Class 7 Term 1

Class 7 ----- Mathematics
Term 1
Week 1 -------- Diagnostic Week
Week 2 Topic: Real Numbers
Value Integration:
Learning Objectives Suggested Activities Outcomes
Learners will be able Presentation: (Starter activity): Addendum 7 Learners are able
to: Lesson objectives will be shared. to:
 identify all kinds Recall :  identify all

of Real Numbers  Are irrational numbers real numbers? kinds of
 Even and odd numbers belong to integers. (T/F) real
 locate the  Is 0 an integer? numbers
numbers  Can negative numbers be even or odd? and locate
(natural, prime, them on
even etc.) on a Teacher will share the following ‘Real World Connections’ with the the flow
Real Number learners. Learners will be asked to contribute their input as well to chart
System flow chart enhance their interest in the concept being learnt.
Real World Connection: Presentation and

Practice stage
We use decimal system that includes numbers from 0-9, while in activities- Red
computer binary system is used for writing commands. This system
consists of numbers 0 and 1; where 0 implies 'NO' and 1 implies ‘YES'. VAK- Yellow
For instance the command for switch on is 1 and that of switch off is 0
All digital data used in computer systems is represented using 0s and Differentiation-
1s. Binary coding systems have been developed to represent text, Green
numbers, and other types of data. The word 'Wikipedia' represented
in ASCII binary, made up of 9 bytes (72 bits). Stream Approach-
Pair Work: Purple
Teacher will instruct learners to sit in pairs and assign them any one of
the tasks mentioned below. Ask all the pairs with same task to sit
together forming a group and discuss their solution strategy.
 Classification of whole numbers. NSM 1 7th Edition

(page 3-4)
 Sieve of Eratosthenes. NSM 1 7th Edition (page 5)
 Journal Writing. NSM 1 7th Edition (page 5)
One learner from each group will be presenting the work to the
whole class. These activities will help learners in recalling.
As an assessment for learning (AFL), teacher will monitor the activity
and ask questions to gauge learners’ understanding about the concept.
Practice:
Teacher will ask learners to recall the number sets (odd numbers, even
numbers, natural numbers, whole numbers, integers etc.)
Lower Performing Learners:

Teacher will ask definitions of numbers. For instance:
 What are numbers?
The City School/Academics/Mathematics Curriculum/Class 7/2019-2020 Page 1 of 50

 What are natural numbers?
 Write first five whole numbers.
Higher Performing Learners:

Teacher will ask definitions of numbers. For instance:
 What is number line?
 What name is given to the numbers with an even digit at the
units/ones place?
 What do we call the numbers which are written in the form of
𝑝
?
𝑞
Teacher will share the Real Number System Flowchart with the
learners (see Addendum).Provide learners with a variety of number
cards (rational, irrational, integers, whole, natural etc). Individually
they will be asked to place the number cards on the flow chart.
Questions will be asked to check whether the number cards are placed
accurately.
Teacher can use the following link for an interactive activity of

classifying numbers.
https://courses.lumenlearning.com/waymakercollegealgebra/chapter
/classify-a-real-number/
In this link learners will have an opportunity to :

 Write integers as rational numbers
 Identify rational numbers
 Classify real numbers into sets
Learners will have hands on experience on related examples and
activities on rational, irrational, real numbers, sets of numbers as
subsets, differentiating the sets of numbers.
Learners will have to classify each number as being a natural number
(N), Whole Number (W), Integer (I), Rational number (Q) or Irrational
number(Q’) in different activities.
Solutions are provided in the link for further clarification of the
concept.
Exchange of feedback on learners’ responses to check their
understanding.
Related Practice Now Problems and Worked Examples in the text

book will be done religiously during the Practice stage.
Production:
Written Work:
 Write the definitions of the following numbers. Give two

examples for each of the following:
 Rational Numbers
 Irrational Numbers

 Integers
 Whole Numbers
 Natural numbers
 Prime Numbers
 Composite Numbers
 Draw and complete the real number system flowchart.

(Addendum)
Learners will do the following questions. It is an AOL opportunity for

the teacher to assess learners’ understanding.
Teacher will assist the Lower Performing Learners if needed.

Learners will share their answers with the rest of the class.
Plenary:
The lesson will be recapped by the learners by asking what two
important things they have learnt today. Learners will write those two
things in their notebooks in learning logs.
Common Errors to be discussed:

0 and 1 are considered to be the prime numbers by the learners. Help
them out using the proper definition of prime numbers. You can
practice multiple kinds of numbers using 10x10 grid given in the
Geometry and Grid Pad-7.

Learners will be able Presentation: Learners are able
to: (Starter activity): to:
Addendum 7
 apply divisibility Lesson objectives will be shared.
rules of  find out the
2,3,4,5,6,7,9,10, Ask questions from learners that will elicit their prior knowledge and dividers of the
11 and 13 they will be able to recall the Divisibility Rules learnt in previous given numbers
classes. by using the
rules of
Recall: divisibility
 Identify different numbers on real number line and use it to
represent/ graph solutions.
 Establish a relationship among various set of numbers Real
numbers, Rational, Irrational, Integers, Fractions, Whole, Even,
Odd, Prime, Natural numbers.
Show them the following video clip (on laptop, tabs, smart board,
EyeRIS, etc.)
Divisibility Rules Song:

https://youtu.be/RIRRJ88rASE
After watching the song, Questions will be asked to elicit learners’

understanding about Divisibility rules.

Share the following video clip with the Higher Performing Learners as
it contains explanation that will enhance their understanding in a
better way. Learners will watch the video clip at home and make a
brief presentation to be showcased in the class.
Divisibility Rules Explanation:

https://youtu.be/Y1pAKJ4rf-M
The above mentioned link will be shown to the learners as a whole

class activity in an ICT Lab or Laptop.
Video will be paused at certain intervals and pre planned questions
will be asked to keep the learners engaged and to elicit their
understanding about the video.
Practice:
Group Work:
Divide class in groups and ask all the groups to make 3 numbers (4 or
5 digits each) on sticky notes. For instance 2345 (4 digit), 87690 (5
digit) etc. These numbers will be rotated in the groups for the
application of all divisibility rules. For example, learners will check
whether the given number is divisible by 2, 3, 4, 5 and so on.
Questions will be asked to elicit learners’ understanding about

Divisibility Rules. For Instance:
 Is 34678 is divisible by 2?
 Is 12560 is divisible by 5?
As an assessment for learning (AFL), teacher will monitor the activity

and ask questions to gauge learner’s understanding about the concept.
Production:
(Written Work):
Apply divisibility rules of 2,3,4,5,6,7,9, 10, 11 and 13 on the given

numbers.

1. 23658
2. 10063
3. 15987450
1. 2356
2. 1560
3. 223344

Learners will do the following questions in their notebooks. It is an
AOL opportunity for the teacher to assess learners’ understanding.
Plenary:
Ask learners to take out the sticky notes and write a sentence about
understanding of divisibility rules. All the responses will be pasted on
board. Teacher will discuss few responses with the learners.

Learners will be able Presentation (Starter activity): Learners are able
to: Addendum 7 to:
Lesson objectives will be shared.
 understand and
apply divisibility Ask questions from learners that will elicit their prior knowledge and  find out the
rules of 7 & 13 they will be able to recall the Divisibility rules learnt in previous dividers of the
lesson. given numbers
by using the
Thought Provoking Questions: rules of
divisibility
 How many real numbers are there between 0 and 1?
 Why pi is an irrational number and 22/7 is a rational number?
Teacher will write 2-3 numbers on board (2134, 8765, 1009 etc.) and
ask learners to apply divisibility rules.
Learners will be assessed on the basis of their responses.
Practice:
Teacher will introduce the rule for 7 and 13 (See Addendum 7). Teacher
will demonstrate the rule with the help of an example (take 7217 for
rule of 7) (Take 1326 for rule of 13). Teacher will involve learners in the
calculations. Learners will be doing all the calculations and teacher will
be writing on the board.
Teacher will ask questions to assess learners’ understanding level.

Question’s level can be raised as per the Bloom’s Taxonomy keeping
in mind the different ability learners in the class.

Production:
(Individual Written Work):
Work will be done in the notebooks.
Check 72,128 for the divisibility rule of 7.

Check 13390 for the divisibility rule of 13.

