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# Subject/Course Code/Title/Curriculum Policy

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## Grade 7 Mathematics: Number Sense and Numeration

Duration: Two 60 minute periods
Metaphors*
RAFT (Role, Audience, Format, Topic)**
Group Journal Entry (Setting Objectives and Providing Feeback)*

## *Marzanos Categories of Instructional Strategies (See Resources below.)

**Differentiated Instruction Structure

## Differentiated Instruction Details

Knowledge of Students
Differentiation based on student:
Preferences:
Styles

Intelligences

## Other (e.g., environment, gender, culture)

Need to Know
Students preferred way of learning (i.e. analytical, creative or practical) in order to support their choice in the RAFT (Role, Audience,
Format, Topic) assignment
How to Find Out
Students complete a self-assessment based on the Triarchic Theory of Intelligences (i.e. analytical, creative and practical)
Differentiated Instruction Response
Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environment
Triarchic Theory of Intelligence (Appendix A) differentiates the process and product based on students analytical, creative or practical
intelligence learning preferences.

Curriculum Connections
Overall Expectation(s): Number Sense and Numeration
Demonstrate an understanding of addition and subtraction of fractions and integers, and apply a variety of computational strategies to
solve problems involving whole numbers and decimal numbers.
Specific Expectation(s):
Evaluate expressions that involve whole numbers and decimals, including expressions that contain brackets, using order of operations.
Learning Goal(s):
Identify the steps involved in the order of operations (GEMS or BEDMAS)
Recognize why an order of operations is needed
Recognize why the order of operations is in the order it is.

## Assessment and Evaluation

Assessment/Success Criteria
Achievement Chart Category
Thinking
Explains why an order of operations is necessary, why it is in a certain order and
importance of each step individually
Communication
Uses the appropriate mathematical terms when explaining the steps in the order of
operations process
Application
Selects and uses strategies to solve problems

## Assessment Tools (i.e., checklist, rubric,

checkbric, rating scale, anecdotal

Rubric

Prior Learning
Prior to this lesson, students will have an understanding of:
Adding, subtracting, multiplying and dividing whole numbers and decimals

## Materials and Resources

Materials:
Computer access
Image of a ham sandwich
Chart Paper and pens
Appendix A: Triarchic Theory of Intelligences one per student
Appendix B: Order of Operations RAFT Scenario & Chart one per student
Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers
Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch

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## Appendix C: Rubric for RAFT Assignment one per student

Appendix D: Journal Writing Forms and Stems one per group
Appendix E: Journal Entry Example as needed
Internet Resources:
Ministry of Education (2004). Think Literacy, Subject-Specific Documents, Mathematics Grades 79 (Journal Writing, p. 90-94).
See Think Literacy Library at www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.html
Resources:
Ministry of Education (2005). The Ontario Curriculum, Grades 18: Mathematics

## Subject/Course Code/Title/Curriculum Policy

Minds On
Establishing a positive learning environment
Connecting to prior learning and/or experiences

Connections
L: Literacy
ML: Mathematical Literacy
AfL, AoL: Assessment for/of
Learning

## Individual Order of Operations Metaphors

Description
Students will be shown a visual representation of making a sandwich (Appendix A).
Using this prompt, students will be given time to brainstorm the ways they think Order of Operations and
Making a Sandwich are similar and how they are different.

## AfL (Pre-Assessment): Are

each part of the order of
operations? Do students
understand why an order is
important?

## Whole Class Group Discussion

After students have shared their ideas, the teacher will have a student come up and demonstrate giving
instructions for making a ham sandwich (the teacher should take all instructions literally to make a point). For
example, if the student tells you to put mustard on the bread but doesnt specify that the mustard needs to be
opened and spread with a knife then stick the whole bottle of mustard on the bread.
Relate this to the Order of Operations that we use in mathematics and how it has an order in which we do
things so we dont get different answers.
Note the various levels of student readiness for understanding the order of operations
Action
Introducing new learning or extending/reinforcing prior learning
Providing opportunities for practice and application of learning (guided > independent)

## Pairs or Groups of 3 Problem-based Learning/Order of Operations RAFT

Description
The Triarchic Theory of Intelligence (Appendix B) is designed to provide learners with alternative ways to
explore and express ideas using key skills. The Triarchic Theory of Intelligence self-assessment asks students to
mark each sentence as true if they like doing the activity. Students will then transfer their answers from the
survey to the key and find the column with the most true statements. This column will be their preferred way
of learning and will select the number that is outlined by the questionnaire.

## AfL: Mathematical Process

Reasoning and Proving/RAFT/

Possible Outcomes:
1. Analytic
2. Creative
3. Practical
The scenario is read to students to set the context and the possible assignments are read out loud to the group
before separating into groups.
Students:
Select the Order of Operations RAFT assignment (Appendix B) that is the same number as their
intelligence preference
Work with a partner or group of 3 that has selected the same number as you
Review the criteria for success as outlined on the RAFT Rubric (Appendix C)
Complete the task for a particular role, audience, format and topic
Note: Some of the RAFT assignments require the use of a computer and possibly, the internet.
Circulate and talk to students. Help students find a starting point for achieving their task.
Consolidation and Connection
Helping students demonstrate what they have learned
Providing opportunities for consolidation and reflection

## Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers

Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch

2.

