## Math Word Wall

## Please use the following paragraph for Lesson 3.1 "Collecting Data" to record the primary data.

Key math terms for this lesson are:

1) Primary Data:

Information which we find ourselves by using a questionnaire or an experiment is called

2) Secondary Data:

Information that is collected by someone else, for example, visiting www.statisticbrain.com to find out that Manny Pacquiao has 54 total wins, 3 total losses and 2 draws in his boxing career.

3) Frequency:

The number of times that an event or item occurs, for example, the number 7 coming up 10 times in the last 20 lotto 649 draws.

http://www.maths.uq.edu.au/~mrb/java/CircleZap/

same population.

formulas to perform calculations with the data

shows the entry in row 2 and column B

spreadsheet program used; for example, the formula for cell C8 is sum(C2:C7), which tells the program to add the numbers in

column C from row 2 to row 7

17)

1) Primary Data:

Information which we find ourselves by using a questionnaire or an experiment is called

**primary data**. For example, using an online survey to find out how many students preferred "Gangnam Style" over "All Around the World" to dance to at the Halloween Dance.2) Secondary Data:

Information that is collected by someone else, for example, visiting www.statisticbrain.com to find out that Manny Pacquiao has 54 total wins, 3 total losses and 2 draws in his boxing career.

3) Frequency:

The number of times that an event or item occurs, for example, the number 7 coming up 10 times in the last 20 lotto 649 draws.

http://www.maths.uq.edu.au/~mrb/java/CircleZap/

**4) biased results:**when the results of a survey of one group are not likely to apply to another group selected from thesame population.

**a part of a population that is used to make predictions about the whole population.**

5) sample:5) sample:

**the total number of individuals or items.**

6) population:6) population:

**the counting of an entire population.**

7) census:7) census:

**8) database:**an organized set of information, often stored on a computer**9) record:**all the data about one item in the database; for example, one player (see orange row )**10) field:**a category used as part of a database; for example, last name (see yellow column)**11) entry:**a single piece of data in a database; for example, home runs for one player (see green cell)**12) sort:**order information from greatest (or first) to least (or last); a database can be sorted by fields**13) spreadsheet:**an orderly arr a n g e m e n t of numerical data using rows and columns; computerized spreadsheets can useformulas to perform calculations with the data

**14) cell:**the intersection of a column and a row, where individual data entries are stored; for example, cell B2shows the entry in row 2 and column B

**15) formula:**calculations made within a cell using data from other cells; formulas may vary depending on thespreadsheet program used; for example, the formula for cell C8 is sum(C2:C7), which tells the program to add the numbers in

column C from row 2 to row 7

**16) frequency table:**a count of each item, organized by categories or intervals17)

**stem-and-leaf plot:**an organization of numerical data into categories based on place values; the digits representing greater values are the stems, and the other digits are the leaves**the space between two values; for example, 0–9 represents the interval from 0 to 9, including 0 and 9**

18) interval:18) interval:

**19) mean:**the sum of a set of numbers divided by the number of numbers in the set**the middle value in a set of ordered data; when there is an even number of numbers, the median is the mean of the two middle numbers**

20) median:20) median:

**the number that occurs most often in a set of data; there can be more than one mode or there might be no mode**

21) mode:21) mode:

mean_m_and_m_lesson_3.6.pdf | |

File Size: | 122 kb |

File Type: |

chapter3.4spreadsheet.xls | |

File Size: | 25 kb |

File Type: | xls |

until_we_take_action_to_pass_new_laws.doc | |

File Size: | 22 kb |

File Type: | doc |

## Lesson 3.2 Avoiding Bias in Data Collection

Take the poll and explain why there is bias. Why was the information cllected? How will it be used? What would be wise for survey planners to think about when collecting data like this?

http://www.youtube.com/watch?v=kuyt0u_tFi4

http://www.youtube.com/watch?v=kuyt0u_tFi4

lesson_3.2_avoiding_bias.pdf | |

File Size: | 98 kb |

File Type: |

## Lessons 3.3 and Lesson 3.4 Using a Database and Using a Spreadsheet

Here you wil find PDF of both lessons from the student textbook and the pizza lunch spreadsheet sample.

lesson_3.3_using_a_database.pdf | |

File Size: | 229 kb |

File Type: |

lesson_3.4_using_a_spreadsheet.pdf | |

File Size: | 164 kb |

File Type: |

pizza_lunch_spreadsheet.pdf | |

File Size: | 42 kb |

File Type: |

nelson_lesson_3.5.pdf | |

File Size: | 65 kb |

File Type: |

## Minds ON: Frequency Table and Stem and Leaf Plotter Activity

http://www.learner.org/courses/learningmath/data/session2/part_c/

http://www.shodor.org/interactivate/activities/StemAndLeafPlotter/

http://www.shodor.org/interactivate/activities/StemAndLeafPlotter/

## Monday, November 5, 2012.

Lesson 3B Central Tendency

1) Use the website:

