Grade 7 Mathematics  

Unit three: there are many ways to say 

the same thing 

Image from Math Munch 

 
X = number of hexagons  1  2  3  4  5  6 

Y = number of sides  6  11  15  19  23  27 

4x   4  8  12  16  20  24 

Wrong by  2  3  3  3  3  3 

Equation  If x>1, 4x+3=y; if x=1, y=6  

 
Logic can be used to analyse information, identify patterns, 
and construct representations that help us make more 
informed decisions about the world around us. 

 
 
 
 
 
Introduction: Geometrical Patterns  Section A: Algebraic Expressions (1­2 weeks) ­ 
1. Different representations of the same  Criterion A 
information ­ toothpicks, table, equation,  1. Vocabulary 
graphically  2. Simplifying expressions with all functions 
3. Evaluating expressions  
4. Emoji algebra 
5. Tower of Hanoi 

Section B: Expansion and Factorisation (2  Section C: Patterns and Sequences (3 weeks) ­ 
weeks) ­ Criterion A  Criteria B and C 
1. Distributive law  1. Geometrical patterns 
2. Simplifying more complicated algebraic  2. Finding a rule 
expressions (positive/negative coefficients)  3. Arithmetic sequences 
­ expansion  4. Geometric sequences 
3. Geometrical applications of algebra  5. Triangular numbers 
4. Factorisation of algebraic expressions   6. Problem solving 
   

Section D: Algebraic Equations (4 weeks)  Section E: Linear equations (2 weeks) 
Criteria A, C and D  1. Equation of a straight line 
1. Types of equations  2. Straight line graph 
2. Balancing equations  3. Cartesian coordinates 
3. Inverse operations   
4. Building and Undoing expressions 
5. Solving equations with repeated variables 
6. Problem solving  
 
 

 
 
Statement of Inquiry: 
 

Logic can be used to analyse information, 

identify patterns, and construct 
representations that help us make more 
informed decisions about the world around us. 

 
 
 Key Concept  Related  Global 
Concepts  Context 
Logic: Students will use logic  Representation - Students will  Identities and relationships - 
and reasoning in order to  learn to appreciate that  students will be looking at the 
understand, simplify and solve  information can be presented in  the di erent identities within an 
problems in a step by step  multiple ways (on the Cartesian  equation and understand their 
process.   plane, as an algebraic equation,  relationship to solve problems, 
  in words, ……)  and even understand the 
    transformation of a line on a 
  Simplification - students will  Cartesian Plane 
learn to simplify algebraic   
expressions and equations to 
their simplest form 
 
Pattern - students will learn to 
look for and write rules that can 
help understand patterns and 
sequences in mathematics and 
  the natural world  
Image from WikiHow   
Equivalence - The state of 
being identically equal or 
interchangeable, applied to   
statements, quantities, or  Image from ThoughtCo 
expressions  

 
Lines of Inquiry 
Factual: 
What is a variable?  
How does algebra represent values? 
What is the di erence between an algebraic expression and a numerical expression? 
How do we solve equations? 
How can variables be used to write equations that represent real world situations? 
 
Conceptual: 
Why is there a logical system to simplify mathematical expressions?  
How do we work with numbers in di erent representations? 
Why is generalizing powerful? 
 
Debatable: 
Do you have to simplify an equation 
before solving it?  
What happens when mathematicians 
are unsuccessful? 
Is it possible to generalise all observed 
patterns? 
 
