Teacher’s Guide to

Understanding
M athematics
Textbook for Class VII

རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ།
Published by Royal Education Council
Tel: +975-8-271226 Fax: +975-8-271991

Copyright © 2017 Royal Education Council (REC)

ALL RIGHTS RESERVED

No part of this book may be reproduced in any form without permission from the Royal Education Council.

ACKNOWLEDGEMENTS
Advisors
Dasho Pema Thinley, Secretary, Ministry of Education
Tshewang Tandin, Director, Department of School Education, Ministry of Education
Yangka, Director for Academic Affairs, Royal University of Bhutan
Karma Yeshey, Chief Curriculum Officer, CAPSD

Research, Writing, and Editing Bhutanese Reviewers

One, Two, ..., Infinity Ltd., Canada Samten Wangchuk Thungkhar LSS, Trashigang
Sithar Dhendup Ura LSS, Bumthang
Authors Yeshi Dorji Yebilaptsa MSS, Zhemgang
Marian Small Duptho Ugyen Gelephu LSS, Sarpang
Ralph Connelly Kachap Dorji Nagor LSS, Mongar
David Hamilton Tenzin Gayphel Minjiwong LSS, S/Jongkhar
Gladys Sterenberg Karma Sangay Langthel LSS, Trongsa
David Wagner Bal Bdr Pradhan Drujeygang MSS, Dagana
Bijoy Hangmo Subba Gedu MSS, Chhukha
Reviewers Thinley Dorji Wangdue LSS, Wangdue
Don Small Bhagirath Adhikari Khine LSS, Trashiyangtse
John Grant McLoughlin Tshering Tenzin Peljorling, MSS, Samtse
Dorji Tshering College of Education, Samtse
Editors Kinley Wangdi Lobesa LSS, Thimphu
Jackie Williams Jigme Tenzin Doteng LSS, Paro
Carolyn Wagner Tashi Penjor Khangkhu MSS, Paro
David Hamilton Tashi Phuntsho Shaba MSS, Paro
Karma Yeshey CAPSD, Paro
Cover Concept and Design
Karma Yeshey and Ugyen Dorji, Curriculum Officers, CAPSD
Coordination
Karma Yeshey and Lobzang Dorji, Curriculum Officers, CAPSD

Thanks to:
 all teachers in the field who have given support and feedback on this project
 the World Bank,supporting the School Mathematics Reform in Bhutan
 the erstwhile students at Drugyal LSS and Lango LSS for their photos
 Nelson Publishing Canada, for its publishing expertise and assistance

1st edition 2008

ISBN: 99936-0-327-9
Reprint 2019

ii
 INTRODUCTION
HOW MATHEMATICS HAS CHANGED
Mathematics is a subject with a long history. Although newer mathematical
ideas are always being created, much of what your students will be learning
is mathematics that has been known for hundreds of years, if not longer.
The learning of mathematics helps a person to solve problems. While solving
problems, skills related to, representation of mathematical ideas, making connections
with other topics in mathematics and connections with the real world, providing Worldwide, there is
reasoning and proof, and communicating mathematically would be required. The now a greater
textbook is designed to promote the development of these process skills. emphasis on the
Worldwide, there is now a greater emphasis on the need for students to understand the need for students to
mathematics they learn rather than to memorize rote procedures. There are many understand the
reasons for this. mathematics they
learn rather than to
• In the long run, it is very unlikely that students will remember the mathematics they memorize rote
learn unless it is meaningful. It is much harder to memorize “nonsense” than procedures.
something that relates to what they already know.
• Some approaches to mathematics have not been successful; there are many adults
who are not comfortable with mathematics even though they were successful in
school.
In the student textbooks, many ways are shown to make mathematics more
meaningful.
• We will always talk about why something is true, not simply that it is true. It is important
For example, the reason why a number with a digit sum of 18 is divisible by 9 always to talk about
is demonstrated and not just stated. why something is
true, not simply that
• Mathematics should be taught using contexts that are meaningful to the students.
it is true.
They can be mathematical contexts or real-world contexts. These contexts will help
students see and appreciate the value of mathematics.
For example:
In Unit 2 (Fractions), a task with a real-world context involves fractions and cooking.

7
Kamala has cups of rice. Does she have enough to make a meal that needs
2
2
3 cups of rice? Show your work.
3

Unit 3 (Ratio) has a task with a broader context involving the speed of various animals.
Animal Distance (m) Time (s)
Cheetah 200 6.4 a) Which animal runs at each speed?
Bear 500 36.0 i) about 11 m/s ii) about 25 m/s
Zebra 250 14.0 b) Which animal could travel each?
Elephant 20 1.8 i) 900 m in 1 min ii) about 5 m in 1 min
Tortoise 10 120.0 c) Which is fastest? How do you know?
Rabbit 300 20.0 d) Which is slowest? How do you know?
Lion 400 16.0

Reprint 2019 Introduction xi

 • When discussing mathematical ideas, we expect students to use the We expect students to use
processes of problem solving, communication, reasoning, making the processes of problem
connections (connecting mathematics to the everyday world and connecting solving, communication,
mathematical topics to each other) and representation (representing reasoning, making
mathematical ideas in different ways, such as manipulatives, graphs, and connections, and
tables). For example, students represent integers using counters and number representation.
lines to help them see how the rules for adding and subtracting make sense.

• There is an increased emphasis on problem solving because the reason we

learn mathematics is to solve problems. Once students are adults, they are
not told when to factor or when to multiply; they need to know how to
apply those skills to solve certain problems. Students will be given
opportunities to make decisions about which concepts and skills they need
in certain situations.
A significant amount of research evidence has shown that these more Scores on international tests
meaningful approaches work. Scores on international tests are higher when are higher when the
the emphasis is on higher level thinking and not only on the application of emphasis is on higher level
skills. thinking and not only on the
application of skills.

THE DESIGN OF THE STUDENT TEXTBOOK

Each unit of the textbook has the following features:
• a Getting Started to review prerequisite content
• two or three chapters, which cluster the content of the unit into sections
that contain related content
• regular lessons and at least one Explore lesson
• a Game
• at least one Connections feature
• a Unit Revision

Getting Started
There are two parts to the Getting Started. They are designed to help you The Getting Started is
know whether the students are missing critical prerequisites and to remind designed to help you know
students of knowledge and terminology they have already learned that will whether the students are
be useful in the unit. missing critical prerequisites
and to remind students of
• The Use What You Know section is an activity that takes 20 to 30 minutes. knowledge and terminology
Students are expected to work in pairs or in small groups. Its purpose is they will need for the unit.
consistent with the rest of the text’s approach, that is, to engage students in
learning by working through a problem or task rather than being told what
to do and then just carrying it through.
• The Skills You Will Need section is a more straightforward review of
required prerequisite skills for the unit. This should usually take about 20 to
30 minutes.

Regular Lessons Lessons are numbered #.#.#.

• Each lesson might be completed in one or two hours (i.e., one or two class The first number tells
periods), although some are shorter. The time is suggested in this Teacher’s the unit, the second number
Guide, but it is ultimately at your discretion. the chapter, and the third
number the lesson within
• Lessons are numbered #.#.#. The first number tells the unit, the second the chapter.
number the chapter, and the third number the lesson within the chapter. For
example, Lesson 4.2.1 is Unit 4, Chapter 2, Lesson 1.

xii Teacher's Guide Reprint 2019

 • Each lesson is divided into five parts:
- A Try This task or problem
- The exposition (the main points of the lesson)
- A question that revisits the Try This task, called Revisiting the Try This in
this guide
- one or more Examples
- Practising and Applying questions

Try This
• The Try This task is in a shaded box, like the one below from lesson 1.1.2 on
page 5.
Try This

Yuden bought 9 kg of chicken. Each kilogram cost Nu 85.

The shopkeeper said that Yuden owed a total of Nu 755.

A. Describe two or more ways Yuden could have known the total
was incorrect.

• The Try This is a brief task or problem that students complete in pairs or small
groups. It serves to motivate new learning. Students can do the Try This without The Try This is a brief task
or problem that students
the new concepts or skills that are the focus of the lesson, but the problem is
complete in pairs or small
related to the new learning. It should be completed in 5 to 10 minutes. The
groups to motivate new
reason to start with a Try This is that we believe students should do some learning.
mathematics independently before you intervene.
• The answers to the Try This questions are not found in the back of the student
book (but they are in this Teacher’s Guide).

The Exposition
• The exposition presents the main concepts and skills of the lesson. Examples
are often included to clarify the points being made. The exposition presents the
main concepts and skills of
• You will help the students through the exposition in different ways (as the lesson and is taught in
suggested in this Teacher’s Guide). Sometimes you will present the ideas first, different ways, as suggested
using the exposition as a reference. Other times students will work through the in this guide.
exposition independently, in pairs, or in small groups.
• Key mathematical terms are introduced and described in the exposition. When
a key term first appears in a unit of the textbook, it is highlighted in bold type
to indicate that it is found in the glossary (at the back of the student textbook).
• Students are not expected to copy the exposition into their notebooks either
directly from the book or from your recitation.

Revisiting the Try This

• The Revisiting the Try This question follows the exposition and appears in
a shaded lozenge, like this example from lesson 1.1.2 on page 6.

B. How could Yuden have used a divisibility test to know the total was The Revisiting the Try This
incorrect? question links the Try This
task to the new ideas
presented in the exposition.
• The Revisiting the Try This question links the Try This task or problem to
the new ideas presented in the exposition. This is designed to build a stronger
connection between the new learning and what students already understand.

Reprint 2019 Introduction xiii

 Examples The Examples model how
• The Examples are designed to provide additional instruction by modelling how to approach some of the
to approach some of the questions students will meet in Practising and Applying. questions students will
Each example is a bit different from the others so that students have multiple meet in Practising and
Applying
models from which to work.
• The Examples show not only the formal mathematical work (in the left hand
Solution column), but also student reasoning (in the right hand Thinking column). The Examples show the
This model should help students learn to think and communicate mathematically. formal mathematical
Photographs of students are used to further reinforce this notion. work in the Solution
column and model
• Some of the Examples present two different solutions. The example below, from student reasoning in the
lesson 1.1.4 on page 14, shows two possible ways to approach the task, Solution 1 Thinking column. This
and Solution 2. model should help
Examples students learn to think
Example 1 Calculating the GCF of Three Numbers and communicate
mathematically.
Calculate GCF (50, 70, 140).
Solution 1 Thinking
50 70 140 • I used a
factor tree
to find the
5×5×2 5×7×2 7 × 10 × 2 factors of
each.

7×2×5×2 • I looked for prime

factors that were
The common factors are 2 and 5. common to all three.

GCF (50, 70, 140) = 2 × 5 = 10 • I multiplied the

common factors to get
the GCF.
Solution 2 Thinking
Factors of 50 • I used a
factor
rainbow to
1 2 5 10 25 50
find factor
Factors of 70 pairs for
each number.
• I divided each number by
1 2 5 7 10 14 35 70 1, then by 2, then by 3, and
so on until I had a list of all
Factors of 140 possible different factors.

1 2 4 5 7 10 14 20 28 35 70 140
The greatest number in all three lists is 10.
GCF (50, 70, 140) = 10

xiv Teacher's Guide Reprint 2019

 • The treatment of Examples varies and is discussed in the Teacher’s Guide.
Sometimes the students work through these independently, sometimes they work
in pairs or small groups, and sometimes you are asked to lead them through some
or all of the examples.
• A number of the questions in the Practising and Applying section are modelled
in the Examples to make it more likely that students will be successful.

Practising and Applying

• Students work on the Practising and Applying questions independently, with a Students work on the
partner, or in a group, using the exposition and Examples as references. Practising and Applying
• The questions usually start like the work in the Examples and get questions independently,
with a partner, or in a
progressively more conceptual, with more explanations and more problem
group, using the exposition
solving required later in the exercise set.
and Examples as references.
• The last question in the section always brings closure to the lesson by asking
students to summarize the main learning points. This question could be done as
a whole class.

Explore Lessons
• Explore lessons provide an opportunity for students to work in pairs or small
groups to investigate some mathematics in a less directed way. Often, but not Explore lessons provide an
always, the content is revisited more formally in a regular lesson immediately opportunity for students to
work with a partner or in
before or after the Explore lesson. The Teacher’s Guide indicates whether the
small groups to investigate
Explore lesson is optional or core.
some mathematics in a less
• There is no exposition or teacher lecture in an Explore lesson, so the parts of directed way.
the regular lesson are not there. Instead, a problem or task is posed and students
work through it by following a sequence of questions or instructions that direct
their investigation.
• The answers for these lessons are not found in the back of the textbook, but
are found in this Teacher’s Guide.

Connections
• The Connections is an optional feature that relates the content to something
else. The Connections feature
takes many forms.
• There are always one or more Connections features in a unit. The placement of Sometimes it is a relevant
a Connections feature in a unit is not fixed; it depends on the content knowledge and interesting historical
required. Sometimes it will be early in the unit and sometimes later. note. Sometimes it relates
• The Connections feature always gives students something to do beyond the mathematical content of
simply reading it. a unit to the content of
• Students usually work in pairs or small groups to complete these activities. a different unit. Other times
it relates the mathematical
content to a real-world
Game
application.
• There is at least one Game per unit.
• The Game provides an enjoyable way to practise skills and concepts The Game provides an
introduced in the unit. enjoyable way to practise
• Its placement in the unit is based on where it makes most sense in terms of skills and concepts
the content required to play the Game. introduced in the unit.
• In most Games students work in pairs or small groups, as indicated in the
instructions.
• The required materials and rules are listed in the student book. Usually, there
is a sample shown to make sure that students understand the rules.
• Most Games require 15 to 20 minutes, but students can often benefit from
playing them more than once.

Reprint 2019 Introduction xv

 Unit Revision
• The Unit Revision provides an opportunity for review for students and for you The Unit Revision provides
to gather informal assessment data. Unit Revisions review all lesson content an opportunity for review for
except the Getting Started feature, which is based on previous class content. students and allows you to
There is always a mixture of skill, concept, and problem solving questions. gather informal assessment
data.
• The order of the questions in the Unit Revision generally follows the order of
the lessons in the unit. Sometimes, if a question reflects more than one lesson,
it is placed where questions from the later lesson would appear.
• Students can work in pairs or on their own, as you prefer.
• The Unit Revision, if done in one sitting, requires one or more hours. If you
wish, you might break it up and assign some questions earlier in the unit and
some questions later in the unit.

Glossary
• At the end of the student textbook, there is a glossary of key mathematical The glossary contains key
terminology introduced in the units. When new terms are introduced in the mathematical terminology
units, they are in bold type. All of these terms are found in the glossary. introduced in the units,
• The glossary also contains important mathematical terms from previous important terms from
classes that students might need to refer to. previous classes, and a set of
instructional terms.
• In addition, there is a set of instructional terms commonly used in the
Practising and Applying questions (for example, explain, predict, …) along
with descriptions of what those terms require the student to do.

Answers
• Answers to most numbered questions are provided in the back of the student The answers to most of
textbook. In most cases, only the final answers are shown, not full solutions and the numbered questions are
explanations. For example, if students are asked to solve a problem and then found in the back of the
"Show your work" or "Explain your thinking", only the final answer to the student book. This Teacher's
problem will be included, not the work or the reasoning. Guide contains a full set of
answers.
• There is often more than one possible answer. This is indicated by the phrase
Sample Response.
• Full solutions to the questions and explanations that show reasoning are
provided in this Teacher’s Guide, as are the answers to the lettered questions
(such as A or B) in the Try This and the Explore lessons. Note that when an
answer or any part of an answer is enclosed in square brackets, this indicates
that it has been omitted from the answers at the back of the student textbook.

THE DESIGN OF THE TEACHER’S GUIDE

The Teacher’s Guide is designed to complement and support the use of
the student textbook.
• The sequencing of material in the guide is identical to the sequencing in The Teacher’s Guide is
the student textbook. designed to complement and
support the use of the
• The elements in the Teacher’s Guide for each unit include:
student textbook.
- a Unit Planning Chart
- Math Background for the unit
- a Rationale for Teaching Approach
- support for each lesson
- a Unit Test
- a Performance Task
- an Assessment Interview (Units 2 and 5)

xvi Teacher's Guide Reprint 2019

 The support for each lesson includes:
- Curriculum outcomes covered in that lesson
- Outcome relevance (Lesson relevance in the case of optional Explore
lessons)
- Pacing in terms of minutes and hours
- Materials required to teach the lesson
- Prerequisites that the lesson assumes students possess
- Main Points to be Raised explicitly in the lesson
- suggestions for working through the parts of the lesson
- Suggested assessment for the lesson
- Common errors to be alert for
- Answers, often with more complete solutions than are found in the student
text
- suggestions for Supporting Students who are struggling and/or for
enrichment

Unit Planning Chart

This chart provides an overview of the unit and indicates, for each lesson, which
The Unit Planning Chart
curriculum outcomes are being covered, the pacing, the materials required, and
provides an overview of
suggestions for which questions to use for formative assessment. the unit.

Math Background and Rationale for Teaching Approach

This explains the organization of the unit or provides some background for you This section provides
that you might not have, particularly in the case of less familiar content. In information about the
addition, there is an indication of why the material is approached the way it is. critical math behind the unit,
and an explanation of why
Regular Lesson Support the math is approached the
• Suggestions for grouping and instructional strategies are offered under the way it is.
headings Try This, Revisiting the Try This, The Exposition — Presenting the
Main Ideas, Using the Examples, and Practising and Applying — Teaching
Regular lesson support
Tips.
includes grouping and
• Common errors are sometimes included. If you are alert for these and apply instructional strategies,
some of the suggested remediation, it is less likely that students will leave the alerts for common errors,
lessons with mathematical misunderstandings. suggestions for assessment,
• A number of Suggested assessment questions are listed for each lesson. This is and teaching tips.
to emphasize the need to collect data about different aspects of the student’s
performance — sometimes the ability to apply skills, sometimes the ability
to solve problems or communicate mathematical understanding, and sometimes
the ability to show conceptual understanding.
• It is not necessary to assign every Practising and Applying question to each
student, but they are all useful. You should go through the questions and decide
where your emphasis will be. It is important to include a balance of skills,
concepts, and problem solving. You might use the Suggested assessment
questions as a guide for choosing questions to assign.
• You may decide to use the last Practising and Applying question to focus a
class discussion that revisits the main ideas of the lesson and to bring closure to
the lesson.

Reprint 2019 Introduction xvii

 Explore Lesson Support
• As with regular lessons, for Explore lessons there is an indication of the
curriculum outcomes being covered, the relevance of the lesson, and whether
the lesson is optional or essential. Because the style of an
• Because the style of the lesson is different, the support provided is different Explore lesson is different
than for the regular lessons. There are suggestions for grouping the students for than a regular lesson,
the exploration, a list of Observe and assess questions to guide your informal the support provided in
formative assessment, and Share and reflect ideas on how to consolidate and the Teacher's Guide is
bring closure to the exploration. also different.

Unit Test
A pencil-and-paper unit test is provided for each unit. It is similar to the unit If the test seems too long,
revision, but not as long. If it seems that the test might be too long (for example, some questions may be
if students would require more than one class period to complete it) some omitted but it is important
questions may be omitted. It is important to balance the items selected for the to ensure a balance of
test to include questions involving skills, concepts, and problem solving, and questions involving skills,
to include at least one question requiring mathematical communication. concepts, problem solving,
and communication.
Performance Task
• The Performance Task is designed as a summative assessment task. The Performance Task is
Performance on the task can be combined with performance on a Unit Test to designed as a summative
give a mark for a student on a particular unit. assessment task that can be
combined with a student’s
• The task requires students to use both problem solving and communication performance on the Unit
skills to complete it. Students have to make mathematical decisions to complete Test to give an overall mark.
the task.
• It is not appropriate to mark a performance task using percentages or
numerical grades. For that reason, a rubric is provided to guide assessment.
There are four levels of performance that can be used to describe each student’s
work on the task. A level is assigned for each different aspect of the task and, if
desired, an overall profile can be assigned. For example, if a student’s
performance is level 2 on most of the aspects of the task, but level 3 on one
aspect, an overall profile of level 2 might be assigned.
• A sample solution is provided for each task.

Unit Assessment Interviews

• Selected units (2 and 5) provide a structure for an interview that can be used
with one or several students to determine their understanding of the outcomes.
• Interviews are a good way to collect information about students because they Interviews are a good way
allow you to interact with the students and to follow up if necessary. Interviews to collect information about
are particularly appropriate for students whose performance is inconsistent or students, since interviews
who do not perform well on written tests, but who you feel really do understand allow you to interact with
the students and to follow up
the content.
if necessary.
• You may use the data you collect in combination with class work or even a
unit test mark.

ASSESSING MATHEMATICAL PERFORMANCE

Forms of Assessment
It is important to consider both formative (continuous) and summative assessment.
Formative Formative assessment
• Formative assessment is observation to guide further instruction. For example, if is observation to
you observe that a student does not understand an idea, you may choose to re- guide further
teach that idea to that student using a different approach. instruction.

xviii Teacher's Guide Reprint 2019

 • Formative assessment opportunities are provided through
- prerequisite or diagnostic assessment in the Getting Started
- suggestions for assessment questions in each regular lesson
- questions that might be asked while students work on the Try This or during an
Explore lesson
- the Unit Revision
- the unit Assessment Interview (for the units with interviews)
• Formative assessment can be supplemented by
- everyday observation of students’ mathematical performance
- formal or informal interviews to reveal students’ understanding
- journals in which students comment on their mathematical learning
- short quizzes
- projects
- a portfolio of work so students can see their progress over time, for example, in
problem solving or mathematical communication (see Portfolios below)
Summative
Summative assessment
• Summative assessment is used to see what students have learned and is often is used to see what
used to determine a mark or grade. students have learned
• Summative assessment opportunities are provided through and is often used to
- the Unit Test determine a mark.
- the Performance Task
- the Assessment Interview
• Summative assessment can be supplemented with
- short quizzes
- projects
- a portfolio that is assessed with respect to progress in, for example,
problem solving or communication One of the advantages
Portfolios of using portfolios for
One of the advantages of using portfolios for assessment is that students can assessment is that
students can observe
observe their own growth over time, leading to greater confidence. In each unit,
their own growth over
the section on math background identifies items that pertain to the various
time, leading to
mathematical processes. The portfolio could be made up of student work items greater confidence.
related to one of the mathematical processes: problem solving, communication,
reasoning, or representation.
It is right and fair to
Assessment Criteria inform students about
• It is right and fair to inform students about what will be assessed and how it will what will be assessed
be assessed. For example, students should know whether the intent of a particular and how it will be
assessment task is to focus on application or on problem solving. assessed.

• A student’s mark and all assessments should reflect the curriculum outcomes for The modes of
Class VII. The proportions of the mark assigned for each unit should reflect both assessment used for a
the time spent on the unit and the importance of the unit. The modes of assessment particular unit should
used for a particular unit should be appropriate for the content. For example, if the be appropriate for
unit focuses mostly on skills, the main assessment might be a paper-and-pencil the content.
test or quizzes. If the unit focuses on concepts and application, more of the
student’s mark should come from activities like performance tasks.
• The focus of this curriculum is not on procedures for their own sake but on
a conceptual understanding of mathematics so that it can be applied to solve
problems. Procedures are important too, but only in the context of solving
Reprint 2019 Introduction xix
 problems. All assessment should balance procedural, conceptual, and problem All assessment should
solving items, although the proportions will vary in different situations. balance procedural,
• Students should be informed whether a test is being marked numerically, using conceptual, and
letter grades, or with a rubric. If a rubric is being used, then it should be shared problem solving items,
although the
with students before they begin the task to which it is being applied.
proportions may vary
Determining a Mark in different situations.
• In determining a student’s mark, you can use the tools described above along
with other information such as work on a project or poster. It is important to It is important to
remember that the mark should, as closely as possible, reflect student competence remember that the
with the mathematical outcomes of the course. The mark should not reflect mark should reflect
behaviour, neatness, participation, and other non-mathematical aspects of the student competence
student’s learning. These are important to assess as well, but not as part of the with the mathematical
mathematics mark. outcomes of the
• In looking at a student’s mathematics performance, the most recent data might course and not
be weighted more heavily. For example, suppose a student does poorly on some of behaviour, neatness,
the quizzes given early in Unit 1, but later you observe that he or she has a better participation, and so
on.
understanding of the material in the unit. You might choose to give the early
quizzes less weight in determining a student’s mark for the unit.
• At present, you are required to produce a numerical mark for a student, but that
should not preclude your use of rubrics to assess some mathematical performance.
One of the values of rubrics is their reliability. For example, if a student performs
at level 2 on a particular task one day, he or she is very likely to perform at the
same level on that task another day. On the other hand, a student who receives a
test mark of 45 one day might have received a mark of 60 on a different day if one
question had changed on the test or if he or she had read an item more carefully.
• You can combine numerical and rubric data using your own judgment. For
example, if a student’s marks on tests average 50%, but the rubric performance is
higher, for example, level 3, it is fair and appropriate to use a higher average for
that student’s class mark.

THE CLASSROOM ENVIRONMENT

This new curriculum requires a change in the classroom environment to include
more pair and group work and an increased emphasis on communication. It is only This curriculum
in this way that students will really become engaged in mathematical thinking requires a change in
instead of being spectators. the classroom
• In every lesson, students should be engaged in some pair or small group work environment to
(for the Try This, selected Practising and Applying questions, or during an Explore include more pair and
lesson). group work and an
increased emphasis
• Students should be encouraged to communicate with each other to share on communication.
responses that are different from those offered by other students or from the
responses you might expect. Communication involves not only talking and writing
but also listening and reading. It is through
communication that
students clarify their
Pair and Group Work own thinking as well
• There are many reasons why students should be working in pairs or groups, as show you and their
including classmates what they
do or do not
understand.

xx Teacher's Guide Reprint 2019

 - to ensure that students have more
opportunities to communicate
mathematically (instead of competing
with the whole class for a turn to talk)
- to make it easier for them to take the
risk of giving an answer they are not sure
of (rather than being embarrassed in
front of so many other people if they are
incorrect)
- to see the different mathematical
viewpoints of other students
- to share materials more easily
• Sometimes students can work with the students who sit near them, but other
times you might want to form the groups so that students who are struggling are
working together. Then you can help them while the other students move
forward. Students who need enrichment can also work together so that you can
provide an extra challenge for them all at once.
• For students who are not used to working in pairs or groups, you should set
down rules of behaviour that require them to attend to the task and to participate
fully. You need to avoid
a situation where four students are working together, but only one of them is
really doing the work. You might post Rules for Group Work, as shown here to
the right.
• Once students are used to working in groups, you might sometimes be able to
base assessment on group performance rather than on individual performance.
For example, suppose a problem requires a student to explain why
–3 + (+4) = +1. The student hesitates or answers inappropriately.
Follow up by asking questions like the following:
- How would you show –3?
- What does it mean to add +4?
- How could you use counters to model the sum?
- Why can you get rid of some of the counters?
• Many of the questions in the textbook require students to explain their thinking. The sample Thinking
The sample Thinking in the Examples is designed to provide in the Examples is
a model for mathematical communication. designed to provide a
• One of the ways students communicate mathematically is by describing how model for
they know an answer is right. Even when a question does not ask students to check mathematical
communication.
their work, you should encourage them to think about whether their answer makes
sense. When they check their work, they should usually check using a different
way than the way they used to find their answer so that they do not make the same
reasoning error twice. This will enhance their mathematical flexibility.

Communication
Students should be communicating regularly about their mathematical thinking. It
is through communication that they clarify their own thinking as well as show you
and their classmates what they do or do not understand. When they give an answer
to a question, you can always be asking questions like, How did you get that? How
do you know? Why did you do that next?
• Communication is practised in small group settings, but is also appropriate when Students will be
the whole class is working together. reluctant to
communicate unless
• Students will be reluctant to communicate unless the environment is the environment is
risk-free. In other words, if students believe that they will be reprimanded risk-free.
or made to feel badly if they say the wrong thing, they will be reluctant

Reprint 2019 Introduction xxi

 to communicate. Instead, show your students that good thinking grows out of
clarifying muddled thinking. It is reasonable for students to have some errors in
their thinking and it is your job to help shape that thinking. If a student answers
incorrectly, it is your job to ask follow-up questions that will help the student
clarify his or her own thinking.

MATHEMATICAL TOOLS
Manipulatives
• There is great value in using manipulative materials in mathematics
instruction; sometimes, it is essential. For example, the work in
Chapter 2 will be greatly enhanced if students have access to fraction
strips, grids, and counters. Unit 4 cannot be completed without using
interlocking cubes. Other times, for example, in Unit 1, some
students can be successful without manipulative materials, but all Fraction strip
students will benefit from using them. Students will start to see not
only how to perform arithmetic calculations, but why they are done
the way they are.

THE STUDENT NOTEBOOK

It is valuable for students to have
a well-organized, neat notebook to
look back at to review the main
mathematical ideas they have
learned. However, it is also
important for students to feel
comfortable doing rough work in
that notebook or doing rough
work elsewhere without having to
waste time copying it neatly into
their notebooks. In addition to the Students should be
things you tell students to include allowed to make some
in their notebooks, they should be of their own decisions
allowed to make some of their about what to include
own decisions about what to in their notebooks.
include in their notebooks.

xxii Teacher's Guide Reprint 2019

 UNIT 1 NUMBER
UNIT 1 PLANNING CHART
Suggested Suggested
Outcomes or Purpose Pacing Materials Assessment
Getting Started Review prerequisite concepts, skills, and 1h • 100 Charts All questions
SB p. 1 terminology and pre-assessment (BLM)
TG p. 5
Chapter 1 Whole Numbers and Decimals
1.1.1 EXPLORE: 7-A1 Divisibility: develop and apply rules 1h • Base ten blocks Observe and
Divisibility by 3 for 3, 4, 6, 9 or Base Ten Assess
and 9 • develop meaningful divisibility rules through Models (BLM) questions
(Optional) exploration and models
SB p. 3
TG p. 9
1.1.2 Divisibility 7-A1 Divisibility: develop and apply rules 1h None Q2, 5, 10, 14
Tests for 3, 4, 6, 9
SB p. 5 • develop meaningful divisibility rules through
TG p. 13 exploration and models
CONNECTIONS: Make a connection between using divisibility 15 min None N/A
Casting Out Nines tests and arithmetic computation
(Optional)
SB p. 9
TG p. 17
GAME: Practise use of divisibility tests in a game 20 min • Digit cards N/A
Divisibility Spin situation • Fraction Circle
(Optional) Spinners (BLM)
SB p. 9 and paper clips
TG p. 17
1.1.3 Lowest 7-A2 Common Multiples: use common 1h None Q1, 3, 6, 7
Common Multiple multiples and least common multiples
SB p. 10 (LCM) to solve problems
TG p. 18 • use various methods to calculate LCM: prime
factorisation and listing of multiples
7-A1 Divisibility: develop and apply rules
for 3, 4, 6, 9
• understand the usefulness of divisibility rules
for mental computations
1.1.4 Greatest 7-A3 Common Factors: use common factors 1h None Q1, 5, 7
Common Factor and greatest common factor (GCF) to solve
SB p. 13 problems
TG p. 21 • understand that common factors and GCF are
helpful to rename fractions in lowest terms
• use prime factorisation and the listing of
factors in developing GCF
7-A1 Divisibility: develop and apply rules
for 3, 4, 6, 9
• understand the usefulness of divisibility rules
for mental computations
CONNECTIONS: Make a connection between numerical and 20 min • Rulers N/A
Carrom Math geometric situations using the greatest (optional)
(Optional) common factor • Grid paper or
SB p. 16 Small Grid Paper
(BLM) (optional)
TG p. 24

Reprint 2019 1 Unit 1 Number

UNIT 1 PLANNING CHART [Continued]
Suggested Suggested
Outcomes or Purpose Pacing Materials Assessment
Chapter 2 Powers
1.2.1 Introducing 7-A4 Large Numbers: model 1h None Q3, 4, 8
Powers • develop models using powers, bases, and
SB p. 17 exponents to represent repeated multiplication
TG p. 25 • understand exponents as a means of
expressing factors in a compact form
• understand terms “squared” and “cubed” to
describe powers of two and powers of three
• relate “squared” with a 2-D object and
“cubed” with a 3-D object
GAME: Practise estimating sizes of powers in a game 20 min • Dice N/A
Rolling Powers situation
(Optional)
SB p. 19
TG p. 27
1.2.2 Expanded, 7-A4 Large Numbers: rename 1h • Place Value Q1, 2, 4
Standard, and • investigate exponential, expanded, and Charts (BLM)
Exponential Forms standard forms (optional)
SB p. 20 • use expanded forms of numbers to
demonstrate understanding of place value as
TG p. 28
well as exponents
Chapter 3 Decimal Operations
1.3.1 Multiplying 7-B1 Add, Subtract, Multiply, Divide: whole 1h • Small Grid Q1, 6, 9, 10
Decimals numbers and decimals Paper (BLM)
SB p. 23 • choose an appropriate method (pencil, (optional)
TG p. 31 mental, estimation) for a given situation • Ten Thousandths
Grid (BLM)
(optional)
1.3.2 Dividing 7-B1 Add, Subtract, Multiply, Divide: whole 1h None Q3, 5, 6, 10
Decimals numbers and decimals
SB p. 27 • choose an appropriate method (pencil,
TG p. 35 mental, estimation) for a given situation
1.3.3 EXPLORE: 7-B2 Properties of Operations: decimals 40 min None Observe and
Mental Math with and integers Assess
Decimals • apply distributive, associative, and questions
(Optional) commutative properties in mental computation
7-B8 Add and Subtract Integers and
SB p. 30
Decimals Mentally: develop and use
TG p. 37 strategies
• develop and use mental strategies: front-end,
compatible numbers, and working by parts
1.3.4 Order of 7-B4 Order of Operations: whole numbers 1h None Q1, 4, 5
Operations and decimals
SB p. 31 • understand why order is important and what
TG p. 40 the conventional order is (brackets, exponents,
division/multiplication, and
addition/subtraction)

Teacher's Guide 2 Reprint 2019

 UNIT 1 Revision Review the concepts and skills in the unit. 2h • Base ten blocks All questions
SB p. 33 or Base Ten
TG p. 42 Models (BLM)
(optional)
UNIT 1 Test Assess the concepts and skills in the unit. 1h • Small Grid All questions
TG p. 44 Paper (BLM)
(optional)
UNIT 1 Assess concepts and skills in the unit. 1h • Rulers Rubric
Performance Task • Protractors provided
TG p. 47
UNIT 1 BLM 1 100 Charts
Blackline Masters BLM 2 Base Ten Models (Hundreds, Tens, and Ones)
TG p. 49 BLM 3 Fraction Circle Spinners (for the Game)
BLM 4 Place Value Charts (Billions to Ones; Periods and Powers)
BLM 5 Small Grid Paper
BLM 6 Ten Thousandths Grid

Reprint 2019 3 Unit 1 Number

 Math Background
• This number unit builds on some of the more familiar • Students consider representation in lesson 1.1.2,
content from Class VI. where they use the base ten representation of a
• The unit focusses on work with whole numbers and number to determine divisibility, in the Try This in
decimals. Students will explore divisibility of whole lesson 1.1.4, where they develop a geometric
numbers, express multiplication using exponential interpretation of greatest common factor, in
notation, and multiply and divide decimals. lesson 1.2.1, where they realize that it is more
efficient to use powers to represent repeated
• As students proceed through this unit they will use multiplication, in lesson 1.2.2, where they represent
a variety of mathematical processes, including problem whole numbers in different forms, in lesson 1.3.1,
solving, communication, reasoning, representation, where they represent a product as the area of
visualization, and making connections. a rectangle, and in lesson 1.3.2, where they make
For example: sense of division by rewriting decimals in different
• Students use problem solving in question 5 in units.
lesson 1.1.2, where they use divisibility to help solve a • Students use visualization skills in lesson 1.1.1,
real-world problem, in the Try This in lesson 1.1.3, where they use base ten block models for numbers
where they must figure out a number based on clues, to explain the divisibility rules, and in the Try This
in question 10 in lesson 1.3.1, where they apply in lesson 1.3.1, where they create an area model to
decimal multiplication to solve a contextual problem, conceptualise decimal multiplication.
and in question 5 in lesson 1.3.4, where they have to • Students make connections in lesson 1.1.2, where
figure out how a calculation was done incorrectly. they relate divisibility tests to each other, in
• Students use communication frequently as they lesson 1.1.4, where they relate GCF and LCM, in the
explain their thinking, such as in question 14 in first Connections feature, where they relate the game
lesson 1.1.2, where they explain which digits in a of Carrom to mathematical concepts, and in
number are relevant when testing for divisibility, in lesson 1.2.1, where they relate squaring and cubing of
question 8 in lesson 1.1.4, where they generalize about numbers to their geometric meanings.
the greatest common factor of prime numbers, in
question 11 in lesson 1.2.1, where they discuss how Rationale for Teaching Approach
exponentiation is like multiplication, in question 3
in lesson 1.2.2, where they compare two numbers in • This unit is divided into three chapters.
exponential form, and in question 12 in lesson 1.3.1, Chapter 1 focuses on whole number concepts:
where they explain the relationship between divisibility tests, common multiples, including lowest
multiplying whole numbers and decimals. common multiple and common factors, including
• Students use reasoning in answering questions such lowest common factor.
as the Try This in lesson 1.1.2, where they figure out Chapter 2 focuses on powers and forms (exponential,
why a calculation is incorrect, in question 11 in expanded, and standard) of representing whole
lesson 1.1.2, where they use known information to numbers.
determine the validity of given statements concerning Chapter 3 has students examine multiplication,
divisibility, in question 3 in lesson 1.1.3, where they division, and the order of operations with decimals.
have to work backwards to find numbers with a certain • The two Explore lessons allow students to develop
LCM, in question 5 in lesson 1.3.2, where they must rules for divisibility and strategies for mental
provide examples to support their responses concerning computation.
claims about decimal division, in lesson 1.3.3, where
they reason about what calculations make sense to • Two Connections features appear in chapter 1. The
perform mentally, and in question 2 in lesson 1.3.4, first illustrates a useful application of divisibility tests
where they decide whether the brackets in an to calculations and the other relates mathematical
expression are actually necessary to describe a concepts to a game.
calculation. • The unit’s Game provides an opportunity to apply
and practise the divisibility tests.
• Throughout the unit, it is important to encourage
flexibility and to accept a variety of approaches from
students.

Teacher's Guide 4 Reprint 2019

 Getting Started

Curriculum Outcomes Outcome relevance

6 Common Factors: whole numbers Students will find the work in the unit
6 Prime Numbers: distinguish from composites easier after they review factors and
multiples, prime numbers, place value,
6 Large Numbers: reading and writing
and calculations with decimals.
6 Multiply Decimals by Whole Numbers: pictorially, symbolically
6 Multiply Decimals by Decimals: concretely, symbolically
6 Whole Numbers and Decimals: Single-digit Division
6 Estimation Strategies for Multiplication and Division: Whole
Numbers and Decimals
6 Divide Decimals by Decimals: estimating and developing
algorithms through reasoning
6 Divide Mentally: whole numbers by 0.1, 0.01, 0.001

Pacing Materials Prerequisites

1h • 100 Charts (BLM) • familiarity with the terms factor, multiple, common factor, and prime
number
• place value from billions through thousandths
• multiplying and dividing by powers of 10
• multiplying and dividing by simple decimals

Main Points to be Raised

Use What You Know Skills You Will Need
• The multiples of a number form • A common factor of two numbers is a factor of both numbers.
patterns. • To write a number in expanded form, you must consider each digit
• A number can be a multiple of many and its placement in the number.
numbers. • You can think of multiplication as determining an area. You can
• If a is a factor of b, then b is a multiple think of division as showing how many groups of one number make
of a. up another number.
• Calculations with decimals are just like calculations with whole
numbers. The final step involves a place value decision.
• When you multiply or divide by a power of 10, you consider only
what happens to the place value of the digits of the original number.
• Rounding involves place value considerations.

Use What You Know — Introducing the Unit

• Before assigning the activity, you may wish to review the meaning of some of the terms that will come up in the
activity, particularly factor and multiple. You could do this using a game format.
For example, you could say "I am thinking of a 2-digit multiple of 4. Try to guess the number by asking me
yes-no questions such as ‘Is it also a multiple of 8?’” (A yes-no question can be answered by saying yes or no.)
Play the game a few times, encouraging the students to guess the number in as few questions as possible.
• Once you feel confident that students recall the concepts of factor and multiple, students can work alone or in pairs
to complete the activity.
• Provide copies of a 100 chart for students to mark on. If they use a pencil, they can erase and reuse their charts
many times.

Reprint 2019 5 Unit 1 Number

While you observe students at work, you might ask questions such as the following:
• How did you know that you should mark all the numbers in that column? Did you have to test them all?
(They all end in 2, so they are even numbers. That means 2 is a factor of each.)
• How did you know those numbers were the tens? (Because every ten has 2 and 5 as factors.)
• How many multiples of 4 are in each row? Why is that? (2 or 3 because there are 10 numbers in a row.
10 ÷ 4 = 2 R 2 and 20 ÷ 4 = 5. That is, every row has at least two multiples of 4 and any two successive rows
have exactly 5 multiples of 4. Alternate rows have 2 or 3 multiples of 4.
• If your clues involve multiples of a big number, like 22, why will it be easier to guess? (There are only a few
multiples to try.)

Skills You Will Need

• To ensure students have the required skills for this unit, assign these questions.
• First review the terms common factor, expanded form, product, quotient, place value column, and round
to ensure students can interpret the questions. Refer students to the glossary at the back of the book.
• For question 3, note that this mathematics series assumes 1,000,000,000 is 1 billion, whereas others consider
1,000,000,000,000 to be 1 billion
• Encourage students to use mental math to answer questions 8 and 9.
• Students can work individually.

Answers
NOTE: Read about Answers in the student textbook on page xvi in the Introduction to this Teacher's Guide.
A. It has a factor of 2. ii) 60; 60 is a multiple of 4 and has 2, 3, and 5 as
factors.
B. i) Numbers in these columns have 2 as a factor
C Sample responses:
i) 84;
1 2 3 4 5 6 7 8 9 10 My secret number has 2, 3, and 7 as factors.
11 12 13 14 15 16 17 18 19 20 It is also a multiple of 4.
ii) The only numbers in the 100 chart with 7 as
21 22 23 24 25 26 27 28 29 30
a factor are 7, 14, 21, 28, 35, 42, 49, 56, 63, 70,
31 32 33 34 35 36 37 38 39 40 77, 84, 91, 98.
41 42 43 44 45 46 47 48 49 50 Among those, the only numbers with 2 as a factor
51 52 53 54 55 56 57 58 59 60 are 14, 28, 42, 56, 70, 84 and 98.
Among those, the only numbers with 3 as a factor
61 62 63 64 65 66 67 68 69 70 are 42 and 84.
71 72 73 74 75 76 77 78 79 80 4 is not a factor of 42, so 84 is the only possibility.
81 82 83 84 85 85 87 88 89 90
91 92 83 94 95 96 97 98 99 100

Numbers in these columns have 5 as a factor

1. a) 1, 2, 4 b) 1, 3 c) 1, 2 3. c) 1 × 1,000,000 + 3 × 1000 + 1 × 10
1 million + 3 thousands + 1 ten
2. 23, 17 d) 1 × 1,000,000,000 + 9 × 100,000 + 1 × 1000 +
1 × 100 + 4 × 10 + 2 × 1
3. a) 4 × 100,000 + 1 × 10,000 + 2 × 1000 + 1 × 100 +
1 billion + 9 hundred thousands + 1 thousand +
5 × 10
1 hundred + 4 tens + 2 ones
4 hundred thousands + 1 ten thousand + 2 thousands +
1 hundred + 5 tens
b) 3 × 100,000 + 6 × 10,000 + 5 × 1000 + 1 × 100 +
2 × 10 + 4 × 1
3 hundred thousands + 6 ten thousands + 5 thousands +
1 hundred + 2 tens + 4 ones

Teacher's Guide 6 Reprint 2019

 4. 0.24; Sample response: 7. a) 105.2 b) 22.3
0.6 c) 20.8 d) 111.5
e) 2 f) 7.5
g) 6.75 h) 25.5
0.4
8. a) 340 b) 24.5
c) 0.328 d) 0.0234

9. a) Hundredths place
b) Thousandths place
c) Tens place
d) Hundreds place

10. a) 0.2 and 0.24 (0.23 is also acceptable)

b) 14.9 and 14.92
5. a) 157.0 b) 534.24 c) 0.84 c) 2.0 and 2.00
d) 103.5 e) 0.21 f) 0.96
g) 0.019 h) 0.23

6. 4; Sample response:

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0

Supporting Students
Struggling students
• If students are struggling with the concept of factors and multiples, write some multiplication equations for them
and point out the factors and multiples.
For example, for 2 × 4 = 8, point out that 2 and 4 are factors of 8 and that 8 is a multiple of 2 and 4. You can then
ask students to find multiples of, say, 5 by writing multiplication equations where 5 is a factor, such as
5 × 1 = ?, 5 × 2 = ?, and so on.
• Some students may have trouble interpreting the clues in part B because the sentences are complex. Have them
break down the sentences.
For example, for the fourth clue in part B, they might think:
First I think about only the numbers that are shaded because of the third clue. For each of those numbers, I have to
figure out whether 3 is a factor. If it is, then the number is a multiple of 3. I could start with 3 and see if each
number is a multiple of 3. I could think of something I could multiply 3 by to get the number, or I could notice that
every third number is a multiple of 3 because the shaded numbers are spaced equally. Once I have found one
number that is a multiple of 3, it is easy to find other multiples of 3.
• Some students might benefit from the use of a place value chart for question 3. If necessary, remind them of the
place value columns.
Billion Millions Thousands Ones
H T O H T O H T O

• For questions 4 and 6, some students may be able to perform the calculation, but have difficulty drawing
the picture. The intent of the picture is to ensure that students understand what the operations really mean.
You might encourage those students to think first about what they would draw for whole numbers.
For example, they might start with pictures for 4 × 6 or for 8 ÷ 2 and then consider how to change those pictures to
include decimals.

Reprint 2019 7 Unit 1 Number

Enrichment
• You might challenge students to predict why the secret number in Use What You Know was a multiple of 2, 3, 4,
and 5 and why there was only one possible answer. (It had 2 as a factor, 3 as a factor, 4 as a factor, and 5 as a factor.
The next multiple of all four numbers is 120, which is beyond the chart.)
For example, have them figure out why the number they found was 3 × 4 × 5 and not 2 × 3 × 4 × 5. (Because it was
a multiple of 4, it was automatically a multiple of 2.)
Ask them whether the same thing would happen if they had instead used 2, 3, 8, and 5 and why. (The secret number
would have been 3 × 8 × 5, which is not on the chart.)

Teacher's Guide 8 Reprint 2019

Chapter 1 Whole Numbers and Decimals
1.1.1 EXPLORE: Divisibility by 3 and 9

Curriculum Outcomes Outcome Relevance

7-A1 Divisibility: develop and apply rules for 3, 4, 6, 9 This optional exploration of the divisibility tests
• develop meaningful divisibility rules through exploration for 3 and 9 provides a conceptual foundation for
and models students to make sense of a broader group of
divisibility rules in the next lesson.

Pacing Materials Prerequisites

1h • Base ten blocks or • meaning of quotient and remainder with whole number division
Base Ten Models • dividing a 2-digit to 4-digit number by a 1-digit number
(BLM)

Exploration
• Work through the introduction (in white) with the students. Make sure that they understand that the remainder
must be zero when we say that one number is divisible by another. Also make sure that they understand that we
say a number is divisible by, say, 3 if it can be modelled as groups of 3 with none left over or as 3 equal groups
with a whole number amount in each group. Show an example.
For example, 22 is not divisible by 3 because when you group 22 in 3s, there is 1 left over. Or, if you make
3 equal groups, there is 1 left over.
22 is not a multiple of 3 because …

there are 7 equal groups of 3 and 1 left over.

there are 3 equal groups of 7 and 1 left over.

• Have students work alone or in pairs for parts A to H. You may wish to demonstrate how to complete a row
of the chart for part A.
For example, if the number were 300, the row would show 300, 3, and 1.
Ask them to use five different 3-digit numbers that they are certain are multiples of 3.
While you observe students at work, you might ask questions such as the following:
• Could any of your numbers have been in the 200s? How do you know? (They could have been in the 200s
because the multiples of 3 happen every 3rd number, and 3 before 300 is 297.)
• How did the number in the third column show that the sum of the digits was a multiple of 3? (There was no
remainder when I divided by 3, so I know the number is a multiple of 3.)
• Discuss parts A to H with the students to make sure they are proceeding successfully.
• Distribute base ten blocks or Base Ten Models (BLM) for students to complete parts I to L.

Reprint 2019 9 Unit 1 Number

Observe and Assess
As students work, notice the following:
• Do they successfully choose to use numbers that are multiples of 3 and 9 in their charts?
• Do they understand how to check whether the sum of the digits is a multiple of 3 or 9?
• Do they understand, in part F, that each hundred and each ten can be made up of 3s with 1 left over?
• Do they see how the leftovers from the hundreds and tens can be combined with the ones, and do they understand
that if these leftovers can be grouped into 3s (or 9s), the number is divisible by 3 (or 9)?
• Do they successfully generalize what they have learned to apply to numbers with other numbers of digits?

Share and Reflect

After students have had sufficient time to work through the exploration, they should form small groups
to discuss their observations and these questions.
• How do you know that 156 is a multiple of 3, but 157 is not?
• Why is 156 a multiple of 3 but not a multiple of 9?
• What is the lowest number greater than 156 that is a multiple of 9? How do you know?
• How would you explain the strategy of adding digits to show that 414 is a multiple of 9?

Answers
A. i) to iv)
Sample responses:
Number Sum of digits Sum of digits ÷ 3
300 3 1
600 6 2
900 9 3
315 9 3
633 12 4

v) Yes

B. i) No; 6 + 5 = 11; 11 ÷ 3 = 3 R 2
ii) Sample response:
301 sum of digits = 4 4÷3=1 R1
500 sum of digits = 5 5÷3=1 R2
625 sum of digits = 13 13 ÷ 3 = 4 R1
998 sum of digits = 26 26 ÷ 3 = 8 R2

C. i) to iv) Sample responses:

Number Sum of digits Sum of digits ÷ 9
270 9 1
279 18 2
360 9 1
900 9 1
999 27 3

v) Yes

Teacher's Guide 10 Reprint 2019

 D i) 9 + 1 = 10 and 10 ÷ 9 = 1 R 1
ii) Sample response:
800 sum of digits = 8 8÷9=0 R8
400 sum of digits = 4 4÷9=0 R4
850 sum of digits = 13 13 ÷ 9 = 1 R4
660 sum of digits = 12 12 ÷ 9 = 1 R3

E. i) If the sum of the digits of a number is a multiple of 3 (or is divisible by 3), the number is divisible by 3.
ii) If the sum of the digits of a number is a multiple of 9 (or is divisible by 9), the number is divisible by 9.

F. i) 312 ii) 1 each

iii) 6; the number of ones is the same as
the sum of the digits.
iv) Only the 6 ones need to be grouped
in 3s and they can.

v) Sample response:
633

After dividing each hundred and ten model into groups of 3, there is 1 one left over from each.
There are 12 ones altogether; the number of ones is the same as the sum of the digits.
You can divide the ones into groups of 3.

vi) Sample response:

For 633:
633 has 6 hundreds, 3 tens, and 3 ones.
When you group each of the 6 hundreds and 3 tens into groups of 3, there is 1 one left over from each because
100 = 99 + 1 and 99 ÷ 3 = 33 and 10 = 9 + 1 and 9 ÷ 3 = 3. That makes 9 ones left over from the hundreds and
tens. That leaves you with 12 ones altogether (which is the sum of the digits), which can be divided into groups
of 3.

G. i) 279

ii) After dividing each hundred and ten into groups of 9, there is 1 one left over from each
iii) There are 18 ones altogether; the number of ones is the same as the sum of the digits.
iv) You can divide the ones into groups of 9, so after dividing the hundred and ten models into groups of 9 and
then dividing the ones into groups of 9, there is nothing left over.

Reprint 2019 11 Unit 1 Number

 v) Sample response:
360

After dividing each hundred and ten into groups of 9, there is 1 one left over from each
There are 9 ones altogether; the number of ones is the same as the sum of the digits
You can divide the ones into groups of 9, so after dividing the hundred and ten models into groups of 9 and then
dividing the ones into groups of 9, there is nothing left over.

vi) For 279:

279 has 2 hundreds, 7 tens, and 9 ones.
When you group each of the 2 hundreds and 7 tens into groups of 9, there is 1 one left over from each because
100 = 99 + 1 and 99 ÷ 9 = 11 and 10 = 9 + 1 and 9 ÷ 9 = 1. That makes 9 ones.
That leaves you with 18 ones altogether (which is the sum of the digits), which can be divided into groups of 9.

H. If you modelled a 4-digit number like 4005 (which is divisible by 3), it would have 4 models for thousands
and 5 models for ones. Each thousand model, when divided into groups of 3, will have 1 left over because
1000 = 999 + 1 and 999 ÷ 3 = 333. So there would be 4 ones left over plus the 5 ones, which is 9 ones. You can
divide 9 ones into groups of 3 or 9.
If you modelled a 5-digit number like 59,130 (which is divisible by 3), it would have 5 models for ten thousands,
9 models for thousands, 1 model for hundreds, and 3 models for tens. Each ten thousand, thousand, hundred, and
ten model, when divided into groups of 3, will have 1 left over because
10,000 = 9999 + 1 and 9999 ÷ 3 = 3333; 1000 = 999 + 1 and 999 ÷ 3 = 333; 100 = 99 + 1 and 99 ÷ 3 = 33; and
10 = 9 + 1 and 9 ÷ 3 = 3. So there would be 18 ones left over. You can divide 18 ones into groups of 3.

Supporting Students
Struggling students
• If students are struggling with selecting numbers that are multiples of 3 (or 9), suggest they multiply 3 (or 9) by
various multipliers greater than 40.
For example, they could try 3 × 55 = 165.
• If students have difficulty seeing why each hundred and each ten has one left over when you group the numbers
in 3s, provide a grid model. They can draw groups of 3 to see the leftovers.
For example, for 123:

Enrichment
• You might challenge students to adapt the ideas in the exploration to create a way to test whether a number is
divisible by 4. This will preview what they will learn in the next lesson.

Teacher's Guide 12 Reprint 2019

 1.1.2 Divisibility Tests

Curriculum Outcomes Outcome relevance

7-A1 Divisibility: develop and apply rules for 3, 4, 6, 9 Students will be able to factor numbers more easily
• develop meaningful divisibility rules through if they use divisibility rules. This skill will simplify
exploration and models calculations of greatest common factors and least
common multiples. It will also make work with
fractions easier and, in Class VIII, will help with
calculating square roots.

Pacing Materials Prerequisites

1h None • dividing multi-digit numbers by 1-digit numbers
• place value
• multiplication facts for 2, 3, 4, 5, 9, and 10
• expressing a number in expanded form

Main Points to be Raised

• A divisibility test is a shortcut to determine • Divisibility tests are based on understanding that the digit in
whether one number is a multiple of another a particular place value column represents that many tens,
number. hundreds, thousands, etc.
• When you say that one number is divisible by For example, 3 in the hundreds column means
another number, it is the same as saying that the 3 × 100, whereas 3 in the ones column means 3 × 1.
first number is a multiple of the second number • If one number is a multiple of another, then any multiple of
or that the second number is a factor of the first the first number is also a multiple of the second number.
number.
For example, because 100 is a multiple of 4, any multiple of
100 is also a multiple of 4.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How might you use addition (or multiplication, or division) to solve the problem? (You can add nine sets of 85;
you can multiply 85 by 9; you can divide 755 by 9.)
• How do you know the price is between Nu 720 and Nu 810? (Nu 85 is between Nu 80 and Nu 90; 9 × 80 = 720
and 9 × 90 = 810, so 9 × 85 should be in between.)
• How can you calculate 9 × 85 using mental math? (I could add 9 × 5 to 9 × 80.)
• Does it make sense that the ones digit is 5? (Yes, if I multiply by 5, the ones digit has to be 5 or 0.)
If students incorrectly multiply 9 × 85, you might suggest they start with 10 × 85 and subtract 1 × 85.

The Exposition — Presenting the Main Ideas

• Present the problem in the second paragraph of the exposition:
- Can 404 kg of rice be divided into 4 kg packages with no rice left over?
Ask students to work in pairs to come up with a solution. When they have finished, ask for their strategies.
Some students may say that 404 kg can go into 100 packages of 4 kg plus 1 more package, for a total of 101 packages.
• Help students see that a good way to test divisibility is to relate a number to another number they are sure
about. Try out this strategy by asking these questions:
- Is 301 divisible by 2? Is it divisible by 5? Is it divisible by 10? Is it divisible by 3?
- Is 998 divisible by 3? Is it divisible by 9? Is it divisible by 4?
After they have thought about the questions for a while, point out how comparing the 301 to 300 or the 998 to
999 or 1000 makes it easier for them to determine whether 301 and 998 are divisible by 3.

Reprint 2019 13 Unit 1 Number

 • Introduce the term divisibility test to describe a shortcut to determine whether a particular number is divisible
by another. If students did the previous Explore lesson, remind them that they created divisibility tests for 3
and 9. Ask them to recall those tests.
• Draw attention to the chart of divisibility tests on page 5. To make sure students understand them, have them
apply each test to a particular number, for example, 351.
• Encourage students to read through the exposition, where the tests are applied to the number 360.
• Have them turn to page 6, where the tests for 3, 9, and 4 are explained using base ten models. Suggest that
they read through these and explain to a partner what they have learned.
• Test the students’ understanding by asking them to explain what would happen if they grouped 144 into 3s, 9s,
and 4s.

144 grouped in 3s

9 leftovers ÷ 3 = 3

144 grouped in 9s

8 leftovers ÷ 9

144 grouped in 4s

12 leftovers ÷ 4 = 3

Revisiting the Try This

B. This question allows students to make a formal connection between what was done in part A and
the main ideas presented in the exposition. In this case, students need to apply the divisibility test for 9.

Using the Examples

• Have students work in pairs. One student should become an expert on example 1 and the other should be
the expert on example 2. Each student should then explain his or her example to the other student.
• Make sure students understand that when you add the digits (or double the tens digit in the case of 4) using
a divisibility test for 3, 9, or 4, the remainder indicates how much more or less than a multiple of 3, 9, or 4
the number is.
For example, for the number 965, 9 + 6 + 5 = 20, which is 2 more than a multiple of 3 or of 9. That means that
965 – 2 = 963 is divisible by 3 or 9. Or, for the number 4, 2 × 6 + 5 = 17, which is 1 more than a multiple of 4. That
means 365 – 1 = 364 is divisible by 4.

Teacher's Guide 14 Reprint 2019

Practising and Applying
Teaching points and tips
Q 1 to 3: Some students may choose to perform the For example, there are three answers for part a)
divisions. Although this is not wrong, encourage them because there are three (or four) multiples of 3 in
to try the divisibility tests as well. every 10 numbers.
Q 4 b): If the remainder is 1 after you double 5, add 7, Q 7: Some students may not recognize this as a
and divide by 4, you know that 3057 – 1 = 3056 is divisibility question. Suggest they draw a picture to
divisible by 4. It also means that when you divide 3057 help them see that they are trying to decide whether
by 4, the remainder is 1. 987 can be grouped in 9s.
Q 5: Many students will not know where to begin. Q 10: You might encourage students to make an
If they are stuck, ask them how they might test 185, organized list of numbers and to eliminate possibilities.
34, and 69 for divisibility by 2, 5, and 3 to solve the Q 11: This is an important generalization of
problem. Then ask them which of those numbers are divisibility. If a number is divisible by a and b, and
not divisible by 2 (185 and 69) and which are not if a and b have no common factors, the number is
divisible by 3 (185 and 34). divisible by their product. This is not the case if
Q 6: Remind students to list all possible digits. When a and b have factors in common.
they have finished, encourage them to think about how Q 15: Use the last question of each exercise set as
many answers they got and why that number of a closure question. It is a way to highlight the most
answers makes sense. important ideas students have learned in the lesson.

Common errors
• Many students generalize the workings of one divisibility test to apply to other tests.
For example, students will generalize the test for divisibility for 3 and add the digits to see if a number is divisible
by 2, 5, 10, or 4. Help them see that this does not work — although the sum of the digits of 13 is
even, 13 is not an even number and is not divisible by 2.
• Some students have difficulty remembering how many digits they must consider when they apply a divisibility
test. For example, the tests for 2, 5, and 10 require you to look at only one digit, the test for 4 requires you to
consider two digits, and the tests for 3 and 9 require you to consider all the digits. Students should focus on place
value (the thousands, hundreds, or tens) in terms of what they are dividing by to decide whether that place value has
to be considered. For example, you must consider the hundreds to test for divisibility by 3 because 100 is not a
multiple of 3. But for divisibility by 4, you do not need to consider the hundreds because 100 is a multiple of 4.

Suggested assessment questions from Practising and Applying

Question 2 to see if students can apply a divisibility test
Question 5 to see if students recognize that using a divisibility test can help them solve a real-world problem
Question 10 to see if students can use divisibility ideas to solve a mathematical problem
Question 14 to see if students can explain a divisibility test

Answers
A. Sample response:
• 9 × 85 = 9 × 80 + 9 × 5 = 720 + 45 = 765, so 755 is wrong.
• 85 + 85 + 85 + 85 + 85 + 85 + 85 + 85 + 85 = 170 + 170 + 170 + 170 + 85 = 340 + 340 + 85 = 680 + 85 = 765,
so 755 is wrong.
• 755 ÷ 9 = 84 R 8. If 755 were right, the quotient would be 85, but it is not.

B. The total has to be a multiple of 9 because it is 9 of the same amount (9 × Nu 85).

She could have used the divisibility test for 9. She would have known that 755 is not a multiple of 9 because
7 + 5 + 5 = 17 and 17 is not a multiple of 9.

Reprint 2019 15 Unit 1 Number

NOTE: Answers and parts of answers that are in square brackets throughout the Teacher's Guide are NOT found
in the answers in the student textbook.
1. a) No b) Yes c) Yes 10. Sample response: 1206, 2106, 4266

2. a) No b) No c) Yes 11. A is true [because if a number has both 3 and 4 as

factors, it has to be 3 × 4 ×  = 12 × , which is a
3. a) Yes b) No c) Yes multiple of 12.]
B is false [because, for example, 18 is divisible by 3
4. a) 5 b) 1 c) 1 d) 1 and 9 and not by 27.]

5. a) Item B b) Item C c) Item A 12. 97,864

6. a) 2, 5, or 8 13. 108
b) 0, 3, 6, or 9
c) 0, 2, 4, 6, or 8 [14. Sample response:
d) 0, 1, 2, 3, 4, 5, 6, 7, 8, or 9 4376 is 4 thousands, 3 hundreds, 7 tens, and 6 ones:
e) 3 4 thousands = 4 × (4 × 250), so it is divisible by 4.
f) 8 3 hundreds = 3 × (4 × 25), so it is divisible by 4.
All you have left to look at are the tens and ones to see
7. No; [987 is not divisible by 9.] if they are divisible by 4.]

8. Yes; [1219 is not divisible by 3.] [15. Sample response:

To find the sum of the digits, you only have to add two
9. 32,154 or more 1-digit numbers. Even for a 5-digit number,
the sum cannot be any higher than 45 (9 + 9 + 9 + 9 +
9), so you can quickly recognize whether it is a
multiple of 9.]

Supporting Students
Struggling students
• Questions 8, 10, 11, 12, and 13 may be less suitable for students who struggle with more abstract mathematical
thinking. Although these are valuable questions, you may choose not to assign them for certain students.
• If students have difficulty recalling the divisibility tests, you may wish to encourage them to create their own chart
to summarize the tests for reference.
• Some students may be able to apply the tests but have difficulty relating the results of a divisibility test to
the remainder when they divide a number by 2, 3, 4, 5, 9, or 10. These students may need further work with
concrete materials so they can see that relationship.

Enrichment
• You might challenge students to create a divisibility test for 8 that parallels the tests for 2 and 4.
• Students might be interested in finding out that there are divisibility tests for every number.
For 7, the test goes like this:
Write down the number of interest. Remove the ones digit, double the removed digit, and subtract that double from
the rest of the number. Use the resulting difference and repeat until you can tell whether or not the difference is
divisible by 7. If it is, the original number is divisible by 7.
For example, for 3549:
3549 → 354 354 – 18 = 336 336 → 33 33 – 12 = 21

21 is divisible by 7,
9 × 2 = 18 6 × 2 = 12 so 3549 is divisible by 7.

Teacher's Guide 16 Reprint 2019

 CONNECTIONS: Casting Out Nines

Provide examples to show that casting out nines is useful to show an incorrect calculation, but that this method may
mislead you into thinking a calculation is correct when it is not. This occurs only if the incorrect answer is
a multiple of 9 more or 9 less than the correct answer.
For example:
• Consider 412 + 397 = 809, which is correct:
Add digits: 7 (which is 4 + 1 + 2) 19 (which is 3 + 9 + 7) 17 (which is 8 + 0 + 9)
Cast out 9s: 7–0=7 19 – 18 = 1 17 – 9 = 8
Add leftovers: 7+1=8
• Consider 412 + 397 = 818, which is incorrect (but 818 is a multiple of 9):
Add digits: 7 (which is 4 + 1 + 2) 19 (which is 3 + 9 + 7) 17 (which is 8 + 1 + 8)
Cast out 9s: 7–0=7 19 – 18 = 1 17 – 9 = 8
Add leftovers: 7+1=8
• If the error were not a multiple of 9 and the incorrect sum were written as, say, 810, the sum of the digits would
not be 8 (it would be 9) and the answer would be clearly incorrect.

Answers
1. 3489 + 2379 = 5868 2. 1425 – 387 = 1047 3. 25 × 38 = 950
Check: Check: Check:
3 + 4 + 8 + 9 = 24; 24 – 18 = 6 1 + 4 + 2 + 5 = 12; 12 – 9 = 3 2+5=7
2 + 3 + 7 + 9 = 21; 21 – 18 = 3 3 + 8 + 7 = 18; 18 – 18 = 0 3 + 8 = 11; 11 – 9 = 2
6 + 3 = 9; 9 – 9 = 0 3–0=3 7 × 2 = 14; 14 – 9 = 5
5 + 8 + 6 + 8 = 27; 27 – 27 = 0 1 + 0 + 4 + 7 = 12; 12 – 9 = 3 9 + 5 + 0 = 14; 14 – 9 = 5
It works. It works. It works.

GAME: Divisibility Spin

• This game provides a lot of practice with the divisibility tests for 2, 3, 4, 5, 9, and 10.
• Students need to recognize that all numbers are divisible by 1 and that a number is divisible by 6 when it is
divisible by 2 and by 3.
• To play the game, students need to draw a circle and divide it into four equal sections. They then need to divide
each section in half. The numbers in the eight sections should duplicate the numbers in the book (that is, all the
numbers from 1 to 10 except 7 and 8).
• When students arrange their cards to get a 3-digit number, there are always six possible numbers if the digits are
different. If two of the digits are the same, there are three possible numbers. If all the digits are the same, there is
only one number.
• Students could record the results in a chart like this:
Round Score Total

• When the game is over, you might ask students to indicate which number combinations led to the most points.
• For a variation to the game, students could draw four cards and create 4-digit numbers. Because there could be as
many as 24 numbers, they may simply write down 6 numbers that are possible.

Reprint 2019 17 Unit 1 Number

 1.1.3 Lowest Common Multiple

Curriculum Outcomes Outcome relevance

7-A2 Common Multiples: use common multiples and least common It is useful for students to recognize
multiples (LCM) to solve problems the lowest common multiple when
• use various methods to calculate LCM: prime factorisation and listing they work with fractions (to find
of multiples common denominators). This skill is
7-A1 Divisibility: develop and apply rules for 3, 4, 6, 9 also helpful for solving certain real-
• understand the usefulness of divisibility rules for mental computations world problems.

Pacing Materials Prerequisites

1h None • factoring into primes
• listing multiples of a number

Main Points to be Raised

• A common multiple is a number that is a multiple of • You can also find the lowest common multiple of
two or more other numbers. two numbers by listing the prime factors of each
For example, 18 is a common multiple of 6 and 9 number and creating a new number using all of the
because it is a multiple of both 6 and 9. prime factors, without repeating factors already listed.
Two or more numbers have an infinite number of For example, for 2 × 2 × 7 and 2 × 3 × 7 × 7, you first
common multiples. list the factors 2 × 2 × 7 and then add only 3 × 7 × 7
from the other number because the 2 is repeated. You
• We refer to the lowest common multiple as the LCM.
end up with the factors 2 × 2 × 3 × 7 × 7.
It is the least of the set of positive common multiples.
There is only one lowest common multiple for each • The lowest common multiple of two numbers is their
group of two or more numbers. product if they have no factors other than 1 in
common.
• You can find the lowest common multiple of two
numbers by listing the positive multiples of both
numbers and looking for the least number that appears
on both lists.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How do you know that there are not exactly 40 students in the class? (If there were 40 students, there would be
students left over when they made groups of 9 or 12.)
• What are the possible numbers if you know that there are none left over with groups of 9? (Multiples of 9 are 9,
18, 27, 36, 45, 54, … .The only likely numbers for a class are 27, 36, 45, or maybe 54.)
• Which of those make groups of 12 without leftovers? How do you know? (Only 36, because 36 = 3 × 12.)

The Exposition — Presenting the Main Ideas

1 2
• Write the fractions and on the board. Tell the students you want to write the two as equivalent fractions
6 9
with the same denominator. Ask how to do it.
Once students have suggested that the denominator could be 18, ask how they know. If they do not suggest it,
show two ways  to 
prove it:
- First, list the multiples of each number and show that 18 is on both lists (do not include 0).
- Then, write each denominator as the product of prime factors (6 = 2 × 3 and 9 = 3 × 3) and notice that the
factorisation 2 × 3 × 3 includes both 2 × 3 and 3 × 3.
Point out that 18 is a common multiple of 6 and 9. Write the words common multiple on the board.
Tell the students that this means it is a multiple of both numbers.

Teacher's Guide 18 Reprint 2019

 Ask students what other numbers are common multiples of 6 and 9 and how they know. Ask why 18 is the least
of those numbers. Tell students it is called the lowest common multiple because it is the least number. (Some
people use the term least common multiple instead of lowest common multiple.)
• Have students open their texts to page 10. Point out that the exposition shows that 18 is also a common
multiple of 2 and 3, although it is not the lowest common multiple.
• Point out that the LCM of 14 and 35 is calculated in the text much like they calculated the LCM of 6 and 9.

Revisiting the Try This

B. This question allows students to see how the concept of LCM is useful in solving a real-world problem about
grouping.

Using the Examples

• List the three problems in the examples on the board. Ask students to work in pairs to solve the problems and then
compare their answers to the solutions in the text. In example 1, make sure they understand which factors from the
three prime factorisations are included in the lowest common multiple and which are not.

Practising and Applying

Teaching points and tips
Q 1: You can direct students to review example 1 to The lowest common multiple of 3, 5, and 15 is 15 and
help them see how to deal with three numbers instead the lowest common multiple of 4, 6, and 12 is 12.
of two. Suggest that one approach is to find some This may help them notice that one of the numbers
common multiples for the first two numbers and then must be a multiple of the other two numbers.
for the second two numbers. Next, they can look at
Q 6: In order for a number to be a common multiple of
the two lists to find multiples in common.
two other numbers, its prime factorisation must include
Q 2: Some students will simply calculate the values for all the factors of each of the two numbers, and possibly
each side of the equation and then see if the values are some more factors. Because the LCM includes all
equal. Other students will use reasoning. those factors, each of the other numbers is a multiple
For example, in part b) a student might reason that of it.
the common multiples of 5 and 8 are even because 8 is For example, the LCM of 2 × 3 × 5 and 3 × 3 × 5 × 7
even. That means the same numbers are also common is 2 × 3 × 3 × 5 × 7. Every other common multiple
multiples of 10 and 8. includes those factors and possibly others. For that
Q 3: Students must work backwards. They might reason, they are multiples of the LCM.
notice that the factors of 45 are 3 × 3 × 5 and create Q 7: To answer this question, students must realize
two numbers using different combinations of these they are looking for the LCM of 2 and 3.
factors, such as 3 × 3 and 5, or 3 × 3 and 5 × 3, or
Q 8: Students should realize that the product of two
3 × 3 × 5 and 1.
numbers is always a common multiple of those two
Q 4: You might provide examples for students to numbers. It is the LCM only if the only common factor
consider. For example: of the two numbers is 1.

Common errors
• When they use the prime factorisation method for calculating LCMs, many students will duplicate factors that are
not necessary.
For example, for the LCM of 3 × 2 × 2 and 3 × 2 × 5, they will write 3 × 3 × 2 × 2 × 2 × 5. This is a common
multiple, but it is not the LCM.
Once students have calculated the LCM, encourage them to check by listing the multiples of both numbers to see if
they find a lower common multiple.
• Some students will not factor all the way down to primes and will therefore calculate the wrong LCM.
For example, to calculate the LCM of 12 and 18, a student might write 12 = 4 × 3 and 18 = 2 × 3 × 3 and use
a common multiple of 4 × 3 × 2 × 3, not realizing that there are two 2s buried in the 4.
Encourage them to always check that all of their factors are primes when they use the prime factorisation method.

Reprint 2019 19 Unit 1 Number

Suggested assessment questions from Practising and Applying
Question 1 to see if students can calculate a LCM
to see if students can work backwards to see why a particular number is the LCM of other
Question 3
numbers
to see if students can use mathematical reasoning to explain how common multiples of two
Question 6
numbers are related
Question 7 to see if students can use the LCM to solve a real-world problem

Answers
A. 36 students B. 36 is LCM (9, 12).
1. a) 140; [5 × 2 × 2 × 7 = 140] [4. Sample response:
b) 32; [2 × 2 × 2 × 2 × 2 = 32] The other numbers are factors of the number that is the
c) 114; [2 × 19 × 3 = 114] LCM. The largest of the three numbers is a multiple of
d) 1210; [5 × 2 × 11 × 11 = 1210] each of the other two numbers. For example, if the
numbers were 5, 9, and 45, the LCM would be 45.]
2. a) True
[Sample response: 5. No, [because it has to be a multiple of both numbers.
LCM (7, 18) = 7 × 2 × 3 × 3. Because 14 = 7 × 2 and The lowest multiple of a number (other than 0) is the
the 2 is already in 18, you use the same factors for number itself.]
LCM (14, 18).]
b) True 6. a) 30
[Sample response: [b) Common multiples of 30 must have 2 × 3 = 6 and
LCM (5, 8) = 5 × 2 × 2 × 2. Because 10 = 5 × 2 and 2 × 5 = 10 as factors. That means the number must be
the 2 is already in 8, you use the same factors for 2 × 3 × 5 ×  = 30 × , which is a multiple of 30.]
LCM (10, 8).]
c) False 7. 5 times; [the LCM of 2 and 3 is 6, so he does both
[Sample response: tasks every 6 days in 30 days, which is 5 times.]
LCM (6, 11) = 2 × 3 × 11, but 12 = 2 × 3 × 2, so you
need an extra 2 for LCM (12, 11).] 8. No; [Sample response:
It might work for LCM (8, 15), but it does not always
3. Sample response: work, e.g., LCM (2, 4) = 4, not 2 × 4.]
1 and 45, 3 and 45, 15 and 9

Supporting Students
Struggling students
• Struggling students might have difficulty with questions 4, 5, and 6. You may choose either not to assign these to
struggling students or to have them work with a non-struggling partner on these questions.
• You might encourage students who struggle with prime factorisation to use strategy 1 from the exposition for
calculating the LCM.

Enrichment
• You might ask students to figure out why the procedure below is a way to calculate the LCM of Number 1 and
Number 2:
- Use many copies of squares of side length Number 1 to form bigger squares.
- Do the same with Number 2.
- Find the side length of the smallest square that is common to both groups.
For example, for the LCM of 4 and 6, the squares for 4 would be 4 by 4, 8 by 8, 12 by 12, and so on. For 6, the
squares would be 6 by 6, 12 by 12, 18 by 18, and so on. The smallest square found in both groups is 12 by 12.
Therefore 12 is the LCM of 4 and 6.

Teacher's Guide 20 Reprint 2019

 1.1.4 Greatest Common Factor

Curriculum Outcomes Outcome relevance

7-A3 Common Factors: use common factors and greatest common It is helpful for students to
factor (GCF) to solve problems recognize the greatest common
• understand that common factors and GCF are helpful to rename factor when they work with
fractions in lowest terms fractions (to find equivalent
• use prime factorisation and the listing of factors in developing GCF fractions in lower terms) and when
7-A3 Divisibility: develop and apply rules for 3, 4, 6, 9 they solve certain real-world
• understand the usefulness of divisibility rules for mental computations problems.

Pacing Materials Prerequisites

1h None • factoring into primes
• listing multiples of a number

Main Points to be Raised

• A common factor is a number that is a factor of • You can also find the GCF of two numbers by listing
a group of two or more other numbers. the prime factors of each number and creating a new
For example, 3 is a common factor of 6 and 9 because number using all of the prime factors that appear on
it is a factor of both numbers. both lists. Because 1 is always a common factor of two
numbers, 1 is the GCF if there are no other factors in
• We refer to the greatest common factor as the GCF.
common.
It is the greatest number in the set of common factors.
There is only one GCF for two or more numbers, even • You can simplify a fraction by dividing the
though there may be other common factors. numerator and the denominator by the greatest
common factor.
• You can find the GCF of two numbers by listing
the factors of each number and looking for a number
that appears on both lists.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How do you know that the square cannot be 6 cm by 6 cm? (A 6 cm square would not fit against a 135 cm
length. There would be 3 cm left over at the end.)
• How do you know that the students could put together 1–by-1 squares to make the rectangle? (The students
could use 120 rows of 135 squares to fill it.)
• Why does the size of the square have to be a factor of 120 and a factor of 135? (If it were not a factor, it would
not fit in exactly.)
• How could you use divisibility tests to help you figure out some possible square sizes? (Because the side length
has to be a factor, I would need to know by what numbers 135 and 120 are divisible. I can use divisibility tests
to help with that.

The Exposition — Presenting the Main Ideas

16
• Write the fraction on the board. Ask students for an equivalent fraction in lower terms. They might suggest
20
8 4
or . Ask how they got the fractions (probably by dividing both the numerator and the denominator by
10 5
a number). 
Ask why the number they divided by had to be a factor of both 16 and 20 (so that the new terms are both whole
  numbers). Write the term common factor on the board. Explain that in writing the equivalent fractions, students
were actually finding common factors of 16 and 20.

Reprint 2019 21 Unit 1 Number

 4 16
• Ask if there is a fraction with lower terms than . Ask what the numerator and denominator of were
5 20
4
divided by to get . When students realize the value is 4, explain that 4 is the greatest common factor of 16 and
5
20. (This is sometimes also called the highest
 common factor, although the text does not 
use that term.) Because
there is no greater common factor, there is no way to write the fraction in lower terms.
• Suggestthat students examine page 13 in the student text to see how to determine the greatest common factor.
They can choose to list the factors, usually in order, starting at 1, and look for numbers on both lists. Or, they
can factor both numbers into prime factors and look for primes that are factors of both numbers. (The term
factor is used rather than factorise, but both are correct.)
4
• Point out that because 4 and 5 have no common factors other than 1, there is no way to write in lower terms.
5
Make sure students realize that any two numbers always have 1 as a common factor. Also make sure they realize
that the term common factor only applies when you are working with whole numbers.

Revisiting the Try This
B. This question encourages students to recognize a geometric interpretation of greatest common factor.

Using the Examples

• On the board, list the two problems in the examples. Ask students to work individually or in pairs to solve the
problems and then compare their answers to the solutions in the text. Make sure students realize that example 2
describes a general rule: the product of the GCF and the LCM of two numbers is always equal to their product of
the two numbers. The reason for this is that when you write both original numbers in prime factored form, you
create the LCM by multiplying all the factors without any unnecessary repetitions. The GCF includes only the
factors that would have been repeated. Together, the two sets of factors include both complete sets of factors of the
original number.
For example,
40 = 2 × 2 × 2 × 5
36 = 2 × 2 × 3 × 3
LCM = 2 × 2 × 2 × 5 × 3 × 3 (notice that the 2s in 36 are not used because they are already there from 40)
GCF = 2 × 2 (the repeated factors that were not included)
LCM × GCF = 2 × 2 × 2 × 5 × 3 × 3 × 2 × 2 = (2 × 2 × 2 × 5) × (2 × 2 × 3 × 3) = 40 × 36

Practising and Applying

Teaching points and tips
Q 1 d): Students may not be comfortable calculating numbers, so the two numbers must multiply to
the GCF of three numbers. Help students see how 10 × 300 = 3000. Any combination of numbers with
to generalize the process they used for two numbers. that product would work as long as they both include
Q 3: Some students may recognize right away that 2 × 5 as factors and have no other factors in common.
they need common factors of 56 and 64. Others will Possibilities are 2 × 5 and 2 × 5 × 30 or 2 × 5 × 3 and
simply try different values. 2 × 5 × 10. Once they have written 2 × 5 and
2 × 5 × 30, they just need to rearrange the 30 into
Q 4: The purpose of this question is to help students
factors and put some factors with the first number and
see that the GCF of two numbers must always be a
some with the second number.
factor of the LCM. This is because the GCF is a factor
of each of the two numbers and the LCM must include Q 7: It may not be obvious to students that because 2 is
all the factors of both numbers in it. the GCF of 4 and 6, they could choose to calculate
the cost of 2 cakes at each store to compare.
Q 6: Students need to work backwards. They might
use the idea that the LCM × GCF = the product of the Q 8: This question emphasizes that many numbers
have a GCF of 1.

Teacher's Guide 22 Reprint 2019

Common errors
• Many students have difficulty with the idea that if there are no common factors, we still write that the common
factor is 1.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can calculate a GCF
Question 5 to see if students can communicate about a valuable application of GCF
Question 7 to see if students can recognize how to use the GCF to solve a real-world problem

Answers
A. 15 cm by 15 cm B. 15 is GCF (120, 135).

1. a) 2 b) 7 c) 24 d) 2 7. a) The price is less in Store B; [Sample response:

GCF (4, 6) = 2, so you could compare the price of
2. a) 1 b) 4 2 cakes at both stores.
In Store A, 2 cakes cost Nu 180, but in Store B,
3. Sample response: 2 cakes cost Nu 170. The price is less in Store B.]
8; [If there were 8 rows of 8 chairs and 7 students sat b) The price is less in Store B; [Sample response:
in each of the 8 rows, that would be 56 students.] LCM (6, 4) = 12, so you could compare the price of
12 cakes at both stores.
4. No; [The LCM of any number is a multiple of the In Store A, 12 cakes cost Nu 1080, but in Store B,
GCF, and 50 is not a multiple of 6.] 12 cakes cost Nu 1020. The price is less in Store B.]

