Math / Mr. João Paulo / Mr.

Nivaldo
YEAR 7
Matemática Jr.

Math Connects: Unleashing VALUE

Phase 1
the Power of Practical Math 10.00

Date: June 12th DEADLINE: mind each stage.

Dear students,
During your entire school life, you have been in touch with different
contents related to math such as algebra, geometry, arithmetics,
measurements, etc. This year, for example, you have already studied
numbers, ratio and rate, fractions, decimals, and integers.
Considering that, we are ready for our first Maple Bear Math Connects:
Unleashing the Power of Practical Math In groups, you are going to
create and demonstrate a lesson related to a content you have learned
so far. The idea is to show your parents how we learn Math and how It
Makes Sense!!!
Best Regards,
Mr. João Paulo

WHAT SHOULD I DO?

This Continuous Assessment is based on 3 different stages. You must complete
all the 3 stages properly following the directions described in this paper. Be attentive
to the deadlines: EACH STAGE HAS A DIFFERENT DEADLINE, and it is your responsibility
to be aware of the dates.

STAGE 1:
HOW SHOULD I DO IT?
In groups, you will create a lesson plan according to the model given by the
teacher. Your lesson plan must have:
A. An introduction to the content that will be developed to ACTIVATE previous
knowledge.
B. A situation to EXPLORE the content with a hands-on activity (manipulatives,
experiments, handouts, etc.).
C. An activity to APPLY the concepts that were developed.
D. A closure with an interactive activity (game, dynamic, reflection, etc.).
 E. The materials and quantities that will be needed.
F. Learning expectations and Learning Outcomes.

HOW AND WHERE SHOULD I SUBMIT IT?

Your work (Stage 1) must be submitted to Google Classroom’s assignment
named “Continuous Assessment – Stage 1” by June 19th – Monday.”
If you choose to do it manually on paper, you will need to attach a high-quality
photo of your answers to Google Classroom.
If you choose to do it digitally, you will need to attach a document to Google
Classroom. You can attach it in PDF format or DOC format. Assure that you are
attaching the correct document.
In case you have any problems with these formats, you must inform me. Assure
that you are attaching the correct document. (Any doubts ask directly to your
teacher)

ASSESSMENT CRITERIA FOR STAGE 1:

Not yet /
Intermediate
CATEGORY Advanced (1.00) Basic (0.50) developing
(0.75)
(0.25)
The lesson plan is Although the The lesson plan is The lesson plan
well-developed. lesson plan is well- confusing and/or has not been
The student developed, the lacking developed as
brought context student has not information. It is expected. It is
and examples, brought enough difficult to find a incomplete
and there is a context/examples. connection and/or lacks
strong connection The connection between the elementary
Lesson Plan between the between the stages of the information. It is
introduction, the introduction, lesson. not possible to
development of development, have a
the content, the application, and perspective of
applying activity, closure also needs the group’s idea.
and a meaningful improvement.
closure.

The The The

The situation/problem situation/problem situation/problem
situation/problem presented needs needs lots of does not make
presented is minimum improvement sense and has no
directly improvement and/or the connection with
connected to the and/or the hands- hands-on activity the hands-on
hands-on activity. on activity needs needs lots of activity. It is
Hands-on
It is possible to minimum improvement. needed a new
Activity
develop the improvement. It is The activity lesson plan with
activity, reaching possible to needs to be different ideas to
the learning develop the rethought to be be executed.
outcome activity but with executed.
expected for the some
lesson modifications or
interventions.
 The student is a The student is The student is
The student is an
hard-working often an generally
attentive,
group/class observer and uninvolved and
cooperative,
member who is an may stray from may distract
contributing
active, focused the task. The others or create
Participation group/class
participant. The student assumes conflict. The
and member.
student assumes supportive roles student rarely
engagement. The student
significant roles, assumes sporadically. assumes
organizing and supportive roles, constructive roles.
encouraging following
others, and purposefully but
clarifying ideas. rarely leading.
The work has The work lacks
The work has been The work has not
been neatness and
presented in a been
presented in a organization, but
Neatness and neat and presented in an
neat, it is possible to
Organization organized way organized way,
clear, organized understand it.
that is often easy being hard to
way that is easy
to read. understand it.
to read.

