Unit Plan: Graphing and Transformations

Math / Grade 7

Big Ideas

Data from circle graphs can be used to illustrate proportion and to compare and interpret.


  • Representation
  • System

Essential Questions

Students will keep considering…

  • N/A

Evaluative Criteria

Teachers should consider how summative assessments should be based on clear criteria and include a variety of ways for students to show demonstrate their learning.

  • N/A

Monitoring Progress

Teacher will monitor progress:

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

  • N/A

  • N/A


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:

PERFORMANCE TASKS RATIONALE:  All of the following activities require students to be actively engaged in the learning task.  Students will assume roles, argue opinions, share anecdotes, challenge classmates, debate issues, consume products, analyze human behavior, create authentic metrics, and make recommendations.  For some students these activities will come easily.  For others, teacher encouragement will be needed.  Teachers will pay close attention to creating a safe atmosphere in the class for students to express personal opinions.   They will also encourage all students to take risks with their learning when debating, role playing, or playing simulation games using curriculum material that is new to them.

> Click here to learn more about Performance Tasks


What is a GRASPS task?

CIRCLE GRAPHS: Connect Circle Graphs to Social and Science

Goal – To create a circle graph that represents personal data

Role – A researcher/statistician for Statistics Canada

Audience – The Canadian Government and people

Situation – As a researcher for Statistics Canada, you collect data on the people who live here.  While you love data and statistics, you know not everyone else does and need to create a user-friendly way of representing your data that others can understand.  The other part of your job involves analyzing your data and making conclusions about it.

Product – conduct a survey of the people in your class, collecting demographic data.  Then, represent that data in a visual way.  Once you have represented your data, you will also need to analyze and interpret it, making conclusions about the population you polled. 

Differentiation – provide circle graph templates and sentence starters to support analysis; encourage students to use multiple forms of representation for their data, beyond just circle graphs.


Goal – create an artistic design using various transformations and the Cartesian plane.  Someone else must be able to re-create it based on your instructions

Role – An artist

Audience – your patrons and customers

Situation – You are an artist who is interested in creating mathematical art.  You are creating an artistic design, using any medium you want, that uses various transformations.  As an artist, you do not make a lot of money, so you also teach art on the side, and create kits similar to ‘paint by number’ projects where people can re-create your creations, following your instructions. 

Product – Create your own artistic design and a set of instructions that someone else could use to re-create it.

Differentiation – Simplify the design, use less kinds of transformations, limit transformations to less quadrants

Indigenous connections: plot Coast Salish shapes on Cartesian plane, discuss how transformations are used in Indigenous art. Re-create Metis bead work using grid paper, connect to Cartesian coordinates.

Other Evidence

OTHER EVIDENCE: Assessing for Knowledge and Skills

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

  • N/A

    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

    orangecommunicationCommunications 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

    bluethinkingThinking Competency

    The knowledge, skills and processes we associate with intellectual development

    greensocialSocial 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.