Grade 7 Unit Resources

Preparing to Teach

• Unit Preparation
• Planning an Investigation
• Discourse and Collaboration: Teacher Strategies
• Discourse and Collaboration: Supporting Students
• Student Work and Notebooks
• Using Technology
• CMP Lesson Structure - Launch, Explore, Summary
• Assessments in CMP
• Meeting Students' Needs, General Support

7-1 Shapes and Designs

• Focus Questions
• Scope and Sequence
• What's Problem 1.1 All About?
  •   Handout for Case 3
• Student Work from Shapes and Designs, Problem 2.2: Angle Sums of Any Polygon
  •   View Student Work

  • This student work can serve as a guide for planning, teaching, assessing, and reflecting on the mathematics of this Problem. The work can be downloaded for teachers to examine during planning time, for use in a collaborative meeting, or for use in professional development activities.

    Also, this student work can be used with students as an extension of the thinking already presented in Problem 2.2. This strategy can deepen students understanding of polygons and their shapes. It is interesting to note that the different examples of student thinking presented in Problem 2.2 may have prompted one student to explore the possibilities of other strategies.

• Student Work from Shapes and Designs, Problem 2.3: The Bees Do It
  •   View Student Work

  • A CMP teacher shared photos of students working during the Explore of the lesson. Students were testing to see which regular polygons tessellate. They were recording their results on chart paper Using the results, the students and teacher discussed how angle measures in the polygons can explain the tiling properties.

    • Students in the photos were exploring these questions from the teacher:
    • Which regular polygons will tile a flat surface with no gaps or overlaps?
    • Which polygons will not do so?
    • Why do some shapes tile and others do not?

    Purpose

    The student work photos provide a glimpse into the CMP classroom during the Explore phase of the lesson. In particular, the photos show the active role of the student in the process constructing their knowledge around well-defined challenges. 

• Using Realize/Dash Activities - Bee Dance Activity, Tessellations, Virtual Polystrips, Quadrilateral Game
• Why do bees build hexagonal honeycombs? - External video about the hidden mathematical rule behind one of nature's most perfect shapes
• Teacher and Classroom Connection Videos
  • Problem 1.4 Explore - Measuring Angles
  • Problem 2.4 Explore - The Ins and Outs of Polygons
  • Problem 3.4 Launch - Parallel Lines and Transversals
  • Meeting Students' Needs

7-2 Accentuate the Negative

• Focus Questions
• Scope and Sequence
• Using Realize/Dash Activities - Integer Product Game
• Jeopardy-Like Game Show for CMP Classrooms
• Teacher and Classroom Connection Videos
  • Problem 1.4 Summary - In the Chips
  • Problem 2.1 Launch - Extending Addition to Rational Numbers
  • Problem 2.1 Explore - Extending Addition to Rational Numbers
  • Problem 2.1 Summary - Extending Addition to Rational Numbers
  • Problem 2.4 Launch - Fact Families
  • Problem 4.2 Launch - The Distributive Property
  • Meeting Students' Needs

7-3 Stretching and Shrinking

• Focus Questions
• Scope and Sequence
• Using Realize/Dash Activities - Mug Wumps
• Arc of Learning
• Teacher and Classroom Connection Videos
  • Problem 2.2 Launch - Hats Off to the Wumps: Changing a Figure's Size and Location
  • Problem 3.3 Explore - Designing Under Constraints
  • Problem 4.3 Summary - Finding Missing Parts
  • Meeting Students' Needs

7-4 Comparing and Scaling

• Focus Questions
• Scope and Sequence
• Student Work from Comparing & Scaling, Problem 1.2: Making Juice
• Student Work from Comparing & Scaling, Problem 2.1: Sharing Pizza
• Shawn Towle demonstrates  the CMP Activity Paper Pool
• Using Realize/Dash Activities - Paper Pool
• Arc of Learning
• Teacher and Classroom Connection Videos
  • Problem 1.2 Explore - Mixing Juice
  • Problem 2.2 Summary - Comparing the Pizza Prices: Scaling Rates
  • Problem 3.3 Launch - Mixing It Up
  • Problem 3.3 Summary - Pouches to Variables: Writing Equations
  • Meeting Students' Needs

7-5 Moving Straight Ahead

• Focus Questions
• Scope and Sequence
• Using Realize/Dash Activities - Climbing Monkeys
• Arc of Learning 
• Problem 2.1: Henri and Emile's Race
  •   View Student Work

  • The examples of student work provide a glimpse into the strategies that CMP students use to construct answers. In particular, the examples can help teachers anticipate the strategies that their own students may use to answer the question of how long to make Henri and Emile’s Race.

    Students use many strategies when trying to decide how long the race should be for Henri and Emile in the Moving Straight Ahead, Problem 2.1: Henri and Emile’s Race. Here we provide examples of student work produced by students in various CMP classrooms. The strategies include students guessing and checking, using a table, making a graph, using visual diagrams, and using the distance between the two boys to reason about the question.

    Some of the work is in students’ writing and other work is re-created from actual CMP students. Student answers to the Problem are not included.

• Problem 2.1: Linear Relationships (video)
• Teacher and Classroom Connection Videos
  • Problem 1.3 Explore - Raising Money
  • Problem 2.4 Explore - Connecting Tables, Graphs, and Equations
  • Problem 3.3 Explore - Pouches to Variables: writing Equations
  • Meeting Students' Needs

7-6 What Do You Expect?

• Focus Questions
• Scope and Sequence
• Teacher and Classroom Connection Videos
  • Problem 2.1 Summary - Predicting to Win
  • Problem 3.3 Launch - Squaring a Circle to Find Its Area
  • Meeting Students' Needs

7-7 Filling and Wrapping

• Focus Questions
• Scope and Sequence
• Shawn Towle demonstrates  the CMP Activity Pouring and Filling
• Using Realize/Dash Activities -Virtual Box, Areas and Perimeters of Shapes and Images, Virtual Cylinder, Pouring and Filling
• Teacher and Classroom Connection Videos
  • Problem 2.3 Explore - Slicing Prisms and Pyramids
  • Problem 4.4 Summary - Filling Cones and Spheres
  • Meeting Students' Needs

7-8 Samples and Populations

• Focus Questions
• Scope and Sequence
• Teacher and Classroom Connection Videos
  • Problem 1.2 Launch - Which Team is Most Successful?
  • Problem 2.3 Summary - Choosing Random Samples
  • Problem 3.4 Explore - Estimating a Deer Population: Using Samples to Estimate the Size of a Population
  • Meeting Students' Needs