__http://www.timeanddate.com/weather/canada/toronto/ext__to look at the P.O.P. for 14 days from whatever the current day happens to be to complete question E. lesson_3b_central_tendency.pdf | |

File Size: | 38 kb |

File Type: |

## KMWC Problem Solving template for use with any math problem.

kmwc_template.pdf | |

File Size: | 780 kb |

File Type: |

## FreeMath homework tutor website through TVO Ontario Ministry of Education

https://homeworkhelp.ilc.org/

U: your Ontario Education number

p: lion####

p: lion####

## Lesson 3.7 Communicating About Graphs

http://www.brainpop.com/math/dataanalysis/graphs/

http://www.shodor.org/interactivate/activities/BarGraph/

http://www.shodor.org/interactivate/activities/BarGraph/

nm7sb1081.pdf | |

File Size: | 99 kb |

File Type: |

graph_broken_line_0011.pdf | |

File Size: | 94 kb |

File Type: |

nm7sb113.pdf | |

File Size: | 79 kb |

File Type: |

## Lesson 3C Analyzing Misleading Graphs

nelson_3c_analyzing_misleading_g.pdf | |

File Size: | 50 kb |

File Type: |

## Lesson 4.1 Exploring Number Patterns

http://mathforum.org/workshops/usi/pascal/pascal_numberpatterns.html

NIM Game

http://www.archimedes-lab.org/game_nim/nim.html

NIM Game

http://www.archimedes-lab.org/game_nim/nim.html

nelson_4.1_exploring_number_patterns.pdf | |

File Size: | 32 kb |

File Type: |

## Lesson 4.2 Applying Pattern Rules

**a list of things that are in a logical order or follow a p a t t e rn; for example, the sequence 1, 3, 5, 7, 9, … shows the odd numbers in order.**

sequence:

sequence:

lesson_4.2_applying_pattern_rules.pdf | |

File Size: | 108 kb |

File Type: |

## Lesson 4.3 Using a Table of Values to Represent a Sequence

lesson_4.3_using_a_table_of_values.pdf | |

File Size: | 113 kb |

File Type: |

## Chapter 4 Mid-Chapter Review

midchapter_review_4.pdf | |

File Size: | 47 kb |

File Type: |

## Lesson 4.4 Solving Problems Using a Table of Values

Minds on Activity:

1) Matchstick Numbers:

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/maths/match_seq/4.htm

http://www.youtube.com/watch?v=_3BnyEr5fG4

2) How many blocks will be in the 5th term? Using the pattern rule?

1) Matchstick Numbers:

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/maths/match_seq/4.htm

http://www.youtube.com/watch?v=_3BnyEr5fG4

2) How many blocks will be in the 5th term? Using the pattern rule?

lesson_4.4_solve_prob_tv.pdf | |

File Size: | 104 kb |

File Type: |

## Lesson 4.5 Scatterplots

http://www.shodor.org/interactivate/activities/ScatterPlot/

**coordinates: ** an ordered pair, used
to describe a location on a grid labelled with an *x*-axis and a

y-axis; for example, the coordinates (2, 3)
describe this location:

lesson_4.5_scatterplots.pdf | |

File Size: | 140 kb |

File Type: |

cornelllined.pdf | |

File Size: | 7 kb |

File Type: |

## Chapter 4 Task: Design a Beaded Necklace Textbook page 146

Here is the PDF of the task and a student exemplar.

areas-of-compound-shapes.jpg | |

File Size: | 52 kb |

File Type: | jpg |

gr7ch04l41.pdf | |

File Size: | 420 kb |

File Type: |

## Lesson 5.1 Area of a Parallelogram

1) Minds On: How would you calculate the area of this irregular shape?

nm7sb152.pdf | |

File Size: | 139 kb |

File Type: |

## Lesson 5.2 Area of a Triangle

PDF version of the text and a good site which models how the area of a parallelogram can be used to calculate the area of a triangle.

http://www.shodor.org/interactivate/activities/TriangleExplorer/

http://www.shodor.org/interactivate/activities/TriangleExplorer/

nm7sb1561.pdf | |

File Size: | 131 kb |

File Type: |

## Lesson 5.3 Calculating the Area of a Triangle

Minds on: Examine how the height chnages depending on where the base is using the following applet:

http://www.mathwarehouse.com/geometry/triangles/area/

http://www.mathwarehouse.com/geometry/triangles/area/

lesson_5.3_calculating_the_area_of_a_triangle.pdf | |

File Size: | 41 kb |

File Type: |

## Lesson 5.4 Area of a Trapezoid

1) Minds On:

How would you calculate the area of this trapezoid?

