Lesson Plans - Grade 7 Math

Grade 7   10-12-1999
1. HW Solve Problem.2. P64(2-5)summary..3. .................
4. .................5. .................6. .................

OBJECTIVE: Multiply decimals mentally by powers of ten (2-5, Pp64ff) ACTIVITIES:See pages 32 and 48. Students are to read the subject material and review the information on place value and powers and exponents. using this information, they are to write a presentation with a graphic on the meaning of the "Powers of Ten" NOTES: Final form - HOMEWORK: P66 Mid chapter review - odd numbered problems.

Grade 7   10-13-1999
1. HWP66 MidCh Rev..2. .................3. .................
4. .................5. .................6. .................

OBJECTIVE: Express numbers using scientific notation (2-6, Pp76ff); Introduce the notion of very small and very large numbers. ACTIVITIES: Relate the idea of scientific (or exponential) notation to large and small (and otherwise) numbers especially as they pertain to calculators and computers. Review the appropriate keys and symbols. NOTES: Calculator/computer enrichment work would be nice. HOMEWORK: P576(206) 1-18

Grade 7   10-14-1999
1. HW576(2-6) 1-8...2. SciNotation Quiz.3. P70(2-7a)........
4. .................5. .................6. .................

OBJECTIVE: Divide decimals using models(2-7a, Page 70) ACTIVITIES: Students are to use models to demonstrate the concept of decimal division. Complete the assigned activity. NOTES: It is important to emphasize that the instinct to look for a smaller answer might be inappropriate in this case - also that visualization will reqyuire a non-regimented approach. This will NOT be successful with all students. HOMEWORK: Model 0.72 ÷ 0.6

Grade 7   10-15-1999
1. HW DecDivideMod..2. .................3. .................
4. .................5. .................6. .................

OBJECTIVE: Divide decimals (2-7, Pp71ff) ACTIVITIES: Model the process for clearing the decimal in the divisor. Have the students set up problems p 73 17 to 22 using the standard division bracket (not ÷ ). Model the correct form on the board - be sure to check for translation from english to math. Divide students into groups of 4. Have them solve the set of problems 23 to 31 as a group (no calculators) and them post their answers. first group with correct answers has no homework. NOTES:Be sure to record/collect groups worksheets with last names! HOMEWORK: pP73 36-39 - Watch the equation format.

Canadian Soccer - to be posted October 11, 1999

I have a friend who coaches a high school soccer team in Canada. Of course I wrote to him about I Get A Kick Out Of Soccer! Here is the message he sent back:

Running laps is good conditioning, but I have my players run a "Double V" pattern instead. The Double V gives them additional practice with making quick turns while running down the field. You can see the pattern in my drawing. The players start at the southwest corner of the field, run to the top of the center line along a diagonal, then on to the southeast corner completing the first V. Next they run to the northeast corner and begin the second V. The second V takes them to the bottom of the center line and then on to the northwest corner. They finish off by sprinting back to the southwest corner.

My field has a length of 120 meters and a width of 80 meters. During each practice session the players run the Double V three times. Can you tell me how many kilometers each player runs?

This problem is a little more complicated because there are a few additional distances you need to calculate. Your explanation should include all the details of your solution. If you skip steps or just guess numbers you will not be given credit.

Bonus:
The team at my school ran 5 laps around a field measuring 75 yards by 115 yards. The team at my friend's school ran 3 Double V patterns on a field measuring 80 meters by 120 meters. Which team ran farther? State the difference between the two distances in metric units.