Fraction and Decimals

Unit 7
Fractions and Decimals
Grade 7
Lesson Outline
Big Picture
Students will:
explore fraction relationships;
develop an understanding of strategies related to addition and subtraction of fractions (proper, improper, and mixed);
explore multiplication of fractions through repeated addition;
explore division of whole numbers by simple fractions;
understand the percent/decimal/fraction relationship;
solve problems involving whole number percents, fractions, and decimals;
add, subtract, multiply, and divide decimals;
investigate experimental probabilities and compare to theoretical probabilities and independent events.
Day
Lesson Title
1 Fraction Puzzles
Adding Fractions
Math Learning Goals

Explore/review fractional parts of geometric shapes.
Order fractions.
Investigate adding fractions using manipulatives.
Adding Fractions with

Different
Denominators
Exploring Fractions
Using Relational Rods
Add fractions by connecting concrete to symbolic.

Recognize the need for and find equivalent fractions with
common denominators.
Explore fractions using relational rods.
Adding and
Subtracting Fractions
Using Relational Rods
Using Equivalent
Fractions
Adding and
Add and subtract fractions using relational rods.
Exploring Fractions
Further
Explore repeated addition of fractions and addition and

subtraction of mixed numbers.
Dividing Whole
Numbers by Fractions
Using Concrete
Materials
Divide whole numbers by simple fractions using concrete

materials, e.g., divide 3 by , using fraction strips.
10
Summative
Assessment
Demonstrate understanding of fractions and operations with

fractions on an open-ended, problem-solving task.
Develop strategies for subtracting fractions using equivalent

fractions with common denominators.
Add and subtract fractions.
Demonstrate understanding and skills while performing
operations with fractions.
Expectations
7m11, 7m15
CGE 3c, 5a, 5e
7m11
CGE 3b, 3c, 5a
7m11, 7m12
CGE 4b, 5e
7m24
CGE 3c, 4a
7m24
CGE 2c, 3b, 3c, 5e
7m24
CGE 4e, 5g
7m24
CGE 2b, 3c
7m24, 7m25
CGE 3b, 4f, 5a
7m18
7m11, 7m19,
7m24, 7m25
CGE 2b, 3c, 4f
TIPS4RM: Grade 7: Unit 7 Fractions and Decimals
Day
Lesson Title
11 Fractions and
Decimals
12
Decimals
13
Mental Math and

Decimals
14
15
Multiplying Decimals
Dividing Decimals
16
Solving Multi-Step
Problems Involving
Decimals
17
Summative
Assessment of
Decimals
18
Percent
19
Solving Percent
Problems with
Concrete Materials
Math Learning Goals

Explore the relationships between fractions and decimals.
Compare and order decimals to hundredths, using a variety of

tools, e.g., number lines, relational rods, base-ten materials,
calculators.
Determine whether a fraction or a decimal is the most appropriate
way to represent a given quantity, e.g., I would use a fraction to
express part of an hour, saying quarter hour instead of .25 of
an hour.
Add and subtract decimals.
Use a variety of mental strategies to add and subtract decimals,
e.g., use the distributive property.
Divide whole numbers by decimal numbers to hundredths using
concrete materials.
Multiply decimal numbers to thousandths by one-digit whole
numbers, using concrete materials, calculators, estimation, and
algorithms.
Solve problems involving the multiplication of decimal numbers.
Divide whole numbers by decimal numbers to hundredths, using
concrete materials, e.g., base-ten materials to divide 4 by 0.8.
Divide decimal numbers to thousandths by one-digit whole
numbers, using concrete materials, estimation, and algorithms,
e.g., estimate 16.75 3 as 18 3 ! 6, then calculate, predicting an
answer slightly less than 6.
Solve everyday problems involving division with decimals.
Solve multi-step problems involving whole numbers and
decimals.
Justify solutions using concrete materials, calculators, estimation,
and algorithms.
Use estimation when solving problems involving decimals to
judge the reasonableness of a solution, e.g., A book costs $18.49.
The salesperson tells you that the total price, including taxes, is
$22.37. How can you tell if the total price is reasonable without
using a calculator?
Demonstrate an understanding of decimals and operations with
decimals.
Expectations
7m15, 7m27
CGE 2c, 3c
7m11, 7m15, 7m23
CGE 2c, 3e
7m19, 7m23
CGE 3c, 4b
7m18, 7m20
CGE 3e, 4b
7m18, 7m20
CGE 3a, 3c
7m21, 7m22
CGE 2b, 3c
Investigate and represent the relationships among fractions,

7m15, 7m22, 7m27
decimals, and percents.
Identify common uses of percents, fractions, and decimals.
CGE 2b, 2c, 3e
Estimate percents visually, e.g., shade 60% of a rectangle, and
mentally, e.g., 3 out of 11 hockey players missed practice means
approximately 25% were absent.
Solve problems that involve determining whole-number percents, 7m28
using concrete materials, e.g., base-ten materials, 10 " 10 square.
CGE 2b, 2c, 3e
Day
Lesson Title
20 Finding the Percent of
a Number
21
Connecting Fractions
to Percent
22
23
Using Percent to Make

Comparisons
Using Percent to Find

the Whole
Math Learning Goals

Solve problems that involve determining the percent of a number,
e.g., CDs are on sale for 50% of the regular price. What is the sale
price of a $14.98 CD? Relate the percent to fraction and decimal
versions, e.g., The CD is half price.
Estimate to judge the reasonableness of the answer.
Solve problems that involve determining whole-number percents
with and without calculators.
Determine what percent one number is of another, e.g., 4 out of
16 shapes are hearts. What percent are hearts?
Connect this type of problem to converting a fraction to a percent,
e.g., 4 out of 16 =
= 25%.
Expectations
7m22, 7m28
Use percent to make comparisons, e.g.,
7m28
students won ribbons
CGE 3c, 3e
7m15, 7m28
CGE 3c, 3e
in one class and
won in the other class. Which had the better

CGE 3e
performance?
Pose and solve comparison problems using a calculator.
Calculate the size of the whole when a percentage of the whole is 7m27, 7m28, 7m84
known, e.g., 6 students in a class have juice for snack. If that is
20% of the class, how large is the class?
CGE 2b, 2c
Relate to probability e.g., if 20% of the students have juice, what
is the probability that a student chosen at random will have juice?
Term 3
24
Using Tables and Lists

to Determine
Outcomes
25
Probability
26
27
28
Designing Games and

Experiments
Making Predictions
Based on Probability
Tree Diagrams
Determine all possible outcomes of an event using a chart, table,

or systematic list, e.g., If you threw three coins simultaneously,
what are all the possible combinations of heads and tails?
Determine all possible sums when rolling two number cubes.
7m85
Distinguish between theoretical probability and experimental

probability.
Express probability as a fraction, decimal, and percent.
Calculate probability of specific outcomes using Day 24 charts
and tables, e.g., what is the probability of three coin flips being
HHH?
Understand the connections between percent and probability by:
# designing a fair game (each player has a 50% chance of
winning), e.g., Two players take turns rolling one numbered
cube. If the number is odd, player A scores a point. If the
number is even, player B scores a point.
# designing an experiment where the chance of a particular
outcome is 1 in 3, e.g., use a bag of 2 red and 4 green balls.
Make predictions about a population given a probability, e.g., if
the probability of catching a fish at the conservation is 30%, how
many students in our class of 28 will catch a fish, if we all go to
the conservation to fish?
Understand that two events are independent when one does not
affect the probability of the other, e.g., rolling a number cube,
then flipping a coin.
Determine all possible outcomes for two independent events by
completing tree diagrams, e.g., spinning a three-section spinner
two consecutive times; rolling a number cube, then spinning a
four-section spinner.
7m27, 7m85, 7m86
CGE 2c, 3e
CGE 3c, 3e
7m84
CGE 2c, 3c, 4b, 4c
7m84
CGE 3c, 3e
7m85
CGE 3c
Day
Lesson Title
29 Probability of a
Specific Event
30
Comparing Theoretical
and Experimental
Probability
31
Applications of
Probability in the
World
Math Learning Goals

Determine the probability of a specific outcome from two
independent events using tree diagrams, e.g., when flipping a coin
and then rolling a number cube, what is the probability of getting
a head and an even number?
Perform a simple probability experiment.
Compare theoretical probability with the results of the experiment
using both a small sample (individual student results) and a large
sample (the combined results from all students in the class).
Understand that probability results can be misleading if an
experiment has too few trials.
Examine everyday applications of probability, e.g., batting
averages, goalie statistics, weather forecasts, opinion polls.
Research and report on probabilities expressed in fraction,
decimal, and percent form.
Expectations
7m85
CGE 3a
7m86
CGE 2e, 3c
7m27, 7m83
CGE 3c, 4c, 4e, 4f
Unit 7: Day 1: Fraction Puzzles
Grade 7
Math Learning Goals

Explore/review fractional parts of geometric shapes.
Order fractions.
Materials
pattern blocks
overhead pattern
blocks
BLM 7.1.1, 7.1.2,
7.1.3, 7.1.4
2 or 3 large
imperial socket
wrench sets in
cases
Assessment
Opportunities
Minds On
Whole Class ! Solving a Problem

Students solve an area fraction puzzle:
With your pattern blocks build two different triangles each with an area that
is one-half green and one-half blue.
Students share their solutions, using the overhead pattern blocks.
Discuss whether rearranging the blocks makes the solution different.
Action!
Pairs ! Problem Solving

Students complete questions 1 to 5 on BLM 7.1.1, using pattern blocks. They
show the graphic solution, labelling each colour with the appropriate fraction
of the whole triangle (BLM 7.1.2).
Students complete questions 1 to 5 (BLM 7.1.3) individually. Pairs of
students take turns, completing question 6, using an imperial set of socket
wrenches.
Curriculum Expectations/Demonstration/Marking Scheme: Assess
students understanding of equivalent fractions and ordering fractions.
Consolidate
Debrief
Concept Practice
See Continuum and

Connections
Fractions in LMS
library.
Virtual pattern
blocks are available
at:
http://arcytech.org/ja
va/patterns/patterns
_j.shtml
Briefly review the
meaning of
parallelogram (blue
or beige block) and
trapezoid (red
block).
Some methods
students may use
include physical size
of each socket,
ordering of the
sockets could also
be accomplished
using equivalent
fractions, converting
to decimals, or
measuring in
millimetres.
Whole Class ! Sharing/Discussion

Pairs of students share their solutions to an area puzzle using the overhead
pattern blocks and explain how they know their solution is correct.
Discuss possible answers to question 5 on the student worksheet (BLM
7.1.1).
Several different pairs of students share their solutions, even if the solution is
merely another arrangement of the same pattern blocks. This allows more
students to be recognized and reinforces multiple solutions and explanations.
Discuss the various methods students used to solve the socket set problem.
Students explain why they placed a certain socket between two others.
Home Activity or Further Classroom Consolidation
Complete worksheet 7.1.4.
Provide a tangram
pattern.
7.1.1: Pattern Block Area Fraction Puzzles

Name:
Date:
Use pattern blocks to solve each of the area fraction puzzles below. Draw each solution on
pattern block paper. Label each colour with its fraction of the whole shape.
1. Build a parallelogram with an area that is
green,
green,
3. Build a trapezoid with an area that is
green and
blue, and
yellow,
red.
red, and
blue.
red.
4. Rebuild each of the puzzles above in a different way.

5. Explain why it is not possible to build a parallelogram with an area that is one-half yellow,
one-third green, and one-quarter blue.
Pattern Block Area Fraction Puzzles

Name:
Date:
Use pattern blocks to solve each of the area fraction puzzles below. Draw each solution on
pattern block paper. Label each colour with its fraction of the whole shape.
green,
green,
3. Build a trapezoid with an area that is
green and
blue, and
yellow,
red
red, and
blue.
red.
4. Rebuild each of the puzzles above in a different way.

5. Explain why it is not possible to build a parallelogram with an area that is one-half yellow,
one-third green, and one-quarter blue.
7.1.2: Pattern Block Paper
7.1.3: Socket to You!

Name:
Date:
1.
is an equivalent fraction for
. Write two more equivalent fractions for
2. Write two equivalent fractions for
3. Circle which is larger:
4. Circle which is smaller:
.! ! Explain how you know.
or
or
. ! ! Explain how you know.
5. Circle the fraction that fits between
and
. Verify your answer using a method of your
choice.
6. Often mechanics use socket wrench sets with openings measured in fractions of an inch.
These fractions are stamped on the fronts of the sockets.
Arrange the sockets from smallest to largest.
Explain how you decided on the order you chose.
Check by placing the sockets in the case.
7.1.4: Area with Tangrams

Name:
Date:
1. Use your tangram pieces to complete the table. Consider the area
of D to be one square unit.
Tangram
Piece
A
Calculated Area of
Tangram Piece
Fraction of the Entire Set

(by Area)
B
C
D
1 unit 2
E
F
G
2. What fraction of part D is E?
3. What fraction of part A is C?
4. What fraction of part B is C?
5. If the area of C is 4 cm2, find the area of each of the other parts.
6. If the area of F is 3 cm2, find the area of each of the other parts.
Calculated Area
Calculated Area
A
B
C
4 cm 2
D
E
F
3 cm 2
Unit 7: Day 2: Adding Fractions
Grade 7
Math Learning Goals

Investigate combinations of fractions using manipulatives.
Materials
pattern blocks
overhead pattern
blocks
BLM 7.2.1
Assessment
Opportunities
Minds On
Whole Class ! Introducing Problems

Using pattern blocks, students show that
. Several students share
their methods.
Students show that
and share which pattern block they chose to
represent one whole.

Demonstrate the use of different pattern blocks to represent one whole.
Action!
Pairs ! Exploration
Students answer several questions involving combining fractions that can be
modelled with pattern blocks. For example,
.
Students explain each solution, and identify which pattern block they used to
represent the whole.
Consolidate
Debrief

Students demonstrate their strategies to add fractions using overhead pattern
blocks.
Discuss the idea of equivalent fractions with common denominators as it
relates to the pattern blocks, e.g., using smaller blocks helps to combine
fractions with different denominators.
For example, to add
, students may choose to use the hexagon as the
one whole. They would use the trapezoid to represent

represent
One way: Using the

hexagon as one
whole, the triangle
can be one-sixth,
three triangles (or
the trapezoid) can
be one-half, and
together they form
four-sixths (twothirds).
Fractions, both
proper and
improper, that have
denominators of 2,
3, or 6 work well
with pattern blocks.
As students explore
and discuss they
gain a deeper
understanding of
equivalent fractions
and of the algorithm
for determining a
common
denominator.
and five triangles to
. To combine the fractions, students need to express the answer in
triangles (one whole and two triangles, or one- and two-sixths, which can be
simplified to one and one-third using the blue rhombi).
Students should use a variety of methods to determine the common
denominator.
Curriculum Expectations/Demonstration/Checklist: Assess students
ability to add fractions using manipulatives.
Concept Practice

Complete the worksheet, Combining Fractions (7.2.1).
For virtual pattern

blocks and related
activities see:
http://math.rice.edu/
~lanius/Patterns/
10
7.2.1: Combining Fractions

Name:
Date:
Use pattern blocks to solve each problem. Record your solutions on the pattern block paper.
Include the symbolic fractions as well as the drawings.
1. Show that:
a)
b)
2. Add
and
3. Add
c)
4. Show three different ways of adding three fractions to get two wholes.
5. Show that
is less than 1. How much less than 1 is this sum?
Combining Fractions
Name:
Date:
Use pattern blocks to solve each problem. Record your solutions on the pattern block paper.
Include the symbolic fractions as well as the drawings.
1. Show that:
a)
b)
2. Add
and
3. Add
c)
4. Show three different ways of adding three fractions to get two wholes.
5. Show that
is less than 1. How much less than 1 is this sum?
11
Unit 7: Day 3: Adding Fractions with Different Denominators
Grade 7
Math Learning Goals

Add fractions by connecting concrete to symbolic.
Recognize the need for and find equivalent fractions with common
denominators.
Materials
BLM 7.3.1, 7.3.2
pattern blocks
Assessment
Opportunities
Minds On
Whole Class ! Teacher Directed Instruction

Some students share their solutions to question 3 from the previous days
Home Activity (
) using overhead pattern blocks.
Record the symbolic form of each solution, i.e., the fractions. Discuss how to
get the solution without using pattern blocks.
Through questioning, students consider the use of equivalent fractions with a
common denominator, in this case, 6. They may determine the common
denominator in different ways.
Action!
1 whole
Pairs ! Think/Pair/Share
Students think individually about solving each of the questions from the
Home Activity, Day 2, using equivalent fractions with a common
denominator. Then with a partner, they discuss their strategies for finding
equivalent fractions with a common denominator. Pairs share their strategies
with a small group and/or the whole class.
Curriculum Expectations/Observation/Checklist: Assess students
understanding of addition of fractions with common denominators.
Consolidate
Debrief
Differentiated
Concept Practice
Whole Class ! Note Making

Create a note together that outlines the process for adding fractions using
equivalent fractions with a common denominator. Include the multiples
method of finding common denominators.
Students determine the steps to follow in the process.
Students work independently on differentiated practice, based on the
teachers observations in Action (see BLM 7.3.1, 7.3.2).

Complete the worksheet, Adding Fractions with Different Denominators, and
the practice questions.
BLM 7.3.2 shows

scaffolding.
Provide student with

appropriate practice
questions.
12
7.3.1: Adding Fractions with Different Denominators

Name:
Date:
1. Use multiples to find three common denominators for the following pair of fractions:
Multiples of 2:
Multiples of 8:
My three common denominators are _______, _______, and ______.
2. Find a common denominator for the following fraction pairs:
a)
b)
Common denominator: ___________
Common denominator: ___________
Rewrite each pair with a common denominator using equivalent fractions.
3. Rewrite each of the following expressions using equivalent fractions with a common
denominator. Add the fractions.
a)
b)
c)
13
7.3.2: Adding Fractions with Different Denominators

Name:
Date:
1. Use multiples to find two common denominators for the following pair of fractions.
Multiples of 2: 2, 4, ___, ___, ___, ___, ___, ___, ___, ___, ___
Multiples of 8: 8, 16, ___, ___, ___, ___, ___, ___, ___, ___
My two common denominators are _______ and _______.
2. Find a common denominator for the following fraction pairs.

a)
b)
4: 4, ___, ___, ___, ___, ___, ___, ___
5: ___, ___, ___, ___, ___, ___, ___
3: 3, ___, ___, ___, ___, ___, ___, ___
8: ___, ___, ___, ___, ___, ___, ___
Common denominator: ________
Common denominator: ________
3. Rewrite the following expression using equivalent fractions with a common denominator.
Add the fractions.
3: ___, ___, ___, ___, ___, ___, ___
a)
5: ___, ___, ___, ___, ___, ___, ___
b)
14
Unit 7: Day 4: Exploring Fractions Using Relational Rods
Grade 7
Math Learning Goals

Explore fractions using relational rods.
Materials
overhead
relational rods
sets of relational
rods
BLM 7.4.1, 7.4.2,
7.4.3
Assessment
Opportunities
Minds On
Whole Class ! Introducing the Problem

As pairs of students follow along with their own sets of relational rods, place
the blue and black overhead relational rods together to form one whole
(BLM 7.4.2). Students decide how they would determine the value of a
particular coloured rod in relation to this blue-black whole.
Invite a student to demonstrate that the brown rod (8 units) is one-half of the
blue-black whole (16 units).
Repeat with the dark green rod. Students determine the fractional value of the
dark green rod in relation to the blue-black whole. Write this relation as a
fraction (
).
Guide their thinking with questions:
What rod(s) may represent one unit for this whole?
How many units is the dark green rod? Students use other rods to determine
equivalent fractions in lowest terms.
Action!
If students have not

worked with
relational rods
before, some time
should be allocated
to exploration. They
may benefit from
some discussion of
unit in the rods.
If sets of relational
rods are not readily
available, use
BLM 7.4.1.
Pairs ! Exploration
Students explore the fractional value of each of the relational rods relative to
the blue-black whole.
Students organize their work in a table to clearly show how they have
determined the fractional value of all of the coloured rods in relation to the
blue-black whole and their relationships to each other (fractions less than one
only). See BLM 7.4.3.
Curriculum Expectations/Observation/Mental Note: Assess students
understanding of equivalent fractions.
Consolidate
Debrief
Concept Practice

Students share the reasoning they used to determine the fractional value for
each coloured rod in relation to the blue-black whole and to each other.
Several different pairs share their strategies.
Pairs share their methods for organizing the information to show the
relationships among the rods.