Khan Academy Video Clip on how to calculate the area of a trapezoid.

http://www.youtube.com/watch?v=qAs50nzzrP4

How would you calculate the area of this trapezoid?

Khan Academy Video Clip on how to calculate the area of a trapezoid.

http://www.youtube.com/watch?v=qAs50nzzrP4

lesson_5.4_calculating_the_area_of_a_trapezoid.pdf | |

File Size: | 119 kb |

File Type: |

## Math Games:

__http://schools.mangahigh.com/spbpanthers__Account summary for

**St. Paschal Baylon School**

- Your Unique School ID is
*111690*

mangahigh.doc | |

File Size: | 60 kb |

File Type: | doc |

midchapter_5.pdf | |

File Size: | 69 kb |

File Type: |

## Lesson 5.5 Exploring the Area and Perimeter of a Trapezoid pages 170-171

OERB

U:tcdsbstuden P: oerbs

Minds On: Explain how the parallelograms, triangles and trapezoids and their areas are related to each

other. Use the following interactive object from OERB.

Grade 7 Mathematics, Measurement: Just When You Thought There Weren’t Any More Shapes...

TRAPEZOID

U:tcdsbstuden P: oerbs

Minds On: Explain how the parallelograms, triangles and trapezoids and their areas are related to each

other. Use the following interactive object from OERB.

Grade 7 Mathematics, Measurement: Just When You Thought There Weren’t Any More Shapes...

TRAPEZOID

**Resource**

ID :ELO1414830ID :

lesson_5.5_exp_area_and_per_of_trapezoid.pdf | |

File Size: | 94 kb |

File Type: |

## Lesson 5.6 Calculating the Area of Complex Shapes

Minds On: How would you calculate the areas of these complex shapes?

lesson_5.6_calculating_the_area_of_a_complex_shape.pdf | |

File Size: | 159 kb |

File Type: |

area_of_compound_shapes.ppt | |

File Size: | 190 kb |

File Type: | ppt |

## Lesson 5A Solving Area Problems

lesson_5a_solving_area_problems.pdf | |

File Size: | 76 kb |

File Type: |

## Lesson 5.7 Communicating About Measurement

Minds On: 1)

Ask students to generate a list of appropriate units (mm, mm2, cm, cm2, m, and m2, symbols ▲ and language, base(s), perpendicular heights, calculate, divide, multiply, intersect, vertex, triangle, parallelogram, trapezoid, opposite, 90 degree, angle to use in a description about the area, perimeter of a shape and perhaps the cost of painting the surface.

2) Use the http://www.shodor.org/interactivate/activities/ShapeExplorer/

How would you calculate the are and perimeter of the first shape on your screen?

Ask students to generate a list of appropriate units (mm, mm2, cm, cm2, m, and m2, symbols ▲ and language, base(s), perpendicular heights, calculate, divide, multiply, intersect, vertex, triangle, parallelogram, trapezoid, opposite, 90 degree, angle to use in a description about the area, perimeter of a shape and perhaps the cost of painting the surface.

2) Use the http://www.shodor.org/interactivate/activities/ShapeExplorer/

How would you calculate the are and perimeter of the first shape on your screen?

lesson_5.7_comm_about_measurement.pdf | |

File Size: | 106 kb |

File Type: |

## The Gazebo Summative Task (Focuses on Measurement Strand)

ss_tips_res789.pdf | |

File Size: | 1866 kb |

File Type: |

## Chapter 5 Task

Design an Adventure Park, student exemplar, Level 4 and rubric.

chapter_5_task_adventure.pdf | |

File Size: | 106 kb |

File Type: |

student_exemplar_ch_5.pdf | |

File Size: | 470 kb |

File Type: |

## Lesson 6.1 Comparing Positive and Negative numbers

Minds On: CLIPS activity Comparing Temperatures

http://oame.on.ca/CLIPS/index.html

http://oame.on.ca/CLIPS/index.html

lesson_6.1_comp_pos_and_neg.pdf | |

File Size: | 88 kb |

File Type: |

## What are Integers?

## Lesson 6.2 An Integer Experiment

Minds On:

Log into

Log into

*and complete the Pinata Fever and Add and subtract with negatives challenges. Good LUCK!!!!*__http://schools.mangahigh.com/spbpanthers__- Your Unique School ID is