[5. Sample response: 8. a) 1; [Each prime number is 1 multiplied by itself.

If you divide 30 and 40 by the GCF, you get an If the primes are different, the other factor will be
equivalent fraction in lowest terms.] different, so 1 is the only common factor.]
b) 1; [If numbers are not 2 apart, 3 apart, or 4 apart and
6. Sample response: so on, they cannot both be multiples of 2, 3, or 4 and
10 and 300 so on. That means the only factor they can have in
20 and 150 common is 1.]

[9. a) 1 is a factor of every number, so it is a common

factor of any two numbers.
b) When one of the numbers is a multiple of the other.]

Supporting Students
Struggling students
• Remind students who have difficulty calculating the GCF to use strategies they learned earlier for finding factors
of numbers by using the factor rainbow or divisibility tests.
• Some students may find questions 4, 8, and 9 difficult. You may choose not to assign these to struggling students.

Enrichment
• Ask students to create other problems like question 7 that are solved using the greatest common factor.

Reprint 2019 23 Unit 1 Number

 CONNECTIONS: Carrom Math

This connection provides a very interesting application of greatest common factor and least common multiple.

Answers
1. a) 3 times d) 5 times

END

START END

b) 13 times
START

2. [a) Add the length and width and divide by their

greatest common factor.]
b) 8; [I predict 8 because (9 + 15) ÷ 3 = 8; Yes]

END

START END

c) 7 times

START

START END

Teacher's Guide 24 Reprint 2019

Chapter 2 Powers
1.2.1 Introducing Powers

Curriculum Outcomes Outcome relevance

7-A4 Large Numbers: model As students move into higher
• develop models using powers, bases, and exponents to represent classes in mathematics, they will
repeated multiplication be expected to use and interpret
• understand exponents as a means of expressing factors in a compact exponential notation. It is important
form that they learn why this notation is
• understand terms “squared” and “cubed” to describe powers of two and useful and why we use some of the
powers of three language we do to describe powers.
• relate “squared” with a 2-D object and “cubed” with a 3-D object

Pacing Materials Prerequisites

1h None • ability to multiply whole numbers
• formula for the area of a square
• formula for the area of a cube

Main Points to be Raised

• You can use a base and an exponent to write a power • The reason we use the term squared to describe
as a shortcut to writing out a long repeated raising a number to the second power or cubed to
multiplication. The exponent tells how many times describe raising a number to the third power relates to
the base is multiplied by itself. Note that the word area and volume. The area of a square is found by
power refers to the full amount (the base raised to the multiplying the side length by itself twice and the
exponent, not just the exponent). Powers are only used volume of a cube by multiplying the edge length by
when the same number is being multiplied repeatedly. itself three times, so we use the terms squared and
• You can read 35 as "three to the fifth" or "three raised cubed.
to the fifth power" or "3 raised to the power of 5."

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How do the values change from one day to the next? (They double each day.)
• Why is the value on Day 8 not double the value from Day 4? (The amount on Day 5 is double the value of Day
4 and then it just keeps growing, so it would be much more than that by Day 8)
• Why might someone say that this pattern of rice grains is growing very quickly? (The increase in the number of
grains gets to be more and more. For example, the increase is only 1 grain from Day 1 to Day 2, but the increase
is 32 grains from Day 6 to Day 7.)

The Exposition — Presenting the Main Ideas

• Read through the exposition with the students. Draw their attention to the power in the middle and make sure
they understand what the base and exponent are and that the entire amount is called a power.
• Make sure students recall the formula for the area of a square and for the volume of a cube so they can make
sense of the last part of the exposition.

Revisiting the Try This

B. This question allows students to use the exponential notation that was introduced in the exposition.

Reprint 2019 25 Unit 1 Number

Using the Examples
• Assign pairs of students to read through the two examples. One student in each pair should be responsible for
example 1 and the other for example 2. They should then teach each other what they have learned.

Practising and Applying

Teaching points and tips
Q 2: You may ask students how writing 87 or 49 is Q 6: This question is designed to reinforce the notion
different from writing 78 or 94. that order matters when you create powers.
Q 3: Make sure students realize they do not have Q 8: You might ask students why powers could not be
to find the value of each of these powers. used to describe the number of small squares if each
Q 4: It is important for students know how to represent medium-sized square contained, for example, 9 small
what a power means and not to just calculate it. squares rather than 4 small squares, but there were still
four medium-sized squares.
Q 9: Some students will need some hints to get them
thinking about 0 or 1.

Common errors
• Some students confuse the base and the exponent. Remind them what each represents. You might write a note on
the board showing that, for example, 35 = 3 × 3 × 3 × 3 × 3 (and not 5 × 5 × 5).

Suggested assessment questions from Practising and Applying

Question 3 to see if students can represent a repeated multiplication as a power
Question 4 to see if students can interpret the meaning of a power
Question 8 to see if students can apply the use of powers to a problem

Answers
A. i) 128 ii) 512 B. 27 and 29
1. a) Base = 3, Exponent = 6 5. Sample responses:
b) Base = 4, Exponent = 10 a) Seven squared b) Nine cubed
c) Base = 1, Exponent = 2
d) Base = 0, Exponent = 4 6. a) 32; by 1 b) 53; by 25
c) Same value d) 35; by 179
2. a) 7 × 7 × 7 × 7 × 7 × 7 × 7 × 7
b) 9 × 9 × 9 × 7. 6; [21 = 2 and 26 = 64, so 22, 23, 24, and 25 must be in
9 between. Since 27 = 128, there are 6 powers
altogether.]
b) 9 × 9 × 9 × 9
8. 43
3. a) 67
b) 86
c) 28

9. No; [Sample response: 12 = 13]

4. Sample responses:
a) b) 10. No; [It is not the same number being multiplied by
9
itself four times.]
7
[11. Sample response:
7 9 An exponent tells you the number of times the base
appears in the product.]
9

Teacher's Guide 26 Reprint 2019

Supporting Students
Struggling students
• Most students will not struggle with the notation for powers. They should realize that writing 35 as
3 × 3 × 3 × 3 × 3 is a similar idea to writing 3 × 5 as 3 + 3 + 3 + 3 + 3; it is a shortcut.

GAME: Rolling Powers

• In this game, a student who does not know the base before predicting (in other words, if he or she were
to predict before either die was rolled), would be just as likely to get a value below 28 as to get a value above 28.
This is because there are an equal number of values above 28 and below 28.
These values are less than 28:
11, 12, 13, 14, 15, 16, 21, 22, 23, 24, 31, 32, 33, 41, 42, 51, 52, 61
And these values are greater than 28:
25, 26, 34, 35, 36, 43, 44, 45, 46, 53, 54, 55, 56, 62, 63, 64, 65, 66
• Once they know the base, the chances of predicting correctly increase.
For example, if the base is 1, you know you should choose less than 28 and you will always be right.
If the base is 4, you have a better chance of being right if you choose greater than 28.

Reprint 2019 27 Unit 1 Number

 1.2.2 Expanded, Standard, and Exponential Forms

Curriculum Outcomes Outcome relevance

7-A4 Large Numbers: rename To prepare for later work using scientific notation,
• investigate exponential, expanded, and standard forms students need to become comfortable with writing
• use expanded forms of numbers to demonstrate numbers not only in standard and expanded form, but
understanding of place value as well as exponents also in exponential form.

Pacing Materials Prerequisites

1h • Place Value Charts (BLM) • familiarity with standard and expanded forms of numbers
(optional) through the billions

Main Points to be Raised

• We can represent the place value columns by powers • When you raise 10 to a power, the exponent tells
of 10. The exponent decreases by one each time you how many zeros follow the digit 1 in the standard
move to the next column to the right. form of the number.
• You can write a whole number using standard form, For example, 108 is 100,000,000.
expanded form, or exponential form. • You can think of the place value columns in periods
For example, in standard form 3,210,000 is of three to make it easier to read numbers. The periods
3 × 1,000,000 + 2 × 100,000 + 1 × 10,000. students in Class VII need to use are the ones period,
In expanded form it is the thousands period, the millions period, and the
3 millions + 2 hundred thousands + 1 ten thousand. billions period. Each period consists of hundreds, tens,
In exponential form it is 3 × 106 + 2 × 105 + 1 × 104. and ones of the unit for that period.

NOTES:
• A lakh is a unit in the Indian numbering system. One lakh is equal to one hundred thousand. When describing
lakhs, the comma is not placed the way it is for other numbers.
For example, 3 million (30 lakh) would be written as 30,00,000 instead of as 3,000,000.
• This mathematics series assumes 1,000,000,000 or 109 to be 1 billion, whereas others consider 1,000,000,000,000
or 1012 to be 1 billion.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• Why was there no part including thousands in the expanded form? (There was a 0 in the thousands place.)
• Does it matter what the non-zero digits are when you are predicting how many parts there will be in the
expanded form of a number? (No. It does not matter if there are, for example, 2 thousands or 3 thousands.
You will still need a part for thousands.)
• Which digits do you need to pay attention to so you can predict the number of parts in the expanded form?
(You need to count only the non-zero digits.)
• Can a greater number be written with fewer parts in expanded form? (Yes. For example, 1,000,000 can be
written with only one part, but 342, which is much less, requires three parts.)

The Exposition — Presenting the Main Ideas

• Ask students to determine the value of 102 and of 103. Ask students to predict how much 104 and 105 are.
• Write the number 1,002,300,040 on the board and ask students to write it in expanded form. Talk about how it
is in standard form when it is written as 1,002,300,040.
• On the board draw a place value chart like the one on page 20, leaving the row with the powers of 10 blank,
and write the number 1,002,300,040 on the chart.
- Label the hundreds column with 102, the thousands column with 103, and the ten thousands column with 104.

Teacher's Guide 28 Reprint 2019

 - Ask students to predict what powers of 10 to write to the left of ten thousands. Then ask what power to write in
the tens column. Point out that the exponents increase by 1 as you go left and decrease by 1 as you go right.
• Show students how to write 1,002,300,040 in exponential form. Then ask them to write 2,324,010 in both
expanded form and exponential form.
• Encourage students to read through the exposition and ask any questions they might have. Make sure they
understand the idea that the exponent for 10 tells the number of zeros after the 1 when the number is written in
standard form. Help them notice that the place value periods are defined by 103, 106, 109, and so on, that is,
exponents that are multiples of 3.

Revisiting the Try This

B. Students have the opportunity to notice the close link between the expanded form and the exponential form of
a number.

Using the Examples

• Write the problem from the example on the board. Ask students to solve it and then compare their solutions with
the two solutions in the text. Take a poll to find out how many students solved it as in solution 1, how many as in
solution 2, and how many in a different way.

Practising and Applying

Teaching points and tips
Q 2: Students can use either the expanded form using Q 7: This question will assess whether students see
words or the expanded form using only symbols. the connection between the powers of 10 that describe
Q 4 and 5: These questions are designed to help a place value column and the fact that we regroup
students realize that the greatest power of 10 is related when there are 10 in any place value column.
to the first part of the exponential notation and defines
the number of digits a number has.
For example, a number with a first part of 106 has
7 digits.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can represent a number using exponential form
Question 2 to see if students can interpret a number expressed in exponential form
to see if students can reason about the relationship between exponential form and the number of
Question 4
digits in a whole number

Answers
A. i), ii), and iii) B. i) 1 × 107 + 2 × 103 + 3
Three 1 × 109 + 3 × 108 + 2 × 104
Sample response: 2 × 108 + 3 × 101 + 2
Each number has three non-zero digits and there is one ii) They each have three parts added together because
part of the expanded form for each non-zero digit. they each have three non-zero digits.

1. a) 3 × 107 + 4 × 106 + 2 × 102 2. a) 4,050,006,000; 4 (one) billions + 5 ten millions +

b) 3 × 106 + 4 × 103 + 5 × 102 + 2 6 thousands
c) 6 × 108 + 2 × 107 + 3 × 105 + 5 × 104 b) 30,005,000,636; 3 ten billions + 5 one millions +
d) 1 × 108 + 1 × 107 + 8 × 106 + 3 × 102 + 4 × 101 + 2 6 hundreds + 3 tens + 6 ones
e) 2 × 1010 + 2 × 109 + 3 × 108 + 4 × 106 + 2 × 105 + c) 700,404,209; 7 hundred millions + 4 hundred
5 × 103 + 3 × 101 + 2 thousands + 4 one thousands + 2 hundreds + 9 ones
d) 506,800,802,306; 5 hundred billions + 6 (one)
billions + 8 hundred millions + 8 hundred thousands +
2 (one) thousands + 3 hundreds + 6 ones

Reprint 2019 29 Unit 1 Number

 3. Sample response: 5. The power with the greatest exponent tells the most.
Alike: [Sample response:
• In standard form, they both have one digit that is 3 The farther you go to the left in a place value chart,
and the other digits are all 0. the greater the value of the digit and the greater the
[• They are both read as “30 something", namely exponent for its power of 10. The place value of the
30 thousand and 30 million.] power of 10 with the greatest value will give you
Different: a good idea of the size of the number.]
• One number is greater than the other because
30 million is more than 30 thousand. 6. 5; [105 = 10 × 10 × 10 × 10 × 10
[• One number has six digits and the other has nine Every time you multiply by 10, you add an extra zero
digits.] to the number. If you start with one 10 and multiply by
four other 10s, you will have 5 zeros.]
4. a) 9; [Sample response:
Because the exponent is 8, the number is in the [7. Each time a place value column is filled up with 10
hundred millions and there are 8 places to the right of or more units, we have to add a higher place value
the 4. column for those tens. Each time another place for tens
OR is added, it becomes the next power of 10.]
The exponent of a power of 10 tells you how many
zeros are after the one, so 4 × 108 =
4 × 100,000,000 = 400,000,000, which has 9 digits.]
b) Sample response:
• It is less than 5 hundred million.
• It is more than 4 thousand.

Supporting Students
Struggling students
• Some students may find question 5 difficult to interpret. You may choose not to assign this to struggling students.

Enrichment
• Students might create numbers to follow more complicated clues.
For example, they could be asked to write two numbers in expanded form where one is 3 × 106 + 2 × 104 greater
than another (for example, 5,210,040 and 2,190,040).

Teacher's Guide 30 Reprint 2019

Chapter 3 Decimal Operations
1.3.1 Multiplying Decimals

Curriculum Outcomes Outcome relevance

7-B1 Add, Subtract, Multiply, Divide: whole Many everyday calculations require the ability
numbers and decimals to multiply decimals.
• choose an appropriate method (pencil, mental,
estimation) for a given situation

Pacing Materials Prerequisites

1h • Small Grid Paper (BLM) (optional) • representing a product as the area of a rectangle
• Thousandths Grids (BLM) (optional) • renaming decimal tenths as a whole number of tenths

Main Points to be Raised

• You can represent a product as the area of a rectangle • To calculate the number of decimal places in the
whose dimensions are the two factors. You can use decimal product starting from the whole number
this area on a grid to help make sense of the product of product, you count the total number of decimal places
two decimals. in the two factors. You then move that many decimal
• Multiplying decimals is related to multiplying the places in from the right.
associated whole numbers. This becomes clear when For example, since 3 × 57 = 171, then 0.3 × 5.7 = 1.71
you rename the decimals using other units. (2 decimal places in from the right).
For example, because 2.2 × 4.5 is 22 tenths ×
45 tenths, the product 2.2 × 4.5 is related to
the product of 22 and 45.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• What numbers would you multiply to get the 1200? Why do those numbers work to estimate the area?
(40 by 30 because 42.3 is close to 40 and 26.2 is close to 30.)
• What did your rectangle look like? (It was 42.3 units long and 26.2 units wide.)
• Where is the 42 m by 0.2 m section? (It is in the bottom left corner.)
• How is this picture like a picture you would draw to calculate 42 × 26? (I would also break it into four parts —
a 40-by-20 part, a 2-by-20 part, a 6-by-40 part and a 6-by-2 part.)
• Why is it easier to calculate the area when you use these parts? (I already know how to do each of those
multiplications.)

The Exposition — Presenting the Main Ideas

• Write the expression 2.2 × 1.5 on the board. Ask students why it can be rewritten as 22 tenths × 15 tenths.
Then have students open the text to page 23. Ask how the picture shows 22 tenths  15 tenths. Point out that the
1
number of grey squares is 22 × 15; ask why each small grey square represents only 0.01, or . Show students
100
that the product of 330 is really 330 hundredths and ask why it is written as 3.30, with two decimal places.
• Ask students how a diagram for 2.3 × 1.6 would be different than the previous diagram. Talk about how there
would now be 23 × 16 squares, each of size 0.01. Make sure students see that it wasbecause you multiplied
tenths by tenths that you got an answer in the hundredths.
• Then write the expression 0.80 × 0.62 on the board. Have students look at the diagram on page 24 of the text.
Help them see that each of the very small squares is 0.0001 because the grid is marked into 10 sections of 10, or
sections of 0.01 on each side. They can then see that there are 62 × 80 very small squares. Because there are
4960 squares of size 0.0001, the total area is less than 1; the area is 0.4960.

Reprint 2019 31 Unit 1 Number

 • Now model a diagram like this one using
a Ten Thousandths Grid (BLM). Students can see 0.41
that the grid is made up of 10,000 tiny squares, so
each tiny square is 0.0001 and each small square
(of 10-by-10 very tiny squares) is 0.01. They
0.30
should see that the shaded area is 0.30 rows by
0.41 columns, which is 30 × 41 very small
squares, each of size 0.0001. That means the
product of 0.30 × 0.41 is 0.1230 (30 hundredths ×
41 hundredths = 1230 ten thousandths).

30 hundredths × 41 hundredths
= 1230 ten thousandths

0.30 × 0.41
= 0.1230

• Show students how to generalize that in each

case that they saw, the decimal point in the
product was placed to represent the total number
of decimal places in the factors.

Revisiting the Try This

B. Students have the opportunity to apply the rule they learned during the lesson. You may wish to ask them how
their diagram supports the rule they are using.

Using the Examples

• Write the questions from example 1 and example 2 on the board. Ask students to work alone or in pairs to
complete the questions and then check their work against the solutions in the text.

Practising and Applying

Teaching points and tips
Q 1: Students should realize that they do not have to Q 6: If some students can think of only one method,
recalculate; they simply place the decimal point. If you might draw their attention to the fact that
students are calculating each question separately, you 1
may wish to intervene to ensure adequate time is 1.5 = 1 .
2
available for other questions to be completed. Q 8: Some students may need prompting. You might
Q 3: Students might draw a sketch to help them see suggest a few multiplications, such as 1.2  3.4,
that they are calculating the area of a rectangle.  1.2  0.1, and 3  1.5. Ask which they would calculate
Q 4: Students must recognize that this question asks using mental math and why.
them to multiply 1.5 by 1.07. They do not need Q 9: This question allows students some flexibility in
to calculate the product, only to estimate it. answering, but they are still applying the main rule
Q 5: This question is designed to provide yet another they learned in the lesson.
reason for the rule about the placement of the decimal Q 10: There are many correct estimates, for example,
point. 15 × 2, 15 × 2.5, 14 × 2.5, etc.

Teacher's Guide 32 Reprint 2019

Common errors
• Many students place a decimal point by counting from the left rather than from the right.
For example, for 3.2 × 2.8, they multiply 32 by 28 to get 896 and write the result as 89.6 rather than as 8.96. It is
important to have students estimate to place the decimal point.

Suggested assessment questions from Practising and Applying

to see if students can recognize how to place the decimal point when they multiply decimal
Question 1
numbers
Question 6 to see if students are flexible about procedures for decimal multiplication
to see if students can use the rules for decimal placement in a product in a problem-solving
Question 9
situation
Question 10 to see if students can apply decimal multiplication to solve a real-world problem

Answers
A. i) 42.3 × 26.2 is about 40 × 30 = 1200. iii) 1108.26 m2
ii) 42 0.3
B. The two factors have a total of two
decimal places, so the product has two
decimal places.
42 × 26 26 × 0.3
26

0.2 0.2 × 42 0.3 × 0.2

1. a) 3241.68 b) 324.168 7. 3.57 cm2

c) 3.24168 d) 3.24168
8. Sample response:
[2. Students need to answer only two parts. • 3.45 × 0.01; [Move the decimal point of 3.45 two
Sample responses: places to the left to get 0.0345.]
a) 80 × 40 = 3200, so 3241.68 makes sense. • 0.5 × 40.444; [Divide 40.444 by 2 to get 20.222.]
b) 8 × 40 = 320, so 324.168 makes sense.
c) 1 × 4 = 4, so 3.24168 makes sense. 9. Sample responses:
d) 0.08 × 40 = 3.2, so 3.24168 makes sense.] a) 20.4 × 5.06
b) .204 × .065 (or 0.204 × 0.065)
3. 0.0048 km2 4. Sample response: 1.6 m c) 40.6 × 5.20
d) .502 × .604 (or 0.502 × 0.604)
5. Yes; [Sample response:
He knew that it was correct to rename each number as 10. Sample response:
a whole number multiplied by a power of 10 and then 1
multiply the factors in a different order.] About 34 km; [14.8 × 2.25 is about 15 × 2 + of 16,
4
which is about 34.]
6. Sample response:
Method 1 11. No; [Sample response: 
1.5 is one and a half, so add 4.048 to half of 4.048. The product of 0.5 × 2.0 is 1.00 but Sonam dropped
4.048 + 2.024 = 6.072 the zeros because 1.00 = 1.]
[Method 2
Multiply 15 × 4048 and then put four decimal places in [12. Sample response:
the product. You can ignore the decimal places and then multiply
15 × 4048 = 10 × 4048 + 5 × 4048 = 40,480 + 20,240 but you have to remember where to put the decimal
= 60,720 point in the product. You can use the rule for placing
60,720 ten thousandths = 6.0720 = 6.072] the decimal or you can estimate.]

Reprint 2019 33 Unit 1 Number

Supporting Students
Struggling students
• Students who have difficulty with whole number multiplication involving multi-digit numbers will have difficulty
with this lesson. They may first need additional practice with whole number products.
• Students who are struggling may be asked to show just one method in question 6 and might need you to give them
some examples as a starting point in question 8. You might choose not to assign question 9 and question 11, which
require more abstract thinking.

Enrichment
• Students might create questions that meet certain clues or conditions.
For example, they might create a question where the result has 3 decimal digits with a 2 in the tenths place.
• Students might create questions in the style of question 9 with different numbers and requirements.

Teacher's Guide 34 Reprint 2019

 1.3.2 Dividing Decimals

Curriculum Outcomes Outcome relevance

7-B1 Add, Subtract, Multiply, Divide: whole numbers and decimals Many everyday calculations require
• choose an appropriate method (pencil, mental, estimation) for a given the ability to divide decimals.
situation

Pacing Materials Prerequisites

1h None • dividing whole numbers
• renaming decimal tenths as hundredths, hundredths as tenths, hundredths as
thousandths, etc.

Main Points to be Raised

• When the quotient and divisor are written in the For example, 3.24 ÷ 0.2 = 324 hundredths ÷ 2 tenths =
same units, you can divide the number of units in each 32.4 tenths ÷ 2 tenths = 32.4 ÷ 2.
to get the quotient. • You can show the process of getting the same units
For example, 3.2 m ÷ 2 m = 1.6, just like by showing how the digits move in relation to the
3.2 cm ÷ 2 cm = 1.6. decimal point for both the dividend and the divisor.
You can rename decimal numbers using different units You can also think of this as moving the decimal
to make calculations easier. point.
For example, you can rewrite 3.2 ÷ 0.2 (which is For example, you can change 0.2 to 2 by thinking of
3.2 ones ÷ 0.2 ones) as 32 tenths ÷ 2 tenths. moving either the decimal one place to the right or the
digit one place to the left.
• If decimals have different numbers of decimal
places, you may wish to rename one of them to get • When you divide a decimal by a whole number, you
the same units before you divide. sometimes rename the decimal by adding place values
at the right so that the quotient can be more exact.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• About how many tails would fit into 1 m? How do you know? (About 6. I knew that 2 tails would make 0.3 m,
so 6 tails would make 0.9 m, which is almost 1 m.)
• Why would knowing how many tails fit in 1 m help solve the problem? (I could multiply that number by 1.7.)
• Why might you first estimate 1.5 ÷ 0.15? (It is easy to know that there are 10 groups of 15 hundredths in
15 tenths. Then I could add one more tail to get up to 1.65, which is close to 1.7.)

The Exposition — Presenting the Main Ideas

• On the board, draw a picture that is 0.4 m long. Break it up into sections of 0.2 m. Ask how the picture shows
how many 2 tenths are in 4 tenths. Also ask how the picture shows 0.4 ÷ 0.2 = 2. Point out that all that really
mattered was figuring out how many 2s are in 4. In other words, 0.4 ÷ 0.2 = 4 tenths ÷ 2 tenths = 4 ÷ 2 = 2.
0.4

0.2 0.2
• Ask students how much of the length of 0.4 m would be taken up by 0.02 m. It is considerably less.
0.4

0.02
Point out that there would be ten sets of 0.02 in each 0.2, so there are 2 × 10 = 20 sets of 0.02 in 0.4.
Help students see that if you think of 0.4 as 0.40 or 40 hundredths, it makes sense that you could fit in 20 sets of
2 hundredths. Write 0.4 ÷ 0.02 = 4 tenths ÷ 2 hundredths = 40 hundredths ÷ 2 hundredths = 40 ÷ 2 = 20.

Reprint 2019 35 Unit 1 Number

 • Have students find the symbolism for both calculations (0.4 ÷ 0.2 and 0.4 ÷ 0.02) on page 27 of the student
text to see how you can use arrows to show that the units change into equivalent units.
• Work through the example of 0.8 ÷ 0.3 on page 28 to show students how 8 was renamed as 8.00 so that the
quotient could be more precise.
• Have students try to work out 0.6 ÷ 0.4 in a similar way.

Revisiting the Try This

B. This question provides an opportunity for students to calculate a quotient involving a decimal divisor.

Using the Examples

• Write the question from example 1 on the board and allow students to try it. Discuss their answers with
the class. Inform the students that they can later read through the solution in the text for reference. Then read
through example 2 with the class. Make sure they understand why it was acceptable to include the extra zeros at the
end of 620 and why it resulted in a more accurate calculation.

Practising and Applying

Teaching points and tips
Q 1: Observe whether students realize there is no need Q 7: You may have to remind students that there are
to perform the calculations; all they need to do is to 60 s in 1 min and 60 min in 1 h.
place the decimal point in 3125. Q 8: Make sure that students realize that they must
Q 2: Encourage students to talk through the replace the black box with a single digit.
calculations. Q 9: This question forces students to think about the
For example, for 5 ÷ 0.16, they can say to themselves, meaning of the division. They are dividing
How many groups of 16 hundredths are in 5? This 412 hundredths by 3 hundredths, so a remainder of 1
should encourage them to think of 5 as 500 makes no sense; the remainder has to be less than
hundredths. 3 hundredths.
Q 4: Students need to realize that they must divide Q 10: Students should refer to the meaning of
the area by the base to get the height. the operations.
Q 5: Remind students that the example that is given is For example, 0.8 ÷ 0.4 means how many groups of
not necessarily the example they would use for their 4 tenths are in 8 tenths.
own explanations.

Common errors
• Many students are not careful about moving the digits (or decimal point) the same number of places, especially if
they need to use extra zeros to make it work.
For example, to divide 3.1 by 0.02, they need to use 3.10 to move the digits in the same way in the dividend as in
the divisor.
Students should estimate to see if their answers are reasonable.
• Some students will struggle with interpreting the remainders if the division does not work out evenly. They need
to think about what the division means.
For example, for 0.3 ÷ 0.2, the equivalent division is 3 ÷ 2 and the remainder of 1 should be thought of as one half
1
of the divisor. Thus the number of times 0.2 fits into 0.3 is 1 times.
2

Suggested assessment questions from Practising and Applying

Question 3 to see if students can divide using
a decimal divisor
Question 5 to see if students can use reasoning to generalize about division by decimals
Question 6 to see if students can solve a real-world problem involving division by decimals
Question 10 to see if students understand the reason why the process for decimal division works

Teacher's Guide 36 Reprint 2019

Answers
A. Sample response:
About 11 or 12 times; 12 × 0.15 = 1.8, which is close to 1.7 OR 170 cm ÷ 15 cm is about 165 ÷ 15 = 11.

B. 11.333 times

1. a) 312.5 b) 312.5 7. Sample response:

c) 3125 d) 31.25 About 4000 h;
[174 km are about 170,000 m.
[2. Students need to answer only two parts. 174,000 ÷ 0.013 is about 150,000 ÷ 0.01.
Sample responses: 150,000 ÷ 0.01 = 15,000,000 s
a) 500 ÷ 1.6 = 312.5 There are 3600 s in 1 h.
500 ÷ 1.6 is a bit less than halfway between 15,000,000 ÷ 3600 = 150,000 ÷ 36
500 ÷ 1 = 500 and 500 ÷ 2 = 250. = 150 thousands ÷ 36
312.5 is a bit less than 375, which is halfway between ≈ 160 thousands ÷ 40
250 and 500. = 4 thousands
b) 50 ÷ 0.16 = 312.5 = 4000]
50 ÷ 0.16 = 5000 ÷ 16 which is a bit more than
4800 ÷ 16 = 300. 8. a) 4.667 (rounded to nearest thousandth)
312.5 is a bit more than 300. b) 42
c) 50 ÷ 0.016 = 3125
50 ÷ 0.016 = 50,000 ÷ 16 which is a bit less than 1
50,000 ÷ 10 = 5000 and 50,000 ÷ 20 = 2500. 9. a) The remainder is or 0.333, not 1
3
3125 is a bit less than 3750, which is halfway between [b) Sample response:
2500 and 5000.
137
d) 5 ÷ 0.16 = 31.25 1
5 ÷ 0.16 = 500 ÷ 16 which is a bit less than halfway 0.03 4.12 → 3 412 412 ÷ 3 = 137 R
–3 3
between 500 ÷ 10 = 50 and 500 ÷ 20 = 25. – 11
3
31.25 is a bit less than 37.5, which is halfway between
–11
9
25 and 50.] – 22
9
22
– 21
3. a) 9.78 b) 6248.00 c) 150.08 – 211
4. 3.5 cm [10. Sample response:
8 ÷ 4 means how many sets of 4 are in 8 sets of
5. Sample responses: the same thing, or 8 ÷ 4.
a) Yes; [0.4 ÷ 0.2 = 2] • 0.8 ÷ 0.4 = 8 tenths ÷ 4 tenths, or how many sets of
b) Yes; [0.5 ÷ 0.2 = 2.5] 4 tenths are in 8 tenths, or 8 ÷ 4.
c) Yes; [0.5 ÷ 0.8 = 0.625] • 0.08 ÷ 0.04 = 8 hundredths ÷ 4 hundredths, or how
many sets of 4 hundredths are in 8 hundredths, or
6. a) 108 km/h b) 90 km/h 8 ÷ 4.]

Supporting Students
Struggling students
• Division by decimals is often difficult for students. It is essential that they describe the question meaningfully,
not just using symbols.
For example, they would say 4.12 ÷ 0.3 as, "How many 3 tenths are in 4.12?"
• It might be important to have students first work with questions where the answer is exact, rather than requiring
rounding.
• You might pair up struggling students with other students for question 5 and question 9, which are more abstract.

Reprint 2019 37 Unit 1 Number

 1.3.3 EXPLORE: Mental Math with Decimals

Curriculum Outcomes Lesson Relevance

7-B2 Properties of Operations: decimals and integers Mental math is an important tool for
• apply distributive, associative, and commutative properties in mental student success in everyday
computation mathematics. If students think about
7-B8 Add and Subtract Integers and Decimals Mentally: develop and when to use mental math, they will
use strategies be more likely to use it.
• develop and use mental strategies
- front-end
- compatible numbers
- working by parts

Pacing Materials Prerequisites

1h None • adding, subtracting, multiplying, and dividing decimals

Exploration
• Write the calculation 4.02 ÷ 0.1 on the board. Ask students why they would not need a pencil to figure out
the answer. If necessary, help them to see that to know how many tenths are in 4.02, you can think of 4.02 as
40.2 tenths, and the answer has to be 40.2. Some students will say that you multiply the number by 10 to find
out how many tenths are in it.
• Then write the calculation 4.67 + 1.11 on the board. Ask students how they could do the addition in their
heads. Make sure they realize they could simply add 1 to each of the one, tenths, and hundredths digits.
• Ask students to suggest one other decimal calculation they might complete mentally.
Suggest that students work in pairs. While you observe students at work, you might ask questions such as the
following:
• Why is it easy to add 0.001 to 3.099? (There are 99 thousandths, so adding 1 thousandth makes
100 thousandths.)
• What other possible values can you think of to subtract using mental math? (I could subtract 0.000. That would
be really easy because the number does not change. It is also easy to subtract 0.100 because it is the same as 0.1.
I do not think it is difficult to subtract 0.001 because I can think of 0.1 as 100 thousandths, and subtracting
1 thousandth is not difficult.)
• Why is it easy to multiply an even number by 0.5? (You just take half of the number.)
• Why is it easy to divide a number by 0.5? (You just double the number.)

Observe and Assess

As students work, notice the following:
• Do they choose reasonable numbers to add, subtract, multiply, and divide?
• Are their explanations for how to perform the mental calculations clear and complete?
• Can they justify why mental math would be appropriate for these situations?
• Do they calculate correctly using mental math?

Share and Reflect

After students have had sufficient time to work through the exploration, discuss the numbers students chose and
their explanations for calculating.
• Why did you choose 0.001 instead of 0.158?
• Why is it useful to think of 4.1 as 4.100 for that calculation?
• Why might you instead use 0.250 to multiply or divide by?

Teacher's Guide 38 Reprint 2019

Answers
A. Sample response: C. Sample response:
0.001; 0.5;
3.099 is 3 ones and 99 thousandths. 0.5 is one half so 2.48 × 0.5 = 2.48 ÷ 2 = 1.24.
0.001 is 1 thousandth.
3.099 + 0.001 = 3 ones and 100 thousandths 0.02;
= 3.100 or 3.1 0.02 = 0.01 × 2
2.48 × 0.01 × 2 = 0.248 × 2 = 0.496
0.101;
3.099 + 0.101 is 1 tenth more than 3.099 + 0.001 = 3.1. 0.05;
3.099 + 0.101 = 3.2 0.05 = 0.5 × 0.1
2.48 × 0.05 = 2.48 × 0.5 × 0.1
0.201; = 1.24 × 0.01
3.099 + 0.201 is 1 tenth more than 3.099 + 0.101 = 3.2. = 0.124
3.099 + 0.201 = 3.3
D. Sample response:
B. Sample response: 0.2;
0.001; Dividing by 0.2 is like ÷ 2 and then ÷ 0.1.
4.1 is 4 ones and 100 thousandths. 4.2 ÷ 2 = 2.1
0.001 is 1 thousandth. 2.1 ÷ 0.1 = 2.1 × 10 = 21
4.1 – 0.001 = 4 ones and 99 thousandths
= 4.099 0.4;
0.101; 4.2 ÷ 0.4 is half of 4.2 ÷ 0.2 = 21.
4.1 – 0.101 is subtracting 1 more tenth from 4.1 than 4.2 ÷ 0.4 = 10.5
4.1 – 0.001 = 4.099
4.1 – 0.101 = 4.099 – 1 tenth 0.02;
= 40 tenths and 99 thousandths – 1 tenth Dividing by 0.2 is like ÷ 2 and then ÷ 0.01.
= 39 tenths and 99 thousandths 4.2 ÷ 2 = 2.1
= 3.999 2.1 ÷ 0.01 = 2.1 × 100 = 210
0.201;
4.1 – 0.201 is subtracting 1 more tenth from 4.1 than
4.1 – 0.101 = 3.999
4.1 – 0.201 = 3.899

Supporting Students
Struggling students
• Some students prefer to write out calculations rather than performing them mentally because this gives them more
confidence in the answer. You may wish to encourage those students by showing them how much easier it can be to
perform a calculation mentally.
• You may wish to start off some students by providing some choices and asking which they would solve using
mental math.
For example, you might ask them to choose among 3.099 + 4.856 or 3.099 + 3.001 or 3.099 + 6.978.

Reprint 2019 39 Unit 1 Number

 1.3.4 Order of Operations

Curriculum Outcomes Outcome relevance

7-B4 Order of Operations: whole numbers and decimals In many circumstances involving
• understand why order is important and what the conventional order is decimals, students need to know
(brackets, exponents, division/multiplication, and addition/subtraction) the rules for order of operations
to calculate correctly.

Pacing Materials Prerequisites

1h None • operations with decimals

Main Points to be Raised

• Without rules for the order of operations, different • When there are brackets inside brackets, you first
people might get different answers for a written calculate that which is in the innermost brackets.
calculation. • When you read an expression, you might talk about
• The appropriate order of operations is this: whether the bracket comes before or after an
- Calculate anything inside brackets (or parentheses) expression.
first. For example, to read 3.2 + (5.3 – 1.4), you might say,
- Apply exponents next. "three and two tenths plus, open bracket, five and three
tenths minus one and four tenths, close bracket".
- Divide and multiply numbers next to each other,
in order from left to right.
- Add and subtract numbers next to each other,
in order from left to right.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. Make sure they understand that the white area around the
garden represents the wooden platform. While you observe students at work, you might ask questions such as the
following:
• Why did you calculate the areas of both rectangles? (You need to subtract the area of the garden from the area
of the big rectangle.)
• How did Yeshi get the 1.6? (He subtracted 2.8 – 1.2)
• Does Yeshi’s calculation make sense to you? (I do not think it is right. When I calculated 3.8 × 2.8 and then
subtracted 1.6 × 0.9, I got 9.2, but when I did Yeshi’s calculation, I got 5.472.)

The Exposition — Presenting the Main Ideas

• Write the calculation 3.5 + 6.8 + 2 × 6.4 on the board. Ask students for the answer to see if they all perform
the operations in the same order. Whether or not they do, make sure students understand that the rule is to
multiply 2 by 6.4 first before adding the numbers.
• Remind students that they have already learned about order of operations for whole numbers and point out that
the same rules apply now.
• List the order of operations rules shown on page 31 or ask students to look at the page in the student text.
Ask them to apply the order to the expression 3.5 × (2.8 + 1.4 × 1.5) – 2.1.
• You might choose to list the rules for order of operations on a poster for students to refer to. Many people use
the invented word BEDMAS to help them remember the correct order: Brackets, Exponents, Divide and
Multiply (in order from left to right), Add and Subtract (in order from left to right).

Revisiting the Try This

B. This question allows students to explain the need for rules for order of operations and also to see how the use
of brackets can lead to fewer errors.

Teacher's Guide 40 Reprint 2019

Using the Examples
• Present the question in the example. Ask students to think about how they would write it symbolically.
They should then compare their solutions and thinking to the solution and thinking in the text.

Practising and Applying

Teaching points and tips
Q 1: Remind students that they should apply the Q 4: This question is a good reminder for students of
exponent in part b) before performing the divisions the importance of translating English phrases into
and multiplications. mathematical symbolism.
Q 2: Encourage students to experiment by trying Q 5: Students will have to do some problem solving
to insert and remove brackets in different places. to answer this question.

Common errors
• Students might struggle with questions like in the example where there are brackets inside brackets. Sometimes it
helps to use a different shape for the pairs of brackets.
For example, you might write ((4.1  5)3 – 2) ÷ 4 as [(4.1  5)3 – 2] ÷ 4. This helps students match the opening and
closing brackets.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can use the order of operations
to see if students can symbolize calculation instructions, taking order of operation rules into
Question 4
account
to see if students can reason out how a student might have incorrectly applied the rules for order
Question 5
of operations

Answers
A. 9.56 m2 C. i) He did not follow the order of operations. He subtracted 1.2 from 2.8,
but he should have multiplied 3.8 × 2.8 and then 1.2 × 0.9 and then subtracted
B. No; he did not subtract the the second product from the first.
area of the hole from the area of ii) The brackets might have helped him but they are not necessary because
the piece of wood. the order of operations rules say that you do all multiplications before any
subtraction.

1. a) 0.7 b) 8.08 c) 8.2 5. b) 34.1; [Calculated everything from left to right in

order instead of doing the multiplications before the
2. A and B additions and subtractions. The correct answer is 34.1.]
c) 29; [Divided (30 – 4.2 ÷ 0.2 + 8) by 0.4 instead of
3. a) Not correct; 14.4 b) Not correct; dividing only 8 by 0.4. The quotient would be added
34.26 finally to the result obtained when 4.2 ÷ 0.2 is first
c) Correct d) Correct subtracted from 30. The correct answer is 29.]

4. a) (8 ÷ 0.1 + 12) × 3 – 2 [6. If there were no rules, different people might get
b) [(4.2 + 3.5) × 3]2 – 4 different answers for the same calculation.
c) [(6.2 × 2 + 5.6)2 + 3] ÷ 2 Sample response:
3 + 7 × 8 would be 80 if 3 + 7 were calculated first.
5. a) 8.192; [Subtracted 0.2 from 1.8 before cubing The proper value is 59 because 7 × 8 must be
instead of cubing 0.2 and then subtracting from 1.8. calculated first.]
The correct answer is 8.192.]

Supporting Students
Struggling students
• Struggling students might focus on how to calculate correctly rather than on explaining errors others might have
made, as is required in question 5.

Reprint 2019 41 Unit 1 Number

 UNIT 1 Revision

Pacing Materials
2h • Base ten blocks or
Base Ten Models
(BLM) (optional)

Question(s) Related Lesson(s)

1 Lessons 1.1.1 and 1.1.2
2–5 Lesson 1.1.2
6–8 Lesson 1.1.3
9 Lesson 1.1.4
10 Lessons 1.1.3 and 1.1.4
11 Lesson 1.1.4
12 – 15 Lesson 1.2.1
16 – 18 Lesson 1.2.2
19 – 22 Lesson 1.3.1
23 – 25 Lesson 1.3.2
26 Lessons 1.3.1 and 1.3.3
27 and 28 Lesson 1.3.4

Revision Tips
Q 3: Students need to recall that when you divide the Q 16: Students might use a pattern to help them
sum of the digits by 3, the amount that is left over is answer this question.
the remainder when you divide the number by 3. Q 20: Encourage students to find more than one
The remainder when you divide by 4 is the remainder answer.
when you divide the last two digits (as a number) by 4.
Q 23: Encourage students to reason why this is true
Or, it is the remainder when you divide the sum of the
rather than simply calculating both answers and seeing
ones digit and double the tens digit by 4.
that they are equal.
Q 4: To be divisible by 15, a number must be divisible
Q 26: Some students might use decimals like
both by 5 and by 3.
12.0 × 4.0. Although this is not incorrect, you should
Q 11: Students need to recognize the connection to encourage them to use decimals that do not have zeros
GCF. in the decimal places.

Answers
1. Sample response: 522

11 groups of 9 + 1 11 groups of 9 + 1 11 groups of 9 + 1 11 groups of 9 + 1 11 groups of 9 + 1

1 group of 9 + 1
1 group of 9 + 1
Altogether there are 57 groups of 9 and 5 + 2 + 2 = 9 ones.
Since you can make another group of 9 with the ones, 522 can be grouped into groups of 9. It is divisible by 9.

2. a) Divisible by 2, 4, 5, and 10 3. a) By 3: remainder is 2; by 4: remainder is 2.

b) Divisible by 3 and 9 b) By 3: remainder is 2; by 4: remainder is 1.
c) Divisible by 3, 5, and 9 c) By 3: remainder is 1; by 4: remainder is 2.
d) Divisible by 2 and 4 d) By 3: remainder is 1; by 4: remainder is 3.

Teacher's Guide 42 Reprint 2019

Answers [Continued]
4. 1485 is divisible by 15; [Sample response: 17. a) 3 × 106 + 1 × 105 + 2 × 104 + 3
If a number is divisible by 15 then it is divisible both b) 3 × 109 + 1 × 108 + 2 × 107 + 3 × 103 + 4 × 102
by 5 and by 3, so you can use the tests for 3 and 5.
1 + 4 + 8 + 5 = 18; because 18 is a multiple of 3, so is 18. a) 300,020,308;
1485. 3 hundred millions + 2 ten thousands + 3 hundreds +
1485 ends in 5, so it is divisible by 5. 8 ones
So 1485 is divisible by 15.] OR
3 × 100,000,000 + 2 × 10,000 + 3 × 100 + 8
5. a) 2, 5, or 8 b) 4 c) Any digit 0 to 9 b) 600,070,003,205;
6 hundred billions + 7 ten millions + 3 thousands +
6. a) 336 b) 90 c) 210 2 hundreds + 5 ones
OR
7. 3, 21, 105 6 × 100,000,000,000 + 7 × 10,000,000 + 3 × 1000 +
2 × 100 + 5
8. a) No; [90 is not a multiple of 4.]
b) Yes; [Sample response: 1 and 90] 19. a) 380.16 b) 3.8016
c) Sample response: 1 and 90 or 30 and 45 c) 0.38016 d) 3.8016

9. a) 10 b) 5 c) 5 20. Sample response:

1 decimal place and 4 decimal places [because the sum
10. Sample response: 30 and 600 or 150 and 120 is 5.]

11. a) 4 ways: 21. 4.3 × 1.2 = 5.16

[1 row with 64 squares,
2 rows with 32 squares in each, 22. Sample responses:
4 rows with 16 squares in each, or a) 10 cm base and 15.5 cm height
8 rows with 8 squares in each.] b) 20 cm base and 7.75 cm height
b) 5 ways:
[1 row with 36 squares, [23. Sample response:
2 rows with 18 squares in each, 32.5 ÷ 0.5 means how many 5 tenths are in 325 tenths,
3 rows with 12 squares in each, and that is 325 ÷ 5.]
4 rows with 9 squares in each,
6 rows with 6 squares in each.] 24. a) 850 b) 61.5
c) 1 row, 2 rows, or 4 rows; [1, 2 and 4 are common
factors of 36 and 64.] 25. a) 7.29 b) 1.33

12. a) 4 × 4 × 4 × 4 × 4 × 4 × 4 × 4 b) 11 × 11 × 11 26. Sample responses:

a) 43.5 × 0.1, 8.4 × 0.5, 3.0 × 3.1
13. a) 96 b) 38 [b) 43.5 × 0.1: move the digits of 43.5 one place right
to get 4.35.
[14. 210 is the product of 10 twos. 8.4 × 0.5: multiplying by 0.5 is the same as doubling
29 is the product of 9 twos. and 8.4 × 0.5 = 8.4 × 2 = 16.8.
There is one extra multiplication by 2 in 210, so it is 3.1 × 3.0: multiply 3 × 3 ones = 9 and 3 × 1 tenth = 0.3
twice as much.] and add them together to get 9.3.]

15. 32 + 33 + 34 + 35 = 360 27. a) 2.16 b) 72.6 c) 12.3

[16. You are multiplying together many 5s. The ones 28. a) Not necessary; [you add 5.2 + 3.6 anyway after
place will always be 5 because 5 x 5 = 25, which is the product has been calculated and before
regrouped as 2 tens and 5 ones. subtracting.]
OR b) Not necessary; [the order that 4.5 and 3.6 and 0.1
5 × 5 = 25 are multiplied together does not change the product]
5 × 5 × 5 = 125 c) Necessary; [otherwise you would cube 5 instead of
5 × 5 × 5 × 5 = 625 cubing 3.2 + 5.]
All powers of 5 end in the digit 5 so 530 will too.]

Reprint 2019 43 Unit 1 Number

 UNIT 1 Number Test

1. List all possible digits that make each true. 8. Sketch or use grid paper to draw a picture
to show why 2.1 × 4.2 = 8.82.
a) 1,234 is divisible by 3
b) 10,23 is divisible by 9
c) 512 is divisible by 4 9. The area of a rectangle is 8.888 cm2.
The length and width have non-zero decimal
d) 234,52 is divisible by 6 digits. List two possible pairs of numbers for
the length and width.

2. Calculate.
a) LCM (20, 12) b) GCF (20, 12) ?
A = 8.888 cm2
c) LCM (3, 15, 9) d) GCF (3, 15, 9)

?
3. What value will make each true?
a) LCM (3, ) = 18
b) GCF (24, ) = 6 10. Describe two ways to multiply 0.2 × 9.5.

4. Without calculating the value of each power, 11. a) Without calculating, predict which is
explain how you know each is true. greatest. Explain your prediction.
a) 34 is one third of 35 A 3.4 ÷ 0.2 B 7.1 ÷ 0.001
b) 2 is 4 times 2
6 4
C 12.6 ÷ 6 D 10.3 ÷ 5
b) Calculate the quotient you chose in part a).
5. Write 94 as the product of each.
a) 4 numbers 12. The product of two numbers has four decimal
places. The quotient is a whole number.
b) 5 numbers What could the numbers be?

6. Write each in standard form. 13. Write a decimal multiplication you could do
a) 1 × 1010 + 6 × 107 + 8 × 106 mentally. Explain how you would calculate.
b) 6 × 105 + 8 × 103 + 3 × 102 + 2
14. Calculate: 4.8 ÷ 0.4 + (3 – 2.1)2
7. A number has 11 digits.
a) What do you know about the first part of
the number when it is in expanded form?
b) What do you know about the first part of
the number when it is in exponential form?

Teacher's Guide 44 Reprint 2019

UNIT 1 Test
Pacing Materials
1h • Small Grid Paper
(BLM) (optional)

Question(s) Related Lesson(s)

1 Lessons 1.1.1 and 1.1.2
2 and 3 Lessons 1.1.3 and 1.1.4
4 and 5 Lesson 1.2.1
6 and 7 Lesson 1.2.2
8 – 10 Lesson 1.3.1
11 Lesson 1.3.2
12 Lessons 1.3.1 and 1.3.2
13 Lessons 1.3.1 and 1.3.3
14 Lesson 1.3.4

Select questions to assign according to the time available.

Answers
1. a) 2, 5, 8 b) 3 c) 0, 4, 8 d) 2, 5, 8 5. a) 9 × 9 × 9 × 9
b) Sample response: 3 × 3 × 9 × 9 × 9
2. a) 60 b) 4 c) 45 d) 3
6. a) 10,068,000,000 b) 608,302
3. a) 18 b) Sample response: 18
4. a) 35 = 3 × 3 × 3 × 3 × 3 and 34 = 3 × 3 × 3 × 3. 7. a) It is at least 10 billion, or at least
So 35 = 3 × 34 and that means 34 is one third of 35. 1 × 10,000,000,000.
b) 26 = 2 × 2 × 2 × 2 × 2 × 2 and 24 = 2 × 2 × 2 × 2. b) It is at least 1 × 1010.
So 26 = 24 × 2 × 2 = 24 × 4.
8. Sample response: 2.1 × 4.2

4.2

A = 8.82
2.1

1.0

1.0
9. Sample response: 12. Sample response: 0.04 and 0.02
11.11 cm × 0.8 cm or 111.1 cm × 0.08 cm
13. Sample response:
10. Sample response: 0.8 × 0.4
• 0.2 × 9.5 = 2 × 0.1 × 9.5 = 2 × 0.95 = 1.9 Multiply 8 × 4 = 32 (hundredths)
• 0.2 × 9.5 = 0.2 × 10 – 0.2 × 0.5 = 2 – 0.1 = 1.9 Because there are two decimal places altogether in 0.8
and 0.4, there are also two decimal places in 32, so
11. a) B; there are more than 7000 thousandths in 7. the answer is 0.32.
None of the other quotients will be as large.
b) 7100 14. 12.81

Reprint 2019 45 Unit 1 Number

 UNIT 1 Performance Task — Creating a Shape

In this task you will create two hexagons. A hexagon is a shape with six sides and six angles.

A. i) Calculate each value in the chart to determine four of the six side lengths and
three of the six angles of a hexagon.
Side lengths (cm) Angles (º)

LCM (3, 8, 12) GCF (45, 135)

34 ÷ 24 This number is divisible by 2, 3, 4, and 5.

3.4 × 2.1 + 1.8 ÷ 0.6 4.5 ÷ 0.05

The number of digits in the number in

standard form: 3 × 108 + 5 × 102 + 6 × 101

ii) Draw the hexagon.

B. i) Draw your own hexagon.

ii) Express four of the side lengths and three of the angles using each idea below at
least once.
• Lowest Common Multiple
• Greatest Common Factor
• Divisibility by 3 and 4
• Exponential form
• Multiplication of decimals
• Division of decimals
• An expression where you need to use the order of operations rules
Write your ideas in chart form:

Side lengths (cm) Angles (º)

Teacher's Guide 46 Reprint 2019

UNIT 1 Performance Task
Curriculum Outcomes Assessed Pacing Materials
7-A1 GCF: using common factors and greatest common factors to solve problems 1h • Rulers
7-A2 LCM: using common multiples and least common multiples to solve • Protractors
problems
7-A3 Divisibility: develop and apply rules for 3, 4, 6, 9
7-A4 Large Numbers: model
7-A5 Large Numbers: rename
7-B1 Add, Subtract, Multiply, Divide: whole numbers and decimals
7-B3 Order of Operations: whole numbers and decimals

How to Use This Performance Task

You might use this task as a rich problem to assess student understanding of a number of outcomes in this unit.
It could replace or supplement the unit test. It could also be used as enrichment material for some students.
You can assess performance on the task using the rubric on the next page.

Sample Solution
A. i)
Side lengths (cm) Angles (º)
24 45
5.0625 e.g., 60
10.14 90
9

ii)
5.0625 D
60°
E
C
10.14
9

45° 90°

24 B

B. i)
12

30°
7.9
6

90° 120°
11.4

Reprint 2019 47 Unit 1 Number

Sample Solution [Continued]
ii)
Side lengths (cm) Angles (º)
GCF (96, 150) = 6 LCM (18, 15) = 90
The number of digits in a number that The second number after 100 that is divisible
has 7 × 1011 as its greatest part when in both by 3 and by 4 = 120.
exponential form = 12.
7.6 × 1.5 = 11.4 0.6 ÷ 0.02 = 30
3.1 × 4.8 – 4.4 × 2.6 + 4.46 = 7.9

UNIT 1 Performance Task Assessment Rubric

The student Level 4 Level 3 Level 2 Level 1
Calculates Calculates given and Calculates given and Calculates given and Makes many
correctly created expressions created expressions created expressions calculation errors
correctly correctly for the most with several errors
part
Creates Uses all required Uses all required Uses most of the Uses some of the
expressions concepts correctly and concepts correctly required concepts required concepts
in a varied way correctly correctly
Provides Provides two models Provides two models Provides at least one Has significant flaws
appropriate that meet stated that mostly meet model that mostly in the two required
models requirements with stated requirements meets stated models
reasonably accurate with reasonably requirements with
measurements accurate reasonably accurate
measurements measurements

Teacher's Guide 48 Reprint 2019

 UNIT 1 Blackline Masters

BLM 1 100 Charts

Reprint 2019 49 Unit 1 Number

BLM 2 Base Ten Models

Teacher's Guide 50 Reprint 2019

BLM 3 Fraction Circle Spinners

Reprint 2019 51 Unit 1 Number

BLM 4 Place Value Charts
Billions Millions Thousands Ones
Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
109 108 107 106 105 104 103 102 101 1

Billions Millions Thousands Ones

Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
109 108 107 106 105 104 103 102 101 1

Billions Millions Thousands Ones

Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
109 108 107 106 105 104 103 102 101 1

Billions Millions Thousands Ones

Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
109 108 107 106 105 104 103 102 101 1

Billions Millions Thousands Ones

Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
109 108 107 106 105 104 103 102 101 1

Billions Millions Thousands Ones

Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
109 108 107 106 105 104 103 102 101 1

Teacher's Guide 52 Reprint 2019

BLM 5 Small Grid Paper

Reprint 2019 53 Unit 1 Number

BLM 6 Ten Thousandths Grid

Teacher's Guide 54 Reprint 2019

 UNIT 2 FRACTIONS
UNIT 2 PLANNING CHART
Suggested Suggested
Outcomes or Purpose Pacing Materials Assessment
Getting Started Review prerequisite concepts, skills, and 1h None All questions
SB p. 35 terminology and pre-assessment
TG p. 58
Chapter 1 Fraction Addition and Subtraction
2.1.1 Comparing 7-A6 Compare and Order: decimals, 1h • Fraction Q2, 4, 9
and Ordering proper/improper fractions, and mixed Number Lines
Fractions numbers (BLM)
SB p. 37 • order fractions on a number line
• compare fractions using a variety of
TG p. 60
strategies including benchmarks, common
denominator, common numerator, decimal
equivalents
2.1.2 Adding 7-B5 Add and Subtract: simple fractions of 1h • Fraction Strips Q3, 5, 7, 8
Fractions Using various denominators (BLM)
Models • develop algorithm pictorially • Counters
SB p. 42 • estimate the sum or difference of fractions
TG p. 63
2.1.3 Adding 7-B5 Add and Subtract: simple fractions 1h None Q1, 3, 7, 8
Fractions and and mixed numbers of various
Mixed Numbers denominators
Symbolically • develop algorithm symbolically
• estimate the sum or difference of fractions
SB p. 48
and mixed numbers
TG p. 66 7-A2 Common Multiplies: use common
multiples and least common multiples
(LCM) to solve problems
• use the LCM to add and subtract fractions
GAME: A "Whole" Practise adding simple fractions with different 30 min • Slips of paper N/A
in One (Optional) denominators in a game situation with numbers 2 to
SB p. 52 10 on them
TG p. 68
2.1.4 Subtracting 7-B5 Add and Subtract: simple fractions 1h • Fraction Strips Q1, 2, 5, 10
Fractions and and mixed numbers of various (BLM)
Mixed Numbers denominators • Counters
SB p. 53 • develop algorithm pictorially and
symbolically
TG p. 69
• estimate the sum or difference of fractions
and mixed numbers
2.1.5 Subtracting 7-B5 Add and Subtract: simple fractions 1h • Fraction Q2, 5, 7, 9
Mixed Numbers in and mixed numbers of various Number Lines
Different Ways denominators (BLM)
SB p. 58 • develop algorithm pictorially and
symbolically
TG p. 72
• estimate the sum or difference of fractions
and mixed numbers
Chapter 2 Fraction Multiplication and Division
2.2.1 Multiplying 7-B6 Multiply and Divide: fraction by 1h None Q2, 3, 6
a Fraction by a whole number
a Whole Number • develop and apply strategies necessary for
SB p. 62 calculation of fractions
• use concrete models and pictorial
TG p. 75
representations

Reprint 2019 55 UNIT 2 Fractions

UNIT 2 PLANNING CHART [Continued]
Suggested Suggested
Outcomes or Purpose Pacing Materials Assessment
2.2.2 Dividing 7-B6 Multiply and Divide: fraction by 1h • Fraction Strips Q2, 4, 6, 7
a Fraction by a whole number (BLM)
a Whole Number • develop and apply strategies necessary for
SB p. 65 calculation of fractions
• use concrete models and pictorial
TG p. 78
representations
Chapter 3 Relating Fractions and Decimals
2.3.1 Naming 7-A7 Rename: Mixed Numbers and 1h None Q3, 4, 7
Fractions and Fractions
Mixed Numbers as • rename fractions and mixed numbers as
Decimals decimals
• use pictorial models to represent mixed
SB p. 68
numbers and fractions
TG p. 81 • introduce the terminology “repeating” and
“period” as well as notation to show that
a decimal repeats
• explore patterns in various fractions,
especially sevenths
2.3.2 EXPLORE: 7-A8 Rename: Repeating Decimals to 1h None Observe and
Relating Repeating Fractions Assess
Decimals and • explore 1- and 2-digit repeating decimals questions
Fractions • use patterns to rename and make predictions
(Essential)
SB p. 72
TG p. 85
CONNECTIONS: Make a connection between fractions, 25 min • Grid paper or N/A
Repeating-Decimal decimals, and graphing Small Grid Paper
Graphs (BLM)
(Optional)
SB p. 73
TG p. 87
UNIT 2 Revision Review the concepts and skills in the unit 2h • Fraction Strips All questions
SB p. 74 (BLM)
TG p. 88 • Fraction Number
Lines (BLM)
• Counters
UNIT 2 Test Assess the concepts and skills in the unit 1h • Fraction Strips All questions
TG p. 90 (BLM) (optional)
• Fraction Number
Lines (BLM)
(optional)
• Counters
UNIT 2 Assess concepts and skills in the unit 1h • Fraction strips Rubric
Performance Task (BLM) or provided
TG p. 92 Fraction Number
Lines (BLM)
(optional)
UNIT 2 Assess concepts and skills in the unit 15 min See p. 94 All questions
Assessment
Interview
TG p. 94
UNIT 2 BLM 1 Fraction Strips (1 whole to twelfths)
Blackline Masters BLM 2 Fraction Number Lines (1 whole to twelfths)
TG p. 95 Small Grid Paper on page 53 in UNIT 1

Teacher's Guide 56 Reprint 2019

 Math Background
• This unit builds on comparing, adding, and • They make connections in situations like those in
subtracting simple fractions as well as on the question 2 in lesson 2.2.1, where they link addition of
fraction/decimal relationships the students learned in fractions with multiplication, and in question 2 in
Class VI. Multiplication and division of fractions are lesson 2.3.1 and all of lesson 2.3.2, where they link
among the new ideas introduced in this unit. the representation of one fraction as a decimal to the
• The focus of the unit is on fraction computation and representation of others. There are also many real-
the relationship between fraction and decimal number world connections, for example, question 7 in
representations. lesson 2.1.3 and questions 3 and 4 in lesson 2.1.4.
• As students proceed through this unit they will use
a variety of mathematical processes, including problem Rationale for Teaching Approach
solving, communication, reasoning, representation, • This unit is divided into three chapters.
visualization, and making connections.
Chapter 1 is about comparing, adding, and
For example: subtracting fractions.
• Students use problem solving in question 5 in Chapter 2 focuses on multiplying and dividing
lesson 2.1.1, where they figure out which digits are fractions.
missing, and in question 8 in lesson 2.1.3,
Chapter 3 examines the relationship between
question 10 in lesson 2.1.4, question 9 in lesson 2.1.5,
fractions and decimals.
and question 9 in lesson 2.2.2, where they look for
numbers to meet a certain condition. • The Explore lesson allows students to explore
1-digit and 2-digit repeating decimals and their
• They use communication frequently as they explain
corresponding fraction representations.
their thinking in answering questions, such as in
question 2 in lesson 2.1.1, where they describe • The Connections section provides students with
strategies for ordering fractions, question 6 in a visual representation of repeating decimal patterns
lesson 2.1.2, where they consider what fractions can using a graphing technique.
make up a whole, and question 5 in lesson 2.1.4, where • The Game provides an opportunity to apply and
they describe estimation strategies. The last question in practise addition of fractions in a pleasant way.
most lessons usually requires an element of • Throughout the unit, it is important to encourage
communication in bringing closure to the lesson. estimation as a way of determining whether the results
• They use reasoning in answering questions such as of computations make sense, to encourage flexibility
question 6 in lesson 2.1.1, where they create and test in computation, and to accept a variety of approaches
a conjecture, question 3 in lesson 2.1.3 and question 1 from students.
in lesson 2.1.4, where they use estimation to show that
a calculation is reasonable, and question 10 in
lesson 2.3.1, where they determine what remainders are
possible in a given situation and how that relates to
repeating decimals.
• They consider representation in lesson 2.1.2, where
they choose among fraction circles, fraction strips, and
grids to represent the sum of various fractions, in
question 9 in lesson 2.2.1, where they use models
to explain the relationship between addition and
multiplication, and in lesson 2.3.1, where they use
a model to represent a fraction as a division.
• Students use visualization skills in lesson 2.1.5, where
they calculate a difference using steps on a number
line, in lesson 2.2.1, where they find the product of
a fraction and a whole number using rectangular
regions and number lines, and in lesson 2.2.2, where
they see division of a fraction by a whole number as
the “sharing” of rectangular regions.

Reprint 2019 57 UNIT 2 Fractions

 Getting Started

Curriculum Outcomes Outcome relevance

5 Rename fractions: with and without models (conceptual) Students will find the work in the unit
6 Rename Mixed Numbers and Improper Fractions easier after they review the concepts and
skills related to fractions and decimals
6 Comparing Fractions
they learned in Class VI.
6 Renaming: simple fractions to decimals
6 Addition and Subtraction: simple fractions

Pacing Materials Prerequisites

1h None • familiarity with the terms fraction, improper fraction, mixed number, and decimal
• representations of fractions

Main Points to be Raised

Use What You Know Skills You Will Need
• You can represent a fraction as equal parts of • You can rename any mixed number as an improper
a whole. fraction by renaming each whole as a fraction in the
• To figure out what the fraction is in a fraction model, a
form and adding the pieces. You can do the reverse
you determine how many equal parts make up the a
whole and then see how many are shaded. to go from an improper fraction to a mixed number.
• A piece can represent different fractions, depending • You can use benchmarks, common denominators, or
on what you are using to represent the whole.  common numerators to compare fractions.
1 • You can represent any fraction as an equivalent
For example, in the puzzle, piece B is of piece A, fraction by multiplying or dividing the numerator and
2
1 the denominator by the same value.
but of the whole puzzle.
8 • A decimal is a representation for a fraction with
 a denominator of 10, 100, 1000, and so on.

 Use What You Know — Introducing the Unit

Introduce the task on page 35 by discussing with students why the diagram might be viewed as a puzzle.
The puzzle they are asked to solve here is to figure out what fraction of the whole each piece represents.
Students can work in pairs or small groups. While you observe students at work, you might ask questions such as
the following:
1
• How did you know that A is of the whole puzzle? (It looks like there would be 4 large squares like A in
4
1
the whole puzzle, so A would be .)
4
• How do you know that piece B and piece F are the same fraction of the whole puzzle even though they are
different shapes? (It would take 8 pieces shaped like piece B to fill in the whole puzzle and it would take 8
1
pieces shaped like piece F to fill in the whole puzzle, so each of them is of the puzzle.)
8
• How did you order the fractions from least to greatest? (The numerator for each piece is 1, so I looked only at
the denominators — the greater the denominator, the less the fraction.)

Teacher's Guide 58 Reprint 2019

 Skills You Will Need
• Students can work individually.
• To ensure students have the required skills for this unit, assign these questions.
• First, review the terms improper fraction and mixed number to make sure students can successfully interpret
questions 1 and 3. Refer students to the glossary at the back of the student text.
• Encourage students to use different strategies for comparison when answering question 5.

Answers
1 1 1 1 1 1 1 1
A. i) ii) iii) iv) C. , , ,
4 2 8 2 32 16 8 4
v) Sample response:
F and B have the same area, so they represent the D. Sample response:
 same fraction  area ( 1 ).
 of the whole    
8 B
C
1 1 1 1 1 1 1 A
B. i) A: ; B: ; C: ; D: ; E: ; F: ; G: ;
4 8 16 32 32 8 16
1 1 1 1 D
H: ; I: ; J: ; K, L, M, and N are all
16 16 16 32
ii) B and
 F;     
C, G, H, I, and J;
 D,
 E, K,L, M, and N

19 3 5 1 7 1 17 13 13 19
1. a) ,2 b) ,1 c) ,3 3. a) b) c) d)
8 8 4 4 2 2 5 2 3 8

2. Sample responses: 4. A and C

 a)   b)      
5. a) < b) = c) >

1 1
6. 1 h 7.
c) d) 4 4

8. a) 0.3 b) 0.27 c) 0.5 d) 0.6

 

Supporting Students
Struggling students
• If students are struggling with question B, you might encourage them to start with a smaller whole.
1 1
For example, they might see that piece D is of piece C and piece C is of piece A. Because it would take
2 4
4 of piece A to fill the puzzle, it would take 4 × 4 = 16 of piece C and 2 × 16 = 32 of piece D to fill the puzzle.
1
That means piece D is of the puzzle.
32 
• Some students may have trouble with parts c) and d) of question 8. Encourage them first to find equivalent
1 3
fractions for and that have a denominator of 10 and then to write the decimal.

2 5

Enrichment
• For question D, you might challenge students to create a fraction puzzle that contains at least four pieces of
different shapes. They should make sure to draw the puzzle in such a way that each piece’s fraction of the puzzle
can be determined by relating it either to the whole or to another piece.

Reprint 2019 59 UNIT 2 Fractions

Chapter 1 Fraction Addition and Subtraction
2.1.1 Comparing and Ordering Fractions

Curriculum Outcomes Outcome relevance

7-A6 Compare and Order: decimals, proper/improper fractions, When they know several strategies
and mixed numbers for comparing fractions, students
• order fractions on a number line will find it easier to add and
• compare fractions using a variety of strategies including benchmarks, subtract fractions.
common denominator, common numerator, decimal equivalents

Pacing Materials Prerequisites

1h • Fraction Number Lines • finding a common denominator
(BLM) • rewriting improper fractions as mixed numbers and vice versa

Main Points to be Raised

• You can compare and order fractions and mixed • When two fractions have the same denominator,
numbers using a variety of strategies, such as a the fraction with the greater numerator is greater than
number line, a common denominator, and a common the fraction with the lower numerator.
numerator. • When two fractions have the same numerator,
• On a number line, the fraction farthest to the right is the fraction with the greater denominator is less than
greatest. the fraction with the lower denominator.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How do you know the fraction for Kachap’s house will be greater than the fraction for Jigme’s house?
(Kachap’s house is farther from 0 and closer to 1 than Jigme's house.)
• How can you tell what denominator to use for the fractions when you mark Sithar’s, Jigme’s, and Kachap’s
houses on the number line? (I need to divide the number line from 0 to 1 into 4 equal parts, so I can use 4 for
the denominator of the fraction.)
If students answer question B ii) and iii) incorrectly, continue to divide the distance to each previous location
in half so students can see how to divide the number line from 0 to 1 into equal parts.

The Exposition — Presenting the Main Ideas

• On the board, draw two number lines from 0 to 2, one above the other. Mark and label one line in fourths
using mixed numbers. Mark and label the other line in thirds using improper fractions. Choose two fractions
that can be easily modelled with those lines and show students how to compare the two fractions using the
5 1 5
number line (e.g., >1 because is farther right on the number line).
3 4 3
5 11
• Choose two fractions that have a denominator other than 3 or 4 (e.g., and ). Find equivalent fractions
3 6
5 10
with a common denominator (e.g., = ). Show students that to compare two fractions with the same
3 6
10 11 5 11
denominator, you can just compare the numerators (e.g., < , so < ).
6 6 3 6
• Work through the exposition with the students. Reinforce the idea that you can compare fractions using
a common numerator as well as a common denominator. Although we usually use a common denominator
to compare and order fractions, for some fractions it is easier to find a common numerator.
3 2
For example, it is easier to find a common numerator than a common denominator for and because it is
17 9
much easier to find a common multiple of 2 and 3 than to find a common multiple of 17 and 9.

Teacher's Guide 60 Reprint 2019

 Revisiting the Try This
B. In part A students used a number line to locate fractions, and they are now asked to use the strategies of
common denominator and common numerator to do so.

Using the Examples

• Present the problems in the three examples to the students. Ask each student to choose two of the problems
to solve. Then the student can compare his or her work to what is shown in the matching example. Suggest that
they then read through the other example.

Practising and Applying

Teaching points and tips
Q 1: Make sure students realize that it is often easier 11 17 10
For example, since < 2, and > 2, and > 2,
to compare improper fractions by writing them as 6 8 4
mixed numbers. 11
is the least number. Then you only have
29 4 6
For example, in part a), by writing as 5 , they
5 5 17 10
to compare and to find the greatest number.
29 3 8 4
can tell immediately that <6 because 5 < 6.
5 10 Q 5: In part b), you may wish to restrict ? to
Q 2: Encourage students to examine the question for a 1-digit number (to avoid students giving extreme
clues as to which method might be most helpful. answers like ? = 1 or # = 50). In part c), students
3 7 should recognize that as long as 2 × ■ is greater than
For example, in part a), since 1 = , all three 9, the inequality will be true.
4 4
fractions have a numerator of 7, so it is easiest to use Q 6 d): Encourage students to use an example with
a common numerator for ordering the fractions. proper fractions and an example with improper
Q 4: Students might benefit from using more than fractions to test the generalization more fully.
one strategy for comparison. Q 9: Use this last question to highlight the value of
using different strategies to compare fractions.

Common errors
• In question 2 a), where the fractions will have a common numerator, many students will think the fraction with
the least denominator is the least fraction. Encourage the students to think of the fraction as a sharing situation.
For example, if 7 things are shared among 6 students, each student gets less than if 7 things are shared among
4 students or among 3 students.

Suggested assessment questions from Practising and Applying

Question 2 to see if students can use different strategies for ordering fractions
Question 4 to see if students can order improper fractions to solve a real-world problem
Question 9 to see if students can communicate about when to use various strategies for comparing fractions

Answers
A. i), ii), and iii) C. Sample responses:
S J K 1 2 4
i) Jigme’s house is = , Devika’s house is 1 = ,
2 4 4
T D 3 3 2 4
B. i) and Kachap’s house is . is between and .
4 4 4 4
S J K
 is = , Devika’s house
ii) Jigme’shouse  is 1 = 3 ,
1 3
2 6 3
0 1
and Kachap’s  is . is   and .
3 3 3 3
house between
4 4 6 3
7 1
ii) iii)   
8 8
   
Reprint 2019 61 UNIT 2 Fractions
 
 Answers [Continued]
NOTE: Answers or parts of answers that are in square brackets throughout the Teacher's Guide are NOT found
in the answers in the student textbook.
1. a) < b) = c) < d) = c) Sample responses:
1 3 4
i) and to create
7 3 7
2. a) , 1 , ; [Sample response: 2 4 6
6 4 3 1 4 3
ii) , , ; The new fraction is in the middle.
3 7 2 6 4
I wrote 1 as and used a common numerator.]
4 4  [d) Sample response:
 
 2,
 b) 1 11 9 It looks like the fraction formed by adding the
, ; [Sample response:
3 4 2   numerators
 and adding the denominators of two
  2 as
1 7 fractions will always be between the two fractions.
I wrote and found equivalent fractions with I tried it again and it was the same:
3 3
  a common
 denominator (12).] 1 1 2 1 2 1
and makes and < < ]
5 21 11 3 2 5 3 5 2
c) 1 , , ; [Sample response:
 9 12 6
I made three number lines from 1 to 2, one in ninths, 7. Sample response:
one in twelfths, and one in sixths. I located each  Dechenservedtwocakes
 of the same size to her
  fraction
 and looked for the one farthest to the right.] 2 3
guests. of the first cake and of the second cake
3 5
3. Pelden were left over. Which cake had more left over?

4. a) Yuden; Rupak 8. a) 7 , 8 

[b) Sample response: 3 3
I found equivalent fractions with a common 9 10 11
b) , ,
denominator (24) and compared them.] 4 4 4
  11 12 13 14
5. a) Any value from 1 to 36. c) , , ,
5 5 5 5
b) Sample response:   d)No; [Sample response:
? # You can keep finding more and more fractions
1 3
  between
  2 and 3 by making the denominator greater
2 6 and greater. For a denominator of 6 there are 5
3 9 fractions between 2 and 3, for a denominator of 7
c) Any number greater than 4. there are 6 fractions between 2 and 3, and so on.]

6. a)
1 3 2
, , ; The new fraction is in the middle. [9. Sample response:
2 5 3 3 3
12 and can easily be compared using a common
b) i) 10 17
9 2 11
numerator. For and , it would be easier to find
 ii)  , 12 , 7 ; The new fraction is in the middle.
5 3 12
4 9 5
 equivalent fractions with a common denominator.]

Supporting Students  
 Struggling
 students
• Some students might benefit from using marked and labelled number lines for question 8.
6 8 10 9 12 15
For example, by writing 2 as , , and 3 as , , for parts a), b), and c), students can more easily
3 4 5 3 4 5
determine all the fractions with the required denominators that are between the two numbers.

Enrichment
• For question 6, you might challenge students to extend what they have discovered to show a quick way to find
three fractions that they know will be between two given fractions.

Teacher's Guide 62 Reprint 2019

 2.1.2 Adding Fractions Using Models

Curriculum Outcomes Outcome relevance

7-B5 Add and Subtract: simple fractions of various By using models to visualize the addition of
denominators fractions, students will find it easier to make sense of
• develop algorithm pictorially the algorithm for adding fractions.
• estimate the sum or difference of fractions

Pacing Materials Prerequisites

1h • Fraction Strips • writing a fraction given a model of the fraction
(BLM) • drawing a model for a given fraction
• Counters • naming an equivalent to a fraction

Main Points to be Raised

• You can use fraction strips and grids to add • To add fractions with a grid, create a grid that has
fractions. the same number of rows as the denominator of one
• To add fractions with strips, place one strip at the fraction and the same number of columns as
end of the other and look for another strip that has the the denominator of the other fraction. In this way,
same total length. It is sometimes easier to visualize if you can represent both fractions easily.
both strips are cut up into the same size pieces (they • It is sometimes easier to interpret a fraction if it is
have the same denominator). written in its lowest terms.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How might you use Model iii) to help you decide what the white part of Model i) is? (In Model iii), you can see
1
that the white part is 1 of 6 equal parts, or . It is the same in Model i).)
6
2
• How do you know the dark grey part of Model ii) is ? (I pictured the whole circle being divided into pieces
4
of that size, and could see that there would be 4 of those pieces.)
1 1 3
• Does it make sense that the dark grey part represents , , and ? (Yes, they are all equivalent fractions.)
2 4 6

The Exposition — Presenting the Main Ideas

1
• Have the students examine the fraction strips and find, for example, the different ways to represent using
3
1 1 1 1
equal size strips (one
strip, two strips, three strips, four strips). Write the corresponding equivalent
3 6 9 12
1 2 3 4
fractions for ( , , ).
3 6 9 12
• Work through the part of the exposition on page 42 with the students. Then draw attention to the grid model on
page 43. Discuss with the students how the grid was created (i.e., the denominator of the first fraction tells you
how many rows the grid will have and the denominator of the second fraction tells you how many columns the
grid will have). Practise setting up blank grids for two or three sample addition problems.
• Work through the rest of the exposition with students. Ensure they understand why the counters were moved
1
to add the .
5
• You may wish to do an additional example using the grid model for adding fractions, to ensure that students
are aware that when they “fill in” the columns for the second fraction, they will first have to move enough

counters to clear the number of columns they need to fill.

Reprint 2019 63 UNIT 2 Fractions

 Revisiting the Try This
B. Students should view the three fraction circle illustrations as models of addition of fractions.

Using the Examples

• Work through example 1 and example 3 with the students to make sure they understand them.
• Ask pairs of students to read through solutions 1 and 2 of example 2. Ask them to choose which solution most
closely matches what they would have done and why.

Practising and Applying

Teaching points and tips
Q 2 c): If students answer 54, encourage them to try Q 7 b): Observe whether students organize their
to find a lower number that could be used as approach to this question or just randomly put
the common denominator. the numbers into the blanks.
Q 3: You might have students share and compare Q 8: Suggest that students think about what fraction
the strategies they used for estimating the sums. 1
of the jug was filled when cup of juice was added
Q 4: This question might be assigned only to selected 2
students. 1 3
(i.e., the jug went from full to full).
3 2 4
Q 6: In A, students should recognize that because
5
1 1 3
is greater than , , and together would be more
2 2 5
than one whole cake and this is not possible.

Common errors
• Some students might add both the numerators and the denominators when they add fractions. Make sure
students first estimate the sum and then check to see if their answer makes sense.
Suggested assessment questions from Practising and Applying
Question 3 to see if students can estimate fraction sums and add fractions using different models
to see if students recognize that they can use a model for addition of fractions to solve
Question 5
a real-world problem
Question 7 to see if students can solve a problem using addition of fractions
to see if students can explain their reasoning in solving a problem that involves the addition of
Question 8
fractions

Answers
1 1 1 1 1 1
A. i) , , C. i)+ + =1
2 3 6 2 3 6
2 1 1 2 1 1
ii) , , + + =1
4 3 6 4 3 6
 3 2 1  3 2 1
iii) , , + + =1
6 6 6 6 6 6
Sample response:
B. Sample response: 1 1 1
+ + =1
1 1 1 2 4 4
, ,
2 4 4 1 1 3
+ + =1
1 1 3 8 8 4
, ,
8 8 4
ii) Sample response:
I would line up fraction strips for each fraction and
show that they match the 1 strip.

Teacher's Guide 64 Reprint 2019

 3 5 3 7. a) and b) Sample responses:
1. a) b) c) d)
4 8 5 3 5 19 7
+ = or 1 ;
3 4 6 12 12
5 3 6 39 19
+ = or 1 ;
 4 5 20 20
2. Sample responses:   3
 +
4
= 19
or 1 ;
4
a) 12 b) 10 c) 18 d) 5 6 15 15
15   
3
+
4
= or 1 ;
13 3
6 5 10 10
3. Sample responses for estimates:   
3
+
5  7
= or 1 .
3
9 1 6 4 4 4
a) Estimate: about 2; or 1
6 2    
1 11 3 8. 2 cups; [Sample response:
b) Estimate: about 1 ; or 1 1 1
2 8 8    
cup is of the jug, so the whole jug is
2 4
c) Estimate:
about 
11 1
1; or 1
10 10 1 1 1 1
+ + + = 2 cups.]
 about
 1 4 2 2 2 2
d) Estimate: ;
2 9 
[9. Sample response:
e) Estimate:
about ;
3 11
4 15  When
 the denominators are the same, you just have to
  17 5 add the numerators because the size of the fraction
f) Estimate: about 2; or 1 4 1 5
12 12 pieces is the same. + = because 4 sixths +
  6 6 6
4. Sample responses: 1 sixth is 5 sixths.]
3 5  
a) + [10. Sample response:
9 12
2 1 3 3 1 5 1 11 5 7 When you use a grid, you automatically get the
b) + ; + ; + ; + ; + , and so equivalent fractions with a common denominator.
2 2 4 4 4 4 8 8 8 8
1 2
 on. When you add + on a grid, 1 out of 5 rows is 3
5 3
 5.5 ; [Sample  
  response:   3
out of 15 squares, , and 2 out of 3 columns is 10
8 15
10
out of 15 squares, . With strips, it does not always
15
 show the equivalent fractions.]

6. B; [Sample response:
The fractions in B add up to less than one whole,
while the fractions in A add up to more than one
whole.]

Supporting Students
Struggling students
• Struggling students may have difficulty with question 4. This question is particularly suitable for strong
students.

Enrichment
• Encourage students to create and answer questions like question 7 using different sets of digits.

Reprint 2019 65 UNIT 2 Fractions

 2.1.3 Adding Fractions and Mixed Numbers Symbolically

Curriculum Outcomes Outcome relevance

7-B5 Add and Subtract: simple fractions and mixed numbers of Being able to add fractions and mixed
various denominators numbers is an important skill both for
• develop algorithm symbolically everyday life and for higher classes in
• estimate the sum or difference of fractions and mixed numbers mathematics. It is important that
7-A2 Common Multiplies: use common multiples and least students understand why the
common multiples (LCM) to solve problems procedures work and not just apply
• use the LCM to add and subtract fractions rules without understanding.