Complete practice questions.
Provide students
with appropriate
practice questions.
15
7.4.1: Template for Relational Rods

Teachers may want to print
the coloured rods on acetate
and cut them apart to use on
the overhead transparency.
Students can colour the

rods as indicated and cut
them apart to make their
own set of relational rods.
16
7.4.2: Relational Rods as a Fraction of One Blue-Black Whole

Name:
Date:
Write the value of each coloured rod as a fraction of the blue-black rod. Simplify any fraction
that is not in lowest terms.
17
7.4.3: Fractions Using Relational Rods
18
Unit 7: Day 5: Adding and Subtracting Fractions Using Relational Rods

Math Learning Goals
Add and subtract fractions using relational rods.
Grade 7
Materials
sets of relational
rods
BLM 7.5.1
Assessment
Opportunities
Minds On
Whole Class ! Review

Discuss strategies that different students used for expressing one rod as a
fraction of another.
Action!
Pairs ! Game
Play one game as a whole class.
Students work with the relational rods to create and complete addition and
subtraction problems (BLM 7.5.1).
They use various strategies to prove that their statement is correct
modelling with the rods, using symbolic manipulation and equivalent
fractions, using a calculator.
This would allow for

some reinforcement
of appropriate
language and
problem-solving
skills.
Curriculum Expectations/Demonstration/Anecdotal Note: Assess

students ability to add and subtract fractions, using relational rods and
equivalent fractions.
Consolidate
Debrief
Application
Reflection
Exploration
Whole Class ! Discussion

Each pair of students shares one addition or subtraction expression they
created for the class to solve.
Discuss students strategies for solving, e.g., using rods, mentally, finding
equivalent fractions with a common denominator.

Create a new game that would require the use of relational rods to add or
subtract fractions, e.g., purple-brown whole.
OR
Create a new whole based on two or more rods combined (not blue-black).
Find the fractional value that each rod is of the whole.
OR
Complete the practice questions about determining equivalent fractions.
Assign these tasks

to specific groups of
students based on
their skill levels.
Provide students
with appropriate
practice questions
involving equivalent
fractions.
19
7.5.1: Fraction Game with Relational Rods

Name:
Date:
Work with a partner.

Use the worksheet 7.4.2: Relational Rods as a Fraction of One Blue-Black Whole to help you
with the fractional value of each rod.
1. One partner randomly selects 5 rods from the set and lays them out on the table. The other
partner chooses from these, 2 rods to add and subtract.
2. Individually, create two addition-of-fractions equations and two subtraction-of-fractions
equations using the rods. Record your equations using the colours as well as the fractional
values in terms of the blue-black rod.
For example,
Addition
dark green
blue-black
Use equivalent fractions to reduce to:

blue-black
+
purple
orange
blue-black
blue-black
blue-black
blue-black
Subtraction
orange
blue-black
#
#
purple
dark green
blue-black
blue-black,
blue-black
blue-black
Use equivalent fractions to reduce to:

blue-black
3. Compare your two sets of equations.

For each equation hat is common, check the answer using another method. If it is
correct award your team 2 points.
For each equation that is different, explain your solution to your partner. When you agree
on the correct equation, check the answer. If it is correct, award you team 1 point.
No points are awarded for incorrect equations.
4. Record each persons score for that round.
5. For each round, take turns, randomly selecting 5 rods from the set.
6. Play continues until one person reaches 20 points.
20
Unit 7: Day 6: Subtracting Fractions Using Equivalent Fractions
Grade 7
Math Learning Goals

Develop rules for subtracting fractions using equivalent fractions with
common denominators.
Add and subtract fractions.
Materials
BLM 7.6.1, 7.6.2
relational rods
pattern blocks
Assessment
Opportunities
Minds On
Whole Class ! Game

Play the concentration game with the class (BLM 7.6.1, 7.6.2).
Action!
Whole Class ! Note making

Students summarize their understanding of subtracting fractions using
equivalent fractions with a common denominator.
Work together to pose questions, create examples related to the questions, and
work the examples. Students add to their notes. Highlight different methods
that students have developed for determining equivalent fractions and for
subtracting fractions.
Students develop the steps in the process, including as much detail as they
require.
Consolidate
Debrief
Individual ! Practice
Students work independently to add and subtract fractions by completing
assigned questions. Make manipulatives available.
Consider including
visual
representations of
the fractions on the
game board, e.g.,
coloured rods,
pattern blocks.
Alternatives to this
whole-class activity
include working in
pairs or small
groups or creating
poster notes. Make
manipulatives
available.
Curriculum Expectations/Quiz/Marking Scheme: Assess students ability

to add and subtract fractions, using a variety of tools.
Application
Concept Practice
Reflection
Skill Drill

Complete the practice questions.
OR
Create a card game based on fractions.
Provide students
with appropriate
practice questions.
21
7.6.1: A Concentration Game (Teacher)
22
7.6.2: Instructions for the Concentration Game (Teacher)

This game can be used to introduce a topic or to help students consolidate a concept.
Choose only one concept for each game.
For example:
equivalent fractions
fractions in simplest form
converting between fractions and decimals, decimals and percent, or fractions and percent
converting between mixed numbers and improper fractions
To prepare the game:
Randomly write eight fractions in different boxes on an acetate copy of the game board. In the
remaining eight boxes, write the match to the original eight. Cut out and number 16 paper
squares to hide the contents of each box as the game is projected on the overhead screen.
Label the blank squares that you use to cover the boxes.
To play the game:
The class forms two teams. A student from the starting team requests that two boxes be
uncovered. The student tells if there is a match. If the two items revealed match, the team gets
a point. If not, the boxes are covered again and a student from the next team gets a turn. Play
continues until all matches have been found.
Note: Students can work in pairs to quietly discuss the correctness of the match. This may also
reduce self-consciousness for some students.
Alternate playing suggestions:
If a team makes a match, they get another turn.
All students must have at least one turn before anyone can take a second turn.
To prevent students from automatically saying that everything revealed is matching, the
team loses a point if a student declares an incorrect match.
23
Unit 7: Day 7: Adding and Subtracting Fractions
Grade 7
Math Learning Skills

Demonstrate understanding and skills while performing operations with
fractions.
Materials
BLM 7.7.1, 7.7.2
Assessment
Opportunities
Minds On
Whole Class ! Review/Four Corners

Students go to the corner where the question they are most interested in
discussing is posted, e.g., adding fractions, subtracting fractions, equivalent
fractions, using manipulatives to understand fractions. In this corner students
discuss their understanding. Visit each corner and ask relevant questions and
redirect the discussion, as needed.
Action!
Individual ! Applying Understanding

Students work independently to complete the Fraction Flag task (BLM 7.7.1).
Students may measure using a ruler or use manipulatives to cover the area.
They may use any of the manipulative materials they have been using to add
and subtract fractions, if they choose.
For some students, the flag could be superimposed on grid paper (or grid
paper on acetate could be used) to provide an additional option for counting
squares to determine area.
Refer to Think
Literacy:
Mathematics,
Grades 79,
pp. 106109.
Curriculum Expectations/Application/Checkbric: Assess students ability

to apply their understanding of fractions.
Consolidate
Debrief
Exploration
Reflection
Whole Class ! Sharing

Students share their strategies for completing the task.

Create your own flag using fractional sections. Include solutions.
See BLM 7.7.2.

Post flags in the
classroom.
24
7.7.1: Fraction Flag

Name:
Date:
The flag to the right was designed with four colours.

1. Determine the fraction of the flag that is:
a. Orange
b. Blue
c. Yellow
d. Green
2. What fraction of the flag is not green?

Explain your reasoning.
3. How much more of the flag is orange than blue? Show all of your work.
25
7.7.2: Create Your Own Fraction Flag

_____________s Fraction Flag
Date: __________________
Note: Your flag must have at least 8 sections and use only straight lines.
You must include orange, blue, yellow, and green.
Identify what fraction of the whole flag is represented by each colour?
orange = ________
blue = ________
yellow = ________
green = ________
26
Unit 7: Day 8: Exploring Fractions Further
Grade 7
Math Learning Goals

Explore repeated addition of fractions and addition and subtraction of mixed
numbers.
Materials
BLM 7.8.1, 7.8.2
overhead
manipulatives
Assessment
Opportunities
Minds On
Whole Class ! Introducing the Problems

Identify and describe types of fractions and operations with fractions that
have not been addressed (mixed numbers, multiplication and division of
fractions, etc.). Focus on mixed fractions. Students can build the fractions
with manipulatives, as well as represent them symbolically.
Action!
Pairs ! Exploration
Students develop solutions for the various fraction problems (BLM 7.8.1).
Students can use manipulatives of their choice.
Problem Solving/Application/Checklist: Assess students ability to solve
problems involving the addition and subtraction of fractions.
Consolidate
Debrief

Students share the strategies they used to solve the problems, providing a
complete explanation of how they attempted the solution and how they can
prove their solution is correct.
Record the different methods students used and lead them to see that there is
more than one valid strategy, e.g.,
is the same as
Have manipulatives
available for
students to use to
add and subtract
mixed fractions.
Students should
consult with their
partner before they
ask for assistance.
Have overhead
manipulatives
available.
Application
Concept Practice

Complete worksheet 7.8.2, Food Fractions.
27
7.8.1: Fraction Party Problems

Solve the following problems involving fractions. Show or explain your strategies.
1. A recipe for Pink Party Punch calls for
and
cups of raspberry juice,
cups of ginger ale,
cups of raspberry sherbet. How many cups of punch will the recipe make?
2. Sam filled 6 glasses with
L of juice in each glass. How many litres of juice did he use?
3. Xia has 16 metres of rope. She cuts off
of the rope to use as a skipping rope for a party
activity. How long is Xias skipping rope?
4. Tyson cut some bagels in half and some apples into eighths. At the end of the party, there
were 5 pieces of bagel and 11 slices of apple left. How many bagels and how many apples
were not eaten?
28
7.8.2: Food Fractions

Solve the following problems involving food and fractions. Show and/or explain the strategies
you used.
1. Three people shared a mega nutrition bar.
Which of the following statements are possible? Explain your reasoning.
a. Greg ate
of the bar, Gursharan ate,
and Mo ate
b. Greg ate
of the bar, Gursharan ate
, and Mo ate
c. Greg ate
, and Mo ate
d. Greg ate
, and Mo ate
2. Ms. Legume wants to use
of her garden for lettuce and
for beans.
What fraction of the garden does she have left for each of her carrots and her peas if they
both are to get the same amount of space?
29
Unit 7: Day 9: Dividing Whole Numbers by Fractions Using Concrete

Materials
Math Learning Goals
Divide whole numbers by simple fractions using concrete materials, e.g., divide 3
by
, using fraction strips.
Grade 7
Materials
Fraction strips
Linking cubes
Relational Rods
Ruler
Graph paper
BLM 7.9.1
BLM 7.9.2
Assessment (A) and DI (D)

Opportunities
Minds On
Whole Class & Pairs ! Solving a Problem

Pose the following questions related to division and have students solve
questions in pairs using manipulatives.
4 2=
4
=
6 3=
6
=
6
=
Encourage students to solve questions in a variety of ways and be prepared to
explain their thinking / reasoning.
Students share their solutions, using the blackboard or overhead.
Discuss the different representations (numerical, graphical, concrete
materials) of student solutions.
Action!
Whole Class & Pairs ! Create a Problem & Gallery Walk

As a class discuss and list the various real-life examples and applications of
dividing whole numbers by fractions.
In pairs, students will use BLM 7.9.1 to create and solve a realistic problem
(division of whole numbers by fractions) and represent their solution in 2
ways (manipulatives, pictures, numbers, etc.)
Students do a gallery walk (walk around and observe various questions and
solutions).
Typical student
misconception:
4
=2
Suggest translating this

into words: How many
halves are there in four
OR
show 4 circles each cut
in half. Count the
halves to show the
answer of 8.
When dividing whole

numbers by whole
numbers the answer
gets smaller
BUT when dividing
whole numbers by
fractions (smaller than
1) the answer gets
larger.
Students complete the reflection part of BLM 7.9.1.
Consolidate
Debrief

students understanding of dividing whole numbers by simple fractions.
Briefly discuss the observations of the students during the gallery walk
(context of questions, representations used, any number solutions, etc.).
Have several different students share their problems and solutions.
Discuss and list the various representations students used to solve their
problems.
Complete worksheet 7.9.2.
Application
Concept Practice
All activities are

assessment for learning
through discussion and
student work.
Use various
representations
Watch a 4 minute
video on dividing
fractions for a step-bystep how-to using
algorithms:
http://www.mathplaygr
ound.com/howto_divid
e_fractions.html
30
7.9.1: Dividing Whole Numbers by Fractions
Grade 7
Problem:
Representation 1:
Representation 2:
What did you learn or notice during your gallery walk?
31

Name: _________________________
Grade 7
Date:_____________
1.
How many quarters are in a roll of quarters ($10.00)? Explain.
2.
For a class party, the teacher buys 3 bottles of 2 L pop. Each cup holds
L. Will the
teacher have enough pop to fill 33 cups full?
3.
It takes Mason
4.
Complete the chart below showing division of whole numbers by fractions.

Whole
of an hour to walk 4.6 km. How far can he walk in 1 hour?
Fraction
Quotient
Diagram
10
32

Solutions
Grade 7
1. How many quarters are in a roll of quarters ($10.00)?
$10
= 40 OR
$1
= 4 and 4 x 10 = 40
OR Draw 40 quarters OR
2. For a class party, the teacher buys 3 bottles of 2 L pop. Each cup holds
L. Will the teacher
have enough pop to fill 33 cups full?
With 3 bottles, there are 6 L total. 6
= 30. Each 1
= 5. (Each whole can be
partitioned into 5 fifths.) Therefore 6 wholes can be partitioned into 30 fifths.

Therefore, the teacher will not have enough pop to fill 33 cups full.
3. It takes Mason
In
of an hour to walk 4.6 km. How far can he walk in 1 hour?
hour, Mason walks 2.3 km (
2=
and 4.6 km 2 = 2.3 km.) Therefore in
of an hour (or 1 whole hour), Mason can walk 6.9 km (
X 3 = and 2.3 km X 3 = 6.9 km).
*Note* This calculation is really inverting and multiplying but by first finding the unit
part ( ) and then the whole, the student is able to see why this works.
h
km
2.3 km
4.6 km
6.9 km
4. Complete the chart below showing division of whole numbers by fractions.

Whole
Fraction
Answer
16
10
Diagram
33
Unit 7: Day 10: Summative Assessment
Grade 7
Math Learning Goals

Demonstrate an understanding of fractions and operations with fractions on
an open-ended, problem-solving task
Materials
BLM 7.10.1

Opportunities
Minds On
Small Group ! Placemat Activity

Have small groups of students use a Placemat organizer to solve one of the
sample problems below.
Prompt students to write their full solution to the problem, including an
explanation of their thinking and strategy used
In the centre of the placemat, each group writes a model solution to their
problem
Sample Problems
divide 10 chocolate bars into quarters
add 1
cup +
cup
pour
a student has already run
out of a pail of water that is only

of a lap in a 3
full
lap race how many laps
Refer to Think
Literacy:
Mathematics,
Gr. 7-9, pp. 102-104
Consider making
homogeneous
student groupings
for the Placemat
activity
Consider having
different groups
solve different
problems
remain?
hour on computer,
hour watching TV,
hour playing video
games what is total screen time?
Action!
Consolidate
Debrief
As a whole class, discuss similarities, common misconceptions and possible

strategies to solve problems with fractions.
Individual ! Assessment Task
Students work independently to complete BLM 7.10.1

Discuss any questions that arise during the independent work period.
Curriculum Expectations/Quiz/Marking Scheme: Assess students ability to
solve problems involving operations with fractions, using a variety of tools.
Differentiated
Exploration
Reflection

After individual work has been assessed, teacher should select a variety of
solutions to highlight a range of solutions to share through congress or
Bansho. Students look for similarities in solutions, reflect on their solution
and identify strategies to improve/clarify.
34
7.10.1: Operations with Fractions

Summative Assessment
Grade 7
You have been asked by your principal to help re-design a new eco yard at your school. The yard will
have to include the following sections:
of the yard will be a flower and vegetable garden
of the yard will be used for a creative play space with trees and shrubbery
of the yard will be used for open field space for soccer, football, etc.
The remainder of the yard will be used for basketball nets and 4-square.
1. Determine the total fraction of the yard used for garden, creative play and open field.
Explain your thinking.
Show your work and explain your thinking.
Final Answer:
2. The principal wants to know if there will be
of the yard left over for basketball and
4-square. Show your calculations and draw a diagram that explains your answer to
the principal.
SCHOOL YARD
Explanation
35

Summative Assessment (Continued)
Grade 7
3. In the part of the yard used for basketball and 4-square, the area of each basketball
court is twice as big as each 4-square court.
a) The principal wants two basketball courts and four 4-square courts in this part of the yard. What
fraction of this part of the yard would be taken up by one 4-square court?
Final Answer:
b)
What fraction of the entire yard would each 4-square court be? Explain the strategy you used to
calculate the answer.
Final Answer:
4. The area of the creative play space will only be used by the primary students. The
2
total area of the yard is 800 m . Calculate the area of the yard that will be used by
junior and intermediate students.
Final Answer:
36

Summative Assessment Solutions
Grade 7
You have been asked by your principal to help re-design a new eco yard at your school. The yard will
have to include the following sections:
of the yard will be a flower and vegetable garden
of the yard will be used for a creative play space with trees and shrubbery
of the yard will be used for open field space for soccer, football, etc.
The remainder of the yard will be used for basketball nets and 4-square.
1. Calculate the total fraction of the yard used for garden, creative play and open field.
+
Students could also draw a diagram.

