Math 7: 2.3 - Adding Integers on a Number Line

Focus: Add Integers using a Number Line

·Or....begin at 4 and draw 1 Arrow

Homework...

Page 62-64
#1 through #11

Chapter 2 Study Notes format:

Take 3 pieces of paper, place them on top of eachother with ½ an inch overlapping on each side. Then fold in half and staple to make a 6 pg booklet of study notes.

p.1 – Title Page – “Chapter 2 Quiz: New France and the Fur Trade”

p.2 – Fur Trade Vocabulary – courers de bois, wampum, Metis, etc.

p.3 – Fur Trade – Key Players (see class notes or notes on blog) roles of Merchants, First Nations, Courers de bois, King, etc.

p.4 – New France: Government – the roles and responsibilities of the King, Marquis de Frontenac, Jean Talon, Jean Baptiste Colbert,

p. 5 – New France: Seigneurial System - Seigneuries, Seigneurs, Habitants, roles and responsibilities of each.

p. 6 – Reflection:(leave space between each question to complete them later!)
During Studying: Questions to ask my teacher during class:

What concepts are difficult to understand?


After the quiz: What did I find difficult on the quiz?

Seigneurial System Nots - October 27,28

Seigneuries – a large piece of land in New France given to a Seigneur by the King or the Governor.

Seigneur – a “land lord” or land owner who was given a piece of land by the king.

They were usually wealthy , important citizens e.g. retired military leaders, bishops, merchants.

The seigneurs split the large piece of land into smaller pieces and gave them to settlers (called Habitants).

2.2 - Adding Integers with Tiles

Brackets:

We use brackets to make sure we don't get confused between symbols for positive and negative integers and between operations that tell us to add or subtract these integers.

-3 + -4 or (-3) + (-4)

In order to add integers with tiles, follow these steps:
1.) Draw positive and negative tiles to represent each integer in the equation.
2.) Put the zero pairs together – these tiles cancel each other out.
3.) Count the remaining positive or negative tiles that remain.
4.) The integer represented by these tiles is your answer.

Practice Page 58-59….1-12 (Assessment Focus is # 9)

2.1 Representing Integers

Focus: Use coloured tiles to represent integers

* An integer is a positive or negative whole number or 0.

* Tiles can be used to represent integers

* Together, a negative tile and a positive tile are a zero pair

* A zero pair cancels out...leaving zero!

What Integer is represented by the following boxes?

Practice...Page 54-55, 1-7

Seignuerial System handout

New France – The Seigneurial System

Seigneuries – a large __________ ____ __________ in New France ___________ to a

_________________ by the _________ or the ___________________.

Seigneur – a “_______________” who was given a __________ of _______by the king.

They were usually ______________ , ________________ citizens e.g. retired _________

leaders, _____________, ________________.

The seigneurs split the large piece of land into ______________ ____________ and gave

them to ______________ (called _________________).

In addition to giving the land away, the Seigneur had to _____________ a small _______

or __________, and a ________ where the _________ could grind their ________ into

_____________.

1. Why did all the seigneuries and all of the settler’s strips of land need access to the river?
_______________________________________________________________________

_______________________________________________________________________

As the population grew and the river front was filled up, a ___________ ______ of

________________ was developed with no ____________ on the rivers.

2. What was a Habitant? __________________________________________________

_______________________________________________________________________

The habitants could make a _________ _____________ on the land given to them. They

___________ their own ______ __________, cleared and _____________ their land, and produced enough to live on.

However, the habitants owed something to the seigneur for letting them live there.

Their _________ was called ________________________.

These were not __________ ________ and could usually be paid in _______ from the
_________ or with ____________.

The Habitants also agreed to give __ ________ each ________ to help ________ the

_______________ _________ ___ ________ (usually during ____________ and

____________ season).

3. Why do you think the Seigneur would have the Habitants work during those times of the year?
_______________________________________________________________________

They also had to agree to give him 1/14th of the ____________ they produced at the

_______, a certain amount of the _________ ______ on their land, and some of the ____ they caught on their river front.

This was usually enough __________ to ensure that the ______________ lived a relatively comfortable life.

