Year 7 Maths UbD Template

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Year 7 Maths UbD Template Powered By Docstoc
					                                       Subject:     Mathematics
                                          Level:    7
                                   Unit / Topic:    Semester 2 / Term 3
                                   Designer(s):     Year 7 Team: ESA, VK, CBI

Stage 1- Desired Results

Established Goals:

Mathematical knowledge, understanding and skills:

Number
   Use efficient mental and/or written methods for arithmetic computations involving rational
     numbers, including division of integers by two-digit divisors

Dimension Space
    Use the properties of parallel lines and transversals of these lines to calculate angles that are
     supplementary, corresponding, allied (co-interior) and alternate
    Use coordinates to identify position in the plane
    Use lines, grids, contours, isobars, scales and bearings to specify location and direction on
     plans and maps
    Construct two-dimensional and simple three-dimensional shapes according to specifications
     of length, angle and adjacency
    Describe and apply the angle properties of regular and irregular polygons, in particular,
     triangles and quadrilaterals
    Use two-dimensional nets to construct a simple three-dimensional object such as a prism or a
     platonic solid
    Recognise congruence of shapes and solids
    Use single-point perspective to make a two-dimensional representation of a simple three-
     dimensional object
    Make tessellations from simple shapes
    Use efficient mental and/or written methods for arithmetic computations involving rational
     numbers, including division of integers by two-digit divisors
    Relate similarity to enlargement from a common fixed point
    Use appropriate technology to generate random numbers in the conduct of simple
     simulations
    Identify empirical probability as long-run relative frequency
    Calculate theoretical probabilities by dividing the number of possible successful outcomes
     by the total number of possible outcomes

Dimension Measurement, Chance and Data
    Measure length, perimeter, area, surface area, mass, volume, capacity, angle, time and
     temperature using suitable units for these measurements in context
    Estimate the accuracy of measurements and give suitable lower and upper bounds for
     measurement values
    Measure length, perimeter, area, surface area, mass, volume, capacity, angle, time and
     temperature using suitable units for these measurements in context
    Interpret and use measurement formulas for the area and perimeter of circles, triangles and
       parallelograms and simple composite shapes
      Calculate the surface area and volume of prisms and cylinders
      Estimate the accuracy of measurements and give suitable lower and upper bounds for
       measurement value
      Organise, tabulate and display discrete and continuous data (grouped and ungrouped), using
       technology for larger data sets
      Represent uni-variate data in appropriate graphical forms including dot plots, stem and leaf
       plots, column graphs, bar charts and histograms
      Calculate summary statistics for measures of centre (mean, median, mode) and spread
       (range, and mean absolute difference), and make simple inferences based on this data

Dimension Structure
    Solve simple equations (for example, 5x + 7 = 23, 1.4x – 1.6 = 8.3, and 4x2 – 3 = 13) using
     tables, graphs and inverse operations
    Recognise and apply simple geometric transformations of the plane such as translation,
     reflection, rotation and dilation and combination of the above, including their inverses
    Use inverses to rearrange simple mensuration formulas, and then find equivalent algebraic
                                                           P                             A
     expressions (for example, if P = 2L + 2W, then W =       – L. If A = r2, then r =     )
                                                           2                             
    Use ordered pairs to specify coordinates on graphs and to describe relations between sets

Dimension Working Mathematically
    Use ordered pairs to specify coordinates on graphs and to describe relations between sets
    Use variables in general mathematical statements. Substitute numbers for variables (for
     example, in equations, inequalities, identities and formulas).
    Develop generalisations by abstracting the features from situations and expressing these in
     words and symbols.
    Analyse the reasonableness of points of view, procedures and results, according to given
     criteria, and identify limitations and/or constraints in context.
    Substitute numbers for variables (for example, in equations, inequalities, identities and
     formulas).
    Use technology such as graphic calculators, spreadsheets, dynamics geometry software and
     computer algebra systems for a range of mathematical purposes including numerical
     computation, graphing investigation of patterns and relations for algebraic expressions, and
     the production of geometric drawings.
Understandings:                                      Essential Question(s):
Students will:

Length & Perimeter:                                     How can conversion tables be constructed
   Accurately use the metric units of length            and used to measure Length using
     (km, m, cm, mm) to measure lengths and              different units of measurement?
     perimeter of 2-D objects.

Angles:                                                 What are the different angles we see in
   Understand angle properties and be able              the world around us. How are angles and
     to apply them in problem-solving                    angle properties used in design and
     calculations in 2-D and 3-D.                        construction?

Area, Volume & Capacity:                                Area volumes and capacity is used widely
    Understand the concepts of area, volume             in the design and use of many everyday
      & capacity. They will be able to apply their       items. What are the processes for
      knowledge to problem solving 2-D, 3-D              calculating the Area/Volume/Capacities of
      and composite shapes.                              some of these?

Plane and Solid Shapes:                                 Explore the characteristics of plane and
    tbc                                                 solid shapes. How are they used in the
                                                         manufacture of goods?

                                                        How likely is an event? How can we
Chance and Data:                                         determine the probability of an action
   tbc                                                  taking place.

