Grade 7 Math
Strand: Geometry and Spatial Sense
Chapter: 8.2: Sketch Front, Top and Side views
Time: 50 Minutes
Specific Expectations:
• Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles and sides, through investigation using a variety of tools
• Construct related lines, using angles properties and variety of tools
• Investigate, using concrete materials, the angles between faces of a prism, and identify right prisms.

Introductory Activity:
1. Take up homework, compare results
2. Number Tricks:
a) Choose any 2 digit number. Multiply by 2. Now add 5 to the result. Now add 12. Subtract 3 from the answer. Divide by 2. Subtract the original number. The answer is 7
b) Write the number of your birth month. To that add 32. Now add the difference between 12 and your birth month number. Divide that answer by 2. To that result add 3. The answer is 25.

Developmental Strategies:
1. Key Ideas:
 The Drawings of the front view, top view, and side view of a three dimensional figure show how the figure appears from each of these view points
 Front views, top views and side views are two-dimensional drawings
2) Students are to look around the room and make a list of five small objects. Include a variety of shapes, such as rectangular prisms, cones and cylinders.
 They are to choose one of the objects to examine. Draw the front view of the object as a two dimensional drawing on grid paper.
 Draw the top view of the object. What are you doing differently here than in step 1?
The students are to draw the side view of the object. Is there more than one way to do this? Students are to compare their drawings with those of their peers. How many views do you need to be able to identify the object? Explain.
3) Upon drawing the image in their notebooks and observing it from the various points of view the students are to move onto the manipulatives and are to build the various objects as seen in the textbook. After building their object(s) they are to observe it from the various points of view and see how they differ.
Concluding Activity:
• Number Tricks:
A light-tight wooden box has three switches on the outside that control three light bulbs on the inside. When the box is closed you can turn the switches on or off but when you open the box how can you tell which switch controls each bulb without touching the switches? ANS: Turn one switch on for five minutes, then turn it off and turn on another switch before you open the box. One bulb will be lit, one will be warm, and the unswitched one cool!
Johnny's mother had four children. The first was April, the second was May, and the third was June. What was the name of her fourth child? ANS: Johnny
 


Grade 7 Math
Strand: Geometry and Spatial Sense
Chapter: 8.3: Draw and Construct Three-Dimensional Figures using nets
`Time: 50 minutes
Specific Expectations:
• Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles and sides, through investigation using a variety of tools
• Construct related lines, using angles properties and variety of tools
• Investigate, using concrete materials, the angles between faces of a prism, and identify right prisms
Introduction:
1) Take up homework, answer and outstanding questions.
2) Number Tricks:
• There was an airplane crash, every single person died, but two people survived. How is this possible? ANS: They were married.
• At midnight on Sunday, December 31st, Professor Stone set two of his analogue clocks to the correct time. One of his clocks gains one minute every hour and the other loses two minutes every hour.
1. When will the clocks next show the same time as each other?
2. When will the clocks both show the correct time? ANS:
1. Midnight after 10 days, which is 240 hours later. They both show 4 o'clock, one clock has gained 240 minutes (4 hours) and the other has lost 480 minutes (8 hours).
2. Midnight after 30 days, which is 720 hours later. They both now show 12 o'clock.
Developmental Strategies:

1) Key Ideas—A Net us a two dimensional drawing that can be folded up to form a three dimensional figure. It is a single pattern piece that shows all the faces of the figure
2) Explain to the students that they will be using nets to better understand geometric shapes. Demonstrate to the class an example so they better comprehend the lesson at hand
3) Hand out the nets to each group. Assign the following questions to be done as seat work: p. 249, questions 3, 4,6,7,8,9,10,11.

Concluding Activity: Number Tricks:
• What is so unusual about these fractions ?
19/95 26/65 16/64. ANS: Each one can be reduced to its simplest form merely by cancelling the number which is common to both its numerator and its denominator.
• While walking along the river, you come upon a Countess. The Countess looks very sad, so you ask what is wrong. It seems that the Countess has lost some numbers and needs to find them. She says they are special numbers because:

1. They are all between 300 and 600.
2. The middle digit is odd and the other digits are even.
3. The sum of the digits is 13.

Can you find the lost numbers for the Countess? ANS: The lost numbers are 418, 436, 454, 472, and 490.

Try 3-digit numbers that begin with 4 and have an odd middle number and an even ones digit. Then add the digits to see if the sum is 13.

For homework: pg. 251 number 12,13,14,16.