Tx Bk pg 21 Ex 1B Q 6
Plenary:
Teacher will conduct think, pair & share in the class. Learners will think
of a 4-digit number (e.g. 2548, 1234, 6542) for 1 minute. Then they will
take a minute to discuss the number with their partner. Afterwards
numbers will be shared with all the learners for a quick recap of
divisibility rules.
to : (Starter activity): to :
 understand Addendum 7  find out

and apply Lesson objectives will be shared. the
divisibility dividers of
rule of 11 Teacher will conduct DODGE THE BALL activity in the class for quick the given
recap of all the divisibility rules learnt. Teacher will throw the ball numbers
towards a learner. He/she will tell a divisibility rule. Ball will be passed by using
to another learner. He/she will give an example of that divisibility rule. the rules of
In this way all the learners will get a chance to catch the ball and divisibility
participate in the activity.
Recall :
1) Is 169 divisible by 13?
2) Is 47 a prime number?
3) Is 1331 divisible by 11?
4) Check the number 156 for all the divisibility tests
Practice:
Teacher will introduce the rule for 11 (See Addendum 7). Teacher will
demonstrate the rule with the help of an example (For instance take
16,951 for rule of 11). Teacher will involve learners in the calculations.
Learners will be doing all the calculations and teacher will be writing
on the board.

Question’s level can be raised as per the Bloom’s Taxonomy level
keeping in mind the different ability learners in the class.
Production:
(Written Work):

Check 1,996,951 for the divisibility rule of 11.
Tx Bk pg 21 Ex 1B Q9

Plenary:
Common Errors:
The divisibility tests for 4, 7, 11 and 13 are normally considered difficult
by the learners, by constantly brainstorming these tests with the
learners for a selected number will help them retain the rules for a
longer duration. Practice is a must! Always ask for a reason that why
the number is divisible by 7 or 4 etc.
Teacher will guide learners about Two Stars & One Wish.
Learners will write two best things that they have learnt/enjoyed in
lesson.
Learners will write one wish about a thing in which they want guidance
by teacher or wants to improve by practicing more.
to: to:
 find the smallest  find the
value of k for which Activity Maze: smallest value
nk is a perfect of k for which
square or a cube, Teacher will prepare the following activity maze on A4 sheet/chart nk is a perfect
where n is an paper and get it laminated. Teacher will divide class in groups of 4-5 square or a
integer and give clear instructions about the maze. cube, where n
Learners will be able to recall the factors and multiples concept is an integer
through this activity. For more appreciation and encouragement,
teacher can award the winning team with any title such as
Mathemagicians, Mathionnaire etc.
Practice:
Teacher will help learners in recalling the prime factorization.

Teacher will give numbers (445 or 789 or 711) to the learners and
they will find its prime factors. Learners will be instructed to write the

prime factors in index notation. Then teacher will explain how the
given number becomes a perfect square/cube.

Production:
Learners will solve the given questions in their notebooks

Expressed as the product of prime factors:

198 = 2×32×11 and 18
=2×32.
Use these results to find:
a- The smallest integer, k, such that 198k is a perfect square.
b. The smallest integer, k, such that 18 k is a perfect cube.
Tx Bk pg 21 Ex 1B 10
Wk Bk pg 8 Q 37c, 38 iv
Plenary:
Teacher will play DODGE THE BALL with the learners. Teacher will
throw the ball towards a learner and ask him/her to tell one thing
about today’s lesson. That learner will throw ball towards another
learner and he/she will recap some other part of the lesson.
In this way whole lesson will be recapped by the learners through the
game.
Week 2 -3.5 Chapter 2: Integers, Rational Numbers & Real Numbers
Value Integration:
to: Lesson objectives will be shared. to :
 evaluate simple As a warm up activity, teacher will recall the definitions of the  evaluate
arithmetical following terms: simple
expressions  Integers arithmetical
involving integers  Number Line expressions
 Rational Numbers involving
 Factors and Multiples integers
 Squares and Cubes
 Square Roots and Cube Roots
 HCF and LCM
 Prime Factorization
 Real Numbers Flow Chart

All the responses from the learners will be written on the board.
Afterwards teacher will provide learners with proper definitions.
Learners will write definitions on sticky notes/notebooks.
Real World Connections:
 Some companies use negative numbers to reflect their losses. E.g.

Profit = - $2 million which implies that the company has incurred a
loss of 2 million dollars.
• Fractions are used frequently in everyday life. How often do you say
things such as ' I'd like half a glass ' , or ' Two-thirds of the class were
1
sick'? Cooks use fractions all the time in their recipes: Take 2 2 cups
of flour and mix in 1/4 teaspoonful of salt...'
Practice:
Teacher will ask learners to work in pairs on page 36 of D1 7th edition.

(Puzzle for Consolidation)
The answer for the puzzle will be asked once everyone is done with the
assigned work.
Production:
(Written Work):

Tx Bk pg 55 Review Ex 2 Q 3,4,9
Plenary:
Text to a friend:
Write a concise text message to your friend with the key learning
points from the lesson.
Exchange of feedback between T/S and S/S as a wrap up activity.

to:
Lesson objectives will be shared.  evaluate
 evaluate simple
simple Recall: arithmetical
arithmetical Calculation drill: expressions
expressions 1) squares and cubes of numbers1-15. involving
involving 2) 1 +5/6 3) 2+8/9 4) (100-10+9-10-8) is the square-root of? integers
integers 3) (1567+809+56-37) x 0=?

 use integers 4) HCF of 13 and 17 is? and use
to solve 5) Randomly ask divisibility rules for all the numbers from 2 to integers to
arithmetical 13.(Use your flash cards) solve
problems arithmetical
Teacher will ask learners to recall the Real Number System Flowchart problems
that has been covered in week 1. Learners will be asked to draw the
flowchart on their whiteboards/A4 sheets. All the whiteboard/A4
sheets will be paced on table/floor and learners will be asked to have
a gallery walk.
Practice:
Teacher will divide the class into two teams and explain the rules of the
game: TIC-TAC-TOE.
Teacher will prepare 9 questions of integers. For instance:
1. (-2) X 0 + 1
2. 9 ÷3 + 3
3. 5 -9 + 7
4. 22÷ (-1)2
5. 15 ÷3 + 7
Questions will be written in all the nine spaces of TIC-TAC- TOE grid and
game will be played. For more appreciation and encouragement,
teacher can award the winning team with any title such as
Mathemagicians, Mathionnaire etc.

Real Life Connection:
Teacher can use the following web link to find out more about the use
of integers in daily life.
http://mathcentral.uregina.ca/beyond/articles/Integers/integer1.htm
l

Production (Written Work):
Tx Bk Pg 55 Review Ex 2 Q5
Plenary:
Winning team (Mathemagicians/ Mathionnaire) will recap the lesson

for the whole class. They will give one/two question to all the learners
to solve.

Exchange of feedback on learners’ responses to check their
understanding.

 evaluate Teacher will ask learners to recall their knowledge about the following
simple terms:  apply
arithmetical  Fractions DMAS to
expressions  Proper Fractions the
involving  Improper Fractions arithmetic
rational  Mixed Numbers expression
numbers  Negative Fractions s involving
 Negative Mixed Number rational
numbers
Teacher will refer to page 43 on D1 7th Edition for reference.
Teacher will ask learners to give examples of each term. Connectivity
between the above mentioned terms will be explained by the teacher.
12 2
For instance 5 (𝑖𝑚𝑝𝑟𝑜𝑝𝑒𝑟 𝑓𝑟𝑎𝑐𝑡𝑖𝑜𝑛) = 2 5 (𝑚𝑖𝑥𝑒𝑑 𝑛𝑢𝑚𝑏𝑒𝑟)
Similarly, it can be done including signs.
Practice:
Teacher will take learners to the ICT lab and allow them to use
calculators on the computers.
Learners will be given instructions to solve Investigation activity on

page 50 of D1 7th Edition. Ask learners to write definitions of
Terminating, Recurring and Non-Recurring decimals in their
notebooks.


Production:
(Written Work):
Learners will do the following questions in their notebooks.

Tx Bk Ex 2D Q1 & 10 pg 52
Plenary:
Teacher will ask learners to write a sentence about today’s lesson what
they have learnt today. They will make a ball of that paper and throw

it towards any of her/his friend. Friend will open the paper ball and
read the response.
Teacher will ask few of the learners randomly to share their friend’s
point of view and comment on it.
to: (Starter activity): to:
 evaluate
simple Teacher will ask learners to recall yesterday’s work done in ICT lab  evaluate
arithmetical and give an example of : simple
expressions Terminating Recurring Non- arithmetical
involving Decimals Decimals Recurring/Non- expressions
rational Terminating involving
numbers Decimals rational
numbers
Teacher will be an observer and let learners fill up the table with at
least 5 example under each heading. Higher Performing Learner of
the class will be asked to check all the answers on the board.
Practice:
 Teacher will do ‘Rational Numbers Activity’ through the game

‘Dodge the Ball’ in the class.
 Teacher will throw the ball towards a learner.
 He/she has to write a rational number on the board.
 Then learner will throw the ball towards another learner and
he/she will write another fraction on the board.
 Teacher will put any operation (+/-/÷/×) in the middle of the
fractions and ask learners to solve.
 This will grab the whole class attention and set the pace for the rest
of the lesson.
 Teacher can increase the number of fractions and operations for
more questions.
 Teacher will ask questions to assess learners’ understanding level.