Final Answer:
The total fraction of the yard used for garden, creative play & open field is
2. The principal wants to know if there will be
of the yard left over for basketball and
4-square. Show your calculations and draw a diagram that explains your answer to
the principal.
This diagram represents the schoolyard divided
into 12ths:
+
Because 1/3 of the yard would be 4/12, and only

3/12 is left over, there is only
of the yard left
for basketball and 4-square.
37

Summative Assessment Solutions
Grade 7
3. In the part of the yard used for basketball and 4-square, the area of each basketball
court is twice as big as each 4-square court.
c) The principal wants two basketball courts and four 4-square courts in this part of the yard. What
fraction of this part of the yard would be taken up by one 4-square court?
Each basketball court takes up
of the
space. Because the basketball courts

are twice as big as the 4-square court,
each 4-square court would represent 1/8
of this part of the yard.
d)
What fraction of the entire yard would each 4-square court be? Explain the strategy you used to
calculate the answer.
Explain your thinking

Each 4-square court is
of
of the entire yard. This means that there are
8 x 4 = 32 areas the same size as one 4-square court. Therefore each 4-square court
represents 1/32 of the entire yard.
Final Answer: 1/32 of the entire yard
4. The area of the creative play space will only be used by the primary students. The
2
total area of the yard is 800 m . Calculate the area of the yard that will be used by
junior and intermediate students.
The primary students will use ! of the
yard. This leaves " for the junior and
intermediate students.
2
Each quarter represents 200 m of the

yard. Three of these sections would be
2
600 m .
38
Unit 7: Day 11: Fractions and Decimals
Grade 7
Math Learning Goals

Explore the relationship between fractions and decimals.
Materials
BLM 7.11.1,
7.11.2
Assessment
Opportunities
Minds On
Whole Class ! Review and Introduce New Problem

Ask students to think of any two fractions that are really close. Record a
few of their suggestions on the board.
Challenge them to choose one pair of fractions from the board and to find two
numbers that are between the two listed. Ask what types of numbers they
might use to solve this problem. Identify that they could use fractions or
decimals.
Action!

Students find two numbers between one pair of fractions listed on the board.
Pairs develop their own strategies and methods independently, share their
solutions to the problem, and their reasoning in finding the two numbers. If
they use decimals, they should make the connection to fractions.
Communicating/Observation/Anecdotal Note: Assess students ability to
communicate their thinking using correct mathematical language.
Two methods to
change a fraction to
a decimal on a
calculator are:
divide the
numerator by the
denominator
enter the fraction
using the fraction
key (
), press
ENTER, then
press the fraction
key again
Consolidate
Debrief

Some discussion around the connection between fractions and decimals and
how to use a calculator to convert fractions to decimals would be useful.
Include number systems, common relationships that students are familiar
with, and applications/appropriateness of each in daily contexts.
The definition of
multiple may need to
be reviewed with
students.
Pairs ! Practice
Reinforce understanding of the fraction-decimal relationship (BLM 7.11.1).
Concept Practice
Exploration
Reflection

Create three determine-the-decimal questions. Each one should have either
two or three clues and all the clues should be needed to determine the
decimal.
Complete the practice questions.
Provide students
with appropriate
practice questions
for exploring the
relationship of
fractions to
decimals.
39
7.11.1: Determine the Decimal

Determine the mystery decimal number from the clues listed.
1. The decimal is
Clue #1: greater than

Clue #2: less than
Clue #3: a multiple of
2. The decimal is
Clue #1: between
and

Clue #3: a multiple of 0.11
3. The decimal is

Clue #2: between 2 and 3
4. The decimal is
Clue #1: less than

5. The decimal is

Clue #3: less than 1
6. The decimal is
Clue #1: between
and
Clue #2: closer to
than to one-half

7. The decimal is
Clue #1: multiple of

Clue #2: closer to 6 than to 3.5
Clue #3: not a whole number
40
7.11.2: Determine the Decimal Answers (Teacher)

Determine the mystery decimal number from the clues listed.
1. The decimal is
(0.15)

Clue #2: less than
2. The decimal is
(0.55)
Clue #1: between
and

3. The decimal is
(2.25)
4. The decimal is
(0.85)

Clue #2: between 2 and 3
Clue #1: less than
5. The decimal is
(0.88)

Clue #3: less than 1
6. The decimal is
(0.3)
Clue #1: between
and
Clue #2: closer to
than to one-half

7. The decimal is
(5.5)
Clue #1: multiple of

Clue #2: closer to 6 than to 3.5
Clue #3: not a whole number
41
Unit 7: Day 12: Decimals
Grade 7
Math Learning Goals

Compare and order decimals to hundredths, using a variety of tools, e.g.,
number lines, base-ten materials, calculators.
Determine whether a fraction or a decimal is the most appropriate way to
represent a given quantity, e.g., I would use a fraction to express part of an
hour, saying quarter hour instead of .25 of an hour.
Add and subtract decimals.
Materials
BLM 7.12.1
BLM 7.12.2
Number lines
Base-ten blocks
Calculators
10 x 10 grid

Opportunities
Minds On

Discuss and identify the connection between fractions and decimals from Lesson 11
and have students individually list real-life examples that use fractions and decimals.
Discuss whether the fraction or decimal notation is the most appropriate way to
represent a given quantity depending on the situation.
i.e., a measuring cup is in fractions but monetary value is usually in decimals
Have students label their list (F for fraction or D for decimal).
As a class, quickly discuss any problems that students faced (i.e., a quarter is the same
as $.25 and both are used in different scenarios).
Write 3 decimals on the board between 0 and 2 using tenths and hundredths
(e.g., 0.4, 0.35 and 1.25).
Have pairs of students represent one of these numbers using various manipulatives
(number line, base-ten blocks, 10x10 grid).
Order these decimals on the board (possibly reviewing place value up to hundredths if
needed).
Action!
Whole Class ! Activity

Have students make up a decimal between 0 and 2 and write it on a small piece of
scrap paper. Students will stand up and place themselves in order around the outside
of the room.
Once they are in order, have students call out their numbers.
Decide as a class whether everybody is in the correct order. Discuss a few examples
on the board and/or using manipulatives to clarify any difficulties or misconceptions.
Complete BLM 7.12.1 in pairs to consolidate these concepts. To clarify hard and
easy, the teacher could provide some criteria. E.g., easy means comparing up to 3
decimals, or the decimals are all written with the same place value i.e. hundredths.
Hard could mean that at least 4 decimals are compared and/or decimals are written
using different place values.
This lesson
reinforces students
experience from the
junior grades with
decimals.
Encourage use of
manipulatives (baseten blocks and 10 x
10 grids) or use
Gizmos: Ordering
Fractions and
Decimals
Choice of decimal in
activity allows for
students to choose
decimals that are
appropriate for them
(e.g., 0.5 or 1.31).
Teacher Note:
You may choose to
do the same
ordering activity
including a choice of
fractions or decimals
to extend and
connect these
concepts further.
Curriculum Expectations/Demonstration/Marking scheme: Assess students

understanding of comparing and ordering decimals as well as adding and subtracting
decimals.
Consolidate
Debrief

Have students share strategies to represent, compare and order decimals as well as add
and subtract decimals.
Take up activity BLM 7.12.1 as a class and discuss any difficulties with the activity
have pairs of students explain their reasoning. Share part E from handout where
students created their own problems.

Concept Practice
Complete BLM 7.12.2
42
7.12.1: Decimals
Grade 7
Name:
Date:
1. Four students ran a 200m race. They each ran in a heat and in the finals. The times for the
two races were as follows:
Student
A
B
Heat Time
25.34 s
26.12 s
Final Time
25.29 s
25.13 s
C
D
25.89 s
25.45 s
25.45 s
25.01 s
A. In the Final race what place did each runner finish in?
B. Place the final running times for each runner on the number line below.
25
26
C. If the winner was decided by adding the heat time to the final time, which student would win
the race? Did they finish in the same order compared to the final? Show your work.
43
7.12.1: Decimals (Continued)
Grade 7
D. Which student showed the most improvement in their times from the heat to the final race?
Show your work.
E. Make up two problems using decimals. One problem has to be easy and the other problem
must be difficult. Solve each of your problems.
Problem One
Problem Two
Solution One
Solution Two
44
7.12.1: Decimals Solutions
Grade 7
Name:
Date:
1. Four students ran a 200m race. They each ran in a heat and in the finals. The times for the
two races were as follows:
Student
A
B
Heat Time
25.34 s
26.12 s
Final Time
25.29 s
25.13 s
C
D
25.83 s
25.45 s
25.45 s
25.01 s
A. What place did each runner finish in the final race?

Student A - first
Student B - fourth
Student C - third
Student D - second
B. Order the final running times from least to greatest on a number line.
25.01 s 25.13 s
25.29 s
25
25.45 s
25.50
26
C. If the winner was decided by adding the heat time to the final time which student would win
the race? Did they finish in the same order compared to the final? Show your work.
Student A
25.34 s
+ 25.29 s
50.63 s
Student B
26.12 s
+ 25.13 s
51.25 s
Student C
25.83 s
+ 25.45 s
51.28 s
Student D
25.45 s
+ 25.01 s
51.46 s
Student A still came first, but Student B came second instead of fourth.
45
7.12.1: Decimals Solutions (Continued)
Grade 7
D. Which student showed the most improvement in their times from the heat to the final race?
Show your work.
Student A
Student B
Student C
Student D
25.34 s
26.12 s
25.83 s
25.45 s
-25.29 s
0.05 s
- 25.13
0.99 s
- 25.45 s
0.38 s
- 25.01 s
0.44 s
Student B showed the greatest improvement from the heat to the final race.
E. Make up two problems using decimals. One problem has to be easy and the other problem
must be difficult. Solve each of your problems.
Problem One
Problem Two
Solution One
Solution Two
Answers will vary.
Answers will vary.
46
7.12.2: Decimals
Grade 7
Name:
1.
Date:
Represent the following decimals using these 10x10 grids provided.
a.
0.4
b.
0.17
2.
Compare the following decimals (<, > or =)

a.
0.8
__
0.65
b.
14.5 __
14.50
c.
1.68 __
1.61
3.
Place the following decimals in order on the number line below.

0.5, 1.37, 0.73, 0.7, 1.32
4.
Add and subtract the following decimals.
34.51
+5.39
17.82
+18.27
9 3.25 =
524.79
- 32.85
780.05 + 17.9 =
47
7.12.2: Decimals Solutions
Grade 7
Name:
Date:
1.
Represent the following numbers using these 10x10 grids.
a.
0.4
2.
Compare the following decimals (<, > or =)

a.
0.8
_>_
0.65
b.
14.5 _=_
14.50
c.
1.68 _>_
1.61
3.
Place the following decimals in order on the number line below.
b.
0.17
0.5, 1.37, 0.73, 0.7, 1.32

0.5
0.7 0.73
0
2
4.
1.32 1.37
1
Add and subtract the following decimals.
34.51
+5.39
39.90
17.82
+18.27
36.09
9 3.25 = 5.75
780.05 + 17.9 = 797.95
524.79
- 32.85
491.94
48
Unit 7: Day 13: Mental Math and Decimals
Grade 7
Math Learning Goals

Use a variety of mental strategies to add and subtract decimals, e.g., use
the distributive property.
Divide whole numbers by decimal numbers to hundredths using concrete

materials.
Materials
10x10 grid
Money
Number line
BLM 7.13.1

Opportunities
Minds On
Whole Class! Solving a Problem

Present the problems below to the class in order to explore mental math strategies with
decimals.
John went to the corner store to buy a big bag of chips that costs $2.89 and a bottle of
pop for $1.49. How much did he spend? If he brought $5, how much change did he
get? Note: You may not use a pencil or calculator.
(Note: Ignore taxes for the purpose of todays activities focus on mental math aspect
of the lesson.)
Students share and discuss strategies they used to solve the problem.
Jenny had a $5 bill and wanted to get quarters to play the video game at the store.
How many quarters did the store owner give Jenny? Show this as a division question.
(Answer: 5 0.25 = 20).
Be sure to discuss mental math strategies including: rounding, distributive property
(e.g. 2.89 + 1.49 = 2 + 1 + 0.90 + 0.50), number lines, adding whole numbers then
decimals, etc.
Action!
Groups ! Solving a Problem

Distribute chart paper and BLM 7.13.1 to students in same-ability groupings (2-4
students per group). Have students explain their solution to question #4 in detail on a
piece of chart paper.
Curriculum Expectations/Demonstration/Marking scheme: Assess students
understanding of mental math strategies involved in addition and subtraction of
decimals
Consolidate
Debrief
When dividing whole

numbers by whole
numbers the answer
gets smaller
BUT when dividing
whole numbers by
decimals (smaller
than 1) the answer
gets larger.
Distributive property
allows numbers to
be decomposed
using place value.
E.g. 3.92 is 3 + 0.9 +
0.02
Instructions
explicitly state not to
use a calculator
some students may
require a calculator
or paper/pencil to
complete these
tasks.
Access Gizmo:
Sums and
differences with
decimals
Whole Class ! Presentation/Discussion/Sharing Strategies

Teacher leads a discussion about the solutions to questions 1-3. Even though students
may have the same final answers, their strategies may be quite different and these
variations can be highlighted.
Post chart papers showing solutions to question #4 on the blackboard. Have groups
present their answers and have students share their mental math strategies. Encourage
the class to question their peers to help them deepen their understanding of each
others strategies.
Practise some of the key mental math strategies that were used through a few new
questions such as: How much would it cost for a package of bubble gum and a
container of white milk? (Solve this using the idea of distributive property).

Application
Concept Practice
Differentiated
Have students take an advertisement from a local grocery store flyer and buy 3
different items for as close to $10 as possible. Explain the mental math strategy that
they used.
49
7.13.1: Mental Math and Decimals

Names:
Grade 7
Date:
You are going to the corner store. The following items can be purchased:
(Remember you are not allowed to use a calculator and the strategies you use must be doable
without a pencil)
Small bag of chips .............................................. $1.29
Chocolate Bar ...................................................... $0.89
Package of Liquorice ........................................... $3.43
Package of Bubble Gum ..................................... $1.48
Chocolate Milk (500 mL) ..................................... $1.15
White Milk (500 mL) ............................................ $1.15
Bottle of Pop ......................................................... $1.49
Bottle of Water...................................................... $2.41
Giant Freezie ....................................................... $0.87
Popsicle ................................................................ $0.50
Slushie ................................................................. $3.27
1. a) How much would it cost to buy a chocolate bar and a bottle of water? Show the mental
math strategy you used.
b) How much change would you receive from a $5.00 bill?
2. If you and your friends wanted to buy 3 chocolate milks, 3 bags of chips and a package of
liquorice. If you had a $10.00 bill, would you have enough money?
50
7.13.1: Mental Math and Decimals (Continued)
Grade 7
3. a) How much would it cost to buy a Slushie, a freezie and a package of gum? Show the
mental math strategy that you used.
b) You had a toonie, three loonies, 5 quarters, 8 dimes and 10 nickels. How much change
would you receive from your purchase?
4. You have $8.00 to spend. What would you buy? What is the total cost? How much change
did you receive? (Whatever money you dont spend goes back to your parents so be sure to
spend as close to $8 as you can)
5. You have $4.00, how many freezies can you buy? (Show a division equation in your
answer).
6. You have $10.00. Jasdeep thinks you can buy 7 bottles of pop. Is she right? Explain your
thinking.
51
7.13.1: Mental Math and Decimals Solutions

Name:
Grade 7
Date:
You are going to the corner store. The following items can be purchased:
(Remember you are not allowed to use a calculator and the strategies you use must be able to
have been done without a pencil)
Small bag of chips .............................................. $1.29
Chocolate Bar ...................................................... $0.89
Package of Liquorice ........................................... $3.43
Package of Bubble Gum ..................................... $1.48
Chocolate Milk (500 mL) ..................................... $1.15
White Milk (500 mL) ............................................ $1.15
Bottle of Pop ......................................................... $1.49
Bottle of Water...................................................... $2.41
Giant Freezie ....................................................... $0.87
Popsicle ................................................................ $0.50
Slushie ................................................................. $3.27
1. a) How much would it cost to buy a chocolate bar and a bottle of water? Show the mental
math strategy you used.
$0.89 + $2.41 = $3.30
(Students will use various strategies we will provide a few examples but many
others will arise)
$1 - .11 +2.41 = 3.41 - .11 = 3.30
$.90 - .01 +2.41 = 3.31 - .01 = 3.30
$.90 + $2.40 = $3.30
Strategies: Number line
Money - change
b) How much change would you receive from a $5.00 bill?
$5 - $3.30 = $1.70
Many strategies should be explored
2. If you and your friends wanted to buy 3 chocolate milks, 3 bags of chips and a package of
liquorice. If you had a $10.00 bill, would you have enough money?
3 Chocolate Milks:
3 Chips:
Liquorice:
$1.15 + $1.15 + $1.15 = $3 + .45

$1.29 + $1.29 +$1.29 = $1.30 x 3 - .01 x 3 = $3.90 - .03
$3.43
= $3.45
= $3.87
= $3.43
$10.75
By inspection you can see that with $.87 and $9, as well as $.45 and $.43 it is easily
more than $10.
52
7.13.1: Mental Math and Decimals Solutions

Continued
Grade 7
3. a) How much would it cost to buy a Slushie, a freezie and a package of gum? Show the
mental math strategy that you used.
Slushie
Freezie
Gum
$3.27
$0.87
$1.48
$5.62
$3 and $1 = $4
.48 and .27 = .75
Many strategies should be explored
and .87
b) You had a toonie, three loonies, 5 quarters, 8 dimes and 10 nickels. How much change
would you receive from your purchase?
$2 + $3 + $1.25 + $.80 + $.50 = $6 + $.25 + $1.30 = $7.55
$7.55 - $5.62 = almost $2 = $2 - .07 = $1.93
4. You have $8.00 to spend. What would you buy? What is the total cost? How much change
did you receive? (Whatever money you dont spend goes back to your parents so be sure to
spend as close to $8 as you can)
Answers will vary and mental math strategies should be explored in discussion!
5. You have $4.00, how many freezies can you buy? (Show a division equation in your
answer).
$4
.50 = 8
6. You have $10.00. Jasdeep thinks you can buy 7 bottles of pop. Is she right? Explain your
thinking.
$10
$1.49 = ?
$1.50 + 1.50 + 1.50 + 1.50 + 1.50 + 1.50 + 1.50 = $10.50 - .07 = $10.43
OR
$10 $1.50 = 7 would be $10.50 so not enough

$10 $1.50 = 6 would get you $1 left over
Jasdeep was wrong she doesnt quite have enough!
53
Unit 7: Day 14: Multiplying Decimals
Grade 7
Math Learning Goals
Materials
Multiply decimal numbers to thousandths by one-digit whole numbers, using
concrete materials, calculators, estimation, and algorithms

Solve problems involving the multiplication of decimal numbers
BLM 7.14.1
BLM 7.14.2
BLM 7.14.3
Bingo chips

Opportunities
Minds On
Whole Class! Discussion

Pose this problem:
There were 3 mini-watermelons that weighed 2.132 kilograms each. How much was
the total weight?
As a class discuss an estimation for the following question:
2.132 x 3 =
(The answer will be more than 6 because 2 X 3 = 6)
Students complete the following questions:
21 x 3 = (63)
2.1 x 3 = (6.3)
213 x 3 = (639)
2.13 x 3 = (6.39)
2 132 x 3 = (6 396)
2.132 x 3 = (6.396)
Students will check their answers with a calculator. Ask the following questions:
What patterns do you notice?
The answers are the same without the decimal but the placement of the decimal is
determined by looking at the question and figuring out where the decimal goes in
the answer.
What happens when you add 2.132 + 2.132 + 2.132 = ?
Can you represent 2.132 x 3 in a different way? (Distributive Property)
(2 x3) + (0.1 x 3) + (0.03 x 3) + (0.002 x 3) =
Do another question with the class:
3175 x 4 = (12 700 or Can you have an answer of 127?)
3.175 x 4 = 12.700 or 12.7
Discuss the placement of the zeroes in the question without a decimal and with a
decimal.
Action!
Individual and Whole Class ! Math Bingo Game

Students complete the questions on BLM 7.14.2 prior to playing the Math Bingo
Game. They must also fill out their chart.
Teacher plays Math Bingo Game with students.
Consolidate
Debrief
Application
Concept Practice
Curriculum Expectations/Observations/Anecdotal Notes: Assess students ability

to multiply decimals by whole numbers.
Whole Class!Sharing
Have students come up with real-life examples of multiplication of decimals by whole
numbers (money, gas, weight, distance, time, etc.).
Identify any misconceptions (the placement of the decimal in the answer and the
relationship to the question) that were observed when multiplying decimals by whole
numbers and effective strategies that were used by students to find solutions.

