Grade 7 Mathematics Sample Lesson Plan Booklet: Ministry of Education, Youth & Information

MINISTRY OF EDUCATION, YOUTH & INFORMATION
GRADE 7 MATHEMATICS
SAMPLE LESSON PLAN
BOOKLET
Introduction
Of the many essential elements to effective lesson delivery, at the heart of it, is Mathematics Teaching
effective lesson planning. Lesson planning is no new concept to education, Practices
however, if we are guided by the philosophy; that education is fluid and  Establish mathematics
constantly evolving, then equally so, there should be an expectation, that how goals to focus learning.
we plan for delivery would also evolve.  Implement tasks that
promote reasoning and
In todays’ world, the students we engage are known to be the 21st century problem solving.
learners. These learners are required to have a very different skill set from
 Use and connect
learners of the past. For these students, the meaning of knowing has shifted
mathematical
from being able to remember and repeat information, to being able to locate, representations.
evaluate and use information effectively.
 Facilitate meaningful
In the mathematics classroom, teachers are required to have a deep mathematical discourse.
understanding of the mathematical knowledge vital to promoting mathematics  Pose purposeful questions.
learning for all students. These skills are embodied in the eight effective  Build procedural fluency
mathematics teaching practices. These eight practices represent the set of skills from conceptual
needed to promote the demonstration of the Standards for Mathematical understanding.
Practices (SMPs) by students. The SMPs embody the mathematical skills that  Support productive
should be displayed by the students when learning mathematics. struggle in learning
mathematics.
In this booklet are a series of sample mathematics lesson plans designed to assist  Elicit and use evidence of
teachers to demonstrate the mathematics teaching practices, while at the same student thinking.
time promotes the demonstration of the SMPs by the students. All objectives
were taken from the National Standards Curriculum (NSC); covering a cross Standards for Mathematical
Practices
section of mathematics objectives under the five content strands. The lessons
were designed to engender a student-centred learning approach. This was  Make sense of problems
fuelled mainly, in part. by the reliance on the 5E model, which requires teachers and persevere in solving
to engage students by piquing interest and pre-assessing prior knowledge; them.
 'Reason abstractly and
provides opportunity for students to explore new concepts towards constructing
quantitatively.
their own knowledge , while being able to freely share and explain their  Construct viable
thinking to their pears. Additionally, the model allows for greater extension of arguments and critique the
students’ knowledge; by applying their new found understanding to unfamiliar reasoning of others.
or real-world contexts.  Model with mathematics.
 Use appropriate tools
We are aware that each school exists within its own context, and as such these strategically.
plans are intended to be used as a guide. Teachers are free to modify any lesson  Attend to precision.
or activity in the best interest of the students, based on their knowledge of  Look for and make use of
students’ abilities, school policies, or any other factor. It is advised that where structure.
lessons or activities are being modified or adjusted, that the objectives are still  Look for and express
met at the intended level of achievement. regularity in repeated
reasoning.
MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 i

Table of Contents
Page Title Page No.
Introduction……………………………………………………………………...… i
Table of Content…………………………………………………………………... ii
Objective List……………………………………………………………………… 1
Term 1 Lesson Plans………………………………………………………………. 4
Term 2 Lesson Plans……………………………………………………………..... 119
Term 3 Lesson Plans……………………………………………………….……… 222
MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 ii

Grade 7 Objectives
Term 1
1. Categorize numbers as Real, Rational, Irrational, Integers and Whole.
2. Give justification as to why a number belongs in a category.
3. List at least two examples of numbers in each category.
4. Perform the four basic operations, on real numbers, mentally, using paper and
pencil, and in problem situations;
5. Give reasonable estimates of the results of operations on numbers
6. Approximate a given number to the nearest thousandths, hundredths, tenths, tens,
hundreds, thousands, etc, by rounding off.
7. Identify whole numbers divisible by 2, 3, 6 and 9
8. Select appropriate instrument to be used to measure an objects length
9. Measure length of objects using appropriate instruments
10. Select and use an appropriate measuring device
11. Estimate masses in grams and kilograms
12. Measure and record masses in kilograms or grams
13. Measure temperature of objects using appropriate instruments
14. Measure volume using appropriate instruments
15. Measure capacity using appropriate instruments
16. Perform conversions within square units: km2 m2 cm2, mm2
17. Find the perimeter of composite figures in a plane
18. Find the area composite shapes on a plane by counting squares.
19. Calculate the area of composite shapes on a plane
20. Identify and draw nets of solids (Prisms, Pyramid)
21. Construct Solids from Nets
22. State the relationships between an object and its image in a plane when it undergoes
a translation in that plane
23. State the relationships between an object and its image in a plane when it is
reflected in a line in that plane
24. Define the term rotation
25. State at least 2 properties of rotation
26. Identify a rotation about the point of origin
27. Define the term rotation
28. State at least 2 properties of rotation
29. Identify a rotation about the point of origin
30. Identify and use angle, side and symmetry properties of triangles
31. Identify and use angle, side and symmetry properties of quadrilaterals
32. Construct, using appropriate geometric instruments, a circle given a radius
33. Construct, using ruler and compasses only,
a. Line segments
b. Perpendicular and parallel lines
c. Line bisectors
MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 1