Production:
(Written Work):


Tx Bk Ex 2D pg 52 Q 12
Review Ex 2 pg 55 Q 7
Plenary:

to: Lesson objectives will be shared. to
 evaluate Teacher will ask learners to recall all the activities done in this week  evaluate
simple for integers and rational numbers. simple
arithmetical Exchange of Feedback between S/S & T/S as a warm- up activity will arithmetica
expressions be done. l
involving expression
rational Practice: s involving
numbers rational
Teacher will take learners to sit in pairs and write 3-4 lines on numbers
notebook/ sticky note regarding their learning experience throughout
the week. This will help teacher in assessing the learners’ strengths and
he/she will be able to work on the loop holes which are left. Teacher
will keep a record of all the reflective/learning logs written by the
learners for his/her lesson evaluation.
Production:
(Written Work):

Tx Bk Ex 2D pg 53 Q14, Q16-Q18
Plenary:
understanding of today’s work. All the responses will be pasted on
board. Teacher will discuss some of the responses with the learners.
to: (Starter Activity): to:
 order and
compare rational Teacher will number the learners (1 to 5) and ask all 1s, 2s, 3s ,4s and  arrange given
numbers 5s to sit together in a group. Teacher will give clear instructions. numbers in
ascending and
 Group 1 members will write 5 positive integers on sticky descending
notes(1 number each member) order
 Group 2 members will write 5 negative integers on sticky
notes(1 number each member)

 Group 3 members will write 5 decimals on sticky notes(1
number each member)
 Group 4 members will write 5 proper fractions on sticky
 Group 5 members will write 5 improper fractions on sticky
Once all members have their sticky notes with the assigned numbers
in their hands, they will arrange them in ascending order in 2 to 3
minutes.
Teacher will keep a track of time and make sure that learners arrange
them as quickly as possible.
NOTE: Sticky notes will be kept by the teacher for next day activity.
Practice:
Learners will sit in groups according to their ability level and following
tasks will be assigned to them.

Teacher will take learners to the ICT lab. Learners will open the given
link and play the game “The Trolley” by arranging the given numbers
in order and check their answers.
http://www.learningwave.com/chapters/integers/numline.html

Teacher will take learners to the ICT lab. Learners will open the given
link and by following the instructions given on the page, they will
design a worksheet and solve them.
https://www.superkids.com/aweb/tools/math/compare/
Production:
(Written Work):
Wk Bk 1 pg 11 Q2, 3
Provide learners with the web links used in class for further practice at
home.
Plenary:
understanding of today’s work. All the responses will be pasted on
board. Teacher will discuss all the responses with the learners.
to: (Starter Activity): to:
 order and  arrange given
compare Teacher will write 10 random numbers (natural, integer, rational etc.) numbers in
rational on white board. Learners will be called to illustrate them on the ascending and
numbers number line. Mixed numbers will be given to high performing learners.

Teacher will ask questions to assess learners’ understanding level. descending
order
Practice:
Whole Class Activity will be performed by using the sticky notes of the
previous day activity. Teacher will distribute the sticky notes randomly
to all the learners and give them instructions to stand in the line
keeping in mind the position of your number.
This activity can be conducted outside the classroom as more space
will be needed.
Production:
(Written Work):
Tx Bk Review Ex 2 pg 55 Q1, 2a
Plenary:
lesson.
Learners will write one wish about a thing in which they want guidance
by teacher or wants to improve by practicing more.
Week 3.5 – 4 Topic: Ch 9 Ratio, Rate, Time and Speed

Value Integration:
Learners will be able Current Topic: Ratio Learners are able
to: to:
Presentation:
 solve problems Recall:  solve problems
involving ratios of involving ratios
three quantities Learners will be asked to recall what do they understand by the term of three
Ratio, every fourth learner will answer. quantities
 Simplify ratio and proportion.
 Solve word problems involving ratio and proportion,
 State equivalent ratios.
 Ratio as a comparison between two same quantities and
thus has no units.
Following questions will be asked:

 What do you understand by the term ratio?
 Comparison
 Why it is important to compare quantities of same kind?
 Why ratio has no units?
 Where is ratio applied in real life?

Feedback will be taken to assess learners’ understanding.
Teacher will divide the class into groups keeping in mind their
performance.

Write your full name.
Count the vowels(a,e,i,o,u) and consonants (b,c,d,f,…z) in your name.
1. Write the ratio of vowels to consonants.

2. Write the ratio of consonants to vowels.
Learners will be asked to open their Geography book (any page with
text)
Count the vowels(a,e,i,o,u) and consonants (b,c,d,f,…z) in first two
lines.
1. Write the ratio of vowels to consonants.

2. Write the ratio of consonants to vowels.
Learners will share their observations about the Ratios calculated in

Q1 and Q2 with the rest of the class.
Note: Question’s level can be raised as per the Bloom’s Taxonomy

level keeping in mind the different ability learners in the class.
Practice:
Low Performing Learners:

D1 7th Edition page 205
Worked Example 1 will be given to learners.
High Performing Learners:

Practice Now 1 will be given to learners.
Answers will be discussed as a whole class discussion.
Group Work:
Teacher will divide the class into 4 groups of 4 to 5 learners. Each

group will solve Practice Now 2 (page 207). They will simplify the
given ratios and rotate their work in other groups for peer-checking.

Production(Written Work):
Individual work:
Ex 9A Q1 part d, e, f (reinforcement)
Plenary:
Common Errors:
While calculating ratio learners often forget to convert the quantities
in the same units. e.g. 3.1kg/2g needs to be converted either to Kg or
to grams before simplification.
Assessment Questions:
Learners will be asked:
 Tell one thing you learnt today.

 Give one example of real life application of ratio.
Learners will write ‘Learning Log’ to tell what they have learnt today.
Exchange of Feedback between S/S & T/S as a wrap- up activity

Learners with names starting with letter A will answer only

to: to:
Teacher will ask a volunteer to recap the yesterday’s work.
 solve problems After the recap session, learners will be numbered 1 to 5 and all 1s,  solve
involving ratios all 2s, all 3s, all 4s and all 5s will sit together. problems
of three Assign Class Discussion on page 207 to them. involving
quantities They will be able to understand that how ratios can be expressed as ratios of three
fractions. quantities
Practice:
Differentiated Task
performance.
Give clear instructions to the learners so that they will be able to
understand the real application of the ratio accurately.

Give clear instructions to the learners so that they will be able to
understand the real application of the ratio accurately.
Leaners will share their activity experience with the whole class.

Ex 9A Q 10 & 11
Plenary:
lesson.

Learners will write one wish about a thing in which they want
guidance by teacher or wants to improve by practicing more.
Week 4,5,6 Chapter 9: Rate, Ratio, Time & Speed
Learning Objectives Suggested Activities Outcome
to: to
Teacher will ask learners randomly to recap the work done in the
 solve problems previous week. A 10 minutes question answer session will be done to  solve
involving ratios of assess learners’ learning and understanding about the Ratio. problems
three quantities Hands on activity will be reviewed in detail for brainstorming the involving
topic ratio. ratios of three
 solve real life quantities
problems Teacher will ask learners to write the ratio of absent learners to
involving ratios present learners in their notebooks.  solve real life
problems
Practice: involving
ratios
performance.
Group Work:
Low Performing Learners:
Assign learners Practice Now 3 and Worked Example 4. They will sit
in groups and work on the assigned task for further discussion with
the class.
High Performing Learners:

Assign learners Practice Now 4. They will sit in groups and work on
the assigned task for further discussion with the class.
Note: Instruct learners to present their work on A4 coloured sheets.

Teacher can use it as learners’ work and display it in class or easels.
Production:
Ex 9A Q 6 -8
Plenary:
Text to a friend:

to: to:
Teacher will take learners to ICT/EyeRIS lab to watch the following
simplify the given video. It has very interesting facts about the use of golden ratio in simplify the
ratios and solve real life. Teacher will pause the video after intervals and give learners given ratios and
problems time to discuss what they have seen. solve problems
involving ratios https://youtu.be/RqqErDSLtwE involving ratios
Feedback will be taken as a whole class activity to assess learners’
understanding about the concept.

Practice:
Teacher will ask learners to read page 209 and relate it to the video
watched earlier. Ask learners to borrow calculators from class 9 and
1+ √5
calculate 2 correct to 2 significant figures.
Teacher can take help from page 136 & 137 of Teacher’s Resource
Book 1.
Production:
D1 7th Edition page 210 of Performance Task.