Complete problems on BLM 7.14.3 that reinforce the multiplication of decimals.
Encourage students to
reason out the answer
and placement of the
decimal, rather than
the need to count the
decimal places when
multiplying decimals.
Using base-ten
blocks and grids helps
visual and tactile
learners. Blackline
masters for base-ten
grids can found on
eworkshop under
printable documents.
Use Gizmo:
Multiplying with
Decimals
Students need to
make sure that they
have four answers for
each column in the
Math Bingo Game,
therefore they only
need to complete four
questions. (Calculators
may be used by
students if needed.)
For an expansion of
the Distributive Model
using area, see these
two Gizmos from
www.explorelearning.
com: Multiplying with
Decimals and
(Area Model). Watch
the Demo movie for
the latter Gizmo to see
an excellent
explanation of the
model in action.
Identify ahead of time
students who have
interesting strategies
to share with the class.
If used for classroom

consolidation, BLM
7.14.4 could be
completed in pairs.
54
7.14.1 Multiplying Decimals Overhead Transparency Grade 7
21 X 3 = ___________
2.1 X 3 = ___________
213 X 3 = ___________
2.13 X 3 = ___________
2132 X 3 = ___________
2.132 X 3 = ___________
Represent 2.132 X 3 as a sum:
Use the Distributive Property to represent

this sum another way:
55
7.14.2: Multiplying Decimals
Grade 7
Name: ____________________
Date:___________
Complete the questions below. Place any 16 of the answers in the MATH Chart at the
bottom for a quick game your teacher will lead when you are done. Your answers
should be placed in the appropriate columns M (0-1), A (1-10), T (11-20), H (20+)
3.42 x 2 =
34.2 x 2 =
0.342 x 2 =
72
x 0.25
55
x 0.25
0. 125
x 99
0. 125
x 88
8. 58
x 42
8. 58
x 37
1.75 x 5 =
.175 x 5 =
8 x 1.23 =
8 x .123 =
1 x .333 =
3 x .333 =
4 x .333 =
7 x 2.25 =
2. 651
x
3
M (0-1)
2. 651
x 23
A (1-10)
2. 651
x 78
T (11-20)
H (20+)
56
7.14.2: Multiplying Decimals (Teacher Copy)

Name: ____________________
Grade 7
Date:___________
When students have completed their work, read out questions from the worksheet
below randomly (ensuring to choose questions with answers in each category).
Students will circle their answers in their MATH Chart (if they got the right answer and
placed it in their chart). The first student to get MATH in a row wins! Continue to
correct the rest of the worksheet when finished the game.
3.42 x 2 = 6.84 A
34.2 x 2 = 68.4 H
.342 x 2 = .684 M
72
x.25
18.00 T
55
x.25
13.75 T
.125
x 99
12.375 T
.125
x 88
11.000 T
1.75 x 5 = 8.75 A
.175 x 5 = .875 M
8 x 1.23 = .984 M
8 x .123 = 9.84 A
1 x .333 = .333 M
3 x .333 = .999 M
4 x .333 = 1.332 A
8.58
x 42
360.36 H
7 x 2.25 = 15.75 T
2.651
x 3
7.953 A
M (0-1)
Any of:
.684
.875
.984
.333
.999
8.58
x 37
317.46 H
2.651
x 23
60.973 H
A (1-10)
6.84
8.75
9.84
1.332
7.953
2.651
x 78
206.778 H
T (11-20)
15.75
18.00
13.75
12.375
11.000
H (20+)
68.4
360.36
317.46
60.973
206.778
57
7.14.3 Multiplying Decimals

Name: ____________________
Grade 7
Date:___________
1. Manuel went to the store to buy three pairs of jeans that cost $ 29.89 per pair. What is the
total cost of the purchase?
2. Ishmaels dad had to purchase gas for his car 5 times in one month. Gas costs 97.7 cents
per litre and he purchased 65 L each time. How much would gas cost him for the one month?
3. Lisa lives 1.357 km from school and walks everyday.

How many kilometres does she walk in a week? (HINT: She also has to walk home.)
4. Chicken costs $8.80 a kilogram. The recipe you are making for a party requires you to buy 6
kilograms of chicken. How much will the chicken cost you?
58
7.14.3 Multiplying Decimals Solutions

Name: ____________________
Grade 7
Date:___________
1. Manuel went to the store to buy three pairs of jeans. The jeans cost $29.89, how much was
the cost of the jeans?
$29.89 x 3 = $89.67
2. Ishmaels dad had to fill up his car 5 times in one month. Gas costs 97.7 cents per litre. If
his car requires 65 L, how much would gas cost him for the one month?
97.7 x 65 = 6350.5 cents
6350.5 x 5 = 31752.5 cents
How many dollars is this? $317.525 rounded to $317.53
OR $0.977 x 65 = $63.505
$63.505 x 5 = $317.525 rounded to $317.53
3. Lisa walks 1.357 km to school everyday. How many kilometres does she walk in a week?
(HINT: She also has to walk home.)
1.357 km x 2 = 2.714 km
2.714 km x 5 (number of days in a normal school week) = 13.57 km
OR 1.357 km x 10 = 13.57 km
4. Chicken costs $8.80 a kilogram. The recipe you are making for a party requires you to buy 6
kilograms of chicken. How much will the chicken cost you?
$8.80 x 6 = $52.80
59
Unit 7: Day 15: Dividing Decimals
Grade 7
Math Learning Goals

Divide whole numbers by decimals to hundredths, using concrete materials,
e.g. base-ten materials to divide 4 by 0.8
Divide decimal numbers to thousandths by one-digit whole numbers, using
concrete materials, estimation, and algorithms, e.g., estimate 16.75 3 as
18 3 6, then calculate, predicting an answer slightly less than 6
Solve everyday problems involving division with decimals.
Materials
Hundredths Grids
Play money
Fraction strips
BLM 7.15.1
BLM 7.15.2

Opportunities
Minds On
Action!
Consolidate
Debrief
Application
Concept Practice
Skill Drill

Using hundredths grids or fraction strips have students complete the
following: 4
2 = (Answer: 2); 4 0.2 = ( Answer: 20);
4 0.25 = ( Answer: 16)
What did you notice about your solution when you divided a whole
number by a whole number and a whole number by a decimal? (The
answer gets larger when dividing by decimals rather than a whole.)
Why did the answer get smaller when dividing by 0.25 compared to 0.2?
Use the fraction strips or hundreds chart to create two questions that show a
whole number being divided by a decimal number and explain your thinking.
(e.g. 3 0.5 or 4 0.8)
Instead of dividing a whole by a decimal number, students will now solve a
problem that involves dividing a decimal number by a whole number.
15 3 = 5
1.5 3 = 0.5
0.15 3 = 0.05
0.015 3 = 0.005
Use a drawing or number line to represent the solutions. Discuss with
students the placement of the decimal in the answer and the size of the
answer. Ask students if their answer seems reasonable.
Pairs! Problem Solving
Pose the following question to students:
You and your two friends did some work around the house for your family.
They emptied their penny jar and gave you and your friends $22.86 to share
evenly. How much did each of you make?
Students are not allowed to use a calculator. Students in pairs solve the
question on chart paper or on BLM 7.15.1. Encourage students to use
manipulatives and different strategies to solve the problem.
Scaffolding: Why cant the answer be $8 or more?
What if it was only you and ONE friend?
Identify with the

students that the
whole is the one
hundredths grid, or
show them what the
whole is with fraction
strips.
Students may
need to use play
money.
Math
Congress is a format
that allows for the
sharing and
discussing of
various student
solutions. During
the congress various
strategies and big
ideas are
highlighted.
Communicating/Observation/Anecdotal Note: Assess students ability to

communicate their thinking using correct mathematical language.
Choose different students to share their answer (math congress), making sure
that the answers displayed show different strategies.
Identify the key ideas and different strategies that were used.
Students will complete BLM 7.15.2.
Discuss with students the answer to question 5 because the concepts of
estimation and repeating decimals are encountered with these questions.
The concept of
rounding repeating
decimals needs to
be discussed.
60
7.15.1: Dividing Decimals

Name:
Grade 7
Date:
You and your two friends did some work around the house for your family. They
emptied their penny jar and gave you and your friends $22.86 to share evenly. How
much did each of you make?
A. Estimate your answer and explain your reasoning.
B. Solve and show your thinking.
61
7.15.1: Dividing Decimals:

Answers and Discussion Sheet
Name:
Grade 7
Date:
You and your two friends did some work around the house for your family. They emptied their penny jar
and gave you and your friends $21.86 to share evenly. How much did each of you make?
A. Estimate your answer and explain your reasoning.
As a class discuss an estimation for the following question:

21 3 = 7
Talk about using friendly numbers - the closest number that can be divisible by
3 that is closest to $22.86 is $21.00 without going over the original amount. Each
person will receive more than $7. (Each person would not receive $8.00 because
$8 x 3 = $24.00)
B. Solve and show your thinking.
Possible student solutions:

A. $22.86
22
3=
3 = 7 remainder 1 ! 1.86
3 = 0.62
$7.62
B. Some students will have use the standard algorithm.
C. Some students might use a number line.
D. Some students are going to draw money or use play money if available. (DI)
62
7.15.2: Division with Decimals

Name:______________________________
Grade 7
Date:___________________
Represent the following questions using diagrams.

1)
0.5 =
2)
0.25 =
3)
0.75
3=
Solve the following problems.

4)
You made $90 at work in a week. Your hourly wage is $7.50. How many hours did you
work that week?
5)
a) You bought $8 worth of gas for your lawnmower. The cost of the gas was
$0.925 per litre. Estimate how many litres of gas you bought. Explain your
thinking. Is your estimate higher or lower than you believe the final answer
should be?
b)
6)
Exactly how much did you buy (correct to thousandth decimal place)?
You and 3 friends bought 2.36 kg of candy. You need to share the candy equally. How
much candy does each person get?
63
7.15.2: Division with Decimals Solutions

Name:
Grade 7
Date:
Represent the following questions using diagrams.

1)
0.5 = 4
2)
0.25 = 20
3)
0.75
3 = 0.25
0.25 0.5 0.75
Solve the following problems.

4)
You made $90 at work in a week. Your hourly wage is $7.50. How many hours did you
work that week?
$90 per hour
5)
$7.50 = 12 hours
a) You bought $8 worth of gas for your lawnmower. The cost of the gas was $0.925 per
litre. Estimate how many litres of gas you bought. Explain your thinking. Is your
estimate higher or lower than you believe the final answer to be?
$8 $1 per litre = 8 litres
Our estimate will be slightly too low because we divided by a whole dollar but the
cost was less than a dollar.
OR $8 $0.90 per litre = almost 9 litres
Our estimate will be slightly too high because we divided by less than the cost of
the gas.
b) Exactly how much did you buy (correct to thousandth decimal place)?
$8
6)
$0.925 per litre = 8.648648648 litres

rounded to 8.649 litres
You and 3 friends bought 2.36 kg of candy. You need to share the candy equally. How
much candy does each person get?
2.36 kg
OR
4 = 0.59
4 = 0.5 and .36
4 = 0.09 so 2.36
4 = 0.50 + 0.09 = 0.59
64
Day 16: Solving Multi-Step Problems Involving Decimals
Grade 7
Math Learning Goals

Solve multi-step problems involving whole numbers and decimals.
Justify solutions using concrete materials, calculators, estimation, and
algorithms.
Use estimation when solving problems involving decimals to judge the

reasonableness of a solution, e.g. A book costs $18.49. The salesperson
tells you that the total price, including taxes, is $22.37. How can you tell if
the total price is reasonable without using a calculator?
Materials
Calculators
Various concrete
materials to
represent
fractions and
decimals
BLM 7.16.1
BLM 7.16.2
Opportunities
Minds On
Whole Class! Small Group! Review Operations with Decimals

Give each small group the following organizer:
Addition with Decimals
Subtraction with Decimals
Multiplication with Decimals
Division with Decimals
Students may
need to use a
calculator.
Groups then work together to fill in each section with important ideas,
reminders and strategies when solving problems involving the particular
operations and decimals. Each section must have at least one sample problem
and solution.
Action!
Time permitting have groups conduct a gallery walk to see what other
groups have written and then return to their original placemat and
record/discuss their observations from other groups organizer. Discuss as a
class any aha moments.
Small Group! Whole Group! Problem Solving
In small homogeneous groups, students complete BLM 7.16.1. Encourage
students to use manipulatives and different strategies to solve the problems.
Students are to put their solutions for question number 4 on a piece of chart
paper.
Choose different students to share their answer (math congress), making sure
that the answers displayed show different strategies.
Consolidate
Debrief
Differentiated
Reflection
Math
Congress is a format
that allows for the
sharing and
discussing of
various student
solutions. During
the congress various
strategies and big
ideas are
highlighted.
Curriculum Expectations/Observations/Checklist: Assess students ability to

solve multi-step problems involving whole numbers and decimals.
Whole Group! Group Discussion
Discuss the student solutions, identifying big ideas involving the operations
of decimals (estimation, arithmetic properties, thinking of decimals as parts).
Students can fill out an exit card that identifies questions they still have about
the operation of decimals and anything they found interesting or an aha
moment that they encountered when adding, subtracting, multiplying and
dividing decimals. See sample on BLM 7.16.2.
An online game that

requires students to
multiply and divide
decimals is
Midnight at the
Super Big.
http://www.learningw
ave.com/lwonline/deci
mal13/midnight_worki
ng/midnight.html
65
7.16.1: Solving Multi-Step Problems Involving Decimals

Name: ___________________________
Grade 7
Date:___________________
Solve the following problems. Show your work.

Riley and Caileigh go shopping at a mall. They are each planning on buying 1 pair of jeans and
2 shirts. They each brought $100. (No taxes on their purchases.)
Store A
Jeans A $39.97
2 Shirts A for $44.48
Store B
Jeans B $44.99
Shirt B $22.49
Store C
Jeans C $49.95
Shirt C $19.45
1.
At what store should Riley and Caileigh shop to spend the least amount of money?
2.
Riley really likes the jeans from Store B, a shirt from Store A and another shirt from
Store C. Does she have enough money to buy these clothes? If so, how much money
would she get back?
3.
Caileigh decides that she really wants to get 2 pairs of jeans and 1 shirt. Is it possible
for her to do this if she shops at different stores? Explain.
66
7.16.1: Solving Multi-Step Problems Involving Decimals

Continued
4.
Grade 7
The stores are offering different discounts. Please figure out the best deal to buy one
pair of jeans and 2 shirts from the same store.
Store A (10% off)
Store B (Buy one jeans, get one shirt at 50% off)
Store C (25% off jeans)
a)
Spend a few minutes discussing which you think will be the best deal.
b)
Determine the exact answer.
Store A
Store B
Store C
67
7.16.1: Solving Multi-Step Problems

Involving Decimals (Teacher Answers)
Name: ___________________________
Grade 7
Date:___________________
Riley and Caileigh go shopping at a mall. They are each planning on buying 1 pair of jeans and 2 shirts.
They each brought $100. (No taxes on their purchases.)
Store A
Jeans A $39.97
2 Shirts A for $44.48
1.
Store B
Jeans B $44.99
Shirt B $22.48
Store C
Jeans C $49.96
Shirt C $20.46
At what store should Riley and Caileigh shop to spend the least amount of money?
Store A
$39.97 + 44.48 = $84.45

2.
$44.99 + 22.48 + 22.48 = $89.95
Store C
$49.96 + 20.46 + 20.46 = $90.88
Riley really likes the Jeans from Store C, a shirt from Store A and another shirt from Store B.
Does she have enough money to buy these clothes? If so, how much money would she get
back?
Jeans C
Shirt A
Shirt B
3.
Store B
$49.96
$44.48
$22.48
Cost: 49.95 + 22.24 + 22.48 = $94.68

Yes, she has enough money to buy them.
Change: 100 94.68 = $5.32
2 = $22.24
Caileigh really wants to get 2 pairs of jeans and 1 shirt. Is it possible for her to do this if she
shops at different stores? Explain.
Cheapest jeans are from Store A: $39.97 x 2 = $79.94

Cheapest shirt is from Store C: $20.46
79.94 + 20.46 = $100.40
Caileigh does not have enough money to do this she is short $0.40.
4.
The stores are offering different discounts. Please figure out the best deal to buy one pair of
jeans and 2 shirts from the same store.
Store A (10% off)
Store B (Buy one jeans, get one shirt at 50% off)
Store C (25% off jeans)
a) Estimate:
Answers will vary discussion/reasoning in groups is important

Many students will presume that Store B will have the best deal because it has 50%
off.
Other students will estimate that Store A will have the best deal because Store A
was the cheapest from question 1.
Other students will estimate that Store C will have the best deal because jeans are
the most expensive.
b) Actual:
Store A
Cost at store A (from 1)
$84.46
10% off is $8.45
(84.46 x .10)
Cost:
84.46 8.45
= $76.01
Store B
One shirt is 50% off
$22.48 2 = $11.24
Cost:
44.99 + 11.24 + 22.48
= $78.71
Store C
Jeans 25% off
$49.96 4 = $12.49
Jeans cost:
$49.96 12.49
= $37.47
Cost:
37.47 + 20.46 + 20.46
= $78.39
68
7.16.2: Solving Multi-Step Problems

Involving Decimals
Grade 7
EXIT CARD
NAME:
1.
DATE:__________________
Rate your confidence (1-5) when doing the following operations with decimals.
(1 is not confident and 5 is very confident)
Adding
Subtracting
Multiplying
Dividing
2.
What questions do you still have about operations with decimals?
3.
What did you learn about doing operations with decimals or what was an aha moment
for you?
EXIT CARD
NAME:
1.
DATE:__________________
Rate your confidence (1-5) when doing the following operations with decimals.
(1 is not confident and 5 is very confident)
Adding
Subtracting
Multiplying
Dividing
2.
What questions do you still have about operations with decimals?
3.
What did you learn about doing operations with decimals or what was an aha moment
for you?
69
Unit 7: Day 17: Summative Assessment of Decimals
Grade 7
Math Learning Goals
Demonstrate an understanding of decimals and operations with decimals
Materials
BLM 7.17.1
Calculators

Opportunities
Minds On
Whole Class ! Review and Discussion

Ask the class to bring out their exit cards from the previous day and discuss
answers.
Or, if the students did not complete exit cards, ask and discuss the following
questions:
Are there any questions about the operation of decimals?
Are there any ideas they found interesting or an aha moment that they
encountered when adding, subtracting, multiplying and dividing
decimals?
Are there any big ideas or strategies to remember when working with
decimals?
Action!
Individual ! Summative Assessment Piece

Students independently will complete BLM 7.17.1.
Curriculum Expectations/Quiz/Marking Scheme: Assess students ability to solve
problems involving operations with decimals, using a variety of tools.
Consolidate
Debrief
Reflection
Students may
use calculators or
work in pairs
See online
resource list for
suggested online
games and tools to
support previous
concepts.
Have students
work in groups for
a few minutes to
discuss their initial
thoughts /
strategies about
the problems (but
they are not
allowed to write
anything on their
paper).