Grade 7 Objectives
Term 2
1. Identify and use Commutative Property for Addition and Multiplication
2. Correctly identify and use the Associative Property of Addition and Multiplication.
3. Identify, model and use the additive identity with 90% accuracy.
4. Identify, model and use the multiplicative identity with 90% accuracy.
5. Identify, model and use the additive inverse with 90% accuracy.
6. Identify, model and use the multiplicative inverse with 90% accuracy
7. Write a fraction as a ratio and vice versa
8. Compare two quantities using ratio in problem
9. Divide a quantity into a given ratio
10. Identify quantities in proportion
11. Construct and interpret simple frequency tables from a set of data;
12. Calculate the range of a data set (from raw data or from a frequency table).
13. Collect and organize raw data from survey to find mode, median and mean of data
set.
14. Solve problems involving mode, median and mean of given data set in real life
situations.
15. Investigate and formulate rules about equality from knowledge of arithmetic
properties using calculator
16. Define and identify examples of variables, terms, constant, coefficient, expression,
equation, and operations given real life scenarios.
17. Identify like and unlike terms in a given equation or problem situation.
18. State the characteristics of like and unlike terms in a given equation or problem
situation.
19. Model expressions using algebra tiles.
20. Simplify expressions by adding or subtracting like terms.
21. In small groups and individually, use symbols to represent quantities correctly when
creating equations, with at least 80% accuracy after engaging in a class discussion.
22. In small groups and individually, write equations to illustrate word problems using
appropriate symbols, with 100% accuracy after using guided discovery approach.
23. Solve simple linear equations using flow diagrams
24. Solve simple linear equations using Balance Method
25. Simplify algebraic expressions by grouping like terms.

Grade 7 Objectives
Term 3
1. Identify and give examples of well-defined sets.
2. Identify and use the language of sets (including disjoint, null, complement and
subsets).
3. Illustrate data using Venn Diagrams (at most two intersecting sets within the
universal set)
4. Obtain and interpret information from a Venn diagram.
5. Compute the total price given quantity and unit price
6. Compute a unit price given the quantity and total price.
7. Compute the quantity given the total and unit price in problem solving situation to
90% accuracy
8. Identify ‘best buys’ and bargains by comparison of unit costs;
9. Define the terms profit and loss in their own words
10. Calculate profit in monetary value with 100% accuracy
11. Calculate percentage profit with 85 % degree accuracy
12. Calculate loss in monetary value with 100% degree accuracy
13. Calculate percentage loss with 85 % degree accuracy
14. Convert Jamaican dollars to three different currencies and vice versa.
15. Write coordinates of points as ordered pairs
16. Plot ordered pairs of numbers on the Cartesian plane
17. Connect points on the Cartesian plane to form patterns
18. Represent a mapping by (a) rule, (b) diagram,(c) a set of ordered pair
19. Recognize and give examples of each of the following type of mapping:
one-to-one
one-to-many
20. Recognize and give examples of many-to-one mapping
21. Recognize and give examples of many-to-many mapping
22. Draw mapping diagrams of many-to-one mapping
23. Draw mapping diagrams of many-to-many mapping