It can be given as a Home Work
Teachers can give some examples of :

Real Life Examples:
Man-made structures such as :
a) Acropolis of Athens
b) Great Mosque of Kairouan
c) Cathedral of Chartres
d) Mexico City Metropolitan Cathedral
Natural occurrences
a) spiral growth of sea shells;
b) spiral of a pinecone;
c) petals of sunflower;
d) horns of antelopes, goats and rams;
e) tusks of elephants;
f) body dimensions of penguins
Plenary:
Learners with names starting with letter M will answer only

Questions:
Tell one thing you learnt today.
Give one example of real life application of ratio.

to: to:
Teacher will display the work of learners on whiteboard (Yesterday’s
 simplify the HW). Learners will have a ‘Gallery Walk’. A 5 minutes discussion will  simplify
given ratios be done regarding the finding of Golden Ratio. the given
and solve ratios and
problems Practice: solve
involving problems
ratios Teacher will ask learners to paste their work in their notebooks and involving
write a reflection log answering following questions. ratios
 What is Golden Ratio?

 Where do you find it?
 Do you find it in your school/home?
Production:
Ex 9A Q12,13 pg 213
Plenary:
Text to a friend:
Exchange of Feedback between S/S & T/S as a wrap- up activity.

Learners with names starting with letter A will answer only.

Learners will be able Current Topic: Rate Learners are able
to: to:
Presentation:
 define rate and
 define rate; Teacher will ask learners to recall the definition of ratio. One of the can
know the learner will write it on the board. Teacher will ask following question: differentiate
difference  If ratio compares two quantities of the same kind, what can be between ratio
between rate used for comparison of quantities of different kind? and rate
and ratio  Give few examples which involves two quantities. accurately with
examples
 calculate rate Feedback will be taken as a whole class activity.  calculate the
and average average rate of
rate of a given Practice: given task
task
Shadow Learning:
Teacher will make pairs in such a way that one low performing learner
will sit with high performing learner. Instruct learners to record pulse
count of one another for 1 minute and write answers in the table
provided on page 215.
Higher Performing learners will calculate the average of all three

recorded pulse count under teacher’s supervision.

Production:
Record pulse count of your family members for 1 minute.

Analyse the difference between different pulse counts.

Plenary:

to: to:
 define rate; know The rate of petrol increased from Rs. 85/litre to Rs.95/ litre in last 6  define rate and
the difference months. Whichever commodity you buy from the market you need to can
between rate and know its rate. Rate is important to calculate your monthly budget etc. differentiate
ratio between ratio
Thought Provoking Questions: and rate
accurately with
 What is the difference between the ratio and the rate? examples
 Select which one is an average rate and which one is a constant
rate:
A: Per minute parking charges
B: petrol consumption rate13.5km/litre. Explain.
Web Link for Interactive Game:
Teacher will ask learners to open the following web link and play the
interactive game. This activity can be conducted in ICT lab and every
learner should get a chance to play.
http://www.aaamath.com/B/g8-unit-rate.htm#section2
After playing, teacher will take learner’s feedback about it by asking

following questions:
 What was the purpose of finding missing number?
 Are we making equivalent fractions? Why?
Practice:
Teacher will take learners to the playground. They will measure the
playground. Then time will be recorded to take one complete round of
area through walking.
Teacher will instruct learners that using the given information, find out
the time taken to take 3 complete rounds of the area. Once they have
calculated the time, one learner will take 3 rounds of area and match
the calculated answer with the implemented one.
Note: keeping in mind the size of playground, teacher can

increase/decrease the number of rounds.


Production:

Ex 9B pg 217 Q1 & 2
Plenary:


to: to:
Teacher will ask learners to open the following web link and play the
 define rate; know interactive game. This activity can be conducted in ICT lab and every  define rate
the difference learner should get a chance to play. and can
between rate and http://www.aaamath.com/B/g8-unit-rate.htm#section2 differentiate
ratio between ratio
After playing, teacher will take learner’s feedback about it by asking and rate
following questions: accurately
 What was the purpose of finding missing number? with examples
 Are we making equivalent fractions? Why?
Practice:
Teacher will take learner to ICT lab. Guide and help them in
downloading the game that is available in the following link.
https://phet.colorado.edu/en/simulation/unit-rates
Teacher is requested to watch Video prior before conducting this
activity.
Ask learner to play the game and investigate the use of rate in
different situations.
Production:
(Written Work):
Provide learners with the web link and ask them to practice at home.
Ask learners to bring their grocery lists.

Or
Bring empty packs of soaps, toothpaste, cereals, biscuits etc. with
price tags printed on them.

Plenary:
lesson.
Learners will write one wish about a thing in which they want
guidance by teacher or wants to improve by practicing more.

to: to :
Teacher will ask learners to guess the price of one dozen eggs.
 define rate; Teacher will collect answers from all the learners. Teacher will choose  define rate
know the the most closet one. and can
difference Ask the following questions: differentiat
between rate  What is the price of half dozen eggs? e between
and ratio  What is the price of 2 eggs? ratio and
 What is the price of n eggs? (ask this question from rate
high performing learner) accurately
Feedback will be taken as a whole class activity. with
Practice: examples
Teacher will collect all the things (empty packs / grocery lists) from
the learners.

Give packets of soaps/biscuits/cereals to low performing learners and
ask them to:
 Calculate the price of 10 soaps?
 Calculate the cost of 5 boxes of cereal?
 Calculate the cost of 500g of cereal?
Teacher will highlight few products in the grocery list.

If it’s the price of one item, ask learner to calculate price of 5 or 10.
If it’s the price of more than one items, ask them to calculate price of
one item.
Teacher will ask them to check the total amount by doing their own
calculation. (extension work)


Production:
Learners will be doing the following work in their notebooks.
Tx Bk Ex 9B pg 217 Q3
Plenary:
Exchange of feedback between T/S and S/S as a wrap up activity.

to: to:
Mental Math Question:
 solve real life If the weight of one dozen pears is 1.2kg. What is the weight of 9  solve real life
problems pears? problems
involving rate involving rate
Hand’s on Activity:
Teacher will take the class to the school canteen. They have to spend
Rs. 100 by buying at least 6 to 8 things (biscuits packets, candies,
cocomo, bounties etc.).
Practice:
Activity 1 :
In the class learner will make a receipt of their shopping done at the
school canteen.
Provide learners with a format.
For instance:
Sr. # Item Name Price Quantity Price
1 Cocomo 5 3 15
2
3
Total # of items Rs. __
price
Every learner will make his/her own shopping receipt.

Teacher will be on round and observe learner’s working strategies.
Activity 2:
Take help from mother/father and make a shopping list for kitchen
worth Rs 10,000.
Yesterdays’ homework will be discussed with peers in class.

Teacher will help learners in finding out the similarities and differences
in the price of same commodities.
Learners will write the reflection logs in their notebooks.


Production:
Written Work:
Ex 9B pg 217 Q4, 5, 6
Plenary:
Teacher will ask learners to write a sentence about today’s lesson what
they have learnt today. They will make a ball of that paper and throw
it towards any of her/his friend. Friend will open the paper ball and
read the response.
Teacher will ask few of the learners randomly to share their friend’s
point of view and comment on it.

Learners will be able Current Topic: Speed and Average Speed Learners are able
to: to:
Presentation:
 Convert km/h to (Starter activity):  use the
m/s, km/s to Lesson objectives will be shared. conversion
km/h, m/min to cycles to covert
m/s and vice Teacher will ask the following questions from the learners to elicit their the smaller units
versa. understanding about the topic: to bigger units
 What is a unit? and vice versa.
 Which units are used for measuring distance?
 Which units are used for measuring time?
 Which units are used for measuring capacity?
 Feedback will be taken as a whole class activity.
Mental Math Questions:
• Speed of an object is the ration between ____ and ____.

• What are the SI units used for speed? Speed can be measured in
_____, _____, _____ . (km/h, m/s, miles/h).
• 12: 00 p.m. in 24 hour clock is written as ______. Journey time=
_____ time - ____ time. (Arrival al time - Departure time)
Recall Questions:
 Do you remember how to convert time between 12-hour and

24-hour clock? ( Discuss)
 How to calculate journey time, departure and arrival time?
(Explain)

Practice:
Thought Provoking Questions:

 To compare the change of one quantity with another we make
use of ___.
 A ___compares the value of two quantities of the same kind.
 To convert cm to m, we___ by ___.
 To convert currencies, we need to know the ___ rate between
them.
Teacher will ask learners to recall the conversion of units and draw
them on their notebooks or mini white boards.
Teacher will take rounds in the class to make sure that every learner is
working.

