| Content |
circumference and area of circles |
Mathematics 7 |
No CCG |
| Keyword: circumference |
Elaboration: constructing circles given radius, diameter, area, or circumferencefinding relationships between radius, diameter, circumference, and area to develop C = π x d formulaapplying A = π x r x r formula to find the area given radius or diameterdrummaking, dreamcatcher making, stories of SpiderWoman (Dene, Cree, Hopi, Tsimshian), basket making, quill box making (Note: Local protocols should be considered when choosing an activity.) |
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| Content |
two-step equations with whole-number coefficients, constants, and solutions |
Mathematics 7 |
No CCG |
| Keyword: two-step equations |
Elaboration: solving and verifying 3x + 4 = 16modelling the preservation of equality (e.g., using balance, pictorial representation, algebra tiles)spirit canoe trip pre-planning and calculationsSmall Number stories: Small Number and the Big Tree (mathcatcher.irmacs.sfu.ca/stories) |
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| Content |
discrete linear relations, using expressions, tables, and graphs |
Mathematics 7 |
No CCG |
| Keyword: discrete linear relations |
Elaboration: four quadrants, limited to integral coordinates3n + 2; values increase by 3 starting from y-intercept of 2deriving relation from the graph or table of valuesSmall Number stories: Small Number and the Old Canoe, Small Number Counts to 100 (mathcatcher.irmacs.sfu.ca/stories) |
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| Content |
relationships between decimals, fractions, ratios, and percents |
Mathematics 7 |
No CCG |
| Keyword: relationships |
Elaboration: conversions, equivalency, and terminating versus repeating decimals, place value, and benchmarkscomparing and ordering decimals and fractions using the number line½ = 0.5 = 50% = 50:100shoreline cleanup |
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| Content |
operations with decimals (addition, subtraction, multiplication, division, and order of operations) |
Mathematics 7 |
No CCG |
| Keyword: operations with decimals |
Elaboration: includes the use of brackets, but excludes exponents |
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| Content |
operations with integers (addition, subtraction, multiplication, division, and order of operations) |
Mathematics 7 |
No CCG |
| Keyword: operations with integers |
Elaboration: addition, subtraction, multiplication, division, and order of operationsconcretely, pictorially, symbolicallyorder of operations includes the use of brackets, excludes exponentsusing two-sided counters9–(–4) = 13 because –4 is 13 away from +9extending whole-number strategies to decimals |
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| Content |
multiplication and division facts to 100 (extending computational fluency) |
Mathematics 7 |
No CCG |
| Keyword: facts to 100 |
Elaboration: When multiplying 214 by 5, we can multiply by 10, then divide by 2 to get 1070. |
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| Curricular Competency |
Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts |
Mathematics 7 |
Connecting and reflecting |
| Keyword: Incorporate First Peoples |
Elaboration: Invite local First Peoples Elders and knowledge keepers to share their knowledge |
| Keyword: make connections |
Elaboration: Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm)aboriginaleducation.caTeaching Mathematics in a First Nations Context, FNESC fnesc.ca/k-7/ |
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| Curricular Competency |
Use mathematical arguments to support personal choices |
Mathematics 7 |
Connecting and reflecting |
| Keyword: personal choices |
Elaboration: including anticipating consequences |
|
| Curricular Competency |
Connect mathematical concepts to each other and to other areas and personal interests |
Mathematics 7 |
Connecting and reflecting |
| Keyword: other areas and personal interests |
Elaboration: to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., cross-discipline, daily activities, local and traditional practices, the environment, popular media and news events, and social justice) |
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| Curricular Competency |
Reflect on mathematical thinking |
Mathematics 7 |
Connecting and reflecting |
| Keyword: Reflect |
Elaboration: sharing the mathematical thinking of self and others, including evaluating strategies and solutions, extending, and posing new problems and questions |
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| Curricular Competency |
Represent mathematical ideas in concrete, pictorial, and symbolic forms |
Mathematics 7 |
Communicating and representing |
|
| Curricular Competency |
Communicate mathematical thinking in many ways |
Mathematics 7 |
Communicating and representing |
| Keyword: Communicate |
Elaboration: concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideas; may use technology such as screencasting apps, digital photos |
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| Curricular Competency |
Explain and justify mathematical ideas and decisions |
Mathematics 7 |
Communicating and representing |
| Keyword: Explain and justify |
Elaboration: using mathematical arguments |
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| Curricular Competency |
Use mathematical vocabulary and language to contribute to mathematical discussions |
Mathematics 7 |
Communicating and representing |
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