Kimberly Rochefort Unit plan: Fraction Operations Math Grade 7

Unit Overview:
This unit discusses different ways to add and subtract fractions including both common and uncommon denominators. It is taught through
various methods such as using models and using symbols in order to give students more strategies when problem solving. Through the exploration
of various forms, such as improper and proper fractions, students can play around with a fraction in order to find the right answer.

Unit Rationale:
This unit will be taught utilizing multiple approaches since there are often multiple ways to write the same answer. 1 ½ for example could be
rewritten as 3/2 or as a drawing, allowing students to demonstrate their understanding multiple ways and optimizing the chances comprehension.
Through the use of real life situations, such as splitting a pie amongst friends, students will be able to apply their knowledge in relevant contexts,
helping them retain the information more effectively.

Learning Outcomes
Number:
● Develop number sense:
○ 5 - Demonstrate an understanding of adding and subtracting positive fractions and mixed numbers, with like and unlike
denominators, concretely, pictorially and symbolically (limited to positive sums and differences)
○ 7 - Compare and order positive fractions, positive decimals (to thousandths) and whole numbers by using: benchmarks, place value,
equivalent fractions and/or decimals
Patterns and Relations:
● Use patterns to describe the world and solve problems:
○ 1 - Demonstrate an understanding of oral and written patterns and their equivalent linear relations.
● Represent algebraic expressions in multiple ways:
○ 3 - Demonstrate an understanding of preservation of equality by: modeling preservation of equality, concretely, pictorially and
symbolically, apply preservation of equality to solve problems.

Unit Planning (Day-by-Day)

Kimberly Rochefort Unit plan: Fraction Operations Math Grade 7
Focus for this Unit: Operation on Fractions Dates and duration: March 4th - 21st 14 lessons of 50 minutes

Day General Specific Teaching and Learning Activities Resources Planning for Assessment (for,
Outcome Outcome and Diversity as, of) learning
Material

1 Develop 5, 7 Revision day/ introduction: Resources and Materials:

number sense ● Start off by showing how fractions are equivalent (½ = 2/4 = ● Whiteboard and markers
4/8). Ask students how we got from one fraction to another ● Math books pg 104-105
(multiple by 2, 3, etc.) then ask students to find equivalent
fractions for other examples (⅓).
● Define numerator and denominator and write on the side of
Use patterns to the board. Planning for diversity:
describe the ● Can also show equivalence through a number line as ½, ● Students have the opportunity to ask
world and solve 2/4 and 4/8 will all be in the same spot on the line. questions and participate in the
3
problems ● Talk about bigger fractions like 2 and ask a student to examples
5
draw the circle for it. Another student can write an ● During the math book time, I will be
equivalent fraction (13/5). Write it out the long way 5/5 + 5/5 going around to further assist
+ 3/5 so when denominator is common, we can do simple
Represent 3 Assessment (for, as, of) learning:
addition.
algebraic ● Formative assessment through
● Ask if there are any questions at this point, fingers 1-5 to
expressions in observation to see where students are
show understanding
multiple ways at with the material
● Write addition equations on board and students must draw
● Show of fingers 1-5 on how students
or convert the fraction to an equivalent one.
are understanding the material
● Talk about improper vs proper fractions and looking back at
● I can look through the math books
the equations on the board, students will convert their
afterwards to see how students have
answer to the opposite form. Anything under 1 will have no
applied their knowledge
proper value
● Ask if there are any questions, give time for students to
think.
● Quick brain break (hand trick) and then students can work
in their math books, pg 104-105, for the rest of the class.