Grade 7 Math Lesson Plan:
Strand: Geometry and Spatial Sense
Chapter: 8.4
Time: 50 Minutes
Specific Expectations:
• Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles and sides, through investigation using a variety of tools
• Construct related lines, using angles properties and variety of tools
• Investigate, using concrete materials, the angles between faces of a prism, and identify right prisms

Introduction:
1) Take up the homework, ask to see if there are any questions
2) Number Tricks:
a) A man wanted to get into his work building, but he had forgotten his code. However, he did remember five clues. These are what those clues were:
• The fifth number plus the third number equals fourteen.
• The fourth number is one more than the second number.
• The first number is one less than twice the second number.
• The second number plus the third number equals ten.
• The sum of all five numbers is 30.
• What were the five numbers and in what order?
• ANS: 7, 4, 6,5,8
b) What do the following words have in common?
• Assess
• Banana
• Dresser
• Grammar
• Potato
• Revive
• Uneven
• Voodoo
• ANS: If you take the first letter and move it to the rear of the word, you get the same word when read backwards.
Developmental Strategies:
1) Key Terms:
• Surface Area: The number of square units needed to cover an object.
• S.A formula for a rectangular prism: 2(lxw)+2(lxh)+2(wxh)
• Surface Area is measured in square units
2) Do for the class an example of calculating surface area for a rectangular prism. Example from the book, page 254.
3) Handout the two worksheets and assign them as class work. Tell class the worksheets will be graded. For homework and possible seatwork assign the following questions: p.256 questions 8-14, 19.

Concluding Activity: Number Tricks
• The famous artist explained to a beautiful woman his system for playing roulette: "In each round, I always bet half of the money I have at the time on red. Yesterday, I counted and I had won as many rounds as I had lost." Over the course of the night, did the gambler win, lose or break even? ANS: He lost. Every time he wins, his money increases 1.5 times (with $100, he bets $50 and if he wins, he has $150). When he loses, his money is reduced by half. So a win-loss combination results in a loss of one quarter of his money. The more he plays, the more money he loses, even though he wins the same number of times as he loses.
• Bicycles, tricycles, pedal cars galore
Some have 2 wheels, some 3, some 4
One each they belong to some girls and boys
Eighteen is the number of these toys
If I change 1 tyre a week I fear
To change them all will take me a year
There are half as many cars as trikes
How many of each are owned by these tykes? ANS: Suppose there is 1 car. There are 2 tricycles and 15 bikes. This makes 40 wheels - not enough.
Suppose there are 2 cars. There are 4 tricycles and 12 bikes. This makes 44 wheels.
Each time I add 1 car I get 4 extra wheels. I need 52 wheels so I want 2 more cars.

Answer : 4 cars, 8 tricycles and 6 bikes.


Grade Seven Math
Strand: Geometry and Spatial Sense
Chapter: 8.5
Time: 50 minutes
Specific Expectations:
• Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles and sides, through investigation using a variety of tools
• Construct related lines, using angles properties and variety of tools
• Investigate, using concrete materials, the angles between faces of a prism, and identify right prisms

Introduction:
1) Take up the handouts and deal with any problems or concerns. Quick review of formula’s.

2) Number Tricks:
a) ) What do the following words have in common?
• Assess
• Banana
• Dresser
• Grammar
• Potato
• Revive
• Uneven
• Voodoo
ANS: If you take the first letter and move it to the rear of the word, you get the same word when read backwards.

3) Surface Area Quiz.

Developmental Strategies:
1) Key Terms and Concepts:
• Volume: the amount of space occupied by an object and is measured in cubic units.
• The formula for Volume is: area of base X height.
2) Go over the lesson from last class, reviewing the formula. Do an example on the board of how to calculate volume.
3) Assign the handouts to the students as class work and circulate the room looking to see if there are any problems and making sure everyone is on task.
4) For homework assign questions from the book

Concluding Activity: Number Tricks
• Sarah, Daniel and Megan had a contest to see who could bike the most miles. Together Sarah and Daniel biked 21 miles. The combined total for Sarah and Megan was 19. Together Megan and Daniel rode 22 miles.

Who was the winner? ANS: Daniel is the winner.

Sarah = 9 miles
Megan = 10 miles
Daniel = 12 miles

Set up three equations:

S + D = 21
S + M = 19
M + D = 22

and solve for S, M, and D.
• The letters A through H below each represent a number from 1 to 9. Each letter represents the same number throughout and no number is used twice. If C=3 what is H?

A - C = D
G x E = F
B + G = H
D/C = E
• ANS: H = 5, A=9, B=1, C=3, D=6, E=2, F=8, G=4