Pacing Materials Prerequisites

1h None • naming a fraction in an equivalent form
• finding a lowest common multiple
• writing fractions in lowest terms
• renaming improper fractions as mixed numbers

Main Points to be Raised

• To add fractions with the same denominator, you • To find a common denominator for fractions, you
add the numerators. find a common multiple of the denominators
• To add fractions with unlike denominators, you find (preferably the lowest common multiple).
equivalent fractions that have the same denominator • You can simplify sums by writing them as mixed
and then add the numerators. numbers and/or in lowest terms.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
1 1
• Which two fractions show the runner’s total running time? ( and )
2 6
1
• Can you answer the question without using addition? (Yes. If he walks for of his training time and runs
3
2 2 1
for the rest of it, then the fraction for running is because and combined make the whole time.)
3 3 3

The Exposition — Presenting the Main Ideas

1 3 4
• Write the example + = on the board. Make a drawing like the one in the student text that shows
5 5 5
1 3 4 1 3 4
combining 1 fifth and 3 fifths to make 4 fifths. Then do the same thing for + = and + = .
7 7 7 9 9 9
Ask what is the same and what is different in these examples. Lead students to see that the denominator tells
them the size of the piece and the numerator tells them how many pieces they have. If the denominators are
the same, they only need to add the numerators to find the sum.
• Review the term multiple with the students. Write the number 5 on the board and ask students to tell you
the first several multiples. Write the multiples on the board.
• Lead students through the exposition.
• Some students may notice that you can always find a common denominator by multiplying the
denominators together. Remind them that it is usually best to use the lowest common denominator.

Teacher's Guide 66 Reprint 2019

 Revisiting the Try This
1 1
B. Students apply what they have learned about finding a common denominator to adding + from part
2 6
A.

Using the Examples

• Have students work in pairs. One student should become an expert on example 1 and they should become
an expert on example 2. Each student should then explain his or her example to the other.

Practising and Applying

Teaching points and tips
Q 1 and 3: Although the questions ask students Q 7: Make sure students are aware that the two
to choose only one question to estimate, encourage different kinds of sugar listed in the recipe need
students to estimate first whenever they are adding to be added to find the total amount of sugar. For
fractions. part b), you might ask students to share their
Q 4: You might encourage students to use fraction explanations with a partner.
strips to help explore possible answers for this Q 8: Encourage students to use what they know about
question. fractions to help them with this question — the
Q 5: Remind students that they can add the whole greater the denominator, the smaller the fraction, and
numbers and fractions separately, then put them the greater the numerator, the greater the fraction.
together to record the sum. Q 9: This question highlights the importance of using
a common denominator to add fractions.

Common errors
• Some students will forget to use three different denominators in question 4 a). To address this, provide fraction
strips (BLM) and remind them that they need to use three strips of different sizes.

Suggested assessment questions from Practising and Applying

to see if students can estimate fraction sums and add proper fractions by finding a common
Question 1
denominator
to see if students can calculate the sum of two mixed numbers and write answers in lowest terms
Question 3
when necessary
to see if students can solve a real-world problem by adding fractions and mixed numbers, and
Question 7
explain their reasoning
Question 8 to see if students can solve a problem using addition of fractions

Answers
4 2 B. Sample response:
A) or
6 3 1 1 3 1 4 2
+ = + = or
2 6 6 6 6 3

  7 7 15 7 25 7
1. a) i) ii) 2. a) =1 b) =1
9 8    8  8  18 18
22 7 29 9
iii) =1 iv) =1
15 15 20 20 4 2 9
3. a) i) 3 =3 ii) 2
[b) Sample response:   6 3   10
3 1 3 1 3 1 11 11
+ ; is close to , so + is close to 1. iii) 9 iv) 7
 8 2 8 
2 8 2 15 12
7
My answer of is close to 1, so the answer is   
8
  reasonable.]    

 2019
Reprint 67 UNIT 2 Fractions
 Answers [Continued]
[3. b) Sample response: 17
7. a) cup
2 1 24
4 is a bit less than 5 and 3 is a bit more than 4 so
3 4 b) Yes; [Sample response:
2 1 11 5
4 + 3 is about 8. My answer of 7 is about 8 so The ingredients added together make 3 cups.
3 4 12  24
 the answer is reasonable.]
 1 12
3 =3
2 24
  4. Sample responses:  > 3 , the bowl isbig enough.]
12 5
1 2 1
Since 3
a) + + 24 24
2 5 10
1 5 2 4 1 2 1 13
[b) I knew =
2 10
and =
5 10
, so I needed
10
8. a) + =

5 4 20
 more  to make 1.] 5 4
b) + = 7
1 2

5. 4
7       1  3 11 2 3 11
12
cups c) + = , or + =
2 5 10 4 5 10
 
6. a)
8
b)
13 [9. Sample response:
15 15   When fractionshavethe same denominator, you only
need to add the numerators to get the new numerator.
You use the denominator you already know.]
 
Supporting Students
Struggling students
• If students are struggling with any part of question 8, you may wish to ask leading questions to help them.
For example, in question 8 b), you might ask students to name the greatest fraction that can be made with
5
the given digits ( or 5). Next, have them consider the remaining digits to get the next greatest fraction.
1

Enrichment
• For question 4, you might challenge students to find many combinations of three fractions with different
denominators that add to 1.

GAME: A “Whole” in One

• This game is designed to allow students to practice addition of fractions with unlike denominators.
• If students ask, tell them the name of the game is a play on words that relates to an expression used by people
who play golf. A “hole in one” happens when a player’s ball goes into the hole on his or her first shot.
• Students may realize that if they draw two numbers that are doubles of the other two, they can always make 1.
• Students can change the target sum if they wish.
1
For example, instead of 1, the target sum could be or 2.
2

Teacher's Guide 68 Reprint 2019

 2.1.4 Subtracting Fractions and Mixed Numbers

Curriculum Outcomes Outcome relevance

7-B5 Add and Subtract: simple fractions and mixed Students need to extend their understanding
numbers of various denominators of addition of fractions and mixed numbers
• develop algorithm pictorially and symbolically to subtraction of fractions and mixed
• estimate the sum or difference of fractions and mixed numbers so they can deal with a greater
numbers variety of real-world problems.

Pacing Materials Prerequisites

1h • Fraction Strips • using equivalent fractions
(BLM) • knowledge of lowest common multiple and its relationship to common
• Counters denominators
• renaming improper fractions as mixed numbers and vice versa

Main Points to be Raised

• To subtract fractions using fraction strips, you line up the strips. A strip • To subtract fractions
that represents how much longer one strip is than the other is the symbolically, use equivalent
difference. fractions with the same
• It is sometimes easier to figure out what strip to use to represent denominator. Subtract the
the difference if you use equivalent fractions with the same denominator. numerators to create the
numerator for the difference.
• You can use a grid to subtract fractions. Create a grid using the two
Use the common denominator
denominators as the number of rows and number of columns. Represent
as the denominator for
the greater fraction on the grid with counters. Remove counters that
the difference.
represent the other fraction of the grid.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
3 1
• How would you find Tshering’s time on the project if Meghraj worked on it for h? (Tshering worked h
4 4
1 3 3
longer than Meghraj, so I would add to . Tshering worked on the project for 1 h if Meghraj worked for
4 4 4
h.)
1
• How can you find other answers that will work? (If I choose a time for Meghraj and then add h to it, I
4
will have another answer for the question.)
1
• Would it make sense for Tshering to have spent h on the project? (No, because that would mean that
4
Meghraj did not work on the project at all.)

The Exposition — Presenting the Main Ideas

4 2
• Ask students to suggest how they would use fraction strips to compare two fractions such as and .
5 5
Have them note that in this example, it is easy to see the length of the strip that makes up the difference (it is
1 2
the length of two strips, or ).
5 5
• Read through the first example in the exposition on page 53 with the students. Note that the hardest part
about using fraction strip models is determining the size of the strip that makes up the difference.
• Work through the grid model example in the exposition with the students. Make sure students recognize that
the subtraction can be thought of as subtracting squares in the grid and not just as rows and columns.

Reprint 2019 69 UNIT 2 Fractions

 • Finish working through the exposition with students, pointing out how this procedure is similar to addition
(finding equivalent fractions with a common denominator, then subtracting the numerators).
• Provide an opportunity for students to ask questions if they do not understand.

Revisiting the Try This

B. Encourage students to consider the answer to a subtraction sentence as the difference between two
1
fractions. They may notice that you can begin with any fraction and then add to get a possible pair. They
4
may also realize that once they have one pair, they can simply add the same amount to both values to get
another pair.

Using the Examples
• Write the problems in the three examples on the board. Ask each student to choose two of the problems
to solve. Students should then compare their work to what is shown in the matching example in the student text.
Suggest that they also read through the example they did not solve.

Practising and Applying

Teaching points and tips
Q 1: You might encourage students to estimate before Q 5: Remind students that they can use a model or
they begin and to use the estimates to see if their estimate to answer this question without having to do
answers make sense. all of the subtractions.
Q 4: Some students may not recognize that this Q 6: You might have students note the similarity of
problem can be solved in different ways. this question to the question in the Try This.
3 1 Q 7 c): Students need to recognize that two steps are
For example, they may subtract – and compare
4 8 needed to solve this part. They must add the two
1 3 1 given fractions and then subtract from 1. Or, they
the result to or they may subtract – and must subtract the two fractions, one at a time.
2 4 2
1 Q 10: Encourage students to use what they know
compare the result to . about fractions to help them with this question: the
8
greater the denominator, the smaller the fraction; the
greater the numerator, the greater the fraction.
Common errors
• Many students will subtract instead of adding in question 8 b). Have students read the question carefully.
Suggested assessment questions from Practising and Applying
Question 1 to see if students can estimate differences and subtract proper fractions
Question 2 to see if students can extend what they know about subtracting fractions to mixed numbers
Question 5 to see if students can explain their estimation strategies for subtraction
Question 10 to see if students can solve a problem using subtraction of fractions

Answers
A. Sample response: B. Sample response:
Tshering Yes;
1 3 5 6 1 1
, , 1, , You could start at and keep adding to each
2 4 4 4 2 2
value:
Meghraj 1 1 3 1 1
– , 1 – , 1 – 1 , ….
  1 
 1 3 5 2 4  4 2 4 
, , , 1,
4 2 4 4

    
   

Teacher's Guide 70 Reprint 2019

 1 2 9 2 7. a) Red
1. a) i) ii) iii) iv)
8 9 20 15 1
b)
[b) Sample response: 15
5 1 5 1 5 1 4
– ; is a bit more than , so – will be a bit c) ; [Sample response:
 8 2 8  2 8  2 15
1  2 1 11 11 4
more than 0, so is a reasonable answer.] + = , so 1 – or did not vote]
8 5 3 15 15 15
      
1 3 1 1 3
2. a) 1 b) 1 or 1 8. The other fraction is between and ;

5 6 2      2 4
2 1 [Sample response:
c) 3 d) 2
7 10 1
The lesser fraction is between 0 and , and the
     4
1 1 1
3. Red rice; cup more difference is , so the other fraction has to be
 12  2 2
 or between and 3 .]
more than the lesser fraction,
1
4. a) More; [Sample response: 2 4
1 1
If  of a tank was used, there would be of a tank  
2 4 17 5 1 1
9. a) b) or c) More;
3 1 1 1 40 
20 4 8
left ( – = ), and there is only of a tank left.]
4 2 4 8
 b) more than of a tank 
1 1 5
10. a) – =
3 7
8 2  2 4  4  
   3 2 2 1
b) – = or
[5. Sample response: 5 4 20 10
 
The difference
1
is less than for both because the  c) – =
5 2 7
2 4 3 12
1
number being subtracted is or greater and the    
2 [11. Sample response:
subtracted from are less than 1.]  I like
numbers they are   finding equivalent fractions with a common
denominator. Here are some examples:
1 1 5 1 3 3 1 1 3 2 1 5 1 5 2 3

6. Sample response: – ; – ; – – = – = and – = – = ]
1 4 4 2 2 4 2 3 6 6 6 8 4 8 8 8

Supporting Students
Struggling students          
• Struggling students may need help with estimation strategies (questions 1 and 5). You might remind them of
1
valuable benchmarks to use with fractions: close to 0, close to 1, and close to .
2
• If students are struggling with any part of question 10, you may wish to ask leading questions to help them.
For example, in question 10 a), you might ask students to name the greatest fraction that can be made with the
5
given digits ( ) and then have them consider the remaining digits to get the smallest fraction to subtract from it.
2

Enrichment
• You might ask students to create and solve other questions like question 10 using different digits.

Reprint 2019 71 UNIT 2 Fractions

 2.1.5 Subtracting Mixed Numbers in Different Ways

Curriculum Outcomes Outcome relevance

7-B5 Add and Subtract: simple fractions and mixed Being able to subtract mixed numbers is
numbers of various denominators a skill for everyday life. The work on this
• develop algorithm pictorially and symbolically outcome extends what students have
• estimate the sum or difference of fractions and mixed numbers already learned about subtracting fractions.

Pacing Materials Prerequisites

1h • Fraction Number • renaming mixed numbers and improper fractions in various ways.
Lines (BLM) • subtracting proper fractions
• renaming fractions as equivalent ones

Main Points to be Raised

• To use a number line as a model for subtracting • To subtract mixed numbers, it is sometimes helpful
fractions, you find the distance between two numbers to rename them as improper fractions, or to rename
on the number line. You might do it in steps, first the greater mixed number, before subtracting.
going from a fraction or mixed number to the nearest 1 11 6
whole number, and then doing the rest. You might For example, you might rename 2 as or 1 .
5 5 5
also jump a whole number of steps and then add or • To subtract mixed numbers and fractions with
subtract enough to land where you wish. unlike denominators, you can use equivalent fractions
• To subtract mixed numbers where the fraction of with   
the greater number is less than the fraction of the a common denominator.
lower number, you can use a number line model.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How do you know Ngawang jumped at least 1 m farther than Jamyang? (Jamyang jumped less than 4 m and
Ngawang jumped 5 m.)
1
• How much farther would Jamyang have to jump to get to 4 m? (He would have to jump m more.)
4

The Exposition — Presenting the Main Ideas

• On the board, draw a number line marked with the whole numbers from 0 to 10. Ask students to find on
the number line, for example, the distance from 2 to 5. When students have answered a few questions with
1 1 1
whole numbers, add marks for , 1 , 2 , and so on to the number line. Ask students to find distances such
2 2 2
as
1
the distance from 1 to 3, and so on.
2
• Have students look at the exposition on page 58 to see to use the number line for subtracting a fraction or
a mixed number from a whole number.
• Have students recall how to rewrite a mixed number as an improper fraction.
• Go through the rest of the exposition with students. You might ask some students to share the method they
prefer for subtracting mixed numbers and to tell why they prefer it.
• Provide an opportunity for students to ask questions if they do not understand.

Revisiting the Try This

B. Students can use any strategy presented in the exposition to find the difference between two mixed
numbers.

Teacher's Guide 72 Reprint 2019

 Using the Examples
• Ask pairs of students to read through solutions 1 and 2 of example 1. Ask them to choose which solution most
closely matches what they would have done and to tell why they chose it. Do the same thing for example 2.

Practising and Applying

Teaching points and tips
Q 1: You might encourage students to try different Q 8: You might choose to assign this question only to
methods. selected students.
For example, they might use the number line for Q 9: Some students might not be familiar with how
some and rename the whole number for others. Magic Squares work. Remind them that in a Magic
Q 2: If some students rewrite both mixed numbers as Square each row, column, and diagonal has the same
improper fractions for each exercise, you might sum.
encourage them to try one exercise by renaming only Q 10: You might have students discuss the different
the greater mixed number and to compare the results. ways of renaming a mixed number.
Point out how estimating is easier when the numbers 1 9
are left as mixed numbers. For example, 3 could be renamed as 1 , or it
4 4
Q 3: You might point out to students that this 5
question is very similar to what they did in the Try could be renamed as 2 .
4
This.

Common errors
• In question 2, some students might find equivalent fractions with a common denominator and then subtract
the lesser fraction from the greater fraction regardless of whether the greater fraction is in the minuend or the
subtrahend. You might have them model the question on a number line so they can see that this does not work.

Suggested assessment questions from Practising and Applying

to see if students can apply what they know about subtracting fractions to subtracting mixed
Question 2
numbers
Question 5 to see if students can rename mixed numbers in different ways
Question 7 to see if students can subtract mixed numbers to solve a real-world problem
Question 9 to see if students can both add and subtract mixed numbers to solve a problem

Answers
1 3
A. 1 m B. 4 m; Sample response:
4 4
1 3 3 3 6 3 3
8 –3 =7 –3 =7 –3 =4
2 4 2 4 4 4 4
 
2 4 1
1. a) 3 b) 5 4. 1 h
5 7   4   
1 5
c) 2 d) 4
6 9 5 11 3 13
5. a) 3 =2 b) 7 =6
   6 6 10 10
31 8
2. a) 1 b) 3
 40  9
6. 2
3
h longer
3 17  4 
c) 1 d) 2
4 18
  7. 1
3
fewer laps
3 
3. 2 laps 4
 8


 Reprint 2019 73 UNIT 2 Fractions
 Answers [Continued]
5 3 [10. Sample response:
8. a) 1 m from one and m from the other.
8 4 1 3
If you are subtracting 4 – 2 , you can subtract
3 1 8 8
b) No; [She would have 2 m, but she needs 3 m.]
8 2 3 1
2 from 4 but you cannot subtract from without
  8 8
9. a) 1 9
 regroup 4 as 3 , you can
 If you
using negatives.
  8 8
1
4
3
9
2
2  (4 –2 = 2) and
subtract the whole numbers
5 10 5 9 3 6 6 3
the fractions ( – = ) to get 1 , or 1 .]
8 8 8  8 4

3 7 1
 3  2  2
10 10 10
    

1 3
 3  1  3
2 5

1
b) The magic sum is 8 .
10
 

Supporting Students
Struggling students

• If students are struggling with question 8 b), explain that they need to add the two answers they obtained in
1
part a) and then compare that result to 3 m.
2
• Some students may have trouble determining where to start in question 9. You might calculate the magic sum
as a class and then ask students which square they might try to fill in next (there are two options). You may
choose not to assign question 9 to struggling students.

Enrichment
• For question 9, you might challenge students to design their own Magic Squares. Remind them that they need
to provide enough information so that the magic sum can be determined and that there must be a starting point
for filling in the other squares.
Students might enjoy constructing Magic Squares using the following method:
1
1. Write the number 1 in the centre cell on the top row.
2 1 1 1 1 1
17 24 1 8 15
2 2 2 2 2
2. Move one cell up and one cell to the right. (To do this, you have
to assume that the top row “wraps around” to the bottom row and 1 1 1 1 1
23 5 7 14 16
that the right column “wraps around” to the left column.) 2 2 2 2 2
3. If this cell is empty, write in the next highest number in the 1 1 1 1 1
sequence. 4 6 13 20 22
2 2 2 2 2
4. If this cell is not empty, move down one cell within the same
column, “wrapping around” from the bottom row to the top row if 10
1
12
1
19
1
21
1
3
1
2 2 2 2 2
necessary.
5. Repeat steps 2 to 4 until you have filled all the cells. The largest 11
1
18
1
25
1
2
1
9
1
number in the sequence should be in the middle of the bottom row. 2 2 2 2 2
If this is not the case, then you have made a mistake somewhere.

Teacher's Guide 74 Reprint 2019

Chapter 2 Fraction Multiplication and Division
2.2.1 Multiplying a Fraction by a Whole Number

Curriculum Outcomes Outcome relevance

7-B6 Multiply and Divide: fraction by a whole number By seeing the relationship between multiplying
• develop and apply strategies necessary for calculation of a whole number by a fraction and fraction
fractions addition, students will find it easier to make sense
• use concrete models and pictorial representations of multiplying fractions later on.

Pacing Materials Prerequisites

1h None • multiplying whole numbers
• adding fractions with common denominators

Main Points to be Raised

• Multiplying a fraction by a whole number is similar to • You can model multiplication of a fraction by
multiplying two whole numbers. You can show this by a whole number by using an area model for a fraction
representing the multiplication as repeated addition of or by using jumps on a number line.
the fraction.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
3 3
• How might you find how much time Kuenga spends walking to and from school in 2 days? (Add h + h.)
4 4
• How can you find out how much time Kuenga spends walking to and from school in 3 days? 4 days? (I could
3
continue to add another h for each day to get the total for any number of days.)
4
• Why does it make sense that the total time he spends walking to and from school in 6 days will be less than 6 h?
(He spends less than 1 h each day walking to and from school, so in 6 days his total time will be less than 6 h.)

The Exposition — Presenting the Main Ideas

• Write a multiplication sentence such as 3 × 5 on the board. Remind students that they can think of
multiplication as repeated addition; you can think of 3 × 5 as 5 + 5 + 5 (three fives) = 15.
1
• Ask students what repeated addition they might use for a multiplication sentence such as 3 × . Students
2
1 1 1 1 1 3
should see that they can represent this as 3 groups of , or + + = 1 (or ).
2 2 2 2 2 2
• Work through the exposition with students.
- For the section showing fractions as parts of a whole area, you might show how all that happened on the right
is putting the four grey pieces together. The pieces are shown on top of one whole to make it clear what fraction
the total represents. You might also write 4 × 1 fifth = (4 × 1) fifths.
- For the section showing the number line, make sure students see that there are five jumps because of the 5 in
2
the equation and that each jump is long.
3
• Provide an opportunity for students to ask questions if they do not understand.

Revisiting the Try This

B. Students apply multiplication of a fraction by a whole number to their own time getting to and from school,
and use the repeated addition model to diagram it. They will observe that repeated addition only works as
a model for multiplication if all the addends (numbers being added) are the same.

Reprint 2019 75 UNIT 2 Fractions

 Using the Examples
• Work through the example with the students to make sure they understand it.

Practising and Applying

Teaching points and tips
Q 2: This is an important generalization. Students Q 6: Students might observe that because the answer
should recognize that repeated addition can only would be 3 h for 4 trees, it has to be 7 times as much
be used as a model for multiplication when all of for 28 trees.
the addends are the same. Q 7: Many students will notice that the product is
Q 3: Students may need to review writing improper always calculated using only the numerators if
fractions as mixed numbers. the denominator is not changed.
Q 4: Encourage students to generalize a statement Q 9: Students can choose whichever model they
from their observations in this question — when the prefer, perhaps even a model of their own creation.
whole number a fraction is being multiplied by is
equal to the denominator of the fraction, the product
will be equal to the numerator of the fraction.

Common errors
• Some students may have difficulty showing more than one model in question 9. Remind students that they can
use a region or rectangle model, or a number line model.

Suggested assessment questions from Practising and Applying

to see if students realize that repeated additions can only be a model for multiplication if
Question 2
the addends are the same
to see if students can find the product of a fraction multiplied by a whole number and write
Question 3
the answer as a mixed number
to see if students recognize that they can multiply a fraction by a whole number to solve
Question 6
a real-world problem

Answers
1 ii)
A. 4 h
2

1
B. Sample response:
h
 3
1 1 1 1 1 1 1 6
i) + + + + + or 6 × = = 2 h iii) Sample response:
3 3 3 3 3 3 3 3
No, not everyone takes the same amount of time to

get to and from school each day, so the fractions
would not all be the same. You would have to add.
       

1 5 2 2 1
1. a) 5 × = or 1 3. a) 2 b) 5
3 3 3 5 2
7 21 1 6 3 5 1
b) 3 × = or 2 c) 3 or 3 d) 1 or 1
10 10 10 8 4 10 2
  2  12 4 3 1  
c) 6 × = or or 1 or 1
9 9 3 9 3 4. a) i) 5 ii) 7 iii) 3
    [b)
 Sample response:
 
3 5
2. A (5 × ) and C (7 × ); When the whole number is the same as the
8 3 denominator of the fraction, the answer is a whole
    
[Sample response: number and it's the numerator of the fraction.]
B cannot be written as a multiplication because
the
 fractions being
 added are not equivalent.]

Teacher's Guide 76 Reprint 2019

 14 2 [9. Sample responses:
5. or 4 apples
3 3 a)

6. 21 h
0 1 2
 
21 21 2
7. a) and b) The number line shows 3 jumps of , or
10 10 5
[b) Sample response: 2 6
3 = .
The whole number and the numerator of the fraction 5 5
 are switched
 around but the product is the same.] c) 
c) Sample response: 2 2 2
+ +
2 6 3 6   5 5 5
3× = and 2 × =
5 5 5 5

8 2   
8. or 2 cups of walnuts
  3 3 

  6
5

Supporting Students
Struggling students 

• Some students may have trouble simplifying the answer in question 6. You might have those students solve
simpler problems and look for a pattern.
For example, it would take 3 h to pick the peaches from 4 trees, 6 h for 8 trees, 9 h for 12 trees, and so on.

Enrichment
• You might ask students to create and solve their own word problems involving multiplying a fraction by
a whole number.

Reprint 2019 77 UNIT 2 Fractions

 2.2.2 Dividing a Fraction by a Whole Number

Curriculum Outcomes Outcome relevance

7-B6 Multiply and Divide: fraction by a whole number By being able to model the division of
• develop and apply strategies necessary for calculation of fractions a fraction by a whole number, students
• use concrete models and pictorial representations will find it easier to make sense of
dividing fractions later on.

Pacing Materials Prerequisites

1h • Fraction Strips (BLM) • dividing whole numbers
• familiarity with the area/region model for fractions

Main Points to be Raised

• Dividing a fraction by a whole number is similar to • You can illustrate dividing a fraction by a whole
dividing two whole numbers. Just as with whole number using an area/region model of a fraction.
numbers, it means sharing. You represent a fraction and then split it into the
number of equal pieces required by the divisor.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
2
• How might you find out how much rice is needed for 2 servings? (If
cup is needed for 4 servings, then
3
1 1 1 2
I know cup would make 2 servings because for 2 servings + for 2 servings is for 4 servings.)
3 3 3 3
1
• How can you use the information for 2 servings to find out what you need for 1 serving? (I know cup is
3
1
needed for 2 servings, so half of that would make 1 serving. I guessed the amount would be cup and
6
1 1
checked it by seeing if two smade and it did.)
6 3

The Exposition — Presenting the Main Ideas

• Write a division of whole numbers example such as 6 ÷ 3 on the board. Ask students to come up with
a sharing question that this expression could answer.
For example, if 6 apples are shared equally by 3 people, how many apples will each person get? (6 ÷ 3 = 2, so
each person would get 2 apples.)
1 1
• Draw a picture of a cake. Ask how much of the cake each person would get if 2 people shared the
2 2
1
cake. (You might draw a dotted line to show the cake being cut into two pieces.) Students should
2
1
recognize that each piece is of the cake.
4
• Work through the exposition with the students. In the last part of the exposition, make sure students
1 1
understand how to determine that one third of is .
5 15
• Provide an opportunity for students to ask questions if they do not understand.

Teacher's Guide 78 Reprint 2019

 Revisiting the Try This
B. Students use what they learned in the exposition to draw a picture that models the division they did in part
A.

Using the Examples

• Present the problem in the example. Ask pairs of students to solve it and then read through solutions 1 and 2.
Ask them which solution most closely matches what they did.

Practising and Applying

Teaching points and tips
Q 1: Remind students to think in terms of sharing Q 6: Encourage students to organize the division
when they draw the picture for each division. expressions they write. They should be able to
Q 2: Some students may choose to find equivalent explain how they know they have written all the
fractions where the numerator divides evenly by different division expressions possible.
the whole number. Q 7: This is an important generalization. Students
5 should realize that, when the numerator is divisible
For example, for part b), they might rename as by the whole number divisor, the denominator stays
8
the same; when the numerator is not divisible by
10 4 12
. In part c), they might rename as . the divisor, the denominator changes to the product of
16 5 15
the denominator and the divisor.
Q 5: Remind students to solve the problem they
create.

Common errors
• Some students will have difficulty with question 2 d), g), and h). You might remind them how to generate
a list of equivalent fractions, continuing the list until they have a fraction with a numerator that can be divided
evenly by the whole number in the division.
7 7 14 1 28
For example, for ÷ 4, the equivalent fractions they generate might be = =2 = .
2 2 4 6 8
• Some students will divide both the numerator and the denominator by the divisor. Have students estimate
to see if their answers are reasonable.

Suggested assessment questions from Practising and Applying

Question 2 to see if students can find the quotient for a fraction divided by a whole number
to see if students recognize that they can divide a fraction by a whole number to solve a real-
Question 4
world problem
Question 6 to see if students can solve a problem by dividing a fraction by a whole number
to see if students can explain what happens in division of a fraction by a whole number when
Question 7
the numerator of the fraction is (or is not) divisible by the whole number

Answers
1 B. Sample response:
A. cup
6



1 1
1. a) ; [Sample response: b) ; [Sample response:
4 16

 
Reprint 2019 79 UNIT 2 Fractions
 Answers [Continued]
2 2 1 4 1 2 1
1. c) ; [Sample response: 6. a) ÷6= ; ÷6= ; ÷4= ;
9 4 12 2 3 6 12
6 3 4 1 6 3
÷4= ; ÷2= ; ÷2=
2 4 6 3 4 4
 6 ÷ 
 b) 6÷ 4 and 2  
2 4
1 5 4  c) ÷ 6 and ÷
 2 2  
2. a) b) c) 4
15 16 15 4 6
 6 6 2 2
d)
7
e)
2
f)
3 d) ÷ 4 and ÷ 2; ÷ 6 and ÷ 4;
8 3 4 2 4 4 6
3  3 1  4
÷6 and ÷ 2
4
g) h) i) 1 2 6
10 28 10
     
[7. Sample response:
5
3. h  2
12 If2 fifths ( ) are shared by 2 people, they can be
5
3 1
4. cup shared equally as 1 fifth ( ) each.
5
 4
3
If 3 fifths ( ) are shared by 2 people, they cannot
5. Sample response: 5
 1 be shared equally unless the fifths are divided into
Five students share of a cake equally. What fraction 3
2 tenths. Each person then gets 3 tenths ( ).]
1 10
of the whole cake does each student get? ( )
10

Supporting Students
Struggling students
• If students are having trouble listing all the possible division expressions in question 6 a), you might have
them organize the expressions.
For example, what are all the expressions you can write with 2 as the divisor? 4 as the divisor? 6 as the divisor?

Enrichment
• For question 6, you might challenge students to create and solve their own problem using different digits.

Teacher's Guide 80 Reprint 2019

Chapter 3 Relating Fractions and Decimals
2.3.1 Naming Fractions and Mixed Numbers as Decimals

Curriculum Outcomes Outcome relevance

7-A7 Rename: Mixed Numbers and Fractions Recognizing the relationship
• rename fractions and mixed numbers as decimals between fractions and decimals is
• use pictorial models to represent mixed numbers and fractions important for making sense of
• introduce the terminology “repeating” and “period” as well as notation concepts and operations.
to show that a decimal repeats
• explore patterns in various fractions, especially sevenths

Pacing Materials Prerequisites

1h None • rewriting fractions with denominators of 10, 100, 1000, and so on as decimals
• identifying factors of 10, 100, 1000, and so on
• recognizing that a fraction represents a division
• renaming a fraction as an equivalent one
• dividing a decimal by a whole number

Main Points to be Raised

• You can find a decimal equivalent to any fraction • You can write a decimal equivalent for a fraction by
and a fraction equivalent to any decimal. using the division meaning of a fraction.
• A fraction that you can write as an equivalent • A fraction that you cannot write as an equivalent
fraction with a denominator of 10, 100, 1000, and so fraction with a denominator of 10, 100, 1000, and so
on has a decimal equivalent called a terminating on has a decimal equivalent called a repeating
decimal. decimal.
• The length of the repeating part of a decimal is
called its period.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
1
• What fraction of a jug would each person get if the 5 people shared 1 jug of water? ( of a jug)
5
• If there were more water, how much more would each person get for each additional jug? (Each person
1
would get another of a jug for each additional jug of water.)
5
• For your answer, why did you find an equivalent fraction that has a denominator of 10 or 100?
8 4
( is an equivalent fraction for and it is easy to write as a decimal.)
10 5

The Exposition — Presenting the Main Ideas

7 13
• Write fractions such as and on the board. Ask students to recall how to write fractions with
10 100
denominators of 10, 100, 1000, and so on as decimals.
• It might be helpful for students if you note that:
10 = 2 × 5 100 = 2 × 2 × 5 × 5 1000 = 2 × 2 × 2 × 5 × 5 × 5 and so on
If a fraction has a denominator that you can write as a product of only 2s and/or 5s, you can find
an equivalent fraction that has a denominator of 10, 100, 1000, and so on.
• Work through the exposition with the students.

Reprint 2019 81 UNIT 2 Fractions

 3
• Make sure that students understand the picture on page 68 that shows why = 3 ÷ 8. Remind students that
8
we use division to show sharing, which is what each of the 3 wholes divided into 8 sections shows (on the
3
left). Then point out that the share is rearranged and placed on top of one whole to show why it is of a
 8
whole.
• Work through the division of 3 by 8 with the students. Discuss why you write the 3 as 3.000 in order to
express the quotient to three decimal places. 
• To explain why the division of 1 by 3 goes on forever, you may want to use language like this:
- Think of 1 or 1.0 as 10 tenths. If 3 people share 10 tenths, each gets 3 tenths, but there is 1 tenth left over.
- Think of the leftover 1 tenth as 10 hundredths. If 3 people share 10 hundredths, each gets 3 hundredths, but
there is 1 hundredth left over.
- Think of the leftover 1 hundredth as 10 thousandths. If 3 people share 10 thousandths, each gets 3
thousandths, but there is 1 thousandth left over.
Students will soon see the pattern. The sharing will never end.
• Make sure students can describe the difference between a terminating decimal and a repeating decimal. Note
that any fraction, when written as a decimal, will be either a terminating decimal or a repeating decimal.

Revisiting the Try This

B. Once students recognize that the number of people sharing the jugs of water is the denominator of the
fraction, they can use equivalent fractions or fractions as division to write fractions as decimals. They should
consider properties of fractions that relate to recognizing which are terminating and which are repeating
decimals.

Using the Examples

• Present the questions in both examples to students. Have them try the questions with a partner. They should
then compare their solutions with those solutions in the student text. In each case, they might observe which
solution most closely matches what they did.

Practising and Applying

Teaching points and tips
Q 1 f): Some students may not recognize eighths as Q 3: Remind students to examine the
a fraction that can be written as an equivalent fraction denominator to determine in advance whether the
with a denominator of 10, 100, 1000, and so on. You decimal will be a terminating decimal or a
might have them write the denominator as 2 × 2 × 2 and repeating decimal.
ask what each 2 has to be multiplied by to make 10. Q 4 c): Students may need some guidance
Q 2: This question should help students realize that once to recognize the pattern for sevenths.
they know the decimal representation for a fraction, they Q 7: You might encourage students to discuss
can write the decimal representation for any whole why it is easier to compare the decimal
number multiple of the fraction by multiplying the representations than the fraction representations.
decimal by that number.
1 3
For example, since (1 fifth) is 0.2, then (3 fifths) is
5 5
3 × 0.2 = 0.6.
Common errors
• Some students will divide the denominator by the numerator instead of the numerator by the denominator in
question 3. Ask students whether the decimal for each fraction will be less than or greater than 1.

Teacher's Guide 82 Reprint 2019

 Suggested assessment questions from Practising and Applying
to see if students can apply either the equivalent fraction method or division meaning method
Question 3
to rewrite fractions as decimals
Question 4 to see if students recognize patterns in the decimal equivalents for fractions
to see if students can recognize when it might be easier to use decimal equivalents to compare
Question 7
fractions

Answers
4 C. 2.0, 1, 0.8, 0.5; Sample response:
A. ; 0.8
5 Only the denominators 2, 4, 5, and 8 can be written as
B. i) 2 ii) 1.333… iii) 1 tenths, hundredths or thousandths. The other
iv) 0.8 v) 0.666… denominators had factors like 3 and 7 that do not
 vi) 0.571428571428… vii) 0.5 divide evenly into powers of 10.
5 6 1 1 1
1. a) = 0.5 b) = 0.6 5. a) i) ii) iii)
10 10 3 3 3
75 35 [Sample response:
c) = 0.75 d) = 0.35
100 100 0.3, 0.33, 0.333 all terminate, so they all have zeros
 e) 44 = 0.44  875 
 from that pointon, e.g., 0.3000, 0.3300, 1
f) = 0.875 0.3330. But
100 1000 3
  is greater because it has threes repeating forever,
2. 0.2 0.3333….]
a) 0.6 b) 0.8 c) 1.4
iii)  <
  3 3 33 33 333 333
b) i) < ii) <
d) 1.6 e) 2.2 f) 2.4 10 9 100 99 1000 999

3. a) 0.272727… b) 0.625 c) 0.222… 6. a) 0.48 > 0.46 b) 0.875 < 0.88

d) 0.48 e) 0.8333… f) 0.58333…   
7 5
4. a) [0.11…, 0.22…, 0.33… 7. a) 0.875 > 0.833…, so > .
8 6
The repeating part of the decimal is the same as the 1 4
numerator of the fraction.] b) 0.166… > 0.16, so > .
6 25
0.11…, 0.22…, 0.33…, 0.44…, 0.55…, 0.66…,
c) 0.22 < 0.222…, so11 < 2 .
0.77…, 0.88… 50 9
b) [0.0909…, 0.1818…, 0.2727…
d) 0.3636…   so 11 18
The repeating part of the decimal is the numerator × 9 > 0.36, > .
4 50
with a period of 2 (09, 18, 27, and so on).]
0.0909…, 0.1818…, 0.2727…, 0.3636…,  
8. 3 digits; 3.14
0.4545…, 0.5454…, 0.6363…, 0.7272…,
0.8181…, 0.9090… 9. a) 0, 1, 2, 3,4, 5, and 6
c) [0.142857142857…, [b) Sample response:
0.285714285714…, 1
To find the decimal for , you divide 1 by 7.
0.428571428571… 7
The repeating part of the decimal is 142857. You cannot get a remainder of 0 since the decimal is
1 a repeating one. You might get all the possible
The pattern for begins with 1. For each fraction remainders, 1 through 6, but at some point you will get
7 
1 a remainder you have had before, and from that point
after , the decimal begins with the next greater digit on the decimal will repeat.]
7
(2, 4, 5, 7, and finally 8).] [10. Sample response:
0.142857142857…,
4 9
0.285714285714…, For fractions like and , it would not be easy
11 25
0.428571428571…,
to find a common denominator to compare them, but
0.571428571428…,
you can quickly compare the decimal equivalents
0.714285714285…,
(0.363636… and 0.36).]
0.857142857142….

Reprint 2019 83 UNIT 2 Fractions

Supporting Students
Struggling students
• Some students may have trouble with parts e) and f) of question 3 because the decimal for these fractions
does not repeat until the second or third digit. You might need to show students how to write these decimals so
that it is clear which part of the decimal is repeating.

Enrichment
• For question 9, you might encourage students to generalize for other fractions.
For example, would a fraction with a denominator of 17 have to repeat? How do you know? How long could
the period be for fraction 17ths?
Note that the decimal representation for 17ths only repeats after 16 digits. If a computer or calculator is
available, students might enjoy exploring other fractions.
For example, 23rds result in a repeating decimal with a period of 22, but 37ths result in a repeating decimal with
a period of only 3.

Teacher's Guide 84 Reprint 2019

 2.3.2 EXPLORE: Relating Repeating Decimals and Fractions

Curriculum Outcomes Outcome Relevance

7-A8 Rename: Repeating Decimals to Fractions This essential exploration provides a strategy for
• explore 1- and 2-digit repeating decimals writing fractions for repeating decimals.
• use patterns to rename and make predictions

Pacing Materials Prerequisites

1h None • multiplying a decimals by a whole number
• dividing a decimal by a whole number

Exploration
• Work through the introduction (in white) with the students. Make sure that they understand that you can
divide a repeating decimal by a whole number in the same way that you can divide a terminating decimal by
a whole number — the division just has to be carried out far enough for the repeating pattern to become clear.
• Have students work alone, in pairs, or in small groups for parts A to F. You may wish to give them
an example of how to recognize what number a repeating decimal has been multiplied (or divided) by.
For example, they can recognize that 0.555… is 0.111… × 5.
While you observe students at work, you might ask questions such as the following:
13 1
• How did you know what to multiply 0.010101… by in part C i)? (Since is 13 × , I knew I had to
99 99
multiply 0.010101… by 13.)
• How did you know that 13 × 0.010101… is 0.131313…? (I multiplied each group of 01 by 13.)
44 4
• In part D iv), could you write a simpler fraction for the decimal? ( is the same as .)
99 9
• Discuss parts A to F with the students to make sure they are proceeding successfully.

Observe and Assess

As students work, notice the following:
1
• Do they recognize how to use the decimal for to write a fraction with a denominator of 99 as a decimal?
9
• Do they successfully multiply and divide a repeating decimal by a whole number?
• Do they recognize that they can use the patterns they notice both to write repeating decimals for other fractions
with the same denominator, and to write other fractions for repeating decimals that follow similar patterns?

Share and Reflect

After students have had sufficient time to work through the exploration, they could form small groups to discuss
their observations and answer these questions. Or, you could discuss them with the whole class.
• How are the patterns in part A and part C the same? How are they different?
27
• What pattern could you use to determine that 0.272727… is equal to ? What pattern could you use
99
3
to determine that 0.272727… is equal to ?
11

Reprint 2019 85 UNIT 2 Fractions

 Answers
2 5 7 6 2 4 27 3
A. i) ii) iii) E. i) = ii) iii) =
9 9 9 9 3 9 99 11
81 9 15 5 6 2
iv) = v) = vi) =
1
B. , or 1 ninth = 0.111… so 9 ninths is 0.99999…, 99 11 99 33 99 33
 9       
9 F. i) Write the repeating digit as the numerator of
but = 1
9  a fraction with the denominator 9. Then,
  if necessary,

write the fraction in lowest terms.
C. i) 0.131313… ii) 0.373737… ii) Write the two repeating digits as the numerator of
 iii) 0.515151… iv) 0.747474… a fraction with the denominator 99. Then, if
necessary, write the fraction in lowest terms.
41 42 14
D. i) ii) or
99 99 33
43 44 4
iii) iv) or
99 99 9
  
Supporting Students
 Struggling students  
• If students are struggling with part F, you might have them make two columns on their paper:
1 2
- In column 1, they should write = 0.111…, = 0.222…
9 9
1 2
- In column 2, they should write = 0.010101…, = 0.020202…
99 99
Ask the students to continue both patterns for a few more numbers and then use what they observe to help them
answer part F.

Enrichment
• You might challenge students to come up with a way of finding and writing decimal equivalents for repeating
decimals with a period of 3.

Teacher's Guide 86 Reprint 2019

 CONNECTIONS: Repeating Decimal Graphs

• This optional connection can be used as enrichment for some students.

• Make sure students understand why the y in one row appears as the x in the next row. (Each pair of digits is
listed, so for 0.0769, the pair starting with 0 appears in the row with 0 and 7, the pair starting with 7 appears in
the row with 7 and 6, etc.)
• Students may have difficulty understanding the phrase “the fraction thirteenth family”. You might spend some
time explaining fraction families.
For example,:
1 2 3 4 1 2 3 4 5 6 7 8
The fraction fifth family is , , , and the fraction ninth family is , , , , , , , and .
5 5 5 5 9 9 9 9 9 9 9 9
• If students become interested in exploring such graphs further, the fraction 17ths family provides an excellent
challenge, while the fraction 37ths family, which is much easier to graph, provides some very interesting
variations.

Answers
1. a) 0.142857, 0.285714, 0.428571, 0.571428, 2. a) Sample response:
0.714285, 0.857142 A straight line
b) b)

c) One shape

Reprint 2019 87 UNIT 2 Fractions

 UNIT 2 Revision

Pacing Materials
2h • Fraction Strips (BLM) (optional)
• Fraction Number Lines (BLM)
(optional)
• Counters

Question Related Lesson(s)

1–3 Lesson 2.1.1
4 Lesson 2.1.2
5 Lesson 2.1.3
6 Lesson 2.1.4
7 and 8 Lesson 2.1.5
9 Lesson 2.2.1
10 Lesson 2.2.2
11 Lessons 2.2.1 and 2.2.2
12 and 13 Lesson 2.3.1
14 Lesson 2.3.2

Revision Tips
Q 1 and Q 2: Some students may choose to use Similarly, for part b), they should consider which
fraction strips or a number line; others will use 1
values for ■ would make the fraction less than .
equivalent fractions with common denominators. 2
Q 3: Students can either rewrite 85 months in years or Q 8 c): Encourage students to think about what
2 the sum of the three fractions has to be, and why.
rewrite 7 years in months.
3 Q 13: You might encourage students to explain their
Q 7: For part a), encourage students to consider strategies for comparing the fractions.
which values for ■ will make the fraction greater than Q 14: Ensure that students notice that they are asked
1 to write each fraction in lowest terms.
.
2

Answers
1. a) < b) > c) < d) = 17
4. a) of the cake was eaten. [b) Sample response:
24
13 7 7
2. a) , , 1 ; [Sample response:
8 4 8
I used a common denominator.] 
1 3 21
b) 3 , 3 , ; [Sample response:
  5 10 6
I used a number line.]
3 9 27 11
c) 1 , , ; [Sample response: 5. a)
  
9 6 15 20
I first wrote the fractions in lowest terms, and then 41 17 1 3 8 9 17
b) or 1 + = + =
used a common denominator.] 24 24 3 8 24 24 24
    8 4
3. Rinzin c) 6 or 6
10 5
[Sample response:   
1 2 1 11 5 1
85 months is 7
12
years, and 7 > 7 .]
3 12 6. a) b) c) 7
  24 24 8
2 7 3 1
d) 2 e) 4 f) 1 or 1
5 12 6 2
    
Teacher's Guide 88 Reprint 2019
   
 7. a) 3 or 4; [Sample response: 2 11 1 5
10. a) b) or 1 c)
 1 9 10 10 18
If ■ were 3 or 4, then would be greater than
5
 2
and Dorji would be able to subtract without 21 1 3
11. a) or 5 h b) h
regrouping.]  4 4   8 
b) 1 or 2; [Sample response: 
 1 12. 0.125
If ■ were 1 or 2, then would be less than and a) 0.25 b) 0.375 c) 0.625
5
 2   
Dorji would not be able to subtract without d) 0.875 e) 1.375
regrouping.]
4 4 4
c) Sample response: 2
7
; [6 – 3 =
1 1 31
–
7 13. a) i) is greater ii) is greater iii) is greater
10 5 2 5 2 9 9 9
[Sample response:
62 35
= – 0.4 , 0.44 , 0.444 are all terminating decimals, so they all
10 10
 27 7   point on, but 4is a repeating
have zeros from some
= =2 9
10 10 decimal with fours repeating forever.]
4 4
8. a) Archery b) i) >
9 10 
7
b) 4
ii) =
44
and
44
>
44
20
9 99 99 100
3
c) ; [Sample response: 4 444 444 444
20 iii) = and >
9 999 999 1000
 3
+ =
1 17
, and 1 –
17
=
3
, so
3
of the
5 4 20 20 20 20
6 14 7
 class did not vote for archery or for football.] 14. a) b) c)
11 33 9
  9.
 a) 4   
21 1
b) or 4
5 5   
25 1
c) or 8
3 3
 

 

Reprint 2019 89 UNIT 2 Fractions

 UNIT 2 Fractions Test

Express all fractions in lowest terms. Write all improper fractions as mixed numbers.
1. Order from least to greatest. 2
6. Choki spends h each day on homework.
3 13 7 12 1 19 3
a) 1 , , 1 b) , 2 ,
5 8 10 5 3 8 a) How many hours does Choki spend on
homework in one week?
b) Choki spends an equal amount of time each
day on four subjects. How many hours does she
2. In 2007, Saturdays and Sundays made up
spend on each subject in one day?
2 3 1
of February, of June, of September,
7 10 3
4
and of November.
15 7. Multiply.
a) Which month had the greatest fraction of 4 5
a) 7 × b) 15 ×
weekend time? 7 6
b) Which month had the least? 5 3
c) 5 × d) 9 ×
9 5

1 2
3. To add + , Pema says that grid with
4 3 8. Divide.
4 rows and-3 columns is a good model. 2 35
a) ÷6 b) ÷7
a) Do you agree? Explain. 3 4
1 2 5 4
b) Which equivalent fractions for + will the c) ÷3 d) ÷8
4 3 9 3
grid model show?
c) Which other model would work? Explain how
1 2 9. Write each as a decimal.
you would use the model to add + .
4 3
1 5
a) b)
4 8
3 2
4. Add. c) d)
11 7
4 1 3 5
a) + b) + e) 1
2
9 6 4 6
9
1 1 5 7
c) 3 +2 d) 3 +6
2 3 8 12

10. Write each as a fraction.

a) 0.333…
5. Subtract.
b) 0.181818…
5 2 1 3 c) 0.575757…
a) – b) 5 –3
6 9 2 8
d) 0.484848…
3 4 7
c) 7 – 2 d) 4 –1
5 9 12

Teacher's Guide 90 Reprint 2019

 UNIT 2 Test
Pacing Materials
1h • Fraction Strips (BLM) (optional)
• Fraction Number Lines (BLM)
(optional)
• Counters

Question Related Lesson(s)

1 and 2 Lesson 2.1.1
3 Lesson 2.1.2
4 Lesson 2.1.3
5 Lessons 2.1.4 and 2.1.5
6 Lessons 2.2.1 and 2.2.2
7 Lesson 2.2.1
8 Lesson 2.2.2
9 Lesson 2.3.1
10 Lesson 2.3.2

Select questions to assign according to the time available.

Answers
3 13 7 1 19 12 14
1. a) 1 , , 1 b) 2 , , 6. a) (Students may multiply by 6, thinking
5 8 10 3 8 5 3
she does homework only on school days, so
2. a) September b) November 12
or 4 is also an acceptable answer.)
   3
3. a) Sample response: 1
b) h
1 6
Yes, 1 of the 4 rows can be used to model , and 2 of the
4 
2 25 1
3 columns can be used to model . 7. a) 4 b) = 12
3  2 2
3 8  25 7 27 2
b) and c) =2 d) =5
12 12 9 9 5 5
c) Sample response:   
Fraction strips could be used: 1 5 1
8. a) b) = 1
  1 1 1   9   4 4
5 1
4 3 3 c) d)
1 1 1 1 1 1 1 1 1 1 1 27 6
12 12 12 12 12 12 12 12 12 12 
12  
9. a) 0.25 b) 0.625
  
1 2 11  c) 0.272727…  d) 0.285714285714…
+ =
4 3 12 e) 1.222…

1 2
4. a)
11
b)
19
=1
7 10. a) b)
18 12 12 3 11
19 16
c) 5
5
d) 10
5 c) d)
6 24 33 33
    
11 1
5. a) b) 2
 18  8  
2 21
c) 4 d) 2
5 36
 

 Reprint 2019  91 UNIT 2 Fractions

 UNIT 2 Performance Task — Describing a Garden Plot

Deki has a garden plot for growing vegetables.

1
• Deki plants of the garden plot with
8
radishes.
• The area for potatoes is 4 times as large
as the area for radishes.
3
• Deki plants of the plot with potatoes
4
and chillies.
• Beans take up the rest of the plot.

A. i) What fraction of the garden plot is used

for potatoes?
ii) What fraction is used for chillies? How
does this compare with the fraction used
for potatoes?
iii) What fraction of the plot is used for beans?

B. Deki plants three kinds of chillies. He uses an equal area for each kind.
What fraction of the plot is used for each kind of chilli?

C. Use what you have learned about fractions to create a description

of a garden plot like the plot above.
Your description should use:
• four or more different types of crops
• two or more fractions with different denominators
• fraction addition, subtraction, multiplication, or division
You should describe the entire area of the garden plot.
If you were to give your description to a classmate, he or she ought to be able
to figure out what fraction of the garden is planted with each crop.

Teacher's Guide 92 Reprint 2019

UNIT 2 Performance Task
Curriculum Outcomes Assessed Pacing Materials
7-A6 Compare fractions using a variety of strategies 40 min • Fraction Strips (BLM) or
7-B5 Add and subtract simple fractions of various denominators Fraction Number Lines (BLM)
(optional)
7-B6 Multiply and divide a fraction by a whole number

How to Use This Performance Task

You might use this task as a rich problem to assess student understanding of a number of outcomes in this unit.
It could replace or supplement the unit test. It could also be used as enrichment material for some students.
You can assess performance on the task using the rubric provided on the next page.

Sample Solution
1 1 1
A. i) ii) ; less iii)
2 4 8

R B P P
C C P P
1
B.
12

C.
1
• of my garden plot is planted with onions.
10
• The area for growing potatoes is 3 times as large as the area for onions.
3
• of the plot is planted with onions and chillies.
10
2
• Radishes and beans each take up the same area. Together, they take up of the plot.
5
• The rest of the garden plot is planted in turnips.
What fraction of the garden plot does each vegetable use?

Answer:

O P P P B
C C R R B

Reprint 2019 93 UNIT 2 Fractions

 UNIT 2 Performance Task Assessment Rubric
The student Level 4 Level 3 Level 2 Level 1
Calculates Shows completely Shows mostly correct Shows many correct Shows errors in most
correctly correct calculations for calculations, with calculations, but with calculations, and does
adding, subtracting, minor errors in one or some errors, and does not meet the
multiplying, and two of the operations not meet some of specifications
dividing with fractions the specifications
Calculates Uses a wide variety of Uses a number of Uses a few strategies Makes no obvious use
creatively strategies in strategies in repetitively in of strategies in
performing the performing calculations calculations
calculations the calculations
Uses fraction Makes consistently Usually makes correct Makes correct use of Makes some correct
concepts and correct use of fraction use of fraction fraction notation; does use of fraction
notation concepts and notation concepts and notation not understand some concepts and notations;
properly fraction concepts (e.g. does not understand
that sum of all many fraction concepts
fractions used must
equal 1)
Creates a Effectively uses all Uses most fraction Uses only two fraction Shows little
proper garden four fraction operations; provides operations; may understanding of
plot operations; provides complete and clear provide incomplete fraction concepts and
complete and clear information information operations; provides
information incomplete information
(i.e., diagram of garden
plot cannot be
produced from
information given)

UNIT 2 Assessment Interview

You may wish to take the opportunity to interview selected students to assess their understanding of the work of
this unit. Interviews are most effective when done with individual students, although it is sometimes appropriate
to interview students in pairs or small groups. The results can be used as formative assessment or as a piece of
summative assessment data. As the students work, ask them to explain their thinking.
Have available a set of fraction strips and fraction number lines that students can use if they wish. Make it clear
that they can decide whether or not to use the materials; there is no penalty or benefit to them either way.
Ask the student to explain each:
17 4
• why <3
8 9
3 5 7
• why + =1
4 6 12
  5 3 1
• why – =
6 4 12
   3
• why 4 × =3
4
  
5 5
• why ÷2=
6 12
 7
• why = 0.875
8
 5
• why = 0.5555….
9



Teacher's Guide 94 Reprint 2019
 UNIT 2 Blackline Masters

BLM 1 Fraction Strips

1 1
2 2

1 1 1
3 3 3

1 1 1 1
4 4 4 4

1 1 1 1 1
5 5 5 5 5

1 1 1 1 1 1
6 6 6 6 6 6

1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8

1 1 1 1 1 1 1 1 1
9 9 9 9 9 9 9 9 9

1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10

1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12

Reprint 2019 95 UNIT 2 Fractions

 BLM 2 Fraction Number Lines

0 1
1 1

0 1 2
2 2 2

0 1 2 3
3 3 3 3

0 1 2 3 4
4 4 4 4 4

0 1 2 3 4 5
5 5 5 5 5 5

0 1 2 3 4 5 6
6 6 6 6 6 6 6

0 1 2 3 4 5 6 7
7 7 7 7 7 7 7 7

0 1 2 3 4 5 6 7 8
8 8 8 8 8 8 8 8 8

0 1 2 3 4 5 6 7 8 9
9 9 9 9 9 9 9 9 9 9

0 1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10 10

0 1 2 3 4 5 6 7 8 9 10 11
11 11 11 11 11 11 11 11 11 11 11 11

0 1 2 3 4 5 6 7 8 9 10 11 12
12 12 12 12 12 12 12 12 12 12 12 12 12

Teacher's Guide 96 Reprint 2019

 UNIT 3 RATIO, RATE, AND PERCENT
UNIT 3 PLANNING CHART
Suggested Suggested
Outcomes or Purpose
Pacing Materials Assessment
Getting Started Review prerequisite concepts, skills, and
• Black and white
SB p. 77 terminology, and pre-assessment 1h
slips of paper
All questions
TG p. 100
Chapter 1 Ratio and Rate
3.1.1 Solving
7-A9 Equivalent Ratios and Rates: solve
Ratio Problems
problems 1h None Q2, 3, 7
SB p. 79 • solve problems involving equivalent ratios
TG p. 102
7-A9 Equivalent Ratios and Rates: solve
problems
3.1.2 Solving Rate • solve problems involving equivalent rates
Problems 7-D6 Rate: Compare two quantities
1h None Q1, 7, 8
SB p. 83 • understand rate as the comparison between
TG p.105 two quantities with different units
• write as a rate (e.g., m/s, km/h, beats per
minutes)
Chapter 2 Percent
3.2.1 Percent as a 7-A10 Percent: as a special ratio
• understand percent as a special ratio
Special Ratio • Percent Grids
• understand that parts should always add up
SB p. 87 to 100%
1h (BLM) or grid Q3, 5, 7, 9
TG p. 108 • relate visual and symbolic representations
paper
of percent
3.2.2 Relating 7-A10 Percent: as a special ratio
Percents, Fractions, • relate percent to fraction and decimal
equivalents • Percent Grids
and Decimals
• use benchmark percents 1.5 h (BLM) or grid Q2, 3, 10, 12
SB p. 90 7-A11 Percent: number sense paper
TG p. 111 • estimate and calculate percents for familiar
fractions concretely and symbolically
CONNECTIONS:
The Golden Ratio
Make a connection to the use of ratios in
(Optional) 20 min • Rulers N/A
architecture and art
SB p. 95
TG p. 114
GAME: Ratio • Ratio
Concentration Concentration
(Optional) Practise equivalent ratios in a game situation 25 min Game Cards N/A
SB p. 96 (BLMs 2A and
TG p. 114 2B)
7-A10 Percent: as a special ratio
• relate visual and symbolic representations
3.2.3 Estimating of percent
and Calculating 7-B9 Percent: develop algorithms
• use a variety of strategies in calculating
Percents
percent of a number (including invented 1h None Q1, 3, 4, 7
SB p. 97 strategies):
TG p. 115 - change percent to a decimal and multiply
- compute 1% and then multiply
- change to a fraction and divide
• calculate percents symbolically

Reprint 2019 97 UNIT 3 Ratio, Rate, and Percent

UNIT 3 PLANNING CHART [Continued]
Suggested Suggested
Outcomes or Purpose Pacing Materials Assessment
3.2.4 EXPLORE: 7-B9 Percent: develop algorithms 40 min None Observe and
Representing • calculate percents symbolically Assess
Numbers Using questions
Percents
(Optional)
SB p. 102
TG p. 118
UNIT 3 Revision Review the concepts and skills in the unit 2h • Percent Grids All questions
SB p. 103 (BLM) or grid
TG p. 120 paper
UNIT 3 Test Assess the concepts and skills in the unit 1h • Percent Grids All questions
TG p. 122 (BLM) or grid
paper
UNIT 3 Assess concepts and skills in the unit 1h None Rubric
Performance Task provided
TG p. 123
UNIT 3 BLM 1 Percent Grids
Blackline Masters BLM 2A Ratio Concentration Game Cards
TG p. 126 BLM 2B Ratio Concentration Game Cards

Teacher's Guide 98 Reprint 2019

Math Background
• This unit extends the work students did with fractions • Students consider representation in question 4 in
in Unit 2 to the concepts of ratio, rate, and percent, lesson 3.1.1, where they group students in different
which were introduced in Class VI. ways to maintain a given ratio, in question 9 in
• The focus of the unit is on recognizing and creating lesson 3.2.1, where they represent different percents
equivalent ratios and rates, recognizing and using on a grid, and in lesson 3.2.4, where they consider
fraction/decimal/percent equivalents, and using different ways to represent a quantity as a percent.
equivalents to solve problems involving rates, ratios, • Students use visualization skills in question 7 in
and percents. lesson 3.1.1, where they picture the placement of
• As students proceed through this unit they will use a Bhutanese flag on a piece of paper, question 4 in
a variety of mathematical processes, including problem lesson 3.2.1, where they figure out the result of
solving, communication, reasoning, representation, doubling a particular portion of a grid, and in
visualization, and making connections. question 5 in lesson 3.2.2, where they estimate
the percent of a grid shown by different regions of
For example: the grid.
• Students use problem solving in every lesson of the • Students make real world connections throughout
unit, including in question 3 in lesson 3.1.1, where
the unit, such as in question 5 in lesson 3.1.1,
they determine various possible equivalent ratios for question 7 in lesson 3.1.2, and question 12 in
a given ratio, in question 8 in lesson 3.1.2, where they lesson 3.2.2. They make connections between
calculate and compare several unit rates, in question 7 fractions, decimals, and percents through questions
in lesson 3.2.1, where they apply their knowledge of like question 4 in lesson 3.2.2.
number concepts to a percent problem, and in
question 6 in lesson 3.2.3, where they calculate
a whole amount given a percent of it. Rationale for Teaching Approach
• Students use communication frequently as they • This unit is divided into two chapters.
explain their thinking in answering questions, such as Chapter 1 is about ratio and rate.
in question 5 b) in lesson 3.1.1, where they explain
their strategies for solving a ratio problem, in Chapter 2 focuses on percent.
question 7 in lesson 3.1.2, where they describe a • The Explore lesson allows students to find out how
strategy for comparing rates, and in question 11 in to express a number as a percent of many other
lesson 3.2.2, where they explain how they estimated. numbers. This supports development of number sense.
• Students use reasoning in answering questions such as • The Connections section helps them see how
question 1 in lesson 3.1.1, where they use different the concept of ratio is used in architecture and art.
strategies to find equivalent ratios, question 2 in • The Game provides an opportunity to apply and
lesson 3.1.2, where they find various rates and use the practise work with equivalent ratios in an enjoyable
information to answer a rate question related to their way.
class, question 8 in lesson 3.2.1, where they determine • Throughout the unit it is important to encourage
what percent remains after some percents are given, different strategies for solving rate, ratio, and percent
and question 2 in lesson 3.2.3, where they calculate problems, and to accept a variety of approaches from
a whole when they know 50% of it. students.

Reprint 2019 99 UNIT 3 Ratio, Rate, and Percent

 Getting Started

Curriculum Outcomes Outcome relevance

6 Renaming: simple fractions to decimals Students will find the work in the unit
6 Comparing Fractions: develop procedures easier after they review the concepts and
6 Ratio: part-to-part, part-to-whole skills related to fractions, ratio, and
percent they encountered in Class VI.
6 Equivalent Ratios: using models and symbols
6 Percent: developing benchmarks (number sense)

Pacing Materials Prerequisites

1h • Black and white • identifying and representing fractions and decimals
strips of paper • creating equivalent fractions and ratios
• identifying percents of a whole on a 10-by-10 grid
• familiarity with the metric prefixes

Main Points to be Raised

Use What You Know Skills You Will Need
• The same representation can show different ratios: • You can represent percents on a 10-by-10 grid.
part-to-part or part-to-whole. • You can write a decimal as a fraction with
For example, 2 : 4 can mean 2 white slips to 4 black a denominator of 10, 100, 1000, and so on.
slips or it can mean 2 white slips to a total of 4 slips • You can find an equivalent ratio for a given ratio by
(2 white and 2 black). multiplying both terms by the same number.
• Any given ratio has many equivalent ratios.

Use What You Know — Introducing the Unit

Students can work in pairs or small groups. While you observe students at work, you might ask questions such as
the following:
• How do you know your slips of paper show the ratio 7 : 3? (I used 7 black strips and 3 white strips, so the ratio of
black strips to white strips is 7 : 3)
• Why can you not use all the strips to represent the ratio 7 : 2? (I have to use 10 strips, not just 9, so the terms
have to add to 10.)
1 1
• How could you represent the fraction with 11 strips of paper? (I could think of as the ratio 1 : 10 and use a
10 10
1
part-to-part ratio. But I notice that there are as many black strips as white strips, so it also makes sense to think
10
of it as a fraction.)  
• How many black strips do you need to use to show the ratio 4 : 6 using 20 slips of paper? How do you know?
(I need 8 black strips. Because I amusing twice as many strips in all, I need to use twice as many of each colour.)

Skills You Will Need

• Students can work individually.
• To ensure students have the required skills for this unit, assign these questions.
• You may have to review equivalent ratio and percent to make sure students can successfully interpret questions 2,
3, and 4. Refer students to the glossary at the back of the student text.

Teacher's Guide 100 Reprint 2019

Answers
A. Sample responses: E. ii) 1 : 9 (1 black : 9 white)
i) 4 black strips and 6 white strips 9
ii) 7 white strips and 3 black strips or 9 : 10 (9 white : 10 in all)
10
iii) 1 black strip and 9 white strips
F. Sample responses:
B. Sample responses (based on answers to part A): i) 4 : 6; 7 : 3; 2 : 8 ii) 3 : 10; 5 : 10, 4 : 10
i) 4 black to 10 altogether
ii) 7 white to 10 altogether G. Sample responses:
iii) 1 black to 10 altogether i) 4 black : 6 white = 8 black : 12 white
ii) 7 white : 3 black = 14 white : 6 black
C. Sample response:
iii) 3 black: 10 in all = 6 black : 20 in all
You could switch the black and white strips, e.g., 4 : 6
could be 4 black to 6 white or 4 white to 6 black.
H. i) 30 : 100
D. Sample responses: ii) 30%; 30 : 100 means 30 white out of 100 in total
i) 2 : 8; 2 black strips and 8 white strips and 30% means 30 out of 100
ii) 5 : 5; 5 black strips and 5 white strips
E. Sample responses:
i) 1 black and 9 white;

NOTE: Answers and parts of answers that are in square brackets throughout the Teacher's Guide are NOT found
in the answers in the student textbook.
1. a) 8 b) 40 c) 5 d) 14 4. a) B b) A
[c) 25%; Sample response:
2. Sample response: 6 : 14; 9 : 21; 12 : 28; 15 : 35 A and B add to 75%. The whole grid is 100%,
so C and D together are 25%.]
3. a) 14 : 7 or 2 : 1
b) 28 : 42 (or 14 : 21 or 2 : 3) 5. a) 13 b) 6 c) 90 d) 4

6.
Measurement unit gram kilogram millilitre litre metre kilometre hour second minute
Symbol g kg mL L m km h s min

Supporting Students
Struggling students
• If students are struggling with parts c) and d) of question 1, you might provide some very simple examples, such
1 2 ? 3
as = and = . This will remind them that equivalent fractions and ratios can be found by dividing or
? 4 8 4
multiplying both the numerator and the denominator by the same number.

Enrichment
• For part G, you might challenge students to represent an equivalent ratio for 4 black to 6 white using 25 slips of
paper.

Reprint 2019 101 UNIT 3 Ratio, Rate, and Percent

Chapter 1 Ratio and Rate
3.1.1 Solving Ratio Problems

Curriculum Outcomes Outcome relevance

7-A9 Equivalent Ratios and Rates: solve Many situations in everyday life require the ability to solve
problems problems involving ratios. Using ratio tables builds number
• solve problems involving equivalent ratios sense and helps students see how multiplication and division
connect to work with fractions and ratios.

Pacing Materials Prerequisites

1h None • interpreting fractions as part of a group
• creating equivalent fractions
• understanding that a ratio can be part-to-part or part-to-whole

Main Points to be Raised

• A ratio describes a relationship, or comparison, • A ratio is in lowest terms if the term values are
between amounts or items. whole numbers that are as low as possible to represent
• You can find an equivalent ratio by multiplying or the same comparison.
dividing the terms of a ratio by the same number. • A ratio table is a way of recording equivalent ratios
An equivalent ratio describes the same comparison in in an organized chart. You can use a ratio table
a different way. to solve problems involving equivalent ratios.

Try This — Introducing the Lesson

A. and B. Allow students to try this alone or with a partner. Make sure students understand that in this context
changing a ratio means preserving the same relationship among ingredients so that the taste is the same. While
you observe students at work, you might ask questions such as the following:
• How do you know how many more tomatoes you will need in order to serve 8 people? (Since 2 tomatoes are
needed for 4 people, I would need 2 more tomatoes to serve another 4 people)
• How does the recipe have to change to serve only 2 people? (The original recipe serves 4 people, so you would
need only half as much of each ingredient to serve 2 people.)

The Exposition — Presenting the Main Ideas

• Ask three boys and two girls to come to the front of the classroom. Ask the students to tell you the ratio of
boys to girls in that group. Tell the class you would like to have ten students in the group, but that you want to
keep the ratio the same. Have them determine how many more boys and girls need to come forward.
• Present the example in the exposition on page 79. You may wish to extend the example by asking how many
squares would be needed to make an equivalent ratio if there were 12 triangles. Make sure students understand
how to determine whether a ratio is in lowest terms.
• Draw the ratio table for the footballs and basketballs example on page 80. Complete the ratio table with the
students. You may wish to add another column to the ratio table and ask the students to describe two different
ways they could find out how many footballs there would be if there were 30 basketballs (They could multiply
6 × the number of footballs for 5 basketballs, or 2 × the number of footballs for 15 basketballs, or 3 × the
number of footballs for 10 basketballs).

Revisiting the Try This

C. Students use a ratio table to solve the problems posed in part A and extend it to solve a problem about their
own class.

Teacher's Guide 102 Reprint 2019

Using the Examples
• Have students work in pairs. One of the pair should become an expert on example 1 and the other should become
an expert on example 2. Each student should then explain his or her example to the other student.

Practising and Applying

Teaching points and tips
Q 2: Remind students that they can divide as well as Q 5: You might encourage students to use a ratio table
multiply to find equivalent ratios. to solve this problem.
Q 3: Some students may not realize that Thinley could Q 6: Students might find this question easier to explain
have fewer total stamps than Deki. if they write both ratios in lowest terms.
Q 4 b): Many students will not know that this question Q 7: If students choose first to find an equivalent ratio
requires them first to put the given ratio into lowest using the length of the paper, they will discover that
terms, and then to find how many groups of that size the width of a flag drawn in that ratio will not fit on
can be made from the 18 boys and 24 girls in the class. the given piece of paper.

Common errors
• In question 4 a), some students will find equivalent ratios for 18 boys to 24 girls that have more than 18 boys and
14 girls, such as 36 boys and 48 girls. You should make sure students realize that they are forming groups of boys
and girls from the 18 boys and 24 girls that are in the class, so that all the groups need to contain fewer than 18
boys and fewer than 24 girls. They cannot add more students to the class.

Suggested assessment questions from Practising and Applying

Question 2 to see if students can find equivalent ratios and recognize when a ratio is in lowest terms
Question 3 to see if students can use equivalent ratios to solve a problem
Question 7 to see if students can use reasoning to solve a problem involving equivalent ratios

Answers
A. i) 6 tomatoes C. i)
ii) 4 tomatoes
iii) 1 tomato Number of people 4 12 8 2 1
1
Number of tomatoes 2 6 4 1
B. i) 15 cloves of garlic 2
ii) 10 cloves of garlic
1 ii) Sample response:
iii) 2 cloves of garlic 1
2 I need tomato for each person. There are 37 people
2
1
in our class, so I need 18 tomatoes (but I would buy
2
19 tomatoes).

1. a) 5 : 8 = 15 : 24 2. Sample responses:
2 : 1 = 10 : 5 a) 5 : 2, 20 : 8, 30 : 12
2 : 3 = 8 : 12 b) Divide each term of the original ratio by 2.
3 : 4 = 12 : 16 Multiply each term of the original ratio by 2.
[b) Sample response: Multiply each term of the original ratio by 3.
Each time, I multiplied both terms by the same c) Yes; [5 : 2 is in lowest terms because 1 is the only factor
amount. that will divide into both terms.]
5 × 3 = 15 and 8 × 3 = 24, so 5 : 8 = 15 : 24.
2 × 5 = 10 and 1 × 5 = 5, so 2 : 1 = 10 : 5. 3. Sample responses:
2 × 4 = 8 and 3 × 4 = 12, so 2 : 3 = 8 : 12. a) Thinley might have 10 Bhutanese and 6 Ugandan stamps.
3 × 4 = 12 and 4 × 4 = 16, so 3 : 4 = 12 : 16.] b) Yes; [Many answers are possible because many ratios are
equivalent to 20 : 12.]

Reprint 2019 103 UNIT 3 Ratio, Rate, and Percent

Answers [Continued]
4. a) Groups of 7 (3 boys, 4 girls), groups of 14 (6 7. 18 cm by 27 cm [2 : 3 = 18 : 27 and 20 : 30 but if
boys, 8 girls), and groups of 21 (9 boys, 12 girls). you draw the flag 30 cm long, the width of 20 cm will
b) 6 groups not fit on the paper so it has to be 18 cm by 27 cm.]
c) 3 boys and 4 girls
8. Sample response:
5. a) i) 720 g ii) 120 g There are 39 students in my class. The ratio of girls to
b) 480 g; [Sample response: boys is 6 : 7. How many girls are there? (Answer: 18)
Find the amount needed to serve 1 person and multiply
by 4: 120 g × 4 = 480 g.]
c) i) 12 ii) 4

6. Yes; [Sample response:

I know 14 : 4 = 7 : 2 because I can divide each term
by 2, and I know 7 : 2 = 21 : 6 because I can multiply
each term by 3, so 14 : 4 = 21 : 6.]

Supporting Students
Struggling students
• If students are struggling to find the possible groups in question 4, you might have them begin by listing all
the factors of 18 and all the factors of 24. They should then find all the common factors for 18 and 14 (2, 3,
and 6). This will determine the number of groups (there could be 2 groups, 3 groups, or 6 groups). By dividing
the original ratio by 2, 3, and 6, they will find the number of boys and girls in 2 groups (9 boys, 6 girls),
3 groups (6 boys, 8 girls), and 6 groups (3 boys, 4 girls).

Enrichment
• For question 7, you might challenge students to determine what size flag could be drawn on a variety of different
paper sizes.

Teacher's Guide 104 Reprint 2019

 3.1.2 Solving Rate Problems

Curriculum Outcomes Outcome relevance

7-A9 Equivalent Ratios and Rates: solve problems Many situations in everyday life require
• solve problems involving equivalent rates the ability to solve problems involving
7-D6 Rate: Compare two quantities rates. It is useful to understanding rate
• understand rate as the comparison between two quantities with tables, in particular the concept of a unit
different units rate, to solve a variety of problems.
• write as a rate (e.g., m/s, km/h, beats per minutes)

Pacing Materials Prerequisites

1h None • equivalent fractions
• understanding rate as a relationship involving two different units of measure
• knowing 60 s = 1 min and 1 dozen is 12 items

Main Points to be Raised

• A rate describes a relationship, or comparison, • An average rate is usually written as a unit rate.
between two numbers with different units of measure. • Rate tables are a useful way to solve rate problems
Speed is one of the most common types of rate. and to find unit rates. You can use them to display
• A unit rate is a rate that has 1 as its second term. many equivalent rates at the same time.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How can you find how many ngultrums you would get for 2 Canadian dollars? (If 1 Canadian dollar can
be exchanged for Nu 40, then I would get twice as many ngultrums, or Nu 80, for 2 Canadian dollars.)
• Does it make sense that you would get twice as many ngultrums for 20 Canadian dollars as you did for
10 Canadian dollars? (Yes. Since 20 Canadian dollars are worth twice as much as 10 Canadian dollars,
the equivalent number of ngultrums should also be twice as much.)
• Can you describe two different ways to find out how many ngultrums you would get for 100 Canadian dollars?
(I could take the number of ngultrums received for 1 Canadian dollar and multiply that amount by 100.
Or, I could take the number of ngultrums received for 50 Canadian dollars and double it.)

The Exposition — Presenting the Main Ideas

• Have a finger-snapping or hand-clapping contest. Have students count how many times they can snap their
fingers in 10 seconds (you should tell them when to start and stop). Ask students to share how many finger snaps
they were able to do in 10 s. You might have the person who did the most finger snaps in 10 seconds
demonstrate his or her technique to the class. Tell students that, for example, “30 finger snaps in 10 s” is a rate,
because it describes a relationship between two numbers with different units: number of snaps/time (seconds).
• Work through the exposition with students.
• You might have the class calculate a unit rate for the person who did the most finger snaps in 10 s (either in
finger snaps per minute or in finger snaps per second).
• Make sure students realize that you can add or subtract equivalent rates to find other equivalent rates.
For example:
If 8 pineapples cost Nu 160 and 1 pineapple costs Nu 20, you can subtract the first terms and then subtract the
second terms to find the cost of 7 pineapples:
8 – 1 = 7 and 160 – 20 = 140, so 7 pineapples cost Nu 140.
[Continued]

Reprint 2019 105 UNIT 3 Ratio, Rate, and Percent

 If the ratios are in a rate table, you add or subtract terms in the same row:

160 – 20 = 140
Cost (Nu) 80 160 20 140
Pineapples 4 8 1 7
8–1=7

Revisiting the Try This

B. and C. Students use a rate table to solve the problem in part A. In part C, they use the rate table to solve
more rate problems.

Using the Examples

• Ask students to read through solutions 1 and 2 of example 1 a). Ask them to choose the solution that most
closely matches what they would have done and to explain why. Then work through example 1 b) with the
students. Ask how it is similar to example 1 a), and how it is different from it.
• Present the problem in example 2. Let students work through it and then have them check their work against the
work in the student text.

Practising and Applying

Teaching points and tips
Q 1 b): You might mention that unit rates are often Q 6: Make sure students are aware that the rate has
speeds, but not always. been reversed in this question (time/distance).
Q 2: Since this question involves finding several rates Q 7: This question highlights the usefulness of
related to a given rate, you might encourage students to considering equivalent rates for comparing prices.
use a rate table. Remind them that 1 dozen is 12 items. Some students will use unit rates. Others will figure
Q 3: Remind students to observe the units of measure out the cost of 4 oranges at each rate or the cost of
in the question. They will need to recall the number of 48 oranges at each rate. You might ask what
seconds in a minute. the better price is for the seller.
Q 5: You might encourage students to find the answer Q 8 b): Remind students to observe the units of
in more than one way, such as finding a unit rate and measure in the question (minutes instead of seconds).
multiplying, or using other equivalent rates.

Common errors
• Some students might double both terms in the rate in question 4. Have them observe that 140 beats in 2 min is the
same rate as 70 beats in 1 min, not double the rate.

Suggested assessment questions from Practising and Applying

Question 1 to see if students understand unit rates
Question 7 to see if students can solve a problem using rates
Question 8 to see if students can apply equivalent rates to solve a variety of rate problems

Answers
A. i) Nu 400 ii) Nu 800 C. i) Nu 480; Sample response:
iii) Nu 2000 iv) Nu 4000 If 1 Canadian dollar is about Nu 40,
12 Canadian dollars is about 12 × Nu 40 = Nu 480
B. ii) 4 Canadian dollars; Sample response:
Canadian If Nu 40 is about 1 Canadian dollar,
1 10 20 50 100
dollars Nu 160 is about 4 × 1 Canadian dollars = 4 Canadian
Ngultrums 40 400 800 2000 4000 dollars.

Teacher's Guide 106 Reprint 2019

Answers [Continued]
1. a) 25 km/h b) 180 kg/day c) 25 m/min 7. Nu 60 for 12 oranges; [Sample response:
Nu 60 for 12 oranges is Nu 5 per orange and
2. a) Nu 72 Nu 48 for 8 oranges is Nu 6 per orange.]
b) Nu 12
c) Nu 2 8. a) i) Elephant ii) Lion
d) Sample response: b) i) Rabbit ii) Tortoise
Nu 78 for 39 students; [It costs Nu 2 for 1 banana and c) Cheetah; [Sample response:
there are 39 in the class, so it would cost 39 × Nu 2 = 1
Nu 78 to buy a banana for each person.] The Cheetah has the fastest unit rate (31 m/s).]
4
d) Tortoise; [Sample response:
3. 66 beats/min The unit rate of the tortoise is the slowest (much less
than 1 m/s).]
4. 140 beats/min
[9. Sample response:
5. 25 L Multiply how far it travels in 10 min by 6 to find how
far it travels in 60 min, or 1 h. That is the rate in
6. 3 min/km kilometres per hour.]

Supporting Students
Struggling students
• If students are struggling with question 8 a), you might discuss some estimation strategies with the class.
For example, students can look for “friendly numbers” for dividing, such as about 180 m in about 6 s for
the cheetah, and about 20 m in about 2 s for the elephant.
For some problems, a rate table is ideal.
For example, for the lion, 400 m in 16 s is the same as 200 m in 8 s, 100 m in 4 s, 25 m in 1 s, and so on.
Encourage students to examine the numbers to decide which strategy might be best for finding or estimating
a unit rate for each animal.

Enrichment
• For question 7, you might challenge students to create other price comparison questions for others to solve. They
might even be able to find examples from a local market.

Reprint 2019 107 UNIT 3 Ratio, Rate, and Percent

Chapter 2 Percent
3.2.1 Percent as a Special Ratio

Curriculum Outcomes Outcome relevance

7-A10 Percent: as a special ratio It is much easier for students to make connections
• understand percent as a special ratio among fractions, decimals, and percents when they
• understand that parts should always add up to 100% can visualize a percent as an amount “out of 100”.
• relate visual and symbolic representations of percent

Pacing Materials Prerequisites

1h • Percent Grids • interpreting fractions as part of a whole
(BLM) or grid • representing hundredths as shaded regions of a grid.
paper

Main Points to be Raised

• A percent is a special ratio that always has a second • There are many ways to show the same percent on
term of 100. Percent means “out of 100”. a grid.
• 100% is another way to say one whole, so the total of
the parts of a whole is always 100%.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How do you read 0.45? (0.45 is 45 hundredths.)
• How do you know how many squares to use for your picture or shape? (There are 100 squares, so I need to use
45 squares to show 0.45.)
• Does it make sense that your shape/picture might look different from your classmate’s? (Yes. I could have
drawn any shape that used 45 of the small squares.)

The Exposition — Presenting the Main Ideas

• Draw a percent sign on the board. Ask students if they recall how to read the % sign, and what it means.
• Students can use the Percent Grid BLM or create their own on grid paper. Make sure students know that there
are 100 squares in the percent grid.
• Have the students shade one row of the grid. Ask how many squares have been shaded. Then ask students how
they think they would write the shaded amount as a percent. Turn the grid so that the shaded row is now a
shaded column. Ask students if the percent of the grid that is shaded has changed.
• Work through the exposition with the students, drawing particular attention to the fact that the parts of
the whole always add up to 100%, as long as all parts are considered.