4. In the space remaining, draw and label the digram of the seignurie from the

New France - Monday Oct. 25

New France

The Barter System

definition: the exchange of goods
used historically among First Nations Peoples
included food, tobacco, furs, pottery etc.
was used to meet their needs 

Wampum
 definition: a string of shells / beads used between trading partners to show honor and respect

Pos (+) and Neg (-) of Trade:
Pros Neg
French:
+obtained furs which were in demand
+they could get rich
- usually had to wait for the First Nations to bring the furs to them
- created enemies

First Nations
+obtained new technologies (metal utensils, guns)
- often taken advantage of (unfair trade)
- developed enemies

Key Players in French Fur Trade:
Coureurs de Bois
-traded with First Nations & carried furs to trading posts

First Nations
-men hunted & trapped
-women skinned & prepared the pelts
-both traveled to trading posts by canoe to trade

Merchants
-financed & organized trade
-purchased trading goods from Europe & shipped them to Canada
-shipped furs to Europe & sold them to hat makers

Role of First Nations in the Fur Trade

Helping the Europeans:
1) showed them how to find food
2) taught them how to make medicines
3) provided advice for clothing for cold weather
4) provided transportation (canoes, snowshoes, toboggans)
5) shared knowledge of region
6) translation (in trade negotiations)
7) helped in negotiations
8) provided workers: cooks, sewing, snaring animals etc.

First Nations Women
1) prepared furs
2) worked in the forts- making moccasins & clothing, collected birch bark for canoes, wove fishing nets & snowshoes, gathered firewood, snared small animals, collected nuts, roots, berries etc.
3) worked “on the road” – paddled canoes, worked in camps
4) shared language and geography skills – interpreters, guides

Contribution & Benefits of the Fur Trade
First Nations Men
Furs, canoes, snowshoes, guidance, medicines, clothing, food, workers
Iron tools and pots, guns, hatchets, thread, blankets, work, new knowledge

First Nations’ Women
Prepared pelts, worked in forts, paddled canoes, worked in camps, language & geography skills
Similar to those of First Nations men

Europeans
Traded goods (iron pots, tools, weapons, etc), built trading posts, paid wages, provided a market for furs
Furs for , profit, travel, food, medicines, new knowledge, clothing, transportation, claims to new territories

New France Government Officials

King of France:
Most power
Appointed officials to carry out his wishes
impact on fur trade - had major control but was far away

Jean Baptiste Colbert
In charge of planning
Used the mercantile system
Prevented trading posts from being built in the interior
impact on the fur trade - Benefited more than the colony
Relied on Wendat traders to bring furs to

Jean Talon
Intendent
Increased number of colonists
impact on the fur trade - more colonists meant more people involved in the fur trade

Marquis de Frontenac
Governor
Sent coureur de bois into interior to trade and set up trading posts
impact on the fur trade - Greatly expanded the fur trade by directly going to the source rather than waiting for furs to come to them





New France Government Officials

1.8 Solving Equations Using Algebra Tiles

· Follow these steps:
·Write the Equation down.
·Draw a vertical line under the = sign.
·Arrange tiles on each side of the line to represent the equation.
·Isolate the variable (get variable by itself) by drawing a circle around everything else and an arrow showing that you are taking it away.
·But...if you remove something from 1 side you must take it away from the other as well.

1.7 Reading and Writing Equations

1.7 Reading and Writing Equations

Focus - Translate statements into EQUATIONS

2c + 1 is an ALGEBRAIC EXPRESSION

It reads...One more than twice a number.


2c + 1 = 7 is an EQUATION

It reads…..One more than twice a number is seven.


In an Equation, the variable has only ONE value...only one value makes this equation true.

The only value for c that makes this equation true is "3"
2(3) + 1 = 7
6 + 1 = 7
7 = 7

When writing an equation from a statement, follow these steps:

Eg. A NUMBER SUBTRACTED FROM TEN IS FOUR.

1. Select a variable…..
...Let c = the number.

2. Write an algebraic expression representing the relationship.
...10 - c

3. Write an equal sign between the expression and the constant.
...10 - c = 4

There are 3 parts to an algebraic expression:

Numerical coefficient - N.C.
variable - v
Constant Term - C.T.

when writing an equation we add a 4th part

answer =

To solve a word problem, organize all the information you have into the correct spot:

Ex: THREE MORE THAN SIX TIMES THE NUMBER IS THIRTY-THREE

N.C. - 6 ("6 times")
v - n ("a number")
C.T. - +3 ("3 more")
answer = 33

So, our EQUATION is... 6n + 3 = 33

Relationships in Patterns

• You can write an algebraic expression for the term when we know the term number…..
• for example…….