Collect papers and identify solutions that show different strategies.
Ask students if there were any questions that they had difficulty with. Ask
students to discuss and display the different ways that they solved the
identified problem(s).
Follow up activity
Identify a variety of solutions that effectively displayed the ability to clearly
communicate a solution. Discuss the attributes that made the solution a clear
example of effective communication.
Assessment as
Learning
opportunity as
students reflect on
their learning.
70
7.17.1: Summative Assessment

Name:
Grade 7
Date:
Below is a diagram of your new bedroom. (Note: The diagram is not exactly to scale.)
1.0 m
3.00 m
Bed
1.85 m
1.0 m
0.6 m
Dresser
3.24 m
1.
a) You are going to get flooring for your new room. You need to know the area of the
floor in order to determine how much it will cost to buy hardwood floors. What is the
area of the room?
b)The total cost for the hardwood floor was $425.00. How much did it cost per square
metre?
2.
a) You are also putting baseboards around the room. Baseboards come in pieces that
are 1.5 m long. How many pieces will you need?
b) The cost of baseboards is $8.97 per piece from part a. Estimate, using whole
numbers, how much it will cost you to put baseboards in your room. Make a second
more accurate estimation that includes a decimal. Explain your thinking.
71
7.17.1: Summative Assessment Continued
3.
Grade 7
a) A cousin is coming to live with you and you need to share your room with him/her.
You have been told that you have to give your cousin half of the room. How much floor
space will your cousin get?
b) Your cousin is bringing a bed and a desk that are the same size as yours. How much
floor space will be left in the room after your cousin moves in?
c) Your parents are bugging you to practice your math. They ask you if you can figure
out about what fraction of the room is covered? Explain your thinking to them.
72
7.17.1 Summative Assessment Solutions

Name:
Grade 7
Date:
Below is a diagram of your new bedroom. (Note: The diagram is not exactly to scale)
1.0 m
3.00 m
Bed
1.85 m
1.0 m
0.6 m
Dresser
3.24 m
1.
a) You are going to get flooring for your new room. You need to know the area of the
floor in order to determine how much it will cost to buy hardwood floors. What is the
area of the room?
Area
=lxw
= 3.24 m x 3 m
= 9.72 m2
b)
The total cost for the hardwood floor was $425.00. How much did it cost per square
metre?
$425 9.72 m2
= $ 43.7242798
Rounded to 43.72
Final Answer:
$43.72 per m2
Solution:
2.
a) You are also putting baseboards around the room. Baseboards come in pieces that
are 1.5 m long. How many pieces will you need?
Perimeter of the room = 3 + 3 + 3.24 + 3.24

= 12.48 m
One solution:
Another solution:
1.5 x 8 pieces = 12m
3.0 m side ! 2 pieces (3 1.5 = 2)
1.5 x 9 pieces = 13.5m
3.24 m side ! 2 and a bit pieces Total of 8+ pieces
(9)
OR 12.48 1.5 = 8.32 (not an expected solution for grades 7)
So, you need 9 pieces.
73
7.17.1 Summative Assessment Solutions
Grade 7
b) The cost of baseboards is $8.47 per piece from part a. Estimate how much it will cost
you to put baseboards in your room. Make a second more accurate estimation that
includes a decimal. Explain your thinking.
Possible Answers
Estimate 1: $10 x 9 pieces = $90
OR
$9 x 9 pieces = $81
Estimate including a decimal:

3.
$8.5 x 9 pieces = $76.50
a) A cousin is coming to live with you and you need to share your room with them.
You have been told that you have to give your cousin half of the room. How much floor
space will they get?
Possible Solutions
Solution 1: Area
2 = 4.86 m2
2 = 9.72
Solution 2:
length
2 x width = 3.24
Solution 3:
length x width
2 x 3 = 1.62 x 3 = 4.86 m2
2 = 3.24 x 3
2 = 3.24 x 1.5 = 4.86 m2
b) Your cousin is bringing a bed and a desk that are the same size as yours. How much
floor space will be left in the room after your cousin moves in?
Solution:
Area of desks
= 1.85 x 1 x 2 = 3.7 m2
Area of dressers = 0.6 x 1 x 2 = 1.2 m2
Answer:
Area of Room Area of Desks Area of Dressers

= 9.72 3.7 1.2
= 4.82 m2
c) Your parents are bugging you to practice your math. They ask you if you can figure
out about what fraction of the room is covered? Explain your thinking to them.
4.82 m2 is covered
9.72 m2 is the total area
4.82 is very close to 5
9.72 is very close to 10
5 is half of 10.
Therefore,
of the room is covered with furniture.
74
Unit 7: Day 18: Percent
Grade 7
Math Learning Goals

Investigate and represent the relationships among fractions, decimals, and
percents
Identify common uses of percents, fractions and decimals
Estimate percents visually, e.g., shade 60% of a rectangle, and mentally,

e.g., 3 out of 11 hockey players missed practice means approximately 25%
were absent
Materials
BLM 7.18.1
Van de Walle
hundredths disk

Opportunities
Minds On
Small Group ! Think Pair Share

Students activate prior knowledge by discussing familiar uses of percents (e.g.
discounts at stores, basketball statistics, 2% milk, etc.), fractions (e.g. baking) and
decimals (e.g. batting averages, money).

Teacher constructs a familiar shape (see samples below) and asks students what
fraction each section represents. Students may use a variety of strategies but should
recognize the relative fraction as part of the whole.
Teacher prompts students: If this shape was divided into 100 equal pieces, how
many pieces would be shaded? (e.g. 2/5 would be 40/100; ! would be 50/100) How
would this be expressed as a fraction?
Teacher models relationship with Van de Walle hundredths disks. Make these disks
available for student use as needed.
Teacher discusses the meaning of percent. Teacher makes a connection between a
fraction out of 100 and the equivalent decimal (e.g. 40% = 40/100 = 0.4).
Students should make connection between place value of decimals and percent (e.g.
0.58 = 58 hundredths ! 58%).
Make connection to
French: per = of;
cent = 100.
Percent means out
of 100 or
hundredth and
percent represents a
fraction out of 100.
(E.g. 40/100 = 40%)
See Teaching
Student Centred
Mathematics, Van
de Walle page 108
or www.
ablongman.com/van
dewalleseries
Teacher can access

Gizmos Percents
Fractions &
Decimals at
www.
explorelearning.com
Action!
Individual or Pairs
Complete BLM 7.18.1 or Gizmo Percent, Fractions & Decimals.
There is an attached
assessment in this
Gizmo that students
can use to confirm
their understanding
Curriculum Expectations/Demonstration/Marking Scheme: assess students

understanding of relationship between fractions, decimals and percent
Consolidate
Debrief

Discuss answers to BLM 7.18.1, reinforcing the connection between fractions out of
100, decimals and percent.
Students describe in their math journals the relationship between fractions, decimals
and percent.
Consider
photocopying BLM
7.18.2 (Teachers
Answers) and
having students cut
and paste
appropriate answers
into template

Application
Teacher gives the student a number and students judge which format (fraction,
decimal or percent) is best to represent this statistic.
Judging what representation is the best should involve students determining suitable
criteria (i.e. 1/10 on a test.the best representation would probably be 10%).
75
7.18.1: Fractions, Decimals & Percent
Grade 7
1. Use the shaded areas to complete the chart.
Fraction out of 100
Decimal
Percent
2. Complete the following chart.
Fraction out of 100
Decimal
Percent
76
7.18.1: Fractions, Decimals & Percent Solutions
Grade 7
1. Use the shaded areas to complete the chart.
Fraction out of 100
Decimal
Percent
0.2
20%
0.25
25%
0.64
64%
2. Complete the following chart
Fraction out of 100
Decimal
Percent
0.25
25%
0.8
80%
0.24
24%
77
Unit 7: Day 19: Solving Percent Problems with Concrete Materials

Math Learning Goals
Solve problems that involve determining whole-number percents, using
concrete materials, e.g., base-ten materials, 10 x 10 square.
Grade 7
Materials
BLM 7.19.1
BLM 7.19.2
BLM 7.19.3
Relational Rods
2 Colour
Counters
30 cm Rulers
Cube-a-links
Newspapers
Opportunities
Minds On
Small Group ! Investigation

In small groups, students skim through newspapers for a few minutes and
locate examples of each of the following: percents, fractions and decimals.
Students record their examples on chart paper under the appropriate heading.
Students then post and share their groups media examples with the class.
(Some examples may include: 30% chance of rain, 40% of the popular vote
for an election, tax, sporting averages, product studies/improvements).
After student groups have shared their examples with the class, the teacher
asks:
Which representation is used most frequently?
Which representation is the easiest to comprehend at a glance?
Action!
Students suggest possible reasons why a given number or statistic may be

represented as a fraction/decimal/percent. (Possible answers: Percents are
easiest to read because out of 100 is a friendly benchmark for comparison;
they also may be most widely used. Fractions are perceived as difficult to
understand so may not be as frequently used.)
Small Groups ! Carousel Investigations
In groups, students rotate through the stations described by BLM 7.19.1. They
record their work on BLM 7.19.2.
If sets of relational rods

are not readily
available, use BLM
7.4.1. (Template for
relational rods)
For Station 1, part c) provides an extension for students needing a further

challenge.
By completing the problems at each of the four stations, students will work
with percentages using an area, linear and set model.
Consolidate
Debrief
Application
Concept Practice
Skill Drill
Curriculum Expectations/Observation/Mental Note:

Assess students understanding of representing percentages, with particular
attention to effective use of each model.
Students share their findings and record any corrections on their worksheet.
For Station 4, encourage students to take notice of the relationship between
part b) and part c).
Further practice can be given with each manipulative as needed.
Provide students with

appropriate practice
questions.
78
7.19.1: Stations for Small Group Investigations

Percent with Concrete Materials
Grade 7
Station 1: Relational Rods

If the yellow rod represents 100%:
a) Which rod represents 20%?
b) Which rod represents 60%?
c) Which rod represents 200%?
_________________________________________
Station 2: 2 Colour Counters

Using 2 colour counters:
Count out 8 red counters and 2 yellow counters:
a) What percent are yellow?
b) What percent are not yellow?
c) If you take away 50% of the red counters, what
percent of the counters are now yellow?
79

Percent with Concrete Materials
Grade 7
Station 3: 10 x 10 Grid
Shade in 50 squares on a 10 x 10 grid. This represents
100%.
a) What percent is represented by 10 squares?
b) What percent is represented by 45 squares?
c) How many squares would represent 11%?
Station 4: Ruler or Cube-a-Links

Draw a 12 cm line segment labelled AB.
AB represents 75% of a longer line segment called AC:
a) What is the length of AC? Draw AC.

b) What is the length of 25% of AC?
c) What is the length of 50% of 50% of AC?
80

Grade 7
Percent with Concrete Materials Student Record Sheet
a)
a)
b)
b)
c)
c)
a)
a)
b)
b)
c)
c)
81

Percent with Concrete Materials Solutions
If the yellow rod represents 100%:
a) What rod represents 20%? (white)
b) What rod represents 60%? (green)
c) What rod represents 200%?
(orange)
Shade in 50 squares on a 10 x 10 grid.
This represents 100%.
a) What percent is represented by 10
squares? (20%)
b) What percent is represented by 45
squares? (90%)
c) How many squares would
represent 11%? (5.5 squares)
Grade 7

Using 2 colour counters:
If you have 8 red counters and 2 yellow
counters:
a) What percent are yellow? (20%)
b) What percent are not yellow?
(80%)
c) If you take away 50% of the red
counters, now what percent of the
counters are yellow? (33%)

If a 12 cm line segment AB represents
75% of a longer line segment AC:
a) What is the length of AC? Draw
AC. (16 cm)
b) What is the length of 25% of AC?
(4 cm)
c) What is the length of 50% of 50%
of AC? (4 cm)
82
7.19.3: 10 x 10 Grid
Grade 7
83
Unit 7: Day 20: Finding the Percent of a Number
Grade 7
Math Learning Goals

Solve problems that involve determining the percent of a number, e.g. CDs are on sale for
50% off the regular price. What is the sale price of a $14.98 CD? Relate the percent to
fraction and decimal versions, e.g., the CD is half price.
Estimate to judge the reasonableness of the answer
Solve problems that involve determining whole-number percents with and without
calculators
Materials
BLM 7.20.1
BLM 7.20.2
Fraction circles
& rings

Opportunities
Minds On
Pairs ! Think Pair Share

Students share examples of real life situations in which they would need to calculate the
percent of a number (e.g., finding the percent of a test score).
Whole Class ! Pair Problem Solving

Teacher presents a sample problem involving finding percent of a number and students work
in pairs to solve the problem and explain their solution.
Sample Problem 1:
In a class of 28 students, 50% are wearing jeans. How many students are wearing jeans?
Students should be able to represent 50% as !, and that ! of 28 is 14.

Ask students to represent this problem using a number line.
Discuss solution strategies as a class, reinforcing options to solve the problem (e.g.
convert percent to a decimal and multiply by number).
Sample Problem 2:
On your vacation, you travel 600 km north and 300 km west. What percent of your trip did
you travel north?
Students should calculate the total distance travelled as 600 + 300 = 900;
same as
Students may use

calculators if
necessary; encourage
students to round
using mental math,
but they may use the
calculator for
calculations
1/3 and 2/3 are

common benchmark
fractions/percents;
students should think
about 1/3 = 33.3%
and 2/3 = 66.6%
is the
= 66.6%
Teacher can access

Gizmos Percent of
Change at www.
explorelearning.com.
This is a manipulative
percent ruler tool.
Gizmo Percent
of Change gives a
good visual
representation for the
Action! and/or
Consolidate sections
Action!
Small Group ! Problem Solving

Students work in groups to solve problems on BLM 7.20.1
Curriculum Expectations/Demonstration/Marking Scheme: Assess students understanding
of calculating percent of a number
Consolidate
Debrief
Application
Concept Practice

Teacher prompts students to identify similarities and differences in solutions & addresses
common misconceptions (e.g. identifying the whole). Students do a Gallery Walk in order
to identify various methods of solving problems and graphic representations.

Students work independently to complete the problem on BLM 7.20.2
Select
homogeneous or
heterogeneous
groupings
Be aware of
misconceptions in
students work and
address as a class
This provides an
opportunity for
individual assessment
84
7.20.1: Finding Percent of a Number

Practice Problems
Grade 7
For each problem, first estimate your answer. Then use pictures, numbers and words to
explain your answer.
1. Two different video game systems are on sale. The regular price of game
system A is $280 and it is on sale for 15% off. The regular price of game
system B is $360 and it is on sale for 25% off. Which game system costs
less after the discount?
2. In a new marketing campaign to sell a new bag of chips, the manufacturer

advertises 20% more for free! If a standard bag of chips is 50g, what size is
the new chip bag?
3. The average height of a grade 7 student in September is 120cm. In June, the average
height is 150 cm. What is the percent growth in height over the year?
85

Practice Problems Solutions
Grade 7
For each problem, first estimate your answer. Then use pictures, numbers and words to
1. Two different video games are on sale. The regular price of game system
A is $280 and it is on sale for 15% off. The regular price of game system B is
$360 is 25% off. Which game system costs less after the discount?
Answer: System A costs 85% of the original price. 0.85 X $280 = $238.
System B is 75% of the original price. 0.75 X $360 = $270. Therefore game
system A costs less after the discount.
2. In a new marketing campaign to sell a new bag of chips, the manufacturer

advertises 20% more for free! If a standard bag of chips is 50 g, what size is
the new chip bag?
Answer: 20% of 50 g is 10 g. (Mental math: 10% is 5 g.) So the new chip bag
is 20% more, or 10 g more. Its new size is 60 g.
3. 3. The average height of a grade 7 student in September is 120 cm. In June,

the average height is 150 cm. What is the percent growth in height over the
year?
Answer: Growth is 150 cm 120 cm = 30 cm. 30 cm compared to 120 cm (the
original height) is ! or 25%. [Note: an incorrect answer may be obtained as
follows. If you compare 120 cm to 150 cm, there is a 20% difference. This
difference is not the same as percent growth. To look at growth, the whole
is the original height.]
86

Independent Practice
Grade 7
For this problem, first estimate your answer. Then use pictures, numbers
and words to explain your answer.
A pair of jeans costs $50. They are on sale for 20% off. You have to
add PST and GST to the final cost of the jeans.
PST in Ontario = ____________ %
GST = _____________ %
Which method of calculating the final price results in a lower price?
a) calculating the sales tax on the jeans BEFORE taking the 20%
discount
OR
b) calculating the sales tax on the jeans AFTER taking the 20%
discount
87

Independent Practice Solutions
Grade 7
For this problem, first estimate your answer. Then use pictures, numbers and words to
A pair of jeans costs $50. They are on sale for 20% off. You have to add PST
and GST to the final cost of the jeans.
PST in Ontario = ________________%
GST = _______________ %
Which method of calculating the final price results in a lower price:
a) calculating the sales tax on the jeans BEFORE taking the 20% discount,
or
b) calculating the sales tax on the jeans AFTER taking the 20% discount
ANSWER:
Option a) If PST & GST is 13%, the sales tax on the jeans is 0.13 X 50 =
$6.50, so the total price is $56.50. 20% of $56.50 is $11.30, for a final price of
$56.50 - $11.30 = $45.20.
Option b) Take the 20% discount first off $50.00. 20% of $50.00 is $10.00 so
the before-tax price is $40.00. The sales tax on the jeans is 0.13 X $40 = $5.20
for a total price of $45.20.
Therefore, both methods will give the same final price.
88
Unit 7: Day 21: Connecting Fractions to Percents
Grade 7
Math Learning Goals

Determine what percent one number is of another, e.g., 4 out of 16
shapes are hearts. What percent are hearts?
Connect this type of problem to converting a fraction to a percent, e.g., 4

out of 16 = 4/16 = 25%.
Materials
String
Rulers
Chart Paper
Calculators
Cube-a-links
BLM 7.21.1
BLM 7.21.2
BLM 7.21.3

Opportunities
Minds On
Action!
Consolidate
Debrief
Application
Concept Practice
Exploration
Whole Class ! Sharing Activity

In order to calculate percents, students need to clearly understand that a
fraction is really a division expression. 18/5 is 18 fifths or 18 5.
So the following activity reinforces this concept.
Students having difficulty

may choose to use
calculators or other
manipulatives such as
cube-a-links.
Discuss the question on BLM 7.21.1 with the class.