Revisiting the Try This

B. and C. Students connect what they know about part-to-whole ratios with a second term of 100 to percent.

Using the Examples

• Work through the example with the students to make sure they understand it. For part b), make sure students
recognize that they can find the percent of the grid that is not shaded either by counting the non-shaded squares or
by adding the percents of the shaded parts and subtracting that amount from 100%, the whole.

Teacher's Guide 108 Reprint 2019

Practising and Applying
Teaching points and tips
Q 1: This question is designed to make sure students Q 7: You might encourage students to look for patterns
recognize the various ways of representing a ratio. to help answer the question.
Q 3 d): You might encourage students to show two For example, they may notice that 5 of 10 columns are
different ways to find this answer (counting the white even, so 5 out of 10, or 50% are even.
squares, or adding the percents for the other questions Q 8: Remind students to think of what percent
and subtracting from 100%). represents the whole, and use that information to help
Q 4: Some students may need to draw and shade answer the questions.
another copy of the black region to answer the Q 9 c): Many students may not know how many
question. Xs and Os to use, and will just start filling in the
remainder of the grid with two Xs and one O until the
grid is filled. You might discuss how they could have
used the information in parts a) and b) to determine
ahead of time how many Xs and Os they would need
to draw (60% of the grid, or 60 squares with an X or O
in a ratio of 2 : 1, means 40 Xs and 20 Os).

Common errors
• Some students will fail to consider what the whole is in question 8 c) and will answer 20% (thinking only of
those who chose bananas). Ask, “Did all the students who did not choose apples choose bananas?”

Suggested assessment questions from Practising and Applying

to see if students can identify visual representations of percent, and if they realize that 100% is
Question 3
another name for one whole
Question 5 to see if students can use their understanding of percent to solve a problem
Question 7 to see if students can solve a problem using percent
to see if students can produce a visual representation of various percents, and if they recognize
Question 9
that 100% is equivalent to one whole

Answers
A. i) 100 B. i) 45 : 100
ii) Sample response: ii) 55 : 100

C. 45%; 55%

Reprint 2019 109 UNIT 3 Ratio, Rate, and Percent

Answers [Continued]
1. a) 9% b) 19% c) 87% 9. a), b), and c) Sample response:
d) 43% e) 100% x x x x x
x x x x x
2. a) 71% b) 29%
o o o o o
3. a) 18% b) 25% c) 10% d) 47% x x x x x x x x x x
o o o o o x x x x x
4. 50%
x x x x x
5. a) 68% b) 32% o o o o o
x x x x x
6. 28% x x x x x
o o o o o
7. a) 50% b) 50% c) 20%
d) 40% e) 20%
8. a) 70% b) 20% c) 30% d) 10% f) 100%; [The total of all the percents of any whole
region is one whole, or 100%.]

Supporting Students
Struggling students
• If students are struggling with question 7 c), remind them of how to determine whether a number is a multiple of
5 (if it ends in a 5 or a 0).
• Some students will have difficulty with question 9 c). Help them see that whenever they fill one row with Os,
they must fill two rows with Xs.

Enrichment
• For question 9, you might challenge students to make up their own grid colouring problem for other students to
solve. Remind them that they have to make sure to give enough information so that students can fill in the grid
completely.

Teacher's Guide 110 Reprint 2019

 3.2.2 Relating Percents, Fractions, and Decimals

Curriculum Outcomes Outcome relevance

7-A10 Percent: as a special ratio For students to have maximum flexibility in
• relate percent to fraction and decimal equivalents solving problems involving fractions, decimals,
• use benchmark percents and percents, it is important for them to be able
7-A11 Percent: number sense to identify fraction, decimal, and percent
• estimate and calculate percents for familiar fractions equivalents.
concretely and symbolically

Pacing Materials Prerequisites

1.5 h • Percent Grids • connecting fractions and division
(BLM) or grid • renaming fractions and mixed numbers as decimals, and vice versa
paper

Main Points to be Raised

• Because percent means “out of 100”, it is easy • You can write a percent as a ratio, a fraction, and
to write both a fraction with a denominator of 100 as a decimal.
a percent and a decimal hundredths as a percent. • For some fractions, it is not possible to write an exact
• To write a fraction as a percent, first determine whole number percent; you have to estimate.
whether you can write the fraction as an equivalent • A number line is a useful model for showing how
fraction with a denominator of 100. fractions, decimals, and percents relate.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How many chhertums are equal to one ngultrum? (100 chhertums)
• Why is the denominator always the same? (1 Nu is always divided into hundredths.)
• Does it make sense that Nu 1 could be written as a fraction of Nu 1? Explain your thinking. (Yes. When
the numerator and denominator are the same, the fraction is equal to 1.)

The Exposition — Presenting the Main Ideas

• Students can use the Percent Grid BLM or draw their own percent grids on grid paper. Have the students shade
in 11 small squares on the grid. Ask them to write what fraction of the grid is shaded. Then ask them what
11
percent of the grid is shaded. They should see that is the same as 11%.
100
• Repeat the above procedure, but this time have them shade in 50 small squares. Ask them to write what
1 1 50
fraction of the grid is shaded. Many students are likely to say . They should notice that and are
2 2 100
equivalent.
• Work through the exposition with the students, in particular noting that when you are given any one form of
a number (fraction, decimal, or percent), you can write the other two forms.
• Students might recall from Unit 2 that some fractions result in repeating decimals. Direct students’ attention to
the discussion in the exposition regarding estimating percents for such fractions.
• You might ask students to locate other fraction/decimal/percent equivalents on the number line, such as
1 3
, 0.5, 50% and , 0.75, and 75%.
2 4

Revisiting the Try This

B. Students write their fractions from part A as percents.

Reprint 2019 111 UNIT 3 Ratio, Rate, and Percent

Using the Examples
• Assign students to pairs. Have one student in the pair become the expert on examples 1 and 2, and the other
student become the expert on examples 3 and 4. Alternately, have students work in groups of four, making each
student an expert on one example. Each student should then explain his or her example(s) to the other student(s) in
the pair or group.

Practising and Applying

Teaching points and tips
Q 2: Encourage students to write the fractions in Q 7 and 13: You may choose not to assign these to
lowest terms. struggling students.
Q 3: Remind students to find equivalent fractions with Q 9: Some students may not recognize that the given
a denominator of 100 to make it easier to write each ratio is part-to-part, and that they need to find the ratio
fraction as a decimal and a percent. of boys to students before comparing the two classes.
Q 4: Suggest to students that they make their number Q 12: Encourage students to decide whether it is easier
lines long enough to make it easy to locate the various to compare the quantities using fractions, decimals, or
fractions, decimals, and percents. percents.
Q 5: You might ask students to think first about what Q 14: This question highlights the effective use of
fraction of the grid each region represents, and then percent equivalents, a critical idea brought out in
about how to estimate a percent for that fraction. this lesson.

Common errors
• Many students will answer 8% for question 1 d). Have students compare 0.8, 0.80, and 0.08.

Suggested assessment questions from Practising and Applying

Question 2 to see if students can identify fraction and decimal equivalents for given percents
Question 3 to see if students can rewrite fractions as decimals and percents
Question 10 to see if students can solve a problem using what they know about percents
Question 12 to see if students can use equivalent fractions/decimals/percents to solve a problem

Answers
5 1 10 1 25 1 B) i) 5% ii) 10%
A) i) or ii) or iii) or iii) 25% iv) 50%
100 20 100 10 100 4
50 1 100 v) 100%
iv) or v) or 1
100 2 100
1. a) 47% b) 63% c) 5% d) 80% 5. About 33%; [Sample response:
1
75 3 24 6 90 9 Each shaded region is of the grid,
2. a) or ; 0.75 b) or ; 0.24 c) or ; 0.9 3
100 4 100 25 100 10 1
1 2 1 35 7 and is about 33%.]
d) ; 0.01 e) or ; 0.02 f) or ; 0.35 3
100 100 50 100 20
6. Sample responses:
3. a) 0.25; 25% b) 0.6; 60% c) 0.7; 70% d) 0.04; 4%
a) About 83% b) About 11%
e) 0.16; 16% f) 0.14; 14% g) 0.05; 5% h) 0.55; 55%

4. c) About 44% d) About 9%

f) b) e) g)
k) c) l)
20% 30% i) 75% 100% 7. Sample responses:
0.01 0.125 0.8
0.444…
0 1 6 3
a) About b) About
10 4
a) d) h)
j)
1 5
c) About d) About
6 6

Teacher's Guide 112 Reprint 2019

 7 9 13. Sample responses:
8. a) b) a)
20 20
13 19
c) d)
20 20
b)
9. Chabilal’s class
c) Yes; [The squares can be in any arrangement as long
10. a) 36% b) 64% as there are 3 (for 60%) and 5 (for the whole figure).]
11. About 30%; [Sample response: [14. Sample response:
10 1 8
is , which is about 33%, so is a bit less 17 2
, , and
6
can easily be calculated or estimated as
30 3 30 20 3 10
than that, or about 30%.]
1 1 1
percents, but , , and are more easily ordered
15 16 17
12. a) 0.27 (Services),
by comparing the denominators.]
1
(Agriculture),
3
40% (Industry).
[b) Sample response:
I changed each to a percent:
1
0.27 is 27% , is about 33%.]
3

Supporting Students
Struggling students
• If students are struggling with question 4 i), you might suggest that they recall from Unit 2 how to write 0.444…
as a fraction. The repeating decimal is at the same mark on the number line as the fraction equivalent.
• You may choose not to assign question 7 or question 13 to struggling students.

Enrichment
• For question 13, you might challenge students to draw all the possible rectangles that could be made if
the given figure were 5% of a larger rectangle.
For example, it could be a rectangle that is 1 “figure” wide and 20 “figures” long; or 2 by 10, or 4 by 5.

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 CONNECTIONS: The Golden Ratio

• You can use this optional connection with all students.

• Two approximations for the golden ratio are given: 8 : 5 and 1.61803. Students can use these to create their own
figures with golden rectangles.
• If a calculator is available, you could ask students to find the golden ratio as a decimal to the limit of
the calculator display.
• Some students might be curious about what the exact golden ratio is, although most students may not be ready to
2 5 1
use the square root sign. The exact ratio is or .
5 1 2
• For question 3, you may have to provide some examples if the students do not have access to resources that
would illustrate examples.
• The golden ratio can be seen in the construction of a Bhutanese Spirit Trap.

Answers
1. Yes; Sample response:
3.2 cm and 2 cm; 3.2 cm ÷ 2 cm = 1.6 is close to the given value.

2. Sample response:

Step 2: A new even smaller

golden rectangle
1 unit
Square

Step 1: Cut a square from the

smaller golden rectangle.
1.61803 units

3. Sample response:
The base of the Parthenon in Athens; the Pantheon in Rome; the face of Leonardo da Vinci’s Mona Lisa fills
a golden rectangle.

GAME: Ratio Concentration

• This optional game is designed to allow students to practise identifying equivalent fractions, decimals, and
percents.
• Copy and cut out the BLM Ratio Concentration Game Cards found on pages 127 and 128.
• If 30 cards seem too many for some students, they can use fewer cards as long as you make sure that there is
a match for every card used.

Teacher's Guide 114 Reprint 2019

 3.2.3 Estimating and Calculating Percents

Curriculum Outcomes Outcome relevance

7-A10 Percent: as a special ratio Being able to estimate and
• relate visual and symbolic representations of percent calculate with percents is
7-B9 Percent: develop algorithms an everyday life skill. In many
• use a variety of strategies in calculating percent of a number (including situations, estimation is as
invented strategies): important a skill as calculation.
- change percent to a decimal and multiply
- compute 1% and then multiply
- change to a fraction and divide

Pacing Materials Prerequisites

1h None • percent/fraction equivalents for common fractions (benchmarks)
• writing percents as decimals
• multiplying a fraction by a whole number

Main Points to be Raised

• Familiar percents that are easy to work with mentally • Finding the unit percent (1%) can be useful for
can be used to estimate and calculate percent finding other percents of a number.
problems. • A percent table can be a useful strategy for solving
• Rewriting a percent as a decimal and multiplying is percent problems, whether calculating a percent when
one strategy for finding the percent of a number. you know the whole, or calculating the whole when
you know the value of a percent.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe while students at work, you might ask
questions such as the following:
• What will be the length of the strip if you fold it in half? What percent of the strip is that? (Half of the strip is
10 cm. That is 50% of the strip.)
• How can you use this information to find 25% of the strip? (If I fold the strip again, it will be 5 cm long, which
1 1
is of the strip. is the same as 25%.)
4 4

The Exposition — Presenting the Main Ideas

• Begin by asking students questions such as the following:
- If you receive a mark of 50% on a test with 100 questions (of the same value), how many questions did you
answer correctly?
- If the test had 50 questions (of the same value), how many questions did you answer correctly?
How do you know?
• Work through the first part of the exposition with the students. Have them discuss why percents such as 10%,
25%, 50%, and 75% are considered “familiar percents”. Explain that the term benchmark in the student text
means that these are values to which you can relate other values. Students might observe that these percents
have easy fraction equivalents that can help with estimation and calculation.
• To help students understand why you can multiply, for example, 0.7 by 40 to calculate 70% of 40, remind
students of what they learned about multiplying by decimals in Class VI.
• Go through the discussion in the exposition about how to use a percent table. Students should recognize that
using a percent table is like using a ratio table or a rate table. Make sure they understand that the percent table
allows them to find the whole when they know the percent or to find the percent when they know the whole.

Reprint 2019 115 UNIT 3 Ratio, Rate, and Percent

Revisiting the Try This
B. Students calculate lengths for given percents in part A. Here they calculate percents for given lengths.

Using the Examples

• Present the problems in the first three examples to the students. Ask each student to choose two of the problems to
solve. Then they can compare their work to what is shown in the matching examples. Suggest that they may wish
to read through the other example.
• Ask pairs of students to read through solutions 1 and 2 of example 4. Ask them to choose the solution that most
closely matches what they would have done and to explain why they would have done it that way.

Practising and Applying

Teaching points and tips
Q 1: Encourage students to estimate first, but remind Q 6: Make sure students understand that they are being
them that they also need to calculate an exact answer. asked to estimate, and that they should be prepared
Q 3: Some students may choose to answer part b) first to explain their strategies for estimating.
to find 10% and then multiply by 4 to get the 40% for Q 7: This is an important generalization.
part a). Q 8: This question emphasizes that there are different
Q 4: Remind students that a percent table is ways to solve percent problems, an important notion in
particularly useful for finding various percents of this lesson.
the same number.

Common errors
• Some students will have difficulty with questions 2 and 6 b), treating them as “percent of a number” questions
rather than “finding the whole when a percent is known” questions. Review with those students the difference
between the two types of question.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can apply various strategies for calculating the percent of a number
Question 3 to see if students can to use the strategies for finding the percent of a number to solve a problem
Question 4 to see if students recognize problems where using a percent table is an effective strategy
Question 7 to see if students can apply the generalization that ■% of ▲ has the same result as ▲% of ■

Answers
A i) 5 cm ii) 2 cm B. i) 10 cm ii) 4 cm
iii) 8 cm iv) 16 cm iii) 1 cm iv) 15 cm

1. a) 30 b) 10 c) 4 6. Sample responses:
d) 27 e) 77 f) 285 a) About 20 mm in March; [If 100% is 650, then 10%
is 650 ÷ 10 = 65 and 3% is about 65 ÷ 3, which is
2. 14 cm about 20 mm.
About 215 mm in August; [If 100% is 650, then 33%
3. a) 36 kareys b) 9 dobjeys is about 650 ÷ 3, which is about 215 mm.]
b) About 6500 mm; [11% is about 10%. If 10% is 650,
4. Reading, 4 h; TV, 12 h; Games, 56 h; then 100% is 650 × 10 = 6500.]
Song and dance, 4 h; Other, 4 h.
7. a) 39; 39; Answer is the same.
5. a) i) 1000 ii) 5000 b) 22.5; 22.5; Answer is the same.
iii) 7500 iv) 9000 c) [Sample response:
40% of 50 and 50% of 40 (answer for both is 20)
b) i) 3000 ii) 15,000 12% of 25 and 25% of 12 (answer for both is 3)]
iii) 22,500 iv) 27,000 Yes the results were the same.

Teacher's Guide 116 Reprint 2019

 [8. Sample response:
You could divide 25% of the number by 5 and then multiply your answer by 3.
You could multiply the 25% by 4 to find the number and then find 15% of your answer.]

Supporting Students
Struggling students
• If students are struggling with the large numbers in question 5, you might have them find the percents for 100,
then ask how they would use that to find the percents for 1000 and 10,000 (and 30,000).

Enrichment
• For question 7, you might ask students:
Why does this happen? Use an example to help you explain.
Sample response:
50% of 78 = 50 × 0.01 × 78
78% of 50 = 78 × 0.01 × 50
The commutative property of multiplication says that 50 × 0.01 × 78 = 78 × 0.01 × 50.

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 3.2.4 EXPLORE: Representing Numbers Using Percents

Curriculum Outcomes Outcome Relevance

7-B9 Percent: develop algorithms This optional exploration applies what students learned
• calculate percents symbolically about percents in the previous lesson.

Pacing Materials Prerequisites

40 min None • calculating the whole when a percent is known

Exploration
• Work through the introduction (in white) with the students. Make sure they understand that the same number
can represent different percents, depending on what the whole is.
For example, 10 could be 100% (of 10), 50% (of 20), 10% (of 100), and so on.
• Have students work alone, in pairs, or in small groups for part A i) and ii). You may want to give them
an example of a pattern in the chart that will help them find other possibilities.
For example, 30 = 0.01 × 3000 and 30 = 0.02 × 1500. When the first factor is doubled, the second factor is
halved, so 30 = 0.04 × 750, ….
While you observe students at work, you might ask questions such as the following:
• How did you find the number such that 5% of the number is 30? (Since I knew 30 = 0.01 × 3000, I divided
3000 by 5 to find 30 = 0.05 × 600, so 30 is 5% of 600.)
• Why could you not put 7% in your chart? (When I tried to divide 3000 by 7, I did not get a whole number
answer. 30 is not 7% of a whole number, and I only wanted to use whole numbers.)
Discuss parts B to D with the students to make sure they are proceeding successfully. Then ask students
to complete those parts of the exploration.

Observe and Assess

As students work, notice the following:
• Do they find all the possible whole number answers for part A?
• Do they recognize the inverse relationship in part B? (e.g., if the percent doubles, the number will be divided by
two, if the percent is halved, the number will be multiplied by two, and so on.)
• Are they successful in creating their own examples in part D?
Note: Some students may think of using fractional percents or percents over 100 even though these have not been
introduced. Do not stop them from considering these, but do not expect this of most students.

Share and Reflect

After students have had sufficient time to work through the exploration, they should form small groups
to discuss their observations and answer these questions.
• How do you know what numbers will work in your charts in part A?
• What is the relationship between 30% and 90% in part C i)? What is the relationship between Number C and
Number D?
• How did you choose the percents to use in creating your own questions for part D?

Teacher's Guide 118 Reprint 2019

Answers
A. i) 1
Percent Number B. i) The second percent is of the first percent.
2
30 1 3000 The second number is 2 times the first number.
30 2 1500 ii) Number A; Sample response:
30 3 1000 40 is 1 of 5 parts of Number A but 2 of 5 parts of
30 4 750
Number B.
30 5 600
Because it is a bigger part of Number B, Number B
30 6 500
30 8 375
must be less than Number A.
30 10 300 iii) Number B is
1
of Number A
30 12 250 2
30 15 200
30 20 150 1
30 25 120 C. i) Number D is of Number C.
3
30 30 100 ii) Number F is 2 times Number E
30 40 75 iii) Number G is 3 times Number H.
30 50 60
30 60 50
D. Sample response:
30 75 40
15 is 5% of Number J but 50% of Number K.
30 100 30
How are Numbers J and K related?
(Number J is 10 times Number K.)
ii)
Percent Number
25 1 2500
25 2 1250
25 4 625
25 5 500
25 10 250
25 20 125
25 25 100
25 50 50
25 100 25

Supporting Students
Struggling students
• If students are struggling with part A, you might start with an easier number, such as 5.

Enrichment
• For part A, you might challenge students to determine which number from 1 to 40 has the greatest number of
possible answers.

Reprint 2019 119 UNIT 3 Ratio, Rate, and Percent

 UNIT 3 Revision

Pacing Materials
2h • Percent Grids (BLM) or
grid paper

Question Related Lesson(s)

1–5 Lesson 3.1.1
6–9 Lesson 3.1.2
10 – 12 Lesson 3.2.1
13 Lesson 3.2.2
14 – 17 Lesson 3.2.3

Revision Tips
Q 1: You might encourage students to use a ratio table Q 9: This question generalizes the convenience of
to answer this question. finding a unit rate.
Q 3: Some students may not recognize the ratio that is Q 10 b): You might encourage students to show two
described. Make sure students have found the correct different ways to find this answer (counting the
boy to girl ratio for the question before proceeding. remaining squares, or adding the percents for part a)
In part b), students need to consider a part–to-whole and subtracting the total from 100%).
ratio to answer the question. Q 12 a): Some students may choose to shade in
Q 4: Some students may choose first to write the ratio the multiples of 3 on the grid (and observe the pattern)
in lowest terms, although it is not necessary to do so. to help them.
Q 6: You might encourage students to answer this Q 13: Encourage students to decide whether it is easier
question in more than one way (e.g., by finding unit to compare the quantities using fractions, decimals, or
rate or by using other equivalent rates). percents.
Q 7: Because this question involves finding several Q 14: Encourage students to estimate first, but remind
rates related to a given rate, you might encourage them that they also need to calculate an exact answer.
students to use a rate table. Q 15 a) and b): Some students may not realize that
28 72
first writing the fractions ( and ) in lowest
35 600
terms will make it much easier to find the percent.

Answers
1. a) i) 20 mL ii) 5 mL 5. No; [You cannot write an equivalent ratio for 5 : 2 with
b) 10 servings 3 as the second term and a whole number as the first
term.]
2. a) 18 girls
b) 20 boys and 15 girls 6. 1 dozen apples for Nu 60; [Sample response:
9 apples for Nu 60 is 3 apples for Nu 20, or 12 apples for
3. a) 24 Nu 80.]
[b) Sample response:
The ratio of boys to girls is 8 : 3, so the whole is 7. a) i) Nu 30 ii) Nu 60
a multiple of 8 + 3. b) Nu 5 per orange
8 + 3 = 11 and you cannot evenly divide 35 by 11.] [c) If the rate is Nu 5 per orange, then 8 oranges cost
8 × Nu 5 = Nu 40.]
4. a) 45 : 75, 60 : 100 [d) Sample response: Using a ratio table:
[b) Sample response: ×4 ×2 ÷3
45 was the first term because 45 is a multiple of 15 Oranges 3 12 24 8
and it is not a multiple of 25. Cost (Nu) 15 60 120 40
100 is the second term because it is a multiple of 25 ×4 ×2 ÷3
but not of 15.]
8. 4 h

Teacher's Guide 120 Reprint 2019

[9. Divide by 3 and then multiply by 2.] 11. a) 35% b) 65%
[c) Since 35% of the grid is shaded and the whole grid is
10. a) Sample response: 100%, the part that is not shaded is 100% – 35% = 65%.]

12. a) 33% b) 25%

iii 13. 20%,

1 3
, 0.55, , 0.75, 90%
i 4 5

14. a) 3 b) 13
c) 2 d) 5.4

ii 15. a) 80% b) 12%

c) 300 d) 500

16. 300 students

b) 15% 17. a) 5% b) 135 people

Reprint 2019 121 UNIT 3 Ratio, Rate, and Percent

 UNIT 3 Ratio, Rate, and Percent Test

1. a) The ratio of boys to girls in a class is 5 : 3. 7. What percent of the numbers in this 100 chart
If there are 20 boys, how many girls are there? are each?
b) A class of 40 students has a ratio of boys to a) multiples of 5 b) less than 30
girls of 5 : 3. How many boys and girls are there?
Show your work.

2. Write two equivalent ratios for 16 : 30.

• One ratio should include 48 as a term.
• The other ratio should include 15 as a term.

3. a) A recipe for Pork Fing calls for 3 green chilli

peppers. It serves 6 people. How many chilli
peppers are needed for each?
i) 12 servings ii) 2 servings
b) How many servings can be made using
5 chilli peppers?

4. Which is a better price for the buyer? 8. Order from least to greatest:
How do you know?
1 5
3 tomatoes for Nu 60 , 10%, 0.35, , 0.85, 45%
3 9
or
5 tomatoes for Nu 110
9. Calculate.
5. a) What percent of the grid below is shaded? a) 15% of 40 b) 75% of 48
b) How can you use the answer to part a) c) 2% of 70 d) 31% of 50
to figure out the percent of the grid that is
not shaded? 10. In the Population and Housing Census of
Bhutan for 2005, data about drinking water
showed the following:
• about 23% of the homes had piped water within
the house,
• about 62% of the homes had piped water
outside the house, and
• the remaining homes got drinking water from
other sources such as a spring, river, or pond.
a) About what percent got their drinking water
from other sources?
b) An area has 300 homes. Use the percents
above to calculate the number of homes that get
their drinking water from other sources.

6. a) Draw these two shapes on a 10 × 10 grid:

i) The first shape covers 30% of the grid.
ii) The second shape covers another 50% of
the grid.
b) How much of the grid is not covered?

Teacher's Guide 122 Reprint 2019

UNIT 3 Test
Pacing Materials
1h • Percent Grids (BLM) or
grid paper

Question Related Lesson(s)

1–3 Lesson 3.1.1
4 Lesson 3.1.2
5–7 Lesson 3.2.1
8 Lesson 3.2.2
9 and 10 Lesson 3.2.3

Select questions to assign according to the time available.

Answers
1. a) 12 6. a) Sample responses:
b) Sample response:
25 boys and 15 girls
i)
2. 48 : 90, 8 : 15

3. a) i) 6 ii) 1
b) 10 servings

4.) 3 tomatoes for Nu 60

Sample response:
ii)
3 tomatoes for Nu 60 is Nu 20 per tomato.
5 tomatoes for Nu 110 is Nu 22 per tomato.

5. a) 25%
b) Since 25% of the grid is shaded and the whole grid b) 20%
is 100%, the part that is not shaded is 75%.
7. a) 20% b) 29%

1 5
8. 10%, , 0.35, 45%, , 0.85
3 9

9. a) 6 b) 36 c) 1.4 d) 15.5

10. a) 15% b) 45

Reprint 2019 123 UNIT 3 Ratio, Rate, and Percent

 UNIT 3 Performance Task — Bhutan Population

A recent report estimates the population of Bhutan to be about 750,000.

• About 40% of the population is under age 15 and about 4% of the population
is over age 65.
• About 70% of the population lives on farms and about 20% of the population
lives in urban areas.

A. About what percent of people in Bhutan are each?

i) ages 15 to 65 ii) do not live on farms or in urban areas
B. About how many people in Bhutan are each?
i) under the age of 15 ii) over the age of 65
C. Write each ratio in lowest terms.
i) Population under age 15 : Total population
ii) Population over age 15 : Total population

D. Write each ratio in part C as a fraction.

E. Using the above information to write your own report that makes
comparisons using fractions, ratios, and percents in different ways.
Use different comparisons than those in parts A to D.
For example, you might report on how the population over age 65 compares
with the population under age 15.

Teacher's Guide 124 Reprint 2019

UNIT 3 Performance Task
Curriculum Outcomes Assessed Pacing Materials
7-A9 Solve problems involving equivalent ratios 1h None
7-A10 Understand percent as a special ratio
7-B9 Use a variety of strategies in calculating percent of a number

How to Use This Performance Task

You might use this task as a rich problem to assess student understanding of a number of outcomes in this unit.
It could replace or supplement the unit test. It could also be used as enrichment material for some students.
You can assess performance on the task using the rubric provided below.

Sample Solution
A. i) 56% ii) 10%

B. i) About 300,000 ii) About 30,000

C. i) 2 : 5 ii) 3 : 5

2 3
D. and
5 5

E. In Bhutan, about 525,000 people live on farms.

The ratio of those living on farms to those living in urban areas is 7 : 2.
About 420,000 people are between ages 15 and 65.
The ratio of the population under 15 to the population over 15 is 2 : 3.
1
The number of people over age 65 is or 10% of the number of people under age 15.
10

UNIT 3 Performance Task Assessment Rubric

The student Level 4 Level 3 Level 2 Level 1
Calculates Calculates the number Makes at least one Makes multiple Makes many
percents of people correctly in calculation error but calculation errors but calculation errors
each case shows overall under- shows some under- and does not show
standing of percents standing of percents understanding of
percents
Expresses ratios Expresses all ratios in Expresses most ratios in Makes errors in Makes errors in
lowest terms in the the correct order expressing several expressing most
correct order ratios, but shows an ratios
overall under-
standing of ratio
Presents Shows correct Shows mostly correct Makes errors in Makes errors in
information calculations and calculations and calculations or calculations and
expresses information expresses information in shows information in shows information
comprehensively in a variety of ways a limited number of in a limited number
a variety of ways ways of ways

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 UNIT 3 Blackline Masters

BLM 1 Percent Grids

Teacher's Guide 126 Reprint 2019

BLM 2A Ratio Concentration Game Cards

1 2 4
100% 2:5
5 5 5

1 3 1
1:5 4:5
4 4 2

0.60 1 : 1 1 : 2 0.25 0.80

Reprint 2019 127 UNIT 3 Ratio, Rate, and Percent

BLM 2B Ratio Concentration Game Cards

1 : 4 2 : 4 3 : 4 3 : 5 75%

2 : 8 30% 4 : 8 40% 8 : 10

50
50% 6 : 8 3 : 10 4 : 10
100

Teacher's Guide 128 Reprint 2019

 UNIT 4 GEOMETRY AND MEASUREMENT
UNIT 4 PLANNING CHART
Suggested Suggested
Outcomes or Purpose Materials
Pacing Assessment
• Rulers
Getting Started
Review prerequisite concepts, skills, and • Square Dot
SB p. 105 terminology, and pre-assessment
1h
Grid Paper
All questions
TG p. 133 (BLM)
Chapter 1 Angle Relationships
7-E1 Angles: sum
• understand through investigation that the
sum of angles of any triangle is 180º
4.1.1 EXPLORE: 7-E2 Relationships: triangles
Angles in a • make associations between side length and • Paper for
opposite angle size cutting
Triangle Observe and
• draw conclusions about angle measures • Rulers
(Essential) within an isosceles triangle
60 min
• Protractors
Assess
SB p. 107 7-D1 Angles: estimate and measure using • Scissors
questions
TG p. 136 a protractor • Compasses
• use the appropriate scale on a double scale
protractor
• estimate angles as a way of checking that
the appropriate scale was used
CONNECTIONS:
Angle
Measurement Units Make a connection between different units
15 min None N/A
(Optional) for measuring angles
SB p. 109
TG p. 138
7-E1 Angles: sum
• understand through investigation that the
sum of angles of any triangle is 180º
7-E3 Triangles: classify
4.1.2 Drawing and • classify triangles as scalene, isosceles,
Classifying equilateral, acute, obtuse, and right • Rulers
Triangles • determine if certain combinations of • Protractors
1.25 h Q2, 4, 7
SB p. 110 classifications can exist at the same time • Compasses
TG p. 139 (e.g., is a right isosceles triangle possible?)
7-E2 Relationships: triangles
• make associations between side length and
opposite angle size
• draw conclusions about angle measures
within an isosceles triangle
7-E4 Bisectors: construct
• construct angle bisectors
4.1.3 Constructing • explore the basic use of a compass and
and Bisecting straightedge • Rulers
Angles 7-D1: Angles: estimate and measure using • Protractors
2h Q1, 7, 9
SB p. 114 a protractor • Compasses
TG p. 144 • use the appropriate scale on a double scale
protractor
• estimate angles as a way of checking that
the appropriate scale was used

Reprint 2019 129 UNIT 4 Geometry and Measurement

UNIT 4 PLANNING CHART [Continued]
Suggested Suggested
Outcomes or Purpose Pacing Materials Assessment
Chapter 2 Transformations
4.2.1 Translations 7-E5 Transformations: properties of 1.25 h • Rulers Q1, 2, 7
SB p. 119 translations, reflections, and rotations • Protractors
TG p. 149 • use formal language: translations for slides • Compasses
• emphasize what changes and what stays • Scissors
the same as a result of a transformation
• investigate congruency and orientation in
transformations
• use tessellations as a context for
transformations
4.2.2 Reflections 7-E5 Transformations: properties of 1.25 h • Rulers Q 1, 3, 10, 11
SB p. 123 translations, reflections, and rotations • Protractors
TG p. 152 • use formal language: reflections for flips • Compasses
• emphasize what changes and what stays
the same as a result of a transformation
• investigate congruency and orientation in
transformations
• use tessellations as a context for
transformations
GAME: Practise reflections in a game situation 20 min • Rulers N/A
Reflection Archery • Compasses
(Optional)
SB p. 128
TG p. 157
4.2.3 Rotations 7-E5 Transformations: properties of 1.5 h • Rulers Q1, 4, 5
SB p. 129 translations, reflections, and rotations • Protractors
TG p. 158 • use formal language: rotations for turns • Compasses
• emphasize what changes and what stays • Tracing paper
the same as a result of a transformation or
• investigate congruency and orientation in transparencies
transformations (optional)
• use tessellations as a context for
transformations
Chapter 3 3-D and 2-D Measurement
4.3.1 Volume of a 7-D2 Volume: rectangular prisms 1h • Linking cubes Q1, 3, 10
Rectangular Prism • relate volume to dimensions
SB p. 133 • understand that each of the three
TG p. 162 dimensions of a prism affects the volume
4.3.2 7-D3 SI Units: identify, use, and convert 1h • Grid paper or Q1, 5, 8
Measurement Units • identify, use, and convert SI units to Small Grid
SB p. 137 measure, estimate, and solve problems Paper (BLM)
TG p. 166 • understand the approximate nature of
measurement
• examine milli, centi, deci, deca, hecto, and
kilo as prefixes for measures of length,
mass, and capacity
• apply principles of conversion using
common units (relate the size of a number to
the size of the unit)
• establish the link between volume,
capacity, and mass

Teacher's Guide 130 Reprint 2019

 4.3.3 Area of a 7-D4 Area: composite shapes 1.25 h • Square Dot Q2, 4, 6
Composite Shape • estimate and calculate the area of shapes Grid Paper
SB p. 141 on grids (BLM)
TG p. 169 • understand that composite shapes can be • Rulers
broken down into familiar shapes for which
there are area formulas available
4.3.4 Area of a 7-D4 Area: composite shapes 1h • Square Dot Q3, 6
Trapezoid • develop and apply the formula for the area Grid Paper
SB p. 144 of a trapezoid (BLM)
TG p. 173 • Rulers
4.3.5 7-D5 Circles: solve problems with 1h • Circular Q1, 3, 7
Circumference of a diameter, radius, circumference objects (tins,
Circle • relate diameter, radius, and circumference etc.)
SB p. 147 to solve problems • Compasses
• investigate π as C ÷ d for a number of • Rulers
TG p. 176
circles and cylinders • String.
• develop the formulas C = πd and C = 2πr
7-D4 Area: composite shapes
• understand that composite shapes can be
broken down into familiar shapes for which
there are area formulas available
UNIT 4 Revision Review the concepts and skills in the unit 2h • Rulers All questions
SB p. 150 • Compasses
TG p. 179 • Protractors
• Square Dot
Grid Paper
(BLM)
UNIT 4 Test Assess the concepts and skills in the unit 1h • Rulers All questions
TG p. 182 • Compasses
• Protractors
• Square Dot
Grid Paper
(BLM)
UNIT 4 Assess concepts and skills in the unit 1h • Rulers Rubric
Performance Task • Compasses provided
TG p. 185 • Protractors
UNIT 4 BLM 1 Square Dot Grid Paper
Blackline Masters BLM 2 Tangrams
TG p. 189 Small Grid Paper on page 53 in UNIT 1

Reprint 2019 131 UNIT 4 Geometry and Measurement

 Math Background
• This unit extends student understanding of both • Students use visualization skills in questions 6
geometry and measurement. and 7 in lesson 4.1.3, where they sketch angle
• The unit focuses on angle constructions, estimates using benchmarks, throughout chapter 2,
transformations done without the help of dot paper, where they transform shapes, in question 3 in
and measurement concepts involving metric units, lesson 4.3.2, where they visualize objects with
length, area, and volume. particular measurements, in question 6 in
lesson 4.3.3, where they visualize a parallelogram cut
• As students proceed through this unit they will use up into a square and two triangles, and in question 4
a variety of mathematical processes, including problem in lesson 4.3.3, where they imagine a way to make a
solving, communication, reasoning, representation, shape of a given area.
visualization, and making connections.
• They make connections to mathematics done outside
For example: school in question 4 in lesson 4.2.3, where they
• Students use problem solving in most lessons, for connect the concept of rotations to clocks, in
example, in question 9 in lesson 4.1.2, where they question 8 in lesson 4.3.2, where they represent the
combine pieces of one shape to create triangles, in area of a field, in question 9 in lesson 4.3.2, where
question 9 in lesson 4.2.2, where they create a word they connect standard measurements to a traditional
that has certain reflection properties, in question 5 in Bhutanese measurement, in question 7 in
lesson 4.2.3, where they must determine a turn centre lesson 4.3.4, where they find the area of a section of
and the amount of turn in a specific situation, in roof, and in question 5 in lesson 4.3.5, where they
question 6 in lesson 4.3.1, where they design find the length of materials required to build a
a container that meets a given set of requirements, and cylindrical water tank.
in questions 3 and 8 in lesson 4.3.5, where they use
what they know about the circumference of circles
to calculate the perimeters of unusual shapes. Rationale for Teaching Approach
• They use communication as they explain their • This unit is divided into three chapters.
thinking in question 12 in lesson 4.1.2, where they Chapter 1 is about angle constructions and reasoning
explain how they classify a triangle, in question 2 in about angle relationships in triangles.
lesson 4.1.3, where they describe how they created Chapter 2 focuses on transformations done without
certain angles, in question 3 in lesson 4.2.1, where they the help of dot paper.
describe how to use transformations to create particular
Chapter 3 extends various measurement skills,
shapes, and in question 9 in lesson 4.3.1, where they
including converting units, calculating the area of
explain why an estimate rather than a calculation is
a polygon, extending area understanding into three
appropriate.
dimensions and volume, and calculating the
• Students use reasoning in answering questions in the circumference of a circle.
Explore lesson 4.1.1, where they explain their
• The Explore lesson allows students to experience
understanding of the sum relationship between angles
concretely some relationships between angles in
in a triangle, in questions 6, 7, and 8 in lesson 4.1.2,
triangles.
where they consider why certain descriptions of
triangles are possible and others are not, in question 5 • The Connections section helps students see that
in lesson 4.2.1, where they explain why certain actions the angle measurement system most familiar to them
create a shape that tiles, and in question 11 in is arbitrary, and that other systems are used for
lesson 4.2.2, where they explain how they know what various purposes.
transformation was performed. • The Game provides an opportunity to apply and
• They consider representation as they connect written practise work with reflections.
descriptions of triangles with sketches and accurate • Throughout the unit, it is important to encourage
diagrams throughout chapter 1, convert measurements students to explain their reasoning and to accept
from one unit to another in lesson 4.3.2, and represent a variety of approaches from them.
formulas for the area of a trapezoid in two different
ways in lesson 4.3.4.

Teacher's Guide 132 Reprint 2019

 Getting Started

Curriculum Outcomes Outcome relevance

4 Congruence: polygons Students will find the work in
4 Reflective Symmetry: generalize for properties of various quadrilaterals the unit easier after they review
5 Area: irregular shapes- estimate and measure related geometry and
5 Perimeter and area: rectangles and squares measurement skills and concepts
5 Divide Mentally from earlier classes.
5 Multiply Mentally: whole numbers by 0.1, 0.01, 0.001
5 Translations & Reflections: generalize & apply
5 SI Units: reinforce relationships among various SI units
5 Similarity: name, describe & represent
6 Area of a Triangle: relate to area of a parallelogram
6 Divide Mentally: whole numbers by 0.1, 0.01, 0.001
6 Angles: estimate, measure, and draw
6 Parallelograms: relate bases, heights, and area
1 1 3
6 Rotations: , , turns
4 2 4

Pacing Materials Prerequisites

1 h   • Rulers • familiarity with the terms translation, rotation, reflection, transformation,
• Square Dot Grid symmetry, similar, congruent, and dimension
Paper (BLM) • area formulas for triangles and rectangles
• mirror (reflective) symmetry
• converting metric units
• multiplying and dividing by powers of ten

Main Points to be Raised

Use What You Know Skills You Will Need
• You can find the area of a polygon by • You can use a formula to find the area of a simple shape or
counting squares on dot paper or by using to find a missing dimension if you are given the area.
formulas. • The formula for the area of a rectangle is A = lw.
• There are many triangles that have • The formula for the area of a triangle is A = bh ÷ 2.
the same area.
• Multiplication and division by powers of ten does not change
• Translations, rotations and reflections do the digits, it only changes their place value.
not change the size of shape of a shape;
• Metric conversions involve multiplication and division by
the new shape is congruent to the original
powers of ten.
shape.

Use What You Know — Introducing the Unit

• Before assigning the activity, you may wish to review with students how to find the area of polygons on dot
paper. You could draw a rectangle on a dot grid and then ask the students to count the squares to find the area.
Ask them to suggest other strategies for finding the area more efficiently. Repeat the activity using a triangle.
• Model a transformation of your example triangle so that the image overlaps. Ask students to find the area of
the combined shape.
• Review the terms translation, rotation, reflection, and transformation to make sure students can interpret
part C. Refer students to the glossary at the back of the student text.
• Students can work in pairs or small groups on the activity.

Reprint 2019 133 UNIT 4 Geometry and Measurement

While you observe students at work, you might ask questions such as the following:
• How did you find the dimensions of your three triangles? (I listed pairs of factors that have a product of 12.
Then I doubled one of the factors.)
• Did you count squares to find the area or did you use a different strategy? (For the triangles I used the formula,
but for the more complicated shapes I counted squares.)
• Why can you always create another triangle with an area of 12 cm2? (With a base of 6 cm, I could put the third
vertex anywhere on the line that is 4 cm from the base.)
• Why did you choose a translation (or reflection, or rotation)? (I find it easiest to visualize a translation.)

Skills You Will Need

• Students can work individually.
• To ensure students have the required skills for this unit, assign these questions.
• First review the terms symmetry, similar, congruent, and dimension to make sure students can interpret
questions 2, 3, and 4. Refer students to the glossary at the back of the student text.

Answers
A. i) 8 cm2 ii) 14 cm2

B. Sample responses:
i) Triangles A, B, and C each have an area of 12 cm2.
ii) B has the largest angle.
iii) B has the smallest angle.
S L

C. Sample responses:
i) I translated triangle C to the left; it is a pentagon.
ii) Translate the triangle 1 to 4 spaces farther to the left.

NOTE: Answers or parts of answers that are in square brackets throughout the Teacher's Guide are NOT found
in the answers in the student textbook.
1. a) 32 cm2; [A = b × h = 8 × 4 = 32 cm2] 3. A is neither congruent nor similar, [because it is
b) 32 cm2; [A = b × h = 8 × 4 = 32 cm2] a right isosceles triangle and DEF is a right scalene
c) 12.5 cm2; [A = b × h ÷ 2 = 10 × 2.5 ÷ 2 = 12.5 cm2] triangle.]
d) 6.75 cm2;[A = b × h ÷ 2 = 4.5 × 3 ÷ 2 = 6.75 cm2] B is similar but not congruent [because the sides are in
the same proportion, but shorter: 3 × 2 = 6, 4 × 2 = 8,
2. a) 5 × 2 = 10, but it is smaller.]
C is congruent and similar [because the sides are
the same length and the angles are the same.]

4. a) 2.5 cm; [A = b × h, 35 = b × 14, b = 35 ÷ 14 =

2.5 cm]
c) b) 6 cm; [A = b × h ÷ 2, 30 = 10 × h ÷ 2, 30 =
h × 10 ÷ 2, 30 = h × 5, h = 30 ÷ 5 = 6 cm]

5. 12.25 cm2; [3.5 cm × 3.5 cm = 12.25 cm2]

Teacher's Guide 134 Reprint 2019

 6. a) b) 7. a) 52 mm
R
R b) 0.052 m
c) 50 g
Q P
Q P 8. a) 4030
b) 7.2
c) 600,000
d) 5.3
c) R

Q P

Supporting Students
Struggling students
• If students are struggling with creating triangles with area 12 cm2 in part B, you might model for them how
you would create a triangle with an area they suggest (not 12).
For example, to make a triangle with area 20 cm2, you could think of the numbers 5 × 4 = 20. Because the
formula is (base × height) ÷ 2, you have to double one of the numbers, for example, (10 × 4) ÷ 2 = 20. Use
these numbers to make the triangle with a base of 10 cm and a height of 4 cm.
• Some students may have trouble writing an explanation in part C ii). You might ask them to tell another
student their reasoning before writing it down.

Enrichment
• For question 1, you might challenge students to write an explanation for the area of the triangle formula.

Reprint 2019 135 UNIT 4 Geometry and Measurement

Chapter 1 Angle Relationships
4.1.1 EXPLORE: Angles in a Triangle

Curriculum Outcomes Outcome Relevance

7-E1 Angles: sum • This essential exploration of
• understand through investigation that the sum of angles of any the angles in a triangle gives students
triangle is 180º a concrete experience that shows them
7-E2 Relationships: triangles why the sum of the angles is 180º.
• make associations between side length and opposite angle size • Students also experience a relationship
• draw conclusions about angle measures within an isosceles triangle between side lengths and angle
7-D1 Angles: estimate and measure using a protractor measurements. Because this relationship
• use the appropriate scale on a double scale protractor cannot be proven, it is called an axiom;
• estimate angles as a way of checking that the appropriate scale was it is an assumption that mathematicians
used agree to. It is how a degree is defined.

Pacing Materials Prerequisites

40 min • Paper for cutting • familiarity with the terms scalene, isosceles, and equilateral
• Rulers
• Protractors
• Scissors
• Compasses

Exploration
• Work through the introduction (in white) with the students. Model the folding to help them understand
the steps.
• Demonstrate the use of a protractor. Ask students to place the protractor in one of the correct positions for
measuring and then ask them to read the measurement.
• Have a few students measure the angles in a triangle you give them and record their results so the other
students do not see. Then compare the results. It is likely that their results will not be exactly the same because
of measuring error and inaccuracy. Use this experience to explain that there are always measuring errors and
inaccuracy, and that these issues will be a factor in their exploration. They will do more careful work with
rounding in future years.
Have students work alone, in pairs, or in small groups for parts A to D. While you observe students at work,
you might ask questions such as the following:
• How is your scalene (or isosceles, or equilateral) triangle different from Dorji’s (or any other classmate’s)?
(The largest angle in mine is smaller than Dorji’s, so they are different shapes.)
• Why is the longest (or shortest) side of a triangle always across from the largest (or smallest) angle? (The
largest angle opens wider than the others so the triangle is bigger across from it.)
• How are you dealing with the different angle sums (when they are not all 180 º)? (Most are 180º, and the others
are very close, so I am quite sure that the differences are due to measurement error.)

Observe and Assess

As students work, notice the following:
• Do they successfully create triangles that are scalene, isosceles, and equilateral?
• Do they place their compasses correctly for angle measurement?
• Do they understand how the folding helps them see that the sum of the angles in a triangle is 180º?
• Do they recognize relationships for the questions that ask “What do you notice ...”?

Teacher's Guide 136 Reprint 2019

Share and Reflect
After students have had sufficient time to work through the exploration, they should form small groups
to discuss their observations and answer these questions.
• How can you show that the sum of the angles in a triangle is 180º?
• How do you know that the sum of the angles in any triangle is 180º?
• What relationships did you find between the sides and vertices you marked S and L?
• How can you know these relationships are always true?

Answers
A. i) and ii) Sample response: C. i) Sample response:
120º

44º 16º

ii) About 180º (results will vary due to measurement

error) ii) About 180º (results will vary due to measurement
iii) Sample response: error)
iii) Sample response:
The three angles together match up with the side of the
triangle, which is a straight line, so the sum of the
angles is a straight angle, 180º.
The three angles together match up with the side of
the triangle, which is a straight line, so the sum of D. i) Sample response:
the angles is a straight angle, 180º.
L
s
B. i) Sample response:
S
107º l
The longest side is across from the largest angle; the
36º
shortest side is across from the smallest angle.
36º
ii) About 180º (results will vary due to measurement ii) Sample response:
error) s L s
iii) Sample response: S S
l

The longest side is across from the largest angle; my

isosceles triangle has two shortest sides and the two
smallest angles are across from these sides.
The three angles together match
up with the side of the triangle, 60º iii) There are no longest or shortest sides or largest or
which is a straight line, so the smallest angles in an equilateral triangle because they
sum of the angles is a straight are all the same.
angle, 180º. 60° 60º
4

Supporting Students
Struggling students
• If students are struggling with following the instructions for folding in parts A, B, and C, you can allow them
to tear off the corners of the triangle and join the three vertices together to see that they form a straight angle.
[Continued]

Reprint 2019 137 UNIT 4 Geometry and Measurement

• Students are likely to be unsure how to make the triangles they need to make for parts A, B, and C. Encourage
them to use their common sense. It should be possible to make a scalene or isosceles triangle using only a ruler.
An equilateral triangle is more challenging. You could encourage them to estimate and adjust or you might
provide a template they could copy.
• Some students may have trouble with writing explanations in part A iv). Remind them that a 180° angle forms
a straight line and ask them to find a vertex with such an angle in their folded rectangle.

Enrichment
• Students might investigate the angle sums in other polygons, for example, quadrilaterals.

CONNECTIONS: Angle Measurement Units

• This optional connection helps students understand that measurement units are arbitrary.
• You can compare the different ways of measuring angles to the different ways of measuring length (metric vs.
Imperial system), capacity (metric millilitres and litres vs. cups), temperature (Celsius vs. Fahrenheit) or any
other attribute.
• You may choose simply to tell students that units are arbitrary and invite them to read the Connections and do
the questions on their own if they are interested. Or, you could explain each system of measuring angles, using
diagrams on the board, and then ask the class questions 1 to 3, discussing and answering the questions as
a large group.
• The historical references are not certain. We are not sure why Babylonians made 360 degrees represent a full
rotation, but we can think about why it is a good idea.

Answers
1. a) 200 gradients
b) 400 gradients
c) 67.7 gradients; [200 ÷ 3 ≈ 67.7 gradients]

2. a) 2, 3, 4, 5, 6, 8, 9, 10, 12, 15, 18, 20, 24, 30, 36, 40, 45, 60, 72, 90, 120, 180, 360
b) 2, 4, 5, 8, 10, 16, 20, 25, 40, 50, 80, 100, 200, 400

3. a) 3.14 radians; [6.28 ÷ 2 = 3.14 radians]

b) 1.57 radians; [3.14 ÷ 2 = 1.57 radians]

Teacher's Guide 138 Reprint 2019

 4.1.2 Drawing and Classifying Triangles

Curriculum Outcomes Outcome relevance

7-E1 Angles: sum • It is important for students to
• understand through investigation that the sum of angles of any triangle be able to draw triangles with
is 180º particular properties because
7-E3 Triangles: classify triangles are one of the most
• classify triangles as scalene, isosceles, equilateral, acute, obtuse, and right basic shapes in our lives and
• determine if certain combinations of classifications can exist at the same in higher mathematics.
time (e.g., is a right isosceles triangle possible?) • Students need to be able
7-E2 Relationships: triangles to explain their understanding
• make associations between side length and opposite angle size of mathematical relationships,
• draw conclusions about angle measures within an isosceles triangle including reasoning about
triangles.

Pacing Materials Prerequisites

1h • Rulers • measuring angles and lengths
• Protractors • determining lines of symmetry in a triangle
• Compasses

Main Points to be Raised

• The sum of the angles in a triangle is 180°. • We can classify a triangle in more than one way,
• The longest side of a triangle is opposite the largest for example, a right triangle can also be scalene or
angle and the shortest side is opposite the smallest isosceles. However, certain combinations of triangle
angle. classifications cannot be represented by the same
triangle.
• You can describe a triangle based on the
relationship between its side lengths or based on the For example, it is not possible to have an equilateral
sizes of its angles. scalene triangle.
• An equilateral triangle has three equal sides, • An angle is labelled with one or three letters that
an isosceles triangle has two equal sides, and name the vertex or vertices of the triangle. A side
a scalene triangle has no equal sides. is labelled with the names of its two end points.
• A right triangle has one 90° angle, an obtuse • You can use a protractor to draw an angle with
triangle has one angle greater than 90°, and an acute a given measure.
triangle has three angles less than 90°.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. Encourage them to use visualization as much as possible
and to measure side lengths only if they are unsure whether two sides are equal. While you observe students at
work, you might ask questions such as the following:
• How did you visualize triangle 1 (or 4, or 7) to see that two sides have the same length? (I imagined myself
standing at this vertex and two friends standing at the other vertices. My friends both seemed to be about the
same distance away.)
• How do you know this angle is greater than 90º? (I imagined a corner of a piece of paper in the angle.
I could see that the angle is larger than the page corner.)
• What would happen to the other angles in this triangle if you made this angle larger? (They would have
to become smaller because the sum of the angles does not change.)
• If students visualize side lengths or angle measures incorrectly, encourage them by saying that it is good to
try visualizing even though it does not always produce accurate results. Then ask them to explain their
visualization so you can talk about any misconceptions they might have had.

Reprint 2019 139 UNIT 4 Geometry and Measurement

The Exposition — Presenting the Main Ideas
• After students have completed the Try This, ask them what types of triangles they created (e.g., isosceles,
right, …). List the types on the board. For each type, ask a student to describe the characteristics of that kind
of triangle.
• Ask students if they know other types of triangles and ask them to describe the characteristics of the other
types.
• Add any missing triangle types and descriptions to the list compiled by the students. Make sure that the six
types of triangles referred to in the exposition are included. Refer students to page 110 to see all six types.
• Explain while demonstrating how to use a protractor to draw an angle. You could ask a student to suggest
the size for an angle. Repeat the process with a different angle, but this time, have a student both suggest and
draw the angle.
• Tell students that if they need further help on drawing angles they can refer to the description in the
exposition.

Revisiting the Try This

B. Students should look back at their classifications for the triangles in part A.

Using the Examples

• Explain that example 1 asks a student to draw and classify a triangle with sides 5 cm, 6 cm, and 7 cm. The
largest angle turns out to be 78º so the triangle is acute scalene. Lead students through the example. You may
need to explain the term draw an arc by demonstrating. Point out that the small curved part is called the arc.
• Demonstrate how to draw a triangle with different side lengths: 6 cm, 7 cm, and 8 cm (each side is 1 cm larger
than in the example). Ask students to predict whether the largest angle will be larger than, smaller than, or the
same as 78º. (It is still an acute triangle, with the largest angle 76º.)
• Point out that there are issues with accuracy in this question and in some of the Practising and Applying
questions. When you measure a shape you have drawn, there is always inaccuracy. Results will vary but they
should be close.
• Ask students to read example 2 and try to find a way of drawing a right isosceles triangle without using
a compass. (Instead of making two equal length sides using the compass, we could use a ruler to measure 6 cm
along each angle arm.)

Practising and Applying

Teaching points and tips
Q 3: Make sure students realize they could start with tangram: 45°, 90° and 135°. A triangle can have a
any of the three sides. They might then use a compass 135° angle but its other two angles must be smaller
at one end to mark all the possible positions of one of than 45° because 135° + 45° = 180°. If a triangle
the other sides, and at the other end to mark the made from these pieces has a 90° angle, then the
possible positions of the third side. other two angles must be 45° for the three angles to
Q 4: If students are having trouble knowing how add to 180°. The only other possibility is that all the
to start drawing a triangle, suggest that they first draw angles are 45°, which is not enough to make 180°.
the longest side and work from there. Thus every triangle made from tangram pieces has
one 90° angle and two 45° angles.
Q 6, 7, and 8: You might encourage students to do
these questions with a classmate. It is often difficult Q 10: Students might first draw the 5 cm side and
for students to write good explanations without first then put a 90° angle at one end and a 45° angle at the
trying out their reasoning on a peer. other.
Q 9: Make sure students understand that the diagonal Q 11: Some students might benefit from cutting strips
line in the top half of the triangle joins the midpoints of paper of the given lengths and putting the strips
of two sides of the large square. Many students will together to make the triangles.
not know that a tangram is a puzzle used to make Q 13: You might encourage students to make a chart
many different shapes. Here is an explanation of the to help them consider the different types of triangles
answer to part c): There are only three angles in the with various angles.

Teacher's Guide 140 Reprint 2019

Suggested assessment questions from Practising and Applying
Question 2 to see if students can apply their knowledge of the sum of the angles in a triangle
to see if students can classify a triangle using their experience of drawing triangles and their
Question 4
understanding of the relationships between side lengths and angles
Question 7 to see if students can determine which combinations of triangle classifications are possible

Answers
A. i)

1 3
2

4 5 6 7
x x

ii) Sample response:

Triangles 1, 4, and 7 each have two equal sides and two equal angles.
Triangles 2, 3, and 6 have no equal sides or angles.
Triangle 5 has all equal sides and angles.

B. i) Triangle 4 and Triangle 5 ii) No

1. 95°; [The sum of the angles is 180° and 180° – 30° – 55° = 95°.]

2. No; [80° + 105° = 185°, which is already more than 180°.]

B
3. a) b) Right scalene
90º

7.5 cm
4 cm

C 8.5 cm A

4. a) Acute isosceles Y b) Right Q

isosceles
Z

5 cm

5 cm
40° 8 cm

90°
P R
8 cm

Reprint 2019 141 UNIT 4 Geometry and Measurement

Answers [Continued]
4. c) Obtuse isosceles 10. a) Sample response:
45°
F

5 cm

7 cm
45°
5 cm
b) Right isosceles
120° c) A right triangle with two 45º angles and a long side
E 7 cm D that is 5 cm long.

11. a) Acute scalene

5. Any isosceles triangle has one line of symmetry. b) Obtuse isosceles
c) Not possible [because 4 + 4 < 9 so they will not
6. Sample responses: form a closed shape.]
a) d) Acute equilateral
e) Not possible [because 5 + 6 = 11 so they will not
b) Not possible; [all angles in an equilateral triangle form a triangle.]
are 60° so none are obtuse (between 90° and 180º).]
c) Not possible; [if there is a right angle in a triangle, 12.
it is the largest angle because the three angles add to a) C
180° and 90° is already half of this.]

7. Sample responses:
a) b) c)
A
120º

8. Sample responses: 5 cm
a)
40º

b)
B

c) Not possible, [since all the angles in an equilateral

triangle must be 60°; none can be 90°.] b) Obtuse scalene;
[Its largest angle is obtuse (120°) so it is an obtuse
9. a) Sample response: triangle.
 C = 20° (because the angles have to add to 180°) so
all the angles are different, making it scalene.]

13. Yes; [You can find the third angle because the sum
of the angles is 180. If two angles are equal, it is
isosceles. If three angles are equal, it is equilateral.
If no angles are equal, it is scalene. You can tell if it is
right, obtuse, or acute by looking at the greatest angle.]

b) They are all right isosceles.

c) They are all right triangles.
They are all different sizes.

Teacher's Guide 142 Reprint 2019

Supporting Students
Struggling students
• If students are having trouble knowing how to start drawing a triangle in questions 4, 10, and 12, suggest that
they first draw the longest side. If they still struggle, you might demonstrate how to draw a different triangle
with a given angle and two given side lengths, or with a given side length and two given angles.
• Some students may have trouble writing explanations in questions 6, 7, 8, 11, 12, and 13. If they cannot find
a triangle that is not possible, encourage them to figure out which of the classifications is most limiting and
consider that one first.
For example, for an obtuse equilateral triangle, the equilateral designation is the more limiting part, so they
might start there.

Enrichment
• For question 11, you might challenge students to find sets of side lengths that make right triangles. These are
called Pythagorean triples (e.g., 3-4-5, 5-12-13, and 8-15-17)
• For question 11, you might also ask students to find a rule for deciding whether or not a triangle is possible
when three side lengths are given.

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 4.1.3 Constructing and Bisecting Angles

Curriculum Outcomes Outcome relevance

7-E4 Bisectors: construct Constructions are an historical part
• construct angle bisectors of the mathematics curriculum.
• explore the basic use of a compass and straightedge Although constructions are less
7-D1 Angles: estimate and measure using a protractor important today because we have
• use the appropriate scale on a double scale protractor many other technological tools,
• estimate angles as a way of checking that the appropriate scale was they are still of historical interest.
used

Pacing Materials Prerequisites

2h • Rulers • familiarity with the characteristics of similar triangles
• Protractors
• Compasses

Main Points to be Raised

• To bisect something means to cut it in half. • You can construct a 90° angle by constructing
• You can bisect an angle using a protractor or using a straight angle and bisecting it.
a construction. • You can construct a 60° angle by creating a line
• To construct means to use a straight edge and segment and using a compass at each end point
compass as the only tools. To draw means to create to mark other segments of the same length.
carefully using other tools like a protractor as well as • You can use constructions of 90° and 60° angles
a straight edge and compass. To sketch means that an to construct other angles.
estimate is sufficient.
• All points on an angle bisector are equidistant from
the endpoints of angle arms that are of equal length.
The construction of the angle bisector is based on that
principle.

Try This — Introducing the Lesson

A. Set up the game described in the Try This. Use chalk to draw the angles on the floor and have students
stand with equal spacing. They do not actually have to run to the ball, but they can see which student in any
pair is closer. It is more important to talk about positioning the ball to make the races fair than it is to actually
race.
You might have a couple of demonstration races, but most of the time should be spent discussing the game.
Ask the questions given in part A. You could also ask the following questions:
• How could we check that both Number 3 students are the same distance from the vertex? (Measure the
distance for one of the students by putting a mark on a rope and use the same rope to measure the distance to
the other student.)
• How could we check that the distance to the ball is equal for both Number 3s? (Measure the distance for one
of the students by putting a mark on a rope, and then use that rope for the other student.)

The Exposition — Presenting the Main Ideas

• First, distinguish between the verbs construct, draw, and sketch. It is important that students understand that
the word construct has a special meaning in mathematics.
• Demonstrate how to construct an angle bisector using a compass. Start with an acute angle.
• Ask students to explain how this construction relates to the game in the Try This. Your questions about
checking the distances for the two students labelled Number 3 will help students recognize comparisons.
• Repeat the construction with an obtuse angle close to 90º. You might ask a student to do this construction.
• Repeat with an angle close to 180º, perhaps asking a student to do the construction this time.
• Repeat with a 180º angle to show that this construction makes a perpendicular.
Teacher's Guide 144 Reprint 2019
 • Tell students that 90º angles are very common, so it is good to be able to construct them.
• Demonstrate how to construct a 60º angle. Then ask a student to repeat the procedure.
• Explain how you can make other angles using 90º and 60º angles and bisections.
• Show one way of making a 120º angle (choose a relatively difficult way, for example, making a 90º angle,
adding a 60º angle, and bisecting the 60º angle), and then ask students to suggest other ways of constructing
a 120º angle.
• Tell students that if they need further help on constructing angles or bisectors, they can refer to the
description in the exposition.

Revisiting the Try This

B. This question allows students to make a formal connection between what was done in part A and the more
formal approach students have learned for constructing angle bisectors.

Using the Examples

• Before asking students to open their books, work through example 1 by demonstrating the constructions on
the board. Ask students to suggest what to do at each step.
• While you work through the examples, give students tips about how to use a compass well.
For example, to make a smooth arc, hold the compass on the top or on the arm that has the point on it, not on
the arm with the pencil.
• After working through example 1, ask students if it is possible to use a 90º angle to construct a 15º angle. (It is
possible but not practical. You could bisect 90º to make 45º and then construct a 30º angle on one arm by
making a 60º and bisecting it. 45º – 30º = 15º.)
• Have students work through example 2 and example 3 with a partner.
• Ask students to suggest different ways of visualizing at 20º angle (e.g., visualize 60º, visualize its bisection,
which is 30º, and then visualize about two thirds of that).

Practising and Applying

Teaching points and tips
Q 1: Some students may find it helpful to write out Q 6 and 7: Some students may worry about accuracy
an expression that represents their strategy before in their sketches. Remind them that they will not be
they make the constructions (e.g., 60º ÷ 2 = 30º). evaluated on the accuracy of the drawing. Rather,
Q 2: Encourage students to use various number they will be evaluated on the strategy they describe as
operations, such as adding, dividing by 2, dividing long as the sketch is close to accurate.
by 4, and so on. Q 9: This question is a way for students to apply what
Q 4: This question might be assigned only to selected they have learned throughout the lesson. You might
students. If necessary, remind students of the begin the next class by asking students to explain
characteristics of similar triangles. their answers to this question.

Common errors
• Many students will find that their angle bisectors do not meet in a single point in question 3. This is likely
to happen even if there are no errors because there are inaccuracies involved in constructions. You might remind
students that these errors are likely to occur, and that they will be evaluated on their method, which is shown by
their compass markings, more than on their accuracy.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can use what they know about bisection and number sense to construct angles
Question 7 to see if students can use estimation to sketch angles
Question 9 to see if students can construct other angles using a given angle

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Answers
A. i) Sample response: B. She can construct the angle bisector of the angle
Yes; they both have the same distance to run to the ball. formed by the two outer arms.
ii) Anywhere on the shared arm.

1. a) 30° = 60º ÷ 2 e) 75° = 60º + (60º ÷ 2 ÷ 2)

b) 22.5° = 90º ÷ 2 ÷ 2

2. Sample response:
15°; 7.5°; 37.5°; 82.5°º; 97.5°
[15° = 60º ÷ 2 ÷ 2; 7.5° = 60º ÷ 2 ÷ 2 ÷ 2;
37.5° = 30º + 7.5º; 82.5° = 90º – 7.5º;
97.5° = 90º + 7.5º]

c) 105° = 60º + 45º 3. a) and b)

d) 135° = 180º – 45º

c) In each triangle, all three bisectors go through

the same point in the middle of the triangle.

4. a) and b) c) 5 ÷ 4 = 1.25 d) 8.7 ÷ 6.9 = 1.26

e) The result are the same (answers may
vary due to constructing and measuring errors).
f) Yes; [matching sides are in the same ratio.]

30°

8.7 cm
5 cm 30°
6.9 cm
4 cm
120° 30°
5 cm 120° 30°
4 cm

Teacher's Guide 146 Reprint 2019

 5. a), b), and c) d) No; [Sample response:
JM = 2.5 cm and LM = 3.5 cm.]
L
45°

5 cm

45° 90°
K J
6 cm

6. Sample response: 8. b)
a)

[b) I sketched an equilateral triangle, then

bisected one of its 60º angles. Next,
I bisected one of those 30º angles
(60° ÷ 2 ÷ 2 = 15°).]
30° 75°
7. Sample response: A 9 cm B
a)
c) Sample response:
In my sketch BC is 4.1 cm, and in my construction BC is 4.7 cm.
In my sketch AC is 8.7 cm, and in my construction AC is 9 cm.
My sketch is a good estimate.

[9. Sample responses:

[b) I sketched a 90° angle on a line segment. a) Bisect the 18º angle.
Then I bisected the right side of the angle. b) Construct a 60º angle on one arm of the 18º angle to make
I used the 90° angle on the left and half a 78º angle, then bisect the 78º angle to make the 39º angle.
the 90° on the right to make a 135º angle c) 108º: Construct a 90º on one arm of the 18º angle.
(90° + (90° ÷ 2) = 135°). Then I drew the 4.5º: Bisect the 18º angle to make two 9º angles, then bisect one
angle a little less than 135° to make 125°.] of those to make two 4.5º angles.]

8. a)

Reprint 2019 147 UNIT 4 Geometry and Measurement

Supporting Students
Struggling students
• Some students may have trouble finding a method for constructing some of the angles in question 1.
You might invite them to ask a classmate to describe a method. Even doing a construction explained by
someone else will help students understand how these angles can be constructed.

Enrichment
• Related to questions 6 and 7, you could ask students what angles would be relatively easy to estimate with
sketches. Also ask them to explain their choices.
• You could do the constructions from question 1 outside with students or invite students to do them in groups.
Use a rope for a compass: one person stands still holding the rope and another rotates around this person while
holding the rope taught. Use another rope for a straight edge: pull the rope tight and it will be straight.
• Students who have access to a computer might do some research on the kinds of constructions that are
traditionally used in mathematics.

Teacher's Guide 148 Reprint 2019

Chapter 2 Transformations
4.2.1 Translations

Curriculum Outcomes Outcome relevance

7-E5 Transformations: properties of translations, reflections, By exploring transformations without
and rotations the benefit of a grid, students will gain
• use formal language: translations for slides a deeper understanding of the
• emphasize what changes and what stays the same as a result of properties of the transformations.
a transformation
• investigate congruency and orientation in transformations
• use tessellations as a context for transformations

Pacing Materials Prerequisites

1h • Rulers • familiarity with basic 2-D shapes
• Protractors • drawing and constructing 2-D shapes
• Compasses
• Scissors

Main Points to be Raised

• A translation is a slide. All points on a shape move • Some of the properties of translations are:
the same distance and in the same direction. You can - corresponding sides in the original shape and
describe the slide by stating a distance right or left the image are the same length
and a distance up or down. Or, you can use a slide
- corresponding angles in the original shape and
arrow that shows the distance and direction. The slide
the image have the same size
arrow can be named by its end points.
- the image is congruent to the original shape
• We name the image of a translated shape by using
the same vertex letters as the original shape, each - the orientation of the shape remains the same
with a mark called a prime next to it.
For example, A moves to A'.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How did you calculate the distance the brick would have to be moved? (It would be a slide two bricks to
the right. Each brick is 20 cm long, so the distance is 40 cm.)
• What is the least information you would have to write to describe each slide? (Direction and distance, for
example, “right 40 cm”.)
• If students count the space between the original shape and image bricks instead of counting the distance of
the slide (getting answers of 20 cm for part i) and 10 cm for part ii)), you might direct their attention to a
point on the original shape brick.
For example, ask them to focus on the top right corner of the black brick while they imagine the slide.

The Exposition — Presenting the Main Ideas

• On the board, draw a diagram of a triangle and its image after a translation.
• Use the diagram to talk about the different ways you can describe the translation, including using an arrow
and referring to the endpoints of a line segment.
• Ask students what measurements are the same in the image as in the original shape. Mark these
equivalencies on your diagram.

Reprint 2019 149 UNIT 4 Geometry and Measurement

 • Draw students’ attention to the translation shown on page 119. Make sure they understand what the
markings on the triangles near the bottom of the page show, i.e., if the marks are identical, the side lengths or
angle measures are identical.
• Lead students through the description of orientation on page 120.
• Show that the orientation is the same in the translation. To help students understand, draw an example of two
shapes with opposite orientation.

Revisiting the Try This

B. Students probably described the translations in part A without slide arrows. This provides an opportunity
for students to see the connection between the different ways of describing a translation.

Using the Examples

• Draw the diagrams from example 1 on the board, and ask the students to think about which pairs are
translations. Then ask them to explain their reasoning. Different students will describe their reasoning in
different ways, so be sure to hear from more than one student for each part of the example. They can check
their thinking against what is shown on page 120.
• Assign students to pairs to work on examples 2 and 3.
• For example 2, you might encourage students to cut some paper to make a shape that resembles shape A.
They could then use this shape to physically model each possible slide and to help them explain why some pairs
of shapes could not be translations. If students do not cut the shape out, you might encourage them to imagine
a cut-out shape.
• Ask the student pairs to read example 3 and then to translate the shape along arrow CB.
• After students have worked on example 3, test their understanding. Draw the shape on the board and ask
a student to draw the image after a translation along CB. Ask students what is the same and different about
the results with BC and with CB.

Practising and Applying

Teaching points and tips
Q 1: Some students may choose to cut out shape A Q 4: Remind students they need to use a straight edge
to help them visualize and explain. and compass to perform the construction.
Q 3: The shape in this question is the basic shape of Q 5: You might encourage students to do this
this famous fractal image called Sierpinski’s Gasket. question with a classmate.
Imagine starting with a gray Q 7: This is an important generalization: the area
equilateral triangle. does not change with a translation.
Cut a triangular hole in it
with vertices at the midpoint
of each side. Repeat this
procedure on the remaining
equilateral triangles. Repeat
again, and again, and again.

Common errors
• Many students will think of some, but not all, of the translations that fit the description in questions 2 and 3.
• For transformations, it is more likely that students will fail to recognize a possibility than make an error in their
work. Encourage them to move their hands and fingers to model the translations or to hold and move physical
objects to model the slides. This will help them visualize. Encourage them to use such visualization aids at first
and then to try moving away from using them to strengthen their visual imaginations.

Teacher's Guide 150 Reprint 2019

Suggested assessment questions from Practising and Applying
Question 1 to see if students can identify a translation image
Question 2 to see if students can identify and describe a translation
Question 7 to see if students understand the properties of translations

Answers
A. i) 40 cm to the right ii) 20 cm up B. Sample response:
i)
ii)

1. B is not a translation [because it doesn't have the same 3. a) and b)

orientation (it is flipped so it faces the opposite way).] ABF can be translated along arrow AF to create
C is not a translation [because it doesn't have the same FED. F is the image of A. E is the image of F.
orientation (it is flipped so it faces the opposite way).] D is the image of B.
D is a translation [because it has the same orientation and ABF can be translated along arrow AB to create
it is congruent.] BDC. B is the image of A. D is the image of F.
C is the image of B.
2. a) and b)
c) No. [It has a different orientation (it would have
• Square 1 is the result of a translation along CA.
to be flipped).]
• Square 2 is the result of a translation along DA or CB.
d) No, [because it is not congruent.]
• Square 3 is the result of a translation along DB.
• Square 4 is the result of a translation along BA or CD.
• Square 5 is the result of a translation along AB or DC.
• Square 6 is the result of a translation along BD.
• Square 7 is the result of a translation along AD or BC.
• Square 8 is the result of a translation along AC.

1 2 3
A B

4 Original
shape 5

D C
6 7 8

4. a) and b)
Translated 6 cm along segment PQ.

R' R

4 cm

P' 90°
Q'
Q 6 cm P

c) Area of PQR: 12 cm2; [A = b × h ÷ 2 = 6 × 4 ÷ 2 = 12 cm2]

Area of QQ'R' (or P'Q'R'): 12 cm2; [A = b × h ÷ 2 = 6 × 4 ÷ 2 = 12 cm2]

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Answers [Continued]
5. a) to d) Sample response: 7. d)

3 cm

4 cm

[e) The cut-out pieces that are translated from one side to the
other side are congruent so the extra part on the bottom of
one tile fits into the missing top part on another one.] 3 cm

6. a) Along PR b) PQ, QR, RP, QP, or RQ 4 cm

7. a), b), and c) The areas of the original shape and

the image are the same, 6 cm2. [A = b × h ÷ 2
= 4 × 3 ÷ 2 = 6 cm2]
3 cm
[8. Any translation image and its original
shape are congruent.]
8 cm

3 cm

8 cm
The areas of the original shape and the image are the same,
12 cm2. [A = b × h ÷ 2 = 8 × 3 ÷ 2 = 12 cm2]

Supporting Students
Struggling students
• If students are struggling with visualizing a translation in question 1 or any other question, you might ask them
to cut out the original shape and physically slide it to see the translation. If they do this for a few translations it
will help them visualize others without having to cut out the shapes.
• Some students may have trouble understanding the instructions in question 5. You might show them
an example by cutting out the shape shown in the question and tracing it to make the tiling.

Enrichment
• For question 5, you might challenge students to use the same approach for both pairs of opposite sides in
the original rectangle. This would result in more complex tilings. In the example, the left and right side are
modified. But the top and bottom can be modified in a similar way. The shape will still tile.
• As a further extension to question 5, you could challenge students to think of some other starting shapes
(instead of a rectangle) that could be used as a base for tilings. They could then use one or some of these starting
shapes to make some tilings as they did in question 5.

Teacher's Guide 152 Reprint 2019

 4.2.2 Reflections

Curriculum Outcomes Outcome relevance

7-E5 Transformations: properties of translations, reflections, By exploring transformations without
and rotations the benefit of a grid, students will gain
• use formal language: reflections for flips a deeper understanding of the properties
• emphasize what changes and what stays the same as a result of of the reflections, specifically reflections
a transformation involving curves, reflection lines passing
• investigate congruency and orientation in transformations through the original shape, and diagonal
• use tessellations as a context for transformations reflection lines.

Pacing Materials Prerequisites

1h • Rulers • familiarity with basic 2D shapes
• Protractors • drawing and constructing 2-D shapes
• Compasses • constructing a perpendicular

Main Points to be Raised

• A reflection is a flip. It is described by indicating • A reflection line can be located outside a shape,
the reflection line, or mirror line. along an edge of a shape, or inside a shape.
• The line segment that joins any point to its image • When you reflect a shape, the only points that do
after reflection is bisected by and at right angles to not move are those on the reflection line.
the reflection line. To draw a reflection image, you • To locate a reflection line, you can connect
can draw a perpendicular line segment from a point to corresponding vertices on the original and image
the mirror line and extend it an equal distance from shapes. The perpendicular bisector of that segment is
the mirror line to locate the image point. the reflection line. The same reflection line must
• To reflect a shape, you can reflect its vertices (if it is work no matter which pair of corresponding vertices
a polygon) and then join the images. is used.
• A reflection image is congruent to its original shape
but it has the opposite orientation.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• Is it possible to slide the black brick into the grey hole? Why not? (No, it is not possible because the brick is
angled the other way.)
• Is it the same first to flip and then to slide the striped brick as it is first to slide and then to flip? (Yes, the
result is the same either way.)
• If students say that the striped brick can be reflected in the line halfway between it and the grey brick, they
are correct. However, with real bricks such a flip might not really work because of the space between the
brick and the reflection line. You would have to lift the brick, flip it, and place it on the other side of the
reflection line, the same distance away from the line. In this lesson, it is assumed that shapes are flat (with no
depth).

The Exposition — Presenting the Main Ideas

• On the board, draw two diagrams, one that shows a reflection and one that does not (because the image is
shifted).
For example:

• Ask students which pair looks like a reflection and which does not.

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 • Use the diagrams to show that if you connect corresponding points in the original and image shapes of
a reflection, the connecting line is perpendicular to the reflection line and its midpoint is on the reflection line.
Show that this is not the case when the situation is not a reflection.
• Show students that to reflect on paper, you can fold along the reflection line. The original shape points
match up with their image points.
• Ask students to look at the diagram of the hexagon tiling on page 123.
• Have the students describe the reflection they see if the reflection line is the one marked.
• Ask a student to read the vertices for the original shape starting at A and going clockwise. Then do the same
for the image.
• Students should notice that the letters are read in the opposite direction, and so the image has the opposite
orientation.
• On the board, sketch the example on page 124 to show how to find the image of each point.
• Ask students if the orientation of the image is the same or opposite this time. Point out that it is always
opposite for reflections.
• Ask students why point B did not move when it was reflected.
• Have students read through the exposition on pages 123 and 124 to make sure they are comfortable with
the concepts discussed.

Revisiting the Try This

B. This question allows students to apply the properties of reflections. If the issue about the impracticality of
physically flipping a brick in a reflection line that is not along its edge did not come up for discussion in part
A, talk about it with students now.

Using the Examples

• Ask the students to close their books. Copy the diagrams from examples 1, 2, and 3 on the board.
• Discuss example 1 first. Ask students to say which triangles could be reflections of A. Start with triangle B.
Ask students to raise their hands if they think it is a reflection. Then ask a student who has not raised his or her
hand to explain why it is not a reflection. Ask if other students have another way of explaining this (or if they
have more to say).
• Repeat this procedure with triangles C and D. For C, choose a student who has raised his or her hand to explain
how he or she knows it is a reflection.
• Now have pairs of students read through examples 1 and 2. Inform them that you will choose a pair to come
to the board to do each reflection.
• After they have had enough time to read the examples carefully, ask a student pair to do the reflection of
the shape in example 1. Then have a pair do the reflection from example 2.

Practising and Applying

Teaching points and tips
Q 1, 2, and 3: If you have a semi-transparent piece of Q 5: Make sure students reflect both parts of the
glass or plastic, you can use it for a mirror that allows shape, i.e., the part below the reflection line and the
reflection in both directions. Hold the glass/plastic part above the line.
with its edge along the reflection line. This tool can Q 7: When a shape reflects onto itself, the shape has
help students visualize reflections. This tool is reflective symmetry.
commercially available and is called a Mira.
Q 8: Remind students to use construction techniques
Q 2: Make sure students understand that their for the angle bisectors.
reflection lines can go in any two directions they
Q 10: Remind students to use construction techniques
wish.
for the 90º and 60º angles.
Q 4: Remind students to use construction techniques
Q 11: This question is designed to help students
for the 90º angle. They should be aware of the word
consider a variety of possibilities when they see
construct in this question.
a transformation.

Teacher's Guide 154 Reprint 2019

Common errors
• Many students will think of some, but not all, the reflection lines in questions 6 and 7. When you talk about
their results, be sure to focus on the students’ success in finding reflection lines rather on any omissions.
• For transformations, it is more likely that students will fail to recognize a possibility than make an error in their
work. Encourage them to move their hands and fingers to model the translations or to hold and flip physical
objects to model the reflections. This will help them visualize. Encourage them to use such visualization aids at
first.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can perform a reflection whether the shape crosses the reflection line or not
Question 3 to see if students can identify a reflection image
Question 10 to see if students can describe and perform a reflection
Question 11 to see if students understand the properties of reflections and translations

Answers
A. Sample responses: B. i) Sample response:
i) Flip it along the top edge. For part i), the reflection line is the top edge of the black brick
ii) Slide it down until its edge touches the For part ii), the reflection line is the line between the two white
top of the grey hole, then flip it. Or, flip it parallelograms that are between the hole and striped brick.
across a horizontal line halfway between ii) It is not possible; both parallelograms face the same way,
the brick and the hole. i.e., they have the same orientation. A reflection always has an
opposite orientation.

1. 4. a) and b)

4 cm
2. Sample response:
Q 90°
6 cm P

R'
c)  RQP =  R'Q'P' = 34°
d) Acute isosceles

5.
3. B is a reflection; [it is congruent and the
orientation is opposite.]
C is not a reflection; [the orientation is the same
and it should be opposite. ] 6. 3; Sample response:
D is not a reflection; [even though it is congruent
and the orientation is opposite, I could not draw
one reflection line though the midpoints of the line
segments connecting corresponding vertices.]