2 Develop 5, 7 5.1 Addition of fractions through the use of models Resources and Materials:
number sense ● We looked at adding fractions last time with a common ● Whiteboard and markers
denominator (ex. ¾ + 2/4 = 5/4 or 1 ¼). Normally, we ● Math book pg. 106-108
always write our answers in the simplistic form (proper
form) unless otherwise indicated. This also means breaking
Kimberly Rochefort Unit plan: Fraction Operations Math Grade 7
Use patterns to down equations (e. 2/8 becomes ¼) Planning for diversity:
describe the ● Now we will be looking at fractions where the denominators ● I am offering a diversity of ways to
world and solve are not the same. For example, ½ + 5/6 is not easy to resolve the problem and students can
calculate but because we know ½ = 2/4 = 3/6, we know that use whichever one suits them best.
problems
we can play around with the equation. Multiply ½ by 3 in ● When working through the math book
order to get 3/6 and now we can add. Solve and simplify pages, I will be going around the class
answer. to offer further assistance.
● Use models to demonstrate this as well (circles and ● Using real life examples in order to
rectangles). With rectangles, we can overlap them in order support my lessons will help students
to calculate our answer. understand the material.
● Practice examples: ¾ + ½, 5/6 + ⅔, 5/4 + 3/8 to write on the
board and let students answer. Give them a moment to
Represent 3 think first. If there is a mistake, ask students if they agree
algebraic with these answers or would like to make chances. They Assessment (for, as, of) learning:
expressions in can then help their peers. This is when only one side needs
multiple ways to be changed. ● Formative assessment of understanding
● If one side cannot get to the other’s denominator (ex. ½ + through observation. I will be adapting
⅓) then we must find the common denominator between the lesson based on the student’s
both of them. Multiplying denominators always works (for needs.
example 2x3=6) but it is not always the smallest (ex.
6x8=48 yet 24 is a smaller option). Change both fractions to
the common denominator so that ½ + ⅓ becomes 3/6 + 2/6
and now we can add like normal, getting 5/6.
● Work on example with students where students draw the
pizza: James wants onions on ½ his pizza, mushrooms on
⅔, pepperoni on 5/6 and bacon on ⅓. How much of the
pizza is covered in vegetables? Keep in mind, some
sections may overlap. How much is covered in meat?
Explain why it isn’t simply ½ + ⅔.
● Give students time to work on pg. 106-108. Extra
worksheet will be available for those that finish early.
● Possible questions including money and time: It is currently
10:15 and there is half an hour left until the end of class.
What time does class end? Show me using fractions. (10 ¼
+ ½ or 2/4 = 10 ¾). Same question but it’s 10:10.
● Possible question: If you are given 2.25$ and you already
have 0.80$, how much money will you have in fractions?
Let’s do the reverse. You have 1 1/5 dollars and you are
given 4/10 of a dollar. How much money do you have?
(1.20+0.40=1.60$)
Kimberly Rochefort Unit plan: Fraction Operations
3 Develop 5, 7 5.2 Addition of fractions with the help of other models
number sense ● Quick review of how to find the common denominator. Go
through one or two examples if needed.
● Using the number line, we can also figure out the common
Use patterns to 1 denominator and solve the equation. Write out the example
describe the ⅔ + ½ using number line where you can draw the ½ line
world and solve first and then the ⅓ line and superimpose one line on top of
the other. We would see that it is now out of 6, because
problems
2x3=6 and we end up at 7/6. Goes back to what we saw the
first day with equivalent fractions on number lines.
● You can do the same with boxes. One fraction will be
vertical and the other will be horizontal. When you mesh the
two together, you get an easy common denominator and
can color in the appropriate boxes. Think of a Hershey’s
chocolate bar where there are 12 squares, 4 vertical lines
Represent 3 and 3 horizontal ones. When we calculate ⅓ + ¼, the
algebraic common denominator is 12 because 3x4 is 12. This is
expressions in another way to calculate.
multiple ways ● Possible examples (4/5 + ¾, ⅔ + ¼, 5/6 + ¼) . Do one
example with fractionnary numbers (1 ⅓ + 5/6). I can ask
students to give me numbers as well.
● Example: Jenny adds 1 ½ cup of flour, ¼ cup of sugar and
⅓ cup of cocoa to a bowl. How many cups does Jenny
have in dry ingredients? (answer: 18/12 + 3/12 + 4/12 =
25/12 or 2 1/12, simplifying the answer)
● Practice another example where we add 3 fractions and all
rules still apply. Ex. ½ + ¼ + ⅛ = 4/8 + 2/8 + ⅛ = ⅞.
● Students can now apply their knowledge by practicing
examples in 5.2, page 109-111.
● I will be collecting their booklets at the end of class and
correcting their work so that they have some sort of
feedback on their work.
Math Grade 7
Resources and Materials:
● Whiteboard and markers
● Math book pg. 109-111
Planning for diversity:
● I am offering a diversity of ways to
resolve the problem and students can
use whichever one suits them best.
● When working through the math book
pages, I will be going around the class
to offer further assistance.
● Using real life examples in order to
support my lessons will help students
understand the material.
Assessment (for, as, of) learning:
● Formative assessment of understanding
through observation. I will be adapting
the lesson based on the student’s
needs.
● I will be looking through their math
books to see how much they have
completed and how well they did. I am
keeping personal track of this so that I
know where they stand with the
material.