Make an overhead of BLM 7.21.1. Provide students with 3m of string
per group.
Students complete BLM 7.21.2 (may be used as an overhead) and
solution is discussed.
Students then complete BLM 7.21.3. Introduce the problems and have
students individually complete the first two steps:
1. Individual - estimate each answer and justify thinking.
(e.g. relate to benchmarks)
2. Individual identify each number as a part, a whole or a fraction.
3. Then in pairs, solve the problems using chart paper to display
solutions.
Teaching Note:
A quadrat is a square or
rectangular area of land
marked off for the study of
plants & animals

students understanding of connecting fractions and percents using the
consolidation activity below.
Whole Class ! Debrief and Consolidate
Students participate in sharing of solutions (Math Congress). They
explain their solutions and explain how they know their solution is
correct. Several different pairs of students share their solutions. This
allows more students to be recognized and reinforces multiple solutions
and explanations.
Do not suggest
procedures.
Interchange the words
fraction and
percent/hundredth while
speaking with students.
Refer to the concepts of
whole, part and
fraction/percent
Use both set and area
models because it seems
that most percent
problems are sets but
students are more familiar
with areas. Students
should use models or
pictures to explain their
answers; this will more
fully develop the
relationships.
Encourage mental
computation.
Math Congress is the
sharing of student
answers. Teacher
chooses a variety of
problem solving
approaches to highlight
and validate various
strategies.

Students complete the same problems but substitute fractions for the
percentages.
Teacher Prompt: How would the solutions be different?
-It would also be appropriate to use a Gizmo: Percents and Proportions
89
7.21.1:Connecting Fractions to Percents (Overhead) Grade 7

A student is making a quadrat for a field study in her Ecosystems
unit. She has 3 m of string and uses ! of this to create the
square quadrat. How much string did she use for this task?
Which of the following answers are correct? Which answer is
best?
(A) Draw a sketch of a 3 m string split into fourths to show that
3m 4 = 0.75 m
(B) This means ! of 3 m or 3 groups of ! or 3 x !
(C) This means " m because youre sharing the string into 4ths
and taking 3 of them.
90
7.21.2: Connecting Fractions to Percents
Grade 7
Four out of 16 shapes are hearts. What percent are hearts?

1. Estimate the answer.
2. Identify each number as the part, the whole or the
fraction/percent.
3. Solve the problem.
----------------------------------------------------------------------------------Teacher Answers
1. Estimate:
4 out of 16 is the same as ! or 25% (a very easy estimation here!).
2. Identify each number as a part, a whole or a fraction / percent.
Part: 4 , Whole: 16, Fraction / percent: 4/16 or 25%
i.e., the numerator counts and the denominator tells you what youre
counting.
- 4/16 is equivalent to !, which is equivalent to 25/100 or 25%
- 4/16 means 4 16 or 0.25. This is twenty five hundredths or twenty
five percent.
DI: An area model (simpler version) of this question is provided below:
A chocolate bar is split into 16 squares and you eat 4 of them. What percent of the
chocolate bar did you eat? You have 4 parts (here a part is a 1/16), so again the
numerator counts and the denominator tells you what youre counting.
91
7.21.3: Connecting Fractions to Percents

Student Practice
Grade 7
For each problem:

1. Estimate.
Hint: identify each number as a part, a whole or a fraction.
1. a) In a Grade 7 class, 18 out of 30 students play on extra-curricular sports teams.
What percent of students play on a team?
b) In the same class, 20% of students are on the Honour Roll. How many students
are on the Honour Roll?
2.
Bill buys a skateboard. The price tag shows an original price of $120, but it has
been marked down to $90. What percentage did he save by buying this
skateboard on sale?
92
7.21.3: Connecting Fractions to Percents Solutions

Solutions
1. a)
Grade 7
In a Grade 7 class, 18 out of 30 students play on extra-curricular sports teams.

What percent of students play on a team?
Answer:
-
18 30 = 0.6 or six tenths or sixty hundredths or sixty percent

18 / 30 = 6 / 10 = 60 / 100 = 60%
b)
In the same class, 20% of students are on the Honour Roll. How many
students is that?
Answer:
-
20% is 20/100 or 2/10 or 6/30

If 60% was 18 students, then 30% is 9 students and 10% is 3 students, so 20%
is 6 students
20% is 0.20 and 0.20 X 30 = 6
2. Bill buys a skateboard. The price tag shows an original price of $120, but it has
been marked down to $90.
What percentage did he save by buying this skateboard on sale?
Answer:
- Saved $30
- 30/120 = ! = 0.25 = 25%
- Therefore Bill saved 25% on his purchase
93
Unit 7: Day 22: Using Percent to Make Comparisons
Grade 7
Math Learning Goals
Use percent to make comparisons, e.g.,

class and
Materials
students won ribbons in one
BLM 7.22.1
BLM 7.22.2
won in the other class. Which had the better performance?
Pose and solve comparison problems using a calculator.

Opportunities
Minds On
Pairs ! Activity
Use BLM 7.22.1 photocopy one copy for each pair of students.
Students cut out all questions and match equivalent fractions, decimals and
percents. Once they have matched equivalent fraction/decimal/percent,
students need to arrange the items from smallest to largest on a number line;
students decide what is the best label for the number line (e.g. 0% - 100%,
decimal or fraction).
Teacher asks students how they compared the fractions
E.g. 1: Both fractions are 1 piece less than a whole;
than
is a larger fraction
so therefore taking away a larger fraction would give a smaller left
over which means that
would be the larger fraction
E.g. 2: Calculate / compare percent for each fraction:

Action!
and
= 88% and
90%
Students should discuss which form is easiest to compare fraction vs.
fraction, or percent vs. percent.
Teacher reviews idea from Lesson 21 a fraction is a division expression. In
order to calculate the equivalent percent of a given fraction, divide the
numerator by the denominator to get a decimal with 2 decimal places and
convert to percent.
e.g.
Smartboard Activity:
Comparing Percents
available:
U7L22_notebook1
A variety of fractions
have been included
to give students the
opportunity to see
friendly numbers
as well as less
familiar fractions.
BLM 7.22.1: The
decimals have been
rounded to the
th
nearest 100 , and
the percents have
been rounded to the
nearest whole
number.
Gizmo: Ordering
Percents, Fractions,
and Decimals gives
a visual
representation for
the Minds On...
section.
! 5 7 = 0.71 ! 71% (numerator denominator x 100 = % )
Pair Activity ! Practice Solving Percent Comparison Problems

Students work in pairs to complete BLM 7.22.2
Curriculum Expectations/Demonstration/Marking Scheme: Assess students
understanding of comparing percents/fractions/decimals
Consolidate
Debrief
Application
Concept Practice
Exploration

Discuss answers to problems on BLM 7.22.2
Students complete the Independent Practice activity from BLM 7.22.2.
Students can share their problems with other students in a follow-up class
(see Unit 7 Lesson 23).
94
7.22.1: Matching Fractions, Decimals and Percents
Grade 7
1. Cut out the cards.

2. Match cards (fraction, decimal and percent) that represent the same quantity
3. Order the fractions/decimals/percents from smallest to largest.
0.20
0.67
0.15
90%
74%
0.47
67%
20%
0.33
15%
0.89
33%
0.90
0.74
89%
47%
95
7.22.1: Matching Fractions, Decimals and Percents

Solutions
2/13
0.15
15%
10/50
0.20
20%
9/27
0.33
33%
14/30
0.47
47%
2/3
0.67
67%
23/31
0.74
74%
8/9
0.89
89%
9/10
0.90
90%
Grade 7
96
7.22.2: Problem Solving Comparing Percents
Grade 7
1. During a hockey season, Terry scored 9 goals in 14 games. Cory scored 10

goals in 17 games. Casey scored 8 goals in 13 games. Represent each
players statistics as a fraction, decimal and percent. (Round each decimal to
the nearest 100th)
2. If the coach wants to pick the player who is best at scoring for the All-Star
team, what player should she pick?
3. The coach is able to pick 2 players for the All-Star team and selects Casey
and Terry. In the All-Star game, Terry scores 1 goal and Casey scores 2
goals. Which player is now the best / highest scoring player?
Independent Practice
You are the coach of this hockey team. Create a problem that compares
percents using statistics that YOU invent about the team (E.g. penalties, assists,
wins/losses, ice time, etc.). Write the problem on one side of a page and solve
the problem on the reverse of the same page.
97
7.22.2: Problem Solving Comparing Percents

Solutions
Grade 7
1. During a hockey season, Terry scored 9 goals in 14 games. Cory scored 10

goals in 17 games. Casey scored 8 goals in 13 games. Represent each
players statistic as a fraction, decimal and percent.
Answer:
Terry
Fraction
Decimal
0.64
Percent
64%
Cory
0.59
59%
Casey
0.62
62%
2. If the coach wants to pick the highest scoring player for the All-Star team, what
player should she pick?
Answer: The coach should pick Terry (64%).
3. The coach is able to pick 2 players for the All-Star team and selects Casey and
Terry. In the All-Star game, Terry scores 1 goal and Casey scores 2 goals.
Which player is now the best / highest scoring player?
Answer: Now, Casey has now scored a total of 10/14 games or 71%. Terry has
now scored in 10/15 games or 67%.
Casey is now the highest scoring player.
98
Unit 7: Day 23: Using Percent to Find the Whole
Grade 7
Math Learning Goals

Calculate the size of the whole when a percentage of the whole is known,
e.g. 6 students in a class have juice for snack. If that is 20% of the class,
how large is the class?
Relate to probability; e.g. if 20% of the students have juice, what is the
probability that a student chosen at random will have juice?
Materials
BLM 7.23.1
BLM 7.23.2
BLM 7.23.3
BLM 7.23.4
Manipulatives
(relational rods)
Post-it notes

Opportunities
Minds On
Whole Class ! Modified Four Corners

Pose questions to the class from BLM 7.23.1. For each question, ask students
to write their answer on a page and get up and go make a group with students
around the room with whom they can share their answers. After all students
have grouped, discuss each answer as a class to determine correct answers. If
all students correctly identify the questions but without enough information,
then give them a second prompt: What information is missing?
Answers:
1. Not enough information; we dont know the area of the walls.
2. 25% of a 1 m rope is 0.25 m and 50% of a 2 m rope is 1 m.
3. Not enough information; we dont know the heights of either grade
ten student.
4. Not enough information; we dont know.
Action!
Whole Class ! Exploration (Representing)

Give students the problem from BLM 7.23.2. The teacher should focus on
the representation of the answer and encourage students to connect to
previous understanding.
Make manipulatives
from previous
lessons available,
especially relational
rods.
After students have produced solutions, have them do a gallery walk and jot
down on a post-it note one more representation of a solution that they find
effective.
Possible student answers are on BLM 7.23.3.
Use Gizmo: Percents

and Proportions for a
visual representation
If relational rods are

not available, use
BLM 7.4.1
Relational Rods
Template

Consolidate ideas through discussion. Pointing out working through decimals
and fractions is effective. Ask the class, What is the probability that a
student selected at random will have a litterless lunch? Answer: 1/5
Consolidate
Debrief
Students work on BLM 7.23.4 individually.
Curriculum Expectations/Recorded Solutions/Rubric:
Assess students solutions using a rubric based on the mathematical process
of representing.
Application
Reflection

When taking up students independent practice, students record the
probability of each event for each question.
Answers:
1. What is probability that a team won the next game played?
Answer: 40/100 or 2/5
2. What is the probability that a randomly selected student has already
paid? Answer: 2/3
3. What is the probability that a randomly selected seat is taken?
Answer: 95/100 or 19/20
99
7.23.1: Using Percent to Find the Whole

(Overhead)
Grade 7
1. If I paint 25% of one wall in my house green and

1/3 of another wall white, which wall used more
paint?
2. Which is longer: 25% of a 1 m rope or 50% of a
2 m rope?
3. A grade ten male is 15% taller than a grade eight
male. A grade ten female is 10% taller than a
grade eight female. Which of these students is
the tallest?
4. In 2007, 17% of Canadas population was under
the age of 15. In 1971, 29% of Canadas
population was the same age. In which year were
there more children in Canada?
100

(Gallery Walk Problem)
Grade 7
Six (6) students in a class have litterless lunches. If

that is 20% of the class, how large is the class?
Clearly explain your thinking.
101

(Teacher Answers)
Grade 7
Six (6) students in a class have litterless lunches. If that is 20% of the class, how large
is the class?
Sample Answers:
1. 20% =
Using equivalent fractions,
! 30 students in class
2. 20% + 20% + 20% + 20% + 20% = 100% Therefore,

6
+ 6
+ 6
+ 6
+ 6
= 30 ! 30 students in the class
3. 20% = 0.2 ! Let y represent the number of students in the class

0.2 x y = 6
y = 30
4.
= 30
=
20% + 20% + 20% + 20% + 20% = 100%

5. Using relational rods as a model: The red rod is 1/5 or 20 % of the orange rod
6
Red
6
Red
6
Red
6
Red
6
Red
6
Red
Orange Rod
Total Class = 30
102

Student Practice
Grade 7
1. If a baseball team won 8 games and this represented a 0.4

winning percentage, how many games did they play?
2. The Grade 7 class had collected 67% (2/3) of their class trip
money. The amount collected was $210. How much money
will be collected in total?
3. The movie theatre was 95% full for the opening show. If there
are 250 people seated, how many more can fit?
103

Student Practice Solutions
Grade 7
1. If a baseball team won 8 games and this represented a 0.4

winning percentage, how many games did they play?
8 games represents winning 40% of their games
If 8 games is 40%, 4 games is 20% and 2 games represents 10%,
Then 2 games multiplied by 10 equals 20 games.
Answer : 20 games
2. The Grade 7 class had collected 67% (2/3) of their class trip
money. The amount collected was $210. How much money
will be collected in total?
67% or 2/3 divided by 2 is equal to 1/3.
If 1/3 is $105 ($210/2) then 3/3 is $105 x 3 = $315
1/3 = $105
1/3 = $105
1/3= $105
OR
1/3 is 105/? (Solve for the equivalent fraction)
Answer: $315 will be collected in total
Answer $315 games
3. The movie theatre was 95% full for the opening show. If there
are 250 people seated, how many more can fit?
.95x = 250
.95/.95x = 250/.95
x = 263 (rounded to the nearest whole number)
To find how many more people can fit:
263- 250 = 13
Answer: 13 more people can fit in the theatre
104
Unit 7: Day 24: Using Tables and Lists to Determine Outcomes

Math Learning Goals
Determine all possible outcomes of an event using a chart, table, or
systematic list, e.g., if you threw 3 coins simultaneously, what are all the
possible combinations of heads and tails?
Determine all possible sums when rolling 2 number cubes
Grade 7
Materials
BLM 7.24.1
Coins
Number cubes
Counters

Opportunities
Minds On
Action!
Whole Class Activity ! Introduce Vocabulary

Write vocabulary words on board (see below) so that students can begin to
use the terms during the demonstration.
Teacher demonstrates flipping a coin at least 8 times and recording outcomes.
Either use coins, or National Library of Virtual Manipulatives ! grade 6-8 !
data analysis & probability ! coin toss.
http://nlvm.usu.edu/en/nav/frames_asid_305_g_3_t_5.html?from=category_g
_3_t_5.html or the Probability Simulations gizmo from
www. explorelearning.com.
Ask students what they think the next outcome will be. Reinforce with
students that both H or T are equally likely because these are independent
events.
Discuss and define outcome, likely, impossible, most likely,
certain.
Small Group Activity ! Number Cube Race Game
Each group of students plays the game on BLM 7.24.1.
This activity
addresses a
possible
misconception that
successive events
depend on the
previous event
Instructions for Game:

In each small group, students pick numbers (like a draft) until all numbers
between 1 and 12 are taken. Roll 2 number cubes and calculate the sum.
Each time a sum is rolled, students move a marker up the game board for that
sum. The first sum to reach the top of the game board wins.
At the end of the game, students record all possible outcomes of calculating
the sum of 2 number cubes.
Consolidate
Debrief
Reflection

students understanding of determining outcomes and possible outcomes.
Whole Class Activity
Teacher explains that an outcome is a possible event of a probability
experiment. Teacher prompts:
What were possible/impossible/likely/unlikely/most likely outcomes of the
number cube game?
After discussing the game, students should identify that the sum of 7 is the
most likely outcome.
Teacher asks students to reflect on other methods of recording the results of
this game (e.g. tally chart, table).
Students write a reflection (e.g. rap) using probability vocabulary (likely,
most likely, impossible, certain, etc.) to reflect the number cube race game
outcomes.
105
7.24.1: Number Cube Race
Grade 7
Groups: 2, 3, 4 or 6.
Materials: 2 number cubes and game markers (e.g., counters)
Instructions:
1. Students take turns choosing numbers between 1-12 (until all the numbers have been chosen) that
they will race.
2. Taking turns, students roll the number cubes and calculate the sum. For each roll, they move the
marker for that sum up one space on the game board towards the Finish Line.
3. The first counter to reach the finish line is the winner.
4. Upon completion of the game, make a bar graph to represent the frequency (final positions of the
counters) from rolling and recording the sum of the two number cubes.
Frequency
FINISH LINE
10
11
12
List all the possible sums (outcomes) of rolling 2, 6-sided number cubes.
106
Unit 7: Lesson 25: Probability
Grade 7
Math Learning Goals

Distinguish between theoretical probability and experimental probability
Express probability as a fraction, decimal and percent
Calculate probability of specific outcomes using Lesson 24 charts and

tables, e.g., what is the probability of 3 coin flips being HHH?
Materials
BLM 7.25.1
BLM 7.25.2
BLM 7.25.3
Number cubes,
coins

Opportunities
Minds On
Action!
Pair Activity ! Exploring

Give pairs of students a coin; one student will pick heads (H) and the other
student will pick tails (T). Students predict the number of heads/tails for a
total of 50 flips.
Students perform 50 coin flips and record their results in a tally chart.
Students also write the actual number of heads/tails as a fraction out of 50.
Teacher prompts:
What are the possible outcomes of flipping a coin?
An outcome that you want to happen is called a favourable outcome
What is the total number of outcomes when flipping a coin?
Show how to calculate theoretical probability = # favourable outcomes
total # outcomes
Teacher prompt:
What is the theoretical probability of flipping a head?
Students compare theoretical probability to the results of their experiments
(record results from various pairs experiments on board).
Students should recognize that experimental probability and theoretical
probability are often not the same.
Pair Activity
Students complete BLM 7.25.1 using previous days results from Number
Cube Race on their charts.
Consolidate
Debrief
Application
Concept Practice
Exploration
Reflection

students understanding of the difference between theoretical and
experimental probability.
Compare pairs results as a class; what different experimental probabilities
were observed?
Whole Class ! Probability Game SKUNK
Students use BLM 7.25.2 to play SKUNK (instructions for playing the game
are included on BLM).
Teacher prompts: How did you know when to sit down?
Students use BLM 7.25.3 to record all possible outcomes for sums of number
cubes.
Take the SKUNK game home to teach someone else the game and play it,
discussing their strategies for winning. Teachers may copy the game board
to send home.
Theoretical
probability: the
chance that
something should
happen based on
calculating:
# favourable
outcomes/ total #
outcomes
Experimental
probability: the
chance that
something will
happen based on
results from an
experiment
Teacher can access
Gizmos Theoretical
and Experimental
Probability at
www.
explorelearning.com
Here the teacher
can design a spinner
(and use multiple
spinners) and select
the favourable
outcome and tally
the results.
107
7.25.1: Probability Number Cube Game