*111690*

lesson_6.2_and_integer_experiment.pdf | |

File Size: | 74 kb |

File Type: |

## Lesson 6.3 Adding Integers with the Zero Principle

lesson_6.3_zero_principle.pdf | |

File Size: | 92 kb |

File Type: |

**1) opposite integers:**two integers the same distance away from zero; for example, +4 and -4 are opposite integers.

## Lesson 6.5 Integer Addition Strategies

**two opposite integers, when added, give a sum of zero; for example, (+1) + (-1) = 0.**

2) zero principle:

2) zero principle:

## Lesson 6.4 Integers that Are Far From Zero

Minds On: Complete the Gizmos activity for Adding Integers Using a number line

www.explorelearning.com

www.explorelearning.com

lesson_6.4_integers_far_from_zero.pdf | |

File Size: | 92 kb |

File Type: |

## Lesson 6.5 Integer Addition Strategies

Minds On: Use the online calculator at http://www.online-calculator.com to do the following:

For example, to calculate the sum of (+23) + (-12) + (+16), enter the first number in the equation, 23, and click the "+" button. Enter the second number, 12, and then click the "+/-" button to change the sign to negative. Click the "+" button and enter the third number, 16. Click the "=" button to complete the calculation.

For example, to calculate the sum of (+23) + (-12) + (+16), enter the first number in the equation, 23, and click the "+" button. Enter the second number, 12, and then click the "+/-" button to change the sign to negative. Click the "+" button and enter the third number, 16. Click the "=" button to complete the calculation.

lesson_6.5_integer_addition_strategies.pdf | |

File Size: | 93 kb |

File Type: |

## Mid-chapter 6 pages 204-205

midch_6.pdf | |

File Size: | 66 kb |

File Type: |

## Lesson 6.6 Using Counters to Subtract Integers

lesson_6.6_counters_to_sub_integers.pdf | |

File Size: | 93 kb |

File Type: |

## Lesson 6.8 Solving Problems By working Backwards

Minds On:

Complete the "Elevator task" using any method and show your work.

http://condor.admin.ccny.cuny.edu/~ha1485/new_page_3.htm

Complete the "Elevator task" using any method and show your work.

http://condor.admin.ccny.cuny.edu/~ha1485/new_page_3.htm

nm7sb2161.pdf | |

File Size: | 69 kb |

File Type: |

scan0058.pdf | |

File Size: | 1056 kb |

File Type: |

## Chapter 6 Integers Chapter Review

chpt_6_review.pdf | |

File Size: | 49 kb |

File Type: |

where-did-the-money-go-needs-wants-budget.pdf | |

File Size: | 106 kb |

File Type: |

## Financial Literacy:

What does the Credit Card Song teach you about the pillar of Spending?

Lesson 7.1 Comparing Positions on a Grid

Minds On: PLease complete eith the Cartesian Plane Game at http://www.math-play.com/Coordinate%20Plane%20Game/Coordinate%20Plane%20Game.html

or

The General Coordinates Game at http://www.shodor.org/interactivate/activities/GeneralCoordinates/

Cartesian Grid:

http://www.amathsdictionaryforkids.com/dictionary.html

lesson_7.1_comparing_pos_on_grid.pdf | |

File Size: | 101 kb |

File Type: |

## Lesson 7.2 Translations

Minds On: Play the Dublox game to discover how to translate a 3-D shape to a target destination

http://www.brainpop.com/games/dublox/

lesson_7.2_translations.pdf | |

File Size: | 107 kb |

File Type: |

## Lesson 7.3 Reflections

lesson_7.3_reflections.pdf | |

File Size: | 107 kb |

File Type: |

## Lesson 7.4 Rotations

__Key Term:__

** 1)centre of rotation: **a fixed point around which other points in a shape rotate in a clockwise (cw) or counterclockwise (ccw) direction; the centre of rotation may be inside or outside the shape.

__Key Term:__

lesson_7.4_rotations.pdf | |

File Size: | 94 kb |

File Type: |

## Lesson 7A Sorting Triangles and Quadrilaterals

**Key Terms:**

1) right tri·an·gle

**Noun**

**A triangle with a right angle (90 degrees.)**

2) acute triangle: a triangle whose interior angles are all acute (less than 90 degrees).

3) Obtuse triangle,

2) acute triangle: a triangle whose interior angles are all acute (less than 90 degrees).

3) Obtuse triangle,

**obtuse-angled triangle****(a triangle that contains an obtuse interior angle (an angle between (but not including) 90 degrees and 180 degrees).**

4) An equilateral triangle: a triangle with all three sides of equal length. All the angles will be 60°.

