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Intelligences
Need to Know
Students preferred way of learning (i.e. analytical, creative or practical) in order to support their choice in the RAFT (Role, Audience,
Format, Topic) assignment
How to Find Out
Students complete a self-assessment based on the Triarchic Theory of Intelligences (i.e. analytical, creative and practical)
Differentiated Instruction Response
Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environment
Triarchic Theory of Intelligence (Appendix A) differentiates the process and product based on students analytical, creative or practical
intelligence learning preferences.
Curriculum Connections
Overall Expectation(s): Number Sense and Numeration
Demonstrate an understanding of addition and subtraction of fractions and integers, and apply a variety of computational strategies to
solve problems involving whole numbers and decimal numbers.
Specific Expectation(s):
Evaluate expressions that involve whole numbers and decimals, including expressions that contain brackets, using order of operations.
Learning Goal(s):
Identify the steps involved in the order of operations (GEMS or BEDMAS)
Recognize why an order of operations is needed
Recognize why the order of operations is in the order it is.
Anecdotal comments
Rubric
Prior Learning
Prior to this lesson, students will have an understanding of:
Adding, subtracting, multiplying and dividing whole numbers and decimals
1.
Connections
L: Literacy
ML: Mathematical Literacy
AfL, AoL: Assessment for/of
Learning
Possible Outcomes:
1. Analytic
2. Creative
3. Practical
The scenario is read to students to set the context and the possible assignments are read out loud to the group
before separating into groups.
Students:
Select the Order of Operations RAFT assignment (Appendix B) that is the same number as their
intelligence preference
Work with a partner or group of 3 that has selected the same number as you
Review the criteria for success as outlined on the RAFT Rubric (Appendix C)
Complete the task for a particular role, audience, format and topic
Note: Some of the RAFT assignments require the use of a computer and possibly, the internet.
Circulate and talk to students. Help students find a starting point for achieving their task.
Consolidation and Connection
Helping students demonstrate what they have learned
Providing opportunities for consolidation and reflection
2.
3.
APPENDIX A
GRADE 7
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Transfer your answers from the survey to the key. The column with the most True responses
is your dominant intelligence.
Analytical
Creative
Practical
1. ___
2. ___
3. ___
4. ___
5. ___
6. ___
7. ___
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Creative _____
Practical _____
APPENDIX B
GRADE 7
Scenario:
The Algebra Olympics are under way! Today is the final heat of the very popular event
Simplifying Expressions is about to take place. Each part of the expression must take the field
and show their athletic prowess! Tensions are high and the crowd in the stands is excited. Which
GEM is going to win, Grouping Symbols? Exponents? Team Multiplcation and Division? Or
Team Addition and Subtraction?
Role
1. Radio Sports
Announcer
(Analytical)
Audience
Olympic Fans
2. Marketing
Representative
(Creative)
Olympic Fans
3. Irate Fan
(Pictures and
Numbers)
Olympic Fans
Format
A play-by-play of each
expression as it simplifies
Why is your step in the
order of operations
needed? Walk your fans
through an example
question.
Poster - Advertise your
step in the order of
operations and sell it to
your fans.
Petition to fight for their
position in the
Simplifying Expressions
event
Topic
Team Addition &
Subtraction
Team Multiplication
& Division
Exponents
APPENDIX C
GRADE 7
Name ____________________________________
Mathematical
Concept &
Reasoning
Explanation
shows very
limited
understanding of
the underlying
concepts needed
to solve the
problem(s) OR is
not written.
Explanation
shows some
understanding of
the mathematical
concepts needed
to solve the
problem(s).
Explanation
shows substantial
understanding of
the mathematical
concepts used to
solve the
problem(s).
Explanation
shows complete
understanding of
the mathematical
concepts used to
solve the
problem(s).
Explanation
Explanation is
difficult to
understand and is
missing several
components OR
was not included.
Explanation is a
little difficult to
understand, but
includes critical
components.
Explanation is
clear with some
appropriate math
language.
Explanation is
detailed, clear
and uses
appropriate math
language.
Neatness &
Organization
The work
appears sloppy
and unorganized.
It is hard to know
what information
goes together.
The work is
presented in an
organized
fashion but may
be hard to read at
times.
The work is
presented in a
neat and
organized
fashion that is
usually easy to
read.
The work is
presented in a
neat, clear,
organized
fashion that is
easy to read.
Completion
No required
components of
the checklist/task
are completed.
Few required
components of
the checklist/task
are completed.
Some required
components of
the checklist/task
are completed.
All required
components of
the checklist/task
are completed.
APPENDIX D
Forms
Definitions (defining math terms in their
own words to show
understanding (may be used as
part of a personal math
dictionary)
Instructions (writing a series of steps in a
procedure)
GRADE 7
APPENDIX E
GRADE 7