Grade Math Online." IXL Learning. Web. 19 July 2017.
"Seventh Grade Math Worksheets." 7th Grade Math Worksheets – Printable Math Worksheets
"Thai Coin Catalog." Thai - Coin Catalog - UCoin.net. Web. 19 July 2017.
"Copper Nickel Alloy Price." Copper Nickel Alloy Price, Copper Nickel Alloy Price Suppliers and