5) Isoceles triangle: A triangle with two equal sides. The angles opposite the equal sides are also equal.

6) Scalene triangle: A triangle with all sides of different lengths. No sides are equal and no angles are equal.

4) An equilateral triangle: a triangle with all three sides of equal length. All the angles will be 60°.

5) Isoceles triangle: A triangle with two equal sides. The angles opposite the equal sides are also equal.

6) Scalene triangle: A triangle with all sides of different lengths. No sides are equal and no angles are equal.

7a_sorting_triangles_and_quad.pdf | |

File Size: | 64 kb |

File Type: |

## Lesson 7.5 Congruence and Similarity

lesson_7.5_congruence_and_similarity.pdf | |

File Size: | 51 kb |

File Type: |

## Mid-Chapter review for Chapter 7

graph_1cm_black.pdf | |

File Size: | 7 kb |

File Type: |

coordinate_grid_0_25cm.pdf | |

File Size: | 9 kb |

File Type: |

midchapter_7.pdf | |

File Size: | 49 kb |

File Type: |

## Lesson 7B Relationships for Congruent Shapes

Minds On:

1) Ask students what parts of the shapes have to be the same if 2 shapes are

congruent?

Let's see what you know by reviewing the charactersitics of congruence.

1) Ask students what parts of the shapes have to be the same if 2 shapes are

congruent?

Let's see what you know by reviewing the charactersitics of congruence.

lesson_7b_rel_for_congruent_shapes.pdf | |

File Size: | 77 kb |

File Type: |

## During: Let's Use Geometer's Sketchpad to work on prompts A to E in pairs.

Assign question # F for Homework using a 5cm by 8 cm rectangles and a 4cm by 4cm rhombuses. Label and measure all corresponding sides and all corresponding angles.

Art/Math Culminating Task for Friday, February 8th, 2013.

Learning Goal:

We are learning to apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate a variety of feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies. In addition, we are learning to use a variety of materials, tools, techniques,and technologies to determine solutions to increasingly complex design challenges, such as, the creation of an original Escher-style tessellation design.

Success criteria:

I will...

Create a cardboard template by using a rectangle as a base and removing some part(s) of the rectangle and adding them to another area of the rectangle to create an intended object and/or a unique design.

Create a design using that template repeatedly which demonstrates an ability to tessellate across a plane without any gaps.

Create a design that demonstrates an understanding of transformational geometry using rotations, reflections and/or translations.

Use dark colours to create depth and analogous colours to accentuate our design.

http://gwydir.demon.co.uk/jo/tess/sqtile.htm

tessellation.pps | |

File Size: | 611 kb |

File Type: | pps |

tessprojrubric.doc | |

File Size: | 27 kb |

File Type: | doc |

## Lesson 7.6 Tessellations

Minds On:

How can the "L" shaped pentomino be repeate using the NLVM application so that the area is completely covered? How will we know that we have found an acceptable solution?

http://nlvm.usu.edu/en/nav/frames_asid_114_g_3_t_3.html?open=activities&from=category_g_3_t_3.html

How can the "L" shaped pentomino be repeate using the NLVM application so that the area is completely covered? How will we know that we have found an acceptable solution?

http://nlvm.usu.edu/en/nav/frames_asid_114_g_3_t_3.html?open=activities&from=category_g_3_t_3.html

## http://www.shodor.org/interactivate/activities/Tessellate/

http://www.teacherled.com/resources/pentomino/pentominoload.html

Key terms:

**1) Reflection Symmetry** (sometimes called *Line Symmetry* or *Mirror Symmetry*) is easy to recognise, because one half is the reflection of the other half.

2) Rotational Symmetry: With Rotational Symmetry, the shape or image can be rotated and it still looks the same.

http://www.mathsisfun.com/geometry/symmetry-rotational.html

lesson_7.6_tessellations.pdf | |

File Size: | 75 kb |

File Type: |

## Lesson 7.6 Communicating About Geometric Patterns

**LG:**Describe designs in terms of congruent, similar and transformed images.

**Success Criteria:**

I will use appropriate vocabulary to describe geometric drawings and patterns, listen carefully and follow instructions to create the design and ask

helpful questions to clarify the description.

Minds On: Show/Model the 6 sided snowflake Gizmo or the design made using NLVM Pattern Blocks app and ask students how they would describe the design to someone with whom they are speaking to on the telephone. What information would you include?

lesson_7.7_comm._about_geo_patterns.pdf | |

File Size: | 79 kb |

File Type: |

## Lesson 7.8 Investigating Pattern Blocks

Key Term:

1) Regular Polygon: a polygon with all sides equal and all angles equal.