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Answers [Continued]
7. The circle and the triangle, but not the 8. a) and b) c)
parallelogram.

The angle bisector is

the reflection line.
Any line that connects two points on the circumference
of a circle through the centre is a reflection line. 9. Sample responses:
a) TOT b) BOB c) BED or ICE

10. a) and b)
The reflection line bisects PQ and is perpendicular to it.

R
P
90°

6 cm

60°

Q R'

c) The areas of the original and image triangles are the same, 31.2 cm2.
[A = b × h ÷ 2 = 6 × 10.4 ÷ 2 = 31.2 cm2]

11. P' could be a reflection or a translation of P. [If the points in P and its image were labelled,
it would be clear which transformation it is.

Translation: A B A' B' Reflection: A B B' A'

P P' P P'
C D C' D' C D D' C'

Supporting Students
Struggling students
• If students are struggling with reflections that are neither horizontal nor vertical, for example, in questions 4, 6,
7, 8, and 10, you might encourage them to turn the page so that the reflection line looks horizontal or vertical.
Doing this will help them visualize these reflections and will likely become unnecessary soon enough.
• Some students may have trouble visualizing reflections in any of the questions. You might encourage them
to fold their page along the reflection line to see how the original shape points match up with the image points.

Teacher's Guide 156 Reprint 2019

Enrichment
• For question 9, you might challenge students to extend by considering numbers that are palindromes.
You might ask them to write properties of numbers that are palindromes (e.g., every digit must be 0, 1, or 8).
Or, you might ask them if there are more palindromes that are even numbers or more that are odd, and ask them
to explain their reasoning. (The answer to this is tricky because there are an infinite number of even-number
palindromes and an infinite number of odd-number palindromes, but there are twice as many even-numbered
palindromes as odd-numbered within a given range.)
• You might ask students which shapes can be tiled by doing reflections only, and which shapes cannot be tiled
in this way (e.g. a rectangle can be tiled this way and a parallelogram cannot).

GAME: Reflection Archery

• This optional game helps students to better visualize reflections.

• They may choose to use informal tools (for example, their hands) to mark equal lengths. Using informal tools
will help them to better use the formal tools (rulers, compasses, and so on) because they are developing their
understanding about how each tool works and what it is used for.
• Encourage students to watch how their classmates find their reflection images. Ask them what they are
thinking about. It is good for them to explain their reasoning in this way, and it is especially good for them
to see how valuable their invented strategies can be. This will increase their confidence in their ability to do
mathematics.

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 4.2.3 Rotations

Curriculum Outcomes Outcome relevance

7-E5 Transformations: properties of translations, reflections, and By exploring transformations
rotations without the benefit of a grid,
• use formal language: rotations for turns students will gain a deeper
• emphasize what changes and what stays the same as a result of a understanding of the
transformation properties of rotations other
• investigate congruency and orientation in transformations than quarter turns.
• use tessellations as a context for transformations

Pacing Materials Prerequisites

1.5 h • Rulers • familiarity with basic 2-D shapes
• Protractors • drawing and constructing 2-D shapes
• Compasses • using a protractor
• Tracing paper or transparencies
(optional)

Main Points to be Raised

• A rotation can be any angle. • You can also rotate using tracing paper. You rotate
• A rotation is described by its turn centre, the angle the tracing to form the appropriate angle with the
of rotation, and a direction, either clockwise (cw) or original side of the shape and mark the appropriate
counterclockwise (ccw). image point.
• To rotate a point, draw a line segment from the • The image of a rotated shape has the same
point to the centre of rotation, measure an angle of the orientation as and is congruent to the original shape.
stipulated size at the centre of rotation where one arm • The only point that does not move as a result of
is the segment you drew, and use a compass to mark a a rotation is the centre of rotation.
point on the new arm the same distance as the original • There is always more than one rotation that would
point from the centre of rotation. This is the image of result in the same image. You can add either 360° or
the point. a multiple of 360° and rotate in the same direction, or
• To rotate a polygon, you can rotate each of its you can subtract from 360° and rotate in the opposite
vertices and then connect the images of the vertices. direction.

Try This — Introducing the Lesson

A. Place a table along a wall. Inform the students that you would like to move the table to the left (or to the
right) but that it needs to stay against the wall. Ask how one person could move the table if it were very
heavy. Demonstrate how to move the table by pivoting it on one of its legs.
Then ask students to work alone or with a partner on the Try This. While you observe students at work, you
might ask questions such as the following:
• Is there more than one path that works for moving the cupboard in this way? (There are many ways, but
because the cupboard is heavy we would want the shortest path.)
• How do you know you have found the shortest path? (The cupboard is always touching the wall, so I did not
add any extra distance to the path.)

The Exposition — Presenting the Main Ideas

• Draw a triangle on the board and demonstrate how you would use a compass and protractor to rotate it 57º
clockwise around one of the vertices.
• Have students turn to page 129 to see how a similar procedure moved point R to R'.
• Use your rotation to show how you could measure the angle of rotation, with and without tracing paper.
• Ask a student to explain why one of the vertices did not move in the rotation.

Teacher's Guide 158 Reprint 2019

 • Ask students if the image is congruent to the original shape, and to explain how they know. Be sure that you
use the formal terminology (e.g. image, original shape), but do not demand that students use it. You may
point out the words that are considered to be more formal.
• Ask students if the image has the same orientation as the original shape, and to explain how they know.
• Have students read the bottom of page 129 and observe how they could have used tracing paper to do the
same rotation. If tracing paper is available, you may wish to have students try this.
• On the board, write the properties of rotations: the image is congruent and has the same orientation.
• Ask students if you could have used a different angle to get the same result. Show how 417º clockwise and
303º counterclockwise would give the same result.
• Inform students that some people use the word anticlockwise instead of counterclockwise. Both are correct,
but counterclockwise is more common internationally (counter means against).
• When you write the degree of a rotation on the board, use the short forms cw and ccw, explaining what they
stand for.

Revisiting the Try This

B. This question allows students to make a formal connection between what was done in part A and the main
ideas presented in the exposition. In this case, they apply the terminology of rotations to their visualization
from part A. For part ii), there may be some argument about whether or not the counterclockwise turn is
permissible because you cannot turn the cupboard through the wall. Make sure students understand that the
rotation would give the same result even though it is not physically possible in this situation.

Using the Examples

• Have pairs of students read through examples 1 and 2. Inform them that you will choose a pair to come to
the board to demonstrate each reflection. While they are reading, you could draw the triangle from example 1
and the parallelogram from example 2 on the board.
• After they have had enough time to read the examples carefully, ask a student pair to demonstrate the rotation
of the shape in example 1. While one student does the rotation, have the other student explain what he or she
is doing. Repeat this process for example 2.

Practising and Applying

Teaching points and tips
Q 1: Some students may choose to use tracing paper Q 6: Students should find the turn centre by
or transparencies, if they are available. inspection. (See the tip for Q 5.)
Q 3 c): This is an important generalization. Q 8: You might point out that the bases and heights
Q 5: Students should find the turn centre by of the triangles did not change as a result of the
inspection. One method to locate the turn centre is rotations.
described below, but it requires the construction of a Q 9: When a shape rotates onto itself, it has turn
perpendicular bisector, which is learned next year. symmetry.
However, students may choose to draw a Q 10: You might start the next day’s class by
perpendicular bisector by measuring. Here is how: drawing a triangle with different angles than this
1) Construct the perpendicular bisector of the triangle and asking students to describe rotations that
segment that joins an image point to its original. would have an image side coincide with a side of the
2) Repeat the above step for more than one set of original shape. Each time a student answers, you
corresponding points. might ask him or her to explain how he or she
3) These perpendicular bisectors will intersect at the determined the result.
turn centre.
Common errors
• Students will sometimes not be careful about whether their turn is clockwise or counterclockwise. Alert them
to pay attention to this.
• Students will sometimes use the vertex being moved, rather than the turn centre, as the point at which the angle
of rotation is drawn. Again, remind them that this angle is always at the turn centre.

Reprint 2019 159 UNIT 4 Geometry and Measurement

Suggested assessment questions from Practising and Applying
Question 1 to see if students can perform a rotation
Question 4 to see if students can apply rotations to a real-world situation
Question 5 to see if students can describe a rotation

Answers
A. Sample response:
i) C' A B D'' C' A

C D B'' A'
D' B'
D' B'

B''' D'' C' B''' D''

A'''

B' A' C''' D'''

A'' C''
A'' C''

ii) A, C', D'', and B'''

iii) The path of A is shown above using curved arrows. On the first turn, A does not move.

B. i) 90º cw around turn centre A. ii) Sample response: 270º ccw around turn centre A.

1. a) b) 6. B is a rotation [of 90° cw (or 270°

ccw) around the turn centre shown.]
D is a rotation [of 180° cw (or ccw)
around the turn centre shown.]
C cannot be a rotation [because it is
not congruent to A.]
2. a) 315° cw b) 180° ccw

3. a) 290° cw 7. a) and b)
R'
b) 245° cw 30º ccw around Q
c) Subtract the angle from 360°
Q
4. a) 90° cw b) 180° cw
30º
5. a) 135° (which is equal to  BAC) ccw around turn 8 cm
B
centre A

R
7.7 cm
B' C
A

4.1 cm
C'
75º
b) 225º cw around turn centre A
P
c) The areas of the triangles are the same, 15.8 cm2.
[A = b × h ÷ 2 = 4.1 × 7.7 ÷ 2 = 15.8 cm2

Teacher's Guide 160 Reprint 2019

 8. a), b), and c) Sample response: 9. a) 180° or 270° cw, and 90°, 180°, or 270° ccw
7.5 square units; [A = b × h ÷ 2 = 5 × 3 ÷ 2 = 7.5 around the centre of the square
square units] b) Sample response: circle, regular hexagon
The triangle is rotated 180º cw around the turn centre
shown. 10. If the image is XY'Z', the rotation could have
7.5 square units; [A = b × h ÷ 2 = 5 × 3 ÷ 2 = 7.5 been:
square units] • turn centre X and angle 70° ccw, or
• turn centre X and angle 290° cw.
If the image is XY''Z'', the rotation could have been
• turn centre X and angle 70° cw, or
• turn centre X and angle 290° ccw.
Z'
Y

Y' 60º

d) 7.5 square units; [A = b × h ÷ 2 = 5 × 3 ÷ 2 = 7.5

square units]
The triangle is rotated 90º cw around the turn centre
shown. 70º 50º
X Z
7.5 square units; [A = b × h ÷ 2 = 5 × 3 ÷ 2 = 7.5 Y''
square units]

Z''

e) The area of the image is the same as the area of

the original triangle [because rotation images are
congruent.]

Supporting Students
Struggling students
• Of all the transformations, rotations seem to be the most difficult for students to visualize. It is important
to spend lots of time on simple shapes so that students fully understand the process. If they continue to struggle
with visualizing a rotation, they might trace and cut out the original shape and physically turn it.
• Some students might benefit from the use of tracing paper or transparencies for questions 6 and 9.

Enrichment
• You might ask students to make a tiling using rotations.
For example, if they take any quadrilateral, rotate it 180º around the midpoint of a side, and repeat the rotation in
all directions, they will develop a tiling.
• They could also explore different starting shapes.
For example, they could try different quadrilaterals (it will work for all quadrilaterals).
• You might extend the Try This and ask students to explore challenges for furniture rotation.
For example, if the cupboard is supposed to move a little farther than it had to be moved in the given situation,
it would not be possible for the cupboard to keep touching the wall. Students might invent different situations
(with different furniture shapes and different lengths of required moves) and find ways of making the move with
only pivots on corners.

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Chapter 3 2-D and 3-D Measurement
4.3.1 Volume of a Rectangular Prism

Curriculum Outcomes Outcome relevance

7-D2 Volume: rectangular prisms Rectangular prisms are common in our
• relate volume to dimensions everyday lives. It is important that students
• understand that each of the three dimensions of a prism be able to calculate their volumes to solve
affects the volume real-world problems.

Pacing Materials Prerequisites

1h • Linking cubes • multiplying and factoring
• formula for the area of a rectangle
• familiarity with square units for area measurement

Main Points to be Raised

• The volume of an object describes how much space • You can find the volume of a rectangular prism by
it takes up. multiplying the length, width, and height.
• You can find the volume of a rectangular prism by • You can use cubes to demonstrate these volume
multiplying the area of the base by the height. calculations.
• It is arbitrary which face you consider to be the base
when you calculate the volume in this way.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. Make sure they realize that the diagram shown does not
fully describe the situation in the problem; there would need to be more cubes in all three dimensions. While
you observe students at work, you might ask questions such as the following:
• Why does 7 × 10 tell you the number of cubes on the bottom of the box? (There are 7 rows of cubes, with
10 cubes in each row.)
• How did you find the total number of cubes that would fit in the box? (70 × 4 because there are 70 cubes in
each layer and there are 4 layers.)

The Exposition — Presenting the Main Ideas

• Ask students to tell about when they have measured things outside of school. Use their replies to
demonstrate that people usually measure a thing so they can compare it to something else.
• Write on the board, “Volume describes how much space an object takes up”.
• Remind students that volume is measured in cubic units because it has three dimensions. Ask them to recall
a cubic centimetre and cubic metre. Point out that these are examples of cubic units that are commonly used.
• Use cubes to make a rectangle with dimensions 5 units by 4 units. Ask students how many cubes are in
the rectangle, and how they know (i.e., Did they count all of them or did they multiply 4 × 5?).
• Ask two students to make two more rectangles like the rectangle described above. Have students watch as
you place these other rectangles on top of the original rectangle. Ask students how many cubes there are in
this shape, and how they know.
• On the board, write the formula for volume: V = Area of base × height. Indicate that this formula is for
a rectangular prism.
• Ask a student to use your example with the stacked cubes to explain why the formula works.
• Point out to students that a cube is an example of a rectangular prism, so the formula also works for a cube.
• Note that the volumes you calculated were based on using a single cube as a unit. If that single cube were
1 cm3, then the volume could be reported in cubic centimetres. Make sure they understand that the area of
the base is l × w, so the “area of base” part of the original formula can be replaced by l × w.

Teacher's Guide 162 Reprint 2019

 • Direct students to page 133 of the student text to see representations of cubic centimetres and cubic metres,
as well as the process you just modelled for calculating volume in terms of layers.
• Have students turn to page 134. Ask how the two prisms shown are the same and how they are different.
• Have students calculate the volume of each prism. When they report their answers to the class, ask them
to explain why the results are the same. Ask which face they used for the base of each rectangular prism.
Make sure they understand that it is arbitrary (unimportant) which face is used as the base of a rectangular
prism for calculating the volume.
• Write another formula for volume on the board underneath the first formula: V = l × w × h.
• Ask a student to use your example with the stacked cubes to explain why the formula works.

Revisiting the Try This

B. Students should apply one of the volume formulas they have learned.

Using the Examples

• Have students work in pairs. One student should become the expert on example 1 and the other should become
the expert on example 2. The pairs of students should teach each other about their examples.
• Follow up by asking how else they could have calculated the volume for example 1. Also ask why a factor pair
was determined for example 2 and what other prisms might have had the same volume.

Practising and Applying

Teaching points and tips
Q 1: Remind students that they can choose which Q 6: Encourage students to use diagrams in their
face they want to think of as the base (many will explanations.
choose to use one of the shaded faces). Thus their Q 8: Remind students to estimate without calculating.
work will look different but they should get the same
Q 9: Remind students to estimate without calculating,
answer.
and to explain their thinking.
Q 2: You may need to show students how to sketch
Q 11: You might encourage students to use diagrams
a rectangular prism.
in their answers.
Q 5: This is an important alternative formula. If you
teach the lesson in the way described above, students
will already have discussed this question, so you
could omit this question. If they are working through
the book without classroom interaction, this will be
the first time they see this formula. Question 3 is
designed to guide students to discover this formula.

Common errors
• Some students may have difficulty explaining their estimation methods as required in questions 8 and 9.
Encourage them by saying that most explanations do not need specialized vocabulary. They can explain in
the way they would tell a friend what they have done.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can calculate the volume of a prism
Question 3 to see if students can calculate volume and find missing dimensions
Question 10 to see if students understand how to use the volume formula in a variety of ways

Reprint 2019 163 UNIT 4 Geometry and Measurement

Answers
Note: Answers in the teacher guide do not follow the rules for significant digits because students have not yet
learned these. For this reason, it is likely that their answers will be slightly different from the answers in the
teacher guide. If the method is correct and the answer is close, it should be considered correct.
A. i) 70 ii) 4 layers iii) 280 B. The area of the base is 7 × 10 = 70 cm2.
Volume = Area of base × height = 70 × 4 = 280 cm3

1. a) 24 m3 ; [Sample response: 4. [Cont'd]

Base area: A = 2 × 4 = 8 m2 Height = 4 cm
V = base area× height = 8 × 3 = 24 m3] Base area = 2 × 3 = 6 cm2
b) 1260 cm3; [Sample response: V = base area × height
Base area: A = 10 × 14 = 140 cm2 = 6 × 4 = 24 cm3 3 cm
V = base area × height = 140 × 9 = 1260 cm3]
c) 1200 mm3; [Sample response:
Base area: A = 6 × 10 = 60 mm2 4 cm
2 cm
V = base area × height = 60 × 20 = 1200 mm3]
5. Yes; [The area of the base is the length of the base
2. a) 125 mm3; [Base area: A = 5 × 5 = 25 mm2 times the width of the base so all you do is replace
V = base area × height = 25 × 5 = 125 mm3] base area in the formula with l × w:
b) 9 m3; [Base area: A = 3 × 1 = 3 m2 V = base area × height = l × w × h]
V = base area × height = 3 × 3 = 9 m3]
c) 9 m3; [Base area: A = 3 × 3 = 9 m2 6. Sample responses:
V = base area × height = 9 × 1 = 9 m3] a) 3 cm × 2 cm × 10 cm
d) 48 cm3; [Base area: A = 4 × 2 = 8 cm2 [b) There are many sets of three whole number factors
V = base area × height = 8 × 6 = 48 cm3] that multiply to 60; 3 cm × 4 cm × 5 cm,
2 cm × 6 cm × 5 cm, 15 cm × 1 cm × 4 cm.]
3.
Length Width Height Volume 7. Sample responses:
(cm) (cm) (cm) (cm3) a) First way: 4 boxes wide (8 cm each) × 5 boxes deep
a) 5 3 2 30 (12 cm each) × 6 boxes high (25 cm each)
Second way: 4 boxes wide (8 cm each) × 6 boxes deep
b) 10 6 4 240
(12 cm each) × 5 boxes high (25 cm each)
c) 4 4 4 64 Third way: 5 boxes wide (8 cm each) × 8 boxes deep
d) 5 8 6 240 (12 cm each) × 3 boxes high (25 cm each)
b) First way: 32 cm × 60 cm × 150 cm, V = 288,000 cm3
e) 4 5 3 60
Second way: 32 cm × 72 cm × 125 cm, V = 288,000 cm3
Third way C: 40 cm × 96 cm × 75 cm, V = 288,000 cm3
[4. Sample response:
Height = 2 cm 8. a) Sample response:
Base area = 3 × 4 = 12 cm2 Estimate: Box A: about 100,000 cm3; [50 × 20 × 100 =
V = base area × height 100,000 cm3]
= 12 × 2 = 24 cm3 2 cm Estimate: Box B: about 125,000 cm3; [50 × 50 × 50 =
125,000 cm3]
4 cm Box B probably has the greater volume.
3 cm
b) Box A: 87,768 cm3; [53 × 18 × 92 = 87,768 cm3]
Height = 3 cm Box B: 132,651 cm3; [51 × 51 × 51 = 132,651 cm3]
Base area = 2 × 4 = 8 cm2 Box B has the greater volume.
V = base area × height [9. Sample response:
= 8 × 3 = 24 cm3 4 cm
Even if you round each dimension down to estimate
the volume, the volume is still more than 23,000 cm3.
The base is about 30 cm × 20 cm = 600 cm2.
Estimate: V = base area × height = 600 × 40 =
2 cm 3 cm
24,000 cm3]

Teacher's Guide 164 Reprint 2019

 10. Yes; [because you can multiply the two dimensions [11. Sample response:
to get the area of a base and then divide Volume is the area of the base × height, so there are
the volume by this area to find the height.] two things that affect volume, the area of the base and
the height. The area of the base of the tall prism could
be much less than the area of the base of the shorter
prism and the height of the shorter prism might be just
a bit shorter.]

Supporting Students
Struggling students
• If students are struggling with visualizing prism dimensions, you might encourage them to manipulate linking
cubes or other small cubes to help them with their visualization.
• For question 3 parts c), d), and e), students could use small cubes to help them understand their calculations.
For example, in part c), they could make 4 × 4 rectangles until they have used up 64 cubes. They will see that
they can make four of these 4-by-4 rectangles, which they can then stack on top of each other to make a
4-by-4-by-4 cube.

Enrichment
• For question 7, ask students how Chhimi could stack the boxes so that the overall shape would be the most like
a cube? (The result will depend on the criteria students use to decide what shape looks enough like a cube.)
• Here is an additional problem you could use to challenge students:
Rinzin is storing boxes of tea in a cupboard.
5 cm
• Each box is 5 cm tall with an 18 cm-by-11 cm base.
• The cupboard is 93 cm wide, 45 cm deep, and 32 cm tall. 11 cm 18 cm
a) Devi says that you can figure out how many boxes will fit
into the cupboard by dividing the volume of the cupboard by
the volume of a tea box. What is wrong with his thinking?
b) For each possible arrangement of tea boxes, calculate 32 cm
the number that will fit in the cupboard. Show your work.
i) with the 18 cm-by-5 cm face facing the front
ii) with the 11 cm-by-5 cm face facing the front
45 cm
c) Calculate using Devi's method from part a). 93 cm
How does his answer compare with what you found out in
part b)?

Sample answer:
a) Devi’s idea only works if you are storing a commodity like rice or flour, which takes the shape of the
container. Because the tea boxes have a certain set of dimensions, there may be spaces left over after you pack
them into the cupboard, so you are not using the whole volume of the cupboard.
b) i) Along the front: 93 ÷ 18 = 5 R 3, so 5 boxes will fit, with a 3 cm space on the side.
Depth: 45 ÷ 11 = 4 R 1, so 4 boxes will fit, with a 1 cm space in front.
Number of boxes = 5 × 4 = 20
ii) Along the front: 93 ÷ 11 = 8 R 5, so 8 boxes will fit, with a 5 cm space on the side.
Depth: 45 ÷ 18 = 2 R 5, 2 boxes will fit, with a 5 cm space in front.
Number of boxes = 5 × 2 = 10
c) Volume of a tea box = 20 × 10 × 5 = 1000 cm2
Estimated volume of the cupboard = 50 × 30 × 90 = 135,000 cm3
135,000 ÷ 1000 = 135 boxes
The most that will actually fit is 20 boxes, which is a lot fewer than 135.

Reprint 2019 165 UNIT 4 Geometry and Measurement

 4.3.2 Measurement Units

Curriculum Outcomes Outcome relevance

7-D3 SI Units: identify, use, and convert Measurement is an important
• identify, use, and convert SI units to measure, estimate, and solve skill for everyday life and for
problems further work in mathematics.
• understand the approximate nature of measurement Students need to know how to
• examine milli, centi, deci, deca, hecto, and kilo as prefixes for measures convert between units in many
of length, mass, and capacity everyday situations.
• apply principles of conversion using common units (relate the size of a
number to the size of the unit)
• establish the link between volume, capacity, and mass

Pacing Materials Prerequisites

1h • Grid paper or • familiarity with units of measure including metres, litres, and grams
Small Grid Paper • familiarity with simple conversions using prefixes.
(BLM)
• multiplying and dividing by powers of ten

Main Points to be Raised

• We use different measurement units so that the • For square units, two linear dimensions are
numbers that describe the units are reasonable in size. involved, so if the prefixes indicate a conversion
• To convert units in the metric system, you multiply factor of 100, the factor will actually be 100 × 100
or divide the measurement by a power of ten. (10,000).
• To convert to a larger unit, you divide. To convert • For cubic units, three linear dimensions are
to a smaller unit, you multiply. involved, so if the prefixes indicate a conversion
factor of 10,
• The factor by which you multiply or divide is based
the factor will actually be 10 × 10 × 10 (1000).
on the two prefixes you use.
• Volume and capacity units are related: 1 cm3 = 1
mL.
• 1 mL of water has a mass of 1 g.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. Encourage them to use grid paper to help with their
reasoning. They could outline the rectangle that contains the 200 squares (10 tiles by 20 tiles). While you
observe students at work, you might ask questions such as the following:
• How much area does a 10 cm × 10 cm tile take up? (100 cm2)
• How much area does a 20 cm × 20 cm tile take up? (400 cm2)
• How do you know when you have explained part iv) sufficiently? (When my partner understands what I am
saying, I have given a good explanation.)
• If students try to use unit conversions incorrectly (e.g., 2 m2 = 2 × 100 cm2 = 200 cm2), ask them to do their
unit conversions on the lengths, not on the area.

The Exposition — Presenting the Main Ideas

• Give a local example of directions like those given at the beginning of the exposition on page 137. This will
show students why it is important to have different units for the same attribute.
• On the board, copy the first chart on page 137, starting with only the headings (Prefix, Symbol, …).
1
Fill in the base unit on the chart, show an example, and then write two rows above it under Meaning ( of
100
the base unit). Ask students if they know the other parts of the row. Continue this with the other rows until
you have exhausted what students recall. Then fill in the rest of the chart, explaining what you are writing.
• Write the meanings of the special units, hectare and tonne, and tell students some examplesof how they are
used.
Teacher's Guide 166 Reprint 2019
 • Use drawings like those on page 138 of the student text to explain why area and volume conversions have
different factors than their linear equivalents.
• On the board, write the relationship between capacity and volume and the relationship for the mass of water.
Explain that these relationships are what give the base units their meaning. These units are not like the body-
based units that are common in most cultures (e.g., the tho in Bhutan and the span in the United Kingdom).
• Ask students to open their texts and look at the step chart on page 138. Invite them to use this chart
whenever they need to. Explain why the chart makes sense. If you are using a smaller unit, then it takes more
of them
to make a given amount, so you multiply. If you are using a larger unit, then it takes fewer of them to make
a given amount, so you divide. Demonstrate how to use the step chart by doing the example under it (or a
similar example) on the board.
Revisiting the Try This
B. Students apply their understanding of unit conversions for area to the problem they solved in part A.

Using the Examples

• Work through example 1 with the students to make sure they understand it. Sketch the unit conversion steps
and use them to work on the example.
• Assign students to pairs and have them look at example 2. Ask them to decide what would be different in the
calculations if the container were 1 m wide instead of 1.5 m wide. The purpose of this task is to get them to read
the example with understanding and to report back in a way that helps you know whether they understand.
• After they have had time to consider the example in their pairs, ask students to explain what would be
different.
Practising and Applying
Teaching points and tips
Q 1 and 2: You might encourage students to sketch Q 5: Remind students to be careful about units. One
unit conversion step charts to do help them think dimension is in mm and the others are in cm.
about these questions. Q 6: Students need to use some algebra skills to find
Q 3 and 4: Because the answers to these questions the missing linear dimension in the formula.
will vary according to students’ experiences, it would Q 7: Some students may struggle with this question
be worthwhile to have students share their answers because they will not be able to plan their entire work
with their classmates. After students have finished before starting. You might ask struggling students
their work, and while they are doing other work, you first to make any rectangular container that holds 6 kg
might write each question on a separate piece of and then to modify the dimensions until it fits all the
paper and have students pass them around. Ask the criteria.
students
to write their answers on this paper. When they have
all finished, you could post the papers on the wall.
Common errors
• Students often do the opposite conversion in questions like questions 1 and 2.
For example, they might multiply by 10 when they should divide by 10.
You might encourage them to think about the reasonableness of their answers.
For example, in question 1 a), 0.3 cm is less than one centimetre. Centi means 100, so this will involve
multiplying by 100 or dividing by 100. If you multiply by 100, the result is 300 cm, which is more than a metre.
The length does not change, so it cannot be both less than a metre and more than a metre.
• Many students will forget to convert 5 mm to 0.5 cm in question 5. Remind them to think about
reasonableness. How could the height be 5 cm if the length is also 5 cm? Look at how different they are.
Suggested assessment questions from Practising and Applying
Question 1 to see if students can convert metric units
Question 5 to see if students understand the link between cubic units and capacity
Question 8 to see if students can use SI units to solve problems
Reprint 2019 167 UNIT 4 Geometry and Measurement
Answers
A. i) 20,000 cm2 ii) 20,000 cm2 iii) 40,000 cm2 B. 20,000 cm2 = 2 m2 (10,000 cm2 in 1 m2);
iv) Doubling the dimensions of a tile multiplies the 1 m × 2 m = 2 m2 and 100 cm × 200 cm = 20,000 cm2.
area by four, not by two, because it doubles both
dimensions. That means he needs only fifty 20 cm
tiles.

1. a) 0.003 m b) 520 L 6. 7 mm; [1 kg = 1000 g and 1000g of water = 1000 cm3

c) 3000 mg d) 42,000 dm V = 36 × 40 × h = 1000 cm3
e) 40.7 mm2 f) 0.0054 m3 36 × 40 × h = 1000 cm3;
g) 1 L; [1000 cm = 1000 mL = 1 L]
3
1440 × h = 1000 cm3
h) 40 ha; [40 hm2 = 40 ha] h = 1000 ÷ 1440 = 0.7 cm = 7 mm]
i) 1.5 kg
j) 1 m3; [1000 kg = 1,000,000 g which is 1,000,000 7. Sample response: 20 × 15 × 20 cm
cm3 = 1 m3] [6 kg = 6000 g and 6000 g of water = 6000 mL =
6000 cm3
2. a) Divide by 10,000 b) Multiply by 10,000 20 × 15 × 20 cm = 6000 cm3]
c) Multiply by 10 d) Multiply by 1,000,000
e) Divide by 100 f) Multiply by 10,000 8. More; [Area of field: 1 ha = 1 hm2 =
1 hm × 1 hm = 100 m × 100 m
3. Sample responses: Depth: 1 cm = 0.01 m
a) mL Volume of water: V = 0.01 m × 100 m × 100 m =
b) ha 100 m3
c) kg The mass of 1 m3 of water is 1 t, so 100 m3 has a mass
of 100 t.]
4. a) 1.4 g; Sample response: A pencil
b) 5.4 km; Sample response: A distance along a road 9. a) 900 mm; [6 th = 6 × 15 cm = 90 cm = 900 mm]
c) 5400 cm3; Sample response: A small sack of rice b) 9 m; [60 th = 60 × 15 cm = 900 cm = 9 m]
d) 5 mm2; Sample response: The area of the top of c) 225 cm2; [1 th2 = 1 th × 1 th = 15 cm × 15 cm =
a push pin 225 cm2]
e) 2 L; Sample response: The capacity of a jug d) 400 th2; [Because 1 th = 15 cm, 20 th = 3 m;
f) 35 g; Sample response: The mass of a roll of tape 9 m2 = 3 m × 3 m = 20 th × 20 th = 400 th2]

5. a) 7.5 mL; [V = 0.5 cm × 3 cm × 5 cm = 7.5 cm3 and 10. a) The number of units used for the measurement
7.5 cm3 = 7.5 mL] becomes smaller [because you need fewer of them.]
b) 2.5 g; [7.5 mL of water = 7.5 g and 10 – 7.5 = 2.5 g] b) The number of units used for the measurement
becomes greater [because you need more of them.]

Supporting Students
Struggling students
• If students are struggling to connect the measurements with everyday items in questions 3 and 4, you might
suggest that they model the lengths, areas, and volumes with classroom objects and convert capacity and mass
to their volume equivalents for water. Then they can think about objects that are similar in size.
• Some students might benefit from using the step chart for questions 1 to 4. Allow them to use it, but remind
them that they will want to work toward doing conversions without the chart. They will not have the chart with
them when they are not in school.

Enrichment
• Relating to question 9, you might ask students to measure in centimetres other traditional Bhutanese measures
based on body parts, then to measure various things with the traditional measure, and finally to convert those
measurements to centimetres.
• Also relating to question 9, you might give students other conversion factors for comparing measurements in
feet and inches to metric measures, and for comparing pounds to kilograms (1 inch is about 2.54 cm, 1 foot is
about 30.48 cm, 1 yard is about 91.44 cm, and 1 kg is about 2.205 pounds).

Teacher's Guide 168 Reprint 2019

 4.3.3 Area of a Composite Shape

Curriculum Outcomes Outcome relevance

7-D4 Area: composite shapes Students have found the areas of irregular shapes on
• estimate and calculate the area of shapes on grids dot paper and grid paper by counting. The ability
• understand that composite shapes can be broken to calculate the areas of composite shapes will help
down into familiar shapes for which there are area them not only with irregular shapes, but also in
formulas available understanding the formula for the area of a trapezoid.

Pacing Materials Prerequisites

1h • Square Dot Grid • applying area formulas for rectangles and triangles.
Paper (BLM)
• Rulers

Main Points to be Raised

• You can think of a composite shape as a • Sometimes you can find the area of a composite
combination of simpler shapes. shape by embedding it in a larger, simpler shape and
• You can find the area of a composite shape by subtracting the excess area.
adding up the areas of the simpler shapes that make
up the larger shape.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• Are you using any short cuts to speed up your counting? (Yes, I skip-counted by counting pairs of squares.
I also multiplied to find the number of squares in this rectangle, which is part of the larger shape.)
• How are you counting the squares that are not completely enclosed by the shape? (These two squares are
each divided in half by this diagonal line, so together they make one square inside the shape here.)
• If students count incorrectly, you might explain that this is not surprising. Miscounts are expected when
there are so many things to count. In fact, this is why it is important to develop strategies that make it possible
to avoid too much counting.

The Exposition — Presenting the Main Ideas

• Ask students how people in your dzongkhag usually describe the area of a rice paddy.
For example, if someone divides up an area amongst his or her children or sells an area, how do they talk
about the size of the rice paddy?
Ask what are the advantages of the ways they mention and of methods that give a measurement in square
units. Students may also describe practices from other dzongkhags.
• On the board, write “composite shapes”. Explain that the word composite is the root word of composition,
which means putting things together. In the same way, the word composite is used to describe something that
is made by putting together parts.
• Explain that to find the area of an irregular shape, you can think of it as a composite shape. You can divide
a shape into parts for which you know formulas — rectangles and triangles work very well when the
composite shape is a polygon.
• Draw a simple irregular shape like the one shown to the right. Show
students how you can think of it as two rectangles and a triangle. Then show
how you can also think of it as a large rectangle with a triangle cut out of it.
• Make sure students understand that there are multiple ways of dividing up or embedding any composite
shape.

Reprint 2019 169 UNIT 4 Geometry and Measurement

Revisiting the Try This
B. Observe whether students divide the shape into a rectangle and two triangles or whether they use a larger
rectangle and cut out the area of two triangles. Either way is correct.

Using the Examples

• Work through solution 1 of example 1 with the students to make sure they understand it.
• Assign students to pairs. Ask them to decide which solution, 1 or 2, they find easier for the question.
After they have had time to decide, ask pairs of students to present their arguments to the class.
• Then ask them how they could decide in advance which approach to take for any given composite shape –
adding together shapes inside the composite shape or subtracting shapes around the outside of the composite
shape. Make it clear that if they struggle with one approach they can try the other.

Practising and Applying

Teaching points and tips
Q 1 c): This part is particularly challenging because it Q 4 and 5: There are many solutions to each of these
is not easy to visualize the shape as a composition of questions. You may think that a simple solution
triangles and rectangles. It is easier to see it as a large suggests that a student lacks ingenuity, but for
rectangle with triangles cut out of three of its corners. students to be able to visualize the simplest approach
Q 2 b): If students visualize this as a rectangle with they need to understand areas and compositions very
a triangle on top of it, they will have to calculate well.
the length of the triangle’s base. It is 7 – 4, using Q 5: You may have to help students understand that
dimensions from the rectangle beneath it. They also they need to mark off a shape inside the grid that
need to see that the height of the triangle is 8 – 4. leaves 25 squares as part of the park.
The 5 cm edge is unnecessary information to answer Q 6: This is a very important way of understanding
the question. the formula for the area of a parallelogram. It relates
closely to work on trapezoids in the next lesson.

Common errors
• Many students will forget to divide by two when they calculate the areas of some triangles. This is especially
likely if they are not showing their work. Remind them that this is the reason that you expect them to show their
work.
• Some students will sometimes count lengths incorrectly on dot paper. They often count the dots instead of
counting the spaces between the dots. You might help them visualize the spaces by moving a pencil tip from one
dot to the next and counting the number of jumps for each successive dot.
• Another way that students count incorrectly on dot paper sometimes
occurs when they want to find the length of a diagonal line segment. If
they count
the spaces between the dots, the length will not be correct because
they are counting diagonals. You might show that this cannot be
correct by making
a sketch like the one at right. Ask which line is the longest and which
is the shortest. Then show that they each have four spaces between
dots when you follow along each line.

Suggested assessment questions from Practising and Applying

Question 2 to see if students can find the area of a composite shape
Question 4 to see if students can solve problems involving composite shapes
Question 6 to see if students can visualize the components of a figure

Teacher's Guide 170 Reprint 2019

Answers
A. 32 m2; B.
Sample response:
A rectangle of 40 squares – 4 whole squares –
C
1 1
of a 2-by-1 rectangle – of a 2-by-3 rectangle =
2 2 A
40 – 4 – 1 – 3 = 40 – 8 = 32
B

A: A = l × w = 7 × 4 = 28 m2
B: A = b × h ÷ 2 = 3 × 2 ÷ 2 = 3 m2
C: A = b × h ÷ 2 = 1 × 2 ÷ 2 = 1 m2
Total Area = 28 + 3 + 1 = 32 m2

1. a) 16 cm2; [Four congruent triangles (B, C, D, E): 2. a) 24 m2; [Outside rectangle: A = b × h = 5 × 9 = 45

A=b×h÷2=2×3÷2=3 Inside rectangle: A = b × h = 7 × 3 = 21
Square in middle (A): A = b × h = 2 × 2 = 4 Total Area = 45 – 21 = 24 m2]
Total area = 4 × 3 + 4 = 16 cm2] b) 34 cm2; [Rectangle (B): A = b × h = 7 × 4 = 28
Triangle (A): A = b × h ÷ 2 = 3 × 4 ÷ 2 = 6
Total Area = 28 + 6 = 34 cm2]
C
c) 27 cm2; [Large square: A = b × h = 6 × 6 = 36
Small square: A = b × h = 3 × 3 = 9
B A D Total Area = 36 – 9 = 27 cm2] A

E B

3. a) Sample response:
b) 18 cm2; [Each congruent triangle (B, C):
A=b×h÷2=2×3÷2=3
Rectangle (A): A = b × h = 2 × 6 = 12
Total area = 2 × 3 + 12 = 18 cm2]

Area: 22.5 cm2

B C [Triangle A: A = b × h ÷ 2 = 2 × 3 ÷ 2 = 3
A Triangle B: A = b × h ÷ 2 = 1 × 3 ÷ 2 = 1.5
Triangle C: A = b × h ÷ 2 = 2 × 6 ÷ 2 = 6
Rectangle D: A = b × h = 4 × 3 = 12
c) 10.5 cm2; Outside square: A = b × h = 5 × 5 = 25 Total area: A = 3 + 1.5 + 6 + 12 = 22.5 cm2]
Top left triangle (A): A = b × h ÷ 2 = 2 × 5 ÷ 2 = 5
Bottom left triangle (C): A = b × h ÷ 2 = 3 × 3 ÷ 2 = 4.5
Bottom right triangle (B): A = b × h ÷ 2 = 2 × 5 ÷ 2 = 5 A
Total area = 25 – 5 – 5 – 4.5 = 10.5 cm2]
D
C
A
B

4. Sample response:
C B

Reprint 2019 171 UNIT 4 Geometry and Measurement

Answers [Continued]
5. Sample response: 7. Sample response:
about 40 m2

[6. a) Translate one of the triangles to the opposite

side to make a rectangle with the same base and
height as the parallelogram. The area of the
rectangle is A = b × h. The parallelogram covers the
same area. A: A = b × h ÷ 2 = 3 × 4 ÷ 2 = 6
B: A = b × h = 3 × 8 = 24
C: A = b × h ÷ 2 = 3 × 5 ÷ 2 = 7.5
h
D: A = b × h ÷ 2 = 1 × 8 ÷ 2 = 4
Estimate: Total Area = 6 + 24 + 7.5 + 4 = 41.5 m2
b The area is about 40 m2.]

b) The two triangles are congruent. Each triangle

has the same base and height as the parallelogram.
The area of one triangle is A = b × h ÷ 2 so the area
of both is double that: A = b × h. The
parallelogram covers the same area.

Supporting Students
Struggling students
• If students are struggling with visualizing the composition of shapes involved in a situation, remind them of
the importance of sketching the shape and drawing lines to show the outlines of the shapes they visualize.
• Some students may have trouble organizing their work. You might encourage them to label each region with
letters or numbers. They can refer to these labels in their calculations.
• Some students may struggle with finding the area of triangles that are not right triangles, for example, in
question 1 c). You might suggest that they imagine sliding the top vertex along a line parallel to the base.
This kind of sliding does not change the area because neither the height nor the base changes in length.

Enrichment
• If you have a tile floor, you might extend question 7 by drawing two curvy shapes on the floor with chalk (or
spilling some liquid in two places) and asking the students to figure out which area covers more of the floor.

Teacher's Guide 172 Reprint 2019

 4.3.4 Area of a Trapezoid

Curriculum Outcomes Outcome relevance

7-D4 Area: composite shapes When they see the trapezoid as a special case of a composite shape,
• develop and apply the formula students will be able to develop formulas for any other less common
for the area of a trapezoid shape they encounter outside of school.

Pacing Materials Prerequisites

1h • Square Dot Grid • applying the area formulas for a rectangle, a parallelogram, and
Paper (BLM) a triangle
• Rulers

Main Points to be Raised

• You can find the area of a trapezoid by multiplying • A trapezoid can be seen as half a parallelogram with
the height by the sum of the base lengths and then the same height, with bases that are equal to the sum
dividing by two. of the two bases of the trapezoid.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How many ways could you divide the polygon into two triangles? (Two)
• Are there other ways you could divide up the polygon? (I can think of it as four right triangles by dividing
the rectangle in the middle into two right triangles.)
• For part i), do not discourage students from dividing the trapezoid into parts in a way that is different from
how you would divide it. This is fine as long as students answer the questions correctly.

The Exposition — Presenting the Main Ideas

• Introduce the definition of a trapezoid by drawing an example on the board and pointing out the key
characteristics.
• Sketch an isosceles trapezoid and explain its special characteristic.
• Make a trapezoid out of a piece of paper by cutting off two corners. Trace it on the board and then trace its
image after a rotation of 180º around the midpoint of one of the non-parallel sides (like the example at the end
of the exposition). Use this diagram to explain to students why the formula makes sense.
• Draw students’ attention to page 144 to see another example of how a rotated trapezoid combines with
the original to create a parallelogram. Make sure students note the formula for the area of a trapezoid that is
recorded on the page.

Revisiting the Try This

B. Students can now calculate the area in part A more directly using the formula they have learned.

Using the Examples

• Have students work in pairs. Assign half the pairs to become experts on example 1 and the other half
to become experts on example 2.
• Have each student discuss his or her example with his or her partner so that they both understand. Next, have
each pair separate and ask each student to form a pair with someone who was an expert on the other example.
• In their new pairings, each student should explain to the other student the example he or she is expert on.
Encourage them to explain without looking in the student text.
• When they have done their expert sharing, ask the whole class which example shows more challenging work.
Ask the students to justify their choices by explaining why they think one is more difficult than the other.

Reprint 2019 173 UNIT 4 Geometry and Measurement

Practising and Applying
Teaching points and tips
Q 2: Shape D is unlike the other shapes because you Q 7: It is hard to see the trapezoid in the picture. It is
cannot easily use the trapezoid formula. The bases outlined in white. When people experience a
and height are diagonals, so their lengths are not trapezoid outside of mathematics class, they often
integers and cannot easily be read on the diagram. will not recognize it as a trapezoid unless they are
Students can find the area by counting squares. looking for the trapezoid, so this picture is like a real-
Q 4: This way of dividing up a trapezoid connects to world situation.
another good way to think about the area of a Q 8: You might work through this question with
trapezoid formula. This will be developed in question the whole class as a follow-up to question 4.
8.
Q 5: This is a composite shape that is divided into
two trapezoids instead of into triangles like in
question 4.

Common errors
• Some students will count lengths incorrectly on dot paper. They may count the dots instead of counting
the spaces between the dots. You might help them visualize the spaces by moving a pencil tip from one dot to
the next, counting the number of jumps for each successive dot.
• Some students will have difficulty identifying the bases of the trapezoids, especially in questions 1 d)
and 3 b). This is a new way of thinking about what a base is. You might ask them to turn the book or paper until
the parallel sides face them.

Suggested assessment questions from Practising and Applying

Question 3 to see if students can find the area of a trapezoid
Question 6 to see if students can find a dimension of a trapezoid, given the area

Answers
A. i) Triangle on the left: A = b × h ÷ 2 = 2 × 4 ÷ 2 = 4 A. ii)
Rectangle: A = b × h = 3 × 4 = 12
Triangle on the right: A = b × h ÷ 2 = 5 × 4 ÷ 2 = 10
Total Area = 4 + 12 + 10 = 26 cm2

B. i) There are exactly two parallel sides.

ii) A = (a + b) × h ÷ 2 = (8 + 5) × 4 ÷ 2 = 13 × 4 ÷ 2 =
52 ÷ 2 = 26 cm2
ii) Triangle on the left: A = b × h ÷ 2 = 5 × 4 ÷ 2 = 10
Triangle on the right: A = b × h ÷ 2 = 8 × 4 ÷ 2 = 16
Total Area = 10 + 16 = 26 cm2

Teacher's Guide 174 Reprint 2019

 1. They are all trapezoids; A and D are isosceles 5. 42 m2; [The hexagon is made up of two congruent
trapezoids. trapezoids. The height of each trapezoid is
half of 7 m = 3.5 m.
2. A: 8 square units; [A = (a + b) × h ÷ 2 = (6 + 2) × 2 Trapezoid: A = (a + b) × h ÷ 2 = (4 + 8) × 3.5 ÷ 2 =
÷ 2 = 8×2 ÷ 2 = 16 ÷ 2 = 8 square units] 12 × 3.5 ÷ 2 = 42 ÷ 2 = 21 m2
B: 7 square units; [A = (a + b) × h ÷ 2 = (4 + 3) × 2 ÷ Hexagon: A = 2 × 21 = 42 m2]
2 = 7 × 2 ÷ 2 = 14 ÷ 2 = 7 square units]
C: 7.5 square units; [A = (a + b) × h ÷ 2 = (4 + 1) × 3 ÷ 6. a) 3 m
2 = 5 × 3 ÷ 2 = 15 ÷ 2 = 7.5 square units] b) 4 m
D: 4 square units; [I divided it into a right triangle with
area 2 square units and a parallelogram with area 2 7. 228 m2; [One trapezoid: A = (a + b) × h ÷ 2 =
square units, which is 4 square units.] (14 + 5) × 6 ÷ 2 = 19 × 6 ÷ 2 = 114 ÷ 2 = 57 m2
Total area = 4 × 57 = 228 m2]
3. a) 18 cm2; A = (a + b)×h ÷ 2 = (3 + 6) × 4 ÷ 2 =
9 × 4 ÷ 2 = 36 ÷ 2 = 18 cm2.] [8. The area of one triangle is A = a × h ÷ 2.
b) 36 cm2; A = (a + b) × h ÷ 2 = (9 + 3) × 6 ÷ 2 = The area of the other triangle is A = b × h ÷ 2.
12 × 6 ÷ 2 = 72 ÷ 2 = 36 cm2.] Putting the two together, A = (a × h ÷ 2) + (b × h ÷ 2).
a
4. a) 22 cm2; [A = (a + b) × h ÷ 2 = (3 + 8) × 4 ÷ 2 =
11 × 4 ÷ 2 = 44 ÷ 2 = 22 cm2] h

b) b

c) Triangle on the left: 6 cm2; [A = b × h ÷ 2 =

3 × 4 ÷ 2 = 12 ÷ 2 = 6 cm2]
Triangle on the right: 16 cm2; [A = b × h ÷ 2 =
8 × 4 ÷ 2 = 32 ÷ 2 = 16 cm2]
d) The triangles have the same height (which is
the same as the height of the trapezoid). They have
different bases.

Supporting Students
Struggling students
• If students are struggling with identifying the bases and heights of trapezoids, suggest that they first label
the parts they know. Have them label the parallel sides first. This will help them identify the other parts.
• Some students may have trouble with question 6 because they do not yet use algebra. If they can neither follow
the reasoning of example 2 nor develop their own reasoning, you might suggest that they rotate the trapezoid as
shown in the exposition. This will turn the combined shape into a parallelogram.
For example, for question 6 a), the parallelogram would have an area of 24 m2 (i.e., double 12), and the bases
would be 8 m (i.e., 2 + 6). The calculations are simpler using the formula for the area of a parallelogram.
A = b × h, so 24 = 8 × x.
24 = 8 × 3, so x = 3 cm.

Enrichment
• Extending question 5, you might challenge students to create other composite shapes by putting together
a number of trapezoids. A student could choose a shape to make into a problem and then trade with another
student who also made a problem. They could then solve each other’s problem.

Reprint 2019 175 UNIT 4 Geometry and Measurement

 4.3.5 Circumference of a Circle

Curriculum Outcomes Outcome relevance

7-D5 Circles: solve problems with diameter, radius, circumference The formula for the
• relate diameter, radius, and circumference to solve problems circumference of a circle is
• investigate π as C ÷ d for a number of circles and cylinders widely used outside of school.
• develop the formulas C = πd and C = 2πr Because it is often much easier
7-D4 Area: composite shapes to measure diameter than
• understand that composite shapes can be broken down into familiar circumference, the formula is
shapes for which there are area formulas available valuable.

Pacing Materials Prerequisites

1h • Circular objects (tins, etc.) • multiplying and dividing fractions and decimals
• Compasses
• Rulers
• String

Main Points to be Raised

• The circumference of a circle is the distance around • You can use the formula for the circumference of
the outside. a circle, C = πd, to find the circumference if you
• The diameter of a circle is the distance across at know the diameter, or vice-versa.
the widest place. • The formula can also be connected to the radius
• The radius of a circle is the distance from any point because the diameter is twice as long as the radius,
to the centre. It is half the diameter. i.e., C = π(2r) or 2 πr.
• The ratio between the circumference and the
diameter of any circle is always the same. The factor
is just over 3. It is called pi and is written π.

Try This — Introducing the Lesson

A. Using chalk, sketch on the floor (inside the classroom or outside) the 1 m square, the 1 m circle, and the
two points that are 1 metre apart. Ask a student to use string to outline the square. Then ask another student to
outline the circle. Ask another student to use string to make a loop around the two points, as shown in the Try
This.
• Ask the Try This questions of the whole class, making sure that the students explain their answers. Their
answers for part v) will vary, so you should allow many students to speculate on the length.

The Exposition — Presenting the Main Ideas

• Sketch a circle on the board and label the parts. Mention the term radius and its plural, radii.
• Make sure that students understand, from their work on the Try This, that the circumference must be greater
than two times the diameter and that it must be less than four times the diameter.
• Write the formula for the circumference of the circle, pointing out that the special symbol pi (π) represents
the ratio between circumference and diameter. Students will be interested to know that people around the
world have been trying to calculate this ratio for thousands of years, and that no one knows its value with
complete accuracy. However, we do know the value with more much more accuracy than is necessary for
virtually all real situations.
22
• Assure students that they may use either 3.14 or as an approximation of pi. Sometimes it will be easier
7
to use one than the other.
• Use the formula to calculate the circumference of a round object in the classroom (e.g., a tin of fish). Check
the result by measuring the circumference with string.

Teacher's Guide 176 Reprint 2019

Revisiting the Try This
B. This question allows for students to revisit why it makes sense that π is about 3 in light of the problem they
solved in the Try This.

Using the Examples

• Present the question in example 1 and have students try it. They can then compare their solutions to
the solution on page 148.
• Ask students to read through example 2. Allow students to ask any questions they might have about either
example.
• Note that the answers to these example questions are given as “close to” in the solutions. This is because you
are using an approximation of pi. Also, no measurement is ever completely accurate. Inform students that they
will learn more about accuracy in future years, but that for this lesson they may just write “close to”. If the
method they show in their work makes sense, and their answer is reasonably close to the right value, you should
consider their work to be correct.

Practising and Applying

Teaching points and tips
Q 1: It is preferable to have students measure Q 9: This question is hard to visualize without
physical objects that are circular instead of drawing looking at a cylindrical object. Encourage students to
different circles. It would be helpful for you to have handle some of the cylinders they used in question 1
such objects available, such as a clock, a tin, and so to help them visualize the shape of the label. Students
on. may or may not allow for overlapping of the label,
Q 3: As with composite shapes, it will help students where the two ends are glued together. Either way is
to label the parts and to use these labels to refer to the reasonable.
parts as they work. Q 10: You might discuss this question with the whole
class about five minutes before the class period ends.

Common errors
• Because students are working with both radius and diameter, they may get mixed up and use the wrong one
in a situation. You might encourage students always to look at the original question with their answer in mind
to see if it makes sense.
For example, in question 2 b), if a student mistakenly uses 21 as the diameter instead of as the radius, the result
will be about 60, which is clearly incorrect when you look at the diagram.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can investigate the value of π through measurement
Question 3 to see if students can solve problems involving circumference
Question 7 to see if students can develop a formula for radius, given circumference

Answers
A. i) There are four sides, 1 m each, so the string is 4 m long.
ii) There are two lengths, 1 m long each, so it is about 2 m long.
iii) Less; Sample response:
Because the corners are pulled in.
iv) More; Sample response:
Because you have to pull the two strings apart in the middle to make a circle.
v) A bit longer than 3 m

B. C = π × d = 3.14 × 1 = 3.14 m; 3.14 m is very close to my estimate of a bit longer than 3 m.

Reprint 2019 177 UNIT 4 Geometry and Measurement

Answers [Continued]
1. a), b), and c) Sample response: 5. 28 m long;
Diameter Circumference C÷d 22 198 2
[C = π × d ≈ ×9= = 28 ≈ 28 m long]
(d) (C) 7 7 7
8 cm 25 cm 3.125
6. a) 10 cm; [31.4 ÷ 3.14 = 10 cm]
5 cm 16 cm 3.2 b) 31.8 cm; [100 ÷ 3.14 = 31.8 cm]
14 cm 44 cm 3.14 c) d = C ÷ π

d) Almost; [they should be the same because for any 7. a) 5 cm; [31.4 ÷ 3.14 ÷ 2 = 5 cm]
circle, the circumference divided by the diameter has b) 15.9 cm; [100 ÷ 3.14 ÷ 2 = 15.9 cm]
the same value so any differences are due to c) r = C ÷ π ÷ 2
measurement error.]
8. a) They are the same.
2. a) 13 mm; [Semicircle: π × d ÷ 2 ≈ 3.14 × 10 ÷ 2 = 15.7 cm
[C = π × d ≈ 3.14 × 4 = 12.56 mm ≈ 13 mm] Circle: C = π × d ≈ 3.14 × 5 = 15.7 cm]
b) 132 cm ; b) They would be equal [7. 9 cm each].
22
[C = 2 × π × r ≈ 2 × × 21 = 132 cm ≈ 132 cm]
7 9. a) The label is a rectangle.
22 b) Sample response: about 22.5 cm by 11.5 cm
c) 66 cm; [C = π × d ≈ × 21 = 66 cm ≈ 66 cm] [It is about 11.5 cm high (just less than the height of
7
the tin) and about 22.5 cm wide (a bit more than the
3. a) 63 cm; circumference of the tin); C = π × d ≈ 3 × 7.5 =
[One semicircle: π × d ÷ 2 ≈ 3.14 × 10 ÷ 2 = 15.7 22.5 cm.]
Total perimeter = 4 × 15.7 = 62.8 ≈ 63 cm]
b) 114 cm; [10. Sample response:
[The radius of the quarter circle is 15 cm (30 – 15). You can use a ruler to measure diameter directly and
The perimeter of the quarter circle is 2 × π × r ÷ 4 ≈ get an accurate measure and then use the formula to
2 × 3.14 × 15 ÷ 4 = 23.55. find the circumference.
Total perimeter = 30 + 30 + 15 + 15 + 23.55 = If you measure the circumference directly, you have to
113.55 ≈ 114 cm] use either string or a measuring tape, and that is not
very accurate.]
4. 75 cm;
22 528 3
[C = π × d ≈ × 24 = = 75 ≈ 75 cm]
7 7 7

Supporting Students
Struggling students
• Many students will have challenging calculations if they use the less convenient estimation of π in a question.
You might encourage students to think about changing the estimation they are using if the calculation seems
difficult.
22
For example, in question 2 b), it is convenient to use the fraction for π because 21 is divisible by 7.
7

Enrichment
• Challenge students to think about how they use the formula for the circumference of a circle by writing a rule
22
for deciding when it is easier to use the approximation and when it is easier to use the 3.14 approximation.
7
• To connect this question to other parts of the unit, challenge students to return to the Connections to explain
why the number of radians in a full rotation is 6.28.

Teacher's Guide 178 Reprint 2019

 UNIT 4 Revision

Pacing Materials
2h • Rulers
• Compasses
• Protractors
• Square Dot Grid Paper
(BLM)

Question Related Lesson(s)

1–4 Lesson 4.1.2
5 and 6 Lesson 4.1.3
7 Lesson 4.2.1
8 Lesson 4.2.2
9 and 10 Lesson 4.2.3
11 – 13 Lesson 4.3.1
14 and 15 Lesson 4.3.2
16 Lessons 4.3.3 and 4.3.4
17 Lesson 4.3.4
18 and 19 Lesson 4.3.5
Revision Tips
Q 3: Encourage students to try saying their Q 16: Some students may use composite shapes to
explanation to a classmate before writing it down. find the areas of the two trapezoids. The results
The writing will be clearer this way. should be the same, but remind students that they
Q 5: Make sure students realize they cannot use should be able to use the trapezoid formula. For parts
a protractor to construct. b) and d), remind students to show clearly in their
work which calculations go with which parts of the
Q 7: Students can create the right angle using
shape.
a protractor if they wish.
Q 17: This question ought to test students’
Q 8: You may have to remind students that the only
understanding of the trapezoid formula even if they
points in a reflection that do not move are the points
did not use the formula as expected in question 16.
on
the reflection line. Q 19: For part b), remind students to show clearly in
their work which calculations go with which parts of
Q 13: Remind students to pay attention to units.
the shape.
The height is in cm and the other dimensions are in
m.
Answers
1. Sample response: 3. No; [Sample response:
a) Both classifications refer to the largest angle, which
5 cannot be both acute and obtuse.]
3

4. a) Z
4

[It has a right angle; three side lengths are different.]

b) 6 cm 4 cm

106°
[It has an obtuse angle; two side lengths are equal.] X Y
8 cm

2. a) 92° [180° – 51° – 37° = 92º] b) Obtuse scalene [  Z = 104° so this is an obtuse
b) Obtuse scalene [Because the largest angle is triangle. The sides are different lengths, so it is
obtuse, it is an obtuse triangle and because the angles scalene.]
are all different, it is a scalene triangle.]
Reprint 2019 179 UNIT 4 Geometry and Measurement
Answers [Continued]
5. a) Sample response: 7. a), b), and c) The triangle is translated up
4 cm along PR.
R'

[• I started with a straight angle.

• I imagined an equilateral triangle on it to visualize a 60°
angle.
• I visualized the bisection of this angle to get 30°. R Q'
• I "subtracted" the 30° angle from the straight angle (180º)
and was left with 150°.
• I visualized bisecting this 150° angle to get 75°, which is
half of 150°.

Q
P
8. a), b), and c) The triangle is reflected in
PR.
b) Sample response: R

75º

Q' P Q

It is close to my sketch.
9. a), b), and c) Sample response:
6. a) and b) Sample response: The triangle is rotated 90° cw around turn
centre P.
Q

R'

B A

[c) Sample response: For the 22.5° angle I imagined the

corner of a piece of paper, then I bisected twice. 90 ÷ 2 ÷ 2 =
22.5°.
R P Q'
For the 30°, I sketched an equilateral triangle with a 60º
angle and bisected the angle.]
d) 10. Sample response:

[It is a reflection and the reflection line shows

that. It cannot be a translation because the
C orientation is different.]

22.5º 30º
B 8 cm A

Teacher's Guide 180 Reprint 2019

 11. d) 12 cm2
[Area of rectangle around outside:
A = b × h = 4 × 5 = 20
Triangle A: A = b × h ÷ 2 = 5 × 1 ÷ 2 = 2.5
Triangle B: A = b × h ÷ 2 = 3 × 2 ÷ 2 = 3
5 cm
Triangle C: A = b × h ÷ 2 = 5 × 1 ÷ 2 = 2.5
Total Area: A = 20 – 2.5 – 3 – 2.5 = 12 cm2]
10 cm
6 cm A
B
12. Length Width Height Volume
(cm) (cm) (cm) (cm3) C
a) 5 5 4 100
b) 2.0 2.5 6.0 30 17. Sample response:

13. 2400 L [Dimensions are 40 cm × 200 cm × 300

cm. V = l × w × h = 40 × 200 × 300 = 2,400,000 cm3
= 2,400,000 mL = 2400 L.]

14. a) 36 mm2 22
b) 5.4 hg 18. About 88 cm [C = π × d ≈ × 28 = 88 cm]
7
c) 210 daL [because 2.1 t of water = 2100 kg = 19. a) About 46 mm
2,100,000 g, and this mass of water fills [C = 2 × π × r = 2 × π × 7.3 ≈ 45.844 mm ≈ 46 mm]
2,100,000 mL = 2100 L = 210 daL.] b) About 398 cm
[Half circle = π × d ÷ 2 ≈ 3.14 × 87 ÷ 2 = 136.59 cm
15. a) Divide by 100,000 Total perimeter = 136.59 + 3 × 87 = 136.59 + 261 =
b) Multiply by 1000 397.59 cm ≈ 398 cm]

16. a) 222 m2 [A = (a + b) × h ÷ 2 = (14 + 23) × 12 ÷

2 = 37 × 12 ÷ 2 = 444 ÷ 2 = 222 m2]
b) 50 m2
[The base of the triangle A is 3 m because 7 – 4 = 3.
The height of the triangle is 4 m because 8 – 4 = 4.
Rectangle outside: A = b × h = 8 × 7 = 56 m2
Triangle A: A = b × h ÷ 2 = 3 × 4 ÷ 2 = 12 ÷ 2 = 6
Total area: A = 56 – 6 = 50 m2]
4m 3m
A
4m
8m
4m
7m
c) 16 cm2 [A = (a + b) × h ÷ 2 = (5 + 3) × 4 ÷ 2 = 8 ×
4 ÷ 2 = 32 ÷ 2 = 16 cm2]

Reprint 2019 181 UNIT 4 Geometry and Measurement

 UNIT 4 Geometry and Measurement Test

1. Sketch an example of a right isosceles 8. Copy and complete the chart for each
triangle. Explain how you know it is correct. rectangular prism.
Length Width Height Volume
(cm) (cm) (cm) (cm3)
2.  X = 52º and  Z = 38º in XYZ. a) 6 7 210
a) What is  Y? b) 6 5 105
b) Classify the triangle by angle and side length.

9. What is the capacity of

this container?
3. Draw PQR with PQ = 8 cm, QR = 6 cm, and It is 8 mm deep and its
PR = 6 cm. base is 4 cm × 6.5 cm.

4. a) Estimate to sketch a 105º angle. Explain

how you did it. 10. Complete.
b) Construct a 105º angle. Explain how you did a) 0.760 km2 =  ha
it.
b)  dL = 3.2 daL
c)  kL of water = 4.3 t
5. a) Draw ABC with  C = 105º, AC = 4 cm,
and BC = 3 cm.
11. Find the area of each shape.
b) Translate ABC so A is translated to point B.
c) Describe the translation. a) b)
d) Draw ABC again and then reflect it so that
vertex C does not move. 11 cm
e) Describe the reflection.
f) Draw ABC again and then rotate it so that 8 cm
10 cm
the image of vertex C is on AB.
g) Describe two rotations that will result in 3 cm
the same image.
12. Draw two different trapezoids with area of
20 cm2 on dot paper.

6. Sketch a pair of shapes that show a rotation

but not a translation. Explain how you know you 13. Determine the circumference in centimetres
are right. of a circle with diameter 84 mm.

14. Determine each perimeter to the nearest

7. Sketch a rectangular prism with a volume of whole unit.
240 cm3 and edges that are a whole number of
a) b)
centimetres. 52 cm
36 cm

56 cm

Teacher's Guide 182 Reprint 2019

UNIT 4 Test
Pacing Materials
1h • Rulers
• Compasses
• Protractors
• Square Dot Grid Paper
(BLM)

Question Related Lesson(s)

1–3 Lesson 4.1.2
4 and 5 Lesson 4.1.3
5 and 6 Lessons 4.2.1 – 4.2.3
7–9 Lesson 4.3.1
10 Lesson 4.3.2
11 Lessons 4.3.3 and 4.3.4
12 Lesson 4.3.4
13 and 14 Lesson 4.3.5

Select questions to assign according to the time available.

Answers
1. It has a right angle and b) I constructed a right angle by bisecting a straight angle.
two sides are the same length. • Then I bisected it to get 45°.
• Then I constructed a 60° angle on its arm.
• The combination of 45° and 60° makes 105°.
2. a) 90°; 180° – 52° – 38° = 90°
b) Right scalene; Because the side lengths are all
different, it is a scalene triangle and because the
largest angle is a right angle, it is a right triangle.

3. R

105º

6 cm 6 cm

5. a) and b)
B'
P 8 cm Q

4. Sample responses:
a) • I first drew a right angle by imagining
the corner of a page. B
• Then I drew a bit more that looked like 15°. C'
• The combination of 90° and 15° makes 105°.

3 cm

105º
C 4 cm A
105°
c) The triangle was translated along AB.

Reprint 2019 183 UNIT 4 Geometry and Measurement

Answer [Continued]
d) Sample response: 8.
Length Width Height Volume
B B'
(cm) (cm) (cm) (cm3)
a) 6 5 7 210
b) 6 5 3.5 105
3 cm
9. 20.8 mL; Dimensions are 8 mm × 40 mm × 65 mm.
105º V = l × w × h = 8 × 40 × 65 = 20,800 mm3 =
A' C 4 cm A 20.8 cm3 = 20.8 mL.

e) Sample response: 10. a) 76 ha

The triangle was reflected in a line through C that is b) 320 dL
perpendicular to AC c) 4.3 kL
f)
B'
11. a) 56 cm2;
A = (a + b) × h ÷ 2 = (11 + 3) × 8 ÷ 2 = 14 × 8 ÷ 2 =
56 cm2
b) 11.5 square units
B Area of rectangle around outside: A = b × h = 4 × 5 =
20
Triangle A: A = b × h ÷ 2 = 4 × 2 ÷ 2 = 4
Triangle B: A = b × h ÷ 2 = 3 × 1 ÷ 2 = 1.5
C' Triangle C: A = b × h ÷ 2 = 3 × 2 ÷ 2 = 3
3 cm Total Area: A = 20 – 4 – 1.5 – 3 = 11.5 square units

105º A
C 4 cm A
g) Rotate 31° cw around turn centre A or
rotate 329° ccw around turn centre A.
B C
6. Sample response: C A

12. Sample response:

A'
This shows a rectangle rotated around vertex C.
It cannot be a translation because side AC was
horizontal in the original and A'C is vertical in
the image.
7. 13. About 26.4 cm;
22
C=π×d≈ × 84 = 264 mm = 26.4 cm.
7
5 cm 14. a) About 327 cm;
C = 2 × π × r ≈ 2 × 3.14 × 52 = 326.56 cm ≈ 327 cm
6 cm
8 cm b) About 216 cm;
22
Half circle = π × d ÷ 2 ≈ × 56 ÷ 2 = 88 cm
7
Total perimeter = 88 + 56 + 2 × 36 = 88 + 56 + 72 =
216 cm

Teacher's Guide 184 Reprint 2019

 UNIT 4 Performance Task — Trapezoid Transformations

Show all your work.

In part A, you will draw a trapezoid using a ruler and a compass.
Do not use your protractor, as you will be constructing all the angles.

A. i) ABD has  B = 45º,  D = 30º, and BD = 6 cm.

What is  A?
ii) Draw ABD. Classify it by angle and side length.
iii) Draw BCD on side length BD of ABD.
BCD has DB = 6 cm,  BDC = 45º, and DC = 7 cm.
iv) Classify BCD by angle and side length.

B. i) What shape did you create in part A?

How do you know?
ii) Which parts can you measure in order to calculate
the area of the shape using a single formula?
iii) Calculate the area in square centimetres and
in square millimetres.

C. Describe a translation that would slide the image of vertex B

onto one of the sides or vertices of shape ABCD. Make a sketch
to show this translation.

D. Describe two different reflections of ABCD for which the image

of vertex B remains at vertex B. Make a sketch to show these reflections.

E. Describe two different rotations of ABCD that rotate vertex A

onto side CD.

F. Suppose shape ABCD is rotated 90º cw around vertex D.

What is the length of the path travelled by vertex C?

Reprint 2019 185 UNIT 4 Geometry and Measurement

UNIT 4 Performance Task
Curriculum Outcomes Assessed Pacing Materials
7-E3 Triangles: classify 1h • Rulers
7-E4 Bisectors: construct • Compasses
7-E5 Transformations: properties of translations, reflections, and rotations
• Protractors
7-D4 Area: composite shapes (trapezoid)

How to Use This Performance Task

You might use this task as a rich problem to assess student understanding of a number of outcomes in this unit.
It could replace or supplement the unit test. It could also be used as enrichment material for some students.
You can assess performance on the task using the rubric provided on the next page.

Sample Solution
A. i) 105º [180 – 45 – 30 = 105]
ii) Obtuse scalene [All the sides are different lengths and the largest angle is between 90º and 180º.]

A
B
45º

6 cm

30º

D
iii)
A
B
45º

6 cm

30º
45º
D C
7 cm

iv) Acute scalene [All the sides are different lengths and the largest angle,  DBC, is less than 90 º.]

Teacher's Guide 186 Reprint 2019

B. i) Trapezoid; there are exactly two parallel sides, AB and DC.
ii) The height, which is the distance from AB to CD, and the two bases, AB and CD.
iii) Height = 4.2 cm, AB = 3.1 cm, CD = 7 cm
A = (a + b) × h ÷ 2 = (3.1 + 7) × 4.2 ÷ 2 = 10.1 × 4.2 ÷ 2 = 21.21 cm2 = 2121 mm2

C. A translation along side BC. A B

D C
A'

D' C'

D. A reflection in diagonal DB or a reflection in side BC.

A'
C'
D'

A B A B

A'
D C D C

E. A rotation 75º cw around D or a rotation 285º ccw around D.

F. About 11 cm
The path is a quarter circle.
The radius of the circle is the length of DC.
22 A B
Path length = 2 × π × r ÷ 4 ≈ 2 × × 7 ÷ 4 = 11 cm
7

7 cm C
D

C'

Reprint 2019 187 UNIT 4 Geometry and Measurement

UNIT 4 Performance Task Assessment Rubric
The student Level 4 Level 3 Level 2 Level 1
Constructs Shows constructions Shows reasonably Shows sufficient Makes major errors in
done carefully with accurate constructions understanding in most constructions and
clear markings with markings and of the constructions explanations
sufficient description and explanations
to indicate reasoning
Calculates area Calculates area Measures reasonably Measures reasonably Makes major errors in
completely accurately accurately, calculates accurately and measurement or in
with good area correctly using calculates area calculation of area
measurement and these measurements, correctly using these
sufficient explanation and provides enough measurements
explanation to show
understanding
Chooses and Chooses correctly and Chooses most Indicates some Shows major flaws in
describes describes properly transformations understanding of choosing and
transformations transformations that correctly and transformations and describing
fit the criteria, with describes them describes them transformations
clear sketches properly, with clear
sketches
Finds path length Applies the Uses the Recognizes that Uses inappropriate
circumference circumference the circumference methods for finding
formula correctly and formula correctly with formula may apply the length of
shows work minor errors in the quarter circle
applying it to
the situation

Teacher's Guide 188 Reprint 2019

 UNIT 4 Blackline Masters

BLM 1 Square Dot Grid Paper

Reprint 2019 189 UNIT 4 Geometry and Measurement

BLM 2 Tangrams

Teacher's Guide 190 Reprint 2019

 UNIT 5 INTEGERS
UNIT 5 PLANNING CHART
Suggested Suggested
Outcomes or Purpose Pacing Materials Assessment
Getting Started Review prerequisite concepts, skills, and 1h • Thermometer All questions
SB p. 153 terminology, and pre-assessment (optional)
TG p. 194 • Number lines
(BLM) (optional)
Chapter 1 Representing Integers
5.1.1 Integer 7-A12 Integers: compare and order 1h • Counters in two Q1, 4, 7
Models • represent integers in a variety of ways colours, e.g., black
SB p. 155 and white counters
TG p. 196 • Number lines
(BLM) (optional)
5.1.2 Comparing 7-A12 Integers: compare and order 1h • Number lines Q3, 8, 9
and Ordering • compare and order integers with number (BLM) (optional)
Integers lines and using real life situations
SB p. 158
TG p. 199
CONNECTIONS: Make a connection between the mathematics 20 min • Time Zone Map N/A
Time Zones of integers and a practical use of them (BLM)
(Optional)
SB p. 161
TG p. 202
5.1.3 The Zero 7-A12 Integers: compare and order 1h • Nu 1 coins Q1, 3
Property • understand the zero principle: balance of • Counters in two
SB p. 162 positive and negative values colours, e.g., black
TG p. 203 and white counters
Chapter 2 Adding and Subtracting Integers
5.2.1 Adding 7-B7 Add Integers: to solve problems 1h • Nu 1 coins Q2, 4, 10
Integers using the • connect visual models to symbols • Counters in two
Zero Property • use counters, number lines, and real-life colours, e.g., black
SB p. 164 contexts and white counters
• understand that, when adding two integers,
TG p. 206
it is necessary to first model each integer,
then match positive and negative values to
make zeros
7-B2 Properties of Operations: integers
• apply commutative and associative
properties
• explore the concept of “closure”
5.2.2 Adding 7-B7 Add Integers: to solve problems 1h • Counters in two Q3, 5, 10, 11
Integers that are • connect visual models to symbols colours, e.g., black
Far from Zero 7-B8 Add Integers Mentally: develop and and white counters
SB p. 168 use strategies
• develop and use mental strategies:
TG p. 210
- front-end
- compatible numbers

Reprint 2019 191 UNIT 5 Integers

UNIT 5 PLANNING CHART [Continued]
Suggested Suggested
Outcomes or Purpose Pacing Materials Assessment
GAME: Target Practice adding integers in a game situation 30 min • Target Sum –50 N/A
Sum –50 Game Cards
(Optional) (BLM)
SB p. 171
TG p. 213
5.2.3 Subtracting 7-B7 Subtract Integers: to solve problems 1h • Counters in two Q2, 3, 11
Integers using • connect visual models to symbols colours, e.g.,
Counters • use counters and real-life contexts black and white
SB p. 172 7-B8 Subtract Integers Mentally: develop counters
and use strategies
TG p. 214
• develop and use mental strategies:
- compatible numbers
5.2.4 Subtracting 7-B7 Subtract Integers: to solve problems 1h • Number Lines Q1, 2, 6, 9
Integers using a • connect visual models to symbols (BLM) (optional)
Number line • use number lines and real-life contexts
SB p. 175 7-B2 Properties of Operations: integers
• apply commutative and associative
TG p. 217
properties
• explore the concept of “closure”
5.2.5 EXPLORE: 7-A12 Integers: compare and order 1h • Counters in two Observe and
Integer • represent integers in a variety of ways colours, e.g., Assess
Representations 7-B7 Add Integers: to solve problems black and white questions
(Optional) • connect visual models to symbols counters
• use counters, number lines, and real-life
SB p. 179
contexts
TG p. 220 7-B2 Properties of Operations: integers
• apply commutative and associative
properties
UNIT 5 Revision Review the concepts and skills in the unit 1h • Number Lines All questions
SB p. 180 (BLM) (optional)
TG p. 222 • Counters in two
colours, e.g.,
black and white
counters
UNIT 5 Test Assess the concepts and skills in the unit 1h • Number Lines All questions
TG p. 224 (BLM) (optional)
• Counters in two
colours, e.g.,
black and white
counters
UNIT 5 Assess concepts and skills in the unit 1h None Rubric
Performance Task provided
TG p. 227
UNIT 5 Assess concepts and skills in the unit 10 to 15 min See p. 229 All questions
Assessment
Interview
TG p. 229
UNIT 5 BLM 1 Number Lines (blank)
Blackline Masters BLM 2 Time Zone Map (for Connections)
TG p. 230 BLM 3 Target Sum –50 Game Cards

Reprint 2019 192 Teacher's Guide

 Math Background
• This unit extends student understanding of number • Students use visualization skills in question 6 in
principles and calculations from whole numbers to lesson 5.1.2, where they compare integers, in
negative integers. It builds on introductory content question 8 in lesson 5.2.2, where they add numbers
presented in Class VI. far from zero, and in question 3 in lesson 5.2.4,
• The focus of the unit is on using models to represent where they mentally subtract integers.
integers in order to promote a deep understanding. • They make connections in situations like question 9
Students will use the models to compare, add, and in lesson 5.2.1, where they make connections between
subtract integers. models and mental math, and question 6 in
• As students proceed through this unit they will use lesson 5.2.2, which makes a connection to a real-
a variety of mathematical processes, including problem world sports context.
solving, communication, reasoning, representation,
visualization, and making connections. Rationale for Teaching Approach
For example: • This unit is divided into two chapters.
• Students use problem solving in question 7 in Chapter 1 is about representing integers using two
lesson 5.1.1, where they solve a problem involving models: counters and number lines.
multiple clues comparing integers, in question 9 in
Chapter 2 examines adding and subtracting integers
lesson 5.1.2, where they find an integer that satisfies
with models and mentally.
conditions, in question 3 in lesson 5.1.3, where they
find missing integers by applying the zero property, • The Explore lesson allows students to find ways
and in question 6 in lesson 5.2.3, where they create to combine counters to make many representations of
two subtractions for a given model. any given integer. Students investigate patterns within
these representations and use reasoning skills to
• They use communication frequently as they explain
explore relationships between the integers and
their thinking in question 4 in lesson 5.1.2, where they
the number of possible representations.
explain how to compare two integers, in question 10
in lesson 5.2.1, where they explain the signs of a sum • The Connections section helps students see some
in relation to the signs of the numbers being added, and connections to time zones. It offers a practical
in question 7 in lesson 5.2.4, where they use a number application of how integers are used to determine
line to consider why the order of subtracting makes the local time of places around the world.
a difference. • The Game provides an opportunity to apply and
• They use reasoning in answering questions such as practise integer addition in a problem-solving context.
question 9 in lesson 5.1.2, where they are asked to Students use estimation skills to get a sum closest
figure out which clues in a question are not needed, to –50.
in question 4 in lesson 5.1.3, where they consider • Throughout the unit, it is important to encourage
the possibilities for scores in a game, in question 4 students to use models to add and subtract integers.
in lesson 5.2.2, where they compare sums of When they use integers that are far from zero,
two related sets of integers, and in question 9 in encourage students to visualize counters or a number
lesson 5.2.4, where they make conjectures from line. It is important to accept a variety of approaches
patterns evident when subtracting. from students.
• They consider representation in question 1 in
lesson 5.1.1, where they use number lines to represent
integers, and in question 2 in lesson 5.2.3, where they
use counters to model subtraction. Models of counters
and number lines are used frequently throughout the
unit and students are often asked to choose the model
that best supports their way of thinking, for example,
in question 3 in lesson 5.2.2.

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 Getting Started

Curriculum Outcomes Outcome relevance

6 Integers: negative and positive Students will find the work in the unit
• develop meaning with models and symbols easier after they review the concepts and
• explore negative integers in context skills related to number line models
• understand that zero is neither positive nor negative introduced in Class VI.
• compare integers

Pacing Materials Prerequisites

1h • Thermometer (optional) • representing whole numbers with a number line model
• Number Lines (BLM) (optional) • using integers to describe some situations
• interpreting a recorded temperature

Main Points to be Raised

Use What You Know Skills You Will Need
• Integers are positive or negative relative to zero. • You can use a number line to compare numbers.
Zero is neither positive nor negative. • Integers are used in many real-world situations, such
• Integers greater than zero are positive; they are above as temperature and altitude relative to sea level.
zero on a number line. Integers less than zero are
negative; they are below zero on a number line.
• If an integer is below another integer, it is less than
that integer.

Use What You Know — Introducing the Unit

• Before assigning the activity, you may wish to remind students what integers are and ask students to brainstorm
different ways integers are used in daily contexts. This could be done as a whole class. You may also wish
to review the terms elevation and sea level and remind students of the location of the various continents. Explain
to students that sea level is used as a benchmark to which other heights or depths are compared.
• Students can work in pairs to complete the activity.
While you observe students at work, you might ask questions such as the following:
• How did you know that Cerro Aconcagua was between Mount Everest and Mount McKinley? (The elevations
are all positive, and Cerro Aconcagua has an elevation greater than Mount McKinley and less than Mount
Everest.)
• How did you find the elevation closest to sea level? (I looked at places whose elevations were two-digit
numbers to see whether they were above or below sea level. Then I thought about how these elevations would
look on a number line and I figured out which elevation was the closest to zero.)

Skills You Will Need

• Students can work individually.
• To ensure students have the required skills for this unit, assign these questions.
• Before they begin, you could build on the brainstormed ideas from the beginning of the lesson by showing
students a thermometer and talking about how integers are used to express temperature. You may wish to ask
students how a number line is similar to, or different from, a thermometer.
• Encourage students to use a number line to answer question 4.

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Answers
A. i) Mount Everest, +8,850 B. i) Mount Everest; Sample response:
ii) Bentley Subglacial Trench, –2555 Because +8850 is greater than +7553.
iii) Lake Eyre, –16 ii) Death Valley; Sample response:
iv) Cerro Aconcagua, +6959 Using sea level as 0, Drangme Chhu is 97 m away
v) Dead Sea, –408 from 0 and Death Valley is 86 m away from 0.
–86 is closer to 0 than +97 is.

NOTE: Answers or parts of answers that are in square brackets throughout the Teacher's Guide are NOT found
in the answers in the student textbook.
1. a < b; [Sample response: 4. a) > b) < c) < d) >
I know this because a is left of b on the number line.]
5. a) +3747 b) –86
2. c) –14 d) +3

6. a) +10C b) 7 degrees colder

0
3. Yes; [Sample response:
–4 < – 2 because it is farther away from 0 in a negative
direction.]

