Gimnasio Campestre

Mathematics
Seventh Grade
First term
2016-2017
Teacher: Martha Luca Acosta

Three initial questions

1. What is Mathematics?
2. What are the methods to do Mathematics?
3. What is the importance of Mathematics in life?

1. What is Mathematics?
Often people asume that:
Mathematics is a set of formulas to be applied to a
list of tasks and problems al the end of a textbook
chapter .But thats not maths at all.
Mathematics is the study of numbers and shapes.
But maths is more.
Nowadays, mathematics is consider as:
The science of patterns; the study and classification of patterns. According to Keith Devlin:
maths as a science of patterns is a way of looking at the world, both the physical, biological
and sociological world we inhabit and the inner world of our minds and thoughts.

2. What are the methods to do Mathematics?

A good approach to solve this question is to observe
how mathemathicians work.
Problem solving is at the core of a mathematicians
work and it often starts with the making of a guess.
Afterwards mathematicians engage in a process of
conjecturing refining with counterexamples and, the
proving. Such work is exploratory and creative

3. What is the importance of Mathematics

in life?

GENERAL OBJETIVE: To use multiple strategies related to real

numbers for modeling and solving problems based on real world
situations and linearity, including deductive reasoning to prove
conjectures and validating mathematical arguments.

GENERAL OBJETIVE: To use multiple strategies related to real

numbers for modeling and solving problems based on real world
situations and linearity, including deductive reasoning to prove
conjectures and validating mathematical arguments.

To pose questions
What are the things that we dont know
and what questions can we ask about
them?
Pose your own questions in the notebook

IM1. Identifies rational and irrational numbers and their meanings

to locate a point on a number line or in a coordinate plane
Evidences
Deficiente:His location does not use any tools or
techniques
Insuficiente:His location incorrectly uses techniques or
tools to locates the rational or irrational number in a
coordinate plane or number line
Bueno:His location correctly uses techniques and tools
taught in class to locate the rational or irrational number
in a coordinate plane or number line but has a minor
error in calculation
Sobresaliente:His location correctly uses techniques and
tools taught in class to correctly locate the rational or
irrational number with no errors in calculations
Excelente:His location correctly uses techniques and
tools taught in class to correctly locate the rational or
irrational number with no errors in calculations and
manages the space accordingly

Questions.

IM1. Identifies rational and irrational numbers and their meanings

to locate a point on a number line or in a coordinate plane
Evidences
Deficiente:His location does not use any tools or
techniques
Insuficiente:His location incorrectly uses techniques or
tools to locates the rational or irrational number in a
coordinate plane or number line
Bueno:His location correctly uses techniques and tools
taught in class to locate the rational or irrational number
in a coordinate plane or number line but has a minor
error in calculation
Sobresaliente:His location correctly uses techniques and
tools taught in class to correctly locate the rational or
irrational number with no errors in calculations
Excelente:His location correctly uses techniques and
tools taught in class to correctly locate the rational or
irrational number with no errors in calculations and
manages the space accordingly

Questions.

What is a Real number?

What is an Irrational number?
How to locate it on a number
line or in a coordinate plane?

IM2. Relates algebra, geometry, and measurement to solve

numerical and word problems by using real numbers
Evidences
Deficiente:His solutions do not include equations,
formulas, or algebraic expressions
Insuficiente:His solutions include equations, formulas, or
algebraic expressions according to the context but his
calculations are incorrect
Bueno:His solutions include equations, formulas, or
algebraic expressions according to the context and his
processes are correct with a minor error in calculation
Sobresaliente:His solutions include equations, formulas,
or algebraic expressions according to the context, his
processes and calculations are correct, and expresses the
answer according to the question
Excelente:His solutions include equations, formulas, or
algebraic expressions according to the context, his
processes and calculations are correct, he expresses the
answer according to the question, and he supports the
process by naming properties

Questions.

CT1. Recognizes properties of triangles and quadrilaterals to determine

a method that proves if two figures are similar or not
Evidences
Deficiente:His determination does not relate theorems
or definitions or does not mention reasoning based on
geometric criteria

Insuficiente:His determination relates theorems or

definitions incorrectly or describes an incorrect process
for determining two figures are similar
Bueno:His determination relates theorems and
definitions and describes a way to prove two figures are
similar
Sobresaliente:His determination relates theorems and
definitions, describes a way to prove the two figures are
similar, and attempts to show the process of proving
similarity

Excelente:His determination relates theorems and

definitions and in a structured way, describes a method
to prove the two figures are similar and correctly shows
the process

Questions.

CT2. Applies properties of operations in the solving of an equation or

inequality to justify the step-by-step process to the solution
Evidences
Deficiente:His justification does not use
properties
Insuficiente:His justifications use properties
incorrectly to solve an equation
Bueno:His justifications are focused in
properties to solve an equation and reflects
the step-by-step process but has minor errors
in calculations
Sobresaliente:His justifications are focused in
properties to solve an equation and reflects
the step-by-step process with no errors
Excelente:His justifications are focused in
properties to solve an equation, names the
properties as they are used, and has no errors

Questions.