Minds On: What do you know about regular polygons? Which of the shapes on page 254 are regular polygons? How do you know?

http://www.mathsteacher.com.au/year7/ch09_polygons/05_polygon/pol.htm

http://www.mathsisfun.com/geometry/polygons-interactive.html

http://www.mathsteacher.com.au/year7/ch09_polygons/05_polygon/pol.htm

http://www.mathsisfun.com/geometry/polygons-interactive.html

lesson_7.8_investigating_with_p_blocks.pdf | |

File Size: | 33 kb |

File Type: |

## Lesson 7C Dilatations with Pattern Blocks

1) Minds On:

What is a dilatation and how can shapes be enlarged or reduced?

http://enipp.ed.qut.edu.au/MATTI/transform_dilation.html

http://www.mathwarehouse.com/transformations/dilations/dilations-in-math.php

What is a dilatation and how can shapes be enlarged or reduced?

http://enipp.ed.qut.edu.au/MATTI/transform_dilation.html

http://www.mathwarehouse.com/transformations/dilations/dilations-in-math.php

lesson_7c_dilatations_with_pb.pdf | |

File Size: | 82 kb |

File Type: |

## Lesson 8.1 Exploring Pattern Representations

Minds On: Review, analyze, determine a pattern using NLVM Block Shape Patterns and the use of a scatterplot to plot the data from a table of values. Ask: What patterns do you see?

http://nlvm.usu.edu/en/nav/frames_asid_328_g_3_t_2.html?open=activities&from=category_g_3_t_2.html

http://nlvm.usu.edu/en/nav/frames_asid_328_g_3_t_2.html?open=activities&from=category_g_3_t_2.html

lesson_8.1_explore_pattern_rep.pdf | |

File Size: | 199 kb |

File Type: |

## Lesspn 8.2 Using Variables to write a Pattern Rule

Complete the Rocket Rules activity to experience directly how a variable can be used to determine a pattern rule.

1) Learning Goal: Use Numbers and variables to represent mathematical

relationships

Success Criteria:

I will...

· Understand that a variable is a placeholder and a symbol that can be replaced by one number or a set of numbers.

· Understand that the evaluation of an expression containing a variable depends on what the variable is replaced with.

· Interpret a variable as a symbol that may be replaced by a given set of numbers.

http://oame.on.ca/clips/

Key Terms:

1)

2)

1) Learning Goal: Use Numbers and variables to represent mathematical

relationships

Success Criteria:

I will...

· Understand that a variable is a placeholder and a symbol that can be replaced by one number or a set of numbers.

· Understand that the evaluation of an expression containing a variable depends on what the variable is replaced with.

· Interpret a variable as a symbol that may be replaced by a given set of numbers.

http://oame.on.ca/clips/

Key Terms:

1)

**variable:**a letter or symbol, such as*a,*

b, orb

*x*, that represents a number.2)

**algebraic expression:**a combination of one or more variables; it may include numbers and operation signs. lesson_8.2_using_variables_to_write_pattern_r.pdf | |

File Size: | 185 kb |

File Type: |

## Lesson 8.3 Creating and Evaluating Expressions

http://www.math-play.com/Algebraic-Expressions-Millionaire/algebraic-expressions-millionaire.html

Minds On: “Would it be better to buy a PS4 ($500) by making monthly payments or by putting some money down and then making smaller payments per month?”

Minds On: “Would it be better to buy a PS4 ($500) by making monthly payments or by putting some money down and then making smaller payments per month?”

lesson_8.3_create_and_e_expressions.pdf | |

File Size: | 241 kb |

File Type: |

## Mid-Chapter Review for Chapter 8

mid_chapter_review_chapter_8.pdf | |

File Size: | 75 kb |

File Type: |

## Lesson 8.4 Solving Equations by Inspection

Minds On:

Complete the following equations and think about what strategies you used to find the value of each variable. How can you be sure that the variable's value that you determined is correct?

http://www.media.pearson.com.au/schools/cw/au_sch_mcseveny_nsm8_1/dnds/10_solve.html

http://mste.illinois.edu/java/michael/toothpick2/toothpick2.html

Key Terms:

1)

Complete the following equations and think about what strategies you used to find the value of each variable. How can you be sure that the variable's value that you determined is correct?

http://www.media.pearson.com.au/schools/cw/au_sch_mcseveny_nsm8_1/dnds/10_solve.html

http://mste.illinois.edu/java/michael/toothpick2/toothpick2.html

Key Terms:

1)

**equation:**a mathematical statement in which the value on the left side of the equal sign is the same as the value on the right side of the equal sign.**the value of a variable in an equation that makes the equation true.**

2) solution to an equation:2) solution to an equation:

lesson_8.4_solving_equations_by_inspection.pdf | |

File Size: | 112 kb |

File Type: |

## Lesson 8.5 Solving Equations by Systematic Trial

Minds ON: Guess a number between 1-20.