Supporting Students
Struggling students
• If students are struggling with comparing integers in question 4, you might have them draw a number line and
plot pairs of integers on it. This will allow them to see which integer is to the right of the other and is therefore
greater.
• For question 6, some students may not be able to visualize the increments between degrees using the diagram
in the textbook. Encourage them to draw a vertical number line from –5C to +10C and plot the temperatures.
This will allow them to count degrees by moving up or down.

Enrichment
• For part A, you might challenge students to write comparisons of the elevations using integers.
For example, they could write various elevation comparisons between the Dead Sea and Mount Vinson, such as
–408 < +4897, +4897 > –408, and +4897 is 5305 m higher than –408.
• For part A, you could ask students to choose a place from the chart and write several clues using integers
to describe it.
For example, Mount Elbrus could be described as having an elevation between Mount Vinson and Mount
Kilimanjaro, or as having an elevation that is 1326 m less than Ceero Aconcagua.

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Chapter 1 Representing Integers
5.1.1 Integer Models

Curriculum Outcomes Outcome relevance

7-A12 Integers: compare and order Work with integer models will help support students’ later work
• represent integers in a variety of ways with comparing, ordering, adding, and subtracting integers.

Pacing Materials Prerequisites

1h • Counters in two colours, e.g., black and • arranging integers on a number line
white counters
• Number lines (BLM) (optional)

Main Points to be Raised

• Every integer has an opposite. The opposite of • You can use counters with two different colours
a positive integer is a negative integer and the to represent opposite integers.
opposite of a negative integer is a positive integer. For example, three white counters can represent +3
Zero is its own opposite. and three black counters can represent –3.
• You can represent or model integers using number • You can use a model to find an integer that is
lines or counters. greater or less than another integer by a given
• You can use a number line to locate opposite amount.
integers. For example, to find two integers that are three units
For example, you can find the opposite of +3 by away from +1, draw a number line and move three
finding a negative integer that is the same distance units to the right of +1 and three units to the left of
away from 0 as +3. +1.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How do you know the temperature is negative? (It is between two negative numbers so it cannot be right of
0.)
• What information does the first clue give you? (I know that possibilities are –4C, –5C, –6C, –7C, –8C,
and –9C. I also know that the first three are closer to –3C than the last three.)
• Why can the temperature not be –7°C? (–7 is closer to –10 than to –3.)
• Does it make sense that there is only one answer? (Yes; –6C is the only integer that is colder than –5C but
closer to –3C than –10C.)
If students incorrectly identify –4C as the answer, ask them to show you how they compare two negative
integers. They may not understand that integers are arranged symmetrically around zero on a number line.
They may also think that because 4 is less than 6, –4 must be less than –6.

The Exposition — Presenting the Main Ideas

• Write all the integers from –7 to +7 on separate pieces of paper. Distribute these papers to 15 students.
Ask the 15 students to stand in a line along the front of the class in order from least to greatest. Have the rest
of the students make up clues similar to those in the Try This.
For example, a student might say that the integer she is thinking of is between –4 and –1 and is closer to
–4 than to –1. Have classmates show how they would find the answer using the number line of students.
• Tell students that –5 and +5 are called opposites. Ask students for reasons why they might be called
opposites. Use the student number line to show other pairs of opposites. Draw attention to the relationship
between zero and each of the integers. Ensure students see that opposite integers are the same distance away
from zero.
• Read through the exposition with the students. Demonstrate how to use counters to show that –3 and +3 are
opposites. Invite students to use counters to show other examples of opposite integers.

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Revisiting the Try This
B. This question allows students to make a formal connection between what was done in part A and the main
ideas presented in the exposition. In this case, students use the model of a number line to show how the clues
are satisfied. Students might draw a number line from –3 to –10 and label each integer between these points.
Then they could use different-coloured crayons to mark the possible integers that satisfy each individual
condition. The place where the colours overlap would indicate the answer.

Using the Examples

• Present the problems in examples 1 and 2 and have students try to solve them. They can then check their work
and thinking against the solution and thinking in the student text.

Practising and Applying

Teaching points and tips
Q 1: Some students may choose to fold their paper to find Q 4: Encourage students to sketch a
opposites. Some students will simply know that they should use number line to help them with these
the same number with the opposite sign. Ask them how the questions.
number line supports their conclusion. Q 8: Use this last question to highlight
Q 2: Give students counters to model the question. the important ideas in the lesson. You
Q 3: Encourage students to draw a number line to show how might have students use counters to model
they know the answer. Make sure they realize that they can the answer.
sketch; they need not draw to scale.

Common errors
• Some students may list two answers for each part of question 6. Remind them to read the entire statement
to determine whether they are looking for a positive integer or a negative integer.
For example, students might answer +4 and –8 for part a). They do not need to find both integers, only the
integer that is positive.
• Remind students that a number line has negative integers to the left of zero and positive integers to the right of
zero. Some students may reverse this and will be confused when faced with this convention in lesson 5.1.2.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can locate integers and opposites on a number line
Question 4 to see if students can locate an integer that is a given distance from another integer
Question 7 to see if students can solve a problem involving integer comparisons using a number line

Answers
A. –6C B. Sample response:
I would find +9 and then count 15 spaces to the left to get to –5. It was colder than that so it
had to be –6, –7, –8, or colder. Then I looked at the numbers between –3 and –10. I saw that –
4, –5, and –6 were all closer to –3. That meant the answer had to be –6 because it was the
only number that fit both clues.

1. a) 2. a) –4
b) Sample response:
– 4 –3 0 +2 +6 4 white counters:

[b) Sample response:

I can fold the number line at zero and see that the c) +4
opposite of +6 is –6, the opposite of –4 is +4, the
opposite of –3 is +3, and the opposite of +2 is –2.] 3. –6, +6

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Answers [Continued]
4. a) –6 and +4; [Sample response: 7. a) +11°C
I used a number line to count 5 spaces to the left of –1 b) The last clue; [Sample response:
and 5 spaces to the right of –1. I need only the last clue because once I know what
–6 +4 7ºC less than –4ºC is (–11ºC), I can find its
opposite.]
–1 [8. Sample response:
b) +10 and –10 An integer and its opposite are always the same
c) –2 and +6 distance from zero on a number line. One integer is
on one side of zero and the other integer is on the
5. Part b); [Sample response: other side, so one is always negative and the other
These integers are the same distance from zero.] is always positive.]

6. a) +4 b) –14 c) –8 d) +8

Supporting Students
Struggling students
• If students are struggling with visualizing a number line in question 6, you might have them sketch a number
line so that they can count the given number of units in the appropriate direction.
For example, for part a) students can sketch a number line from –10 to +10 and find –2. Then they can count
6 units to the right.

Enrichment
• For question 7, you might challenge students to create their own clues for the usual high temperatures for other
places. These could be shared with classmates to solve.

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 5.1.2 Comparing and Ordering Integers

Curriculum Outcomes Outcome relevance

7-A12 Integers: compare and order Using a number line provides students with a way
• compare and order integers with number lines and to visualize integers in relation to each other and
using real life situations helps develop number sense. A real-world context
makes the meaning of the numbers easier to grasp.

Pacing Materials Prerequisites

1h • Number lines (BLM) (optional) • addition facts
• representing integers using a number line

Main Points to be Raised

• You can use a number line to compare and order For example:
integers. By marking numbers on a number line, you - If you were comparing –4 and –7, you could mark
can see when an integer is to the left of (or right of) these on a number line. You would notice that –7 is to
or below (or above) another integer and is therefore the left of, or below –4 and must be less.
less (or greater).
- To order –4, +2, +4, and –1 from least to greatest,
you could mark each integer on a number line and
then read the numbers from left to right or bottom to
top.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How do you know that Trongsa is colder than Punakha? (It is below Punakha on the thermometer.)
• How do you know that a place colder than Punakha by 10° has to have a negative temperature? (Punakha is
only 4° above zero, so any temperature more than 4° colder has to be negative.)
• How else could you describe the place that is warmer than Paro by 6°? (I could say that it is warmer than
Thimphu by 3°.)

The Exposition — Presenting the Main Ideas

• Use the integer cards you made in lesson 5.1.1. Tape these to the wall at the front of the classroom to make
a number line. Choose two integers. Have students compare these two integers in as many ways as possible.
For example, if +5 and –2 are selected, students could make the following comparisons: +5 > –2, –2 < +5,
+5 is 7 more than –2, and –2 is 7 less than +5.
For each comparison offered, point out the integers on the number line and ask students to tell how they know
they are right.
• Read through the exposition with the students.

Revisiting the Try This

B. Some students might consider the thermometer to be a number line. They are right. Others may assume that
a thermometer is not a number line because they think a number line must be horizontal. Make sure students
understand that number lines (including thermometers) can be horizontal or vertical.

Using the Examples

• Have students work in pairs. One of the pair should become an expert on example 1 and the other should
become an expert on example 2. Each student should then explain his or her example to the other student.
Present the question in example 3 to the whole group. Let each student answer individually and then check his
or her thinking against the solution in the text.

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Practising and Applying
Teaching points and tips
Q 2: Remind students that there may be more than Q 6: Encourage students to sketch a number line if
one possible pair of answers for each part. they have difficulty visualizing integers like –100 or
Q 3: Make sure students realize that they can sketch +210.
and that they need not draw to scale. The same Q 8: You may wish to explain to students that a low
number line can be used for all parts. score in golf wins because it means the player took
fewer shots to get the ball into each hole.

Common errors
• Some students may have difficulty with questions 4 and 6 because they will think that a “larger” (meaning
farthest from zero) number is greater.
For example, some students may think that –47 is greater than –30 because the number without its sign is
greater.
You may wish to encourage students to draw a number line so that they can see that numbers decrease as they
move to the left. This can be linked to what they know about whole numbers.

Suggested assessment questions from Practising and Applying

Question 3 to see if students can order integers
Question 8 to see if students can compare integers in a real-world situation
Question 9 to see if students can use reasoning to solve a problem involving integer comparisons

Answers
A. i) Trongsa B. Sample response:
ii) Thimphu You think about going up and down the thermometer one
iii) Paro space at a time just like you go right and left on a number
line. Both have a zero place and both have positive and
negative numbers spaced the same way.

1. a) 3. a) +4; [Sample response:

+4 is right of +3, so it must be greater.]
–7 –3 0 +5 +9
b) +4; [Sample response:
+4 is right of –3, so it must be greater.]
b) –7, –3, 0, +5, +9 c) –3; [Sample response:
–3 is right of –4, so it must be greater.]
2. a) Any two of –4, –5, –6, –7, –8, –9 d) +3; [Sample response:
b) Any two of –1, 0, +1, +2, +3 +3 is right of –4, so must be greater.]
c) –2, –1 –4 –3 +3 +4
d) Any two of 0 or any positive integer
e) Any two of –15, –16, –17, … 0
f) Any pair of –4 and +4, or –3 and +3, or
–2 and +2, or –1 and +1 4. a) <; [Sample response:
g) One pair in this pattern: 0 < +4 because 4 is left of 0 on a number line.]
+1 +3
0 +4
b) >; [Sample response:
–1 +5 +3 > –5 because +3 is right of –5 on a number line.]
–2 +6 c) <; [Sample response:
–3 +7 –23 < +18 because –23 is left of +18 on a number line.]
d) <; [Sample response:
–65 < +65 because –65 is left of +65 on a number line.]

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 5. a) 6. a) –25, –12, +8, +16, +25
+10
Punakha
b) –140, –120, –100, –10
+8 c) –48, –6, 0, +4, +210
+6 Wangdue
+4
Trongsa
7. a) Nov. 17
+2 b) Nov. 18
0 Thimphu
c) Nov. 16
–2 Paro d) Nov. 17
–4
8. a) –18, –11, –7, +3, +4, +8
–6 b) Tiger Woods
–8
–10 9. a) –5
b) I am a negative number.
I am less than –2.
b) Paro, Thimphu, Trongsa, Wangdue, Punakha
[10. Sample response:
All negative integers are less than zero and all positive
integers are greater than zero, so –3 is less than any
positive number because it is a negative integer.]

Supporting Students
Struggling students
• If students are struggling to keep track of all the clues in question 9, you might have them list the possibilities
for each clue separately. They can then compare these, looking for integers that appear in all five lists. They can
use a number line to help them list the possibilities.
For example:
For the first clue, the integers are –5, –6, –7, ….
For the second clue, answers are –6, –5, –4, …. Students can see that there are only two numbers in both lists:
–5 and –6.
For the third clue, both sets of listed numbers still work.
For the fourth clue only –5 works.
–5 also satisfies the fifth clue, so –5 must be the answer.

Enrichment
• For question 9, you might challenge students to choose a mystery integer and make up some clues that
describe it uniquely.

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 CONNECTIONS: Time Zones

• This optional connection is intended for all students. It makes a link to a way integers are used in daily life.
By connecting integers to local times around the world, students can begin to understand the usefulness of this
part of the number system.
• Time zones within geographical areas have been used since 1675, but they became more widespread with
the advent of railroads because of the need to coordinate transportation schedules. Today, most countries use
a system of standard time zones. Some countries change their time seasonally to daylight saving time. Parts of
some countries do not advance their time by a full hour increment.
• The values in the answers may change if some areas are not on standard time. The blackline master time zone
map assumes all local zones are on standard time.
• You might discuss how the International Date Line works and challenge some students to travel over the IDL
to find each time in question 2.
For example, students will need to know that if it is 3 p.m. on August 12 immediately west of the International
Date Line, then it is 4 p.m. on August 11 immediately to the east of the IDL.

Answers
1. a) –11 2. 24 h clock time (12 h clock time)
b) +1 a) 1:00 (1:00 am)
c) –5 b) 13:00 (1:00 pm)
d) –14 c) 7:00 (7:00 am)
e) +2 d) 22:00 the previous day (10:00 pm the previous
day)
e) 14:00 (2:00 pm)

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 5.1.3 The Zero Property

Curriculum Outcomes Outcome relevance

7-A12 Integers: compare and order • Work with the zero property will support students’
• understand the zero principle: balance of positive and later work with adding and subtracting integers.
negative values • It is important for students to use the zero property
so they understand why procedures work and do not
just apply rules without understanding.

Pacing Materials Prerequisites

1h • Nu 1 coins • representing integers using counters and number
• Counters in two colours, e.g., black and lines
white counters

Main Points to be Raised

• When you add an integer to its opposite, the result is • You can represent the zero property using counters
zero. and number lines as models.

Try This — Introducing the Lesson

A. Have students play the game individually. While you observe students at work, you might ask questions
such as the following:
• What prediction did you make? Why? (I predicted my pencil would be at zero because I thought the chance
of flipping a Tashi Ta-gye was equal to the chance of flipping a Khorlo.)
• How close was your prediction? (My pencil was at +1, so my prediction was close.)
• What would you expect to see if you flipped the coin 20 times? (My pencil might be at zero.)

The Exposition — Presenting the Main Ideas

• Play the number line and coin game one more time as a class. Have student volunteers take turns flipping
the coin. Instead of recording movements on a number line, have students record them in a chart like this:
Flip number 1 2 3 4 5 6 7 8 9 10
Result
Move
Integer
Location (start at 0)

• Ask students if they see any relationship between the move and the location.
• Read through the exposition with the students.

Revisiting the Try This

B. and C. Make sure students understand that when they combine equal flips of K and T, they will get zero no
matter what the order of the flips. Students should conclude that to determine the final result they can combine
equal numbers of K and T flips to get zero and then see what flips are left over.

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Using the Examples
• Work through the example with the students to make sure they understand it. Demonstrate using counter and
number line models to show the solutions.

Practising and Applying

Teaching points and tips
Q 1: Be sure students have counters to use for this Q 4: Some students may think that getting 30
question. identical flips is impossible. Remind them that it is
Q 3: Some students may not recognize that the highly unlikely but still possible.
numbers can be put into the boxes in many different Q 5: Encourage students to use models to help them
orders for most parts of the question. This concept answer this question.
will be important when students begin adding and
subtracting integers.

Common errors
• In question 2, some students might not realize that they can combine all the Ts and then combine an equal
number of Ks (or vice versa if Ts outnumber Ks) before finding a total. You can explore with them whether it
makes any difference if you move all the Ts before moving any Ks.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can use models to demonstrate the zero property
Question 3 to see if students can apply the zero property

Answers
A. Sample responses: B. Sample responses:
i) I predict I will be at +4. +10 i) Maya ended at 0 and I ended at +2.
ii) T, T, T, K, K, K, K, K, T, K +8 ii) If I end below 0, my location is negative. If I end
I ended at +2. +6 above 0, my location is positive.
+4
+2 C. If I pair each K with a T, they will make zero. There
0 are four pairs of KTs, so these make zero. There are
–2
two Ks left over. They each represent +1, so the final
location is +2.
–4
–6
–8
–10

1. Sample response: 2. a) 0
[b) Sample response:
Find pairs of +1 and –1 to make zero. Flips 1 and 2
+2 + (–2) = 0 make zero, flips 3 and 4 make zero, and flips 5 and 6
make zero.]
c) +1

3. a) –1
0 0 b) +1
c) +1, –1 in any order
d) +1, –1, –1, –1 in any order
e) +1, +1, –1, –1 in any order
f) –1, –1, –1

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 4. a) +30 [because if you flipped all Ks then you would b) To add –1 to a positive number:
have +1 thirty times.] I can represent the positive number with white
b) –30 [because if you flipped all Ts then you would counters and –1 with a black counter. I pair one white
have –1 thirty times.] counter with the black counter and remove them. The
answer is the remaining counters. It will be one fewer
[5. Sample response: than the number of white counters at the start.]
a) To add +1 to a negative number:
I can represent the negative number with black
counters and +1 with a white counter. I pair one black
counter with the white counter and remove them.
The answer is the remaining counters. It will be one
fewer than the number of black counters at the start.

Supporting Students
Enrichment
• Students can play the number line and coin game with a partner with the following changes:
Player 1 begins. This person flips the coin and keeps track mentally of his or her score. Player 1 may continue
flipping the coin as long as the flip does not result in a negative accumulated score. When Player 1 decides
to stop flipping the coin, he or she keeps the points accumulated for that round. If the flip results in a negative
score, the total for that round is 0 and play moves to Player 2. The game continues until 10 rounds have been
played. The total for each round is added and the player with the higher total score wins.
For example:
- If Player 1 flips a Khorlo (K), the accumulated point is +1.
- If his or her next flip is a Tashi Ta-gye (T), the accumulated points are still not negative, so he or she can
continue the turn (this is advised because the score is 0 at this point and Player 1 has nothing to lose).
- If Player 1 now flips 3 Ks in a row, the accumulated score is +3. Player 1 may decide to continue to flip the
coin. As long as the accumulated score is not negative, his or her turn continues as he or she attempts to
maximize the points. To be safe, Player 1 might decide to stop flipping when he or she has a score of +3. These
points are recorded and play moves to Player 2.

Reprint 2019 205 UNIT 5 Integers

Chapter 2 Adding and Subtracting Integers
5.2.1 Adding Integers Using the Zero Property

Curriculum Outcomes Outcome relevance

7-B10 Add Integers: to solve problems • Students will apply what they learned in the
• connect visual models to symbols previous lesson about the zero property to add
• use counters, number lines, and real-life contexts integers.
• understand that, when adding two integers, it is necessary • Experience with counter and number line models
to first model each integer, then match positive and will allow students connect these models to
negative values to make zeros symbols. This will help students understand why
7-B2 Properties of Operations: integers procedures work so they do not just apply rules for
• review use of commutative and associative properties addition without understanding.
• explore the concept of “closure”

Pacing Materials Prerequisites

1h • Nu 1 coins • addition facts
• Counters in two colours, e.g., black • understanding of the closure property of whole numbers
and white counters

Main Points to be Raised

• You can use the zero property to add a positive • To add three integers, you can first combine any
integer and a negative integer. pair and then add the third integer.
• You can use counters and number lines to model • When you add integers, the result is always another
integer addition. integer.
• Changing the order of the addition does not change
the result because the commutative property of
addition works with integers.

Try This — Introducing the Lesson

A. Provide students with counters. Allow students to try this with a partner. While you observe students at
work, you might ask questions such as the following:
• What numbers can you model with 3 counters? with 5 counters? (I can model +3 or –3 with 3 counters and
+5 or –5 with 5 counters.)
• How do you know the two counters in the sum must both be black or both be white? (If they were all white or
all black, there would be 8 white or 8 black counters and you would need all 8 of them to show the number.)
• How do you know the answer you have is correct? (I used 3 counters for my first number and 5 counters for
my second number. After I removed the 3 pairs of black and white counters, I had 2 counters left.)
• Can you find other solutions? (I can use opposite integers because it does not say whether the 2 counters in
the sum are both white or both black.)

The Exposition — Presenting the Main Ideas

• Divide students into small groups. Have them play the number line and coin game from lesson 5.1.3, this
time without a number line. Have them complete the chart below by taking turns to flip the coin, record the
result, and assign a coloured counter and the corresponding integer value of the flip. When they have finished,
have them figure out the total score at the end of the game.
Flip number 1 2 3 4 5 6 7 8 9 10
Result
Counter
Value

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 • Discuss with the students how they can use the zero property to help figure out the total score. Ask student
volunteers to demonstrate how to use of the zero property.
For example, have students show how to model 3 flips of K and 7 flips of T with counters. Ask them to group
the counters to demonstrate the zero property.
• Read through the exposition with the students. Be sure to demonstrate the use of the number line model.
Make sure they understand that they move right to add a positive value and move left to add a negative value,
and that the solution is found by naming the location at the end of the last movement.
• Discuss with students the meaning of associative, commutative, and closure. While it is not necessary for
students to memorize these terms, it is important that they be familiar with the concepts.

Revisiting the Try This

B. This question allows students to make a formal connection between what was done in part A and the main
ideas presented in the exposition. In this case, students apply the zero property to adding integers.

Using the Examples

• Present the problem in the example and ask students to try it alone or with a partner. Then ask students to read
through solutions 1, 2, and 3. Ask them to choose which solution most closely matches what they did. Discuss
the third solution and link this to the other two solutions.

Practising and Applying

Teaching points and tips
Q 1: Many students may choose to use models to find Q 7: Some students may not recognize that there is
the sums. more than one answer for each of these.
Q 4: Encourage students to use the associative Q 10: Use this last question to highlight the important
principle and mental math. ideas students have learned in the lesson. You might
Q 6: Remind students to visualize counters or number have students debate each statement in a class
lines if they are having difficulty doing this mentally. discussion. Encourage them to justify their thinking
and to find counter examples.

Common errors
• Many students will attempt to memorize a set of rules generated from statements like those given in
question 10. You should emphasize the second part of the question, where students are encouraged to explain
their thinking. They can do this in a variety of ways, not only by writing.
For example, students could justify their thinking by showing the class an example using counters.

Suggested assessment questions from Practising and Applying

Question 2 to see if students can use models to add integers
Question 4 to see if students can add more than two integers
Question 10 to see if students can form generalizations about adding integers and communicate their thinking

Answers
A. +3 and –5; B. Sample response:
Sample response: (+3) + (–5) = –2 I can pair up 3 white counters with 3 black counters and remove them
because they equal 0. I am left with 2 black counters, which is –2.
1. a) +1 b) +1 2. a) +2
c) –4 d) +9
e) –4 f) –8

+ (+5)

–5 –3 0 +2 +5
0 0 0

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Answers [Continued]
2. b) +2 3. a) +15C b) +16C c) +14C

4. a) –6 b) –2 c) –3
d) –8 e) –1 f) –7

+ (+3) [5. Sample response:

You can first add the opposite integers to get zero.
–5 –1 0 +2 +5 What you have left is the answer. Sometimes you have
to rearrange them first, e.g.,
0
(–6) + (–7) + (+6) = (–6) + (+6) + (–7) = 0 + (–7)]

c) –3 6. a) > b) < c) = d) > e) <

7. Sample responses:
a) (+1) + (–1) + (+1) + (–1) = 0
b) (+1) + (+1) + (+1) + (–1) = (+2)
c) (–1) + (+1) + (–1) + (+1) + (–1) = –1
+ (–6) d) (+1) + (+1) + (+1) + (+1) = (+4)

0 0 0 –5 –3 0 +3 +5 [8. Sample response:

To get an answer of –1, you need three –1s or +1s that
add to 0. This is impossible because the +1s and –1s
d) +8 have to be in pairs. Adding an odd number of integers
will not work.]

9. 0; [Sample response:
+ (+3) I imagine all the integers from –20 to +20 on a number
line and then I pair up the opposites to make 0:
+4 +5 +6 +8 +10 +12 +14
(–20) + (+20) + (–19) + (+19) + (–18) + (+18) +
+5 … + (–1) + (+1) + 0
= 0 + 0 + 0 + ... + 0 + 0
e) –2 = 0]

10. a) True; [Sample response:

Imagining counters, if I am adding white counters to
white counters, I am going to end up with white
counters.]
b) True; [Sample response:
0 0 0 0 Imagining counters, if I am adding black counters to
+ (+4) black counters, I am going to end up with black
counters.]
c) False; [Sample response:
–6 –4 –2 0 +2 This is only sometimes true because it depends on
f) –10 which integer is farthest from zero. If the positive
integer is farthest from zero, the sum will be positive,
but if the negative integer is farthest from zero, the
sum will be negative.]
d) False; [Sample response:
+ (–4) This is only true if the numbers are opposites.]

–10 –8 –6 –4 –2 0

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Supporting Students
Struggling students
• If students are struggling with using a number line model in question 2, you might have them physically act it
out by standing on a number line and moving. For this, you will have to create a number line on the floor.
This is easily done using tape and small cards.
For example, if students are struggling to represent (–3) + (+5), have them stand at –3 and move 5 spaces
to the right.

Enrichment
• For part A of the Try This, you could encourage students to use a combination of counters that are not
the same colour for each part of the problem.
For example, the first number modelled with three counters could be +1 (one black counter and two white
counters) and the second number modelled with five counters could be +1 (three white counter and two black
counters). The solution of +2 could be modelled with two counters.
Students could be asked to find as many combinations as they can that satisfy the conditions. This extends
the idea that any integer can be represented as a sum of two or more integers.
• For question 7, you might challenge students to find multiple answers and then to generalize about the pattern
of their responses.

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 5.2.2 Adding Integers that are Far from Zero

Curriculum Outcomes Outcome relevance

7-B10 Add Integers: to solve problems • This lesson builds on the previous lesson and prompts
• connect visual models to symbols students to visualize models in order to connect them to the
7-B8 Add Integers Mentally: develop and symbols. This will help students understand why procedures
use strategies work and not just apply rules for addition without
• develop and use mental strategies understanding.
- front-end • In everyday life, mental math and estimation are very
- compatible numbers important skills, often more important than paper and pencil
calculation.

Pacing Materials Prerequisites

1h • Counters in two colours, e.g., • addition facts
black and white counters • representing integers using counters and number lines

Main Points to be Raised

• You can sketch number lines or use counters • The sum of a positive integer and negative integer
to model and determine the sum of numbers that are can be either positive or negative, depending on
far from zero. which addend is farther from zero.
• The sum of two negative integers is always • If the sum of two integers is zero, the integers must
negative. be opposites.
• The sum of two positive integers is always positive.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How might you visualize +28? (A pile of 28 white counters or 28 units to the right of zero on a number line.)
• How might you visualize –12? (A pile of 12 black counters or 12 units to the left of zero on a number line.)
• How can you use the zero property to combine +28 and –12? (Combine –12 and +12 to make 0. There will
be 28 – 12 = 16 white counters left.)

The Exposition — Presenting the Main Ideas

• Make a pile of black counters. Tell students to imagine that there are 46 counters in the pile. Make another
pile of white counters. Tell students there are 79 counters in the pile. Ask them to figure out mentally how to
combine these piles using the zero property. Ask, “Why can you think of 79 white counters as 46 + 33 white
counters?” and, “How does this help you add the two integers?”
• Ask students to explain how to model the same addition using a number line. If they have difficulty with
this, have them sketch a number line and place –46 on it. They can make a rough sketch, not listing every
value. Have them use arrows to show a movement of 79 spaces to the right. Ask them where they would end.
• Read through the exposition with the students. Emphasize that students should visualize the models and
sketch them but that they need not draw them to scale. For example, they might show –34 black counters as a
big black circle with –34 written in it, and then show the circle separated into two black circles, one labelled –
16 and the other labelled –18.

Revisiting the Try This

B. Students could compare their method for solving addition of integers far from zero with the counter and
number line models presented in the exposition. (Some students may have used a number line to answer part
A.) Allow time for students to share their responses with each other.

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Using the Examples
• Present several problems that involve adding negative integers close to zero. Ask students to solve these and
explain how they solved each. Ask students to look for a general way to add negative numbers.
For example, you might give students the following calculations:
(–4) + (–2) (–5) + (–3) (–2) + (–7)
Students might notice that you can ignore the signs, add the integers, and then make the sum negative. Ask them
to justify this procedure with counter or number line models.
• Present several problems that involve adding negative and positive integers close to zero. Ask students to solve
these and explain how they solved each. Ask students to look for a general way to add numbers with different
signs.
For example, you might give students the following calculations:
(–4) + (+2) (–5) + +3) (–2) + (+7)
Students might notice that you can ignore the signs, subtract the integers, and then make the sum the same sign
as the integer farthest from zero. (Mathematicians call this the absolute value of the number. Students do not yet
need to use this language, but you can introduce it if you wish.) Ask them to justify this rule with counter or
number line models. This will help students understand why procedures work so they do not just apply rules for
addition without understanding.
• Work through each example with the students to make sure they understand it. Draw students’ attention to
the techniques used to show greater numbers on a number line (using a scale of 5 or 10, for example) and with
counters (using the bags, which could also be shown as circles).

Practising and Applying

Teaching points and tips
Q 3: Some students may wish to use the same model Q 7: Many students will not realize that they can
for each part. Encourage them to try using both estimate rather than finding the actual sum.
number lines and counters. Q 9: Encourage students to break up numbers in a
Q 4: Some students may not be able to solve these way that will allow them to use the zero property to
questions without calculating each sum. Encourage simplify the calculation.
them to compare the first part to the second part and Q 11: Use this last question to highlight the important
to look for patterns. Remind them that they can use ideas students have learned in the lesson. You might
reasoning to help them answer these questions. encourage students to justify their ideas using models.
Q 5 and 6: These questions apply integer addition to
real-world situations.

Common errors
• Students and teachers will often use the term “large” or “small” to describe integers without their signs.
For example, they might describe –45 as large and –2 as small. There is a hidden danger in this, as the language
may be natural but it is not mathematically correct. One problem is that –45 is actually “small”; another is that
we often think of large and small in terms of the physical size of the numerals on a page. Make sure students talk
about numbers that are nearer to or farther from zero.
• Some students will have difficulty calculating the missing addends in question 5. You might have them write
an addition sentence for the numbers in the chart.
For example, in part b), students could write (+9) +  = +16. This might help them think of what number must
be added to +9 to get +16.
• Some students will reverse the inequality signs in question 7 and may need to be reminded that > means
“greater than” and < means “less than”.
• In question 8, many students will assume incorrectly that a number like –50 is greater than +10 because
50 > 10. Have students sketch a number line to compare these integers.
For example, in part b) students might assume that –560 is greater than –40.

Reprint 2019 211 UNIT 5 Integers

Suggested assessment questions from Practising and Applying
Question 3 to see if students can add numbers far from zero using a model
Question 5 to see if students can add integers in a real-world situation
Question 10 to see if students can generalize about the sign of the sum
Question 11 to see if students can justify a conjecture using a model

Answers
A. Sample response: B. Sample response:
(–12) + (+28) = (–12) + (+12) + (+16) My method was similar to using counters because
= 0 + (+16) I used the zero property to pair (+12) with (–12) to get
= +16 zero.

1. d) +36; [Sample response:

+ (+47)
+ (–24)

–40 –20 0 +20 +40

I end at +23 because 47 – 24 = 23.
12 pairs = 0
2. 48 – 12 = 36 counters

4. a) 10; [Sample response:

I add the same amount each time, so I can just compare
–24 and –34.]
b) 20; [Sample response:
24 pairs = 0 47 – 24 = 23 counters I start with the same amount each time, so I can just
compare –26 and –46.]
I match 24 of my 47 white counters with the 24 black
counters to make 0 and I am left with 23 white 5.
counters, or +23. Start Change Final
(C) (C) (C)
3. a) +60; [Sample response:
a) –12 +15 +3
b) +9 +7 +16
c) –22 +12 –10
d) –15 +3 –12

48 counters + 12 counters
6. Sample response: (+159) + (–3) = 156
b) –36; [Sample response:
+ (+12)
7. a) > b) > c) = d) > e) <

+ (–48) 8. a) i) –40 ii) –40 iii) –560 iv) +10

[b) Sample response:
–60 –40 –20 0 +20 +40
Part iii) has two negative numbers very far to the left
of zero. If I think about a number line, when I add two
c) –60; [Sample response: negative numbers, I move farther away from zero —
+ (–12)
the farther away from zero, the smaller the number.]

+ (–48)

–60 –40 –20 0 +20 +40

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 9. a) i) +12 ii) +80 iii) –27 iv) +25 10. Yes; [Sample response:
[b) Sample responses: If I think of negatives as black counters and positives
i) I imagined 25 on a number line and then moved 13 as white counters, all I have to do is decide whether
to the left, so I subtracted 23 – 13 = 12. there are more white counters or more black counters.]
ii) I thought about adding 17 white counters to
63 white counters, so I added 17 + 63 = 80. [11. Sample responses:
iii) I added the first two integers to get +10. Then a) If I start at a place left of zero on the number line
imagined 37 black and 10 white counters. I subtracted and move farther to the left, the answer will always be
37 – 10 = 27 to find how many more white counters negative.
I had. b) If two numbers add to zero, that means that they are
iv) I added the first and last integers to get +30. Then the same distance from zero, which makes them
I imagined 30 white and 5 black counters. opposite integers.]
I subtracted 30 – 5 = 25 to find how many more white
counters I had.]

Supporting Students
Struggling students
• If students are struggling with visualizing negative numbers far from zero in question 8, you might have them
work with simpler numbers. Once students become better at mentally adding integers close to zero, have them
visualize integers farther from zero using a pile of counters or a sketched number line.
For example:
For part a) i), you might first ask students to calculate (–5) + (+1) and then ask them to consider (–50) + (+10).
For part a) iv), you might have them find the sum for (+11) + (–10).

Enrichment
• For question 11, you might challenge students to make alternative conjectures that they feel are always true
and ask them to justify their reasoning.

GAME: Target Sum –50

• This optional game is designed to allow students to practice adding 2-digit integers.
• As students try to figure out the best order and combination of digits, they are likely to estimate sums.
• Students should be encouraged to visualize counter or number line models when adding.
• Students can adapt the game by choosing to use two extra digit cards to create 3-digit numbers and targeting
–500, or by targeting a different sum.
• A BLM of the game cards is provided but you can easily make your own cards using paper and markers.

Reprint 2019 213 UNIT 5 Integers

 5.2.3 Subtracting Integers Using Counters

Curriculum Outcomes Outcome relevance

7-B10 Subtract Integers: to solve problems Having experience with counter models
• connect visual models to symbols will help students understand why
• use counters and real-life contexts subtraction of integers works so they
7-B8 Subtract Integers Mentally: develop and use strategies will not just apply rules for subtraction
• develop and use mental strategies without understanding.
- compatible numbers

Pacing Materials Prerequisites

1h • Counters in two colours, e.g., black and • subtraction facts
white counters • representing integers using counters

Main Points to be Raised

• You can use counters to model integer subtraction • The zero property allows you to add pairs of
using a take-away meaning. opposite integers without affecting the sum.
• If you do not have enough of one type of counter
to take away, you can use the zero property to add
more counters that you can take away.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• What addition is related to (–4) – (+2)? (What integer added to +2 would make –4?)
• How can you represent –4 as an integer addition? ((–8) + (+4), (–7) + (+3), (–6) + (+2), and so on.)
• Which addition can you use if you want to subtract +2? ((–6) + (+2))
• How can you represent this with counters? (6 black counters and 2 white counters.)
• Does it make sense that 6 counters and 2 counters can represent –4? (Yes. I can pair up 2 white counters
with 2 black counters and make 0. The 4 remaining black counters are –4.)

The Exposition — Presenting the Main Ideas

• Read through the exposition with the students. Use counters to demonstrate. Point out to students that you
use the zero property when you do not have enough of one type of counter to take away. Make sure they
realize that you cannot just add any counters you want, because that changes the problem; you have to add a
form of zero because only zero does not change the value.
• Divide students into small groups. Provide each group with some counters. Present a subtraction calculation
and have each group demonstrate it using the counters.
For example, you might have the groups model (–4) – (+2).
Circulate among the groups and check to see whether students are using the zero property. Encourage them
to talk about their strategies. Have students demonstrate four or five similar problems.

Revisiting the Try This

B. Students now have a method to model the question in part A using a take-away meaning for subtraction.

Using the Examples

• Have each student work through example 1 individually. This will allow you to see whether each student
understands how to use the counter model. Ask students to explain why only 1 black and 1 white counter were
added for part a) of example 1, but 4 white and 4 black counters were added for part b).

Reprint 2019 214 Teacher's Guide

• Work through example 2 with the students, making sure that understand how to show integer subtraction by
adding the opposite. Reinforce the concept with one or two more examples.
For example, you can show (+20) – (–4) by putting down 20 white counters and then placing another 4 white
and 4 black counters. When you remove the 4 black counters, there are 24 white counters left. That is the same
as starting with 20 white counters and adding the 4 white counters (the counters that you added with the 4 black
counters using the first strategy), so (+20) – (–4) = +20 + (+4).

Practising and Applying

Teaching points and tips
Q 2: Remind students to draw diagrams similar to Q 8: Encourage students to connect the procedure to
the diagrams in the examples. a visualization of the counter model. Refer students to
Q 3: This is an important generalization that students example 2 to see how it is done.
should understand rather than just apply in a rote Q 9: Some students may not recognize that they have
fashion. Counter models will provide this to subtract Day 1 from Day 2, instead of the other
understanding way around.
Q 4: Encourage students to do the calculations in Q 10: You might encourage students to talk in small
the order they appear, but ask them afterwards if they groups about how they found each difference.
could have subtracted the last number before the Encourage them to communicate their thinking in
middle number. a similar manner as shown in the Thinking part of
Q 6: Many students will not know how to find two the examples.
subtractions. This question might be assigned only to Q 11: You might have students share their
selected students. understandings in a group discussion.

Common errors
• Many students will have difficulty finding the difference when taking away more than one integer in
questions 4 and 5. You might allow some students to simply subtract the middle number from the first number.
• When adding the opposite, some students take the opposite of the minuend (the number they are subtracting
from) instead of the subtrahend (the number they are subtracting). Ask students to use a model to check.
• Although it is not an error, some students choose to focus only on procedure even if it is not always efficient.
For example, for (–20) – (–4), it is more efficient to think of taking 4 black counters from 20 black counters,
leaving 16 black counters, than to add (–20) + 4. It is for this reason that it is not a good idea to overemphasize
the rule.

Suggested assessment questions from Practising and Applying

Question 2 to see if students can subtract integers using counters
Question 3 to see if students can explain how subtracting an integer is the same as adding its opposite
Question 11 to see if students can generalize about the sign of the difference and explain their thinking

Answers
A. Sample response: B. Sample response:
She can rewrite it as an addition expression. I would add 2 white and 2 black counters, which
If (–4) – (+2) = ?, then ? + (+2) = –4. She can think of would not add any value. Then I could take away
what to add to +2 to get – 4: 2 white counters. I would be left with 6 black counters,
(–6) + (+2) = –4, so (–4) – (+2) = –6. which is –6.

Reprint 2019 215 UNIT 5 Integers

Answers [Continued]
1. a) –3 6. a) (–5) – (+2); (–5) – (–7)
[b) Sample response: b) (+4) – (–3); (+4) – (+7)
I started with 5 black counters and was able to take
away 2 black counters without adding any other 7. a) –7; +2 b) +7; –3
counters.]
8. a) +27 b) –3
2. a) –1; Sample response: c) –40 d) –16

9.
Change
Golfer Day 1 Day 2
(Day 2 – Day 1)
b) +5; Sample response: a) Dechen –4 –1 +3
b) Dawa +2 +6 +4
c) Novin –2 +4 +6
d) Meto –7 +3 +10
e) Karma –7 –8 –1
c) –5; Sample response:

10. a) +21; [Sample response:

I subtracted just like with whole numbers, 44 – 23.]
b) –17; [Sample response:
d) –1; Sample response: I thought about subtracting 45 black counters from
62 black counters, which is 62 – 45.]
c) –136; [Sample response:
I imagined adding 33 pairs of black and white
counters. Then I took away 33 white counters,
3. Yes; [Sample response: leaving me with 33 + 103 black counters.]
To subtract (–2) – (+4), I would start with 2 black d) –245; [Sample response:
counters, add 4 white and 4 black counters, and then I imagined adding 30 pairs of black and white
take away 4 white counters. That leaves me with counters. Then I took away 30 white counters,
2 original black counters and 4 new black counters, leaving me with 215 + 30 black counters.]
which is the same as (–2) + (–4).]
11.Yes; [Sample response:
4. a) +4; Think of negatives as black counters and of positives
as white counters. You cannot take away white
counters from black counters. You always have to add
enough pairs of black and white counters so you can
b) +4; take away the white counters. When you take away
the white counters, you are left with only black
counters, so the answer must be negative.]
5. a) –6 b) +17 c) –75

Supporting Students
Struggling students
• If students are struggling with the idea of adding the opposite in question 3, you might have them use counters
to show the first part of (–2) – (+4). It might be helpful to review example 2 with them and provide them with
additional questions.

Enrichment
• For question 11, you might challenge students to create additional conjectures about integer subtraction that
are always, sometimes, and never true.

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 5.2.4 Subtracting Integers Using a Number Line

Curriculum Outcomes Outcome relevance

7-B10 Subtract Integers: to solve problems Students who have used number line models have an
• connect visual models to symbols additional strategy to help them understand why procedures
• use number lines and real-life contexts work so they do not just apply rules for subtraction without
7-B2 Properties of Operations: integers understanding.
• review use of commutative and associative
properties
• explore the concept of “closure”

Pacing Materials Prerequisites

1h • Number Lines (BLM) (optional) • subtraction facts
• representing integers using a number line

Main Points to be Raised

• You can use a number line to model integer • One way to calculate a – b is to figure out what
subtraction. to add to b to get to a (a – b → b + ? = a). This can
easily be shown on a number line. The solution to the
problem is a distance and direction on the number
line.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How can you figure out the differences without counting on a number line (or thermometer)? (I can subtract
the usual low temperature from the usual high temperature.)
• How do you know which places have the greatest differences? (They are places that have both a high
temperature that is very high and a low temperature that is very low.)

The Exposition — Presenting the Main Ideas

• Draw a thermometer on the board. Have students calculate the difference between the daily low and high
temperatures of the place where they live. Encourage students to link a thermometer to a vertical number line.
• Write a subtraction sentence for finding this difference, e.g., (+13) – (–2). Ask students to give you a
corresponding addition sentence, e.g., (–2) + ? = (+13). Encourage students to see that one way to calculate
the difference is to find out what to add to the second number to get the first number.
• Read through the exposition with the students. Make sure they understand that when they add integers,
the solution is the position where the arrow ends up, but when they subtract, the solution is a distance moved,
either to the right or to the left.

Revisiting the Try This

B. Students need to think about whether to subtract the low temperature from the high temperature or the high
temperature from the low temperature. They can then use a number line to calculate the difference.

Using the Examples

• Present the problems in the three examples to the students. Ask each student to choose two of the problems to
solve. Then each student can compare his or her work with what is shown in the matching example. Suggest that
students then read through the other example.

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Practising and Applying
Teaching points and tips
Q 1: Remind students to look at the direction of Q 6: Some students may notice that you can start with
the arrows to help them. any correct number sentence and then increase or
Q 2: This is an important question because it decrease both values by the same amount.
emphasizes that the order in which you subtract For example, since (–4) – 0 = (–4), then
integers makes a difference in the result. (–5) – (–1) = (–4) [subtract 1 from –4 and from 0].
Q 3: Encourage students to think about how to Q 8: The direction of travel is important when finding
rename one or more of the numbers to simplify the each answer. This will affect the sign of the answer.
calculations. Q 9: You might have students look for
For example, for part d), they could rename +40 as counterexamples.
+21 + (+9) + (+10).
Q 4: A flexible understanding of the relationship
between subtraction and addition will help students
develop number sense.

Common errors
• In question 1, some students may not be able to create a subtraction sentence from the model. You may wish
to have them first write an addition sentence and then change it to a subtraction sentence.
For example, students can see that the arrow begins at +5 and ends at +25. They can write (+5) +  = +25.
Then they can change this into a subtraction sentence: (+25) – (+5) = +20.
• Many students will subtract the elevations in the wrong order in question 8. You might have them think about
whether the change in elevation is negative or positive and then check their answers using this context.
For example, traveling from Trongsa to Thimphu involves going from 2120 m to 2320 m. This is an increase in
altitude so the change in elevation will be positive: (+2320) – (+2120) = +200.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can interpret a number line model for subtraction
Question 2 to see if students can subtract integers using a number line
Question 6 to see if students can represent a difference in many ways
Question 9 to see if students can communicate and justify conjectures about subtracting a positive and
a negative integer

Answers
A. i) ii) Thimphu; Sample response:
Difference in 16C is the greatest difference.
temperature
Punakha 7C colder B. Sample response:
Paro 13C colder For each place, I can find the usual high temperature
Thimphu 16C colder and the usual low temperature on the number line and
Wangdue 13C colder then count the spaces between them to find the greatest
Bumthang 14C colder distance.

1. a) (+25) – (+5) = +20 b) (–10) – (+20) = –30 2. b) Sample response:

There are the same number of spaces between –3 and
2. a) i) –2; –5, but the arrows go in opposite directions.
–6 –5 –4 –3 –2 –1 0 +1 +2
3. a) –10 b) 0 c) –35 d) +70 e) –90
ii) +2;
–6 –5 –4 –3 –2 –1 0 +1 +2

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 4. a) –2C [7. Sample response:
b) (+10) – (+12) = –2 When you model them on a number line, the arrows go
c) (+12) + (–2) = +10 in opposite directions, so one is positive and the other
is negative:
5. [a) Sample response: (+3) – (–2) (+23) – (–17)
(+3) – (–2) =  → (–2) +  = +3
(+5)
(–17) – (+23)

–2 –1 0 +1 +2 +3 +4 +5 +6 +7 +8 8. a) (+2320) – (+2120) = +200

The arrow from –2 to +3 is 5 spaces long. b) (+2120) – (+2235) = –115
c) (+1250) – (+2120) = –870
(+3) + (+2) (+2) + (+3) = +5
d) (+2120) – (+2320) = –200
e) (+2320) – (+2235) = +85
+2 +3 f) (+2235) – (+1250) = +985

9. a) The second expression, █ – (–1), is greater.

–3 –2 –1 0 +1 +2 +3 +4 +5 +6 +7 +8
b) Yes; [Sample response:
The +5 arrow is broken into 2 parts, one from –2 to 0 When you subtract a positive integer from a number,
and another from 0 to +3, a total of +2 + (+3) = +5.] it is like you are adding a negative. The answer will be
b) Yes; [Sample response: less than the number, e.g., (+2) – (+1) = (+2) + (–1) =
If I want to subtract a number n, I can add n black and +1.
n white counters and it does not change the result When you subtract a negative integer from a number,
(because I am adding zero). So, when I want to it is like you are adding a positive. The answer will be
subtract n black counters (a negative integer), I add greater than the number, e.g., (+2) – (–1) = +1 and
n white counters (a positive integer).] (+2) + (+1) = +3.]

6. Sample response:
(+4) – (+8) = –4, (+5) – (+9) = –4, (–3) – (+1) = –4

Supporting Students
Struggling students
• If students are struggling with the idea that subtracting an integer is the same as adding the opposite in
question 5, you may wish to have them use counters. The counter model might be more intuitive for some
students. It is very important that they have a way of visualizing this process. Otherwise they will rely on
memorizing this rule, and memorized rules are easily mixed up.

Enrichment
• For question 6, you might challenge students to find a pattern that describes the different subtraction
expressions that can be made with two integers. Students could also generate several subtraction expressions
using three integers and four integers.

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 5.2.5 EXPLORE: Integer Representations

Curriculum Outcomes Lesson Relevance

7-A12 Integers: compare and order This optional exploration provides a problem-
• represent integers in a variety of ways solving opportunity for students to use what they
7-B10 Add Integers: to solve problems have learned about addition and subtraction of
• connect visual models to symbols integers. It emphasizes that an integer can be
• use counters, number lines, and real-life contexts represented in many ways. The ability to represent
an integer many ways will help students simplify
7-B2 Properties of Operations: integers
calculations.
• review use of commutative and associative properties

Pacing Materials Prerequisites

1h • Counters in two colours, e.g., black and • addition facts
white counters • representing integers using counters

Exploration
• Work through the first part of the introduction (in white) with the students. Make sure they understand that
the zero property can be used to represent an integer in many different ways. Use the example given and ask
students to provide alternative representations of +6 using 8 counters, 12 counters, and 14 counters.
For example, + 6 could look like:

or

or

• Work through the second part of the introduction with the students. Use the example given and ask students
to show the addition using counters. Have them provide examples of how +6 can be represented as a sum of
3 integers, 5 integers, and 6 integers.
For example,
+6 = (–8) + (–4) + (+18)
+6 = (–8) + (–4) + (+18) + (+3) + (–3) OR (+2) + (–5) + (–3) + (+4) + (+8)
+6 = (–8) + (–4) + (+18) + (+3) + (–3) + (+2) + (–2) OR (–3) + (–7) + (+6) + (–1) + (+4) + (+7)
Encourage the students to use both positive and negative integers. Make sure students understand that there is
more than one answer.
• Have students work in pairs for part A. Distribute counters for them to use. While you observe students at
work, you might ask questions such as the following:
• Can you represent –10 using 11 counters? (No, I need 10 black counters to represent it, so if I add
an eleventh counter, it will not be –10 anymore.)
• Why can you use an even number of counters to represent –10 but not an odd number of counters? (I can
represent –10 with 10 black counters and then I can add pairs of black and white counters without changing
the value. If I add pairs to an even number like 10, I always end up with an even number.)
• How did you decide what integers to use in part A ii)? (I just kept trying until something worked.)
• How did your answer for part A ii) help you with the rest of the sums? (I used my work for part A ii) and just
added opposites using the zero property.)
• Discuss parts A and B with the students to make sure they are proceeding successfully.
• Have students continue to work in pairs for parts C and D to complete the exploration.

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Observe and Assess
As students work, notice the following:
• Do they successfully apply the zero property?
• Do they understand how to use counters to represent an integer in many ways?
• Do they recognize patterns when they describe numbers using a sum of many integers?

Share and Reflect

After students have had sufficient time to work through the exploration, they should form small groups
to discuss their observations and to answer these questions:
• How do you know that you have found all the ways to represent each integer in part D?
• Why is the zero property helpful for finding more than one way to represent an integer?
• How can you predict the number of ways you can write +150 as a sum of two integers between 1 and 149?
• How can you organize your work to show patterns when you list the sums?

Answers
A. Sample responses: D. i) 6 ways
i) 10 black counters and 7 pairs of black and white counters ii) 4 ways
ii) (–2) + (–9) + (+1) iii) You can divide the opposite of
iii) (–2) + (–9) + (–1) + (+2) the integer by 2 to get the number
iv) (–2) + (–9) + (+1) + (+1) + (–1) of ways.
v) (–2) + (–9) + (–1) + (+2) + (+1) + (–1) iv) 50 ways
vi) (–2) + (–9) + (+1) + (+1) + (–1) + (+1) + (–1)
vii) (–2) + (–9) + (–1) + (+2) + (+1) + (–1) + (+1) + (–1)
viii) (–2) + (–9) + (+1) + (+1) + (–1) + (+1) + (–1) + (+1) + (–1)
ix) (–2) + (–9) + (–1) + (+2) + (+1) + (–1) + (+1) + (–1) + (+1) + (–1)
B. Sample response:
Once I have described a number as a sum of a certain number of integers, I can always describe it as the sum of
two more, four more, or six more integers just by adding pairs of + 1 and –1. For example, –10 as a sum of three
integers could be (–2) + (–9) + (+1) and as a sum of five integers could be (–2) + (–9) + (+1) + (+1) + (–1).
C. Sample responses: I chose +4.
i) 4 white counters and 10 pairs of black and white counters
ii) (–2) + (+5) + (+1)
iii) (–2) + (+5) + (–1) + (+2)
iv) (–2) + (+5) + (+1) + (+1) + (–1)
v) (–2) + (+5) + (–1) + (+2) + (+1) + (–1)
vi) (–2) + (+5) + (+1) + (+1) + (–1) + (+1) + (–1)
vii) (–2) + (+5) + (–1) + (+2) + (+1) + (–1) + (+1) + (–1)
viii) (–2) + (+5) + (+1) + (+1) + (–1) + (+1) + (–1) + (+1) + (–1)
ix) (–2) + (+5) + (–1) + (+2) + (+1) + (–1) + (+1) + (–1) + (+1) + (–1)
D. i) Six ways ii) Four ways iii) Divide the number by 2 iv) 50 ways

Supporting Students
Struggling students
• If students are struggling with finding a sum of –10 using three integers in part A, have them choose any two
integers and then find the third integer to add to make the sum work. Breaking the question into smaller parts
might be helpful. For example, if students choose –5 and +3, this makes a sum of –2. Then they need to add –8
as the third number to make –10.

Enrichment
• For parts A and C, you might challenge students to use integers far from zero.
For example, they could use integers greater than 100 and less than –100. Have students look for patterns and
organize their work to show patterns.
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 UNIT 5 Revision

Pacing Materials
2h • Number lines
(BLM) (optional)
• Counters in two
colours, e.g., black
and white counters

Question Related Lesson(s)

1 and 2 Lesson 5.1.1
3, 5, and 6 Lesson 5.1.2
4 Lesson 5.1.3
7 Lesson 5.2.1
8 and 9 Lesson 5.2.2
10 Lesson 5.2.3
11 and 12 Lesson 5.2.4

Revision Tips
Q 2: Some students may choose to use a number line Q 5: Students might use a vertical number line to help
to eliminate integers that do not meet the conditions. them solve this.
Q 4, 7, and 10: Students should be encouraged to use Q 12: These are important generalizations.
counters or a number line to help them solve these.

Answers
1. a) 4. Sample response:
–30 –10 –5 +5 +10 +30

0oC +35oC
b) –30 and +30, –10 and +10, –5 and +5;
[Sample response:
These integers are the same distance away from
zero.] 0 0 0 0 0

2. +3 (–5) + (+5) = 0

3. a) False; [Sample response: 5. a) +2ºC; [Sample response:

If an integer is farther from zero in a negative I added +4 to –2.]
direction, then it is less. For example, –2 is farther b) +4ºC; [Sample response:
from zero than –1 but it is less than –1.] I added +2 to +2.]
b) True; [Sample response: c) +1ºC; [Sample response:
All integers less than –5 are to the left of –5 on a I subtracted +3 from +4.]
number line, which means they are to the left of zero
and must be negative.] [6. Sample response:
c) True; [Sample response: –5 is left of +5 on a number line, so –5 is less than +5.
0 is the next integer less than +1, and it is neither The distance from zero is not important unless you
positive nor negative. All integers less than zero are are comparing two positives or two negatives.]
negative.]

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 7. a) –5 10. b) +5
Sample response: + Sample response:

–3

–5 –2 0 +5
+5
b) +3
Sample response: –5 –1 0 +4 +5

c) –10
Sample response:
–1
0
–5 0 +4 +5

c) 0
Sample response: –10

–5 0 +5

11. a) –340
b) +81
c) –60
0 0 0 0 0 [12. Sample responses:
–5 a) If the distance between the positive integer and
zero is greater than the distance between the negative
integer and zero, the answer is positive.
–5 0 +5 b) Subtracting a negative integer is the same as
adding its opposite, so if you are subtracting a
8. a) +10 b) +70 c) –70 d) –10 negative integer from a positive integer, your answer
will always be positive and it will be greater than the
9. a) <; [Sample response: number you started with.]
100 – (+4) = 96 and +96 is left of +98 on a number
line.]
b) <; [Sample response:
(–31) – (–3) = –28 and –37 is left of –28 on a number
line.]

10. a) +1
Sample response:

+1

–5 –3 –2 0 +5

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 UNIT 5 Integers Test

1. Draw a vertical number line from 8. Add each using a number line.
–10 to +10. Draw each solution.
a) Mark each integer on the number line. a) (–3) + (–1)
0, +9, +4, –6, +7, –9, –4 b) (+2) + (–1)
b) Which pairs of integers are opposites? c) (–4) + (+4)
Explain how you know. d) (+1) + (+3)
e) (–2) + (–2)
2. Explain why +6 is greater than –6 even
though both integers are the same distance from
9. Calculate each without a model.
zero.
a) (–20) + (+30) b) (+20) + (+30)
c) (–20) + (–30) d) (+20) + (–30)
3. An integer is between –6 and +15.
It is half as far from +15 as it is from –6.
What is the integer? 10. Replace  with <, >, or =.
Explain how you know you are right.
a) –246  –243 + (–42)
4. Is each statement below true or false?
Explain your thinking. b) +27  +39 – (–12)
a) A positive integer and a negative integer can
be equally distant from a positive integer.
11. Subtract using counters. Sketch each
b) It is not possible for there to be 15 integers solution.
between a pair of integers.
a) (–1) – (–2)
c) There is no least negative integer.
b) (+4) – (–6)
c) (–3) – (+3)
5. Use a model to show that an integer added to d) (+2) – (+1)
its opposite makes zero. Sketch your model. e) (–5) – (–1)

6. Suppose the low temperature for Thimphu on 12. Subtract.

February 10 was +12ºC. What was the low
a) (–120) – (+330)
temperature on each successive day?
Explain how you know. b) (+48) – (–23)
a) February 11, down 4 degrees c) (–168) – (–38)
b) February 12, up 2 degrees from February 11
c) February 13, down 5 degrees from February 13. Suppose you know that 43 – x is positive.
12 What do you know about x? Explain how you
know.
7. Can two integers have a sum that is less than
their difference? Explain your thinking using
an example.

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UNIT 5 Test
Pacing Materials
1h • Number lines (BLM)
(optional)
• Counters in two colours,
e.g., black and white
counters

Question Related Lesson(s)

1 and 3 Lesson 5.1.1
2 and 4 Lesson 5.1.2
5 Lesson 5.1.3
6 and 8 Lesson 5.2.1
9 Lesson 5.2.2
7 and 11 Lesson 5.2.3
10, 12, and 13 Lesson 5.2.4

Select questions to assign according to the time available.

Answers
1. a) 5. Sample response:
+10 ...
+9
+8
+7 ...
+6
+4
Any integer and its opposite
+2
0
6. a) +8 ºC; Sample response:
–2
I subtracted +4 from +12.
–4 b) +10ºC; Sample response:
–6 I added +2 to +8.
–8 c) +5ºC; Sample response:
–9
–10 I subtracted +5 from +10.

7. Yes; Sample response:

b) –9 and +9, –4 and +4; Sample response: (–3) + (–5) = (–8) but (–3) – (–5) = (+2)
If I fold my number line at zero, these numbers are
the same distance away from zero. 8. a) –4
Sample response:
2. Sample response:
1 space
+6 is right of –6 on a number line. This means that +6
is greater than –6.

3. +8 –5 –4 –3 0 +5

4. a) True; Sample response: b) +1

–1 and +3 are equally far from +1. Sample response:
b) False; Sample response: 1 space
Use two integers with a difference of 16, like 0 and
16 or –1 and 15.
c) True; Sample response:
–5 0 +2 +5
There is always an integer to the left. For example,
–1002 is left of –1001.

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Answers [Continued]
8. c) 0 11. a) +1
Sample response: Add 1 pair and then
4 spaces
take away 2 black
counters.

–5 –4 0 +5
b) +10
d) +4
Sample response:
3 spaces

–5 0 +1 +5 Add 6 pairs and then take

away 6 black counters.
e) –4
Sample response:
c) –6
2 spaces

–5 –4 –2 0 +5
Add 3 pairs and then take away
9. a) +10 3 white counters.
b) +50
c) –50 d) +1 Take away 1
d) –10 white counter.

10. a) >; Sample response:

–246 is right of –286 on a number line; e) –4
(–243) + (–42) = –286.
b) <; Sample response: Take away 1 black counter.
+39 is right of +27 on a number line. If you add
the opposite of –12, the result moves even farther 12. a) –450
to the right, so +27 must be less. b) +71
c) –130

13. x is any integer less than 43.

Sample response:
On a number line, the distance from x to 43 has to be
a positive arrow, so x can be any integer left of 43,
whether positive, zero, or negative.

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 UNIT 5 Performance Task — Magic Square

In a magic square, all rows, columns, and diagonals have the same sum, called the magic sum,
and no number appears more than once.

A. In this magic square, every row, column, and diagonal has a magic sum of zero.
i) Copy and complete the square.
ii) Order the nine integers in the square from least to greatest.

–1 ? +3

? –4

? ? ?

B. i) Add –5 to each value in the magic square from part A to make a new magic square.

–1 + (–5) ? + (–5) +3 + (–5)

? + (–5) ? + (–5) –4 + (–5)

? + (–5) ? + (–5) ? + (–5)

ii) Is it still a magic square? How do you know?

iii) What is the magic sum? How could you have predicted this?

C. i) Create a magic square that uses integers from –6 to +2.

ii) What is the magic sum? How could you have predicted the magic sum?

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UNIT 5 Performance Task
Curriculum Outcomes Assessed Pacing Materials
7-B10 Add and Subtract Integers: to solve problems 1h None
7-B2 Properties of Operations: integers

How to Use This Performance Task

• You might use this task as a rich problem to assess student understanding of a number of outcomes in this unit.
It could replace or supplement the unit test. It could also be used as enrichment material for some students. You
can assess performance using the rubric provided below.
• If you find that the task takes too long, you can skip part C. You can also give students one more number in
the original square in part A to simplify the task.
For example, you could tell them that –3 goes in the bottom left corner.

Sample Solution
A. i)
–1 –2 +3
+4 0 –4
–3 +2 +1

ii) –4, –3, –2, –1, 0, 1, 2, 3, 4

B. i)
–6 –7 –2
–1 –5 –9
–8 –3 –4

ii) Yes; The rows, columns, and diagonals all have the same sum.
iii)–15; I added –5 to each of three integers in each row, column, and diagonal.

C. i)
–3 +2 –5
–4 –2 0
+1 –6 –1

ii) –6; The new square uses –6, –5, –4, –3, –2, –1, 0, +1, +2. The square with the magic sum of 0 used –4, –3, –2,
–1, 0, 1, 2, 3, 4. Each integer in the new square is 2 less than the corresponding integer in the square with
a magic sum of 0. Because there are three integers in each row and the previous sum was 0, the change in
the magic sum is (–2) + (–2) + (–2) = –6.

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UNIT 5 Performance Task Assessment Rubric
The student Level 4 Level 3 Level 2 Level 1
Completes the Correctly and Correctly completes Makes a minor Incorrectly completes
magic square independently completes the magic square with mathematical error in the magic square even
the magic square; guidance; correctly completing the magic with direction or an
correctly orders the orders the integers square; orders the additional clue and
integers integers incorrectly makes major
because of the minor mathematical errors
error or requires an extra
clue
Transforms Correctly and Correctly transforms Makes a minor Incorrectly transforms
the magic independently the magic square with mathematical error in the magic square even
square transforms the magic guidance; provides transforming the magic with direction and makes
square; provides an a well-organized square; provides an major mathematical
insightful explanation explanation for why it is explanation with teacher errors; explanation is
for why it is a magic a magic square; assistance; describes disorganized; reasons for
square; clearly describes describes a method for a method for predicting the prediction are
a method for predicting predicting the sum the sum with teacher difficult to follow
the sum assistance
Creates a Correctly creates Correctly creates Makes a minor Incorrectly creates
magic square the magic square the magic square with mathematical error in the magic square even
independently; provides guidance; provides a creating the magic with direction and makes
the sum; clearly the sum; describes square; provides an major mathematical
describes a method for a method for predicting incorrect sum as a result; errors; sum is incorrect;
predicting the sum the sum describes a method for reasons for the
predicting the sum with prediction are difficult
teacher assistance to follow

UNIT 5 Assessment Interview

You may wish to take the opportunity to interview selected students to assess their understanding of the work of
this unit. Interviews are most effective when done with individual students, although pair and small group
interviews are sometimes appropriate. The results can be used as formative assessment or as a piece of
summative assessment data. As the students work, ask them to explain their thinking.

Have available counters in two colours for the student to model integers.
• Ask the student to use the counters to do the following:
- Show me four different integers that you can represent with 5 counters each. Tell the value of each integer.
- Put your four integers in order from least to greatest.
- Show how to add –4 and –7 [(–4) + (–7)].
- Show how to add +4 and –7 [(+4) + (–7)].
- Show how to subtract –7 from –4 [(–4) – (–7)].
- Show how to subtract –4 from +2 [(+2) – (–4)].
• Then ask the student to use a number line to show all of the same calculations listed above.

–12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5 +6 +7 +8

• Finally, ask the student to pick a number greater than 38 and a number less than –49. Ask him or her to show
how to add the two numbers and how to subtract the two numbers (in either order).

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 UNIT 5 Blackline Masters

BLM 1 Number Lines

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BLM 2
Time Zone Map

Reprint 2019 231 UNIT 5 Integers

BLM 3 Target Sum –50 Game Cards

0 1 2 3 4

5 6 7 8 9

0 1 2 3 4

5 6 7 8 9

0 1 2 3 4

5 6 7 8 9

+ + + + +

– – – – –

Reprint 2019 232 Teacher's Guide

 UNIT 6 ALGEBRA
UNIT 6 PLANNING CHART
Suggested Suggested
Outcomes or Purpose Pacing Materials Assessment
Getting Started Review prerequisite concepts, skills, and 1h • Grid paper or • All questions
SB p. 181 terminology and pre-assessment Small Grid
TG p. 237 Paper (BLM)
Chapter 1 Patterns and Relationships
6.1.1 Using 7-B10 Simple Variable Expressions: relate 1h • Grid paper or Q1, 3, 6
Variables to to numerical expressions Small Grid
Describe Pattern • understand that quantities that change are Paper (BLM)
Rules called variables (optional)
• develop a sense of why we need variables • Matchsticks
SB p. 182
• use simple patterning (optional)
TG p. 240 7-C1 Summarize Patterns: make • Linking cubes
predictions (optional)
• use constants, variables, and algebraic
expressions to make predictions
• recognize that variables can represent
a changing quantity (e.g., x = 4y)
• use tables to organize the information that
a pattern provides
6.1.2 Creating and 7-B10 Simple Variable Expressions: relate 1h None Q1, 2, 5
Evaluating to numerical expressions
Expressions • recognize that the four operations apply in
SB p. 183 the same way as they do for numerical
expressions
TG p. 244
• understand that quantities that change are
called variables
• develop a sense of why we need variables
• use simple patterning
• evaluate simple variable expressions by
substituting for a variable in the expression
• understand that what was true in evaluating
numerical expressions applies to variable
expressions, once the variable has been given
a numerical value
6.1.3 Simplifying 7-B10 Simple Variable Expressions: relate 1h None Q2, 4, 5
Expressions to numerical expressions
SB p. 184 • recognize that the four operations apply in
TG p. 247 the same way as they do for numerical
expressions
• evaluate simple variable expressions by
substituting for a variable in the expression
• understand that what was true in evaluating
numerical expressions applies to variable
expressions, once the variable has been given
a numerical value
7-B11 Like and Unlike Terms: develop
meaning
• develop meaning visually
• distinguish between like and unlike terms
• add and subtract like terms by recognizing
the parallel with numerical situations, using
concrete and pictorial models

Reprint 2019 233 UNIT 6 Algebra

UNIT 6 PLANNING CHART [Continued]
Suggested Suggested
Outcomes or Purpose Pacing Materials Assessment
CONNECTIONS: Make a connection between computational 20 min None N/A
Using Variables strategies and algebra
to Solve Number
Tricks
(Optional)
SB p. 193
TG p. 250
Chapter 2 Solving Equations
6.2.1 Solving 7-C1 Summarize Patterns: make 1h None Q1, 4, 8
Equations Using predictions
Models • recognize that variables can represent
SB p. 194 a changing quantity (e.g., x = 4y) or a single
value (e.g., x + 3 = 9)
TG p. 251
7-C2 Single Variable Linear Equations:
represent solutions
• show solution concretely and pictorially (one
step, two step) using a variety of methods
including a balance
• use concrete models to show a solution to
a simple equation (e.g., e + 3 = 7; how many
are in the envelope?)
6.2.2 Solving 7-C3 Single Variable Linear Equations: one 1h None Q3, 6, 9
Equations Using and two step
Guess and Test • solve equations using systematic trials
SB p. 198
TG p. 255
6.2.3 Solving 7-C1 Summarize Patterns: make 1h None Q3, 5, 6
Equations Using predictions
Inverse Operations • use the term algebraic equation to describe
SB p. 201 a number sentence with a variable
• distinguish between equations and
TG p. 258
expressions
7-C2 Single Variable Linear Equations:
represent solutions
• show a solution pictorially (one step, two
step) using a variety of methods including
a balance
• recognize that adding/subtracting the same
value to/from both sides of an equation
maintains balance
7-C3 Single Variable Linear Equations: one
and two step
• solve equations using reasoning
GAME: Equations, Practise solving simple equations in a game 20 min • Game cards: N/A
Equations setting digit, variable,
(Optional) and operation
SB p. 203 cards
TG p. 260
6.2.4 EXPLORE: 7-C3 Single Variable Linear Equations: one 40 min None Observe and
Solving Equations and two step Assess
Using Reasoning • solve equations using reasoning questions
(Optional)
SB p. 204
TG p. 261

Teacher's Guide 234 Reprint 2019

 Chapter 3 Graphical Representations
6.3.1 Graphing 7-C4 Linear Equations: graph using a table 1.5 h • Grid paper or Q1, 3, 6
a Relationship of values Small Grid
SB p. 205 • use the x-axis and y-axis for the horizontal Paper (BLM)
TG p. 263 and vertical axes
• use a table of values for graphing
• interpolate (find a point between two known
points)
• extrapolate (find a point that lies beyond the
existing data)
6.3.2 Examining 7-C1 Summarize Patterns: make 1.5 h • Grid paper or Q2, 3, 5
a Straight Line predictions Small Grid
Graph • use constants, variables, algebraic Paper (BLM)
SB p. 209 expressions and equations to make predictions
• recognize that variables can represent
TG p. 267
a changing quantity (e.g., x = 4y) or a single
value (e.g., x + 3 = 9)
7-C4 Linear Equations: graph using table
of values
• use the x-axis and y-axis for the horizontal
and vertical axes
• determine if an ordered pair satisfies a given
equation:
- by plotting the points to see if they are in
keeping with the rest of the points in the
pattern
- by substituting them into the equation to see
if they make the equation true or false
• equate an ordered pair that makes an
equation true with the fact that it is a solution
to the equation
6.3.3 Describing 7-D6 Rate: compare two quantities 1.5 h • Grid paper or Q1, 4, 5
Change on a Graph • construct and analyse graphs to show change Small Grid
SB p. 212 • understand rate as the comparison of two Paper (BLM)
TG p. 271 quantities
• write as a rate with different units (e.g., m/s,
km/h, beats per min)
• solve indirect problems
6.3.4 EXPLORE: 7-C5 Graphs: linear and non-linear 60 min • Grid paper or Observe and
Are all • understand how changing one quantity Small Grid Assess
Relationship affects the other Paper (BLM) questions
Graphs Straight • develop a sense of how the value of an
expression changes with the value of the
Lines?
variable
(Essential)
SB p. 216
TG p. 276
UNIT 6 Revision Review the concepts and skills in the unit 2h • Grid paper or All questions
SB p. 217 Small Grid
TG p. 280 Paper (BLM)
UNIT 6 Test Assess the concepts and skills in the unit 1h • Grid paper or All questions
TG p. 283 Small Grid
Paper (BLM)
UNIT 6 Assess concepts and skills in the unit 1h • Grid paper or Rubric
Performance Task Small Grid provided
TG p. 287 Paper (BLM)
UNIT 6 100 Charts on page 49 in UNIT 1
Blackline Masters Small Grid Paper on page 53 in UNIT 1

Reprint 2019 235 UNIT 6 Algebra

 Math Background
• This algebra unit moves students from earlier work • They consider representation in question 7 in
with patterns, relationships, and equation-solving into lesson 6.1.1, where they notice how a different model
more formal work with algebra. Algebra is the study of for the same situation can lead someone to use
relationships that form the basis of patterns. different algebraic expressions, in question 1 in
• Students will explore the use of variables to express lesson 6.1.2, where they represent situations
and generalize mathematical concepts, learn a variety algebraically, in question 6 in lesson 6.2.1, where
of methods for solving equations, and see how graphing they represent a pattern problem algebraically, in
provides a great deal of information about question 4 in lesson 6.2.2, where they represent a
relationships. word sentence as an equation before solving it, and in
question 2 in lesson 6.3.1, where they represent
• As students proceed through this unit they will use a visual pattern in a table of values and graph.
a variety of mathematical processes, including problem
solving, communication, reasoning, representation, • Students use visualization skills in lesson 6.1.3,
visualization, and making connections. where they represent variables and constants using
geometric models to help clarify the concept of like
For example: terms, in question 2 in lesson 6.2.1, where they use a
• Students use problem solving in question 4 in model for an equation to help solve it, in lesson 6.2.3,
lesson 6.1.2, where they represent a problem where they use a balance model to visualize an
algebraically to solve it, in question 5 in lesson 6.2.3, equation, in question 5 in lesson 6.3.1, where they use
where they solve a real-world problem using algebra, a visual display to solve a problem, and in question 2
in question 3 in lesson 6.3.3, where they solve rate in lesson 6.3.3, where they use a graph to visualize
problems using graphs, and in lesson 6.3.4, where they a rate.
solve measurement problems using graphs. • They make connections in situations like those in
• They use communication in question 8 in lesson 6.1.2, where they relate word phrases to
lesson 6.1.1, where they explain the value of using algebraic expressions, in question 4 in lesson 6.1.3,
variables to describe situations, in question 7 in where they connect measurement formulas to
lesson 6.1.3, where they explain the value of algebraic algebraic thinking, in lesson 6.3.3, where they relate
simplification, in question 10b in lesson 6.2.1, where the concepts of rate to the concepts of graphing, and in
they describe the advantages and disadvantages of lesson 6.3.4, where they connect measurement
alternate models for solving equations, in question 8 in situations to types of graphs.
lesson 6.2.2, where they describe why one approach is
better than another for solving an equation, in Rationale for Teaching Approach
question 6 in lesson 6.3.1, where they talk about the
usefulness of a graph for making predictions, and in • This unit is divided into three chapters.
part D of lesson 6.3.4, where they explain a prediction. Chapter 1 focuses on using variables to describe
• They use reasoning in answering questions such as mathematical concepts and relationships.
question 5 in lesson 6.1.3, where they come to Chapter 2 focuses on multiple ways to solve a simple
generalizations by using algebraic thinking, question 9 equation.
in lesson 6.2.1, where they compare two models for Chapter 3 explores the use of graphical
the same equation, question 6 in lesson 6.3.2, where representations to describe relationships, learn more
they think about which graph would help them solve about relationships, and solve equations.
a particular equation and how two graphs are alike, and • The first Explore lesson allows students to develop
question 5 in lesson 6.3.3, where they reason about more intuitive strategies for solving equations. The
where to look on a graph to compare different second Explore lesson helps students see that not all
situations. relationships are linear.
• The Connections is an engaging way for students
to learn the power of variables in explaining
computational situations.
• The Game in the unit practises equation-solving
skills.

Teacher's Guide 236 Reprint 2019

 Getting Started

Curriculum Outcomes Outcome relevance

6 Equivalent Ratios: change in one term affects the other term Students will find the work in
6 Equivalent Ratios: represent in tables and graphs the unit easier after they review
6 Area Patterns: explore the concepts of patterns,
equivalent ratios, using variables
6 Square and Triangular Numbers: represent pictorially and symbolically
in equations and formulas,
6 Linear Equations: using open frames coordinates, and square and
6 Coordinates: plotting triangular numbers.

Pacing Materials Prerequisites

1h • Grid paper or Small • familiarity with the terms ray, vertex, triangular number, square number,
Grid Paper (BLM) solution, ordered pair, and ratio
• factoring simple whole numbers
• plotting on a coordinate grid
• writing ratios and equivalent ratios
• using measurement formulas

Main Points to be Raised

Use What You Know Skills You Will Need
• Triangular numbers are the numbers • Square numbers are the numbers 1, 4, 9, 16, …. Each is the square
1, 3, 6, 10, 15, …. The distance between of a counting number. You can represent each square number as
the values increases by one more each an array with an equal number of rows and columns.
time. • Solving an equation means determining the values of a variable
• Triangular and square numbers are that make the two sides of the equation equal. Different equations
useful and common patterns. can have the same solution.
• You can use ordered pairs to locate points on a plane.
• Whenever a ratio describes a situation, there are always other
ratios that can describe the same situation.
• Equivalent ratios form a line when they are graphed.
• When you describe measurements using a formula, you can
predict how the changes in one measurement will affect some of
the other measurements in the formula.

Use What You Know — Introducing the Unit

• Before assigning the activity, you may wish to review the meaning of some of the terms that will come up in
the activity, particularly the terms ray, vertex, and triangular number. You might review the first two terms by
drawing an angle and pointing to each of the two rays and to the vertex. To review the concept of triangular
numbers, you might ask students if they recall what these are. If they do not remember, draw a picture of the
triangular numbers and ask students to describe the number pattern that goes with the picture (1, 3, 6, 10, …).

• Students can work in pairs or individually to complete the activity.

• Although this activity may not seem to relate to algebra, it does. Triangular numbers are one example of
relationships that are generally described algebraically. By completing the activity, students see that the same
mathematical idea can be embodied in a number of different situations; this is at the heart of algebraic thinking.

Reprint 2019 237 UNIT 6 Algebra

While you observe students at work, you might ask questions such as the following:
• Where are the three angles? (The two little angles and the big angle made of both angles together.)
• When you added a new ray, how many angles did you add? (Three angles — the new little angle, a new big
angle that includes the new angle, and a new middle-sized angle when I combined the new small angle with
the angle next to it.)
• How many dots do you predict for the 10th diagram (after you have added 9 rays to the vertex)? (I predict 55
because I would be adding 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10.)

Skills You Will Need

• To ensure students have the required skills for this unit, assign these questions.
• First, review the terms square number, solve, ordered pair, ratio, equivalent ratio, and expression to make sure
students can interpret the questions. Refer students to the glossary at the back of the student text.
• Provide grid paper or Small Grid Paper (BLM) for students to complete question 5.
• Assure students that the purpose of this activity is to find out what they remember. If they have difficulty
remembering an idea, they should feel free to ask.
• Students can work individually.

Answers
A. ii) There are the two small B. i)
angles and one large angle made
up of the two small angles.
iii) 6 angles
iv) 10, 15, and 21 angles

1 3 6 10 15 21

ii) For each number, you can take that number of items and form a
triangle.

1. Sample responses:
a) b) c)

2. a) n = 3 b) h = 47 4. A(–1, 6); B(–6, –7); C(0, 0);

c) n = 9 d) a = 3 D(3, 4); E(4, –5); F(6, 0)

3. a) and d)

Teacher's Guide 238 Reprint 2019

 5.
I A

C 1 F
J 1 G
H

6. a) 2:4
b) Sample response: 1:2, 4:8, 3:6
c) and d) (1, 2), (2, 4), 3, 6), (4, 8)

6
Second term

First term

e) They form a straight line.

7. a) i) bh ÷ 2 ii) bh
b) i) The area would double for both shapes.
ii) The area would be multiplied by 4 for both shapes.
iii) The area would not change for either shape.

Supporting Students
Struggling students
• If students are struggling with the activity, you may wish to model one or two additional steps in each of
parts A and B.
• If students struggle with question 2 or 4, you may wish to review these topics. They will be critical for
the unit.

Enrichment
• You might challenge students to draw other pictures similar to the dot picture in question 6, create equivalent
ratios, plot the points, and notice the shapes of the new graphs.

Reprint 2019 239 UNIT 6 Algebra

Chapter 1 Patterns and Relationships
6.1.1 Using Variables to Describe Pattern Rules

Curriculum Outcomes Outcome Relevance

7-B10 Simple Variable Expressions: relate to numerical Variables are an important tool for solving
expressions problems and describing mathematical
• understand that quantities that change are called variables situations. Pattern rules are a natural
• develop a sense of why we need variables starting place for the use of variables.
• use simple patterning
7-C1 Summarize Patterns: make predictions
• use constants, variables, and algebraic expressions to make
predictions
• recognize that variables can represent a changing quantity
(e.g., x = 4y)
• use tables to organize the information that a pattern provides

Pacing Materials Prerequisites

1h • Grid paper or Small Grid Paper (BLM) • formula for the area of a parallelogram
(optional)
• Matchsticks (optional)
• Linking cubes (optional)

Main Points to be Raised

• A table of values is a way to describe • You can write a pattern rule using variables, coefficients,
a formula, or relationship. and constants.
• A pattern rule can be thought of as a sort of • A coefficient is always multiplied by a variable. A
formula. constant is always the same value added or subtracted no
matter what the value of the variable is. Sometimes the
constant is 0 (it does not appear).

Try This — Introducing the Lesson

A. and B. Allow students to try these alone or with a partner. While you observe students at work, you might
ask questions such as the following:
• Why was it easy to complete part A iii) after the first two parts were completed? (You add the number of
white squares and black squares to get the total number of squares.)
• How is each pattern changing? (The number of black squares never changes. The number of white squares
grows by two each time. So does the total number of squares.)
• How did you make the prediction in part B? (I added 11 twos to the number of white squares and to the total
number of squares from Figure 1 The number of black squares does not change, so I still used three.)

The Exposition — Presenting the Main Ideas

• Draw several squares on the board. Write the dimensions on each. Ask students how to calculate the
perimeter.