ATTENTION!
Plagiarism - 2.0
1-day late submission - 0.5
2-day late submission - 1.5
3-day (or more) late submission - 4.0

STAGE 2:
HOW SHOULD I DO IT?
You and your group will present it to your teacher (and invited teachers) in class
for a first assessment and feedback:
A. Bring any materials you will need (visual – charts, slides presentation,
manipulatives, handouts, etc.).
B. Organize your station.
C. Organize your ideas. Each member of the group needs to speak, bringing
relevant ideas.
D. Be prepared for questions – in group work there is no “my part / your part” …
It has the “group project” and each member of the group is responsible for
that.
E. Manage the presentation time – your presentation cannot be longer than
20 minutes.

HOW AND WHERE SHOULD I SUBMIT IT?

 Your work (stage 2) must be presented to your teacher completely on
14/08/2023.

ASSESSMENT CRITERIA FOR STAGE 2:

Not yet /
CATEGORY Advanced (0.75) Intermediate (0.5) Basic (0.25) developing (0.1)
The deliverable was The presentation The audience had to
The presentation
organized and clearly contained material make considerable
contained relevant
constructed for the to support the main effort to understand
material that clearly
most part. In some arguments, but: 1) the underlying logic
related to the main
areas, the logic and/or not all material and flow of ideas.
arguments. The
flow of ideas were clearly related to Major aspects of the
presentation of the
difficult to follow. the main content were absent.
material was original
Diagrams, visual arguments; 2) the The presentation of
Manipulatives and presented in a
presentation of the the elements lacked
materials, and
and hands-on creative way that is
manipulatives were material was creativity and was not
activity meaningful to develop
consistent with the appropriate, but meaningful to
the activity planned
lesson plan. The only somewhat it develop the activity
with the audience.
elements support the was meaningful to planned.
main arguments, and it develop the activity
is meaningful to planned with the
develop the activity audience.
planned with the
audience.
Information and ideas Information and ideas Information and Information and ideas
are presented in a are presented in a ideas are presented are poorly
logical sequence that logical sequence which in a way that the sequenced. The
flows naturally and is is followed by the audience can follow audience has
Station engaging to the audience with little or with minimum difficulty following the
organization audience. The space no difficulty. The space difficulty. The space thread of thought.
organization is organization is relevant organization is not There are too many
meaningful to the to what will be relevant to what will elements that are not
be presented. relevant to the
theme. presented. presentation.
The student is
The student is fully The student is The student falters
adequately
prepared for class and completely prepared due to flaws in
prepared and
Subject reveals a and reveals a preparation and
reveals a
knowledge comprehensive thoughtful
conventional
reveals a partial or
understanding of the understanding of the limited understanding
understanding of
topic. topic. of the topic.
the topic.
The volume,
The volume, interest,
The volume, interest, interest, and pace
and pace of the voice The volume, interest,
and pace of the voice of the voice were
were satisfactory. It and pace of the voice
were excellent. It limited. It did not
demonstrated an were poor. It did not
Communication demonstrated a clear
intermediate
demonstrate a
demonstrate an
understanding of the basic
and understanding of the understanding of the
text/topic. There was understanding of
presentation a proper use of eye
text/topic. There was
the text/topic.
text/topic. There was
skills contact and body
moderate use of eye
There was little use
no use of eye contact
contact and body or body posture. It
posture. It of eye contact and
posture. It demonstrated no
demonstrated body posture. It
demonstrated creativity.
impressive creativity. demonstrated little
moderate creativity.
creativity.

ATTENTION!
No-show (without justification) - 1.5
 STAGE 3:
HOW SHOULD I DO IT?
In the third stage, you and your group will present your lesson to the parents
during our first Maple Bear Math Connects: Unleashing the Power of Practical Math .
It is important to:
A. Make the adjustments according to the feedback given on your first
presentation.
B. Interact properly with parents in a clear, formal, and courteous way.
C. Show what you know about the content being developed, connecting to
how important it is to have different strategies for learning and how it leads
you to be a critical individual.
D. Presentation on August 26th

ASSESSMENT CRITERIA FOR STAGE 3:

Not yet /
CATEGORY Advanced (0.75) Intermediate (0.5) Basic (0.25) developing (0.1)
The deliverable was The presentation The audience had to
The presentation
organized and clearly contained material make considerable
contained relevant
constructed for the to support the main effort to understand
material that clearly
most part. In some arguments, but: 1) the underlying logic
related to the main
areas, the logic and/or not all material and flow of ideas.
arguments. The
flow of ideas were clearly related to Major aspects of the
presentation of the
difficult to follow. the main content were absent.
material was original
Diagrams, visual arguments; 2) the The presentation of
Manipulatives and presented in a
presentation of the the elements lacked
materials, and
and hands-on creative way that is
manipulatives were material was creativity and was not
activity meaningful to develop
consistent with the appropriate, but meaningful to
the activity planned
lesson plan. The only somewhat it develop the activity
with the audience.
elements support the was meaningful to planned.
main arguments, and it develop the activity
is meaningful to planned with the
develop the activity audience.
planned with the
audience.
Information and ideas Information and ideas Information and Information and ideas
are presented in a are presented in a ideas are presented are poorly
logical sequence that logical sequence which in a way that the sequenced. The
flows naturally and is is followed by the audience can follow audience has
Station engaging to the audience with little or with minimum difficulty following the
organization audience. The space no difficulty. The space difficulty. The space thread of thought.
organization is organization is relevant organization is not There are too many
meaningful to the to what will be relevant to what will elements that are not
be presented. relevant to the
theme. presented. presentation.
The student is
The student is fully The student is The student falters
adequately
prepared for class and completely prepared due to flaws in
prepared and
Subject reveals a and reveals a preparation and
reveals a
knowledge comprehensive thoughtful
conventional
reveals a partial or
understanding of the understanding of the limited understanding
understanding of
topic. topic. of the topic.
the topic.
 The volume,
The volume, interest,
The volume, interest, interest, and pace
and pace of the voice The volume, interest,
and pace of the voice of the voice were
were satisfactory. It and pace of the voice
were excellent. It limited. It did not
demonstrated an were poor. It did not
Communication demonstrated a clear
intermediate
demonstrate a
demonstrate an
understanding of the basic
and understanding of the understanding of the
text/topic. There was understanding of
presentation a proper use of eye
text/topic. There was
the text/topic.
text/topic. There was
skills contact and body
moderate use of eye
There was little use
no use of eye contact
contact and body or body posture. It
posture. It of eye contact and
posture. It demonstrated no
demonstrated body posture. It
demonstrated creativity.
impressive creativity. demonstrated little
moderate creativity.
creativity.

ATTENTION!
No-show (without justification) - 1.5

Topics:
- What is a ratio? (2.1) –
- Comparing ratios (2.3) - Group 6 Y7B
- Applications of ratios (2.4) - Group 1 Y7B
- What is a rate? (2.5)
- Equivalent fractions + combining fractions (4.1) - Group 5 Y7B
- What is an integer + comparing and ordering integers (9.1 and 9.2)
- Representing and adding integers with algebra tiles (9.3 and 9.4) -
Group 3 Y7B
- Surface area of rectangular prisms (3.5)
- Volume of rectangular prisms (3.6)
- Equations and equalities (matemática / 10.5 / 1.5 MMS6)
- Number patterns (sequências numéricas matemática / input-output machine / 1.1 and 1.2
MMS6) - Group 2 Y7B
- Describing probabilities/probabilities and percent (11.1 and 11.2 MMS6) - Group 4 Y7B

Group 1 Group 2 Group 3

Bruna Zaparoli Giovanna Saboia Julia Senra
João Paulo Pedrosa Emanuel Augusto Vitor Marão
Marie Bacelar Giovanna Fiquene Sarah Sousa
Leticia Albertin Felipe Tessaro Ytalo Santiago
Thor Martins José Victor Arthur Macedo

Group 4 Group 5 Group 6

Leticia Osterkamp Maria Alice Maria Fernanda
Theo Collares Rodrigo Fernandes Luiz Carlos
Sofia Jinkings Sofia Pires Yasmin Barbosa
Carlos Ibrahim Marco Túlio Julliana Porto
Victor Wallim Henrique Cunha
 Group 1 Group 2 Group 3
Ana Clara Davi Pestana Leticia Nunes
Antônio Rafael Maria Eduarda Luna Bruno Zeque
Arthur Caldas Alves Pedro Pinheiro Silva Davi Moreno

Valentina Cecilia Aragao Ellen Fernanda

Schiavotelo
Moises Bernardo Guilherme Serra Clara Coimbra

Group 4 Group 5 Group 6

Maria Eduarda Pietra Testi Rafael Rezende
Nunes
Yan Leite Pantoja Luis Davi Barbosa Isabel Freire
Rafael Magalhaes Levi Fonseca Marcos Pietro Lobão
Itapary
Stella Bertrand Weba Marcelle Costa Julia Moreno Coelho
Monteiro
Mel Moreira Alencar Arthur Marques de