__http://www.mathsonline.co.uk/freesite_tour/resource/algebra/xy.html__ grade_7_modelling_linear_relationships.doc | |

File Size: | 40 kb |

File Type: | doc |

lesson_8.5_systematic_trial.pdf | |

File Size: | 143 kb |

File Type: |

## Lesson 8.6 Communicating to Solve an Equation

Minds ON:

http://nlvm.usu.edu/en/nav/frames_asid_201_g_3_t_2.html?open=instructions&from=category_g_3_t_2.html

8.6_comm_solution_to_eq.pdf | |

File Size: | 144 kb |

File Type: |

## Chpater 8 Review

PDF of Chapter 8 Review and the next paired problem-solving task (Mini-BANSHO) on Linear Equations

**5.4.2: The Mathematics of Life and Breath**

unit5_solvingequations1.pdf | |

File Size: | 287 kb |

File Type: |

ch_8_review.pdf | |

File Size: | 82 kb |

File Type: |

## Lesson 9A Comparing Fractions and Decimals

Minds On: If 2 students ate ¾ and 4/8 of a chocolate bar, who ate more chocolate?

Use the Gizmo Comparing Fractions at www.explorelearning.com to model this and solve. Then, complete the 5 assessment questions.

Ashley 779 | dig238

Acidera, Jhaemar

Jhaemar A532 | sing893

Agpoon, Catherine

Catherine A872 | red259

Alejo , Lyka

Lyka A196 | pat195

Alperto, RL

RL A293 | toy171

Austria, Mar

Mar A344 | seed936

Ba-al, Leoval

LeovalB832 | big684

Baracao, Paul

Paul B685 | pop658

Buenafe, Jade

Jade B614 | bin924

Cacdac, Jonathan

Jonathan C233 | wind736

Capulong, Jed

Jed C689 | wind959

Castillejos, Yviel

YvielC892 | cup677

Castro , Angeli

Angeli C377 | air728

Castro , Mycko

Mycko C199 | cup672

Cruz, Nicole

Nicole C595 | ant143

Diaz, Jude

Jude D476 | seed669

Felipe , Ralph

Ralph F456 | ant614

Flores , Kennedy

Kennedy F347 | cat783

Herreria , Ivan

Ivan H444 | tap363

Iyonmana, Kelsey

KelseyI474 | not815

Letitchever, Victoria

Victoria L144 | shoe499

Mariano , Cynrid

Cynrid M987 | pen291

Migo, Salvador

SalvadorM327 | egg663

Murillo, Camila

CamilaM628 | rain153

Pileggi , Vittoria

vittoriap123 | red118

Quevedo, Adrian

Adrian Q633 | toy555

Regencia, Eden

EdenR884 | cow587

Repalda, Christian

Christian R435 | cup285

Reyes, Jelo

Jelo R394 | cat997

Rosalinas , Mark

Mark R446 | dig579

Svetov, Alex

Alex S719 | pat589

Viloria, Jairo

Jairo V714 | ear662

Use the Gizmo Comparing Fractions at www.explorelearning.com to model this and solve. Then, complete the 5 assessment questions.