1 cm
2 cm
3 cm

Teacher's Guide 240 Reprint 2019

 - Show students how to create a table of values to relate the area of a square to the side length.
Side length (s) 1 2 3 4 5 6
Area (A = 4 × s) 4 8 12 16 20 24

- Point out how this could be written with variables using a formula: A = 4 × s.
- Mention that s is the variable because the values you can use to replace it vary.
- Explain that 4 is the coefficient. It is the value the variable is multiplied by.
- Show how you can use both the formula and the table of values to predict the perimeter for a square with
side length 20 cm. You use the formula by substituting the number 20 for s. You use the table by observing
the pattern and extending it.
- The pattern for the table is: starts at 4 and goes up by 4, so the pattern rule can be applied. You add 4
nineteen times to the original value of 4 (to get the perimeter for a square of side 20).
• Draw shapes like these:
1 cm
2 cm
0.5 cm 3 cm

- Help students see that the perimeter of the square increases by 4 cm each time
minus the 1 cm hidden by the rectangle.
- Ask students why the expression 4s – 1 can be used the find the perimeter of the square in each figure if s is
the side length in centimetres. (You multiply the side length by 4 but subtract 1 for the hidden part.)
- For the total perimeter, you need to add on the 2 cm on the outside of the rectangle that is attached to the
square's left side.
- Ask students why the expression 4s + 1 can be used the find the total perimeter when the square has a side
length of s. (You multiply the side length of the square by 4, subtract 1 for the hidden part, and then add 2 for
the rectangle, which means you end up adding 1).
- Tell students that the 1 is called a constant because you add the same value of 1 to the perimeter no matter
what the value of s is.
• Mention that for an expression such as 4f, you can say either that the constant is 0 (4f + 0) or you can say
that there is no constant.
• You may wish to quickly go through the exposition with the students to solidify the ideas presented.

Revisiting the Try This

C. Students can create the table of values vertically (as suggested in the question) or horizontally as shown in
the exposition.

Using the Examples

• Pair up students to work through the examples. One student should focus on example 1 and the other student
should focus on example 2. Each student should then explain his or her example to the other.
• Here is an alternative solution for example 1:
The pattern started at 4 and added 3 each time:
The 1st number was 4 + 3(0).
The 2nd number, 7, was 4 + 3(1).
The 3rd number, 10, was 4 + 3(2).
The 4th number, 13, was 4 + 3(3).
The 5th number, 16, was 4 + 3(4)
The number of matchsticks is equal to 4 plus 3 times 1 less than the figure number.
• Have the students discuss how colouring (or shading) the constant in example 2 helps them identify
the constant in order to write the pattern rule.

Reprint 2019 241 UNIT 6 Algebra

Practising and Applying
Teaching points and tips
Q 2: Some students may not list the variable on the multiply the figure number by 4 (one for each arm)
left hand side because it is not part of the pattern rule. and then add in the centre cube.
Talk about why this decision is reasonable, but that it Q 5: If necessary, draw students’ attention to the
is also reasonable to list the variable because it does increase of 5 each time.
vary.
Q 7: There are always many ways to write a pattern
Q 3: Encourage students to explain how they rule. The shading is there simply to encourage
extended the table each time. specific ways.
Q 4: Some students will notice, without counting the Q 8: You may wish to handle this question in a class
total number of cubes each time, that there are 4 more discussion rather than assigning it to individual
cubes each time the figure number increases, one on students.
each of the arms. Some may even notice that you can

Common errors
• Many students incorrectly predict values that are not in the table by multiplying the figure number by the
increase.
For example, for the sequence 4, 6, 8, 10, …, a student who notices that the sequence goes up by 2 may say that
the 20th term is 20 × 2, or maybe 4 + 20 × 2, when in fact it is 4 + 19 × 2.
Encourage those students to extend the table to check their predictions.
Suggested assessment questions from Practising and Applying
Question 1 to see if students can use the terms variable, coefficient, and constant
Question 3 to see if students can extend a table of values
Question 6 to see if students can create and use a table of values to describe a geometric situation

Answers
A. i) 4, 8, 12, 16 C. i) ii) 4f + 3
ii) 3, 3, 3, 3 Figure number Total number of squares
iii) 7, 11, 15, 19 1 7
2 11
B. i) 48 ii) 3 iii) 51 3 15
4 19
1. a) Variable is h; coefficient is 3; constant is 5. 4. a)
b) Variable is m; coefficient is –2; constant is –4.
c) Variable is q; coefficient is 1; constant is 6.
d) Variable is n; coefficient is 5; constant is 3.

2. a) Variables are s and P; coefficient is 4 (or 4 for s

and 1 for P); (constant is 0).
b) Variables are A and r; coefficient is π (or π for r2 and
1 for A); (constant is 0).
Figure 4 Figure 5
3. a) Number b) Number
b) Figure Number
Figure Figure
of of number of squares
number number
shapes shapes 1 5
1 6 1 35 2 9
2 8 2 30 3 13
3 10 3 25 4 17
4 12 4 20 5 21
5 14 5 15 6 25
6 16 6 10 7 29
7 18 7 5 8 33

Teacher's Guide 242 Reprint 2019

NOTE: Answers or parts of answers that are in square brackets throughout the Teacher's Guide are NOT found
in the answers in the student textbook.
4. c) 4f +1 or 5 + 4(f – 1)
d) 81

5. Sample responses:
a)
Figure Number of
Figure
number squares

1 6

2 11

3 16

4 21

5 26

b) 6 + 5(f – 1) or 5f + 1

6. a) b) Figure Number of
number matchsticks
1 4
2 10
3 18
4 28
5 40
6 54
7 70
8 88

7. 2(n + 1) + 2 and 2n + 4

[8. Sample response:

You can use it for any figure number instead of for
just one figure.]

Supporting Students
Struggling students
• Some students may need your help in starting the tables for questions 4 and 6. For question 7, you may allow
struggling students to write only one pattern rule rather than two equivalent rules.

Enrichment
• Ask students to create other patterns like those in question 7 with shading to suggest alternative pattern rules.
For example:

OR

Reprint 2019 243 UNIT 6 Algebra

 6.1.2 Creating and Evaluating Expressions

Curriculum Outcomes Outcome relevance

7-B10 Simple Variable Expressions: relate to numerical Students need to become comfortable with
expressions writing algebraic expressions to describe
• recognize that the four operations apply in the same way as situations so they will have success with
they do for numerical expressions algebra in higher classes.
• understand that quantities that change are called variables
• develop a sense of why we need variables
• use simple patterning
• evaluate simple variable expressions by substituting a
variable in the expression
• understand that what was true in evaluating numerical
expressions applies to variable expressions, once the variable
has been given a numerical value

Pacing Materials Prerequisites

1h None • recognizing situations that can be described using multiplication

Main Points to be Raised

• You can think of an expression as one side of • When an expression involves a variable, it is called
an equation. an algebraic expression. When you replace the variable
• Expressions can involve numbers, variables, and by a particular number, it is called substitution.
operations. • You can use algebraic expressions and equations
• You can translate a mathematical expression into to represent situations. Solving an equation can give
a word phrase, or vice versa. you the answer to a problem.
For example, 2 more than a number can be written
as n + 2.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How do you know the total sales were more than Nu 1250? (That would only be multiplying by 10, so it
would mean selling only 10 bangchung.)
• How much would 100 bangchung cost? How do you know? (Nu 12,500; multiplied by 100 by adding two
zeros.)
• How does knowing how much 100 banchung cost help you figure out the price for 50? (Take half of the
total.)

The Exposition — Presenting the Main Ideas

• Write 3 + 5, 3 + , n + 3, and 4n – 4 on the board. Explain to students that each of these is called
a mathematical expression. Help them notice that some have no variables at all (3 + 5), some have a variable
represented by an open frame (3 + ), and some have a variable that is a letter.
• Ask students to tell what n + 3 and 4n – 4 mean (“three more than a number” and “four less than four times
a number”). Talk about how these algebraic expressions are a way to translate the word expressions. Ask
them why you could write “four more than twice a number” as either 2n + 4 or as 4 + 2n, but not as 4n + 2.
• Ask them what the value of 2n + 4 would be for different values of n, e.g., n = 0, 2, or 3 (4, 8, 10). Tell them
that this is called substituting for the variable.
• Then ask them how they might write an algebraic translation for the phrase “a number added to its double”
(n + 2n, or 3n). Point out that any letter could have been used to represent “a number”.

Teacher's Guide 244 Reprint 2019

 • Show students how you can use an algebraic expression to solve a problem.
For example, state that a number and its double add up to 387. Ask students to write an algebraic expression
to represent a number and its double (n + 2n). Then show how you can substitute values for n to figure out
what the value of n must be.
If n = 100, then n + 2n = 100 + 200 = 300, which is too low.
If n = 150, then n + 2n = 150 + 300 = 450, which is too high.
If n = 120, then n + 2n = 120 + 240 = 360, which is too low, but close.
Eventually students will find that n = 129 works.
• Have students turn to page 187 in the student text and examine the chart in the middle of the page. Make
sure they understand why each word phrase has been translated into an algebraic expression.

Revisiting the Try This

B. This question allows students to make a formal connection between what was done in part A and the main
ideas presented in the exposition.

Using the Examples

• Read aloud the expressions to be translated in example 1. Ask students to write down the algebraic
expressions they would use. Then have them check their answers against the solution in the student text.
• Work through example 2 with the students. Ask why m(m + 2) represents multiplying a number by another
number that is 2 greater than itself.

Practising and Applying

Teaching points and tips
Q 1: Observe how students make the matches. Q 3: Students will be more successful if they use
For example: the definition of even number as a number that is
a multiple of 2 and not a definition that looks at the
- When a phrase says “the total cost”, do they realize
last digit of the number.
there has to be a + sign in the expression?
Q 5: Note that students might write 7000m + 500m or
- When the phrase says “average”, do they realize
they might write 7500m.
there must be a sum and a division?
Q 6: Students should use a single expression that
Q 2 d): Make sure students realize that they must
combines the two costs.
substitute the value for n each time the variable
appears.

Common errors
• Many students have more difficulty translating from words into algebra than vice versa. Help students deal
with each part of the phrase separately. They can ask themselves what operation signs they would expect to see
based on the words used.
For example, for a phrase like "the sum of a multiple of three and a number one greater than a multiple of three":
- "multiple of three" suggests a multiplication
- "sum" suggests an addition
- "one greater" suggests an addition

Suggested assessment questions from Practising and Applying

Question 1 to see if students can translate a word phrase into algebra
Question 2 to see if students can substitute into an algebraic expression
Question 5 to see if students can describe a real-world problem situation algebraically and then solve it

Reprint 2019 245 UNIT 6 Algebra

Answers
A. Nu 8500 B. i) 125p
ii) p + 50
iii) 18

1. a) vi) b) v) c) ii) 4. a) 72r

d) vii) e) iv) f) i) b) You would subtract 38 from 72r, 72r – 38
g) iii)
5. a) 7500m
2. a) 23 b) –23 c) 44 b) 7500 × 12 = Nu 90,000
d) 1.7 e) 452 f) 29
6. a) 20 + 15n
[3. Sample responses: b) 20 + 15 × 25 = Nu 395
a) An even number is a multiple of 2 and 2n is also
a multiple of 2. 7. Sample response:
b) 3n] Lemo bought 2 kg of meat. The price per kilogram is
Nu x. She also bought some oranges worth Nu 60.
How much did she spend altogether?

Supporting Students
Struggling students
• Struggling students will benefit from additional modelling of translation from words to algebra and vice-versa.
You might provide a number of extra examples before asking them to complete the exercises.
• For question 7, you might provide some word problems and first ask for the related algebraic expression
before asking students to complete the question.

Enrichment
• Students who find the exercises simple may enjoy making up their own situations like those in questions 4
and 5 for other students to try.

Teacher's Guide 246 Reprint 2019

 6.1.3 Simplifying Expressions

Curriculum Outcomes Outcome relevance

7-B10 Simple Variable Expressions: relate to numerical expressions It is important for students to
• recognize that the four operations apply in the same way as they do for be able to simplify expressions
numerical expressions in order to take advantage of the
• evaluate simple variable expressions by substituting a variable in the algebraic techniques they will
expression learn for solving equations.
• understand that what was true in evaluating numerical expressions applies
to variable expressions, once the variable has been given a numerical value
7-B11 Like and Unlike Terms: develop meaning
• develop meaning visually
• distinguish between like and unlike terms
• add and subtract like terms by recognizing the parallel with numerical
situations, using concrete and pictorial models

Pacing Materials Prerequisites

1h None • the zero principle for integers
• adding and subtracting integers

Main Points to be Raised

• We can use different shapes to represent variables. • Like terms are terms that represent different
If you use more than one variable, you should use multiples of the same variable. You can collect them
more than one shape. (In this lesson, only one to simplify expressions.
variable is used within each question.) • We model collecting like terms by collecting shapes
• The variable letter does not affect the way you that are the same.
represent it, nor what values you can substitute for it. • You can apply the zero principle to help simplify
• You should use different coloured shapes expressions.
to represent positive and negative copies of a variable
or constant.

Try This — Introducing the Lesson

A. and B. Allow students to try this alone or with a partner. While you observe students at work, you might
ask questions such as the following:
• Why do you think the addition will take more time? (I have to add six numbers in part i), but in part ii) there
are only three operations: two multiplications and one addition.)
• Do you think the amount of time would change if you changed the order of the numbers you are adding? (I
think it would be easier to add all the 59s first. I would keep adding 60 and then taking away 1.)

The Exposition — Presenting the Main Ideas

• Work through the exposition with the students. Make sure they understand that the choice of a rectangle
to represent the variable and a square to represent one was arbitrary. The shape choices could have been
reversed or a completely different shape, like a larger square, could have been used for the variable.
Example 1 uses a different shape to make this point.
• Make sure students understand why white and dark shapes need to be used to represent positive and negative
copies of the variable. Again, tell students that the choice of white for positive and grey for negative was
arbitrary.
• You may need to remind students of the zero principle for adding integers before they apply it to combining
like terms.
• To check student understanding, you might ask them to model and simplify (3n + 8) + (–2n – 4).

Reprint 2019 247 UNIT 6 Algebra

Revisiting the Try This
B. This question allows students to see how the concept of like terms underlies our use of multiplication. It
helps make the connection between work with variables and familiar work with numbers.

Using the Examples

• You may wish to review the formulas for the area of a triangles and a rectangle before students examine
example 1. Ask students to work with a partner as they read through the two examples. For each example, ask
them to identify which step in the solution they thought was most important and why.
For example, they might decide, in example 1, that the most important step is writing the areas using the same
variable. In example 2, they might decide that the most important step is writing the other numbers in the square
in terms of the top left corner number. Discuss their choices and any questions they might have about the
examples.

Practising and Applying

Teaching points and tips
Q 1: Most students will use a rectangle for the Q 4: You may wish to suggest that students use
variable and small squares for the ones. If they the same variable for the base in each case.
choose to use Q 5 a): Students could choose to use a variable
a square for the variable, make sure they understand to represent any of the four numbers in the square.
that it is important that the shape for the constant be As long as they represent the other three numbers
either a different shape or a different size. Otherwise, correctly in terms of that choice, students should be
there will be errors in collecting like terms. able to solve the problem.
Q 2: Students can simplify either using models or not. For example, if they call the top right corner n, the
Q 3: Students should realize that there are as many four numbers would be n – 1, n, n + 9, and n + 10.
possibilities for the two expressions as they might Q 7: You may wish to have students address this
want. They could start with any two expressions and question in a class discussion rather than individually.
add the same amount to one expression as they
subtract from the other.

Common errors
• Many students add variable terms and constants incorrectly when simplifying.
For example, some students simplify 3n + 2 + 4n as 9n, treating the 2 as if it were 2n.
Emphasize the importance of the distinction by showing how the situation is parallel to a computation.
For example, 30 + 30 + 50 + 50 + 50 + 50 is 2 × 30 + 4 × 50 and not 6 × 30 or 6 × 50.

Suggested assessment questions from Practising and Applying

Question 2 to see if students can simplify algebraic expressions
to see if students can represent a situation using algebraic expressions and then simplify those
Question 4
expressions
to see if students can use reasoning to solve problems that can best be approached using
Question 5
algebraic representations

Teacher's Guide 248 Reprint 2019

Answers
A. Calculation i) will likely take longer. B. Calculation i) will likely take longer.

C. The second calculations collect like terms — they collect the 23s and 47s for part A and the 59s for part
B.

1. a) 4. a) 7b ÷ 2; 8b ÷ 2; 9b ÷ 2
b) 7b ÷ 2 + 8b ÷ 2 + 9b ÷ 2; 12b

5. a) Sample response:
b)
N N+1
c)

N + 10 N + 11

d) The sum of one diagonal is N + (N + 11) = 2N + 11.

The sum of the other diagonal is (N + 1) + (N + 10) =
2N + 11.
2. a) 8n + 8 b) 2m – 4
b) The five numbers are n, n + 10, n + 20, n + 30, and
c) 2m – 8 d) 5k – 5
n + 40. If you add them you get 5n + 100.
If you multiply (n + 20) by 5, you get 5n + 100.
3. Sample responses:
a) n + (n + 4) and (n + 2) + (n + 2)
6. a) 9x + 7
b) n + (2n – 6) and (n – 6) + n + n
b) Sample response: (3x + 5) + (6x + 2)
c) (3 + 2x) + (2 – 3x) and (6 – x) – 1
d) 4k – 2 + (9 – 7k) and 2 – (3k – 5)
[7. Sample response:
It takes less time to substitute and evaluate if you first
simplify.]

Supporting Students
Struggling students
• Struggling students might have difficulty working with negative coefficients for modelling or simplifying. You
might use only examples with all positive coefficients until students become more comfortable with the process.
• Struggling students might need help with the type of reasoning required in question 5. You might help them
get started by suggesting a way to represent one of the numbers in the square or in the column.

Enrichment
• Students might find other patterns in the 100 chart (like in question 5) and then use algebraic reasoning to try
to show that the patterns are always true.
For example, they might notice that if you add the four numbers in the corner of a 3-by-3 square in the table,
the sum is four times the value of the middle number of the square.

Reprint 2019 249 UNIT 6 Algebra

 CONNECTIONS: Using Variables to Solve Number Tricks

• Before students open their books, write the steps of this number trick on the board:

Number Trick
A. Think of a number.
B. Double it.
C. Add 8.
D. Take half.

- Call on a student to follow the steps of the trick without telling you the number he or she has selected, but only
telling you the result. You can subtract 4 and tell him what number he or she chose.
- Repeat the trick using another student’s calculations.
- Tell students that they will have the chance to figure out why a trick like this works.
• Have them open their student texts to page 193 and work on the Connections questions.

Answers
1. Sample response: 3. a) A. n B. 2n C. 2n – 4 D. n + 2 E. n
A. 20 B. 40 C. 36 D. 18 E. 20; [b) Sample response:
I got same number I started with. You start with n and end with n, no matter what n is.]

2. Sample response: 4. Sample response:

A. 10 B. 20 C. 16 D. 8 E. 10; A. Think of a number.
I got same number I started with. B. Add 8.
C. Double it.
D. Subtract 14.
E. Take half.
F. Subtract 1.

Teacher's Guide 250 Reprint 2019

Chapter 2 Solving Equations
6.2.1 Solving Equations Using Models
å
Curriculum Outcomes Outcome relevance
7-C1 Summarize Patterns: make predictions We can use linear equations
• recognize that variables can represent a changing quantity (e.g., x = 4y) to solve many real-world
or a single value (e.g., x + 3 = 9) problems.
7-C2 Single Variable Linear Equations: represent solutions It is important to expose students
• show solution concretely and pictorially (one step, two step) using a to a variety of strategies from
variety of methods including a balance and the “cover-up” method which to choose to solve them.
• use concrete models to show a solution to a simple equation
(e.g., e + 3 = 7; how many are in the envelope)

Pacing Materials Prerequisites

1h None • the zero principle for integers
• adding and subtracting integers
• using an algebraic expression for a pattern rule

Main Points to be Raised

• You can use the term unknown to describe a • Another way to solve an equation is a variation of
variable. the tile strategy where we use rectangles to represent
• To solve an equation means to find the value(s) you each copy of the variable and the constant. You
can substitute for the variable that makes both sides represent the two sides that are equal by combining
equal. rectangles into large rectangles of the same size.
• You can sometimes use addition or multiplication • You can jump on a number line to model an
facts to help you solve an equation. equation. You solve it by calculating the number of
jumps.
• One way to solve an equation is to use tiles to
represent the side with a variable and then match the
tiles with the side that is a constant. You can solve by
adding, subtracting, multiplying, or dividing both
sides of the equation by the same amount to preserve
the balance. Your goal is to get the variable alone on
one side of the equation. The number on the other
side is the solution.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• What does it mean when a number is a solution to the equation? (When you substitute the number into
the equation, the two sides of the equation have the same value.)
• How did you calculate the value of the left hand side? (I multiplied 8 by 6 and then added 2.)
• How did you come up with that equation? (I wrote x = 8 and then I added 1 to both sides to get x + 1 = 9.)

Reprint 2019 251 UNIT 6 Algebra

The Exposition — Presenting the Main Ideas
• Write on the board the equations n – 2 = 8 and 3n = 12. Ask students to tell you the solution for each.
Make sure they understand the meaning of the terms solution and solve the equation.
• Next, model the solution of the equation 3t + 8 = –13 using the three methods shown in the exposition.
Explain the steps as you model.
3t + 8

–13

t t t 8
–13

+8
t t t

–13 0

• Suggest that students use the equation solved in the student text as another example for reference.

Revisiting the Try This

B. This question allows students to try out different equation solving strategies with a familiar equation.

Using the Examples

• Write the three equations from examples 1, 2, and 3 on the board. Ask students to solve each equation using
one of the new strategies they have learned. Then have them check their work against the worked solutions in
the student text.

Practising and Applying

Teaching points and tips
Q 1: Observe whether students immediately Q 8: Some students will refer to the idea of keeping
recognize which model goes with which equation by the balance while adding the same amount to both
using the coefficient of the variable as a starting sides, but others may refer to the word phrase
point. equivalent.
Q 3: This question requires students to translate one For example, if you subtract 2 from something to get
side of each equation into a word phrase. 10, then the something must be 12.
Q 5: There are many possible equations a student Q 9: This question highlights the fact that you can
could use. model addition on a number line by starting with zero
Q 7: Students have an opportunity to use whichever or by starting with the first addend.
strategy they prefer.

Common errors
• Some students will use the operation sign shown in the equation rather than the reverse operation to solve
an equation.
For example, to solve 4n + 8 = 28, they might solve 4n = 28 + 8 = 36. Encourage students to substitute their
solution into the equation to check their work.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can use a model to represent an equation
Question 4 to see if students can solve equations
Question 8 to see if students can reason about equivalent equations

Teacher's Guide 252 Reprint 2019

Answers
A. i) Because 6 × 8 + 2 = 48 + 2 = 50. ii) Sample response: 2x + 7 = 23, 40 – 5x = 0
B. Tile model
6x + 2

50

Each x is worth 8.

Rectangle model
6x + 2 x x x x x x 2
50 50

x x x x x x 2
48 2

x x x x x x 2
8 8 8 8 8 8 2
Each x is worth 8.
Number line model
6x + 2 = 50
x x x x x x 2

0 8 16 24 32 40 48 50
8 jumps of 6 take you to 48 and 2 more take you to 50.
x=8

1. a) ii) b) iii) or v) c) iv) b) 5 + 7k = 26

d) i) e) iii) [c) There were 3 jumps of equal length from 5 to 26.]
2. a) m = 2 b) m = 3 c) m = 4 6. a) 4f + 3 = 71 b) f = 17
d) m = 27 e) m = 3
7. Sample responses:
3. a) Add a number to 10. The result is 28.
Number line; I can just add to get the answer.
b) A number is multiplied by 7. The result is 35.
c) Multiply a number by 4 and then add 8. The result
[8. If in the first equation you subtract 2 from 5x to
is 28.
get to 10, then the 5x must be 12, which is the same
d) The difference between triple a number and 5 is
as
16.
the second equation.]
e) Multiply a number by 5 and add 10. The result is
55.
[9. Sample response:
f) The difference between 30 and triple a number is
The first number line shows counting by 5s to 15 and
27.
then adding 12 to get to 27, which is 5k + 12 = 17.
4. a) p = 18 b) k = 5 c) n = 5 The second number line shows starting at 12 and then
d) p = 7 e) m = 9 f) k = 1 jumping by 5s to get to 27, which is 12 + 5k = 17.
5k + 12 = 17 is the same as 12 + 5k = 17.]
5. a) Sample response:

5 12 19 26 253 UNIT 6 Algebra

Answers [Continued]
10. x = 6; [Sample responses:
a) Rectangle model
x x x x
17 7

x x x x
24

x x x x
6 6 6 6

x=6
Tile Model
4x – 7

17

4x – 7 + 7

17 + 7

4x

24

Each x = 6.
b) The tile model lets you count the number of squares for each copy of the variable, but you have to have
tiles or draw a lot of squares.
• The number line is easiest because you can draw it for any equation and just use arrows to show the jumps.
• The rectangle model is quicker to draw than tiles, but it takes longer to draw than the number line because
you usually have to draw several pictures.]

Supporting Students
Struggling students
• Some students will find the number of strategies presented overwhelming. Let them focus on one strategy of
their choice. Do not require them to use the other models or to answer questions 7 and 10.
Enrichment
• Encourage students who find these questions simple to try to create alternate models for solving equations.

Teacher's Guide 254 Reprint 2019

 6.2.2 Solving Equations Using Guess and Test

Curriculum Outcomes Outcome relevance

7-C3 Single Variable Linear Equations: one and two step We can use linear equations to solve many
• solve equations using systematic trials real-world problems. It is important to
expose students to a variety of strategies
from which to choose to solve them.

Pacing Materials Prerequisites

1h None • operations with whole numbers and decimals

Main Points to be Raised

• Guessing and testing is a good way to solve • You base your further guesses on the result of
equations. Your first guess could be anything, substituting the previous guess. You increase or
although it makes sense to estimate to get a good decrease your guess, depending on the results of
first guess. the substitution.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How do you know that the numbers cannot all be less than 50? (The sum would only be 150 if they were all
as high as 50.)
• Why might you try numbers near 100? (100 + 100 + 100 = 300 and 297 is close to 300.)
• How does knowing that 100 + 100 + 100 = 300 help you? (If I take away 1 from the first 100 and add it to
the last 100, I have three consecutive numbers that add to 300. Then I could take away 1 from each of those
numbers and the sum would be 3 less. Because 297 is the sum I want, these numbers are the answer to the
question.)

The Exposition — Presenting the Main Ideas

• Write the equation 2x – 18 = 94 on the board.
- Ask students why 50 might be a reasonable first guess for a solution (because 2x = 94 is close to 100 if x =
50 and 50 is an easy number to substitute). Have them substitute 50 for x to see why 50 is too low.
- Encourage students to continue to make better guesses until they find that 56 works. Make sure they
understand that if the substitution results in 2x – 18 being lower than 94, they need a higher guess. If the result
is higher, they need a lower guess.
• Repeat the above process using the equation 5m = 24. Students will realize they need to use a decimal
between 4 and 5 to solve the problem. They might try 4.5 and see that they must go up. They should continue
guessing and testing until they reach the solution of m = 4.8.
• Reinforce that it does not matter what letter you use for the variable; you solve the equation in the same
way.
• Tell students that they can see how these same two equations are solved in the exposition on page 198.

Revisiting the Try This

B. Students are asked to look at the problem they solved in part A using the guess and test strategy featured in
this lesson.

Using the Examples

• Write the two equations from the example on the board. Ask students to work in pairs, using guess and test
to solve the equations. They should then check their solutions against the solutions in the student text.

Reprint 2019 255 UNIT 6 Algebra

Practising and Applying
Teaching points and tips
Q 1: Encourage students to estimate to come up with Q 5: Most students will recognize that the total
a first guess. number of counters is 4 more than the number of
For example, for part d), they might realize they black counters. They might still struggle with the
need to subtract about 250 from 617 to get to 382, so equation. The equation might be written as t = b + 4
they might use 50 as a first guess. or as
b = t – 4. They can then substitute 83 for t and solve
Q 2: It is important to make sure students understand
their equation for b.
how to use the information from one guess to
improve the next guess. Q 7: Students will need to recognize that the way
to write the sum of two consecutive integers could be
Q 4: Some students may need help translating the
n + (n + 1) or n + (n – 1), depending on whether they
word expression in part a) into an equation involving
use the variable to represent the lesser or the greater
subtraction.
number.

Common errors
• Some students will not use the information from one guess appropriately to get the next guess, especially in
a subtraction situation.
For example, if they substitute n = 30 into 600 – 2n = 500 and find that 600 – 2n is 540, they do not realize that
the next guess should go up rather than down in order to subtract more.
Suggested assessment questions from Practising and Applying
Question 3 to see if students can use the guess and test strategy to solve linear equations
Question 6 to see if students can translate a real-world situation into an algebraic equation and then solve it
Question 9 to see if students can communicate about the guess and test strategy as a way to solve equations

Answers
A. 98, 99, 100 B. i) m + (m + 1) + (m + 2) = 297
ii) Sample response: 100

1. Sample responses: 6. a) C = K – 273 b) 150°C

a) 130 [because 100 more than 378 is 478 and I need
more than that.] 7. a) n + (n + 1) = 284
b) 5 [because 350 ÷ 70 = 5] [b) Sample response:
c) 80 [because 5m is about 400] I tried n = 141 and it was too low.
d) 50 [because 5m is between 200 and 300] I tried n = 142 and it was too high.
e) 50 [because 6t is about 300] There cannot be any integer solution because the
f) 90 [because 6t is about 540] solution is between 141 and 142.]

2. Sample responses: 8. a) 20; [Sample response:

a) 120; [600 was too low so I would guess higher.] 6 × 50 is 300 and if you subtract about 50, you would
b) 65; [297 was too high so I would guess lower.] be way too high.]
c) 60; [300 was not low enough, so I would guess b) x = 24
higher to subtract more.]
[9. Sample response:
3. a) k = 21 b) k = 11 To figure out the value of the variable in an equation,
c) m = 52 d) t = 0.2 try different values that make sense. Each number
you try is based on the number you tried before. If
4. a) n + (n + 10) = 124; n = 57; the numbers are 57 you are way off, change your number a lot and if you
and 67. are close, change the number a bit.]
b) 8k = 344; k = 43
c) 2m – 35 = 79; m = 57 [10. Sample response:
If the numbers are big or if they are decimals, I would
5. a) t = b + 4 b) 79 not bother with a model. I would guess and test.]

Teacher's Guide 256 Reprint 2019

Supporting Students
Struggling students
• Some students may have difficulty with questions 5 and 6. These questions require students to represent
a situation with an equation. You might provide these students with the equations for these situations and let
them then solve the equations.
• For question 7, you may wish to suggest which of the numbers to represent with the variable.
• For question 10, you may wish to provide some equations and ask students which equations they would solve
with guess and test rather by using a model.

Reprint 2019 257 UNIT 6 Algebra

 6.2.3 Solving Equations Using Inverse Operations

Curriculum Outcomes Outcome relevance

7-C1 Summarize Patterns: make predictions We can use linear equations to solve many
• use the term algebraic equation to describe a number real-world problems. It is important to
sentence with a variable expose students to a variety of strategies
• distinguish between equations and expressions from which to choose to solve them. The
7-C2 Single Variable Linear Equations: represent solutions formal strategy of inverse operations will be
• show a solution pictorially (one step, two step) using a especially useful in subsequent mathematics
variety of methods including a balance and the “cover-up” classes.
method
• recognize that adding and subtracting the same values from
both sides of an equation maintains balance
7-C3 Single Variable Linear Equations: one and two step
• solve equations using reasoning

Pacing Materials Prerequisites

1h None • operations with integers

Main Points to be Raised

• Addition and subtraction are inverse operations; • You can create an equivalent equation with the
so are multiplication and division. same solutions if you add, subtract, multiply, or
• When you subtract a number that has been added or divide both sides of an equation. This is because you
add a number that has been subtracted, the result is are maintaining the balance the equation represents.
zero and does not affect a computation. • To solve an equation, it is helpful to perform
• When you multiply a number that has been divided inverse operations until you get the variable alone on
or divide a number that has been multiplied, the one side of the equation, with a coefficient of 1.
result is one and does not affect a computation.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• Why might you add and subtract in a different order than the order in which the numbers are given? (I do
not have to add in the 358 if I subtract the other 358 at the same time. The same is true for the 269.)
• Would it have been as easy if you had been asked to divide by a different number? What number? (Yes;
dividing by 35,215 instead of by 487 would have been just as easy.)

The Exposition — Presenting the Main Ideas

• Ask students to turn to page 201 in the student text. Talk about how an equation represents a balance; the
value on the left balances the value on the right. Then discuss how solving an equation that has a variable
means finding a value to substitute for the variable that makes the equation balance.
• Lead the students through the solution of the equation 3x + 8 = 32 in the student text, using the terminology
inverse operations as you work through it.
• Make sure they understand why you subtract the 8 from both sides before dividing the two sides by 3.
• Use another equation like 5m – 12 = 48 and go through a similar process with the students.

Revisiting the Try This

B. Even though the inverse operations used in part A did not involve equations, students can see the effect
and value of using inverse operations in those situations.

Teacher's Guide 258 Reprint 2019

Using the Examples
• Ask students to read through the example. Ask why addition was the first inverse operation performed.

Practising and Applying

Teaching points and tips
Q 1 b): Although it is not required, encourage Q 5: Watch to make sure that students realize that
students to state the inverse operations in the order of only the food amount is multiplied by the number of
their use. days, not the amount for books.
Q 2: Students can use a simple rectangle or square Q 6: You may have to remind students that
to represent the variable rather than the “bag” shown an equivalent equation is an equation with exactly
in the art in the lesson. the same solutions.
Q 3: Ask students to list the steps in order. Note that
for the last question the variable can remain on the
right.

Common errors
• Some students use inverse operations incorrectly and in the wrong order.
For example, to solve 3x + 5 = 30, they might first divide by 3 rather than subtracting 5, but they forget to also
divide the 5 by 3. They would get x + 5 = 10, which leads to a wrong answer.
Encourage students always to check their answers. Remind them that when you divide or multiply one side of
an equation, the operation must be applied to all the terms on that side of the equation.

Suggested assessment questions from Practising and Applying

Question 3 to see if students can show how to solve a linear equation using inverse operations
Question 5 to see if students can solve a word problem using a linear equation
Question 6 to see if students can explain why the process for using inverse operations is valid

Answers
A. Sample responses: B. Sample response:
i) You subtract each number you add, so there is no In the first calculation, three times I subtracted the
calculating to do –– the answer is 0. same number I added. In the second calculation,
ii) If you multiply and then divide by the same I divided by the same number after multiplying.
number, it is the same as multiplying or dividing by
1.

1. a) 2x – 1 = 11 3. a) Subtract 18, divide by 12.

b) Add 1 and then divide by 2. b) Add 19, divide by 7.
c) x = 6 c) Subtract 200, divide by 9.
d) Subtract 16, divide by 6.
2. a)
4. a) k = 87 b) m = 7
x x
c) t = 32 d) k = 8

5. a) 2700 = 120 + 200d

b) d = 12.9; the money will last for 12 days.

[6. When you subtract or add to both sides of

b) x x x
an equation, you get a new equation but it has
the same solution.]

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Supporting Students
Struggling students
• Some students may find question 5 difficult to interpret. You may choose not to assign this question to
struggling students.

Enrichment
• You might ask students to create equations that meet particular conditions. They can give their equations to
a partner to solve.
For example, they might create an equation where the coefficient of the variable is 20 and the solution is –8,
or an equation where the constant in the expression on one side of the equation is 6 more than the solution
(e.g., 4x + 13 = 41).

GAME: Equations, Equations

This game provides practice with creating and solving equations. Because they have to create the equations,
students are likely to solve many more equations mentally than they would solve if the equations were given.

Teacher's Guide 260 Reprint 2019

 6.2.4 EXPLORE: Solving Equations Using Reasoning

Curriculum Outcomes Lesson Relevance

7-C3 Single Variable Linear Equations: one and two step It is often more efficient to use reasoning
• solve equations using reasoning to solve equations than to use a formal process.
This lesson encourages that strategy.

Pacing Materials Prerequisites

40 min None • adding and multiplying whole numbers

Exploration
• Ask students to turn to page 204 in the student text. Make sure they understand that:
- Each number on the right represents the sum of all numbers in that row.
- Each number at the bottom represents the sum of all numbers in that column.
- The value for each shape is the same throughout the puzzle.
Ask students to work in pairs. While you observe students at work, you might ask questions such as
the following:
• How would combining the information from Rows 1 and 3 help you? (I could tell that the triangle is 2 less than
the square.)
• How would combining the information from Row 1 and Column 1 help you? (I could find the value of the
square because I know the value of 2 circles + a triangle from row 1. I can add it to the value of the square in
column 1.)
• Which shape’s value did you figure out first? (I first figured out the value of the circle. I subtracted the 47 for
two triangles and a square from row 2 from the 57 for two triangles, a square, and a circle from column 3.)
• How did you make up your puzzle? (I first decided on values for the shapes. Then I put shapes in different
places and added the values in the rows and the columns.)

Observe and Assess

As students work, notice:
• Do they choose to put together useful combinations of information to solve the problem?
• Do they use equations to represent the information?
• Do they use reasonable strategies to solve the problem?
• Do they calculate correctly?
• When they create a puzzle, do they test that someone who does not know the values can actually solve it?

Share and Reflect

After students have had sufficient time to work through the exploration, discuss both how they solved the given
puzzle and how they created their new puzzles.
• How could combining the information from Row 2 and Column 3 help you?
• Why could you not figure out any of the values using information from just one row or just one column?
• Why was it important first to test whether the puzzle you gave your partner could be solved by someone who
did not know the answers?

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Answers
A. Sample response: E. Sample response:
The numbers in the first row add up to an odd
number (35). Since there are two circles, their sum 43
must be even, so the triangle must be odd.
48
B. Sample response:
The numbers in the second row add up to an odd 49
number (47). But since there are two triangles, their
sum must be even, so the square must be odd. 48

C. Sample response: 61 66 61
The second column includes one of each shape and
an extra circle, but the sum (52) is less than the sum
in the third column (57) that includes one of each Triangle = 13; square = 17; circle = 18
shape and an extra triangle. That means the circle is
5 less than the triangle.

D. Circle = 10; square = 17; triangle = 15

Supporting Students
Struggling students
• You may have to help students who struggle by giving them a value for one of the variables in the given
puzzle. You may also have to give them a starting point for creating their own puzzles.

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Chapter 3 Graphical Representations
6.3.1 Graphing a Relationship

Curriculum Outcomes Outcome relevance

7-C4 Linear Equations: graph using table of values Graphs are a useful tool for solving both
• use the x-axis and y-axis for the horizontal and vertical axes real-world problems and mathematical
• use a table of values for graphing problems. Students need to learn how to use
• interpolate (find a point between two known points) graphs to describe problem situations.
• extrapolate (find a point that lies beyond the existing data)

Pacing Materials Prerequisites

1.5 h • Grid paper or Small Grid Paper (BLM) • plotting ordered pairs

Main Points to be Raised

• You can show a relationship visually by plotting • Whether a graph can be used to estimate or
the ordered pairs from a table of values. calculate may depend on the scale of the graph.
• If you extend the graph of the points in a table of • To use a graph to estimate or calculate, you might
values, you can estimate or calculate information use an x-value to determine a y-value, or vice versa.
about other values by extrapolating or interpolating.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How do you know he bought fewer than 10 bars? (10 bars would cost Nu 500 even if he had not spent the
other Nu 120. That is too much, because he paid only Nu 470.)
• Why did you subtract 120 from 470? (I wanted to find out how much he spent just on chocolate.)
• How could you use guess and test to solve the problem? (I could guess the number of bars and see if I
guessed too high or too low.)
• What equation are you solving? (The equation is 50c + 120 = 470.)

The Exposition — Presenting the Main Ideas

•Ask students to open their student texts to page 205. Discuss the situation presented: 12 oranges are needed
to create 1 L of juice. Discuss with students why this seems reasonable (there is only a small amount of juice
inside each orange).
• Make sure students recall how to plot an ordered pair and talk about how the numbers in the table of values
describe an ordered pair. Discuss why this is reasonable because a graph shows a relationship and there is
a relationship between the number of oranges and the amount of juice.
• Make sure students realize that the 1.5 L based on 18 oranges or the 3.3 L based on 40 oranges are estimates
and that the only way to be more precise is to use a graph that has a more precise scale near the point being
examined. Even then, the result is only an estimate.

Revisiting the Try This

B. The graph cannot be precise in showing that an answer is correct, but it is useful to see whether or not
an answer is reasonable.

Reprint 2019 263 UNIT 6 Algebra

Using the Examples
• Assign students to work in pairs on the two examples. One student should study example 1 and the other
student should study example 2. Each student should then teach the other student about the example he or she
studied.

Practising and Applying

Teaching points and tips
Q 1: Students can stop the graph at x = 5 and y = 32 Q 4: This question requires students to work
or they can extend it. backwards. For part a), they must read off the
Q 2: Encourage students to think about how far to ordered pairs. They can choose which values to read
extend the two axes in order to solve the problem. off the graph. For part b), they must be creative in
Ask them why it is easier to use the graph for the thinking of a situation that would lead to those
final prediction than to extend the table. ordered pairs.

Common errors
• Some students get confused about which axis to start from when they look for a solution on a graph. Encourage
them to pay attention to the labels on the axes to know where to start.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can use a table of values to create a graph
to see if students can create a table of values and the related graph, and use the graph
Question 3
to extrapolate to solve a problem
Question 6 to see if students can communicate about the value of a graph to describe a relationship

Answers
A. 7 bars

B. i)
Price (Nu)

Number of chocolate bars

ii) I drew a horizontal line over from Nu 470 and then looked down to the x-axis. It showed 7 bars.
That is the same as my answer to part A.

Teacher's Guide 264 Reprint 2019

 1. a) b)

Number of white squares

Number of white squares

Figure number Figure number

2. a) f)
Figure Number of
number grey
squares
1 2
2 3 Total number of squares
3 4
4 5
b) 5 6
Number of grey squares

Figure number

g) Figure 30

3. a)
Figure number Night Pages read
number that night
1 10
c) Figure 16 d) 22 2 14
e) 3 18
Total
Figure 4 22
number of
number
squares
1 3
2 5
3 7
4 9

Reprint 2019 265 UNIT 6 Algebra

 b) 5. a)
Total
Figure
number of
number
squares
1 7
Pages read that night

2 11
3 15
4 19
5 23

b) and c)
The 10th figure has 43 squares.

Night number

Number of squares
c) Night 18

4. a)
x y
1 5
2 8
3 11
4 14

b) Sample response:
Figure 1 Figure 2
Figure number

d) Sample response:
Figure 3 Figure 4 I used the pattern in the right column, which was
adding 4 for each new figure number; 19 + (6 × 4) =
43.

[6. Sample responses:

a) If you have a graph, you can easily answer
questions about data that you have not observed.
b) If you use a big scale on the axes, you might have
trouble being exact for values that fall in between
the values marked on the axes.]

Supporting Students
Struggling students
• Some students may have difficulty when they must first create the tables of values to match a problem and then
use the graph. You may at first provide the tables of values for these students.
• Other students may have more difficulty extrapolating (going beyond the plotted points) than interpolating
(reading between the plotted points). Help them by showing how to label the axes beyond the plotted points in
both directions and then extending the line of the graph.

Enrichment
• Students might create other patterns of figures like those in questions 2 and 5 and create problems involving
graphs of those patterns for other students to solve.

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 6.3.2 Examining a Straight Line Graph

Curriculum Outcomes Outcome relevance

7-C1 Summarize Patterns: make predictions A graphs is a useful tool
• use constants, variables, algebraic expressions and equations to make for solving a linear
predictions equation. Students need to
• recognize that variables can represent a changing quantity (e.g., x = 4y) or make
a single value (e.g., x + 3 = 9) the link between drawing
7-C4 Linear Equations: graph using table of values a line graph and solving
• use the x-axis and y-axis for the horizontal and vertical axes the associated linear
• determine if an ordered pair satisfies a given equation; equation.
- by plotting the points to see if they are in keeping with the rest of the points in
the pattern
- by substituting them into the equation to see if they make the equation true or
false
• equate an ordered pair that makes an equation true with the fact that it is
a solution to the equation

Pacing Materials Prerequisites

1.5 h • Grid paper or Small Grid Paper (BLM) • division

Main Points to be Raised

• Once you have plotted two points on a line, you can • Unless the scale allows for it, you often have
extend the line without plotting other points. to estimate a solution when you use a graph.
• If you have an equation of the form ax + b = c, you • You can solve many equations using the same
can solve it or check a solution by graphing y = ax + graph because you can locate points with various
b, locating the point on the line with a y-coordinate of y-coordinates.
c, and finding the x-coordinate for that point. For example, you can solve 3x + 7 = 12, 3x + 7 = 18,
and 3x + 7 = 32 using the graph of y = 3x + 7.

Try This — Introducing the Lesson

A. Allow students to try this with a partner. While you observe students at work, you might ask questions such
as the following:
• What number would Buthri say if he thought of the number 5? (11)
• Where would Lobzang look for 11 on the graph? (On the vertical axis)
• What would Lobzang do after he found 11 on the vertical axis? (He would find the place on the graph that is
at the same height as 11 and then look down at the x-coordinate for that point.)
• Why would it be harder to use the graph if Buthri thought of a number like 20? (The graph only goes to x =
6.)

The Exposition — Presenting the Main Ideas

• Ask students to open their student texts to page 209. Point out the table of values and the associated graph in
the exposition. Discuss how the graph is based on the table.
For example, show that the points (1, 5), (2, 7), (3, 9), and (4,11) appear on the line. On the board,
demonstrate that even if you plotted only (1, 5) and (2, 7), you would end up with the same line. Talk about
why you can graph the table of values using the line y = 2x + 3; in each case, the y-value is 3 more than
double the x-value.
• Next, have students look at the second graph where the equation 2x + 3 = 6 (which is the same as 6 = 2x + 3)
is solved. Make sure students understand how to use the dotted lines: You first follow the horizontal line to
locate a point on the line y = 2x + 3 where the y-value is 6. Then you follow the vertical line figure out the
corresponding x-value.

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 1
• Help students see that although it is hard to be precise on the graph, the value x = 1 is a reasonable
2
estimate.
• Then look at the last graph with the students, showing how you could use the graph as a check for a solution
 operations.
that you found using a different method, for example, guess and test or inverse
• Finally, point out how you can use the same graph, in this case y = 2x + 15, to solve any equation of the form
2x + 15 = k, no matter what the value of k is, by locating the point on the line with that y-coordinate, k. They
should notice that there is never more than one point on the line with a particular y-coordinate (unless the line
is horizontal, so the equation would be y = k, which is already solved).

Revisiting the Try This

B. This question helps students see how they can represent the number trick by an equation that they can solve
in different ways, including using a graph.

Using the Examples

• Ask students to work through the two examples in pairs. Answer any questions they might have.

Practising and Applying

Teaching points and tips
Q 1: Remind students to choose a scale that allows Q 5: The graph students create must allow for y-
them to see the y-value when the x-value is 5. values as high as 58 and x-values as high as 13.
Q 2: Students may need to extend the graphs they Q 6: Students need not use high values of x to answer
created in question 1 or change the scales to this question.
accommodate solving these equations. Q 7: You might ask students to discuss this question
For example, the graph for part a) must allow for with a partner before recording a response.
a y-value of 33.
Q 3: Students should realize that they only need
to change the value on the side of the equation with
a single number to answer this question.

Common errors
• Sometimes students do not use a scale that will allow them to answer a question. Make sure they realize that
they must choose an appropriate scale, but also make sure they realize that if they use a big scale, they may have
to estimate a solution less precisely.

Suggested assessment questions from Practising and Applying

Question 2 to see if students can use a graph to solve a linear equation
Question 3 to see if students recognize the range of equations that can be solved using a graph
Question 5 to see if students can use a graph to check a solution to a linear equation

Teacher's Guide 268 Reprint 2019

Answers
A. ii) Find the answer on the y-axis, draw a horizontal B. i) The x-axis is the secret number and the y-axis is
line over to the graph, and then go down to see the the answer.
original number on the x-axis. ii) y = 3x – 4; Sample response:
iii) No; You can use any point on the graph and it I know by checking a few ordered pairs: (2, 2), (3, 5),
works. and (4, 8).

1. a) d)
x 1 2 3 4 5
x 1 2 3 4 5
y 5 9 13 17 21
–2 –4
y 4 2 0

y = 4x + 1

y = 6 – 2x

b)
x 1 2 3 4 5
y 4 1 – – –
4 2 5 8
y 2. a) x = 8 b) x = –2
c) x = –2 d) x = 2
2
3. Sample responses:
a) 4x + 1 = 37; x = 9
x b) 7 – 3x = 1; x = 2
c) 3x – 8 = –2; x = 2
–2
d) 6 = 6 – 2x; x = 0

–4 4.

y = 7 – 3x y
–6
y = 3x + 8

–8
c)
x 1 2 3 4 5
y –5 –2 1 4 7
y

x
[Sample response:
y = 3x – 8 When I looked up from 3 on the x-axis, the y-value
that met the graph in that place was not 10.]

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Answers [Continued]
5. B is correct;
y

y = 4x + 6

x
For A, I looked up from 7 on the x-axis to see if the y-coordinate was 29. It was not.
For B, I looked over from 42 on the y-axis across to the line and then looked down. It was at x = 9,
so 9 is a solution.

6. a)

y
ii) y = 4x – 5
ii) y = 4x – 5

i) y = 2x – 5

b) They both go through (0, –5). They have different slopes.

c) y = 4x – 5
d) x = 4.5

[7. By drawing one graph, you can solve many equations with different values for y. A disadvantage is that
you may only be able to estimate a solution because the scale might be big and not easy to read for values in
between the values that are marked on the axes.]

Supporting Students
Struggling students
• Some students may have trouble recognizing that the number 33 in an equation like 33 = 4x + 1 does not help
you know what relationship to graph; it only tells you how to use the graph afterwards. Help students see that
they would graph exactly the same relationship to solve 33 = 4x + 1, or 23 = 4x + 1, or –4 = 4x + 1.

Teacher's Guide 270 Reprint 2019

 6.3.3 Describing Change on a Graph

Curriculum Outcomes Outcome relevance

7-D6 Rate: compare two quantities Proportional thinking is important
• construct and analyse graphs to show change for solving real-world problems.
• understand rate as the comparison of two quantities Students need to realize that
• write as a ratio (e.g., m/s, km/h, beats per minute) graphing is one way to solve
• solve indirect problems proportions.

Pacing Materials Prerequisites

1.5 h • Grid paper or Small Grid Paper (BLM) • operations with decimals and whole numbers

Main Points to be Raised

• A rate is a relationship that compares quantities. • You can use graphs to solve problems involving
• You can use a graph to describe a rate; the graph is rates.
a line. • A greater rate is described by a steeper line.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How do you know that the amount of cheese will be less than 0.5 kg? (It would take 5 kg of milk to make
0.5 kg of cheese, and 2.4 < 5.)
1
• Why might you estimate a number that is about one fourth of 10? (2.5 is of 10 and 2.4 is close to 2.5.)
4
• How did you solve the problem? (I figured out that it would take 1 kg of milk to make 0.1 kg of cheese.
Then, I multiplied 0.1 by 2.4 because 2.4 is 2.4 times as much as 1.)

The Exposition — Presenting the Main Ideas
• Ask students if they recall what a rate is. See if they can think of different sorts of rates such as speeds in
kilometres per hour, prices in Nu per item, and heart rates in beats per minute. Discuss how knowing a rate
gives you lots of information.
For example, if you know that a car is going 31 km/h, you know how far it will go in 1 h, 2 h, 3 h, and so on.
- Discuss how you can use rate information to create a table of values and a graph. Demonstrate with one of
the rates students suggest.
For example, you might draw a graph through the points (1, 31), (2, 62), and (3, 93) to describe the car speed
above (31 km/h).
- Show students how you can use the graph to find out even more information.
For example, by extending the graph for car speed and reading the y-coordinate for the point on the line where
the x-coordinate is 10, you can see the total distance travelled in 10 hours. Similarly, you can tell how long it
would take to travel a distance of, for example, 200 km, by reading the x-coordinate for the point on the line
where the y-coordinate is 200.
• Have students turn to page 212 in the student text. Ask them to look at the graph of distance against time for
a speed of 25 km/h. Discuss with them the parts of the graph. Talk about how to use the graph to solve the
problems at the bottom of the page.
• Ask students how the graph would look different if you were going faster, say 30 km/h. They can check
their predictions by looking at the graph on page 213.
• Students might also look at the beginning of the exposition to see other examples of rates that might be
graphed. You may need to inform students that a pon (mentioned in the picture of oranges) is 80 items and is
used only for oranges or betel nuts.

Reprint 2019 271 UNIT 6 Algebra

Revisiting the Try This
B. Students can look back at their solution to part A and compare it to a solution that uses a graph.

Using the Examples

• Lead students through the two examples. Make sure they understand why the particular graphs that are shown
were drawn and how to use them to solve each problem.

Practising and Applying

Teaching points and tips
Q 1: Students must realize that they need to compare Q 3: Whether students start at the x-axis or y-axis will
the coordinates of two different points in order to depend on what choices they made for the axis labels
figure out the speed. for question 2.
Q 2: Encourage students first to create a table of Q 4 c): Students need to compare several pairs of
values for each rate. They can choose which variable coordinates to answer this question.
to use for the x-axis and which to use for the y-axis. Q 5: Students need to look at several pairs of points
to answer this question.

Common errors
• Students might not label their axes in a way that allows them to solve the required problems. You may have
to remind them that they should consider the size of the values involved in the rate when they determine
the scale for the axes.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can interpret and use a rate graph
Question 4 to see if students can create and use a graph that describes a rate
Question 5 to see if students can relate a graph of a rate to its underlying meaning

Answers
A. 0.24 kg B. i) The rate is 10 kg milk per 1 kg cheese.
ii) If you graph y = 10x, you look for the x-value that meets the graph at the same place as
a y-value of 2.4.

1. a) About 67.5 km
[b) Sample response:
Look at the graph between (2, 45) and (4, 90). Because there is a 45 km change in 2 h, the rate must be
22.5 km/h. I know it is a constant rate because the graph is a straight line.]

2. a)
Distance (km)

Time (h)

Teacher's Guide 272 Reprint 2019

 b)

Total cost (Nu)

Number of items
c)
Litres of orange juice

Number of oranges

d) 10,000
Number of pages read

Number of days

3. a) i) 70 km ii) About 3.1 h

b) 46 items
c) i) 4.8 L ii) 25 oranges
d) 80 days

Reprint 2019 273 UNIT 6 Algebra

Answers [Continued]
4. a)
Number of bus rides 1 2 3 4 5
Total Cost (Nu) 20 40 60 80 100

b)
Total cost (Nu)

Number of bus rides

[c) Sample response:

If you go from 1 to 4 bus rides on the graph, the cost increases by Nu 60 (from Nu 20 to Nu 80). The same
thing happens if you go from 2 to 5 bus rides or from 3 to 6 bus rides. The same thing happens anywhere on
the graph.]

5. a)

y = 3x + 5

[b) Sample response:

I located the points (2, 11), (3, 14), (4, 17), and (5, 20) on the graph and saw that an increase of 1 in x matched
with an increase of 3 in y each time.]
[c) Sample response:
I used the same points as for part b), but I checked the values backwards.]
d) No; [Sample response:
It seems to be true for whichever two points I picked that had x-coordinates that were one unit apart.]

Teacher's Guide 274 Reprint 2019

 6. It will increase by 8.
[Sample response:

Total cost (Nu)

8
4

Number of items
1 2

7. [a) Each graph shows the cost per item for any number of items.]
b) y = 120x is steeper [because if you substitute the same values for x into both equations, the total cost, y,
increases faster for the same change in the number of items, x.]

Supporting Students
Struggling students
• Struggling students might have difficulty changing the information about the rate into an equation to graph.
You may need to provide additional models beyond the examples in the student text.
For example, you might show how rates like 5 items for Nu 300, 60 min/h, and 1 birth/1000 can be described by
the relationships y = 300x ÷ 5, y = 60x, and y = 0.001x.
• You may assign struggling students to work with a partner for questions 5 and 6, which are more abstract.

Enrichment
• Some students might enjoy creating problems for their peers that involve unusual rates.
For example, they might use the information in the table below as a source for such problems.
Animal Speeds
Cheetah 112 km/h
Lion 80 km/h
Elephant 40 km/h
Chicken 14.4 km/h
Giant tortoise 0.27 km/h
Snail 0.05 km/h

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 6.3.4 EXPLORE: Are All Relationship Graphs Straight Lines?

Curriculum Outcomes Lesson Relevance

7-C5 Graphs: linear and non-linear As students move up to higher classes, they will learn
• understand how changing one quantity affects the that many relationships are not described by lines. This
other essential exploration introduces this idea because most
• develop a sense of how the value of an expression of the relationships they have seen so far have been
changes with the value of the variable linear.

Pacing Materials Prerequisites

1.5 h • Grid paper or Small Grid Paper (BLM) • formulas for the perimeter and area of a rectangle and
the volume of a cube

Exploration
• Draw a rectangle on the board and indicate its dimensions. Ask students how to calculate its perimeter and
area. Ask how they would write these as formulas, for example, A = lw and P = 2l + 2w. Ask them what
formulas they would use if they know that the length is 10 units (A = 10w and P = 20 + 2w).
• Draw a cube on the board and ask students how they would calculate its volume.
• Ask students to work with a partner to read through the box at the top of page 216 and work through
the parts. While you observe students at work, you might ask questions such as the following:
• Why did the perimeter increase by 4? (The length increased by 2.)
• Why did a change in length of 1 affect the perimeter less than a change in length of 4? (I add only 2 to
the perimeter if the length increases by 1, but I add 8 if the length increases by 4.)
• I notice you are working on part C. If one dimension is 4 cm, what could the other dimension be? (Either 3 or
5; it is 3 if the length is 4, but it is 5 if the width is 4.)
• Why might someone say that the volume grows very quickly? (When the side length grows from 4 cm to 5 cm,
the volume grows by over 60 units.)

Observe and Assess

As students work, notice:
• Do they correctly calculate the required measurements?
• Are their tables of values clear and organized?
• Do they graph correctly based on the tables of values?
• Do they compare the graphs in suitable ways?
• Is their prediction about volume reasonable?

Share and Reflect

After students have had sufficient time to work through the exploration, ask them to share what they observed
using questions such as these:
• Why do you think the perimeter graph looks different from the area graph?
• Which graphs formed lines?
• For parts A and B, do you think the shape of the graphs would be different if the width of the rectangles were
a number other than 5?
• Why might someone predict that the volume graph would not be a straight line?

Teacher's Guide 276 Reprint 2019

Answers
A. i)

5 5 5

5 6 7
ii) and iii)
Length (cm) 5 6 7
Perimeter 20 22 24
(cm)
iv) The graph is a straight line.

Perimeter (cm)
v) It always increases the perimeter by 2.
vi) It always increases the perimeter by 8.

Length (cm)

B.
Length (cm) 5 6 7
Area (cm2) 25 30 35

The graph is a straight line.

A change of 1 in the width always increases
Area (cm2)

the area by 5.
A change of 4 in the width always increases
the area by 20.

Length (cm)

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Answers [Continued]
C. i) Sample response:

3 4 5
6
4
5
6
ii)
Width (cm) 3 4 5 6 7
Perimeter (cm) 14 18 22 26
Perimeter (cm)

Width (cm)

The graph is a straight line.

An increase of 1 in the width always results in an increase of 4 in the perimeter.
An increase of 4 in the width always results in an increase of 16 in the perimeter.

Width (cm) 3 4 5 6 22
Area (cm2) 12 20 30 42 20
18
16
14
Area (cm2)

12
10
8
6
4
2
0
Width (cm)
The graph is a curve.
An increase of 1 in the width results in different increases in the area. It depends on the starting width.
An increase of 4 in the width results in different increases in the area. It depends on the starting width.

For the three rectangles, the graphs of perimeter vs. length and area vs. length were both straight lines.
For the four rectangles, the graph of width vs. perimeter was a straight line but the graph of width vs. area was
curved.

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 D. i) iv) Yes, the graph is not straight.
Edge length (cm) 1 2 3 4
Volume (cm3) 1 8 27 64

24
ii) Sample response: It will not be straight.
iii) Sample response: 22
Volume is more like area than like perimeter. 20
The area graph in part C ii) was a curve.
18
16

Volume (cm3)
14
12
10
8
6
4
2
0
Edge length (cm)

Supporting Students
Struggling students
• Some students may not be good at using the measurement formulas. Because the focus in this lesson is on
the graphs and not on the formulas, you may wish to provide these students with the tables of values and
concentrate on discussing the shapes of the graphs.

Enrichment
• Some students may predict what the graphs for other types of measurements would look like and then test their
predictions.
For example, they might predict the graphs for perimeters of equilateral triangles of different side lengths, for
perimeters of regular hexagons of different side lengths, for areas of rectangles where the length is 4 greater than
the width, or for volumes of rectangular prisms where the three side lengths are in the ratio 1 : 2 : 4, for example,
1 cm by 2 cm by 4 cm, or 3 cm by 6 cm by 12 cm, etc.

Reprint 2019 279 UNIT 6 Algebra

 UNIT 6 Revision

Pacing Materials
2h • Grid paper or Small
Grid Paper (BLM)

Question(s) Related Lesson(s)

1–3 Lesson 6.1.1
4 and 5 Lesson 6.1.2
6–8 Lesson 6.1.3
9 – 11 Lesson 6.2.1
12 and 13 Lesson 6.2.2
14 and 15 Lesson 6.2.3
16 and 17 Lesson 6.3.1
18 Lesson 6.3.2
19 and 20 Lesson 6.3.3
21 Lesson 6.3.4

Revision Tips
Q 3: Students might notice that a is constant shown by Q 7: To solve this, students might use a variable such
the shading in the second picture, but not in the first as n to represent any of the four numbers in the T.
picture. If students are struggling, it might be easier to have
Q 4: Students can use either 200 or 4 × 50 as the variable represent the middle top number.
the constant in their expression. Q 14 b): The operations should be written in sequence.
Q 5: The problem should be a word problem. Q 17: Students might look ahead to question 18
to decide on the scales to use on their graphs.

Answers
1. a) Variable is k; coefficient is –1; constant is 5. 6. a) 12n + 5 b) –m – 12 c) –8n + 11 d) 5m –
1 6
b) Variable is m; coefficient is 3; constant is .
2
7. a) 4n + 10;
2. a) b) [The four numbers are (n – 1), n, (n + 1), and n + 10,
x y x y
if n is the middle number, and (n –1) + n + (n + 1) +
1 10 1 28
2 13 2 26 n + 10 = 4n + 10.]
3 16 3 24 [b) 4n + 10 means 10 more than 4 times the middle
4 19 4 22 number.]
5 22 5 20
8. Sample responses:
3. 3 + 2(f – 1) + (f – 1) and 2f + f a) (2n + 6) + 2n
b) 8n – 3n + 10 – 20
4. a) 200 + 20n b) Nu 360
9. a) The difference between 4 times a number and 5 is
5. Sample response: 23.
How far would you have travelled if you drove b) 8 more than 6 times a number is 50.
15 km and then drove for x hours at 30 km/h?
10. Sample responses:
a)

28 31 34 37 40

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 10. b) 17. a)
x 1 2 3 4 5
y 7 10 13 16 19

y = 3x + 4

c) b)
x 1 2 3 4 5
t t t t t t
y 24 18 12 6 0
46 8
8

11. a) 5f + 1 = 101 b) f = 20

12. Sample responses:

a) k = 100 [because 500 – 400 = 100.]
b) k = 11 [because 220 ÷ 20 = 11.] y = 30 – 6x

13. a) n + (n + 8) = 164; n = 78
b) 3 + 3n = 255; n = 84
x
14. a) 2x + 4 = 12
b) Subtract 4 and divide by 2.
c) x = 4 c)
x 1 2 3 4 5
15. a) k = 117 b) t = 87 y 6 13 20 27 34

16.
Number of grey squares

y = 7x – 1

Figure number

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Answers [Continued}
d) 20.
x 1 2 3 4 5 y
y 27 29 31 33 35

y = 4x – 7
y = 25 + 2x

18. a) x = 21 b) x = 3 x
c) x = 4 d) x = 3

19. a)
[Sample response:
From (2, 1) to (3, 5) to (4, 9), the y increased by 4
each time when x increased by 1.]
Distance (km)

[21.

+15
x
Time (h)
b) y
Total cost (Nu)

An increase of 1 from x = 0 to x = 1 results in

an increase of 5 for y.
An increase of 1 from x = 1 to x = 2 results in
an increase of 15 for y.]

x
Number of items

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 UNIT 6 Algebra Test

1. a) Copy and complete the table. 7. What equation does each represent?
x 1 2 3 4 5 6 7
a)
x x
y 3 7 11 15
57 33

b) Write a pattern rule you can use to find b)

the value of y if you know x.
x x x
c) What is the coefficient in your pattern rule?

2. a) Explain how the pattern rule f + (f – 1) + 2

describes this pattern.
8. Represent and solve this equation using
each strategy below. Show your work.
4n – 2 = 30
a) a model
b) a graph
c) inverse operations
d) guess and test
Figure 1 Figure 2 Figure 3

b) Simplify the pattern rule. 9. Create an equation you could use to find
the number of the figure that has 25 squares in
the pattern from question 2. Solve the equation.
3. a) Write an algebraic expression to describe
this situation:
Sonam bought some Nu 8 stamps and two fewer 10. a) For the relationship y = 3x + 8, create
Nu 15 stamps. a table of values up to x = 5 and graph it.
b) Create a problem you could solve using your b) Use your graph to solve 3x + 8 = 35.
expression.
11. Graph this relationship:
4. a) Simplify (3x – 4) – (–2x – 5). How the total price of a number of items is
b) Evaluate the expression for x = 4. related
to the number of items purchased, if two items
cost Nu 60
5. Write an expression that simplifies to
–3x + 2.
12. Graph y = 2x – 16. How does the graph
6. You double a number, add 4, and then show that for every increase of 1 in x, there is
divide by 3. The result is 4. Write an equation an increase of 2 in y?
to represent this.

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UNIT 6 Test
Pacing Materials
1h • Grid paper or Small
Grid Paper (BLM)

Question(s) Related Lesson(s)

1 and 2 Lesson 6.1.1
3 Lesson 6.1.2
4–6 Lesson 6.1.3
7 Lesson 6.2.1
8 and 9 Lessons 6.2.1 – 6.2.3
10 Lessons 6.3.1 and 6.3.2
11 and 12 Lesson 6.3.3

Select questions to assign according to the time available.

Answers
1. a)
x 1 2 3 4 5 6 7
y 3 7 11 15 19 23 27
b) 4x – 1 or y = 4x – 1
c) 4

2. a) Sample response:
There are f white squares at the bottom, (f – 1) white squares on the side, and 2 grey squares in each figure,
if f is the figure number.
b) 2f + 1

3. a) 8x + 15(x – 2)
b) Sample response:
How much did Sonam spend if she bought ten Nu 8 stamps?

4. a) 5x + 1 b) 21

5. Sample response: (4x + 1) – (7x – 1)

6. (2x + 4) ÷ 3 = 4

7. a) 2x – 3 = 57 b) 3x – 5 = 7

8. Sample responses:
a) Rectangle model:
n n n n
30 2

n n n n
32

n n n n
8 8 8 8

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 b) Graph:

c) Inverse operations:
Add 2 4n – 2 = 30
4n = 30 + 2
Divide by 4 4n = 32
n =8

d) Guess and test:

Guess 10 4 × 10 – 2 = 38 Too high. Try a lower number.
Guess 9 4 × 9 – 2 = 34 Still too high. Try a slightly lower number.
Guess 8 4 × 8 – 2 = 30 Got it!

9. Sample response:
2f + 1 = 25; f = 12; Figure 12 has 25 squares.

10. a)
x 1 2 3 4 5
y 11 14 17 20 23
a) and b)

x=9

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Answers [Continued]
11.

Total cost (Nu)

Number of items purchased

12. The dashed lines show that for

every increase in 1 for x, there is 0
x
an increase of 2 for y. It is the same
anywhere along the graph.
–1

–2

–3

–4
1

–5

–6
2

–7
1

y
–8

Teacher's Guide 286 Reprint 2019

 UNIT 6 Performance Task –– Names, Patterns, and Equations

A. i) Choose a letter from your name. Arjun's letter A

Shade in whole squares on grid paper to create the letter.
An example of the letter A is shown on the right.
Call the letter Figure 1.

ii) Build a pattern using bigger versions of the letter.

Figure 1

B. i) Write a pattern rule that relates the figure number to the total number of squares.
ii) Explain how you determined the rule.
iii) What is the constant in your expression? What is the coefficient?

C. i) Create an equation from your pattern rule and graph it.

ii) Create a problem about your pattern that could be solved using the graph.
iii) Write the answer to your problem.

D. Create a different problem about your pattern that could be solved using
the equation. Solve it two of these three ways:
• using a model
• using inverse operations
• using guess and test

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UNIT 6 Performance Task
Curriculum Outcomes Assessed Pacing Materials
7-B10 Simple Variable Expressions: relate to numerical expressions 1h • Grid paper or
7-C1 Summarize Patterns: make predictions Small Grid
Paper (BLM)
7-C2 Single Variable Linear Equations: represent solutions
7-C3 Single Variable Linear Equations: one and two step

How to Use This Performance Task

You might use this task as a rich problem to assess student understanding of a number of outcomes in this unit.
It could replace or supplement the unit test. It could also be used as enrichment material for some students.
You can assess performance on the task using the rubric on the next page.

Sample Solution
A. i) and ii)

Figure 1 Figure 2 Figure 3 Figure 4

B. i) 3n + 2
ii) I made a table of values and realized that I was going up by 3 with each new letter. Instead of the 3 times
table: 3, 6, 9, 12, …, my numbers were always two greater: 5, 8, 11, 14, …, so I added 2 to the multiple of 3.
iii) Constant is 2; coefficient is 3.

C. i)
Number of squares (s)

s = 3n + 2

Figure number (n)

ii) How many squares will there be in Figure 10?

iii) 32

Teacher's Guide 288 Reprint 2019

 D. Which figure number has 50 squares in it?
Model
3n + 2 = 50 n n n 2
50

n n n 2
48 2

n n n 2
16 16 16 2

n = 16

Inverse Operations
Subtract 2: 3n + 2 = 50
Divide by 3: 3n = 48
n = 16

Guess and Test 3n + 2 = 50

Guess: 10 3 × 10 + 2 = 32 Too low. Try a higher number.
Guess: 20 3 × 20 + 2 = 62 Too high, but closer than 10. Try a number between 10 and 20.
Guess: 16 3 × 16 + 2 = 50 Got it!
Figure 16 has 50 squares.

UNIT 6 Performance Task Assessment Rubric

The student Level 4 Level 3 Level 2 Level 1
Recognizes and Builds a pattern that Builds a pattern that Builds a pattern, Builds a pattern,
describes follows the follows the identifies an cannot identify
a pattern instructions, identifies instructions, identifies appropriate pattern an appropriate pattern
an appropriate pattern an appropriate pattern rule but has difficulty rule, and correctly
rule and explains the rule and explains the explaining the rule’s identifies at least one
rule’s development rule’s development, development, and of the components of
insightfully, and and correctly correctly identifies at the expression of the
correctly identifies identifies the least one of the rule
the components of the components of the components of the
expression of the rule expression of the rule expression of the rule
Graphs a Creates a completely Creates a correct Creates a graph of the Cannot create
relationship correct graph of the graph of the pattern pattern rule with only a correct graph of the
pattern rule and uses rule and uses it to minor errors, but has pattern rule and has
it to create an create a problem the difficulty describing difficulty creating an
interesting problem graph could help a problem to match appropriate equation
the graph could help solve the graph for that graph
solve
Solves an Correctly and Correctly solves Correctly solves Cannot solve
equation insightfully solves an equation using two an equation one way an equation
an equation using two different strategies
different strategies

Reprint 2019 289 UNIT 6 Algebra

Teacher's Guide 290 Reprint 2019
 UNIT 7 PROBABILITY AND DATA
UNIT 7 PLANNING CHART
Suggested Suggested
Outcomes or Purpose Pacing Materials Assessment
Getting Started Review prerequisite concepts, skills, and 1h • Grid paper or All questions
SB p. 219 terminology, and pre-assessment Small Grid
TG p. 295 Paper (BLM)
or lined paper
Chapter 1 Probability
7.1.1 Determining 7-G2 Compare Results: theoretical versus 1h None Q2, 3, 5
Theoretical experimental
Probability • understand theoretical probability as:
SB p. 221 P(event) = number of favorable outcomes
divided by total number of outcomes
TG p. 298
• understand that the theoretical probability
formula can be used only when dealing with
equally likely events (e.g., the probability of
rolling 1, 2, 3, 4, 5, or 6 on a die)
7-G3 Independent Events: identify all
possible outcomes
• construct tree diagrams to identify possible
outcomes of independent events
• use the area model to identify possible
outcomes of independent events where one
event is represented by one dimension, the other
event by the other dimension of a rectangle
7.1.2 EXPLORE: 7-G1 Describe Theoretical Probability: 1h • Dice Observe and
Experimental identify probability situations near 0, 1, Assess
1 1 3 questions
Probability , , or
2 4 4
(Essential)
• understand that performing more trials usually
SB p. 224 results in an experimental probability that
TG p. 302 approaches the theoretical probability
7-G2 Compare Results: theoretical versus
experimental
• understand theoretical probability as:
P(event) = number of favorable outcomes
divided by total number of outcomes
• understand experimental probability as
the result of actual trials, where
P (event) = number of times favoured outcome
occurs divided by the total number of trials
7.1.3 Matching 7-G1 Describe Theoretical Probability: 1h None Q1, 3, 4
Events and identify probability situations near 0, 1,
1 1 3
Probabilities , , or
2 4 4
SB p. 226
• understand that impossible events have
TG p. 305 a probability of 0
• understand that events that are certain have
a probability of 1
• understand that uncertain events have
[Cont'd] a probability between 0 and 1

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UNIT 7 PLANNING CHART [Continued]
Suggested Suggested
Outcomes or Purpose Pacing Materials Assessment
[Cont'd] 7-G2 Compare Results: theoretical versus
7.1.3 Matching experimental
Events and • understand theoretical probability as:
Probabilities P(event) = number of favorable outcomes
divided by total number of outcomes
• understand experimental probability as the
result of actual trials, where
P (event) = number of times favoured outcome
occurs divided by the total number of trials
GAME: Practise probability concepts in a game 20 min • Nu 1 coins N/A
No Tashi Ta-gye! situation
(Optional)
SB p. 229
TG p. 308
Chapter 2 Collecting Data
7.2.1 Formulating 7-F1 Data Collection Methods: select and 1h None Q1, 2, 4
Questions to defend
Collect Data • select, defend, and use appropriate data
SB p. 230 collection methods in real-world applications:
- interview
TG p. 309
- observation
- questionnaire
• consider advantages disadvantages of different
data collection methods
• consider sensitivities such as privacy, cost,
and political agenda
7-F2 Formulate Questions for Data
Collection: real world application
• consider the following when formulating
questions:
- whether the question as asked will collect the
data that is desired
- simplicity and clarity of question
- how data will be displayed
7.2.2 Sampling 7-F2 Formulate Questions for Data 40 min None Q2, 3
and Bias Collection: for real world application
SB p. 233 • explore issue of bias
TG p. 312 7-F3 Bias: determine in questions and
samples
• understand the distinction between first- and
second-hand data
• evaluate the reliability of second-hand data
• understand bias in samples
CONNECTIONS: Make a connection between the concept of 20 min None N/A
Estimating a Fish sampling and probability
Population
(Optional)
SB p. 235
TG p. 314
7.2.3 EXPLORE: 7-F2 Formulate Questions for Data 2 h (over • Paper for Observe and
Conducting a Collection: for real world application several days) recording Assess
Survey • explore issue of bias questions
(Essential) 7-F3 Bias: determine in questions and
samples
SB p. 236
• understand bias in samples
TG p. 315

Teacher's Guide 292 Reprint 2019

 7-F1 Data Collection Methods: select and
defend
• select, defend, and use appropriate data
collection methods in real-world applications:
- interview
- questionnaire
Chapter 3 Graphing Data
7.3.1 Circle 7-F4 Circle Graphs: construct and interpret 1.5 h • Percent Q1, 3, 4
Graphs • create a circle graph using a fraction circle in Circles (BLM)
SB p. 237 hundredths
TG p. 317 • represent proportions as percent of total circle
• identify appropriate applications for circle
graphs
7.3.2 Histograms 7-F5 Histograms: construct and interpret 1.5 h • Grid paper or Q1, 2, 3
SB p. 241 • construct histograms to show the frequency Small Grid
TG p. 320 distribution of data grouped in intervals Paper (BLM)
• identify appropriate applications for or lined paper
histograms
Chapter 4 Describing and Analysing Data
7.4.1 Mean, 7-F6 Central Tendency: examine the effect of 1h None Q1, 3, 6
Median, Mode, changing data
and Range • understand that, if values are added to a set of
SB p. 246 data, any of the measures of central tendency
can be affected
TG p. 323
• understand that adding, subtracting,
multiplying, or dividing every value in a data
set by the same value has the same effect on its
mean, median, and mode
7.4.2 Outliers and 7-F6 Central Tendency: examine the effect of 40 min None Q1, 3, 5
Measures of changing data
Central Tendency • discuss the effect on mean, median, and mode
SB p. 250 if outliers are removed
• understand that the measure of central
TG p. 326
tendency best suited to a particular situation is
dependent on the situation (e.g., the median or
mode is not affected by outliers as much as the
mean)
7-F7 Variability: make inferences and
predictions
• understand that range is the difference
between the two extreme data values
• find gaps and clusters in a set of data by
observing and analysing the data
• use range, outliers, gaps, and clusters to make
inferences and predictions
UNIT 7 Revision Review the concepts and skills in the unit 2h • Percent All questions
SB p. 254 Circles (BLM)
TG p. 329
UNIT 7 Test Review the concepts and skills in the unit 1h None All questions
TG p. 331
UNIT 7 Review concepts and skills in the unit 1h • Fraction Rubric
Performance Task Circle provided
TG p. 334 Spinners
(BLM)
• Percent
Circles (BLM)
UNIT 7 BLM 1 Percent Circle
Blackline Masters BLM 2 Fraction Circle Spinners (in fifths for the Performance Task)
TG p. 337 Small Grid Paper in UNIT 1 on p. 53

Reprint 2019 293 UNIT 7 Data and Probability

 Math Background
• This data unit deals with many different data and • Students use visualization skills in lesson 7.3.1 and
probability topics including theoretical and in lesson 7.3.2, where they use circle graphs and
experimental probability, data collection, data display, histograms to make sense of data, and in question 5 in
and data analysis. lesson 7.4.2, where they use a histogram to interpret
• As students proceed through this unit they will use a data set.
a variety of mathematical processes, including problem • Students make connections in question 3 in
solving, communication, reasoning, representation, lesson 7.1.3, where they relate probability concepts
visualization, and making connections. to a real-world situation, in lesson 7.2.3 where they
For example: conduct a survey to gain information about a real-
world issue, and in lesson 7.3.2, where they connect
• Students use problem solving in question 5 in histograms to bar graphs.
lesson 7.1.1, where they use a tree diagram to find
a probability, and in questions 4 and 5 in lesson 7.4.1,
where they create data sets to match conditions. Rationale for Teaching Approach
• Students use communication in part E in • This unit is divided into four chapters.
lesson 7.1.2, where they explain why they might be In Chapter 1, students explore both experimental
more confident with one prediction than with another, and theoretical probability because it is important that
in question 2 in lesson 7.1.3, where they use students make the distinction between the two.
probability language to describe a situation, in This chapter also extends students’ ability to work
question 2 in lesson 7.2.1, where they explain their backwards, creating situations to match numerical
thinking about why one question is better others for probabilities.
collecting data, in question 2 in lesson 7.2.2, where Chapter 2 focuses on issues related to collecting data.
they explain why a sample might be biased, in Students need to consider not only what questions to
question 6 in lesson 7.4.1, where they describe ask to collect good data, but whom to ask. They apply
an efficient process for calculating a mean, and in the skills they have learned by conducting a survey.
question 3 in lesson 7.4.2, where they describe why Chapter 3 develops students’ skills in creating two
one measure of central tendency is more appropriate types of graphs: circle graphs and histograms. This
than another in a particular case. initial work with circle graphs separates the skill of
• Students use reasoning in question 3 in lesson 7.1.3, understanding what a circle graph is about from the
where they use past experience to predict future events, ability to measure angles properly to create a circle
in lesson 7.2.1, where they reason about why one graph; the latter skill is developed in Class VIII.
question is more appropriate than another to collect Chapter 4 extends students’ understanding of various
data, in question 4 in lesson 7.2.2, where they consider statistics, specifically mean, median, mode, and range,
the effect of sample size on bias, and in question 5 in and shows students the effect of outliers (extreme
lesson 7.3.1, where they use reasoning to match a set of pieces of data) on some of those statistics.
data with the correct circle graph.
• Both Explore lessons are essential to accomplishing
• Students consider representation in question 7 in the outcomes because a more exploratory approach is
lesson 7.1.1, where they decide how two different required. One exploration lets students gather data
representations of a situation are alike and different, to compare experimental and theoretical probability,
and in lesson 7.3.2, where they consider how the choice and the other exploration has students apply acquired
of intervals for a histogram affects the representation of skills in surveying to conduct a survey.
the data.
• The Connections section shows students how
scientists can use statistical concepts to study
the world.
• The Game provides an opportunity to use
probability concepts.

Teacher's Guide 294 Reprint 2019

 Getting Started

Curriculum Outcomes Outcome relevance

6 Collect, Organize and Describe Data: real world issues Students will find the work in the unit
6 Line Graphs: construct and interpret easier after they review the concepts of
factors and multiples, prime numbers,
6 Bar and Double Bar Graphs: construct and interpret
place value, and calculations with
6 Stem and Leaf Plots: grouping data decimals.
6 Mean, Median, and Mode: concepts
6 Inference: interpret data
6 Theoretical Probability: determine

Pacing Materials Prerequisites

1h • Grid paper or • familiarity with the terms factor, multiple, common factor, and prime number
Small Grid Paper • place value from billions through thousandths
(BLM) or
• multiplying and dividing by powers of 10
lined paper
• multiplying and dividing by simple decimals

Main Points to be Raised

Use What You Know Skills You Will Need
• A stem and leaf plot is a useful way to organize data into • Two fractions are equivalent if the numerator
categories based on place value. and denominator of one can be multiplied or
• The mean of a set of data is the result of sharing the data divided by the same amount to create the other
equally among all the data values. fraction.
• The median of a set of data is the middle number if • A percent is a fraction with a denominator of
the data values are displayed in order. 100. Percents can be expressed as equivalent
fractions with other denominators.
• The mode of a set of data is the piece of data that appears
most frequently. • A line graph is useful to show a trend. It makes
sense to interpolate (read between plotted values)
• The mean, median, and mode are all measures of central
and sometimes to extrapolate (extend beyond
tendency. Depending on the situation, one measure may
plotted values) to describe data not explicitly
represent a data set better than the others.
collected.
• A double bar graph is a way to display two sets of data
• A stem and leaf plot is a useful way to organize
with similar ranges organized into the same categories at
data into categories based on place value.
the same time.
• One type of graph might display a particular set of data
more effectively than another type of graph.