4 Develop 5, 7 5.3 Fraction addition using symbols Resources and Materials:

number sense ● Hand back student’s booklets and give them time to look ● Whiteboard and markers
through their corrections. They should be fixing their ● Math books pg. 113-114
answers while I take a few specific students aside who are
Kimberly Rochefort Unit plan: Fraction Operations
Use patterns to struggling a little bit more. After about 10 or 15 minutes, I
describe the will talk to the whole class about recurring issues I saw and
world and solve then move on with my lesson.
● Show how to find x when 4/5 = x/10. Multiply denominator
problems
in order to reach new denominator and when we do the
same with the numerator, we get our answer.
● Optional: If students are excelling at this material, show
them how to solve for x algebraically by dividing and
multiplying numbers.
● When would we see these fractions in real life situations?
Let the students think for a moment. One example would be
grades where someone has 80% on their quiz and they
want to know how much it was out of 20 (80/100 = x/20)
● Possible practice questions (⅔ + ¼, 2/5 + 5/6, 1 ½ + 2 3/5).
12 inches in one foot so if Jeff is 5’4’’ and Jenny is 6’1’’,
what is their total height in fractions? (answer: 11’5’’ or 11
Represent 3 5/12). If we need a gallon of orange paint in order to paint a
algebraic giant tiger on the gym floor. Faith has 2/5 of a gallon of red
expressions in
paint and Jeremy has ½ of a gallon of yellow paint. If they
multiple ways combine their paints, will we have enough to paint our
tiger? How much paint is left or more do we need?
● Students can progress in their math books, working on
pages 113-114.
● Reminder to student: Bring scissors for tomorrow! Next
week, we will be looking at how to subtract fractions and we
will have a quiz on Friday with a review on Thursday.
5 Develop 5 Practice Period:
number sense ● Students will start off the class by cutting out 3 circles. One
being 8th, one being 6th and the other being out of 24. 7J
Specific - During this time, I will be pulling a few students
aside to clarify certain questions they got wrong in their
Use patterns to 1 math books. I will also be handing out their math books
describe the back with feedback.
world and solve ● Once the majority of students are done, I will be teaching
students how to use the circles to add fractions. When they
problems
line up the smaller 8th and 6th piece circle on the bigger
24th piece circle, they will get their answer. We will go
through a few examples and students will be following
Represent
Math Grade 7
Planning for diversity:
● This lesson is demonstrating another
possible way of finding the common
denominator, giving students an extra
strategy.
● When working through the math book
pages, I will be going around the class
to offer further assistance.
● Using real life examples in order to
support my lessons will help students
understand the material.
● 1 on 1 feedback in the beginning of
class to those who need more support.
Assessment (for, as, of) learning:
● Formative assessment of understanding
through observation. I will be adapting
the lesson based on the student’s
needs.
● 1 on 1 feedback in the beginning of
class to those who need more support.
Resources and Materials:
● Colored circles (6th, 8th, 24th)
● Scissors
● City outline worksheet
Planning for diversity:
● Students can progress through the
worksheet at the own pace and are able
to use any strategies we have seen in
class if the circle is not working for
them.
Kimberly Rochefort Unit plan: Fraction Operations
algebraic along.
expressions in ● Students will be given a worksheet with 30 questions and
multiple ways their answers will go on a graph, creating the outline of a
city.
● There are a number of students missing today due to a
band retreat so this is a good lesson to allow students to
practice without introducing new knowledge.
6 Develop 5, 7 Jigsaw activity - Subtracting Fractions
number sense ● Students will be given a card with a number and a letter on
it. We will be looking at how to subtract fractions today but it
will be student lead. In groups, based on their number,
students will be working with their peers to become experts
Use patterns to 1 on 1 of the 5 topics. All topics will be written on the board
describe the so they can try not to impinge on other topics too much.
world and solve They must look through the math book explanations and
examples in order to be able to explain it to their peers.
problems
They must also come up with 3 examples, not taken from
the book, that they will go through with their peers. I will be
going around to ensure they understand.
● Once each student has become an expert in their topic,
groups will reorganize themselves based on the letter on
Represent 3 their card. Each student is them given a few minutes to
algebraic explain their topic and go through examples. They should
expressions in ensure their peers understand the material. Certain groups
multiple ways are allowed to use the whiteboard or any other material
they see fit.
○ Cercle et bloc rectangulaire: 5.4, 116, 5.5, 118