Learners will share their answers with the rest of the class.
Production:
(Written Work):

Tx Bk Ex 9D pg 227 Q1-4
Plenary:
Following method is a quick and easy snapshot of learners’
understanding.
Four Corners provides an opportunity for learner’s movement while
permitting the teacher to monitor and assess learner’s level of
understanding. Learners then move to the appropriate corner of the
classroom to indicate their response to the prompt. For example, the
corner choices might include “I strongly agree,” “I strongly disagree,”
“I agree somewhat,” and “I’m not sure”.
 define average  calculate the
speed as the (Starter activity): average speed
ratio between using the
total distance Teacher will ask random learners from the class to estimate the speed distance
covered by total of their car/bus/school van when they are coming to school and going covered and
time taken back home. time taken
 solve real life
problems Teacher will record all the speed numbers provided by the learners.
involving speed Teacher will ask the learners to come up with the reasons for the
and average difference in the speeds.
speed

Practice:
Integration with Science & ICT
Group Activity: (Maths/ICT/Physics)
Teacher will take learners to ICT lab and assign them Performance Task
on page 225. Learners will be able to use search engines to explore
about the speed of the asked items.
Complete the table 10.2 by answering the following questions:
a) Walk around the field in your school at your normal pace. Use a
stopwatch to record the time taken. Find out the perimeter of your
school field using measuring tape and thus find your average
walking speed.
b) A 13 year old boy wants to score an A for his 2.4 km run in his
National Physical Fitness Award Test. To do so, he needs to
complete the run in less than 11 minutes 31 seconds. Find the
minimum average speed at which he needs to run.
c) Find out the average speed of a bicycle and of a sports car.
d) The aeroplane is one of the greatest inventions in the history of
mankind as it allows for the ease of transport of people over long
distances. Find out the average speed of an aeroplane.
e) The spaceship 'Discovery' made several trips to the International
Space Station in recent years. What is the average speed of the
spaceship during one of its missions?
Teacher will ask learners to share their work with the peers.
Production:
Written Work:
Tx Bk Ex 9D pg 227 Q5 - 8
Plenary:
Two Stars & A Wish

Leaners will jot down their learning in their notebooks as Two Stars &
A Wish.
Two Stars: two things that they did the best
One Wish: one thing in which they want improvement.

 solve real life  solve real life
problems Differentiated Activity: problems
involving speed involving speed
and average Lower Performing Learners: and average
speed Teacher will assign Practice Now 11 on page 221 Q1 to the learners. speed
Questions will be asked from the learners to gauge what they have
learnt through the activity by taking feedback.

Teacher will assign Practice Now 11 on page 221 Q3 to the learners.
Questions will be asked from the learners to gauge what they have
Practice:
Teacher will ask to write the formula for calculating speed and average
speed and pass it on to the peer for peer checking.
Production:
Written Work:
Tx Bk Ex 9D pg 227 Q9-10
Review Ex 9 pg 229 Q 5-9
Wk Bk pg101 Q 20,21
Plenary:
Text to a friend:
Week 7,8 Topic: Ch 8 Percentages

Value Integration:
 calculate increase Teacher will ask learners to take out the chips, juices, biscuits packets  calculate
or decrease a from their lunch boxes or Teacher can arrange these items from the increase or
given quantity in school canteen. decrease a
the given given quantity
percentage Teacher will ask learners to read the nutrition statement at the back in the given
side of the packet. Teacher will ask learner to identify the highest and percentage
the lowest percentage age. correctly
Teacher will ask following question to assess learner’s understanding: Presentation and
Practice stage
 Which ingredient has the highest % (biscuits packet)? activities- Red
 Which ingredient has the lowest % (biscuits packet)?
 Which ingredient has the highest % (juice packet)? VAK- Yellow
 Which ingredient has the lowest % (juice packet)?
 Which ingredient has the highest % (chips packet)? Differentiation-
 Which ingredient has the lowest % (chips packet)? Green
Feedback will be taken as a whole class activity. Stream Approach-

Purple
Practice:

Stream Approach (Integration with Science Topic “ Food Pyramid”):
Teacher will ask higher performing learner to draw the food pyramid
on the white board. Teacher will ask all learners with names starting
with P to come and highlight the food group where they can find the
highest percentage that was mentioned on the packets. Teacher will
ask about all the highest and lowest percentages mentioned on the
packet.
Teacher will sum up the activity by giving the definition of a balanced

diet which contains food from all the six food groups.
Production:
(Written Work):
Tx Bk 1 Ex 8B pg 199 Q1
Wk Bk pg 93 Q10,11
Plenary:
Learners should be Presentation: Learners are able
able to: (Starter activity): to
 solve real life  calculate
problems Teacher will ask random learners from the class to recap the activities the
involving done in the previous days. Teacher will ask learners to discuss their percentage
percentages understanding/learning with the peers. of the
given word
Practice: problems
independe
Teacher will divide class in groups of 4. Teacher will write following ntly
questions on the sticky notes. Fold them and ask one learner from each
group to pick up any one.
Q1. 20% of a number is 17. Find the number.

Q2. 175% of a number is 49. Find the number.
Q3. The result of a number, when increased by 15%, is 161. Find the
number.
Q4. The result of a number, when decreased by 20%, is 192. Find the
number.
Each group will solve the assigned question and then solution will be
rotated among the group for cross checking.
Production:
(Written Work):

Wk Bk Pg 94 Q 14 - 17
Plenary:
Exchange of feedback between S/S and T/S for better understanding.
to: Learners will be asked to recall what they understand about to:
percentage.
 solve real life Following questions will be asked:  calculate
problems Lower Performing Learners: the
involving  What is percentage? percentage
percentages  What is the unit of %? of the
 What is the value of %? given word
Higher Performing Learners: problems
 How percentage is calculated?
 Give examples of % used in daily life.
 Calculate % of your marks obtained in maths test.
Feedback will be taken as a whole class activity.
Practice:
Activity 1:
performance.
Write your full name.
Count the vowels (a, e, i, o, u) and consonants (b, c, d, f,… z) in your
name.
1. Express vowels as a % pf consonants.
2. Express consonants as a % of vowels.
Learners will be asked to open their Geography book (any page with
text)
Count the vowels (a, e, i, o, u) and consonants (b, c, d, f,… z) in first
two lines.
1. Express vowels as a % pf consonants.
2. Express consonants as a % of vowels.
Learners will share their observations about the percentages

calculated in Q1 and Q2 with the rest of the class.
Note: Question’s complexity level can be raised as per the Bloom’s

Taxonomy level keeping in mind the different ability learners in the
class.
Activity 2:

Teacher will take learners to ICT lab. Teacher will write following web
link on the white board.
http://www.shodor.org/interactivate/activities/FractionQuiz
Learners will play the game available on the page and discuss their
method of solution with teachers and fellows.
Production:
(Written Work):
Individual work:
D1 7th Edition page 199 - 200

Ch 8 Ex 8B Q 3 – 7
Q 8 - 15
Plenary:
Questions:
 Tell one thing you learnt today.
 Give one real life application of percentage.
Week 9 Chapter 7: Sequences

Value Integration:
to: (Starter activity): to
 determine  write the
the next few Teacher will ask following questions from the learners: next terms
terms Lower Performing Learner: of the
 What are the next two terms of the sequence 2, 4, 6, 8, ___, given
 find a ___ sequence
formula for  What will be the sequence of all even numbers?
the general  What will be the sequence of all odd numbers?
term of a  What will be the sequence of whole numbers? Presentation and
number  What will be the sequence of integers? Practice stage
sequence (Let learner give their own sequence, where ever they start activities- Red
from just focus on the correct sequence)
VAK- Yellow
Feedback will be taken to assess their level of understanding.
Differentiation-
Higher Performing Learner: Green
 What will be the sequence of rational numbers? Stream Approach-

 What will be the sequence of prime numbers? Purple
 What will be the sequence of multiples of 7?

 What will be the sequence of square-roots of natural Cross Curricular
numbers? (Let learner give their own sequence, where ever Links-
they start from just focus on the correct sequence). Turquoise
Feedback will be taken to assess their level of understanding.
Practice:
Teacher will number the learners from 1 to 6. All 1s, 2s, 3s, 4s, 5s and
6s will sit together forming a group.
Teacher will assign following questions to the groups:
Group 1: Practice Now Q1 (a) page 160
Group 2: Practice Now Q1 (b) page 160
Group 3: Practice Now Q1 (c) page 160
Group 4: Practice Now Q1 (d) page 160
One learner from each group will present their work in front of the
whole class. Teacher will listen to the learners and then add his/her
Feed forward to it.
Production:
Written Work:
Tx Bk Ex 7B pg 171 Q1 - 3
Plenary:
Activity:
Learners will be asked to:

•Built up your own sequence and share the formula: e.g. a number
multiplied by 5 and 3 subtracted from it. 1 x 5 - 3 =2, 2 x 5 -3 =7, and
so on…the sequence is 2, 7, 12,…
• Ask students to make their own sequence for better understanding

of the concept. Make a point that sequence follows a set pattern.