Use What You Know — Introducing the Unit

• Before beginning this unit, ask each student to find out the ages of his or her mother and father and bring that
information to school. If some students cannot get the information, suggest reasonable values they could use.
• You may wish to review the meaning of the terms mean, median, mode, stem and leaf plot, and double bar
graph. You might use the data set 3, 4, 5, 5, 13 to review the first three terms (the mean is 6 because the sum of
the data is 30 and there are 5 pieces of data; the median is 5 because 5 is the middle number; the mode is also 5
because 5 is the most frequent number). You can use the graphs on page 219 of the student text to remind
students about stem and leaf plots and double bar graphs.
• Before beginning the activity, write the ages of mothers and fathers for the whole class on the board. You may
choose to put them in numerical order, but that is not required. Make sure that students understand that the stem
and leaf plots in the book are just samples; they should use the stem and leaf plot with the class data to answer
parts B to D. If it is not possible to collect data from students, they can use the plots in the student text.

Reprint 2019 295 UNIT 7 Data and Probability

Ask students to work alone or in pairs on the activity. While you observe students at work, you might ask
the following questions:
• How did you decide what row to put 33 in? (It has to be in the row with a 3 as the stem.)
• How did you know there would be [7] numbers in that row? (There were 7 numbers in the 30s.)
• How can you use the stem and leaf plot to determine the mode? the median? (For the mode, I look for the leaf
that is repeated the most. For the median, I count how many numbers there are. Since there are [41], I know
there are [20] numbers before the median, so I start from the top and find the [21st] number.)
• How did you decide that the mode was not the best number to represent the data? (I thought it was too low
because the ages go from 29 to 51 and a mode of 35 would not represent that range.)
• Why did it make sense to use a double bar graph for this information? (The ages of mothers and fathers could
all be put in the same categories.)
• Why was it easier to use the stem and leaf plots than the double bar graph to tell the age of the oldest parent?
(With the double bar graph, I cannot see the individual ages, but only the number of ages in a category.)

Skills You Will Need

• To ensure students have the required skills for this unit, assign these questions.
• Although your goal is to see what students recall, you may wish to review the content in some questions if
many students seem to be unsure of how to proceed for that question.
• Students can work individually.

Answers
A. ii) Sample response: C. Sample response:
See the sample on page 219 of the student text. See the sample on page 219 of the student text.

B. Sample responses: D. Sample responses:

i) Mothers’ ages: mean is 39.2; median is 38.5; mode is i) 55; I used the stem and leaf plot because it
35. shows each data value. The bar graph only shows
Fathers’ ages: mean is 41; median is 41; mode is 41. the number of data values in each interval.
ii) For mothers: The mean or median best represents ii) 15; I could use either graph but the bar graph
the mothers’ ages. The mode is too low. might be easier because I only have to add 11 + 4
For fathers: It does not matter which measure you use for the two bars, but in the stem and leaf plot
because they are all the same. I have to count all the values that are 40 or more.

NOTE: Answers or parts of answers that are in square brackets throughout the Teacher's Guide are NOT found
in the answers in the student textbook.
1. a) 15 b) 40 4. a) Sample response:
9 About 54 kg per year
c) 11 d) Sample response: b) 30 kg per year
10
e) 56 f) 85 c) No; [The bar is probably too small to show on
g) 15 h) Sample response: About 53 the scale of this graph.]

2 5. a) Nu 11
2. , 0.4, 40% b) Nu 5
5
c) Nu 5
3. Sample responses:
a) i) About 55% ii) About 72% iii) About 83%
b) 62%
c) Yes; [the graph extends to reach 100% before 2015.]

Teacher's Guide 296 Reprint 2019

 6. Sample responses: b)
a) Long Jump Distances (cm) Long Jump Distances
17 2 3 5 10

Number of students
18 5 6 6 7 8 9
19 3 3 6 8
20 0 2 5 5 6 7 8
21 2 2 2 4 5 5 8 5
22 0 1 1 2 3 7 8 9
23 0

170s 180s 190s 200s 210s 220s 230s

Distance (cm)

Supporting Students
Struggling students
• Some students might need brief reviews of any of the following:
- creating stem and leaf plots
- creating double bar graphs
- finding mean, median, and/or mode
- creating equivalent fractions or percents
- finding a theoretical probability in a simple situation
• Some students might need to be reminded of the importance of organizing data in order from least to greatest
before creating a stem and leaf plot.

Enrichment
• You might ask students to create stem and leaf plots to meet various criteria.
For example, you could ask for a plot where there are 15 pieces of data, the median is 19, and there are more
pieces of data in each category than in the category above it.

Reprint 2019 297 UNIT 7 Data and Probability

Chapter 1 Probability
7.1.1 Determining Theoretical Probability

Curriculum Outcomes Outcome relevance

7-G2 Compare Results: theoretical versus experimental Most probability theory, especially in upper
• understand theoretical probability as: P(event) = number of classes, is based on theoretical probability,
favorable outcomes divided by total number of outcomes not on experimental probability. Students
• understand that the theoretical probability formula can be need to understand the difference between
used only when dealing with equally likely events (e.g., the the two and be able to determine all
probability of rolling 1, 2, 3, 4, 5, or 6 on a die) possible outcomes to find theoretical
7-G3 Independent Events: identify all possible outcomes probability.
• construct tree diagrams to identify possible outcomes of
independent events
• use the area model to identify possible outcomes of
independent events where one event is represented by one
dimension, the other event by the other dimension of a
rectangle
Pacing Materials Prerequisites
1h None • understanding of fractions of a whole
Main Points to be Raised
• Theoretical probability is a fraction that compares • If two events are involved in a probability
the number of favourable outcomes to the number of situation, you can draw a rectangle model that
possible outcomes. shows the combinations of what can happen
• Theoretical probability is useful for predicting what will in the first event and what can happen in the
happen in the future. second event. The dimensions of the rectangle
should be proportional to the likelihood of
• If more than one event is involved in a probability
each event.
situation, you can use a tree diagram that shows the
combinations of what can happen in the first event and what
can happen in the second event.
Try This — Introducing the Lesson
A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• Why is the sum of 7 not possible? (The most I could spin is 3 + 3 = 6.)
• What is the least sum possible? How do you know? (2, because it is 1 + 1 and 1 is the least I can spin.)
• Why do you think that a sum of 4 is more likely than a sum of 2? (I can only get 2 if I spin 1 and then another
1, but I can get 4 in three different ways: 1 and then 3, 2 and then 2, or 3 and then 1.)

The Exposition — Presenting the Main Ideas

• Remind students about the meaning of the term theoretical probability by discussing what can happen when
1
you toss a coin. Ask what the probability of Khorlo is ( ). Point out how the 2 tells that there are two
2
possible outcomes (and they are equally likely) and the 1 tells that you are only interested in one of those
outcomes.
• Have students open their texts to page 221. Have  them look first at the tree diagram to see how it shows the
two possibilities for the first flip (in the first column) and the two possibilities for the second flip, no matter
1
what happened on the first flip (in the second column). Point out that the probability of two Khorlos issince
4
2
only 1 of the 4 branches at the far right shows KK. The probability of one Khorlo and one Tashi Ta-gye is
4
because 2 of the 4 branches describe that situation. 
Teacher's Guide 298 Reprint 2019

 • Next, point out the rectangular diagram on page 221 that shows the same situation. Make sure students
understand that the length and width are each split in half because K and T are equally likely. Again, only
1 of the 4 sections relates to KK but 2 of the 4 sections relate to flipping one Khorlo and one Tashi Ta-gye.
• Make sure students understand that if, for example, the first event had been the flip of a coin and the second
event had been the roll of a die, there would have been 12 possible outcomes and so there would be 12
branches on a tree diagram and 12 sections in a rectangle diagram.

Event 1 Event 2 1 2 3 4 5 6
Flip Die roll K K1 K2 K3 K4 K5 K5
1
T T1 T2 T3 T4 T5 T6
2
K 3
4
5
6

1
2
T 3
4
5
6

Revisiting the Try This

B. This question allows students to make a formal connection between what was done in part A and the main
ideas presented in the exposition.

Using the Examples

• Describe the situation presented in the example. Lead students through the two solutions. For solution 1, point
out that a tree diagram that just shows B and W in the left column would not represent the situation because it
would make it seem that black and white are equally likely when they are not. Point out that the two black
counters are described as B1 and B2 to show that black is twice as likely as white. Ask students what the left
column would have looked like if there had been 3 black counters and 2 white counters (e.g., B1, B2, B3, W1, W2).
• Similarly, point out why the two rows in the rectangle diagram in solution 2 have different depths. The B row
occupies twice as much space as the W row because B is twice as likely as W. The dotted line is there just
to help show that it is twice as deep.

Practising and Applying

Teaching points and tips
Q 1: Make sure students realize they are to multiply Q 3: Students need to understand that even though
and not add the two numbers spun. Check that their the values of the coins are different, each is equally
diagrams and rectangles have 16 branches or sections. likely to be drawn and is associated with the same
Q 2: Make sure students notice that for part a) no number of branches on the tree diagram or the same
tree diagram or rectangle is needed because there is number of sections in a rectangle diagram.
only one event, but either a tree diagram or a Q 5: Students might realize that they do not need
rectangle is needed for part b) because there are two to use a tree diagram or a rectangle model for part a),
events. but they do need a model for part b).

Reprint 2019 299 UNIT 7 Data and Probability

 Q 6: This question extends the learning as students Q 7: You may wish to have a class discussion to deal
must create a tree diagram with three columns rather with this question or you might have students discuss
than only two. To find the answer, they must realize it in pairs. Some students might realize that tree
that the Khorlo could happen on the first, second, or diagrams can be used for any number of events but
third flip. rectangle models are suitable for two events (because
rectangles are two-dimensional).

Common errors
• Many students will have difficulty recognizing when a tree diagram or rectangle diagram is required and when
it is not. They should focus on whether or not more than one outcome must be considered at the same time.

Suggested assessment questions from Practising and Applying

to see if students recognize whether a tree diagram or rectangle diagram is required and, if it is,
Question 2
whether they can use it to calculate a probability
to see if students can solve a problem that requires the calculation of a probability involving two
Question 3
outcomes
Question 5 to see if students can set up a tree diagram for a given situation

Answers
A. Sample responses: B. Sample responses:
i) 2, 3, 4, 5, and 6 i)
ii) I think they are the same because there is one of 1 2 3
each number on the spinner — 1, 2, and 3 — and it 1 2 3 4
is equally likely that I will spin each of them. 2 3 4 5
3 4 5 6

1 2 3 2 1
P(2) = , P(3) = , P(4) = , P(5) = , and P(6) = .
9 9 9 9 9

ii) No; A sum of 4 is more likely than sums of 2, 3, 5, or 6,

and sums or 3 and 5 are more likely than sums of 1 and 6.
I did not realize that the pairs 1 + 2 and 2 + 1, 1 + 3 and
3 + 1, and 2 + 3 and 3 + 2 would each count as two
possible outcomes.

1 1 3 1 3 1 5
1. a) b) c) d) e) 5. a) b)
16 8 16 2 4 3 9

1 1 3 5 1 3
2. a) i) ii) iii) iv) v) 6.
13 4 13 13 26 8

1 [7. Sample response:

b) Similar:
16
Both show ways of combining outcomes of events in
7 an organized way to show all possible outcomes.
3. Different:
16
The tree diagram shows outcomes as if they happened one
after the other, but the rectangle shows them as if they
4 8 8 4 1
4. a) b) c) d) e) were happening at the same time.]
25 25 25 25 25

Teacher's Guide 300 Reprint 2019

Supporting Students
Struggling students
• If some students seem to be struggling with the lesson, you may wish to have them focus only on the tree
diagram or only on the rectangle diagram, rather than on both. In such a case, you would not ask them
to complete question 7. You might also not assign question 6 to struggling students because it extends
the learning in the lesson.

Enrichment
• You might challenge students to create other probability problems involving two events for classmates to solve.

Reprint 2019 301 UNIT 7 Data and Probability

 7.1.2 EXPLORE: Experimental Probability

Curriculum Outcomes Outcome Relevance

7-G1 Describe Theoretical Probability: identify This essential exploration allows students to see
probability situations near 0, 1, 1 , 1 , or 3 how experimental probability is different from
2 4 4 theoretical probability, but how the value of
• understand that performing more trials usually results in an experimental probability usually approaches
an experimental probability that approaches the theoretical the value of the theoretical probability with more
probability trials.
7-G2 Compare Results: theoretical versus experimental
• understand theoretical probability as: P(event) = number
of favorable outcomes divided by total number of outcomes
• understand experimental probability as the result of actual
trials, where P = number of times favoured outcome occurs
divided by the total number of trials

Pacing Materials Prerequisites

1h • Dice • calculating theoretical probability for two simple outcomes
• using a tally chart

Exploration
1
• Show a die to the students. Ask them to tell you the probability of rolling a 1 ( ). Roll the die 6 times and see
6
if you actually do roll only one 1. That might happen, but it might not. If it does occur, continue to do sets of 6
rolls until one set of 6 does not include a 1. Point out the difference between experimental and theoretical
probability. 
• Provide a pair of dice to a pair or small group of students. Let them go through the exploration. Make sure
they understand that they are looking at the total of the two values rolled.
• Make sure the students use either the tree diagram or the rectangle model (not both) to find the theoretical
probabilities. They should use the data from 36 rolls of the dice to complete the column for the experimental
probability.
• The students do not need to roll again for part B, but each group should combine its data with another
group’s data.
• For part C, each group should combine data with yet another group. The purpose of the activity is to help
them see that with more trials, the experimental values approach theoretical values, although this does not
always happen in a particular circumstance.
• For each part iii), students might add a column to their charts to record the actual differences between the
1 2 3
experimental and theoretical probabilities and note whether each difference is ( , ) or less apart (as is
36 72 108
1 2 3
shown in the answers on pages 303 and 304). Or they might circle the sums that are ( , ) or less apart.
36 72 108
While you observe students at work, you might ask questions such as   
the following:
• For part A, do all of your experimental probabilities match your theoretical probabilities? (No. Some do,
but not all of them.)   

• With more data, were the experimental probabilities and theoretical probabilities closer? (Yes. More of them
were very close.)
• Why can you be more confident in estimating theoretical probability using 100 flips than using 10 flips? (It was
just like the dice rolls. With more times, fewer surprises seem to happen.)
Students should keep this data for later use in lesson 7.3.1.

Teacher's Guide 302 Reprint 2019

Observe and Assess
As students work, notice:
• Do they calculate the theoretical probabilities correctly?
• Do they calculate the experimental probabilities correctly?
• Do they recognize that, with more trials, experimental probability tends to be closer to theoretical probability?
1 2 3
• Do they realize that = = ?
36 72 108

Share and Reflect

After studentshavehad 
sufficient time to work through the exploration, discuss their observations with them
using questions such as these.
1
• How often were your experimental and theoretical values or less apart for part A?
36
1 2
• How often were your experimental and theoretical values or or less apart for part B?
36 72
 1 3
• How often were your experimental and theoretical values or or less apart for part C?
36 108

• Why do you think your answers to these three questions 
might be different?

Answers  
A. i), ii), and iii) B. i), ii), and iii)
Sample response: Sample response:
Rolling two dice 36 times Rolling two dice 72 times
Theoretical Experimental iii) Theoretical Experimental iii)
Sum Sum
probability probability probability probability

2 ll Y 2 0 Y

3 l Y 3 Y

4 ll Y 4 Y

5 llll Y 5 Y

6 llll ll N 6 0 Y

7 llll N 7 N

8 llll Y 8 Y

9 ll N 9 Y

10 lll 0 Y 10 0 Y
l
11 lll Y 11 Y

12 lll N 12 Y

1 2
iii) The probabilities were or less apart a bit more iii) The probabilities were or less apart almost
36 72
than half the time. every time.

Reprint 2019  303  UNIT 7 Data and Probability

Answers [Continued]
C. i), ii), and iii) D. The number of times the theoretical probabilities
Sample response: were close to the experimental probabilities was higher
with more rolls. It probably happened because
Rolling two dice 108 times
unexpected high results were balanced by unexpected
Theoretical Experimental iii) low results when there were more rolls.
Sum
probability probability

Y E. Flipping the coins 100 times would give a more

2
reasonable prediction; Sample response:
With more flips, it will be more like what happened in
3 0 Y my experiment and more results will be close to what
they should be.
4 0 Y

5 N

6 Y

7 0 Y

8 Y

9 0 Y

10 0 Y

11 Y

12 0 Y

3
iii) The probabilities were or less apart every
108
time.

Supporting Students

Struggling students
• If students are struggling with calculating theoretical probabilities, suggest that they roll the dice separately.
Help them figure out that the denominators have to be 36 because there are six possible second values for each
of the six possible rolls on the first die.

Enrichment
• Some students might enjoy carrying out a similar investigation where, instead of the sums of two dice,
they consider the theoretical and experimental probabilities based on the difference of the two numbers rolled.

Teacher's Guide 304 Reprint 2019

 7.1.3 Matching Events and Probabilities

Curriculum Outcomes Outcome relevance

7-G1 Describe Theoretical Probability: identify probability situations near By working backwards
0, 1, 1 , 1 , or 3 to describe events with
2 4 4 particular probabilities,
• understand that impossible events have a probability of 0 students gain a deeper
• understand that events that are certain have a probability of 1 understanding of the use of
• understand that uncertain events have a probability between 0 and 1 fractions to describe
7-G2 Compare Results: theoretical versus experimental probabilities.
• understand theoretical probability as: P(event) = number of favorable outcomes
divided by total number of outcomes
• understand experimental probability as the result of actual trials, where P =
number of times favoured outcome occurs divided by the total number of trials

Pacing Materials Prerequisites

1h None • meaning of fractions
• equivalent fractions

Main Points to be Raised

• Theoretical probability is based on analysing all • As the fraction describing a probability gets closer
possible results and considering the likelihood that to 1, the event is more and more likely to happen.
each of those possibilities will occur. Experimental If the fraction gets farther from 1 and closer to 0,
probability is based on what actually happens in the event is less and less likely to happen.
a particular set of trials. 1
• An event with a probability of is as likely
• Words that describe probabilities include 2
impossible, very unlikely, unlikely, even chance, to happen as not to happen.
likely, very likely, and certain. By knowing which of • You can create an event with a particular
those words best describes an event, you can have a  a situation where the
probability by setting up
good idea of how number of possible equally likely outcomes is the
to predict the likelihood that the event will occur in denominator of
the future. the fraction for the probability and the number of
• An event with a probability of 1 is certain to favourable events is the numerator of the fraction.
happen.
• An event with a probability of 0 will never happen.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. Suggest that they first create a chart to show all possible
outcomes. While you observe students at work, you might ask questions such as the following:
• What are the possible outcomes when you roll a die? (The numbers 1, 2, 3, 4, 5, or 6.)
• How will you decide whether an event is likely? (I will call it likely if it happens more than it does not
happen.)
• Why are those two events equally likely? (There are three ways to roll an even number and three ways to roll
an odd number.)

The Exposition — Presenting the Main Ideas

• Ask students to look at the probability line on page 226 and help them see the following:
- The words show that an event that is more likely to happen should be placed farther to the right than one that
is less likely to happen.
- The numbers increase from left to right, so the least possible probability of 0 matches an impossible event,
the greatest possible probability of 1 matches a certain event, and the fraction that describes the probability of
a possible event is greater if the event is more likely to happen.

Reprint 2019 305 UNIT 7 Data and Probability

 1
• Ask students why the probability of flipping a coin and getting Khorlo is . Point out the place on
2
1
the probability line that describes this probability. Also point out why the probability is (because there are
2
2 possible outcomes (the denominator) and only 1 is favourable (the
 numerator)).
3
• Draw a spinner with 4 equal sections marked 1, 1, 1, and 2. Ask why the probability of spinning 1 is .
 4
Point out that the denominator is 4 is because there are 4 equal sections and the numerator is 3 because there
are 3 sections that are favourable (where you spin a 1). Ask how they would set up the spinner to make the
2  are marked 1).
probability of spinning a 1 to be instead (a spinner with 5 equal sections, where two of them
5
2
• Discuss another way to set up a situation where you might have a probability of getting a 1: Take 5 slips
5
 of those slips, write other numbers on the other slips, and place the all strips in a
of paper, write a 1 on two
2
bag. Ask the students why the probability of selecting a slip with a 1 on it is .
 5
• Ask students why you might use a die to create a situation where the probability is given in sixths, but not
for
a situation where the probability is given in fifths. 
• Point out how using slips of paper in a bag or using spinners allows you to set up a situation to match any
given probability. You first adjust the number of slips in the bag or the number of equal spinner sections to
make the denominator correct, and then you adjust the number of slips or the number of sections marked with
the value of interest to make the numerator correct.

Revisiting the Try This

B. This question allows students to connect probabilities described as fractions with probabilities described
using words in part A.

Using the Examples

• Present the question in example 1 to the students and ask them to respond. They can then check their responses
against those provided in the student text.
• Work through example 2 with the students. Make sure they understand why equivalent fractions with
a denominator of 100 were used in each case.

Practising and Applying

Teaching points and tips
Q 1: Refer students back to the probability line in Q 3: Students will need to think about equivalent
the exposition or draw a copy of it on the board. fractions with denominators of 100 to address this
Be sure to include both the fractions and the question.
probability words. Q 4: Make sure students understand that they should
Q 2: Make sure students realize that two different look at all four choices before answering this
students could describe the same event to match very question.
different probability words. Q 5: This question is designed to help students focus
For example, if one student never has left his village on the distinction between experimental and
and another has left it frequently, each would use theoretical probability.
different probability words to describe the likelihood Q 6: Students may have varying opinions on what is
of leaving his or her own village. easy or difficult.

Teacher's Guide 306 Reprint 2019

 Common errors
• Some students will have difficulty attaching the word likely (or unlikely) to events with probabilities close to
1 1
. Help them understand that as soon as a probability is greater than , it should be called likely. (It could be
2 2
1
called very likely if it is considerably greater than , or certain if it is 1.)
2
 
Suggested assessment questions from Practising and Applying
Question 1 to see if students can useprobability words appropriately
Question 3 to see if students can create events to match probabilities
Question 4 to see if students can compare probabilities

Answers
A. Sample responses: ii) Yes;
i) Unlikely • On the probability line,
1
is unlikely, so
ii) Very likely 3
iii) No. They are equally likely. P(less than 3) is unlikely.
5
2 1 • On the probability line, is very likely, so
B. i) P(less than 3) = or 6
6 3 P(greater than 1) is very likely.
5 1 1
P(greater than 1) = • = so P(even) is not greater than P(odd).
6 2 2
3 1 3 1
P(even) = or and P(odd) = or
6 2 6 2

1. a) Very unlikely b) Certain 4. B and D;

c) Very unlikely d) Likely (or very likely) [The chances of drawing a spade are 13 in 52,
e) Impossible f) Likely (or very likely) 13 1
g) Even chance or or 1 chance in 4, or .
52 4
There are four seasons so the chance of a summer
2. Sample responses: 1
Impossible: I will grow two heads. birthday is also 1 in 4, or .]
4
Certain: My next birthday will be on <insert date>. 100
Very likely: I will go straight home after school. 5. a) 1 or ; certain
100
Likely: We will have rice for dinner.
b) No; [Sample response:
Even chance: My mother’s new baby will be a girl.
Not hitting the target is always a possible outcome,
Unlikely: I will go to the next Tshechu in Thimphu.
even if it did not happen for the experimental results.]
Very unlikely: I will get a perfect mark on my next
math test. [6. Sample response:
If the denominator of the fraction is equal to the
3. a) P(Gorthibu-karey) b) P(other karey) number of possible outcomes, it is easy to match the
c) P(karey) d) P(miss) or P(no number of favourable outcomes with the numerator.
karey) It is harder when the denominator is different.]

Supporting Students
Struggling students
• Struggling students might have trouble coming up with situations to match probabilities when they must first
create equivalent fractions. For question 3, you might have them use fractions with denominators of 100 instead
of the given fractions.
• You might need to lead struggling students through question 5 because they may have trouble seeing the main
point — experimental probability and theoretical probability are different.

Reprint 2019 307 UNIT 7 Data and Probability

Enrichment
• You might ask students to create situations to match other fractional probabilities.

GAME: No Tashi Ta-gye!

• This game provides a hands-on opportunity for students to see that prior results do not affect the probability of
any one individual event. Many students find it difficult to believe that the probability of flipping Khorlo is the
same whether you have already flipped KKKK or whether you have flipped only one K.
• Students’ personalities will influence how they play this game. Some students are naturally cautious, but others
are more likely to take risks.
• Once the game has been played, be sure to discuss with students why you are not more likely to flip a Tashi
Ta-gye on the next turn, even if you have not flipped a Tashi Ta-gye for many turns before that.

Teacher's Guide 308 Reprint 2019

Chapter 2 Collecting Data
7.2.1 Formulating Questions to Collect Data

Curriculum Outcomes Outcome relevance

7-F1 Data Collection Methods: select and defend An important aspect of using and
• select, defend, and use appropriate data collection methods in real- interpreting data is understanding
world applications: that the way data is collected can
- interview influence the results. Students
- observation need to recognize the importance
- questionnaire of good, clear questions for
• consider advantages disadvantages of different data collection methods collecting data. They also need
• consider sensitivities such as privacy, cost, and political agenda to see that different collection
7-F2 Formulate Questions for Data Collection: real world strategies are appropriate in
application different situations.
• consider the following when formulating questions:
- whether the question as asked will collect the data that is desired
- simplicity and clarity of question
- how data will be displayed

Pacing Materials Prerequisites

1h None None

Main Points to be Raised

• You need to be thoughtful about how to collect data • When you ask a question to collect information, it is
in order to gather good information. important to ask the question simply and clearly so
• Three ways to collect data personally are that everyone understands it and interprets it in the
interviews, questionnaires, and observation. In some same way.
situations, one method is better, or more practical, • It is good to avoid questions with more than one
than another. part, questions with too many negatives, and
• An interview is where a person directly asks other questions that people might not be willing to answer
people a question and records their answers. honestly.
• A questionnaire involves the preparation of • Sometimes it is good to have choices for the answer
questions to be asked of others, without personal to a question. This makes it easier to create bar
interaction. graphs to display the data in different categories.
• Observation involves watching to collect data.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. Make sure they understand the task and what is meant by
a “survey company”. While you observe students at work, you might ask questions such as the following:
• Why might you get a different response if you asked “Are you happy?” than if you asked “Do you think most
of the people in Bhutan are happy?”? (The person who answers might be happier than a lot of other people, or
she might be more unhappy than most people.)
• Why would you not ask, “Are people in your village happy?”? (The survey is supposed to be about the
whole country, not about just one village. One village may be quite different from others.)
• Why might it be helpful to give a choice of responses, such as “very happy”, “happy”, and so on? (Without
a choice, different people might think you mean different things. For example, some people might think they
should only say yes if they think people are very happy but other people might think they should say yes as
long as people are not unhappy.)

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The Exposition — Presenting the Main Ideas
• Ask students if they know the meaning of the terms interview, questionnaire, and observation. If so, ask
them how they think these terms might be related to the way we collect data. If not, introduce and explain the
meaning of the terms.
- Make sure students understand that an interview involves a personal interaction, but a questionnaire can be
on paper or via other media, such as the Internet.
- Ask for an example of when they might use observation to find out something.
For example, they might observe students playing to find out the students’ favourite game.
• Ask students why they might interview to find out the favourite foods of their friends, but use a
questionnaire to find out the favourite foods of all the students in the school. Ask why they would not use
observation to find this out (for example, they would not be able see most of the students eating).
• Ask students to open their texts to page 230. Read through the boxes where good questions are compared to
poor questions. In each case, discuss why the good question is better than the poor question. For example, in
the last box, it is better not to ask a person if he has lied because he might not wish to admit this, but he might
be willing to talk about how people in general might pretend in order to avoid a situation.
• Read with students the last box in the exposition on page 231. Point out how using these choices makes it
possible to create a bar graph to show how a group of people responded. Discuss why it would otherwise be
difficult, since there might be too many categories to make a useful bar graph.
• Finally, you might point out that often people collect information that is not numerical. For example, to find
out how satisfied people are with Bhutan’s bus service, someone might ask many people to “Describe a bad
experience with Bhutan’s bus service”. This information can still be analysed and interpreted, although it may
be harder to graph.

Revisiting the Try This

B. This question allows students to use the criteria for better questions to assess their own original question.

Using the Examples

• Read the question in example 1 to the class. Ask each student to respond. Then have them compare their
responses to the solutions and thinking in the student text.
• Write the four possible questions for example 2 on the board. Ask pairs or small groups of students to discuss
which question they would choose and why. Have them compare their opinions to those in the student text.

Practising and Applying

Teaching points and tips
Q 2: Students may differ in their responses to this Q 5: You might have to remind students what a scale
question. They should realize that choice A might be is so that they can answer this question. Link the
a poor choice because a student may think that a diagram showing the scale to the concept of a number
particular answer is expected. Students may have line or a probability line, i.e., there is a least and
different ideas about what it means to read more. greatest value and a number more to the right is
They should also realize that choice D leads students meant to represent more (in this case, a stronger
to a particular response. Choice B is unclear in its agreement).
intent. Choice C or E might both seem reasonable. Q 6: You might encourage students to work in pairs
to answer this question.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can select an appropriate strategy for collecting data
Question 2 to see if students can compare the quality of possible survey questions
Question 4 to see if students can improve a survey question

Teacher's Guide 310 Reprint 2019

Answers
A. Sample response: B. Sample response:
How would you describe how happy you are? How happy are you, on a scale of 1 to 5?
Not happy Very happy
1 2 3 4 5
This question is better because it gives clear choices
for an answer.

1. Sample responses: 4. b) On a scale of 1 to 5, how would you rate your

a) Questionnaire; [It is not practical to interview enjoyment of studying each subject?
everyone and you only need to know about most Math
people, not about everyone.] Do not enjoy Enjoy a lot
b) Interviews; [It would be easy to ask everyone in a 1 2 3 4 5
class.] Science
c) Observation; [I would have to take their Do not enjoy Enjoy a lot
temperatures because they would not necessarily 1 2 3 4 5
know if they had a high temperature if I asked them.] English
Do not enjoy Enjoy a lot
2. Sample response: 1 2 3 4 5
C will give the best information about reading habits c) Has doing homework improved your success at
(if “reading habits” is about reading frequency); school?
[The wording of A and D might influence answers. Not helped Helped a lot
B and E will not collect information about reading 1 2 3 4 5
habits.]
5. Sample response:
3. Sample response: On a scale of 1 to 5, how do you feel about the
Add choices like this: following statement? There should be more holidays
How many books have you read in the past month? during the school year.
None 1 or 2 3 or 4 5 or more
6. Sample responses:
4. Sample responses: a) On a scale of 1 to 5, how would you rate the need
a) It is a good idea to have a math test every week. for new road construction in your area?
Do you agree or disagree? Not needed Urgently needed
1 2 3 4 5
b) Does your area needs more and better roads?
[The question might influence the answer.]

Supporting Students
Struggling students
• Some students will find it easier to identify what is wrong with a question than to create a question of their
own. For these students, you may wish to continue giving them choices of possible questions rather than having
them create good survey questions.

Enrichment
• Some students will enjoy looking at and evaluating survey questions found elsewhere.
For example, the following questions were used by Kuensel online in 2007:
· To what extent do you think rural and urban Bhutan would vote differently?
· Do we need a third party for a “free and fair” election in 2008?
· Will financial incentives to teachers improve the quality of education?
· Did the Yellow party win the mock elections mainly because of its colour and significance?
· Will the Civil Service (RCSC) remain scrupulously neutral in the new political scenario?
· How do you rate the recently held mock primary elections?
· Will you participate in the upcoming mock election?

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 7.2.2 Sampling and Bias

Curriculum Outcomes Outcome relevance

7-F2 Formulate Questions for Data Collection: for real An important aspect of using and
world application interpreting data is understanding that who
• explore issue of bias you ask can influence the results when
7-F3 Bias: determine in questions and samples collecting data. Students need to recognize
• understand the distinction between first- and second-hand the importance of asking enough people and
data ensuring that those people are representative
• evaluate the reliability of second-hand data of the population.
• understand bias in samples

Pacing Materials Prerequisites

40 min None • theoretical probability

Main Points to be Raised

• A small sample might give a misleading result, • A large enough sample that is representative of the
whether in a survey or in a probability experiment. whole population often gives a good indication of the
• A sample is a small set of all possible results. result that would have been obtained using a census.
• A sample that is too small can affect results. • First-hand data are collected personally, whether
through interviews, questionnaires, or observation.
• Bias means that the result from the sample is likely
to be different than the result would be from the • Second hand data are collected from references like
whole population. books or the Internet. The same information is often
reported somewhat differently in different second
• A census is a survey where every single member of
hand resources.
the population answers the question of interest.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• Why might it not be good to ask only people who live in cities? (Maybe people who live in rural areas have
very different lives than those in the cities. They may be either more or less happy.)
• Why might you get different responses from teenagers than from adults? (Maybe teenagers are happier
because they have fewer responsibilities.)
• Why might you get different answers if you asked women as well as men? (Men and women sometimes have
different responsibilities in life and maybe that makes one group happier or less happy than the other group.)
• Why is it important to ask a large number of people? (If you do ask only a few people, you might happen to
ask only people who are especially happy or especially unhappy.)

The Exposition — Presenting the Main Ideas

• Ask students the theoretical probability of flipping Khorlo on a coin. Once they indicate that the probability
1
is , you should flip a coin, perhaps 10 times. Talk about how this is a sample of all possible flips and that
2
1
the fraction of Khorlos you flip may or may not be close to the theoretical probability of .
2
 • Discuss how this is like a situation where you want to find out how many hours of homework students in
your school do each night and then you ask only five students because it is easier than asking everyone.
 a portion of the population,
Indicate that when you ask all students, it is called a census, but when you ask on
you are only taking a sample. Write the words census and sample on the board.
• Discuss why it is possible that the responses from five students might give you a good idea about how much
homework all students do, but that it might not.

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 For example, if you only ask students in PP, it is probably not a good sample. Mention that a sample from PP
would be called a biased sample because these students are not enough like the full population in terms of the
amount of homework they are likely to do. Point out that if the five students were five different ages, it might
still not be a good sample because these five students might do a lot more or a lot less homework than most
students of similar ages.
• Mention that data that are collected directly are is called first-hand data, but data that are found using
references like books or the Internet are called second-hand. You might write the two phrases first-hand data
and second-hand data on the board. Students may find it strange to think of the word “data” as plural. Explain
that the word comes from the Latin word “datum”, which means “something given”. Its plural is “data”.
• Have students open their texts to page 234 and look at the reports of the population of Bhutan from different
second-hand data sources. Talk about how whenever we use second-hand data, we must always question its
accuracy. The example shows that the same data are often reported quite differently.
• Let students know they can use the exposition for later reference.

Revisiting the Try This

B. Students re-examine their answers to part A with the idea of biased samples in mind.

Using the Examples

• Read out the situations described in the example. Ask students to talk to a partner about their thoughts on
whether the samples are biased. Then they can compare their thinking to the thinking in the student text.

Practising and Applying

Teaching points and tips
Q 1: Students may not be sure of what some of the Q 3: Remind students first to think of what the entire
sources are and so may have difficulty answering this population is in order to decide whether a census or
question. However, most will still believe that the a sample is to be used. Remind them to think about
government census is the most reliable information. whether they could interview, use a questionnaire, or
Q 2: Emphasize that the focus is on collecting observe to decide whether the data can be collected
information that describes all of the people in Bhutan. first-hand.

Suggested assessment questions from Practising and Applying

Question 2 to see if students can recognize why a sample might be biased
Question 3 to see if students can select an appropriate data collection strategy

Answers
A. Sample response: A. iv) No; I think they would be the same because
i) Yes; I think people that live in cities are not as you are still asking a variety of people.
happy because it is more expensive to live there.
ii) Yes; I think teenagers are not as happy because B. Sample response:
they are worried about their school marks. I would change part iv) to say that the results would
iii) Yes; I think men might be happier. probably be very different because the sample size is
so small.

1. Sample response: 2. Yes; [Sample responses:

Census data; [it is probably most accurate because it a) The sample is too small.
was carried out by the government.] b) The sample will give information only about
The Millennium Report may also be accurate; [it may teenagers, not about the whole population.
have been estimated at a later time based on the c) The sample will give information only about
census.] people in the east, not about the whole population.]

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Answers [Continued]
3. Sample responses: d) Census; [to find the total population in all classes,
a) Sample; [There are too many people to do a you need to count them all, not just a sample.]
census, and second-hand information would not be 4. No; [Sample response:
available.] If the survey question is not a good one, the results
b) Sample; [You would need to observe and measure will not be accurate no matter how large the sample.]
speeds of many vehicles at different locations. This
likely would not be available as second-hand data.]
c) Second-hand data; [If the government census has
this information, you could use it. If not, you could
sample the population.]

Supporting Students
Struggling students
• Most students will not struggle with this topic. You may wish to help some students with question 2 by making
sure they think about why the results might be biased.
• For question 3 d), you may have to tell students that government ministries keep records of these types of data.

Enrichment
• Students might imagine a certain sample and describe two situations: one for which the sample is likely to be
biased and one for which the same sample is likely not to be biased.

CONNECTIONS: Estimating a Fish Population

• To set up this situation, you might do this small experiment first:

- Have the students watch you place 2 coloured slips of paper and 8 white slips of paper in a bangchung. Ask
them what percent of the slips are coloured (20%).
- Then, without showing the students, tell them you are adding some coloured and some white slips of paper
using the same ratio. (Add 2 more coloured slips and 8 more white slips.)
- Draw a slip from the bangchung and record its colour. Return the slip to the bangchung. Repeat this 10 times.
- Count the number of coloured slips that were drawn in ten draws. Call the number c.
- Remind the students that 20% of the slips were coloured, so c represents 20%. Ask how many slips they think
are in the bangchung. Call the total number of slips x.
For example if 3 coloured slips were drawn in ten draws, then 3 is 20% of x, so you might multiply 3 by 5
to get a value of 15 slips altogether because 20% × 5 = 100%.
• Mention that this experiment is based on the belief that the correct percent will normally be chosen, although
you know it will not always be exact. The more times you draw a slip, the greater the chance of drawing
a coloured slip 20% of the time.
• Read through the connection with the students and help them see that the coloured slips were like the tagged
fish.

Answers
1. Sample response: 2. 500
You cannot see them all underwater and they move
too quickly to count. You would need to drain the
lake to count them all, but then they would all die.
\

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 7.2.3 EXPLORE: Conducting a Survey

Curriculum Outcomes Outcome/Lesson Relevance

7-F2 Formulate Questions for Data Collection: for real world This essential exploration allows
application students to apply what they have
• explore issue of bias learned about good questions and
7-F3 Bias: determine in questions and samples unbiased samples.
• understand bias in samples
7-F1 Data Collection Methods: select and defend
• select, defend, and use appropriate data collection methods in real-world
applications:
- interview
- questionnaire

Pacing Materials Prerequisites

2 h (over several days) • Paper for recording • creating clear and simple questions
• using an unbiased sample

Exploration
• Inform students that they will be using what they have learned about formulating good survey questions and
using an unbiased sample to conduct an actual survey.
• Ask them to work through parts A to E with a partner.

Observe and Assess

As students work, notice:
• Do they formulate good questions?
• Do they choose an appropriate method to collect their data?
• Do they describe an appropriate sample?
• Are they able to organize the data they collect?
• Do their clearly and accurately report the data they collect?

Share and Reflect

After students have had sufficient time to work through the exploration, encourage some of them to share their
work by reading all or part of their reports aloud to the class. You might discuss the following questions:
• What issue did you investigate?
• Why do you think that was a good question?
• How did you collect the data?
• What difficulties did you have when you collected the data?

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Answers
A. Sample response: C. Sample response:
I chose to find out whether students in Classes VII I will use a questionnaire because it will be quicker
and VIII think we have too much homework. and the choices will be easy to understand.
I have decided to ask 10 students from each class in
B. Sample responses: case different classes have different amounts of
i) Survey questions: homework. I think 10 out of 40 is a pretty good
sample. I will be sure not to ask only good or poor
1. On an average school night, how many hours do students or only girls or boys.
you spend on homework? Pick one of these choices.
0 to 30 min D and E. Sample response:
30 min to 1 h I surveyed a total of 50 students, 30 in Class VII and
1 h to 1.5 h 20 in Class VIII.
1.5 h to 2 h
My survey results:
2. Which do you think describes you best?
Question 1
• I spend more time on homework than most of my
More
classmates. 0 to 30 min 1 h to 1.5 h
Time than
• I spend less time on homework than most of my 30 min to 1 h 1.5 h to 2 h
2h
classmates. Number 2 5 15 18 10
• I spend about the same amount of time on
homework as most of my classmates. Question 2
Compared About the
More time Less time
3. With which of these statements do you agree? to others same
• We should have about the same amount of Number 11 7 32
homework as we get now.
• We should have less homework. Question 3
• We should have more homework. Same amount Less More
29 16 5
ii)
• I have decided to give choices that cover all
• I noticed that it was the people who spent the most
the possibilities for the first question.
time on homework and the people who took longer
• I want to know how much time the person who
than their classmates who wanted less time. That
answers actually spent so I can interpret the reasons
makes sense.
for his or her answer to the third question.
• Most people who spend the same amount of time as
• I realize that each person’s answers might depend
other people are happy with the amount of homework
on how fast or slow he or she is, so I will ask the
they have now.
second question.
• I will ask the main question (question 3) last so that
it does not make it seem that one thing is better than
another.

Supporting Students
Struggling students
• Encourage struggling students to work with stronger students to organize the planning of the survey and
the writing of the report. Struggling students might play a bigger role in the actual data collection.

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 Chapter 3 Graphing Data
7.3.1 Circle Graphs

Curriculum Outcomes Outcome relevance

7-F4 Circle Graphs: construct and interpret Circle graphs are widely used in the media.
• create a circle graph using a fraction circle in hundredths When students know how to create circle
• represent proportions as percentage of total circle graphs, they will better understand how these
• identify appropriate applications for circle graphs graphs work.

Pacing Materials Prerequisites

1.5 h • Percent Circles (BLM) • calculating and interpreting percents
• interpreting bar graphs

Main Points to be Raised

• A circle graph, also called a pie chart, shows how data • Whether you should use a bar graph or circle
values are distributed in different categories. graph depends on the information you need. With
• You can use percents to describe the fraction of the a circle graph it is easier to compare each category
data that is in each category. to the whole, but with a bar graph it is easier
to compare different categories.
• Although a bar graph and a circle graph can show
the same information, a bar graph might show the actual
number in each category, while a circle graph might not.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
1
• How do you know that red is about 25% of the circle? (The whole circle is 100% and red is of the circle;
4
1
of 100 is 25.)
4
• How did you decide the percent for blue? (I knew it was a bit less than halfway between
 25% and 50%, so
I used 35%.)
 • How do you know that the percent for yellow is less than the percent for green? (The yellow part of the
circle is smaller than the green part.)
• How did you choose the percent for the section marked other? (It looks like about 10 of those sections would
fit in the whole circle, so I said 10%.)

The Exposition — Presenting the Main Ideas

• Ask students to open their texts to page 237. Point out the percent circle that could be used to make a circle
graph. Draw a sample circle graph. For example, show how to draw a line from the centre to the top mark and
then from the centre to the 30% mark to create a circle graph that shows 30% of the data in one category and
70% in another category.
• After you have drawn the circle graph, ask students how many people are in each category. They should
realize that they cannot answer this question.
• Have them look at the bar graph and the corresponding circle graph about forest fires on page 237. Talk
about how both graphs show that most of the forest fires occur in the winter and that the fewest fires occur in
the summer, but that only the bar graph tells you how many fires there were in each season.
• Have them notice that it is easier to see from the circle graph that the percent of fires in winter is between
50% and 75%. The choice of an appropriate graph depends on what information you want to display.
• Rather than asking students to measure angles to create the percent graphs, which is left to Class VIII, the
focus in this class should be on using the simple template that is provided as a blackline master to create the
circle graphs. This allows the students to focus on the concept, rather than on the mechanics, in their first
formal work with these types of graphs.
Reprint 2019 317 UNIT 7 Data and Probability
Revisiting the Try This
B. Students who may not have recognized earlier that the percents in part A need to add to 100 will see how
this might affect their estimates.

Using the Examples

• Assign pairs of students to work on the examples. One student in each pair should study example 1 and
the other should study example 2. Each student should then explain his or her example to the other student.

Practising and Applying

Teaching points and tips
Q 1: Make sure students understand why the “other” Q 5: Students will probably not have difficulty
section percent was not required, but ask them what it deciding which ecosystem each section represents,
is (18%). but they may have trouble calculating the percents.
Q 2: Some students may not have kept the data for They should use the graph to estimate, but they
this question. If they did not, do not assign the should calculate using the actual values.
question. Q 6: Students need to realize that the sum of
Q 4: Make sure students understand that they should 1 1 1
, , and is too much because it is greater than 1.
use the given graph to answer the question. 2 3 4
Some students will sum the fractions and others the
percents.
  
Common errors
• Many students have difficulty knowing what to do after they create the first section of a circle graph.
For example, after making a section for 28%, they draw a line at the 42% mark to make the next section for
42%. Instead, they need to draw a line at the 70% mark (adding the 28% to the 42%).
You may need to show students more models of circle graphs than just examples 1 and 2.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can create a circle graph given the percents for each category
Question 3 to see if students recognize when a circle graph is appropriate
Question 4 to see if students can interpret a circle graph

Answers
A. Sample response: B. i) 100%; Sample response:
Red: 25%: blue: 30%; yellow: 15%; green: 20%; 100% is the whole sample so all the percentages for
other: 10%. all possible responses must add up to 100%.
ii) 25 + 30 + 15 + 20 + 10 = 100. My estimates add to
100%.

Teacher's Guide 318 Reprint 2019

 1. 3. Sample responses:
Favourite Fruit of a Group of College Students a) Line graph; [It will show change over time.]
b) Bar graph; [I can compare actual amounts.]
c) Circle graph; [I can compare each part with the
whole.]
Other 4. a) 34%
Orange b) 37%
c) 29%
Banana
5. a)
A is forests
Apple B is grasslands
C is agriculture
D is barren
b) Sample response:
A = 73%; B = 18%; C = 5%; D = 4%

6. No; [Sample response:

The fraction parts have to add up to 1 (which is
100%). The sum of Nima’s parts is greater than 1.]
2. Sample response:
Experimental Results of Rolling and Adding Two Dice

12
2
11 3
10
4

9
5

8
6
7

Supporting Students
Struggling students
• Some students might find it much more difficult to create circle graphs than to interpret them. For these
students, you might start the graphs in questions 1 and 2 for them and have them complete the graphs.

Enrichment
• Some students might try to create circle graphs without the circle graph template. This will preview work they
will do in Class VIII where they learn to use angles to construct circle graphs.

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 7.3.2 Histograms

Curriculum Outcomes Outcome relevance

7-F5 Histograms: construct and interpret Histograms are used to describe the information in many
• construct histograms to show the frequency official documents, like the census. It is important that
distribution of data grouped in intervals students be able to interpret these graphs. By
• identify appropriate applications for histograms constructing them, they will better understand how they
work.

Pacing Materials Prerequisites

1.5 h • Grid paper or Small Grid Paper • knowledge of bar graphs
(BLM) or lined paper

Main Points to be Raised

• A histogram is like a bar graph, but there are no • The height of each bar is called the frequency for
gaps between the bars because the categories are that interval.
based on numbers that could be whole numbers of • You can choose the number of intervals and then
fractions. use the range of the data and the number of intervals
• The sections of the graph are called intervals. you have chosen to decide on the size of the
• One interval ends where the next interval begins. intervals. Normally, each interval is the same size.
A piece of data that is the same as the end value of an • You might create a frequency table before you draw
interval goes in the higher interval. the histogram to make it easier to draw.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• Why did you count the number of pieces of data? (The median is the middle number, so I have to know how
many numbers there are to find the middle.)
• How did you find the median? (There are 35 numbers so I used the 18th number. There are 17 numbers
before it and 17 numbers after it.)
• Why might you have guessed that the middle number was in the third row? (It looks like there are about
the same number of values in rows 4 and 5 as in rows 1 and 2.)
• How did you find the mode? (I looked for a leaf that appeared a lot of times.)

The Exposition — Presenting the Main Ideas

• Ask students to tell what time they usually go to sleep. Ask students how you might show that information.
If they do not know, suggest using a bar graph with different categories.
For example, you might count how many go to sleep between 6:30 p.m. and 7:00 p.m., between 7:00 p.m. and
7:30 p.m., between 7:30 p.m. and 8:00 p.m., between 8:00 p.m. and 8:30 p.m., or after 8:30 p.m..
• Create a frequency table to show the number of students in each category. Tell students that it is called
a frequency table.
• Create the bar graph to match the data, but do not leave spaces between the bars. If any students go to sleep
at exactly 7:00, 7:30, 8:00, or 8:30, inform them that you included those values in the next higher category.
• Point out to students that you did not leave spaces between the bars because there are no times between the
categories. (Note that if there are no data values in a category, for example, if no one went to bed between
8:00 and 8:30, there is no bar. This will appear to be a space but it is really just an empty category.) Tell them
that this sort of graph is called a histogram. Tell students that each section of time that is graphed separately is
called an interval. The height of each bar, which tells how many people go to bed in each section of time, is
called a frequency.
• Point out that you could have used different categories to show the same data, such as 6:15 to 7:15, 7:15 to
8:15, 8:15 to 9:15, and after 9:15. The graph would look different but it would still represent the same data.

Teacher's Guide 320 Reprint 2019

 • Tell students that when they create a histogram they are free to choose the intervals first or to choose
the number of bars first, creating intervals that will give that number of bars. Let them know that the intervals
should normally be the same size.
• Tell students they can refer to the exposition in the text, which summarizes the information you have
presented.

Revisiting the Try This

B. This question provides a context for students to create a histogram from a stem and leaf plot. If they use
the same intervals as the stem and leaf plot (i.e., 10 to 19, 20 to 29, etc.), the shape of the two graphs will be
the same. If they choose to use different intervals, it might look different.

Using the Examples

• Work through example 1 with the students to make sure they follow the thinking. Emphasize that in this case,
unlike the case in the introductory activity, the values for the intervals were determined by looking at the range
of the data and deciding on the number of intervals. Make sure that they see that the shape of the graph changes
when different numbers of intervals are used, but emphasize that no one graph is more correct than another.
• Present the situations in example 2 orally and ask students to tell what sorts of graphs they would use. They
can check their responses against those in the student text.

Practising and Applying

Teaching points and tips
Q 1: In this case, the intervals are already provided Q 4: Students need to realize that neither
and students do not have to make any decisions about the length of the marathon nor the number of
them. Source: www.bhutan participants is relevant to choosing the intervals.
studies.org.bt/admin/pubFiles/YouthBhutan.pdf What is relevant is the range of hours it takes
Q 2: Students need to consider the range of data and runners to finish.
the fact that seven intervals are suggested to decide Q 5: This question is designed to make
what the intervals should be. There could still be some a connection, but also to show the distinction,
variation. between bar graphs and histograms.
For example, one student might choose intervals of
0 to 10, 10 to 20, ..., 60 to 70, whereas another student
might choose 5 to 15, 15 to 25, ..., 65 to 75. It is
essential that the final interval include the highest
value, 69, and that each data value have a place on
the graph.

Common errors
• Many students will misplace a data value that is on the edge of an interval. Remind them that a data value at
the edge of an interval always goes in the higher interval.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can create a histogram given a frequency table
to see if students can decide on intervals to create an appropriate frequency table and associated
Question 2
histogram
Question 3 to see if students can interpret a histogram

Reprint 2019 321 UNIT 7 Data and Probability

Answers
A. i) 38 ii) 15 iii) There are two: 38 and 42. B. ii)
It has the same shape — the number of
B. i) Sample response: students becomes greater and greater as
14 the mark increases and then it drops to 1
Marks for Pem because only 1 student got a mark of 50.
12 Bidha’s Class It is the same because the plot and the
10 histogram use the same intervals and they
Number of students

have the same number of data values in

8 each interval.
6

0
10 20 30 40 50 60
Mark out of 50

1. 2. b)
Number of Crimes
by Age Group Whales by Age Group

Frequency
Frequency

0 10 20 30 40 50 60 70
Age in years

3. a) i) 9 ii) 27 iii) 45 iv) 19

10 15 20 25
b) 36
Age in years c) 64
2. Sample responses:
a) Age group 4. Sample response:
Tally Frequency
2 h – 3 h, 3 h – 4 h, 4 h – 5 h, 5 h – 6 h, 6 h – 7 h;
0–9 |||| 4 [The times go from just over 2 h to 7 h, and 1 h
10 – 19 |||| |||| |||| |||| | 21 intervals are easy to work with.]

20 – 29 |||| ||| 8 [5. Sample response:

30 – 39 |||| || 7 Using a bar graph might make it look as if there
were gaps in the times, but there are no gaps.]
40 – 49 ||| 3
50 – 59 |||| 4
60 – 69 ||| 3

Supporting Students
Struggling students
• You might suggest to struggling students what intervals to use rather than having them decide on the intervals.
Enrichment
• Encourage students to look at the Government of Bhutan census information to see how histograms are used
to report information about the country.

Teacher's Guide 322 Reprint 2019

Chapter 4 Describing and Analysing Data
7.4.1 Mean, Median, Mode, and Range

Curriculum Outcomes Outcome relevance

7-F6 Central Tendency: examine the effect of Although students already know how to calculate
changing data a mean, understanding the effect on the mean of
• understand that, if values are added to a set of data, various calculations with the data help them
any of the measures of central tendency can be affected calculate means more easily. The same is true, to a
• understand that adding, subtracting, multiplying, or lesser extent, for the calculation of the median,
dividing every value in a data set by the same value mode, and range.
has the same effect on its mean, median, and mode

Pacing Materials Prerequisites

1h None • familiarity with mode, mean, range, and median

Main Points to be Raised

• The mode of a set of data is the data value that • When a constant is added to or subtracted from
occurs most often. each value in a data set, the mean, median, and mode
• To find the mean of a set of data, you add the data each increase or decrease by that constant, but the
values and divide the sum by the number of pieces of range does not change.
data. The mean represents an equal sharing of the • When all the values in a data set are multiplied or
data. divided by a constant, the mean, median, mode, and
• The median is the middle value when data values range are all multiplied or divided by the constant.
are put in order. • You can sometimes predict how the mean, median,
• The range is the difference between the greatest mode, and range of a set of data will be affected if
value and the least value in a data set. a piece of data is removed, but not always.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• How did you calculate the mean? (I added all the numbers and divided by 10.)
• How did you calculate the median? (I put the numbers in order from least to greatest and then took the mean
of the fifth and sixth numbers.)
• Why was it easier to see the mode after you put the values in order? (Because then it was easy to see
whether any number occurred more than once or twice.)
• What other values might students pick for the typical score? (Some people might pick the mean, but others
might pick the median, the mode, or maybe even some other value.)

The Exposition — Presenting the Main Ideas

• Record these data values on the board: 8, 8, 9, 10, 15, 22. Ask students to calculate the mean, median, mode,
and range to see if they recall these statistics. If they have difficulty with any of them, remind them of the
necessary calculations (see page 246 in the student text).
- Now tell the students you are going to add 5 to each value. Have them calculate the new data values and
then calculate the new mean, median, mode, and range. Ask what they notice. They should observe that the
range did not change, but the other statistics all increased by 5.
- Ask what they think would happen if 5 were subtracted from each data value and why. Have them check.
- Next, multiply each of the original data values by 2. Have students re-calculate the new mean, median,
mode, and range. They should notice that all of these values are doubled.
[Continued]

Reprint 2019 323 UNIT 7 Data and Probability

 - Ask the students to predict what will happen to the mean, median, mode, and range if you divide each of
the original values by 2. Let them investigate to check. (They are all divided by 2.)
- Summarize the results for the students.
- Point out the usefulness of this information.
For example, to calculate the mean of test scores of, for example, 60, 65, and 73, a teacher could subtract 60
from each value, calculate the mean of 0, 5, and 13 (which is much easier to do mentally), and then add
the 60 back.
• Return to the original values of 8, 8, 9, 10, 15, 22. Ask students to work in pairs to find out what would
happen to each statistic in each of these situations:
- One of the 8s is removed from the data
- The value 22 is removed
- The value 9 is removed
Help them understand the results they obtain.
For example, if you remove one of the 8s, the mean increases because you have removed a value below
the mean, the median increases because you have removed a value below the median, the range is not affected
because there are two equal low values, and the mode is affected only because 8 was the mode.
• You might have students read through the exposition to reinforce their learning before starting the exercises.

Revisiting the Try This

B. Students apply the concepts they have learned to a problem they have already solved.

Using the Examples

• Write the problems from examples 1 and 2 on the board. Ask students to work in pairs to try to solve
the problems. They should check their work against the student thinking and solutions in the student text.

Practising and Applying

Teaching points and tips
Q 1: Encourage students to predict before they Q 4: Students might begin with a simple data set like
actually do the calculations. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 or perhaps 10, 10, 10, 10,
Q 2: Remind students that measures of central 10, 10, 10, 10, 10, 10 and then adjust it.
tendency are the mean, median, and mode. For part a), students need to realize that the original
Q 3: Some students will suggest that it is efficient mean should be less than 100.
to add the numbers and divide by 6. Others will For part b), they need to realize that the original
choose to remove the 100 from each number, mean should be greater than 100.
calculate the mean of 10, 17, 18, 20, 13, and 15, and For part c), they should realize that the original mean
then add 100. Still others might choose a value like is 50.
115 to subtract from each data value, so that some
For part d), they should realize that the original
positive and negative results cancel each other out.
mode is 200.
Q 5: Students might begin with a data set with an odd
number of values where the median is not repeated
and then add a high value.

Common errors
• Students sometimes forget to put data values in order before calculating the median. Remind them that this is
essential.

Teacher's Guide 324 Reprint 2019

Suggested assessment questions from Practising and Applying
Question 1 to see if students recognize the effect on statistics of various changes in the data
to see if students recognize the usefulness of knowing how statistics change when the data values
Question 3
change in a consistent way
to see if students can calculate a statistic efficiently using what they know about the effect on
Question 6
statistics of constant changes to the data

Answers
A. i) Mean: 115.2; median: 115.5; mode: 108. B. The median would change to 114 because there
ii) Sample response: would be another low value.
I would use the median of 115.5 because it is easier The mode would not change because the new value
to calculate than the mean. I would not use the mode would not repeat an existing value.
because 108 seems a bit low and it would not show The mean would change to 112. It would go down
that there were many scores in the 120s and 130s. because a low value was added.

1. a) Mean, median, and mode increase (by 20), 4. Sample responses:

range does not change. a) 5, 6, 7, 7, 8, 9, 10, 10, 10, 10
b) Mean, median, and mode decrease (by 100), b) 305, 306, 307, 307, 308, 309, 310, 310, 310, 310
range does not change c) 50, 50, 50, 50, 50, 50, 50, 50, 50, 50
c) Mean, median, mode, and range increase d) 110, 200, 200, 200, 200, 300, 400, 500, 600, 700
(multiplied by 3).
d) Mean, median, mode, and range decrease (divided 5. Sample response:
by 5). The data values are 4, 5, 6, 7, 8, 9, 10. The median
e) Mean and median increase, mode does not change, increases when 11 is added to the data.
range decreases.
f) Mean, median, and range increase, mode does not 6. Sample response:
change. • Multiply each value by 10 to get the mean using
whole numbers and then divide the value by 10.
2. a) Mean: 11.8; median: 12; mode: 12; range: 2. [• Think of the values in terms of 40 (subtracting 4
b) The mean and range will decrease. The mode and and multiplying by 10): –2, –1, 0, 5, 7, 9. Find the
median will stay the same. mean of these whole numbers, add 40, and then
divide by 10.]
3. Sample response:
Subtract 110 from each data value, calculate the mean 7. Sample response:
of the new data, and then add 110 to the result. A set of data that has decimal values; [I would change
the data by multiplying by 100 to get rid of the
decimals in order to calculate the mean with whole
numbers. Then I would divide by 100 to get the
correct values.]

Supporting Students
Struggling students
• Struggling students may need to re-calculate many statistics when there are data changes before they become
comfortable predicting what will happen. They may also have difficulty with questions 3 and 7, where they
have to think about why this strategy is useful rather than simply performing it. You may choose not to assign
those two questions to these students.

Enrichment
• Students might investigate what happens to the mean, median, mode, and range if other types of data changes
are made, for example, if half the data values are increased and the other half are decreased by the same amount.
They will learn that they can only predict the results when the changes are consistent.

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 7.4.2 Outliers and Measures of Central Tendency

Curriculum Outcomes Outcome relevance

7-F6 Central Tendency: examine the effect of changing data In order to interpret data
• discuss the effect on mean, median, and mode if outliers are removed effectively, students must think
• understand that the measure of central tendency best suited to a particular critically about each data set
situation is dependent on the situation (e.g., the median or mode is not and about the likelihood that
affected by outliers as much as the mean) other data values might belong
7-F7 Variability: make inferences and predictions to
• understand that range is the difference between the two extreme data the set.
values
• find gaps and clusters in a set of data by observing and analysing the data
• use range, outliers, gaps, and clusters to make inferences and predictions

Pacing Materials Prerequisites

40 min None • familiarity with mean, median, and mode

Main Points to be Raised

• The three measures of central tendency are the • If you ignore outliers in calculating statistics, there
mean, median, and mode. Sometimes, if only one is usually a greater effect on the mean than on the
measure can be chosen to represent the data, one is median.
more appropriate or meaningful than the others. • Sometimes data values is described in terms of how
• An outlier is a data value that is much lower or they cluster. This happens when a group of data
much higher than most of the other values in a set of values are very close, with a gap between them and
data. For this reason, an outlier is sometimes, but not the next group of data values.
always, an error that does not belong in the data set.

Try This — Introducing the Lesson

A. Allow students to try this alone or with a partner. While you observe students at work, you might ask
questions such as the following:
• Why do you think the median will be in the 20s? (There are only four values above the 20s and so the middle
looks like it will be in the 20s.)
• Why is the mode the easiest statistic to find? (You do not have to do any calculations. You just look for
repeated numbers.)
• Why do you think the mean is greater than the median? (There are more high numbers than low numbers.)

The Exposition — Presenting the Main Ideas

• From the last lesson, students should recall the definitions of mean, median, and mode. Check to make sure
this information is clear to them.
• Work through the exposition with the students. Make sure they understand what outliers are, that they can
sometimes but not always be ignored, and that the mean is affected more than the median when outliers are
ignored.
- Demonstrate this last point using the data 2, 2, 2, 2, 22. The median remains 2 when the 22 is removed, but
the mean changes dramatically (from 6 to 2).
- Show how in the data set 2, 2, 2, 2, 22, there is a cluster at 2 and a gap between the 2s and the 22.

Revisiting the Try This

B. This question allows students to apply a number of the concepts taught in the exposition to the data set
from part A.

Teacher's Guide 326 Reprint 2019

Using the Examples
• Have pairs of students work through the first two examples. Ask students if they agree more with solution 1 or
with solution 2 in example 1. Ask them why someone might disagree with the conclusion in example 2.
On the board, write the problem in example 3. Ask students to solve it and then compare their answers with
the student text.

Practising and Applying

Teaching points and tips
Q 1: Encourage students to look for both very high Q 5: Students will normally be able to find the gap
and very low values as outliers. Observe whether they easily. For the clusters, some may suggest that the
actually calculate to answer part b) or whether they first interval represents a cluster, whereas others may
use the shape of the data to help them decide on think that two intervals are needed to define a cluster.
the answer. Either response is reasonable. Some students may
Q 2: This question requires students to have a good realize that the actual cluster may be a small part of
understanding of both mode and outlier. each interval, but that this cannot be determined with
a histogram.
Q 3: Some students may realize that without knowing
what the data represents, it is hard to know whether or Q 6: Students need to think about particular contexts
not the outliers belong. in which it is reasonable to remove outliers and not
focus just on the numbers.
Q 4: The intent of part a) is that the median, mode,
and range remain the same.

Common errors
• Some students will automatically remove outliers even when it is not appropriate to do so. Remind them that
they must consider the context before they decide whether it is appropriate to remove outliers.

Suggested assessment questions from Practising and Applying

Question 1 to see if students can describe the shape of a set of data
to see if students can communicate about which measure of central tendency is most appropriate in
Question 3
a situation
Question 5 to see if students can make the connection between a histogram and the notion of clusters and gaps

Answers
A. Mean: 28.7 C. i) Sample response:
Median: 27 The mean will go up if the low outlier is dropped.
Modes: 20 and 41 The median may increase a bit. The modes will
probably stay the same.
B. There are two clusters: 20, 20, 22, 26, 28 and ii) Mean: 31.6; median: 28; modes: 20 and 41.
41, 41, 42, 44, with a gap in between 28 and 41. The mean increased from 28.7 to 31.6,
There is a low outlier, 3. the median increased from 27 to 28, and
the modes stayed the same.

D. Sample response:
The mean of 31.6 (without the outlier)

Reprint 2019 327 UNIT 7 Data and Probability

 1. Data in order: 3. Sample responses:
9, 26, 31, 35, 35, 35, 52, 71, 77, 96, 97, 104, 107 a) The mean of 7 [because it shows that there is a data
a) Sample response: value that is greater than the rest.]
There are gaps between 9 and 26, 35 and 52, 52 and b) The mean of 40 [because it's a bit low so it better
71, and between 77 and 96. represents/includes the outlier of 5.]
There are clusters from 26 to 35 and from 96 to 107.
There is one outlier of 9. 4. Sample responses:
b) Sample response: a) 5, 10, 10, 10, 15, 20, 25, 30, 45, 55
The mean is 63.8 and the median is 61.5 without the b) 0, 10, 10, 10, 15, 20, 25, 30, 45, 55
outlier 9.
[The mean is 59.6. 5. There are clusters between 100 and 200 and between
The median is 52. 300 and 500. There is a gap between 200 and 300.
The mode is 35.
Because of the low outlier, the mean is a bit low but [6. Sample response:
the median is even lower, so I would drop the outlier If the outlier is pulling the mean way up or way down
and re-calculate. so it is very different from the median, I would remove
Without the outlier: the outlier.
The mean is 63.8. I would leave an outlier in if it's also the mode.]
The median is 61.5.
The mode is 35.
Without the outlier, the mean and mean are closer.
The mean is 63.8 and the median is 61.5. Both
represent the set of data equally well because they are
so close together.]

[2. Sample response:

The mode only changes when you remove the
outlier(s) if the mode is an outlier. The mode is a value
that is repeated two or more times, so it is unlikely that
a mode would be an outlier because outliers are
unusually small or large data values.]

Supporting Students
Struggling students
• The concept of outliers is difficult because there are no rules about what makes a number an outlier. Some
students find this difficult. It is better to acknowledge the difficulty rather than to make up rules that students can
use to decide whether a number is an outlier.

Enrichment
• Students might try to create or describe situations where outliers are likely to occur. They can discuss why
the outliers appear and how they would handle those values if they were to calculate a measure of central
tendency.

Teacher's Guide 328 Reprint 2019

 UNIT 7 Revision

Pacing Materials
2h • Percent Circles
(BLM)

Question(s) Related Lesson(s)

1 and 2 Lesson 7.1.1
3–5 Lesson 7.1.3
6 and 7 Lesson 7.2.1
8 and 9 Lesson 7.2.2
10 and 11 Lesson 7.3.1
12 and 13 Lesson 7.3.2
14 and 15 Lesson 7.4.1
16 and 17 Lesson 7.4.2

Revision Tips
Q 1: Students should first focus on the fact that Q 11: You may need to remind some students first
the denominator for the probability has to be 15 to calculate a total in order to estimate the percents.
because there are 15 balls. [Source: LUPP Dzongkhag Data Sheets, 1995;
Q 3: Students need to sort and classify numbers in Roder et al. 2001. 11,995 excluding pigs and poultry.]
a variety of ways to answer this question. Q 12: Some students may focus on the frequencies of
Q 4 and 5: Students should use theoretical probability, the different intervals, but you should encourage them
not experimental probability, to answer these to make comparisons and to generalize.
questions. Q 15: For part a), make sure students understand that
Q 8: You may need to remind students of the 12 must be one of the data values. For part c), 10 must
definitions of first-hand and second-hand data. be one of the data values.

Answers
1 7 1
1. a) b)
8
c) 4. ; [Sample response:
15 15 15 4
7 6
d) e) f) 1 T TT: 1 outcome out of 4
15 15
T
2. Choosing an even number and a striped ball
K
3. Sample responses:
a) Choosing a number greater than 1
b) Choosing a number less than 12
c) Choosing a white ball T
d) Choosing the 3 ball (or any single given
K
number)
e) Choosing a number greater than 15 K

Reprint 2019 329 UNIT 7 Data and Probability

Answers [Continued]
5. Sample responses: 12. a) Sample response:
a) Spinning a sum of 2 (a 1 and a 1) The data values range between 100 cm and 170 cm.
b) Spinning a sum of 4 (a 1 and a 3, a 2 and a 2, or The greatest number of students is in the middle
a 3 and a 1) (120 cm to 140 cm) and the number of students
decreases in both directions.
6. [a) Sample responses: b) 26
i) It might influence the person to say yes. c) 30
ii) It assumes the person eats meat.
iii) It is too personal and may embarrass the person.] 13. 12 –14, 14 – 16, 16 – 18, 18 – 20, 20 – 22, 22 – 24,
b) Sample response: 24 – 26; [The data values start at 13 min and end at
What is your favourite meat? 25 min. Intervals of 2 min are easy to work with.]
Seven choices are: Pork, Beef, Chicken, Yak, Goat,
Other, and I do not eat meat. 14. a) Mean, median, mode, and range decrease
(divided by 10).
7. Sample responses:
b) Mean, median, and mode decrease (by 10). Range
a) Distribute a questionnaire to a sample of people of
does not change.
all ages throughout the country; [too many people to
c) Now there are 4 modes. Mean and median
interview and it is not something I can observe.]
decrease. Range does not change.
b) Observe chickens in an experimental situation; [I
d) Mean and median decrease. Range increases.
could interview farmers or send them a questionnaire
Mode does not change.
to complete but I might not get information about all
breeds of chickens.]
15. Sample responses:
c) Interview all the students in my class; [It is easy to
a) 10, 10, 10, 10, 10, 12
get answers from a small group in one place.]
b) 17, 18, 19, 17, 18, 19
8. a) First-hand; [Sample response: c) 8, 9, 10, 10, 11, 12
The restaurant is getting data directly from
customers.] 16. a) Sample response:
b) Second-hand; [Sample response: 37 is an outlier.
The tourist relies on others to predict the weather.] There are two clusters, from 58 to 69 and from
c) Second-hand; [Sample response: 80 to 91, with a gap between the clusters.
The researcher relies on data in the book rather than b) Sample response:
actually studying takins.] The mean with or without the outlier;
[Mean: 70; median: 66.5; mode: 60.
[9. Sample responses: Without the outlier:
a) She did not ask enough people to represent a large Mean: 71.7; median: 67; mode: 60.
place like Thimphu. The mean with or without the outlier best represents
b) People without telephones are not represented. the data because the outlier of 37 does not affect the
Their answers might be different.] mean or median much. There is a cluster of higher
data, so the mean represents that data better than the
10. Sample response: median because the mean is higher.]
A small percent were not happy. More than 95% are
happy or very happy. 17. The mean changes from 50 to 40.
11. Cattle: 80%; yaks: 8%; sheep: 8%; goats: 4% The median changes from 45 to 37.5
The mode of 55 does not change.
Goats The range changes from 85 to 30.
Sheep

Yaks

Cattle

Teacher's Guide 330 Reprint 2019

 UNIT 7 Probability and Data Test

Use this spinner to answer questions 1 to 4. 7. Is each an example of first-hand data or

second-hand data? Explain your thinking.
a) a forester tests trees for diseases
b) a student finds information about tree
4 1 populations in an encyclopedia

8. Why might each survey be biased?

a) A questionnaire about favourite sports is
3 2 handed out at an archery contest.
b) An e-mail survey attempts to find out how
many people in Bhutan plan to get a computer.

9. The 2005 census showed that Bhutan had

1. What is the probability of getting each in one about 360,000 males and about 300,000
spin? females. Estimate a percent for each. Create
a circle graph of the data.
a) a 4
b) an odd number 10. This histogram shows the results of a quiz
c) a number greater than 1 marked out of 20 for a class.
16
2. Suppose you spin the spinner twice and add 14
the numbers. What is the probability of getting 12
Frequency

10
each? 8
a) a sum of 2 b) a sum of 7 7
6
4
3. a) Name two sums that are equally likely 2
to occur for two spins. 0
0 3 6 9 12 15 18 20
b) What sum is most likely for two spins?
Test mark
c) Name a sum that is impossible.
a) What is the size of each interval?
4. Describe an event that has each probability of
occurring for two spins. b) How many students got a mark between
18 and 20? How do you know?
1 3
a) b) c) Identify gaps in the data.
4 8
d) Is there an outlier? How can you tell?
5. Describe what is wrong with each survey
question. Change each question to make it 11. How will the mean, median, mode, and
better. range of this set of data change in each
situation?
a) Do you like apples and oranges?
b) Is happiness important to you? 5, 20, 25, 30, 35, 55, 55, 65, 65, 85
c) Don’t you agree that criminals should a) Each value is multiplied by 10
be punished harshly? b) 5 is subtracted from each value
c) One 65 value is removed
6. Which method would you use to collect
d) Another value 35 is added
the following data: observation, interviews,
or a questionnaire? Explain your choice.
12. a) Describe the data in question 11 in terms
a) the effects of long-term smoking of gaps, clusters, and outliers.
b) the average family size in Bhutan b) How does removing one outlier affect each
c) the average height of students in your class measure of central tendency?

Reprint 2019 331 UNIT 7 Data and Probability

UNIT 7 Test
Pacing Materials
1h None

Question(s) Related Lesson(s)

1 and 2 Lesson 7.1.1
3 and 4 Lesson 7.1.3
5 Lesson 7.2.1
6 Lesson 7.2.3
7 and 8 Lesson 7.2.2
10 Lesson 7.3.2
11 Lesson 7.4.1
12 Lesson 7.4.2

Select questions to assign according to the time available.

Answers
1 1 3 7. a) First-hand data; Sample response:
1. a) b) c) The forester actually tests the trees rather than getting
4 2 4
information from another source.
1 1 b) Second-hand data; Sample response:
2. a) b) The encyclopedia is a second-hand source of
16 8
someone else’s data.
3. a) Sample response: 3 and 7
8. Sample responses:
b) 5
a) Only people who like archery are surveyed.
c) Sample response: 0, 9, or greater
The results might be inaccurate for other sports.
b) The survey only includes people who already have
4. Sample responses:
to have access to a computer to get e-mail. Other
a) A sum of 5
people would not get counted.
b) A sum less than 5 (or greater than 5)
9. Sample response:
5. Sample responses:
a) You should ask one question at a time; Do you like 360
=
36
=
6
=
54
apples? Do you like oranges? 660 66 11 99
b) The question is too vague; How important is That is about 54%. Females would be about 46%.
happiness to you on a scale of 1 to 5? 1 means not at
all and 5 means very important.
c) The question influences the answer; Do you think
harsh penalties for criminals are appropriate?

6. Sample responses: Females

a) Observation; Interviews and questionnaires rely on Males
people’s opinions rather than on observed facts.
b) Questionnaire; There are too many people
to interview over too large an area, and observation
does not make sense.
c) Observation; Actual measurement would be most
accurate, but you could also ask everyone and record
the results (interview) or have them write it down
(questionnaire).

Teacher's Guide 332 Reprint 2019

 10. a) 3 11. a) Mean and median increase.
b) 2; The bar for 18 to 20 shows a frequency of 2. Modes change from 55 and 65 to 550 and 650.
c) There is a gap from 3 to 6. Range does not change.
d) Sample response: b) Mean and median decrease.
It is hard to be sure whether the single value in the Modes change from 55 and 65 to 50 and 60.
first interval is an outlier without knowing the actual Range does not change.
values in the 0 to 3 and 6 to 9 intervals. If there is a 2 c) Mean and median decrease.
in the first interval, and the five values in the third Modes change from 55 and 65 to just 55.
interval are 6, 6, 6, 7, 8, then the 2 may not be an Range does not change.
outlier. If there is a 1 in the first interval and the five d) Mean and median decrease.
values in the third interval are 8, 8, 8, 9, 9, then is the Modes change from 55 and 65 to 35, 55, and 65.
1 is probably an outlier. Range does not change.

12. a) Sample response:

There is a cluster of data in the 55 – 65 range.
There are gaps from 5 to 20, from 35 to 55, and from
65 to 85.
5 and 85 are outliers.
b) Removing the 5 changes the mean from 44 to 48
and changes the median from 40 to 55. The mode
stays the same.

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 UNIT 7 Performance Task — Making a Game Spinner

You will create a spinner for a game. Players will take turns spinning
the spinner and will score the same number of points as the number
they spin on each turn.

A. Design and make a spinner with these theoretical probabilities using

a fraction circle divided into fifths.
• Spinning a 10 is possible.
2
• Spinning a 2 has a probability of .
5
• Spinning a 1 is impossible.

• Spinning a 3 or a 5 are equally likely events.

B. Spin your spinner 50 times and record the results as a list of 50 data values.

C. i) Organize your data from part B to see how often you spun each score.
ii) Create a circle graph of your results.
iii) How does the circle graph of the experimental results compare with
the spinner that shows the theoretical probabilities?

D. i) Find the mean, median, mode, and range of your data from part B.
Which measure of central tendency would you use to describe the average
score?
ii) How would these values change if you had spun three more 10s and
three fewer 2s?

E. Suppose you were to spin the spinner twice and find the sum of
the numbers. What sum or sums would you expect to get most often?
Explain your answer.

Teacher's Guide 334 Reprint 2019

UNIT 7 Performance Task
Curriculum Outcomes Assessed Pacing Materials
7-G1 Describe Theoretical Probability: identify probability situations near 0, 1, 1h • Fraction
1
, 1 , or 3 Circle
2 4 4 Spinners
7-G2 Compare Results: theoretical versus experimental (BLM)
7-F4 Circle Graphs: construct and interpret • Percent
Circles (BLM)
7-F6 Central Tendency: examine the effect of changing data

How to Use This Performance Task

• You might use this task as a rich problem to assess student understanding of a number of outcomes in this unit.
It could replace or supplement the unit test. It could also be used as enrichment material for some students.
• You can assess performance on the task using the rubric on the next page.

Sample Solution
A.

2 10
2 5
3

B. 2, 3, 2, 2, 10, 3, 2, 2, 5, 2, 2, 2, 10, 2, 3, 5, 3, 2, 2, 2, 3, 2, 2, 2, 10, 10,

3, 2, 2, 2, 2, 3, 3, 5, 3, 10, 5, 5, 2, 2, 2, 2, 2, 3, 3, 5, 5, 3, 10, 10

C. i) ii)
Number spun 2 3 5 10
How many times 24 12 7 7
Percent 48% 24% 14% 14%

10

5 2

iii) The circle graph and the spinner are similar, but the circle graph of the experimental results does not show 3,
5, and 10 in equal sections. The section for 2 is larger than the two 2 sections combined on the spinner.

Reprint 2019 335 UNIT 7 Data and Probability

Sample Solution [Continued]
D. i) 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 3, 3, 3,
3, 3, 3, 3, 3, 3, 3, 3, 3, 5, 5, 5, 5, 5, 5, 5, 10, 10, 10, 10, 10, 10, 10
Mean: 3.78; median: 3; mode: 2; range: 8.
I would use the mean to describe the data because there are several high values, so the median of 3 might be
a little misleading.
ii) The mean would go up but none of the other statistics would change.

E. Because 2 is the biggest section of the spinner, and 3, 5, and 10 are all equal sections, I would expect to spin
sums of 2 + 2 = 4, 3 + 2 = 5, 5 + 2 = 7, and 10 + 2 = 12.
I created a rectangle model:
2 2 3 5 10
2 4 4 5 7 12
2 4 4 5 7 12
3 5 5 6 8 13
5 7 7 8 10 15
10 12 12 13 15 20
4 4 4 4
P(sum of 4) = P(sum of 5) = P(sum of 7) = P(sum of 12) =
25 25 25 25
2 2 2
P(sum of 8) = P(sum of 13) = P(sum of 15) =
25 25 25
1 1 1
P(sum of 6) = P(sum of 10) = P(sum of 20) =
25 25 25
The sums of 4, 5, 7, and 12 are most likely to occur.

UNIT 7 Performance Task Assessment Rubric

The student Level 4 Level 3 Level 2 Level 1
Designs Demonstrates Demonstrates Demonstrates some Demonstrates limited
the spinner sophisticated ability considerable ability ability to apply ability to apply
to apply mathematical to apply mathematical mathematical knowledge mathematical
knowledge to design knowledge to design to design a spinner with knowledge to design
a spinner with given a spinner with given given probabilities a spinner with given
probabilities probabilities probabilities
Records Is organized, careful, Is careful and accurate in Conducts the experiment Makes errors in
the data and accurate in recording the results of as described but does not recording data and
recording the results of the experiment for the organize data and may conducts an incorrect
the experiment for the correct number of trials conduct too few or too number of trials
correct number of trials many trials
Compares Demonstrates Demonstrates Demonstrates some Expects theoretical and
probabilities a sophisticated a considerable understanding of experimental results
understanding of understanding of the concepts of to be exactly equal
the concepts of the concepts of theoretical and
theoretical and theoretical and experimental probability
experimental probability experimental probability
Analyses Makes accurate Makes accurate Demonstrates Demonstrates limited
the data calculations and calculations and understanding but makes understanding of the
predictions of the predictions of the errors in calculations; measures of central
measures of central measures of central presents information in tendency; makes major
tendency and range; tendency; accurately a histogram in correct errors in graphical
accurately presents presents information in proportions to data; representation; does
information in a a histogram; gives makes a reasonable not predict reasonable
histogram; gives clear reasonable justification prediction for two spins sums for two spins
and insightful for predicting results of but gives a poor
justification for two spins explanation
predicting results of two
spins

Teacher's Guide 336 Reprint 2019

 UNIT 7 Blackline Masters

BLM 1 Percent Circle

10%
90%

80% 20%

70% 30%

60% 40%

50%

Reprint 2019 337 UNIT 7 Data and Probability

BLM 2 Fraction Circle Spinners

Teacher's Guide 338 Reprint 2019