## Groups of 2-3 Sharing RAFT Assignments

Description
Group students according to the following RAFT grouping numbers to share their products.
Give students enough time to examine and discuss each others work

Connecting/RAFT
Sharing/Rubric

## Groups of 3 Group Journal (Form: Definitions and Instructions)

Description
Students will be grouped according to their Triarchic Theory of Intelligence.
Each group will consist of one person from Analytic, one from Creative and one from Practical
Each group will be asked to create a journal entry that includes definitions and instructions for completing the
order of operations with an example question.
Forms and Stem (See Appendix D)

## AfL: Mathematical Process

Connecting/Journal/Anecdotal

## Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers

Ontario Ministry of Education, Student Success/Learning to 18 Implementation, Training and Evaluation Branch

3.

APPENDIX A

NUMERATION

## Triarchic Theory of Intelligences - Robert Sternberg

Mark each sentence T if you like to do the activity
1. Analyzing characters when Im reading or listening to a story
2. Designing new things
3. Taking things apart and fixing them
4. Comparing and contrasting points of view
5. Coming up with ideas
6. Learning through hands-on activities
7. Criticizing my own and other kids work
8. Using my imagination
9. Putting into practice things I learned
10. Thinking clearly and analytically
11. Thinking of alternative solutions
12. Working with people in teams or groups
13. Solving logical problems
14. Noticing things others often ignore
15. Resolving conflicts
16. Evaluating my own and others points of view
17. Thinking in pictures and images
18. Advising friends on their problems
19. Explaining difficult ideas or problems to others
20. Supposing things were different
21. Convincing someone to do something
22. Making inferences and deriving conclusions
23. Drawing
24. Learning by interacting with others
25. Sorting and classifying
26. Inventing new words, games, approaches
27. Applying my knowledge
28. Using graphic organizers or images to organize your thoughts
29. Composing

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Transfer your answers from the survey to the key. The column with the most True responses

Analytical

Creative

Practical

1. ___

2. ___

3. ___

4. ___

5. ___

6. ___

7. ___

8. ___

9. ___

10. ___

11. ___

12. ___

13. ___

14. ___

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22. ___

23. ___

24. ___

25. ___

26. ___

27. ___

28. ___

29. ___

30. ___

Creative _____

Practical _____

Analytical ____

APPENDIX B

## NUMBER SENSE &

NUMERATION

Scenario:
The Algebra Olympics are under way! Today is the final heat of the very popular event
Simplifying Expressions is about to take place. Each part of the expression must take the field
and show their athletic prowess! Tensions are high and the crowd in the stands is excited. Which
GEM is going to win, Grouping Symbols? Exponents? Team Multiplcation and Division? Or
Role
Announcer
(Analytical)

Audience
Olympic Fans

2. Marketing
Representative
(Creative)

Olympic Fans

3. Irate Fan
(Pictures and
Numbers)

Olympic Fans

Format
A play-by-play of each
expression as it simplifies
Why is your step in the
order of operations
through an example
question.
step in the order of
operations and sell it to
Petition to fight for their
position in the
Simplifying Expressions
event

Topic
Subtraction

Team Multiplication
& Division

Exponents

APPENDIX C

NUMERATION

## RAFT and Problem Solving Grading Rubric

Name ____________________________________

Mathematical
Concept &
Reasoning

Explanation
shows very
limited
understanding of
the underlying
concepts needed
to solve the
problem(s) OR is
not written.

Explanation
shows some
understanding of
the mathematical
concepts needed
to solve the
problem(s).

Explanation
shows substantial
understanding of
the mathematical
concepts used to
solve the
problem(s).

Explanation
shows complete
understanding of
the mathematical
concepts used to
solve the
problem(s).

Explanation

Explanation is
difficult to
understand and is
missing several
components OR
was not included.

Explanation is a
little difficult to
understand, but
includes critical
components.

Explanation is
clear with some
appropriate math
language.

Explanation is
detailed, clear
and uses
appropriate math
language.

Neatness &
Organization

The work
appears sloppy
and unorganized.
It is hard to know
what information
goes together.

The work is
presented in an
organized
fashion but may
times.

The work is
presented in a
neat and
organized
fashion that is
usually easy to

The work is
presented in a
neat, clear,
organized
fashion that is

Completion

No required
components of
are completed.

Few required
components of
are completed.

Some required
components of
are completed.

All required
components of
are completed.

APPENDIX D

## NUMBER SENSE &

NUMERATION

Forms
Definitions (defining math terms in their
own words to show
understanding (may be used as
part of a personal math
dictionary)
Instructions (writing a series of steps in a
procedure)

## Stems, Starts, Ideas

Define each step in the order of operations.
In your own words, explains GEMS in relation
to order of operations?

operations?

APPENDIX E

NUMERATION