○ Droite numérique: 5.4, 115, 116
○ Équation ½ - ¼ = 5.4 115, 116, 117, 5.5, 118, 119, 120
○ Nombre fractionnaire 5.7, 123, 124, 125
○ Question écrite 5.4 - 117 (#9, 10) 5.5 - 120 (#5, 6) 5.7 -
124 (#7, 8)
○ 5 topics and 6/7 students per group
Math Grade 7
Assessment (for, as, of) learning:
● Formative assessment through
observation will let me know how
students are getting along using the
circles.
● The city outline worksheet will be
collected and marked however it is only
a formative assessment. (will be
collected throughout the week)
Resources and Materials:
● Math books 5.4, 5.5, 5.7
● White board, markers
● Playing cards to distribute the groups
Planning for diversity:
● By learning a topic in groups, those
students who are falling behind have
additional support. This also allows for
more creative ideas and multiple
perspectives so all styles of learners
can work together.
Assessment (for, as, of) learning:
● Through observation, I will see how
groups are getting along with their topic.
● The explanations and examples given
will give me an indication of how
students have understood the material
overall. If they have learned it well, they
will be able to teach it.
Kimberly Rochefort Unit plan: Fraction Operations Math Grade 7
7 Develop 5, 7 Addition and Subtraction review Resources and Materials:
number sense ● How did students like the last class and doing the jigsaw ● Math books 5.4, 5.5, city outline
puzzle? How much do they think they’ve learned? (fingers worksheet
1-5) ● Whiteboard and markers
● Start with the 3 cases we might see in fractions.
Use patterns to ○ 1) same denominator ½ + ½ = 2/2 = 1 Planning for diversity:
○ 2) change one fraction ½ + ¼ = 2/4 + ¼ = ¾ ● Students are given multiple tools in
describe the
○ 3) change both fractions ⅛ + ⅓ = 3/24 + 8/24 = 11/24 order to problem solve both additions
world and solve (show how I found the common denominator through and subtractions.
problems multiples) ● This class is a review of everything we
● Show the same 3 cases with subtraction. We apply the have done up to date, helping students
same rules. catch up if they are falling behind.
○ 1) ¾ - ¼ = 2/4 = ½
○ 2) 4/8 - ¼ = 4/8 - 2/8 = 2/8 = ¼
○ 3) 3/5 - ⅓ = 9/15 - 5/15 = 4/15
● Show how to solve using circles.
○ ⅓ + ½ = 2/6 + 3/6 = 5/6
Represent 3 ○ 1½-¾=¾
algebraic ● Show how to solve using boxes.
expressions in Assessment (for, as, of) learning:
○ 1/5 + ⅓ = 3/15 + 5/15 = 8/15
multiple ways ● Through observation when students are
○ 4/6 – 2/5 = 20/30 - 12/30 = 8/30 = 4/15
working in their math books, I can see
● Show how to solve using a number line.
how they are getting along with the
○ ½ + 1/6 = 3/6 + 1/6 = 4/6 = ⅔
material.
○ 4/6 - ½ = 4/6 - 3/6 = 1/6
● Students can give me their math books
● Reminder: ALWAYS SIMPLIFY YOUR ANSWER!! Whether
if they would like to receive corrections
they use the improper or proper form.
● If time permits and students are not overwhelmed with the
information, I may re-explain the whole ⅔ = x/12 concept on
finding the value of x.
● Students will be given the rest of the class to work on 5.4,
5.5 and the city outline worksheet given last class. This is
not for homework, it is simply so that the students can
practice and progress in their math book.
● This class will also clarify any issues I may have observed
the previous day, during the jigsaw activity. It will also
reiterate what other students have taught in case there was
a mistake I did not catch.
Kimberly Rochefort Unit plan: Fraction Operations Math Grade 7
8 Develop 5,7 Kahoot - Review (7i Mr. Muise’s class and 7j Mr. Bexson’s Resources and Materials:
number sense class) ● Internet (kahoot)
● I will be in Mr. Bexson’s class with 7j 1st period while Mr. ● Student’s phones
Muise will be in his room with 7i. ● Ipad cart available
● Students can use their phone or take an ipad from the ipad
cart and go to kahoot.it. They will each be entering their
Use patterns to 1 respective code and create an appropriate name. Planning for diversity:
describe the ● When all students have signed in and are ready (no more ● Students can always work in teams if
world and solve they prefer and can write down the
than 10 minutes), we will be starting the quiz. equations (within the given time frame).
problems ● We will be going through question by question, reading ● The questions are varied in difficulty
them aloud. If multiple students struggle with a specific and style in order to meet the needs of
question, it will be gone over in order to clarify. Students will a wider variety of students.
be awarded points for right answers.
Represent 3 Assessment (for, as, of) learning:
● At the end of the kahoot, we determine the winner and
algebraic ● I will be saving the results of the kahoot
expressions in congratulate them! If there are any additional questions or afterwards in order to see which
multiple ways students need clarification, now is the time. Test is questions they struggled with the most
tomorrow, encourage students that they are all doing well. and how they did overall. This also
allows me to see how each student did
individually.