Probabilities
Grade 7
1. Using the data from the Number Cube Game, complete the chart.
Probability of the actual event (P) = frequency of the outcome
Total # of trials
Frequency of
Outcome
(From Number
Cube Race)
Total # of
Trials
Probability as
a Fraction
Probability as a
Decimal
(round to nearest
hundredth)
Probability as a
Percent (%)
2
3
4
5
6
7
8
9
10
11
12
108
7.25.2: SKUNK Probability Game Board
Grade 7
Game Instructions:
Teacher rolls 2 number cubes
Players record the sum of the numbers in the appropriate column (i.e. sums for round 1
are recorded under "S", sums for round 2 are recorded under the first K, etc.)
Players must now individually choose to either remain standing or to sit down (if a
student sits down, this ends the round for them)
Players still standing continue to record the sums of future rolls (and must decide to
remain standing or sit down after each roll)
The round ends when a double is rolled.
Players who are standing when a double is rolled get 0 points for that round.
For players who are sitting when a double is rolled, their score for that round is the sum
of all the numbers they recorded while standing.
There are 5 rounds: "S", "K", "U", "N", "K" and the final score is sum of all 5 rounds
Roll
1
2
3
4
5
6
7
8
9
10
11
12
Score for
Round
Total Final Score:
109
7.25.3: Probability of a Double Roll

with 2 Number Cubes
1
Grade 7
1
2
3
4
5
6
Total number of outcomes: _________
Circle all the outcomes that result in a double roll (favourable outcomes)
Theoretical Probability = # favourable outcomes = __________
total # of outcomes
110
Unit 7: Lesson 26: Designing Games and Experiments
Grade 7
Math Learning Goals

Understand the connections between percent and probability by:
o Designing a fair game (each player has a 50% chance of winning) e.g.,
two players take turns rolling one numbered cube. If the number is odd,
player A scores a point. If the number is even, player B scores a point.
o Designing an experiment where the chance of a particular outcome is 1
in 3, e.g., use a bag of red and green balls
Materials
Number cubes
Spinners
Playing cards
Coins,
Marbles,
Modifiable
spinner
BLM 7.26.1
Opportunities
Minds On
Whole Class ! Spinner Game

Demonstrate a fair game using a regular spinner or the default fair spinner
(with equivalent sections) from the National Library of Virtual Manipulatives
! data analysis & probability ! spinners. Students get a point for each time
the arrow lands on the colour they selected.
http://nlvm.usu.edu/en/nav/frames_asid_186_g_3_t_5.html?open=activities&
from=topic_t_5.html
Discuss and record the theoretical probability of getting each of the colours to
prove that this is a fair game (e.g., equal chance of each outcome).
Modify the spinner to increase the size of one section to make one outcome
more likely than others (e.g., increase 1 regions value from 1 ! 2).
Discuss and record the theoretical probability of getting each of the colours to
prove that this is an unfair game (unequal chance of each outcome).
Discuss ways to make the modified spinner a fair game (see below).
To make this unfair spinner a
fair game, award ! a point for
landing on yellow and 1 point
for landing on all others.
Or, players could select yellow
as their option, or 2 other
colours.
Action!
Pair Activity ! Design a Fair Game

Students use BLM 7.26.1 and play their own game
students understanding of fair games using a rubric for problem solving.
Consolidate
Debrief
Whole Class
Students play each others games, identifying whether particular games are
fair or not.
Exploration
Fair Game Design

incorporates
procedural writing
(instructions for
playing the game)
that can be
assessed separately
for a writing mark
Students may
modify existing
games
Individual Practice
Students complete a journal entry proving mathematically that their game is
fair.
Discuss / explore the fairness of other games at home (board games, card
games, etc.).
111
7.26.1 BLM Designing Games and Experiments
Grade 7
Task: Working with a partner, you must design a fair game that
uses any of number cubes, coins, playing cards, marbles or spinners.
(If you have another creative idea, consult with your teacher for
approval.)
Game Criteria:
Your game must result in a winner (should take 5-10 minutes to play).
You must state the object of the game.
Your game must include clearly written rules that are easy to follow
Your game must be fair.
Your game must be fun for other Grade 7 students.
Your game may be a modification of an existing game.
112
Unit 7: Lesson 27: Making Predictions Based on Probability

Math Learning Goals
Make predictions about a population given a probability, e.g., if the
probability of catching a fish is 30%, how many students in a class of 28
will catch a fish if they all go fishing together?
Grade 7
Materials
BLM 7.27.1

Opportunities
Minds On

Discuss real life applications of probability in which you use chance to
determine your willingness to participate (e.g., weather ! 30% chance of
rain; getting picked to be on a sports team; investment risk; lottery ticket,
etc.).
Discuss with students the lowest probability needed to motivate them to
participate (personal risk factor) e.g., the chance of winning a national lottery
prize might be very low vs. the chance of winning a prize in a school draw.
Action!
Individual Practice
Teacher reviews how to convert fractions to percent and how to calculate
percent of a number.
Students complete BLM 7.27.1.
Curriculum Expectations/Demonstrations/Marking Scheme: Assess students
understanding of making predictions based on probability.
Consolidate
Debrief
Application
Concept Practice
Small Group Sharing

Students form small groups and share their solutions for BLM 7.27.1 #2
within their group. The teacher can group similar solutions together on the
board to highlight particular strategies in a Bansho or Congress and discuss
how fractions, decimals, and percents relate to probability.
Select a variety of appropriate textbook problems.
113
7.27.1: Making Predictions Based on Probability
Grade 7
Answer these questions individually and show your work clearly.

1. a) If the chance of winning a prize on a coffee cup rim is 10%, and a class of 30
Grade 7 students each bought one cup, how many winners would you expect?
b) If the students who did not win a prize on their first cup each bought a second
cup, how many winners would you expect on the second cups, if the probability of winning
is still 10%?
2. The school baseball team played 24 games. Sean scored 6 home runs, Carole hit home
runs in 5% of her games and Mitch hit home runs 1/8 of the time.
a) Based on these probabilities, who has best chance of hitting a home run in the next
game?
b) If the probabilities stayed the same for the next season where 30 games are played,
how many homeruns would you expect each player to hit?
3. A multiple-choice test has four options for each question. If you randomly answered
a test with 60 questions, how many questions would you expect to get correct?
114
7.27.1: Making Predictions Based on Probability

Solutions
Grade 7
1. a) If the chance of winning a prize on a coffee cup rim is 10%, and a class of 30
Grade 7 students each bought one cup, how many winners would you
expect?
Answer: 0.10 X 30 = 3, ! 3 winners would be expected
b) If the students who did not win a prize on their first cups each bought a second
cup, how many winners would you expect on the second cups, if the probability of
winning is still 10%?
Answer: 0.10 X 27 = 2.7, ! 2 or 3 winners would be expected
2.
The school baseball team played 24 games. Sean scored 6 homeruns, Carole hit
homeruns in 5% of her games and Mitch hit homeruns 1/8 of the time.
a. Based on these probabilities, who has best chance of hitting a home run in the next
game?
Answer:
Sean ! 6/24 = 0.25 = 25%

Carole ! 5%
Mitch ! 1/8 = 0.125 = 12.5%
Sean has the best chance.

b. If the probabilities stayed the same for the next season where 30 games are played, how
many homeruns would you expect each player to hit?
Answer:
Sean ! 0.25 X 30 = 12.5 or 13

Carole ! 0.05 X 30 = 1.5 or 2
Mitch ! 0.125 X 30 = 3.75 or 4
3. A multiple-choice test has four options for each question. If you randomly answered
a test of 60 questions, how many questions would you expect to get correct?
Answer:
You have a ! chance of getting the question correct. So on a test with 60

questions, you would get 0.25 X 60 = 15 questions correct.
115
Unit 7: Day 28: Tree Diagrams
Grade 7
Math Learning Goals

Understand that two events are independent when one does not affect the
probability of the other, e.g., rolling a number cube, then flipping a coin.
Determine all possible outcomes for two independent events by completing
tree diagrams, e.g., spinning a three-section spinner two consecutive times;
rolling a number cube, then spinning a four-section spinner.
Materials
BLM 7.28.1

Opportunities
Minds On
Pairs (Problem Solving) ! Whole Class (Discussion)

Pose the following problem to the class, and have them solve it in pairs.
You are going to an ice-cream store to make your own sundae. You have to
choose one type of ice-cream, one topping and a sauce.
The following options are on the menu:
Ice -Cream
Topping
Vanilla (V)
Sprinkles (Sp)
Chocolate (C)
Cherries (Ch)
Sauce
Fudge (F)
Strawberry (S)
Caramel (Ca)
With your partner, display all of the different combinations of sundaes that could be
made. Then discuss the number of the combinations. Have students display different
ways they organized their work (e.g., lists, charts, random combinations, etc.). If a
pair of students has done a tree diagram, have that group explain their solution. If no
one used a tree diagram, model how to draw one.
Sprinkles
Vanilla
Cherries
Sprinkles
Chocolate
Cherries
Fudge
VSpF
Strawberry
VSpS
Caramel
VSpCa
Fudge
VChF
Strawberry
VChS
Caramel
VChCa
Fudge
CSpF
Strawberry
CSpS
Caramel
CSpCa
Fudge
CChF
Strawberry
CChS
Caramel
CChCa
There are 12 different combinations.

(2 types of ice cream x 2 toppings x 3 sauces = 12)
Ask students questions like the sample question below:
How many combinations have strawberry sauce?
Action!
Pairs! Exploration
Students complete questions on BLM 7.28.1 in pairs.
Consolidate
Debrief
Application
Reflection
Whole Class! Discussions

Pairs of students share their solutions for question 1.
Discuss question number 2 with students, identifying when events are dependent and
independent and how that would affect the possible outcomes. Point out that we will
always be working with independent events and that using dependent events becomes
much more complex.
Curriculum Expectations/ Observation/Mental Note: Assess students
understanding of being able to identify possible outcomes for two or more independent
events using tree diagrams.
Home Activity
Write a reflection about the usefulness of organizing your possible outcomes using a
tree diagram. Think of real-life scenarios where you would need to find all of the
possible outcomes.
This example is to
show how to do a tree
diagram. The
discussion during the
consolidation and
debrief section will
expose students to
understanding that
when two events are
independent of each
other, one will not
affect the probability
of the other event.
Recall generating lists
and tables from
Lesson 24 and how
tree diagrams
organize outcomes in
a logical sequence.
Tree diagrams are
more suitable when
there are more events
and combinations
(hard to show 3
events on a table).
Students may
need to use a coin or
a spinner to
understand how many
outcomes there are
for each. See Lesson
24 for online tools.
Independent EventsTwo or more events
where one does not
affect the probability
of another.
The Gizmo
Compound
Independent and
Dependent Events
could be used to
model an
independent and a
dependent event.
See
www.explorelearning.
com
Provide scenarios
so students can
practice using tree
diagrams.
116
7.28.1: Tree Diagrams

Name: ______________________________
1.
Grade 7
Date:___________________
Create a tree diagram and list all of the outcomes for the following situations.
a) Rolling a 6-sided die and flipping a coin
b) Flipping a coin 3 times
c) Spinning the spinner twice and then flipping a coin
Spinner
A
C
2.
a) In the situations above, do any of those events depend on the results of another
event? Explain why or why not.
b) Can you think of another situation where the outcome of one event depends on the
outcome from a previous event?
117
7.28.1: Tree Diagrams Solutions

Name: ______________________________
1.
Grade 7
Date:___________________
Complete a tree diagram and list all of the outcomes for the following situations.
a) Rolling a 6-sided die and flipping a coin
H
T
H
T
H
T
H
T
H
T
H
T
1
2
3
4
5
6
Outcomes
(12)
1H
1T
2H
2T
3H
3T
4H
4T
5H
5T
6H
6T
b) Flipping a coin 3 times
Possible Outcomes (8)
H
H
H
T
H
T
H
T
H
T
H
T
HHH
HHT
HTH
HTT
THH
THT
TTH
TTT
118
7.28.1: Tree Diagrams Solutions Continued
Grade 7
c) Spinning the spinner below twice and flipping a coin
18 Outcomes
- AAH
- AAT
- ABH
- ABT
- ACH
- ACT
- BAH
- BAT
- BBH
- BBT
- BCH
- BCT
- CAH
- CAT
- CBH
- CBT
- CCH
- CCT
2.
a) In the situations above, do any of those events depend on the results of another
event? Explain why or why not.
None of them do. Whether you get a heads on a flip of a coin doesnt impact what
youll get the next time. All of these are independent of each other.
b) Can you think of another situation where the outcome of one event depends on the
outcome from a previous event?
If you drew a coloured marble from a bag and did not put the marble back, it
would change the possible outcomes for the colour of the next marble you grab
from the bag (and therefore it depends on the colour of the first marble).
119
Unit 7: Day 29: Probability of Specific Event
Grade 7
Math Learning Goals
Determine the probability of a specific outcome from two independent

events using tree diagram, e.g., when flipping a coin and then rolling a
number cube, what is the probability of getting a head and an even
number?
Materials
BLM 7.29.1
BLM 7.29.2
Spinners

Opportunities
Minds On
Action!

Refer to the tree diagrams on BLM 7.28.1 from Day 28. Have students create
3 probability based questions that identify specific outcomes from the tree
diagrams in question 1a), i.e., What is the probability of flipping heads and
rolling a 3? What is the probability of rolling an even number and flipping
tails?
Ask students to solve their questions and then discuss how they represented
their answers (fractions, words, percent, decimals, etc.).
Pairs ! Exploration ! Discussion
In pairs students complete BLM 7.29.1.
Discuss question number two from BLM 7.29.1. Ask students to explain
their thinking and display different ways they represented their answer.
Individually complete BLM 7.29.2.
Students can
use calculators to
help them determine
the theoretical
probability (in
percent form).
Virtual Spinners are

available at:
http://nlvm.usu.edu/
en/nav/topic_t_5.ht
ml or the Gizmo
Probability
Simulations from
www.explorelearnin
g.com
Curriculum Expectations/ Observation/Mental Note: Assess students

understanding of using tree diagrams to determine the probability of a
specific outcome from two independent events.
Consolidate
Debrief
Whole Class! Discussion/Sharing

Discuss how tree diagrams gives access to all possible outcomes for
probability experiments, and how they are useful for determining / calculating
theoretical probability.
Discuss any difficulties or aha moments arising from BLM 7.29.2.
Application
Concept Practice
Exploration
Further Consolidation or Home Activity

Using BLM 7.29.1, have students consider changing the size of the second
spinner to have 6 equally sized sections (by removing brown and purple).
How would this change your answers on the BLM? What would the new
answers be?
120
7.29.1: Probability of a Specific Event

Name:
Grade 7
Date:
At the school fun fair there was a game with two spinners like the ones below. You must spin both
spinners once; if they land on the same colour, you win a prize.
Spinner 1
Spinner 2
brown
red
red
green
yellow
purple
blue
yellow
orange
green
blue
black
1. Draw a tree diagram and list all of the possible outcomes.
2. What is the theoretical probability that you will win a prize?
121
7.29.1: Probability of a Specific Event Solutions

Name:
Grade 7
Date:
At the school fun fair there was a game with two spinners like the ones below. You must spin both
spinners once; if they land on the same colour, you win a prize.
Spinner 1
Spinner 2
brown
red
red
green
yellow
purple
blue
orange
green
yellow
blue
1. Draw a tree diagram and list all of the possible outcomes.

Red Purple
Green -Purple
Blue Purple
Yellow Purple
Red Brown
Green Brown
Blue Brown
Yellow Brown
Red Red
Green Red
Blue Red
Yellow Red
Red Yellow
Green Yellow
Blue Yellow
Yellow Yellow
Red Orange
Green Orange
Blue Orange
Yellow Orange
Red Black
Green Black
Blue Black
Yellow Black
Red Blue
Green Blue
Blue Blue
Yellow Blue
Red Green
Green Green
Blue Green
Yellow - Green
black
Purple
2. What is the theoretical probability that you will win a prize?
Theoretical Probability
Favourable Outcomes
Total Outcomes
or
122
7.29.2: Probability of a Specific Event

Name:
Grade 7
Date:
Complete the following questions determining the probability of the given events. You can use
the tree diagrams from Lesson 28.
1.
Rolling a 6-sided die and flipping a coin
a) P(3, H) =
b) P(4 or 5, T) =
c) P(<5,T) =
d) P(Even number, T) =
e) P(Prime number, H) =
f) P(Odd number, H or T) =
g) P(Any number, H) =
2.
Flipping a coin 3 times

a) P(3 Heads) =
b) P(3 Tails) =
c) P(2 Heads and 1 Tails) =
d) P(1 Heads and 2 Tails) =
e) P(Heads first, then 1 Heads and 1 Tail in any order) =
123
7.29.2: Probability of a Specific Event Continued

3.
Grade 7
Spinning the spinner below twice and flipping a coin

Spinner
A
C
a) P(A and B and Heads) =

b) P(B and C and Tails) =
c) P(2 Cs and Tails) =
d) P(Both the same letter and Tails) =
e) P(Any letters and Heads) =
4.
Make up your own situation with 3 events where there are 12 outcomes.
5.
Create and answer three probability questions (similar to questions above) dealing with
the situation you created in question 4.
a)
b)
c)
124
7.29.2: Probability of a Specific Event (Teacher Answers)

Name:
Grade 7
Date:
Complete the following questions determining the probability of the given events. You can use
the tree diagrams from Lesson 28.
1.
Rolling a 6-sided die and flipping a coin

a) P(3, H) =
b) P(4 or 5, T) =
c) P(<5,T) =
or
or
d) P(Even number, T) =
or
e) P(Prime number, H) =
or
f) P(Odd number, H or T) =
g) P (Any number, H) =
2.
or
or
Flipping a coin 3 times

a) P(3 Heads) =
b) P(3 Tails) =
c) P(2 Heads and 1 Tails) =
d) P(1 Heads and 2 Tails) =
e) P(Heads first, then 1 Heads and 1 Tail in any order) =
or
125
3.
Spinning the spinner below twice and flipping a coin

Spinner
A
C
a) P(A and B and Heads) =

b) P(B and C and Tails) =
or
or
c) P(2 Cs and Tails) =

d) P(Both the same letter and Tails) =
e) P(Any letters and Heads) =
4.
or
or
Make up your own situation with 3 events where there are 12 outcomes.
Many options: Flipping 2 coins and spinning 1 three-section spinner

Rolling 2 dice (even numbers) and spinning 1three-section spinner
Rolling 2 dice (odd numbers) and rolling another die (getting a 5 or 6)
Any situation with 2 outcomes, 2 outcomes, and 3 outcomes
5.
Create and answer three probability questions (similar to questions above) dealing with
the situation you created in question 4.
Answers will vary.