Grade 7 Mathematics
Term 1
Lesson Plans

Duration: 60
Subject: Mathematics Grade: 7 Term: 1
minutes
Unit of Work: Numbers Topic: Types of Numbers
Standard:
 Use the basic operations, number relationships, patterns, number facts, calculators and
software to compute and estimate in order to solve real-world problems involving fractions,
percentages and decimals.
General Objective(s):
 Describe different types of numbers in the real number system (Natural, whole, integer,
rational, Irrational)
Standards for Mathematical Practices :
() 1. Make sense of problems and perseveres in solving them.
() 2. Reason abstractly and quantitatively.
() 3. Construct viable arguments and critique the reasoning of others.
( ) 4. Model with mathematics.
( ) 5. Use appropriate tools strategically.
( ) 6. Attend to precision.
() 7. Look for and make use of structure.
( ) 8. Look for and express regularity in repeated reasoning.
Prerequisite knowledge/skills:
 List the set of factors of sets of whole numbers
 Compute the HCF and the LCM of whole numbers
 State the place value of a digit in a whole number or decimal fraction
Specific Objectives:
 Categorize numbers as Real, Rational, Irrational, Integers and Whole.
 Give justification as to why a number belongs in a category.
 List at least two examples of numbers in each category.
Teaching/Learning Resources:
 Computers
 Smartphones
 Tablets
Key Vocabulary: Natural numbers, whole numbers, Integers, rational numbers, irrational
numbers, real numbers
Learning Outcome(s):
Ability to recognize the differences between sets of real numbers

Content Outline:
Number Theory
Symbols Meaning

TEACHING/LEARNING ACTIVITY:
Engage: Math Story
Mark’s Dilemma
In Mark’s Integrated Science class, they were given an assignment to go home and measure a
quantity. The assignment was not specific to say what they should measure and some of his
classmates were apprehensive to ask for further clarification. The idea communicated in that class
was for students to learn on their own and to think outside the box.
The following day students came back with a myriad of measurements having unspecified units
(fractions, decimal, radical numbers, negative numbers), it was at this point the teacher gave an
addition clue (he wanted a measure less than zero) as to what types of numbers were expected.
Mike, now confused along will everyone in his class, asked the mathematics teacher for
clarification on the types of numbers. They had ideas about types of numbers but were not sure
what was which.
Do you know of the different types of numbers?

Could you make a list of these categories?
If given some numbers, would you be able to place them in each category?
Explore:
Mark’s Math Class began like this.
Number Sort.
Based on your knowledge of numbers sort them in the table under the given categories.
( 24/ 7 , 0.3, -6/7, -3, √17, −1, √4, 1, 0, √2, 4.5, √121 ) -Feel free to add examples-
Real Rational Irrational Integers Whole

Numbers Numbers Numbers Numbers
Provide Content Outline Printout to Students as a reference for the information.

Explain:
As a whole group (class), facilitate student sharing of their response in different columns. SMP3.
Use the idea of a Frayer model to bring attention to those numbers that are commonly misplaced.
The type of number will act as the ‘word’.
Recommend usage of model for all number types to clear any misconceptions students may have
but will not share in the class.

Definition Characteristics
Examples Non-Examples
Elaborate/Extend:
Re-vist table from above. Include a new row in which students will order the numbers that were
recoded. Place number in order of size.
Real Rational Irrational Integers Whole

Numbers Numbers Numbers Numbers
Order
Based on above explanations (Frayer model), task students with identifying other frequently used
numbers or representations thereof. Research i.e. (π ,i ).
Evaluate:
Towards the end of class, cut out numerical values (with tape at the back), task students with
sticking each number on the chart based on the general or specific heading
Tomorrow is Integrated Science Class, only time will tell the outcome.

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Duration: 60
minutes
Unit of Work: Numbers Topic: Performing Operations on Real Numbers
(Multiplication)
Standard:
software to compute and estimate in order to solve real world problems involving fractions,
 To develop an understanding and appreciation for real numbers and its application to real life
phenomena.
() 6. Attend to precision.
Prerequisite knowledge/skills: Students should know how to
 State the place value of a digit in a whole number or decimal fraction
 Describe different types of numbers in the real number system (Natural, Whole,
Integer, Rational, Irrational);
 Compare and order a set of numbers
By the end of the lesson, students will be able to:
1. Perform the four basic operations, on real numbers, mentally, using paper and pencil, and
in problem situations;
2. Give reasonable estimates of the results of operations on numbers
 Worksheets
Key Vocabulary:
Real numbers, Approximate, Rounding off, Divisibility, Operations
- Complete table with approximations correctly;
- Apply divisibility rules correctly;
- Perform the 4 basic operations correctly;
Content Outline:
Real Numbers
A real number is a number that can be found on the number line. These are the numbers that we
normally use and apply in real-world applications. There are many types of real numbers.
Here are some of them:
Natural numbers Whole numbers Integers
Fractions Rational numbers Irrational numbers