                                                        Why is Time, Mass and Temperature
Time Mass and Temperature:                               important in our everyday lives?
    tbc
Knowledge                                             Skills
Students will know:                                   Students will be able to:

Length & Perimeter:                                   Length & Perimeter:
   The metric units of length (km, m, cm,               Understand the various units of length,
     mm)                                                   and be able to apply them appropriately
   Numerical scale and measures of length               Investigate different scales (analogue and
   Conversion between different units of                  digital types),
     length                                              Read from scales quoting answers with
   Perimeter and length.                                  appropriate units in both decimal and
                                                           fractional form
Angles:                                                  Construct a conversion chart
   Use a protractor accurately to measure               Use a conversion chart to compare and
     and construct angles                                  convert from and between units of length
   To be able to name angles and state the              Measure perimeter of different 2-D shapes
     type of angle.                                        using different units of length
   To be able to calculate the size of angles           Develop simple rules for calculating the
     using basic algebraic skills and knowledge            perimeter of a square and rectangle using
     of complementary, supplementary and                   the rules.
     vertically opposite angles.
   Demonstrate an understanding of bearings          Angles:
     and their application to real life navigation.      Explanation of how to use a protractor
                                                         Demonstration with a whiteboard
Area, Volume & Capacity:                                   protractor (interactive whiteboard
    Understanding Area                                    demonstration.)
    Converting Units of Area                            A class demonstration of constructing
    Finding the Area of a rectangle                       angles with emphasis on accuracy and
    Finding the area of a Triangle                        neatness.
    Area of Composite and Irregular Shapes              Introductory group engagement activity
                                                           on matching the angles to their names.
                                                         Adding to their glossary of mathematical
                                                           terminology.
Plane and Solid Shapes:                                  Using 3 capital letters of the alphabet to
    tbc                                                   identify and name specific angles

                                                      Area, Volume & Capacity:
                                                          Understand the units of area and apply
Chance and Data:                                            them to estimate the area of various
   tbc                                                     simple shapes by counting the number of
                                                            squares needed to cover a surface.
                                                          Students will set up their own conversion
Time Mass and Temperature:                                  chart to assist them to remember the
    tbc                                                    conversion factors.
                                                          Apply the area formula to regular and
                                                            composite rectangular shapes
                                                          Apply the area formula to regular and
                                                            composite Triangular shapes
                                                          Students calculate the area of a selection
                                                            of composite and irregular shapes.
                                                          Understanding volume by counting
                                                           blocks and cubes of various shapes
                                                         Students will determine the volume of
    rectangular prisms singularly and in
    composite.
   For non-regular shapes students will use
    the formula (V=A x H) to determine the
    volume.
   Exploring ways of determining the
    capacity of 3D objects through volumetric
    calculations.

Plane and Solid Shapes:
    tbc



Chance and Data:
   tbc


Time Mass and Temperature:
    tbc
Stage 2- Assessment Evidence

Performance Tasks:

Work Requirements (N/S)
   1. Workbook
   2. Problem solving
   3. Mathematical Investigations


  Mathematical knowledge &              Mathematical skills
  understanding.
  WORK REQUIREMENTS                 ASSESSMENT TASKS                                WEIGHTING
                                                                                       ( %)
  WORKBOOK                          Complete set of classroom activities
                                    including class notes, worksheets,                 10
                                    homework sheets, all neatly presented.

  PROBLEM SOLVING                   Worded problems based on key concepts
                                    and skills outlined in each chapter. ( 5 per       20
                                    semester )

  MATHS INVESTIGATIONS /            A selection of extended problems based on
  COMMON ASSESSMENT                 real life situations that can be solved using      30
  TASKS                             skills and concepts learnt. Correct use of
                                    terms, formulas and graphs as required.
                                    Clear written solution should be
                                    incorporated. ( 2 per semester)

  TESTS                             A selection of tests covering key concepts
                                    and skills including problem-solving.              30

  HOMEWORK                          Complete class exercises and one                   10
                                    homework sheet per fortnight.


Common Assessment Tasks:

Year 7 Space & Number, Measurement: House Plans Plus
Year 7 Area, Volume & Capacity
Year 7 Angles: Bearings Investigation

Assessment Rubrics

Year 7 Rubric: Level Assessment - Number
Year 7 Rubric: Angles Bearings Investigation
Year 7 Rubric: Area Volume & Capacity

Criteria:

Overall Result made up of:
 Outstanding      Excellent   Very Good        Good       Acceptable   Unacceptable   Not Assessed
      5              5            4             3             2             1              0



Other Evidence:

Teachers are required to assess students according to mathematical progression points. At the start
of Year 7 students should have reached Level 4 Standard. At the end of Semester 1 students
should be at Level 4.25. At the end of Semester 2 students should be at Level 4.5. This would give
students a rating of C at the level expected.
Stage 3- Learning Plan

Learning Activities:

Year 7 topic planners:

Year 7 Semester 2 Curriculum Outlines (2009)
Year 7 Length and Perimeter
Year 7 Angles
Year 7 Area, Volume and Capacity
Year 7 Plane and Solid Shapes
Year 7 Chance and Data
Year 7 Time, Mass and Temperature




Support Materials Links:

Year 7 Template: Space & Number
Year 7 Template: Curriculum Planning
Year 7 Template: Bearings Investigation

All templates in maths folder on Lisa (x:) & Ultranet
Physical materials, aids can be found in the maths storeroom.

				
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posted:9/25/2012
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