Grade 7 - Shape and Space (Measurement)

Prescribed Learning Outcomes-Part 2
Suggested Instructional Strategies-Part 2
Suggested Assessment Strategies-Part 2
Recommended Learning Resources-Part 2

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• measure the diameter, radius, and circumference of circles and generalize the relationships
• solve problems involving circles (radius, diameter, and circumference)
• explain how time zones are determined
• determine time in various regions of the world

To view the prescribed learning outcomes for Shape and Space (Measurement) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students use a bicycle wheel to investigate the relationship between diameter and circumference:
  • If my wheel is 70 cm in diameter, how far can I go in one revolution? How about in ten revolutions?
  • The radius on little brother's bike is 20 cm. How far will he go in one revolution?
• Have students measure the diameter and circumference of five or six common round objects found in the room or at home and record the data on a chart.
• Have students use a calculator to calculate circumference divided by diameter to two decimal places. Discuss the relationships/patterns found. Ask:
  • Can you make a statement about a circle and how it relates to diameter?
  • Check your generalization by using a piece of string cut to the length of the circumference. Is the string a little more than three times the length of the diameter?
• Use a time-zone map (e.g., from the phone book) to generate a discussion of different world time zones. To investigate the different segments for each time zone, ask: Why is there more space for each zone for countries near the equator than there is for countries in the north? Relate the discussion to circles and angles with the north and south poles as centres.

SUGGESTED ASSESSMENT STRATEGIES

Observe

• As students engage in the tasks, note:
  • the extent of student involvement
  • the amount of time students persevere with each task
  • the degree of independence students show in completing each task
  • students' inclination to extend or repeat the task
  • the consistency and accuracy of students' measurements and calculations

• Invite students to explain the processes and strategies they use as they work. You may wish to provide a set of learning log prompts such as:
  • What pieces of information did you focus on to start with?
  • How did you decide what method or strategy to try first?
  • How many different ways did you try to solve the problem? Which one worked best for you? In what other ways could you have solved this?
  • How did you check your work? How else could you have confirmed that your result was accurate?
  • Where else could you apply or use the strategies and processes you used today?

• To record information, use observation charts, checklists with specific criteria, teacher-selected problem sets, and student math journals/portfolios.

• Constructing Ideas About Fractions, Decimals & Percents
• Electrical Connections
• The Geoboard Portfolio
• Interactions 7
• Machine Shop
• Mathematics From Many Cultures
• Mathpower Seven
• Maths Workshop
• Minds on Math 7
• Nelson Canadian School Mathematics Dictionary
• The Sky's The Limit

• Mathematics: What Are You Teaching My Child?
• Paper Engineering

• The Zoo Design Challenge: Exploring Perimeter, Area And Volume

PRESCRIBED LEARNING OUTCOMES

• research and report how measurement instruments are used in the community
• design and construct rectangles, given either or both the perimeter and the area (in whole numbers)
• demonstrate and generalize that many rectangles are possible for a given perimeter or a given area

SUGGESTED INSTRUCTIONAL STRATEGIES

• Use the classroom as a context for solving problems. For example: Our eight classroom tables need to be rearranged to allow groups to meet and work together. One person can sit on each end of a table and two can sit on each side. What is the best way to rearrange the tables so that we can maximize the seating space? What are all the possible arrangements for the tables, and how many can sit in each arrangement? If we need seating for only 24 people, what are all the possible arrangements? Students may use tiles, graph paper, or blocks to explore this problem. Ask them to explain how they have solved similar problems in the past.

SUGGESTED ASSESSMENT STRATEGIES

Observe and Collect

• When looking at students' projects, focus on:
  • what the student knows before the project begins
  • the level of detail that students incorporate into the project
  • how well students connect the mathematical topics to their projects
  • students' ability to demonstrate what they have learned from the project
  • students' level of interest and enthusiasm

• The following tools are useful in assessing student progress:
  • criterion-based checklists or rating scales (developed with students)
  • student journals
  • conferences/interviews

• Constructing Ideas About Fractions, Decimals & Percents
• Electrical Connections
• The Geoboard Portfolio
• Interactions 7
• Machine Shop
• Mathematics From Many Cultures
• Mathpower Seven
• Maths Workshop
• Minds on Math 7
• Nelson Canadian School Mathematics Dictionary
• The Sky's The Limit

• Mathematics: What Are You Teaching My Child?
• Paper Engineering

• The Zoo Design Challenge: Exploring Perimeter, Area And Volume

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  BC Ministry of Education