Learning Objective Suggested Activities Outcome

to: to:
Starter Activity:
 determine Lesson objectives will be shared.  write the next
the next few Teacher will ask learner to take out their sticky notes/ mini white terms of the
terms boards. given sequence
Teacher will give following instructions to the learners: correctly
 Think of a number between 0 – 11

 Multiply that number with 2
 Add 3 to the answer
 Keep on repeating the following with the next number.
Teacher will make a point that sequence follows a set pattern. Learners
will keep their work safe for the discussion in the plenary time.
Fuel for motor vehicles: Most motor vehicles run on petrol. Petrol is
related to the family of organic compounds called hydrocarbons.
Members of hydrocarbons all consist of carbon and hydrogen atoms
joined together in a certain pattern.
Practice:
Teacher will number the learners from 1 to 6. All 1s, 2s, 3s, 4s, 5s and
6s will sit together forming a group.
Teacher will assign following questions to the groups:
Group 2: Practice Now Q1 (b) page 160
Group 3: Practice Now Q1 (c) page 160
Group 4: Practice Now Q1 (d) page 160
feed forward.
Production:
Written Work:
Tx Bk Ex 7B pg 171-172 Q4 - 6
Plenary:
Common Errors to be shared:
While identifying the terms of sequence learners just consider them

for two consecutive terms only and do not apply the rule for the rest
of the consecutive terms and thus end up in an incorrect sequence,
most of the time. Guide learners that the pattern must be followed by
each consecutive term.
Teacher will conduct think, pair & share in the class. Learners will think
of a sequence. He/she will jot it down on his/her mini whiteboard. It
will be shared with the peer. He/she will predict the pattern and write
next two terms. Activity will be done vice versa.

 determine Teacher will ask learners to solve Practice Now 4 on page 166 with  calculate the
the next few their partner. This will help learners in observing the pattern of figures next terms of
terms carefully and filling up the table accordingly. Feedback will be taken the given
from each pair. sequence
 find a
formula for Teacher will call one learner randomly and he/she will present his/her
the general solution strategy with the whole class. Presentation and
term of a Practice stage
number Practice: activities- Red
sequence
Activity 1: VAK- Yellow
Teacher will ask learners to bring matchsticks, toothpicks etc. for the
activity. Differentiation-
Teacher will number the learners from 1 to 4. All 1s, 2s, 3s and 4s will Green
sit together forming a group.
Teacher will assign following patterns to the groups: Stream Approach-
Purple
Group 1:
Cross Curricular
Links-
Group 2: Turquoise
Group 3:
Group 4:
Figure # 1 2 3 4
# of shapes
# of lines
Teacher will ask learners to draw first four terms of the assigned
sequence with the help of matchsticks/toothpicks etc. Learners will
also fill up the given table.
Feed forward comments.
Activity 2 :
Teacher will assign Triangular Number Sequence on page 167 to the

learners. Learners will do independent work. Once they are done, they
will share their work with their peer. Lastly teacher will pick up one
lower performing learner and one higher performing learner to share
their solution strategy with the whole class.

Production:

Written Work:
Tx Bk Ex 7B pg 172-173 Q7 - 11
Wk Bk pg 61 Q 2,4,5,6
Plenary:
A quick and easy snapshot of learners understanding, Four Corners
provides an opportunity for learner movement while permitting the
teacher to monitor and assess understanding. The teacher will ask
learners about understanding of today’s work. Learners then move to
the appropriate corner of the classroom to indicate their response to
the prompt. For example, the corner choices might include “I strongly
agree,” “I strongly disagree,” “I agree somewhat,” and “I’m not sure”

to: to:
Starter activity:
 determine Lesson objectives will be shared.  write the
the next few next terms
terms Video Link for the learners: of the
given
Teacher will take learners to ICT/EyeRIS lab for video watching session. sequence
https://youtu.be/cEaFQadg8rY
Teacher will pause the video after intervals and ask questions from the
learners to elicit their understanding.
 What is Fibonacci sequence?

 Tell first six terms of the sequence.
 Where can we find the application of the sequence?
 What is the purpose of using Fibonacci’s sequence?
 Give few examples from surroundings that shows the use of
the sequence.
Practice:
Teacher will assign Investigation on page 168- 169 to the learners.

Learners will do independent work. Once they are done, they will share
their work with their peer. Lastly teacher will pick up one lower
performing learner and one higher performing learner to share their
solution strategy with the whole class.


Wk Bk pg 66,68 Q 18,21
Plenary:
Teacher will ask learners to sum their understanding about the
sequences in three to four lines. They will write one thing that they like
best about the sequence and state its reason as well.
Week 10,11 Chapter 6: Functions & Linear Graphs

Value Integration:
to: to:
Starter Activity:
 draw the graph Lesson objectives will be shared.  plot the
of a linear given
function Video Link for the Learners: coordinate
Teacher will take learners to the ICT lab and ask learners to open the s on the
given web link on their systems/computer. graph
http://www.webmath.com/gpoints.html paper
Teacher will assign the following task to the learners.

Lower Performing Learners: Presentation and
Plot the given points on the computers on the given web link: Practice stage
 (-1,1) activities- Red
 (1,3)
 (3,1) VAK- Yellow
 (0,-10)
 (10,12) Differentiation-
Green
Plot the given points on the computers on the given web link: Stream Approach-
 (-1/2,1) Purple
 (1,3/2)
 (-3,11) Cross Curricular
 (1,-10) Links-
 (-1/2 , - 1/2) Turquoise
Ask learners to join the given coordinates and try to guess the obtained
shape. Ask learners to visualize the obtained shape. Feedback will be
taken from both the learners.
Practice:
Teacher will assign Class Discussion on page 136 to the learners.

Teacher will give 5 minutes to the learners to think and jot down their
points on mini white board/ sticky notes. Then learners will share their

findings with their partner. Lastly teacher will ask following questions
from the whole class:
 Why (3, 2) and (2, 3) are different?
 In which quadrant x axis and y axis are negative?
 What is the need of scale on graph?
Feedback will be taken to assess learners’ understanding.
Production:

Written Work:
Plenary:
things in their notebooks in learning logs (Reflection Log).
Learning Objectives Suggested Activities Learning
Outcomes
 draw the graph Starter Activity:  plot the given

of a linear coordinates on
function Teacher will ask following questions from the learners: the graph paper
 What is Cartesian coordinate system?

 How does straight line graph looks like?
 What is a linear graph?
 What do you know about horizontal and vertical axes?
 What is gradient?
 Where do we use rise, run in graph?
 What is a scale?
 What are intercepts?
 What is point of intersection?
 Give an example of simultaneous linear equations?
 What is solution set?
 Why do we need table of values in plotting of graph?
Feedback will be taken to gauge learners’ prior knowledge about the

concept.
Practice:
Video Link for the learners:
Teacher will show the following video to the learners. Teacher will
pause the video after intervals and ask questions form the learners to

keep them active and assess their understanding till now about the
graphs.
https://youtu.be/ERfM7XROLVs
Teacher will ask learners to write at least three uses of coordinate

geometry in their notebooks.
Production:
Written Work:
Plenary:


Teacher will ask learners to make a list of things where Cartesian
 draw the graph coordinates are used.  plot the given
of a linear Teacher will guide learners to relate to the video watched yesterday coordinates on
function Feedback will be taken as a whole class activity. the graph
paper
Practice:
Video Link for the Learners:

Teacher will show the following video to the learners. Teacher will
pause the video after intervals and ask questions form the learners to
keep them active and assess their understanding till now about the
graphs.
https://youtu.be/ERfM7XROLVs
Teacher will ask learners to share at least three uses of coordinate

geometry in pairs. Feedback will be taken from each pair and responses
will be written on board for consolidation of learning. Later on,
learners will be asked to write them in their notebooks individually.
Production:
Written Work:
Plenary:
Two Stars & One Wish
Learners will write two things that they like the best about Graphs and
Functions. They will write one thing in which they want improvement.

to: to:
 draw the graph Starter activity:  plot the given
of a linear coordinates on
function Teacher will play DODGE THE BALL with the learners. Teacher will pass the graph paper
the ball towards one learner and ask him/her a question. Then learner
will pass the ball to the other learner and teacher will ask a question
from that learner.
If learner does not know the answer, he/she can pass the ball to other
learner.
Following questions will be asked by the teacher:
 y=x is a line on which each x-coordinate = ____.

 y = mx + c is the equation of a ____ line.
 'm' in the straight line equation stands for the ____ and its
formula is ____.
 What do you mean by the intercept?
 How many intercepts does a line have?
 What is the relation between the gradient of two
perpendicular lines?
 What is the relation between the gradient of two parallel
lines?
Video Link for the Learners:
Teacher will take learners to the ICT lab and ask learners to open the
given web link on their systems/computer.
http://www.webmath.com/gline.html
Teacher will assign the following task to the learners.

