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# Unit Plan: Integers

Math / Grade 7

##### Big Ideas

Computational fluency and flexibility with numbers extend to operations with integers and decimals.

Concepts:

• Quantity
• Change
• Balance

##### Essential Questions

Students will keep considering…

• What is balance?
• How do you achieve balance?
• How does change affect balance?
• How does change affect quantity?

N/A

##### Monitoring Progress

Teacher will monitor progress:

Teachers can monitor progress through ongoing formative assessment including but not limited to:

• Check ins
• Teacher observation
• Homework
• Quizzes

N/A

##### Reflection

How will teachers and their students reflect on and evaluate the completed project?

Teacher Reflection

• What aspects of the unit went well?
• What did students struggle with?
• What did you struggle with?
• What would you add/revise the next time you taught this unit?
• Were there any unintended outcomes?
• Were students engaged?

# Stage 2 – Evidence

##### Authentic Performance Tasks

AUTHENTIC PERFORMANCE TASK: Assessing for Understanding

Students will be able to demonstrate their understanding by:

• Unit test with competency based questions on (ask students to respond to Essential Questions and speak to the Unit Understandings)

> Click here to learn more about Performance Tasks

##### GRASPS

What is a GRASPS task?

• Goal: To show your understanding of integer operations
• Role: You are a contest designer
• Audience: The people taking part in your contest
• Situation: You work for Crazy Contests Incorporated as a designer of skill testing questions. Your company has landed a big account that requires you to design 5 skill testing questions to be answered by people entering contests.  If people can’t answer the question, they don’t win the prize, but the questions can’t be so easy that they don’t require much thought to answer.
• Product: Design five skill testing questions that use the order of operations and integers.  You must also solve the questions, showing the process, so that contestant solutions can be verified.

##### Other Evidence

OTHER EVIDENCE: Assessing for Knowledge and Skills

Students will show they have acquired Stage 1 knowledge and skills by:

• Diamond papers linked to curricular competencies (see learning plan)
• Check ins
• Teacher observations

The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.

##### Big Ideas

The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.

Visit the Ministry of Education for more information

##### Core Competencies

Communications Competency

The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media

Thinking Competency

The knowledge, skills and processes we associate with intellectual development

Social Competency

The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society

Visit the Ministry of Education for more information

##### Curricular Competencies & Content

Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.

Visit the Ministry of Education for more information

# Additional Resources

##### First People's Principles of Learning

To read more about First People’s Principles of Learning, please click here.

For classroom resources, please visit the First Nations Education Steering Committee.