9 Develop 5, 7 PI DAY!! And quiz Resources and Materials:

number sense ● Bring cookies to school, when students enter the ● Homemade cookies!
classroom, they can grab a cookie and have a seat. Tell ● Quiz
● Additional lined paper
them it’s pie day and see if any one can name the numbers
of pie.
Use patterns to 1 ● Encourage everyone that they are doing well in this unit Planning for diversity:
describe the and they can do this. Take their time and double check their ● The quiz is created with diverse
world and solve answers. Remember to simplify. questions and difficulty.
problems ● Reminder: No calculators or phones, when they are done,
they can raise their hand and I will pick up their quiz. It is
silent reading until everyone is done.
Represent 3 Assessment (for, as, of) learning:
algebraic ● Summative assessment - Quiz (will go
expressions in on powerschool)
multiple ways
Kimberly Rochefort Unit plan: Fraction Operations Math Grade 7
10 Develop 5, 7 Performance task - Correction du quiz Resources and Materials:
number sense ● Ceux qui n’ont pas fait le quiz la semaine passé vont le ● Quizzes corrected
reprendre à la salle d’ordinateur. Ils auront toute la période. ● New quizzes for students who have not
● Je va introduire le performance task d’une publication d’un written it yet
livre et je va rapidement passer à travers les questions ● Whiteboard and markers
avec les étudiants pour qu’ils comprennent. Je veux clarifier ● Personal whiteboards
qu’ils peuvent le faire en groupe de 2 ou tout seul, il ● Performance task explanation sheet
peuvent le présenter dans n’importe quel modalité. Ceci va
Use patterns to 1 être dû le lundi prochaine, le 25 mars. Ils ont seulement la Planning for diversity:
describe the classe de mardi et mercredi pour y travailler. Ils peuvent ● Students can answer the questions in
world and solve commencer une fois qu’ils ont fait leur correction du quiz. the performance task through any
problems ● Je vais redonner les quiz et assurer aux étudiants de ne modality they wish to do.
pas pleurer car ils auront la chance d’augmenter leur note. ● They can organize the publicities in
Ils vont faire leurs corrections, avec les bonnes étapes, et anyway they see fit. Have room to
m’expliquer pourquoi ils ont fait une erreure. Je vais les re- modify the task.
corriger et redonner la moitié des points qu’ils ont re-
Represent 3 corriger. Ceci est dû avant le test (donc vendredi matin). Assessment (for, as, of) learning:
algebraic ● Passe à travers les questions 6, 9 c et d (montrer son ● Summative - Performance task (I will be
expressions in travail), 10 (explication vaut des points), bonus looking at their draft as well as the good
multiple ways (réponse n’est pas x=3/10). Les élèves peuvent utiliser copy) (will go on powerschool)
n’importe quelle ressource qu’ils veulent, incluant les autres ● Corrections from the quiz will enhance
qui ont eu la réponse correcte, leur livre et moi. Ces their grade by half the points they earn
corrections vont être fait sur nouvelle page lignée. back.

