Grade 7 Mathematics  

Unit one: the real value of money 

 

 
 
 
The relationships between how numbers is the 
key to understanding the world around us. 
 
 
 
  
During the course of this unit students will: 
● Define the terms odd, even, prime, composite, 
positive and negative 
● Use a diagram to show the relationships between 
the di erent types of numbers 
● Classify a number as natural, integer, rational, or 
real 
● Identify a prime number and use a test to 
determine whether or not a number is prime 
● Compare and order rational numbers and find their 
approximate location on the number line 
● Master understanding of absolute value and simplify expressions containing absolute 
value 
● Perform operations on real numbers 
● Use an estimation technique to judge the reasonable of results 
● Compute the square roots of numbers which are perfect squares and cubes 
● Begin to explore simplification of square root radicals by representing a number as a 
product of its prime factors 
● Understand and use the order of operations to simplify expressions 
● Understand that fractions, decimal and percentages are just di erent ways of thinking 
about proportions 

 
 
Key Concept 
Form: by understanding the underlying properties of 
how a number is represented we are better equipped 
to use it to solve problems, such as comparing it with 
other values. 
 
 
Related Concepts 
Representation - numbers are represented in di erent 
manners for di erent purposes 
 
 
Pattern - looking at a set of data to see if it follows a pattern and describing that pattern 
mathematically 
 
Simplification - reducing a number into a less complicated form 

 
 
 
Global Context 
Identities and Relationships – 
Students will identify the 
properties of and relationships of 
di erent representations of 
numbers in order to simplify 
strategies for working with them 
and solving real world problems. 
 
 
 
 
 
 
Statement of Inquiry 
 
The relationships between how numbers is the key to understanding the world around us. 
 
 
Lines of Inquiry 
Factual: 
What are the di erent types of numbers? 
What are some of the properties numbers have? 
How can we test to see if a number is a prime number? 
What is absolute value? 
What is the order of operations? 
Are fractions and ratios the same thing? 
 
 
Conceptual: 
How can we compare numbers with di erent representations? 
How we use maths to describe patterns we see in life? 
What do we mean by simplification in mathematics? 
What is a “reasonable answer” in mathematics? 
 
 
Debatable: 
To what extent does mathematics give us the right answer to a question? 
What happens when mathematicians are unsuccessful? 
 
 

 
  
Self-Management: Organisational Skills 
Specific ATL Skills  Learning Experiences 

● Plan short- and long-term assignments; meet  - Students will be expected to come to class properly 
deadlines  prepared for the lesson with homework completed.  
● Bring necessary equipment and supplies to  - They will be asked to use Google Classrooms to 
class  track homework and assignment dates, and to 
● Keep an organized and logical system of  communicate any problems with the teacher 
information files/notebooks  - Students will need to create a Maths folder in their 
● Use appropriate strategies for organizing  Google Drive to act as a digital portfolio and store 
complex information  relevant documents there 
● Select and use technology e ectively and 
productively 
 
Beginner  Learner  Practitioner  Expert 

You are unable to finish  You need to be reminded  You are able to complete  You finish your classwork 
your classwork on time  to stay focused in the  your classwork on time  independently and 
and have di culty  class to make sure your  independently. You are  remind others to stay 
completing it for  work gets finished. You  independently making  focused in class. You are 
homework. You need to  are making responsible  responsible choices about  independently making 
make more responsible  choices about using your  using your technology in  responsible choices about 
choices about how you  technology, but need to  class.  using your technology in 
use technology.  be reminded by the    class and reminding 
  teacher to do so.  other to do the same. 

