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Grade 7 Yearly PLAN & PLAN FOR COMMUNICATING STUDENT ACHIEVEMENT


Seven Math Yearly Plan – Subject to change as needed
VAUGHAN – GRADE 7 CURRICULUM PLAN    2016-17
SEPTEMBER – NO1 – PLACE VALUE AND ROUNDING
OCTOBER         NO6 – ADDING AND SUBTRACTING INTEGERS
 
OCTOBER -       GO2 – IDENTIFY AND PLOT POINTS IN A CARTESIAN PLAN
             GO3 – TRANSFORMATIONS (TRANSLATIONS, ROTATIONS, AND REFLECTIONS)
 
OCTOBER-        NO4 – UNDERSTAND THE RELATIONSHIP BETWEEN DECIMALS AND FRACTIONS
NOVEMBER-      NO7 – COMPARE AND ORDER DECIMALS AND FRACTIONS
DECEMBER       NO2 – ESTIMATION WITH DECIMALS USING ALL OPERATIONS/CALCULATIONS WITH      DECIMALS USING ALL OPERATIONS
             NO3 – PERCENTS FROM 1% TO 100%
 
DECEMBER-      NO1 – DIVISIBILITY RULES
JANUARY          PRO1 – PATTERN RECOGNITION AND LINEAR RELATIONSHIPS
            PRO2 – CREATE AND GRAPH A TABLE OF VALUES, ANALYZE GRAPHS
            PRO4 – CONSTANTS, VARIABLES, TERMS, ALGEBRAIC EXPRESSIONS & EQUATIONS
                          PRO5 – EVALUATE EXPRESSIONS
 
JANUARY -       MO1 – CIRCLES – CIRCUMFERENCE AND PI
FEBRUARY      MO2 – AREAS OF TRIANGLES, PARALLELOGRAMS AND CIRCLES
                          SPO3 – CIRCLE GRAPHS
 
FEBRUARY-      NO5 – COMPARE & ORDER FRACTIONS/PLACE VALUE/EQUIVALENT FRACTIONS
MARCH NO5 –   FRACTION ADDITION AND SUBTRACTION
           
APRIL – MAY     PRO3 – SOLVE PROBLEMS BY APPLYING AN UNDERSTANDING OF THE                                                                           PRESERVATION OF EQUALITY
PRO6 – SOLVE ONE-STEP LINEAR EQUATIONS
PRO7 – SOLVE MULTI-STEP LINEAR EQUATIONS
 
MAY –    SPO1 – MEASURES OF CENTRAL TENDENCY (MEAN, MEDIAN & MODE)
SPO2 – EFFECTS OF OUTLIERS ON MEASURES OF CENTRAL TENDENCY
SPO4 – EXPRESS PROBABILITIES AS RATIOS, FRACTIONS, AND PERCENTS
SPO5 – IDENTIFY SAMPLE SPACES
SPO6 – CONDUCT PROBABILITY EXPERIMENTS
 
JUNE – GO1 – GEOMETRIC CONSTRUCTIONS (LINE SEGMENTS AND BISECTORS)
 
 

PLAN FOR COMMUNICATION STUDENT ACHIEVEMENT


 
PLAN FOR COMMUNICATING STUDENT LEARNING                          GRADE SEVEN & EIGHT MATH
 
The purpose of this document is to provide an effective plan for communicating student learning.  Student assessment and evaluation are based upon the achievement of the Grade Seven Math Outcomes as outlined in the provincial curriculum guided by the HRSB’s “Assessment and Evaluation Policy” and the evaluation policy of the Department of Education.
Halifax Central School believes that student success depends upon a partnership between students, teachers and parents/guardians.  We strive to have a common understanding of what students are expected to achieve through their educational experiences and where they are in their learning.  This communication plan explains the methods used to assess and evaluate student learning, and outlines the ways in which we inform students and their parents/guardians of their progress.
 
STRATEGIES AND TOOLS USED FOR ASSESSMENT AND EVALUATION
Students have a variety of opportunities to demonstrate their learning which may include, but are not restricted to, the following:

  • Work Samples - daily assignments collected and dated.
  • Observation/Anecdotal Records/Checklists - specific methods that support continuous gathering of information.
  • Rubrics – identifying and describing the criteria used to assess student performance.
  • Conferencing - discussions between student/teacher/support staff regarding student challenges and accomplishments.
  • Daily Classroom assignments - daily assignments completed in class.
  • Reports/Projects/Presentations - assignments are to be completed within a specific period of time.
  • Tests/quizzes - time limited written or oral responses to questions on a specific topic or concept.
  • Unit Assessments – summative assessments designed to provide a snapshot of student learning

These assessment activities are designed to collect evidence on student progress towards achieving the learning outcomes established by DOE.  By using a variety of assessment tools, teachers give students different opportunities to demonstrate their achievement of the outcomes.  Assessments will receive a numerical grade.
 
COMMUNICATION WITH PARENTS/GUARDIANS
Students, parents/guardians and staff work in partnership for student success.  To support this valued collaboration we provide regular opportunities throughout the year to communicate both student progress and achievement.  The following is an outline of times where formal communication with parents/guardians/students will take place throughout the school year. 

EVENT

DATE

PURPOSE

Curriculum night

September

To communicate expected learning outcomes, specific course outlines, methods of evaluation and expectations

Telephone/email

On-going

To communicate student success as well as academic and /or behavioral concerns

Parent/student/teacher

November & April

To discuss individual students’ progress and/or concerns

First Term Report

December

Board Authorized report card outlining student progress

Second Term Report

April

Board Authorized report card outlining student progress

At risk identification

May

Communication with home regarding any student at risk of not being successful.

Final Term Report

June

Board Authorized report card outlining student progress

 
COMMUNICATING CONCERNS
Communicating with parents/guardians is not limited to the formal communication calendar.  Ongoing communication with parents is essential to maximize student success. Teachers will contact parents directly whenever a concern arises at school.  Parents are encouraged to contact teachers, either by phone or email, whenever they have a concern.  The school contact information is included in newsletters and on the school webpage.  Parents are encouraged to share their email addresses with their child’s teachers to facilitate communication.  Student learning is evaluated in terms of expected learning outcomes established by the Department of Education or by individual outcomes developed by the school’s Program Planning Team. 
STUDENTS WITH SPECIAL NEEDS
Teaching practices include the use of a variety of teaching strategies that enable students to meet and/or extend their learning beyond the designated outcomes. The strategic manipulation of variables such as time, classroom organization and evaluation techniques may be necessary for a student to meet the outcomes. These adaptations will be documented and communicated to parents.  Sometimes adaptations are not sufficient to meet the needs of a student. If a parent or a teacher believes a student requires further support he/she may refer a student to the School Planning Team (SPT). The SPT, with parental consultation, will determine if an individual program plan (IPP) is necessary. An IPP will be developed and implemented for a student if the provincial curriculum outcomes are not applicable and/or attainable. An IPP is based on the student's strengths and challenges.  The IPP may include non-academic areas.