Ashley 779 | dig238

Acidera, Jhaemar

Jhaemar A532 | sing893

Agpoon, Catherine

Catherine A872 | red259

Alejo , Lyka

Lyka A196 | pat195

Alperto, RL

RL A293 | toy171

Austria, Mar

Mar A344 | seed936

Ba-al, Leoval

LeovalB832 | big684

Baracao, Paul

Paul B685 | pop658

Buenafe, Jade

Jade B614 | bin924

Cacdac, Jonathan

Jonathan C233 | wind736

Capulong, Jed

Jed C689 | wind959

Castillejos, Yviel

YvielC892 | cup677

Castro , Angeli

Angeli C377 | air728

Castro , Mycko

Mycko C199 | cup672

Cruz, Nicole

Nicole C595 | ant143

Diaz, Jude

Jude D476 | seed669

Felipe , Ralph

Ralph F456 | ant614

Flores , Kennedy

Kennedy F347 | cat783

Herreria , Ivan

Ivan H444 | tap363

Iyonmana, Kelsey

KelseyI474 | not815

Letitchever, Victoria

Victoria L144 | shoe499

Mariano , Cynrid

Cynrid M987 | pen291

Migo, Salvador

SalvadorM327 | egg663

Murillo, Camila

CamilaM628 | rain153

Pileggi , Vittoria

vittoriap123 | red118

Quevedo, Adrian

Adrian Q633 | toy555

Regencia, Eden

EdenR884 | cow587

Repalda, Christian

Christian R435 | cup285

Reyes, Jelo

Jelo R394 | cat997

Rosalinas , Mark

Mark R446 | dig579

Svetov, Alex

Alex S719 | pat589

Viloria, Jairo

Jairo V714 | ear662

lesson_9a_comparing_fractions_and_decimals.pdf | |

File Size: | 58 kb |

File Type: |

## http://www.taw.org.uk/demo/mathematics/shapes/fractionStrip.htm

## Lesson 9.1 Adding Fractions With Pattern Blocks

Minds On:

Using

What fraction is 1 piece in each modelled example by Mr. Kwon? How do you know?

Using

__http://nlvm.usu.edu/en/nav/frames_asid_274_g_3_t_1.html?open=activities&from=category_g_3_t_1.html__What fraction is 1 piece in each modelled example by Mr. Kwon? How do you know?

lesson_9.1_adding_fractions_with_pattern_blocks.pdf | |

File Size: | 88 kb |

File Type: |

__http://nlvm.usu.edu/en/nav/frames_asid_171_g_3_t_3.html?open=activities&from=category_g_3_t_3.html__

## Lesson 9.2 Adding Fractions With Models pages 308-311

Minds On: Use the web tool to show 1/2 + 1/2 using trapezoids? What if we were to use a rectangle to represent a whole? Model that and write the fraction addition sentence as well. Also log into www.tcdsb.elearningontario.ca, math shell to complete the Complete the

During: Use the interactive fraction strip resource to work through Sandra's example.

__Adding and Subtracting Fractions Using__

Unlike Denominatorsinteractive learning activity.Unlike Denominators

__http://nlvm.usu.edu/en/nav/frames_asid_171_g_3_t_3.html?open=activities&from=category_g_3_t_3.html__During: Use the interactive fraction strip resource to work through Sandra's example.

__http://my.hrw.com/math06_07/nsmedia/tools/Func_Bars/Func_Bars.html__ lesson_9.2_adding_fractions_with_models.pdf | |

File Size: | 89 kb |

File Type: |

## Lesson 9.3 Multiplying a Whole Number by a Fraction

Minds On:Play Pyramid Solitaire using CLIPS website.

http://oame.on.ca/clips/

http://www.eduplace.com/kids/mw/manip/mn_k.html

Review multiplication as repeated addition by asking students to write an addition sentence for a scenario:

What addition equation represents the problem of how many pitchers the class has? What multiplication equation represents the same problem?

http://oame.on.ca/clips/

http://www.eduplace.com/kids/mw/manip/mn_k.html

Review multiplication as repeated addition by asking students to write an addition sentence for a scenario:

**On a picnic, each group of students has 2 full pitchers of lemonade to share. There are eight groups of students.**What addition equation represents the problem of how many pitchers the class has? What multiplication equation represents the same problem?

9.3_multiplying_a_whole_number_by_a_fraction.pdf | |

File Size: | 98 kb |

File Type: |

## Lesson 9.4 Subtracting Fractions with Models

lesson_9.4_subtracting_fractions_with_models.pdf | |

File Size: | 115 kb |

File Type: |

__Websites for Probability BANSHO__

Possible Ideas/ Websites:

Statistics Canada

(students can also look at census data for their city or town)http://www.statcan.gc.ca

Tim Hortons Roll Up the Rim to Win Contest

__http://www.rolluptherimtowin.com/en/rules.php__

Sports Statistics

www.mlb.com

__www.nhl.com__

__www.nba.com__

Weather

__http://www.theweathernetwork.com__

Lottery Statistics

http://www.lotto649stats.com/lotto649.html

__http://www.cbc.ca/news/background/gambling/lotteries.html__

__Virtual dice__

__http://www.curriculumbits.com/prodimages/details/maths/doubledice.html__

__12.5 Applying Probabilities__

__http://www.bbc.co.uk/education/mathsfile/shockwave/games/fish.html__

__12.2 Theoretical Probability__

__http://staff.argyll.epsb.ca/jreed/math7/strand4/4201.htm__

__11.5 Exploring the Surface Area and Volume of Prisms__

__http://www.shodor.org/interactivate/activities/SurfaceAreaAndVolume/__

__Websites for Probability BANSHO__

__Virtual dice__

__12.5 Applying Probabilities__

__12.2 Theoretical Probability__

__11.5 Exploring the Surface Area and Volume of Prisms__