11 Develop 5, 7 Performance task Resources and Materials:

number sense ● Les élèves vont avoir la chance de me remettre leur ● Quizzes corrected
corrections s’ils non pas encore. Ils peuvent continuer de ● Personal whiteboards
travailler sur leur publication d’un livre projet. ● Performance task explanation sheet
● Le groupe qui ont écrit leur test la leçon passé vont le
Use patterns to 1 recevoir avec leur correction. Je vais leur expliquer qu’ils Planning for diversity:
describe the ont le droit de faire des correction sur une nouvelle page. ● Students can answer the questions in
world and solve Ils doivent expliquer pourquoi ils ont fait l’erreure et corriger the performance task through any
chaque étape pour me démontrer la bonne réponse. Ceci modality they wish to do.
problems
est dû avant le test, donc vendredi matin au plus tard. Ils ● They can organize the publicities in
doivent aussi travailler sur leur projet, soit en partenaire anyway they see fit. Have room to
(seulement des gens qui ont pris le quiz hier) ou tout seul et modify the task.
ceci est dû lundi. Je va rapidement expliquer la tâche et ils
Represent 3 peuvent travailler sur les corrections ou le projet. C’est leur Assessment (for, as, of) learning:
Kimberly Rochefort Unit plan: Fraction Operations Math Grade 7
algebraic choix. ● Summative - Performance task (I will be
expressions in looking at their draft as well as the good
multiple ways copy) (will go on powerschool)

12 Develop 5, 7 Performance Task Resources and Materials:

number sense ● Rappel que le projet, publication d’un livre, est dû lundi. Les ● Quizzes corrected
élèves continue de travailler sur ce qu’ils ont besoin donc ● Personal whiteboards
soit les corrections ou le projet. ● Performance task explanation sheet
● Un rappel qu’on va faire une révision jeudi et ensuite on
Use patterns to 1 aura le test d’unité vendredi. Ce test ci n’aura aucune Planning for diversity:
describe the chance de faire des corrections mais elle sera plus facile ● Students can answer the questions in
world and solve car c’est le même style que le quiz et ils auront pratiqué. the performance task through any
problems ● Leur projet doit être propre et organiser en me montrant modality they wish to do.
tout leur travail. Je vais ramasser leur brouillon ainsi que ● They can organize the publicities in
leur version propre donc ils doivent me montré qu’ils ont anyway they see fit. Have room to
mis de l’effort et ont pensé à leur réponse. modify the task.