Graph the following functions on the computers on the given web link:
 Y = 2x + 1
 Y=x
 X=1
 Y=1
Ask learners to find out the coordinates of the four lines where they
meet. Feedback will be taken from the learners to assess their
understanding about the assigned task.
Graph the following functions on the computers on the given web link:
 Y = -3x -1
 Y = 2x -1
 Y = -x
 Y=x
Ask learners to find out the coordinates of the four lines where they
meet.
Feedback will be taken from the learners to assess their understanding
about the assigned task.

Practice:
Teacher will assign Investigation on page 139-140 to the learners.
Pair Work:
Learners will work in pairs and will solve the questions on the given
page.
Group Work:
Teacher will ask any three pairs to sit together to work as a group and
discuss their work. After peer checking each other work, they will work
on Q5 on page 140 (they will plot the coordinates and join them to
obtain a graph line)
Feedback of the task will be taken from each group.
How to Solve Simultaneous Equations:

Learners have already learnt to draw a straight line graph in grade 6.
Here they will learn to solve simultaneous linear equations graphically
where a pair of values of x and y satisfies two linear equations
simultaneously.
 Teach learners by giving them hands on experience how to
take two points on a straight line and use it to calculate the
vertical change and horizontal change, and then the gradient
of the straight line.
 Relate the straight line graphs to the real world scenarios and
to the conversion graphs where let's say dollar exchange rate
can be calculated with that of any currency etc.
 Help learners understand the relation between y =mx + c and
y = c and x = b and compare their gradients.
Talk about how to take scale on either axes.
Teacher will introduce “DESMOS” GRAPHING CALCULATOR to the

learners. Teacher will give following clear instructions to the learners:
 How linear equations/ functions are typed?
 How changes are done in scale/axes?
 How coordinates are highlighted on the given graph line?
In pairs, teacher will ask learners to do Q6 of Ex 6B on DESMOS first,

then they will attempt it on their graph pads. Feedback from each
learner will be taken to gauge their understanding.
Production:
Written Work:
Tx Bk Ex 6B pg 148 Q4, 5, 6
Plenary:
Hand signals will be used to rate or indicate learners’ understanding of
content. Learners can show anywhere from five fingers to signal
maximum understanding to one finger to signal minimal

understanding. This strategy will engage all learners and allows the
teacher to check for understanding within a large group.

Teacher will ask following questions from the learners:
 draw the graph  plot the
of a linear  What is Cartesian coordinate system? given
function  How does straight line graph looks like? coordinate
 What do you know about horizontal and vertical axes? s on the
 solve problems  What are intercepts? graph
involving Linear  What is point of intersection? paper
Graphs in real  Why do we need table of values in plotting of graph?
world context Feedback will be taken as a whole class activity.
Practice:
Activity 1:
Teacher will number the learners (1 to 3). Teacher will ask all 1s, 2s and
3s to sit together in a group. Teacher will give clear instructions about
the work assigned. Learners will work in group and will plot two graphs
on different graph sheets.
 Group 1 members will plot graph of y = 2x-1 & y = 5x-10

 Group 2 members will plot graph of y = 2x+1 & y = 5x-1
 Group 3 members will plot graph of y = 2x- 10 & y = 5x+1
Once learners are done with the assigned work, teacher will rotate the
work among the groups.
 Group 1 will check work of Group 2.
Teacher will ask following questions from the learners to assess their
understanding about the graphs.
 What is the x-intercept of y = 2x-1?
 What is the y-intercept of y = 2x-1?
 What is the x-intercept of y = 2x+1?
 What is the y-intercept of y = 2x+1?
 Are the graph lines passing from the origin?
Feedback will be taken from each group.
Teacher will ask learners to each the given work carefully. Teacher will
ask learners to compare the graphs of y = 2x -1, y – 2x + 1 and y = 2x –
10.
Similarly they will compare the graphs of y = 5x – 10, y = 5z -1 and y =
5x + 1.
Activity 2:
Teacher will assign Class Discussion on page 147 to the learners.
Teacher will instruct learners to replace points A and B in the given
equation to see whether they satisfy the given equation?

Teacher will ask learners to jot down their findings on a sticky note. All
the sticky notes will be pasted on the white board and learners will
take a Gallery Walk.
Once they are done, teacher will ask learners to tell points that are
different from their own.
Production:
Written Work:
Tx Bk Ex 6C pg 152 Q1, 2
Plenary:
agree,” “I strongly disagree,” “I agree somewhat,” and “I’m not sure”.

 draw the graph of Teacher will play DODGE THE BALL with the learners. Teacher will pass  plot the
a linear function the ball towards one learner and ask him/her a question. Then learner given
will pass the ball to the other learner and teacher will ask a question coordinate
 solve problems from that learner. s on the
involving Linear If learner does not know the answer, he/she can pass the ball to other graph
Graphs in real learner. paper
world context Following questions will be asked by the teacher:
 y=x is a line on which each x-coordinate = ____.

 y = mx + c is the equation of a ____ line.
 'm' in the straight line equation stands for the ____ and its
formula is ____.
 What do you mean by the intercept?
 How many intercepts does a line have?
 What is the relation between the gradient of two
perpendicular lines?
 What is the relation between the gradient of two parallel
lines?
Practice:
Teacher will assign Thinking Time on page 147 to the learners.
Pair Work:
Learners will work in pairs and will solve the questions on the given
page.

Group Work:
discuss their work. One member from each group will present their
findings with the whole class.
Production:
Written Work:
Tx Bk Ex 6C pg 152 Q3
Plenary:
 draw the graph Teacher will ask learners to open notebooks on the page where they  plot the given
of a linear have done first work of Graphs & Functions. Teacher will randomly coordinates on
function ask learners to recall the activity and work done on that particular day. the graph
Teacher will make a list of activities and written work done for Graph paper
& Functions.
This way teacher will be able to assess the understanding level of the
learners and learners will be able to identify the work and activity that
they have missed.
Teacher will discuss the practical application of graphs by asking
following questions:
 Why we need graphs?
 What is graphical representation?
 How graph is making our life easy?
 Name any two areas where graphs are used. (Inflation Graphs,
Learners Test Marks Graphs etc.)
Feedback will be taken as a whole class activity to assess learners’
understanding level.
Practice:
Teacher will assign Practice Now 2 on page 150 to the learners.
Pair Work:
Learners will work in pairs and will solve the questions.
Group Work:
discuss their work. One member from each group will present their
findings with the whole class.

Production:
Written Work:
WB pg 55 Q 5,8
WB Pg 58 Q 17-18
Plenary:
Teacher will ask learners to write a reflection log of the topic keeping
in mind the best things that they have learnt and the part which is still
not clear and they want teacher’s help in it.
Week 12 Chapter 10: Basic Geometry
Value Integration:
 solve word Teacher will following questions from the learners to elicit their  identify the
problems understanding about geometry: given angles by
involving their names
angles Lower Performing Learners:  calculate
formed by  What is a point? missing angles
two parallel  What is a line? when a
lines and a  What are intersecting lines? transversal cuts
transversal  What are parallel lines? a pair of
i.e. parallel lines
correspondin Higher Performing Learners:
g angles,  What is a plane? Presentation and
alternate  How lines are formed? Practice stage
angles and  How many angles are formed when two lines intersect? Name activities- Red
interior any two.
angles Feedback will be taken from the learners. VAK- Yellow
Teacher will take learners to ICT lab and will ask them to open the given Differentiation-
web link on the given system: Green
https://www.ixl.com/math/grade-7/name-measure-and-classify-
angles Stream Approach-
Purple
Learners will answer the asked questions on the given web link and
discuss each other about their solution strategy. Feedback of the task Cross Curricular
will be taken from learners for the consolidation of learning. Links-
Turquoise
Practice:
Activity 1:

Learners will work with their peer to determine whether the given
statement is true or false. If the given statement is false, they will write
the correct statement. Exchange of Feedback between S/S & T/S.

