Embedded Files
content
content
Curriculum
Curriculum
Grade 7:
D1.5 determine the impact of adding or removing data from a data set on a measure of central tendency, and describe how these changes alter the shape and distribution of the data
D1.6 analyse different sets of data presented in various ways, including in circle graphs and in misleading graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions
Grade 8:
D1.5 use mathematical language, including the terms “strong”, “weak”, “none”, “positive”, and “negative”, to describe the relationship between two variables for various data sets with and without outliers
D1.6 analyse different sets of data presented in various ways, including in scatter plots and in misleading graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves the analysis of data in order to inform and communicate decisions
C3.2 read and alter existing code involving the analysis of data in order to inform and communicate decisions, and describe how changes to the code affect the outcomes and the efficiency of the code
Knowledgehook's Math Background, Misconception Charts and Gap Closing Resources
Knowledgehook's Math Background, Misconception Charts and Gap Closing Resources
These resources are available in your Knowledgehook account. They are also linked in this Google Doc. However, you must be logged into your browser or app with your DSB1 account to access this file.
Knowledgehook's math background charts explore the big ideas in detail and address best practices and tips for remediation. Their misconceptions charts include tips for understanding, preventing, and/or remediating common learning gaps, misconceptions, and errors for this topic. The Remediation questions can be assigned to students in order to assess individual students' specific remediation needs.
Topics for this unit:
Circumference and Areas of Circles
Creating and Interpreting Broken and Continuous Line Graphs
Creating and Interpreting Circle Graphs
Measures of Central Tendency
Grade 7 & 8 Knowledgehook Support ChartsPedagogy
Pedagogy
Sample Lesson
Sample Lesson
Visual Lesson Approaches to Support Student Understanding
Visual Lesson Approaches to Support Student Understanding
Desmos
Desmos
access create your free teacher account at teacher.desmos.com
See a brief introductory video and a support page
Activities for this topic include:
Make it Balance (explores mean as a "balance point")
Strength in Numbers (explores mean and median)
Online simulations that power inquiry and understanding
Gizmos
Gizmos
Gizmos for this topic include:
"This website was created to assist in building a better conceptual understanding of mathematics through the use of visuals. The images, videos and resources shared here are intended to help all teachers, parents and students understand that Math Is Visual and we should take every opportunity to teach it that way."
Kyle Pearce's blog post on maximizing the effectiveness of these resources
Visualizing the Mean (Average) of a Dataset With Large Values
Assessment Ideas
Assessment Ideas
Introductory Video
Knowledgehook
Knowledgehook
Knowledgehook is an Instructional Guidance System (IGS) that uses engaging assessments to unlock insights and expert guidance for math teachers.
Create assessments from question banks aligned with the new 2020 Ontario Mathematics Curriculum
Assign work as "Game Shows" (class-wide activity similar to Kahoot) or as self-paced "Missions"
Reports and built-in individualized gap closing materials activities support teachers in remediation efforts
Parental portal allows parents to view their child's progress and send encouraging messages
DSB1 premium upgrade (You must be logged into Google with your DSB1 account to see this document.)
Teacher Essentials support document
Triangulated Assessment Data
Triangulated Assessment Data
Use ongoing, progressive rubrics to record student progress based on triangulated data, like observations and conversations.
(Sample template for Reasoning & Proving Rubric)
(Sample template for Data: D1)
Here's a great blog post by Damian Cooper called What is “Triangulation” in the Assessment Context?, which will help support our understanding of how we can assess as we move towards giving students messier and more real problems where the process of problem-solving is valued in addition to "the right answer."
Documenting Conversation & Observations - Data.pdf
You can use Google Forms to quickly document evidence of learning during your conversations with and observations of your students. This PDF includes links to several Google Forms organized by strand. You'll need to copy and modify them to include your students' names.
Google Forms for Documenting Student Learning.pdf
Use Showbie to create Problem-Solving Portfolios where students can work on problems with increasing complexity as they master the concepts and monitor their progress.
Technology
Technology
Virtual Manipulatives
Virtual Manipulatives
Colour tiles
Colour tiles
in DSB1 app catalog
Number Line
Number Line
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