 
Thinking: Critical Thinking Skills 
Specific ATL Skills  Learning Experiences 

● Practice observing carefully in order to  Students will use a 5 step strategy to help solve 
recognize problems  multistep problem solving questions: 
● Gather and organize relevant information to  1. what is the question asking 
formulate an argument  2. what information will you need to solve the 
● Interpret data  problem 
● Draw reasonable conclusions and  3. what mathematical operations do you need to 
generalizations  solve the problem 
● Identify obstacles and challenges  4. solve the problem using coherent and logical 
lines of reasoning 
5. does your answer make sense 
 
Beginner  Learner  Practitioner  Expert 

You are beginning to  You understand, with  You understand what you  You independently 
understand what you are  clarification, what you are  are being asked to do,  understand what you are 
being asked to do, and  being asked to do,  gather and evaluate the  being asked to do, gather 
can identify some of the  identifying and gathering  relevant information  and evaluate the relevant 
relevant information  the relevant information  needed to solve the  information needed to 
needed to solve the  needed to solve the  problem, and present  solve the problem, and 
problem.  problem, and are able to  your findings in a variety  confidently present your 
present your findings to  of ways to others.  findings mathematically, 
others.  narratively, orally, … 

 
  
 

   

   
 
 
Criterion A: Knowing and Understanding 
● select appropriate mathematics when solving problems in both familiar and unfamiliar 
situations 
● apply the selected mathematics successfully when solving problems 
● solve problems correctly in a variety of contexts 
 
 
Criterion B: Investigating Patterns 
● select and apply mathematical problem-solving techniques to discover patterns 
● describe patterns as relationships or general rules consistent with findings 
● verify and justify relationships with other examples 
 
 
Criterion C: Communicating 
● use appropriate mathematical language (notation, symbols and terminology) in both oral 
and written statements and/or explanations 
● use di erent forms of mathematical representation to present information 
● move between di erent forms of mathematical representation 
● communicate complete and coherent mathematical lines of reasoning 
● organise information using a logical structure 
 

 
Criterion D: Applying mathematics and real-life contexts 
● identify relevant elements of authentic real-life situations 
● select appropriate mathematical strategies when solving authentic real-life situations 
● apply the selected mathematical strategy successfully to reach a solution 
● explain the degree of accuracy of a solution 
● describe/explain whether a solution makes sense in the context of the authentic real-life 
situation 
 
 
 
 

 
Task 1: Test 
Criteria A and C 
This with take the form of a formal test comprising of easy short answer questions testing knowledge 
and the application of mathematical skills, building up to more open ended questions where students 
need to solve unfamiliar problems, justify the mathematical decisions they are making, their lines of 
reasoning, and use of mathematical language. 

The test will include: 

● properties of numbers 
● classification on numbers 
● calculating GCF, LCM 
● performing operations on real 
numbers 
● the order of operations 
● simplification 
● estimation 
● compare and order rational 
numbers 
● convert between decimals, 
fractions and percentages 
● roots, squares and cubes 
● absolute value 
● calculating interest, commission and discounts 
 
 
Task 2: Criterion B 
Investigation into using percentages for discounts, commission and interest. Looking for 
patterns to help solve everyday problems 
Investigation into percentages 
 
 
Task 3: Criteria C and D 
Students will be given information in a variety of di erent representations to establish the real 
value of the 10 baht coin from 2 di erent periods in time. 
Students will: 
● identify the information they will need to solve the problem 
● come up with a plan to solve the problem 
 
 ● solve the problem using the appropriate mathematical language, communicating 
coherent lines of reasoning 
● reflect on the accuracy of their calculations 
 
 

 
 
WHat  WHere 
A vocabulary list for the unit  Click on the link 

Practice your mathematical skills here  Click on the link 

A story about people melting coins to make   

money  Click on the link 

  Click on the link 

  Click on the link 

  Click on the link 

  Click on the link 

 
 

Works Cited 

"Coin & Bullion Melt Value Calculators." CoinApps.com - Melt Value Calculators. Web. 19 July 

2017. 

"On Melting Coins and Negative Seignorage." TJ Palanca. 07 July 2013. Web. 19 July 2017. 

"Practice Seventh Grade Math Online." IXL Learning. Web. 19 July 2017. 

"Seventh Grade Math Worksheets." 7th Grade Math Worksheets – Printable Math Worksheets 

for Grade 7 – Math Blaster. Web. 19 July 2017. 

"Thai Coin Catalog." Thai - Coin Catalog - UCoin.net. Web. 19 July 2017. 

"Copper Nickel Alloy Price." Copper Nickel Alloy Price, Copper Nickel Alloy Price Suppliers and 

Manufacturers at Alibaba.com. Web. 19 July 2017.