Activity 2:
Teacher will assign Practice Now on page 236 to the learners. Learners
will work with their peer to determine whether the given statement is
true or false. If the given statement is false, they will write the correct
statement. Feedback will be taken from each pair.
Production:
Written Work:
Tx Bk Ex 10B pg 250 Q1 ,2 , 3
Plenary:

 solve word Activity:  identify the

problems Stream Approach (Finding Angles in Surroundings) given angles by
involving their names
angles Teacher will ask learners to open page 236 and go through the given  calculate
formed by table in which angles are given along with the real life example. missing angles
two parallel Teacher will ask learners to find out more examples in surroundings when a
lines and a where they can find acute, obtuse, and right and reflex angles. transversal cuts
transversal a pair of
i.e. Practice: parallel lines
correspondin
g angles, Activity: Presentation and
alternate Teacher will assign Practice Now 1 on page 238 to the learners. Practice stage
angles and Learners will work with their peer to calculate the missing angles on activities- Red
interior the given straight line AOB.
angles Teacher will ask any learner randomly from the class to share their VAK- Yellow
solution with the class. Feedback will be taken from each pair to assess
learners’ understanding. Differentiation-
Green
Production:
Stream Approach-
Written Work: Purple
Tx Bk Ex 10B pg 250 Q4 Cross Curricular

Links-
Plenary: Turquoise

Activity:
 solve word  identify the
problems Lower Performing Learners: given angles by
involving angles Teacher will take learners to ICT lab and will ask them to open the their names
formed by two given web link on the computer.  calculate
parallel lines Teacher will give instructions of the game that they have to fire from missing angles
and a the tank by making different angles in such a way that they destroy when a
transversal i.e. the other tank. transversal cuts
corresponding https://www.mathsisfun.com/games/tanks2.html a pair of
angles, alternate parallel lines
angles and Questions will be asked from the learners to gauge what they have
interior angles learnt through the activity by taking feedback. Presentation and
Practice stage
Higher Performing Learners: activities- Red
Teacher will take learners to ICT lab and will ask them to open the
given web link on the computer. VAK- Yellow
Teacher will give instructions of the game that they have to guess the
angle at which the rocket will be leaving the ground. This will engage Differentiation-
learners in thinking more and visualizing the angle more carefully. Green
https://www.mathplayground.com/rocket_angles.html
Stream Approach-
Questions will be asked from the learners to gauge what they have Purple
Cross Curricular
Links-
Practice: Turquoise
Teacher will assign Practice Now on page 246 to the learners. Learners
will work with their peer to find out the pair of equal corresponding,
alternate and interior angles. Feedback will be taken from each pair.
Production:
Written Work:
Wk Bk pg 111 Q6
Plenary:

Week 13 Chapter 15: Statistical Data Handling
Value Integration:
Learners will be asked to recall what they understand about data  define the
 construct handling. terms that are
and interpret Following questions will be asked: related to
data from Lower Performing Learners: statistics
the Pie  What is data?
Charts  What is information?  construct and
 What is a graph? interpret data
 What is mean, median & mode? form the Pie
 What is the modal name in our class? (most common name) Chart
 What is the process of collecting data?
 What is the need of tabulation of data?
 Why do we need graphs?
 Name different types of graphs
Practice:

Learners will go through the question and will answer Q1 and Q2 in
which they have to explain with reasoning which one is correct from
Lixin or Michael.
Production:
Written Work:
Plenary:
Learners will write Learning Log to tell what they have learnt today.

to: Starter Activity: to:
 construct and  construct and
interpret data Teacher will ask random learners from the class to recap the activities interpret data
from the Pie done in the previous day. Teacher will ask learners to discuss their from the Pie
Charts understanding/learning with the peers. Feedback will be taken as a Charts
 convert Pie whole class activity.  convert Pie
Charts to Bar Charts to Bar
Graphs and vice Teacher will ask learners what they have brought in their lunch boxes Graphs and
versa as their lunch. Teacher will make a list. Teacher will ask learners to vice versa
select any five for their survey. Teacher will guide learners about the

survey and will give them clear instructions about the questionnaire
and collection of data.
Practice:
Teacher will form groups evenly accordingly to the class size.
Teacher will ask learners to design a questionnaire (a set of questions
or a table for collection of data). Teacher will guide learners that they
have to consider food item and number of people who liked that
particular food.
For example:
Food item Tally Marks # of People
Burger
Pizza
Chips
Feedback of the activity will be taken from each group.
Production:

Written Work:
Tx Bk Ex15B pg 384 Q2,3
Plenary:
Two Stars & A Wish
Leaners will jot down their learning in their notebooks as Two Stars &
A Wish.
Two Stars: two things that they did best
One Wish: one thing in which they want improvement.

 construct and  construct and
interpret data Teacher will ask leaders of the group to come forward and present interpret data
from the Pie their findings about the survey done yesterday. Teacher will ask from the Pie
Charts following questions: Charts
 convert Pie  Which is the most liked food item?  convert Pie
Charts to Bar  Which is the least liked food item? Charts to Bar
Graphs and vice  What is the total number of people you surveyed? Graphs and
versa Feedback will be taken from a few learners. vice versa
Practice:
Teacher will ask learners to use the collected data and construct bar
chart of the given data. Teacher will ask the lower performing learner
of each group about the interpretation of the graph by asking following
questions:

 What bars represent?
 Which is the longest bar and why?
Production:
Written Work:
Tx Bk Ex15B pg 384 Q6,12
Plenary:
 construct  define the
and interpret Teacher will ask following questions from the learners to elicit their terms that are
data from understanding about the topic: related to
the Pie  What is a Pie Chart? statistics
Charts  Why we use pie Chart?
 convert Pie  What is needed for the construction of a pie chart?  construct and
Charts to Bar  What do angles represent in the pie chart? interpret data
Graphs and  How angles can be changed to number of items? form the Pie
vice versa Feedback will be taken as a whole class activity. Chart
Practice:
Teacher will ask learners draw PIE CHART of the collected data.
Learners will sit in the groups formed on Day 1 and will work on the
assigned task. Feedback will be taken from each group and questions
will be asked to assess learners’ understanding related to the concept.
Production:
Written Work:
Tx Bk Review Ex 15 pg 387 Q3,4
Plenary:
agree,” “I strongly disagree,” “I agree somewhat,” and “I’m not sure”.
Project Week ------ 14
Revision Week -----15

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Class 7 ----- Mathematics

 identify all kinds Recall :  identify all

Real World Connection: Presentation and

 Classification of whole numbers. NSM 1 7th Edition

Lower Performing Learners:

The City School/Academics/Mathematics Curriculum/Class 7/2019-2020 Page 1 of 50

Higher Performing Learners:

Teacher can use the following link for an interactive activity of

In this link learners will have an opportunity to :

Related Practice Now Problems and Worked Examples in the text

 Write the definitions of the following numbers. Give two

The City School/Academics/Mathematics Curriculum/Class 7/2019-2020 Page 2 of 50

 Draw and complete the real number system flowchart.

Learners will do the following questions. It is an AOL opportunity for

Teacher will assist the Lower Performing Learners if needed.

Common Errors to be discussed:

Learning Objectives Suggested Activities Outcomes

Divisibility Rules Song:

After watching the song, Questions will be asked to elicit learners’

The City School/Academics/Mathematics Curriculum/Class 7/2019-2020 Page 3 of 50

Divisibility Rules Explanation:

The above mentioned link will be shown to the learners as a whole

Questions will be asked to elicit learners’ understanding about

Teacher will assist the Lower Performing Learners if needed.

As an assessment for learning (AFL), teacher will monitor the activity

Apply divisibility rules of 2,3,4,5,6,7,9, 10, 11 and 13 on the given

Higher Performing Learners:

The City School/Academics/Mathematics Curriculum/Class 7/2019-2020 Page 4 of 50

Learning Objectives Suggested Activities Outcomes

Learners will be assessed on the basis of their responses.

Teacher will ask questions to assess learners’ understanding level.

Related Practice Now Problems and Worked Examples in the text

Work will be done in the notebooks.

Check 72,128 for the divisibility rule of 7.

The City School/Academics/Mathematics Curriculum/Class 7/2019-2020 Page 5 of 50

 understand Addendum 7  find out

Teacher will ask questions to assess learners’ understanding level.

Learners will do the following questions in their notebooks. It is an

Check 1,996,951 for the divisibility rule of 11.

The City School/Academics/Mathematics Curriculum/Class 7/2019-2020 Page 6 of 50

Teacher will help learners in recalling the prime factorization.

The City School/Academics/Mathematics Curriculum/Class 7/2019-2020 Page 7 of 50

Related Practice Now Problems and Worked Examples in the text

Learners will solve the given questions in their notebooks

Expressed as the product of prime factors:

The City School/Academics/Mathematics Curriculum/Class 7/2019-2020 Page 8 of 50

Real World Connections:

 Some companies use negative numbers to reflect their losses. E.g.

Teacher will ask learners to work in pairs on page 36 of D1 7th edition.

Learners will do the following questions in their notebooks. It is an

Exchange of feedback between T/S and S/S as a wrap up activity.

Learning Objectives Suggested Activities Outcomes

The City School/Academics/Mathematics Curriculum/Class 7/2019-2020 Page 9 of 50

Teacher will ask questions to assess learners’ understanding level.

Real Life Connection:

Related Practice Now Problems and Worked Examples in the text

Production (Written Work):

Winning team (Mathemagicians/ Mathionnaire) will recap the lesson

The City School/Academics/Mathematics Curriculum/Class 7/2019-2020 Page 10 of 50

Learning Objectives Suggested Activities Outcomes

Learners will be given instructions to solve Investigation activity on

Teacher will ask questions to assess learners’ understanding level.

Related Practice Now Problems and Worked Examples in the text

Learners will do the following questions in their notebooks.