Sample from first option above (flipping 2 coins and three-section spinner)
a) P(2 Heads and a B) =
b) P(Heads and Tails and a C) =
c) P(2 Heads and any letter) =
or
or
126
Unit 7: Day 30: Comparing Theoretical to Experimental Probability

Math Learning Goals
Grade 7
Materials
Perform simple probability experiments.

Compare theoretical probability with the results of the experiment using both a small
sample (individual student results) and a large sample (the combined results from all
students in the class).
Understand that probability results can be misleading if an experiment has too few
trials.
BLM 7.29.1
BLM 7.30.1
Paper clips
Dice
Coins

Opportunities
Minds On
Teacher Directed! Whole Class! Discussion

Give students a paper clip to act as the pointer on a spinner. Have students do the
game 8 times from BLM 7.29.1 from the previous lesson. Have the students keep
track of their results. Remind them of the terms theoretical probability and
experimental probability. Looking at the tree diagram from Day 29, compare the
results of their spin (experimental probability) to the theoretical probability.
On a chart, record the results of 4 students. Compare the results of the 4 students
(experimental probability) to the theoretical probability.
On a different chart, record the results of the whole class. Compare the results of the
whole class to the theoretical probability.
Depending on the results, discuss how the results on each chart can be misleading if an
experiment has too few trials or the sample size is too small. (e.g. if nobody won the
game based on the first sample size, someone might assume that if you played the
game you would never win if they saw the first chart)
Define the term sample size and discuss how the sample size is 32 for the first chart.
Ask the question: Do the results from these 32 trials represent what should happen to
other people who will play the game?
For the chart showing the results from the whole class, ask the question: Does this
sample size represent what will happen to people who will play this game?
Action!
Individual! Exploration! Apply Understanding

Have students conduct a probability experiment, using BLM 7.30.1.
Students are familiar with this question from Day 28 BLM 7.28.1 question 1.
OR
If you have access to Gizmos (and it has not already used), students can use the
following probability experiments online from www.explorelearning.com :
a) Compound Independent Events
http://www.explorelearning.com/index.cfm?method=cResource.dspResourcesForCour
se&CourseID=233
b) Theoretical or Experimental Probability
http://www.explorelearning.com/index.cfm?method=cResource.dspResourcesForCour
se&CourseID=233
Theoretical
probability A
mathematical
calculation of the
chances that an
event will happen in
theory.
Experimental
Probability The
likelihood of an
event occurring,
determined from
experimental results
rather than from
theoretical
reasoning.
Sample Size A
representative group
chosen from a
population and
examined in order to
make predictions
about the
populations.
Use the second

Gizmo
Curriculum Expectations/ Application/Checklist: Assess students understanding

of being able to conduct a probability experiment and being able to compare
theoretically probability to experimental probability based on sample size.
Consolidate
Debrief
Application
Reflection
Whole Class! Discussions

Discuss how the sample size will reflect the accuracy of theoretical probability when
compared to experimental probability. Also, discuss that probability games have an
element of chance (somebody has to win the lottery).
Discuss the importance of an appropriate sample size when comparing theoretical
probability to experimental probability.
Discuss real life examples where probability, percents, fractions and decimals could be
misleading (e.g., advertisements claims based on percentages where sample sizes are
not known, or the number of trials of a given event are not shared).
Home Activity
To prepare for Lesson 31, think of everyday applications of probability and bring in
samples from: magazines, the internet, books, newspapers etc.
127
7.30.1: Comparing Theoretical and

Experimental Probability
Grade 7
Below is a tally chart for flipping a coin and rolling a 6-sided die. Conduct the
experiment 24 times and complete the chart.
(All of the possible outcomes have been provided for you in the first column)
Outcome
Experimental Experimental Theoretical Theoretical Experimental

Probability
Probability Probability
=
Tally Total Probability
(Fraction)
(Percent)
(Fraction) (Percent) Theoretical?
(yes or no)
Flip Roll
H
1.
For how many of the outcomes were your experimental probabilities equal to the
theoretical probability? How many were close? Which was the furthest away?
Does that make sense?
2.
If we gathered the whole class data, would you expect similar results to what you
obtained individually?
128
Unit 7: Day 31: Application of Probability in the World
Grade 7
Math Learning Goals

Examine everyday applications of probability, e.g. batting averages, goalie
statistics, weather forecasts, opinion polls, etc.
Research and report on probabilities expressed in fraction, decimal, and

percent form.
Materials
BLM 7.31.1
BLM 7.31.2
BLM 7.31.3

Opportunities
Minds On

Display and discuss real life examples of probability that students brought in from the
Day 30 At Home Activity. If students didnt bring any; brainstorm examples and
discuss what each example means in terms of probability. How are these examples
represented? (words, fractions, decimals and percents) Possibilities: weather results,
lotteries or gaming, sports betting, risks in the financial world, demographic
predictions based on population statistics, car insurance rates based on probabilities of
certain ages/genders getting in accidents, etc.
Discuss a few examples in sports where knowledge of probability can help provide
information about more favourable outcomes. These outcomes can help predict who
has a better chance of winning and aid in decision-making.
Statistics on
smoking can be
found at:
http://www.familyfirst
aid.org/teensmoking.html.
Discuss a few examples where the outcomes are affected by chance even when the
probability of an event has been given (e.g., weather, lotteries, scratch tickets, etc.).
Also talk about statistics that apply to teenagers. What are your chances of becoming
a smoker? What are the chances that someone in this class will smoke?
Action!
Pairs or Individual! Research and Application

Students will complete BLM 7.31.1 using BLM 7.31.2 (which is a collection of
sample statistical data) or the Internet. Students could use the following sentence
starter: What are the odds that ...
Examples: Someone will be struck by lightning once? Twice? Or win the Roll up the
Rim to Win Contest at Tim Hortons?)
Use any website that gives statistics. Students could change the population or sample
size to match their school size, class or town/city. (Comparing statistical data with
different sample sizes)
Remind students
about equivalent
fractions when trying
to relate statistics to
a different sample
size.
Possible Ideas/ Websites

Statistics Canada (students can also look at census data for their city or town)
http://www.statcan.gc.ca/
Tim Hortons Roll Up the Rim to Win Contest
http://www.rolluptherimtowin.com/en/rules.php
Sports Statistics www.mlb.com, www.nhl.com, www.nba.com
Weather http://www.theweathernetwork.com/
Lottery Statistics
http://www.lotto649stats.com/lotto649.html
http://www.cbc.ca/news/background/gambling/lotteries.html
This would allow

students to make
connections to
transfer and apply
knowledge.
Curriculum Expectations/ Application/Rubric: Assess students ability to research

a real life example of probability and their ability to effectively communicate and
apply their knowledge.
Consolidate
Debrief
Application
Exploration
Gallery Walk! Whole Group Discussion

Have students walk around the room and read other students work.
After students have completed a gallery walk discuss anything they found interesting
or questions they still might have.
Home Activity or Further Consolidation

Challenge the students to try to find an interesting or bizarre math fact that is a real life
example of probability OR complete BLM 7.31.3.
Highlight the
appropriate columns
in the data table
and/or discuss
headings.
129
7.31.1 Applications of Probability in the World

Name: ________________________________
Grade 7
Date:__________________
Find out the probability (could be a decimal, percent or fraction) of something happening in the
real world and fill out the following chart. Refer to BLM 7.31.2.
Math Fact(s) that is a Real Life Example of Probability:
Source:
Explain how the math fact you have chosen is a good real life example of probability.
How would people use your fact?
Who would use your math fact and why?
Can you apply your statistic to the population of your class? School? Town or city? Future events?
130
7.31.2: Applications of Probability in the World

Name: ________________________________
Grade 7
Date:__________________
Use any of the following real-life statistics to complete the worksheet 7.31.1.
Roll Up the Rim to Win!!!
Total Cups: 281 686 000
Cars: 35
$100 Gift Card: 25 000
Lotto 649 Odds

Jackpot Winner: 1 in 13 983 816
5 out of 6 numbers: 1 in 55 491
4 out of 6 numbers: 1 in 1032
3 out of 6 numbers: 1 in 57
Hockey
Goalie Goals Against Average (GAA): 3.15
Goalie Save Percentage: .913
Statistics from one study by CDC

(High school students smoking)
23% in 2005
22% in 2003
36% in 1997
Unemployment Rate
Overall: 8.6%
Ages 15-24: 15.9%
Total Sales at a Store

Year: Up 3.5%
Month: Down 1.1%
Long Term Forecast Updated: Friday, July 10, 2009, 8:00 EDT
(from: theweathernetwork.com)
Saturday
Jul. 11
Sunday
Jul. 12
Monday
Jul. 13
Tuesday
Jul. 14
Wednesday
Jul. 15
Thursday
Jul. 16
Thunderstorms Cloudy periods Sunny
Sunny
Isolated showers Variable cloudiness
P.O.P.
90%
0%
0%
0%
40%
20%
High
26C
22C
23C
23C
24C
16C
Feels Like 35
Low
15C
15C
15C
15C
13C
13C
Wind
SW 20 km/h
W 15 km/h
W 15 km/h W 15 km/h SE 10 km/h
W 20 km/h
24-Hr Rain 2-4 mm
less than 1 mm
(Note: P.O. P. is probability of precipitation)
131

Name: ________________________________
Grade 7
Date:__________________
2007 Raptors Playoffs Statistics

PLAYER AVERAGES
Player
Chris Bosh
T.J. Ford
Anthony Parker
Jose Calderon
Andrea Bargnani
Morris Peterson
Rasho Nesterovic
Juan Dixon
Joey Graham
Luke Jackson
Kris Humphries
Darrick Martin
G
6
6
6
6
6
6
5
6
6
3
6
2
GS
6
5
6
1
3
2
4
0
3
0
0
0
MPG
37.0
22.7
40.0
24.3
30.2
30.5
14.2
10.5
18.2
3.7
11.5
4.0
FG%
.396
.487
.419
.507
.478
.517
.467
.381
.286
.000
.333
.000
3p%
.200
.500
.400
.250
.412
.500
.000
.250
.000
.000
.000
.000
FT%
.842
.810
.795
.833
.789
.833
1.000
.000
.800
1.000
.375
1.000
REBOUNDS
OFF DEF TOT
1.20 7.80 9.00
.80
.80 1.70
.50
4.80 5.30
.30
1.30 1.70
.50
3.50 4.00
.80
3.70 4.50
2.00 2.60 4.60
.00
.70
.70
.20
3.20 3.30
.30
1.30 1.70
1.20 1.70 2.80
.00
.50
.50
APG
2.5
4.0
1.0
5.3
1.0
.3
.6
.5
.3
.3
.2
1.0
SPG
.83
1.17
1.50
.83
.83
.33
.00
1.17
.67
.33
.17
.00
BPG
1.83
.33
.33
.00
.50
.33
.40
.00
.00
.00
.33
.00
TO
2.00
2.33
1.17
2.50
1.17
1.00
.80
1.67
1.00
.33
.50
.00
PF
3.20
1.20
3.00
2.00
2.70
3.30
.80
1.00
2.00
1.00
1.80
.00
PPG
17.5
16.0
15.2
13.0
11.0
6.8
3.4
3.0
2.7
2.0
1.5
1.0
A.
Using the table (Toronto Raptors 2007 Playoffs) complete the following questions.
1.
Which players made just less than half of their shots (FG%) during the playoffs?
2.
If you were the coach who would you want shooting a foul shot (FT%) at the end of a
game?
3.
If Jose Calderon were to shoot 20 3-pointers (3p%), how many do you think he would
make?
4.
Would it be better for Morris Peterson to focus on the percentage statistics (FG%, 3p%
and FT%) or the other ones (Rebounds, Assists-APG, Points-PPG, etc.) when
discussing a new contract with the Raptors? Justify your answer.
B.
As a team, The Toronto Blue Jays were batting .275 at one point in the season.
1.
If they had 40 bats in a game, how many hits would you expect them to get?
132

Solutions
Name: ________________________________
Grade 7
Date:__________________
2007 Raptors Playoffs Statistics

PLAYER AVERAGES
Player
Chris Bosh
T.J. Ford
Anthony Parker
Jose Calderon
Andrea Bargnani
Morris Peterson
Rasho Nesterovic
Juan Dixon
Joey Graham
Luke Jackson
Kris Humphries
Darrick Martin
G
6
6
6
6
6
6
5
6
6
3
6
2
GS
6
5
6
1
3
2
4
0
3
0
0
0
MPG
37.0
22.7
40.0
24.3
30.2
30.5
14.2
10.5
18.2
3.7
11.5
4.0
FG%
.396
.487
.419
.507
.478
.517
.467
.381
.286
.000
.333
.000
3p%
.200
.500
.400
.250
.412
.500
.000
.250
.000
.000
.000
.000
FT%
.842
.810
.795
.833
.789
.833
1.000
.000
.800
1.000
.375
1.000
REBOUNDS
OFF DEF TOT
1.20 7.80 9.00
.80
.80 1.70
.50
4.80 5.30
.30
1.30 1.70
.50
3.50 4.00
.80
3.70 4.50
2.00 2.60 4.60
.00
.70
.70
.20
3.20 3.30
.30
1.30 1.70
1.20 1.70 2.80
.00
.50
.50
APG
2.5
4.0
1.0
5.3
1.0
.3
.6
.5
.3
.3
.2
1.0
SPG
.83
1.17
1.50
.83
.83
.33
.00
1.17
.67
.33
.17
.00
BPG
1.83
.33
.33
.00
.50
.33
.40
.00
.00
.00
.33
.00
TO
2.00
2.33
1.17
2.50
1.17
1.00
.80
1.67
1.00
.33
.50
.00
PF
3.20
1.20
3.00
2.00
2.70
3.30
.80
1.00
2.00
1.00
1.80
.00
PPG
17.5
16.0
15.2
13.0
11.0
6.8
3.4
3.0
2.7
2.0
1.5
1.0
A.
Using the table (Toronto Raptors 2007 Playoffs), complete the following questions:
1.
Which players made just less than half of their shots (FG%) during the playoffs?
T.J. Ford, Andrea Bargnani and Rasho Nesterovic
2.
If you were the coach, who would you want shooting a foul shot (FT%) at the end of a
game?
Rasho Nesterovic, Luke Jackson or Darrick Martin
3.
If Jose Calderon were to shoot 20 3-pointers (3p%), how many do you think he would
make?
.250% = .25 = !
He would make a quarter of the 20 shots = 5
4.
Would it be better for Morris Peterson to focus on the percentage statistics (FG%, 3p%
and FT%) or the other ones (Rebounds, Assists-APG, Points-PPG, etc.) when
discussing a new contract with the Raptors? Justify your answer.
He would be better to use the percentage statistics because he is the highest on
the team in FG% and 3p% and very good at FT% (.833). However, using the other
statistics he is not the highest (rebounds-4th, points-6th, assists-almost last)
B.
As a team, The Toronto Blue Jays were batting .275 at one point in the season.
1.
If they had 40 bats in a game, how many hits would you expect them to get?
Many solutions possible:
.275 =
or
.275 x 40 = 11
133
Online Student-Friendly Resources for Decimals

Using Decimals
! tenths Railroad Repair http://pbskids.org/cyberchase/games/decimals/decimals.html
!
estimating and reading tenths, hundredths and thousandths Decimal Darts

http://www.decimalsquares.com/dsGames/games/darts.html
tenths, hundredths and thousandths using a grid Beat the Clock

http://www.decimalsquares.com/dsGames/games/beatclock.html and Concentration
http://www.decimalsquares.com/dsGames/games/concentration.html
online number line for tenths, hundredths and thousandths

http://www.mathsonline.co.uk/freesite_tour/resource/whiteboard/decimals/dec_notes.html
Ordering Decimals
! online number line for tenths, hundredths and thousandths
http://www.mathsonline.co.uk/freesite_tour/resource/whiteboard/decimals/dec_notes.html
ordering tenths and hundredths Switch http://www.interactivestuff.org/sums4fun/switch.html
ordering tenths and hundredths Builder Ted

http://www.bbc.co.uk/education/mathsfile/shockwave/games/laddergame.html
ordering tenths, hundredths and thousandths Place Value

http://www.decimalsquares.com/dsGames/games/placevalue.html
ordering hundredths using Olympic scores The Award Ceremony

http://www.mathsonline.co.uk/nonmembers/gamesroom/awards/awardc.html
ordering thousandths and ten thousandths (hard!) Decimals in Space

http://themathgames.com/arithmetic-games/place-value/decimal-place-value-math-game.php
Adding Decimals
! adding tenths, hundredths or thousandths Decimal Squares Blackjack
http://www.decimalsquares.com/dsGames/games/blackjack.html
Subtracting Decimals
! subtracting tenths, hundredths or thousandths Rope Tug
http://www.decimalsquares.com/dsGames/games/tugowar.html
! estimating, multiplying decimals Decimal Speedway
http://www.decimalsquares.com/dsGames/games/speedway.html
Converting Fractions and Decimals
! online converter between fractions and decimals
http://www.shodor.org/interactivate/activities/Converter/
134

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Fraction and Decimals

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Unit 7

Fractions and Decimals

Math Learning Goals

Investigate adding fractions using manipulatives.

Adding Fractions with

Using Relational Rods

Add fractions by connecting concrete to symbolic.

Add and subtract fractions using relational rods.

Explore repeated addition of fractions and addition and

Divide whole numbers by simple fractions using concrete

Demonstrate understanding of fractions and operations with

Develop strategies for subtracting fractions using equivalent

TIPS4RM: Grade 7: Unit 7 Fractions and Decimals

Mental Math and

Math Learning Goals

Compare and order decimals to hundredths, using a variety of

Investigate and represent the relationships among fractions,

TIPS4RM: Grade 7: Unit 7 Fractions and Decimals

Using Percent to Make

Using Percent to Find

Math Learning Goals

Use percent to make comparisons, e.g.,

students won ribbons

in one class and

won in the other class. Which had the better

Using Tables and Lists

Designing Games and

Determine all possible outcomes of an event using a chart, table,

Distinguish between theoretical probability and experimental

7m27, 7m85, 7m86

TIPS4RM: Grade 7: Unit 7 Fractions and Decimals

Math Learning Goals

TIPS4RM: Grade 7: Unit 7 Fractions and Decimals

Unit 7: Day 1: Fraction Puzzles

Math Learning Goals

Whole Class ! Solving a Problem

Pairs ! Problem Solving

See Continuum and

Whole Class ! Sharing/Discussion

TIPS4RM: Grade 7: Unit 7 Fractions and Decimals

7.1.1: Pattern Block Area Fraction Puzzles

2. Build a parallelogram with an area that is

3. Build a trapezoid with an area that is

4. Rebuild each of the puzzles above in a different way.

Pattern Block Area Fraction Puzzles

2. Build a parallelogram with an area that is

3. Build a trapezoid with an area that is

4. Rebuild each of the puzzles above in a different way.

TIPS4RM: Grade 7: Unit 7 Fractions and Decimals

7.1.2: Pattern Block Paper

TIPS4RM: Grade 7: Unit 7 Fractions and Decimals

7.1.3: Socket to You!

is an equivalent fraction for

. Write two more equivalent fractions for

2. Write two equivalent fractions for

3. Circle which is larger:

4. Circle which is smaller:

.! ! Explain how you know.

5: _, _, _, _, _, _, ___

3: 3, _, _, _, _, _, _, ___

8: _, _, _, _, _, _, ___