Represent 3 Assessment (for, as, of) learning:

algebraic ● Summative - Performance task (I will be
expressions in looking at their draft as well as the good
multiple ways copy) (will go on powerschool)

13 Develop 5, 7 Révision Resources and Materials:

number sense ● Students must hand in their performance task on Monday,
Tuesday for 7j.
● This test will be a grade that shows up on power school and
Use patterns to 1 students will not have the ability to make corrections. I will
describe the say that the test will be slightly easier however as they will
world and solve have had more practice with the material.
problems ● Students will be given a practice test and a white board for
each table group. They must first come up with a team
name and I will be writing these on the board.
● This revision will be a trivia style game where each table
must write down their answer on their whiteboard and those
that get it correct will score points. No calculators or books
will be allowed so they must rely on each other. They will
take turns answering the questions and though their
● Personal whiteboards
● Practice test
Planning for diversity:
● Students can help support one another
during these practice questions,
relieving some test anxiety if they get an
answer wrong.
● They have time to practice with the
same exact style of questions that they
will be finding on the test, feeling more
comfortable with what to expect.
● We will be going through the correct
answers so that students can learn from
their mistakes.
Kimberly Rochefort Unit plan: Fraction Operations Math Grade 7
Represent 3 teammates can help them answer it, each will have their Assessment (for, as, of) learning:
algebraic turn to write it down. Give that person who is writing a ● Observation will let me know how
expressions in chance to solve it first before offering advice. Try and keep students are doing with the material
multiple ways answers hidden so other teams don’t hear you. ● How they answer the questions will be
● The practice test will be up on the board for students to see another indicator
and we will be going through each question one at a time.
About 1 minute per question. I will be getting students to
explain their answers, coming up to the board and stopping
on questions that many students may get wrong.
● At the end, the winning team or teams will each get 5$.
● Let them know that we will be having the test tomorrow and
then we will be starting on “Les Équations” unit the
following day.

14 Develop 5, 7 Test Resources and Materials:

number sense ● Encourage everyone that they are doing well in this unit ● Test
and they can do this. Take their time and double check their ● Additional lined paper
answers. Remember to simplify and show all their work
Use patterns to 1 Planning for diversity:
because I give points for the work. ● The test is created with diverse
describe the
● Reminder: No calculators or phones, when they are done, questions and difficulty.
world and solve
they can raise their hand and I will pick up their quiz. It is
problems
silent reading until everyone is done.
Represent 3 ● Wish everyone good luck! Assessment (for, as, of) learning:
algebraic ● They have the whole class to write the test. I will be going ● Summative - test (will go on
expressions in around to offer additional lined paper if they need it. powerschool)
multiple ways

Reflections:
● Had to create a lot more practice questions and worksheets because student’s flew through them.
● I realized that 7i has classes 5 times a week whereas 7j has it only 4 times, meaning they are always increasingly behind. This forced me to
combine certain lessons and borrow 7j from a science class one day.
● Circle cutouts were confusing for 7i, so I didn’t use it for 7j as they were already behind and rushed through the info.
● Jigsaw activity was successful, a little confusing since it was their first time but still a good start. It was good to start with easier material as
subtraction has the same rules as addition. It also forces students to take responsibility of their own work.
Kimberly Rochefort Unit plan: Fraction Operations Math Grade 7
● Quiz went smoothly, students were very quiet and respectful during this time however they struggled with the quiz. Certain students failed
and others got over 100% thanks to the bonus marks. I have since adapted some questions in order to make them clearer but I will be
allowing for corrections, taking back half the marks they earn, as a way of showing their understanding beyond a brief one hour test. This will
help those students who have failed to get a passing grade. They must explain why they made that mistake, showing me they are learning
from it. Students ended up doing poorer than I thought and 7j had a significantly lower average than 7i, I believe because they had fewer
classes to practice. Certain students failed so I am being generous with the corrections in order to reflect the true grade of the students’
work.
● Certain students worked hard on their corrections while many others continue to write only the answer, with no explanation or calculations.
The students who are low have stayed low, not putting in much effort to their performance task or their corrections while the high students
continue to exceed my expectations. In a way, it is only increasing the disparity if I allow them to do better because only the higher achieving
students will do the extra work.