Term Number 1 2 3 4 5 6
Term
8 16 24 32 40 48

• Each term is 8 times the term number.….or 8n

• When you compare or relate a variable to an expression that contains the variable, you have a RELATION.
8n is related to n.

• Find the Term if the Term Number is………17.
Answer 8n
8(17)
= 136


If the term Number is 17, then the term is 117.
• Add this to your Table above…



Term Number ……………… 17
Term ……………… 136

Social 7 - Exploration

Vocabulary:

Imperialism – a system of having control over other countries/colonies for wealth or power. Many colonies controlled by one empire.

Colony – a territory or country controlled by another country.

Mother Country – A wealthy or powerful country that controls one or more colonies.

Mercantilism - A system that creates great wealth for a mother country by taking the resources from its colonies, and selling them in exchange for gold and silver.

Why did the European Explorers come to North America?

1. Silk Road was dangerous - Traders were ambushed, goods stolen or they were charged a tax
 
2. Economic Reasons - To claim resources off the new land.
In Canada this resource was fur.
 
3. Competition reasons - Controlling new lands lead to increased power & prestige. Resources provided the money to build armies.

4. Religious reasons - Europeans were Christians (Catholic or Protestant). They wanted to send missionaries to spread their faith

5. Curiosity Reasons - The development of new technologies increased the ability to explore new lands.

Social 7 Syllabus

Social Studies GRADE 7:
Canada: Origins, Histories and Movement of Peoples

OVERVIEW

Grade 7 students will explore the origins, histories and movement of peoples who forged the foundations of Canadian Confederation. They will examine how the political, demographic, economic and social changes that have occurred since Confederation have influenced ways in which contemporary Canada has evolved.

RATIONALE

Through an examination of events preceding and following Confederation, Grade 7 students will acquire an understanding of how Canada has evolved into a multicultural, bilingual, pluralistic and diverse society; and they will appreciate how these dimensions of Canada have affected citizenship and identity over time.

General Outcome 7.1 - Toward Confederation
Students will demonstrate an understanding and appreciation of the distinct roles of, and the relationships among, the Aboriginal, French and British peoples in forging the foundations of Canadian Confederation.

General Outcome 7.2 - Following Confederation: Canadian Expansions
Students will demonstrate an understanding and appreciation of how the political, demographic, economic and social changes that have occurred since Confederation have presented challenges and opportunities for individuals and communities.

Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

Materials

Text: Voices and Visions: A Story of Canada, Daniel Francis.
Binder, pens, pencils. For projects you will need pencil crayons, felt markers, scissors and glue.

Assessment:

Report cards will be issued three times a year on November 25, 2011, March 9, 2011 and June 28, 2012. Cumulative marking will be used throughout the school year. Marks are carried forward each term. We strongly suggest that you sign up for Power School as this will allow you to view your child’s progress throughout the school year.
Chapter Quiz – 30%
Projects – 30%
Assignments/Current Events – 15%
Final Exam – 25%

Social 7 - Chapter 1 Defenitions

Culture, Perspective & Pluralism:
 

§Culture: the learned way of life shared by a group of people

§Perspective: values & ideas shared by people with a common language, culture & history

§Pluralism: respecting & valuing individual and collective opinions & identities of all people

Math 7 - Algebraic Expressions

Algebraic Expressions

Variable
• represents an unknown quantity.

• any letter can be used, usually lower case.

Eg. Tickets for a movie cost $10.
The cost of a bunch of tickets
would be 10t, where t represents the number of tickets purchased.

• In the example above, t is the variable 10 t is an algebraic expression. Here are several more….

• n + 6……some number plus six more, or your age 6 years
from now.


• b/20 …..some number divided by twenty


• 8b …..8 is multiplied by some number.

• f – 11 ….eleven less than a number.

Expressions have parts:

Eg. 6n – 9

6 - is the numerical coefficient of the variable.
n - is the variable.
2 - doesn’t change so it’s called the constant.


*Note:
Students must replace the variable with a given number.
When substituting into an expression, substitute with
brackets.


Eg. 6y + 9 (y = 7)

6 (7) + 9

42 + 9

=51