CR1. Identifies rational and irrational numbers and their meaning to

represent a numerical or word problem and the solution in a different
way
Evidences
Deficiente:His representation does not represent the
problem or there is no representation of the problem or
solution
Insuficiente:His representation does not include all
aspect of the problem, they are represented incorrectly,
the solution is incorrect, or the attempt is not based on
the solution
Bueno:His representation includes all aspects of the
problem represented correctly, with a correct solution,
and an attempt at a different representation of the
solution
Sobresaliente:His representation includes all aspects of
the problem represented correctly, with a correct
solution, and a correct different representation of the
solution
Excelente:His representation includes all aspects of the
problem represented correctly, with a correct solution, a
correct different representation of the solution, and the
solution described

Questions.

CR2. Recognizes the additive and multiplicative structures of real

numbers to propose information about or solutions to a word problem
Evidences
Deficiente:His proposal does not include the elimination
of information or the proposal of other needed
information
Insuficiente:His proposal incorrectly eliminates
information or proposes irrelevant information needed
to solve the problem
Bueno:His proposal includes the elimination of not
necessary information and proposal of needed
information to solve the problem
Sobresaliente:His proposal includes the elimination of
not necessary information, the proposal of needed
information, and questions to extend thinking about the
problem or information about how to solve the problem
if all information was given
Excelente:His proposal includes the elimination of not
necessary information, the proposal of needed
information, questions to extend thinking about the
problem, and information about how to solve the problem
if all information was given

Questions.

MC1. Creates a plan of action to prepare for class, activities, or

evaluations
Evidences

Questions.

Deficiente:He does not show preparation for

activities or write a plan of action
Insuficiente:His preparation is not organized or is
not written with tasks or steps to be taken
Bueno:His preparation is organized and written
with tasks or steps to ensure understanding, new
learning, and that homework or activities are
completed
Sobresaliente:His preparation is organized, written
with dates, tasks, and steps to ensure
understanding, new learning, and that homework
or activities are completed
Excelente:His preparation is organized, written
with dates, tasks, steps, and questions to ensure
understanding, new learning, and that homework
or activities are completed

Weekly homework for every

Monday
Project advances

MC2. Evaluates his personal progress or lack of progress to determine if

his strategies are effective
Evidences
Deficiente:His determination does not identify
strategies taken to improve progress
Insuficiente:His determination identifies strategies he
took to improve progress but does not evaluate
efficacy
Bueno:His determination identifies strategies he took
to improve progress in class, evaluates whether the
strategies were effective, and why they were or were
not effective
Sobresaliente:His determination identifies strategies
he took to improve progress in class, evaluates
whether the strategies were effective, why they were
or were not effective, and determines a way to
transfer strategies to another area of his life
Excelente:His determination identifies strategies he
took to improve progress in class, evaluates whether
the strategies were effective, why they were or were
not effective, determines a way to transfer strategies
to another area of his life, and demonstrates a level of
autonomy in improving progress

Questions.

Evaluation Chronogram
Week

Indicators

Week 5/ Sept 12 -Sept 16

Evaluation 1
IM1, CT2, CR1, MC1

Week 6/ Sept 19 -Sept 23 40%

Evaluation 2
IM2, CT1, CR2, MC2

Week 11/ Oct 24-Oct28

Evaluation 3
IM1, IM2, CT2, C1

Week 12/ Oct 31-Nov 4 80%

Evaluation 4
IM2, CT1, C2, M1, M2
Math-Art. Project

Week 13/ Nov 7-Nov 11

First Term Evaluation.

IM1, IM2, CT1, CT2, C1, C2, M1, M2

MATH-ART PROJECT
WEEK

ACTIVITY

Week 3/ August 29-Sept 2

DURING THIS WEEK THE STUDENTS WILL COLLECT INFORMATION ABOUT

IRRATIONAL NUMBERS AND FILL A TABLE CONSIDERING THE TYPE OF
PROBLEMS WHERE THE IRRATIONAL NUMBERS COME FROM, TYPE OF
REPRESENTATIONS, AND PROCEDURES.

Week 4/ Sept 5 -Sept 9

DURING THIS WEEK THE STUDENTS WILL COLLECT INFORMATION ABOUT

CONNECTIONS AMONG IRRATIONAL NUMBERS AND ARTWORK.
SUMMARIZE INFORMATION

Week 5/ Sept 12 -Sept 16

DURING THIS WEEK THE STUDENTS WILL COLLECT INFORMATION ABOUT

GOLDEN RATIO
THEODORUS ART IN MATH CLASS

Week 6/ Sept 19 -Sept 23 40%

SKETCH ABOUT HOW TO INCORPORATE AN IRRATIONAL NUMBER IN ONE

OF THE THREE IMAGES SELECTED IN ART CLASS
40%

Week 8/ Oct 3-Oct7

Week 10/ Oct 17-Oct21 HOLIDAY

ADVANCES. FORMATIVE EVALUATION

ADVANCES. FORMATIVE EVALUATION

References:
Abrams, J. Mathematical Modeling: Teaching the Open-ended Aplications of mathematics. Taken
from the website: www.meaningfulmath.org in August 2016
Baptist, P; Raab, D. Implementing Inquiry in Mathematics Education. Taken from
http://fibonacci.uni-bayreuth.de/resources/resources-for-implementing-inquiry.html in November
2015