Image from Maths is Fun   

 
 
  
 

Communication Skills  Critical Thinking Skills 
- Interpret and evaluate information  - Clarify information and ideas from 
from a mathematical perspective  texts, images and equations 
- Demonstrate your understanding  - Pick out the information you need to 
using mathematical terminology,  solve the problem 
vocabulary and notation  - Come up with and apply a multi-step 
  plan to solve a problem 
- Discuss the degree of accuracy of 
your answer 
 
 

 
 

   
 
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  
● apply mathematical problem-solving techniques to recognize patterns. 
● describe patterns as relationship or general rules consistent with correct findings. 
● verify whether the pattern works for 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 
 
 

 
 

 
 
Image from Maths is Fun 
 
 
Term  Meaning  Notes 

equation  states that two things are equal   

coe cient  a number used to multiply a variable   

variable/pronumeral  a symbol/letter used for a number we do not   

yet know 

operator  a symbol that shows what we are going to do   

× ÷ −
to the values, for example ( ,   ,   +,   )   

constants  a fixed number; in algebra represented by a   

 
 
 number on its own 

exponent  an exponent (such as the 2 in x2 ), tell us how   

many times to multiply the base ( x ) ∴ 
×
x2 =  x x   
× × ×
y 4 =  y y y y   

polynomial  a mathematical statement which can have an   

exponent, a variable and a constant, for 
−
example 2x2 + x  7    
Nb. division by a variable is not permitted in a 
polynomial, exponents must be positive 

monomial  polynomial with 1 term, eg: 5 or 5x or 5xy 2    

binomial  polynomial with 2 terms, eg: 3x− 4  or 6x + 7  

3  

trinomial  polynomial with 3 terms, eg: 4x + 3y  − 12   

2  

like terms  terms whose variables and exponents are the   

same 
−
Eg: 7x,  x and  2x  all share the variable x  
−
Eg: 3xy 2 ,  0.5xy 2  and  6xy 2   all share the 
variable xy 2  

unlike terms  terms whose variables are di erent   

Eg 7x,  7x2 ,  7y and 7xy are unlike terms as all 
the variables are di erent 
 
 

 
Task 1: Criterion A: Mid-Unit Test 
Topic covered will be: 
● Vocabulary 
● Simplifying expressions with all functions 
● Evaluating expressions 
● Distributive law 
● Simplifying more complicated algebraic expressions (positive/negative coe cients) - 
expansion 
● Geometrical applications of algebra 
● Factorisation of algebraic expressions  
 
 
Task 2: Criteria A and C: End of Unit Test 
Topic covered will be: 
● Types of equations 
● Balancing equations 
● Inverse operations 

 
 
 ● Building and Undoing expressions 
● Solving equations with repeated variables 
● Problem solving  
 
Task 3: Criterion B: Sequence Investigation 
Investigation into using percentages for discounts, commission and interest. Looking for 
patterns to help solve everyday problems 
 
Task 4: Criteria B, C and D Mathematics Investigation 
Students will be able to look at a linear equation, understand how to change it through 
operations, and understand the relationship between slope and positioning on the Cartesian 
Plane. 
 

 
 
Grade Seven MYP Maths homepage: http://apismaths.weebly.com/ 
 

Works Cited 

Geometric Sequences and Sums, www.mathsisfun.com/algebra/sequences-sums-geometric.html. 

Triangular Number Sequence, www.mathsisfun.com/algebra/triangular-numbers.html. 

“Domino E ect : A Lesson by Mathalicious.” Mathalicious, 

www.mathalicious.com/lessons/domino-e ect. 

“Flicks : A Lesson by Mathalicious.” Mathalicious, www.mathalicious.com/lessons/flick. 

“Mathematics Assessment Project.” Summative Assessment Tasks, 

map.mathshell.org/tasks.php?unit=MA24&collection=9. 

McSeveny, A. International Mathematics for the Middle Years 3. Pearson Education Australia, 2007. 

McSeveny, Alan. International Mathematics: for the Middle Years. Pearson Australia, 2010. 

“Sequences - Finding a Rule.” Sequences - Finding A Rule, 

www.mathsisfun.com/algebra/sequences-finding-rule.html. 

Vollmar, Pamela. Mathematics for the International Student 7: MYP 2: for Use with IB Middle Years 

Programme. Haese & Harris, 2008. 

Vollmar, Pamela, et al. Mathematics for the International Student: 7 MYP 2: with Interactive Cd. Raksar 

Nominees, 2008.