Multiplication and Division of Real Numbers
In the most common model of multiplication and division, multiplication is repeated addition and
division is repeated subtraction. When multiplying two positive or two negative numbers, the
product is positive, but if one number is positive and the other is negative, the product will be
negative. Division by zero is undefined, the product of any number and 0 is zero, and the quotient
of 0 and any nonzero number is 0.
Engage:
 The teacher will play a game of Number Talk with the students by putting some
mathematical sentences on the board consisting of multiplication problems.
 The students will use their hands to indicate the number of ways they have found to
answer a particular solution. For example, raise two fingers if they have two different
ways to get a solution.
 The students will have to answer the questions mentally.
 Afterwards, selected students will be asked to share their strategy.
Questions
1. 18 * 5
2. 17 * 12
Explore:
In this section, the teacher will give each group (pairs) the following problem situation. However,
before working it out, students will be expected to provide an estimate of their answer.
Questions
There were four friends in a class who each decided to save up some money for a month (28
days). Here is how each of them went about it. Tim saved $1075 per week. Sam saved 600 every
4 days. John saved 1/3 of Sam’s amount every day and Paul saved $350 every two days. Who
saved the most money?
Guided Questions
1. Based on the question, what operation should you perform?
2. How you do know? Is there a key word/phrase that tells you?
3. Can you estimate your solution before working it out?
4. What did you do to come up with your estimate?
5. Was your estimate close to your actual number? Yes/No?
6. What does that show you?
Explain:
 The teacher will select pairs to come up and explain how they found out the amount each
person saved. Also, students will be asked for their estimates of the solution for the
question and justify its use.
 The other groups will be asked if they are in agreement with the operation used and the
method of estimation used.
 Next, the groups will present their responses and compare it to their estimates to check the
degree of accuracy.
 The teacher will scaffold the students as it relates to estimating products by allowing them
to round the numbers to some close numbers to allow them to do it mentally.
 The teacher will also provide clarifications where necessary.

Elaborate/Extend:
In their pairs, students will determine the solution for the following problem.
Questions
Four girls inside the class also decided to save up money for a class trip later in the term. Two of
them each contributed $150 every day for the same 28 days’ period. The other two each
contributed $175 for the same time frame. How much money did they save in total? Can you
provide an estimate of the amount they saved? Do you think it will be more/less than the males?
Evaluate:
The students will complete the following worksheet based on multiplying real numbers. Also,
they will be required to provide an estimate first for each question.
1. A restaurant sold six pies every day for a week. If the cost of each pie is $1250, how much
did they make from pies for the week? How much would they make in a four weeks?
2. There are twenty-one and a half calories in a candy bar. How many calories are there in
thirty - eight candy bars?
3. An American street beggar received 36 quarters ($0.25) in a given day. How much money
was he given in all?
4. In a next type of tray, there are 12 eggs. There are 30 trays in a crate. How many eggs
would be in 20 crates?
5. If a particular recipe requires 1 ½ cups of flour to make one, how many cups of flour are
needed to make 30?
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Subject: Mathematics Grade: 7 Duration: 60 minutes Term: 1
Unit of Work: 1 Topic: Approximation
Standard:
percentages and decimals, and apply principles of computation to solve real-world
problems.
 At the end of this lesson, students should understand, as well as, appreciate the usefulness of
approximation in everyday life and how the mechanics behind detailed approximation
(rounding off) helps to improve same.
() 1. Make sense of problems and persevere in solving them.
() 4. Model with mathematics.
() 5. Use appropriate tools strategically.
() 8. Look for and express regularity in repeated reasoning.
- State the place value of a digit in a number or decimal fraction.
- Order and compare numbers to include decimal fractions.
At the end of this lesson, students will be able to approximate a given number to the nearest
thousandths, hundredths, tenths, tens, hundreds, thousands, etc, by rounding off.
- Cards with numbers (to include decimal fractions) – suggested numbers are described in
plan.
Key Vocabulary:
- Approximation
- Rounding off
- Thousandth, Hundredth, Tenth, Tens, Hundreds, Thousands, etc.
- Order real numbers correctly;
- Complete tasks that require approximations correctly.
Content Outline:
One very simple form of estimation is rounding. Rounding is often the key skill you need to
quickly estimate a number. This is where you make a long number simpler by ‘rounding’, or
expressing in terms of the nearest unit, ten, hundred, tenth, or a certain number of decimal places.
For example, 1,654 to the nearest thousand is 2,000. To the nearest 100 it is 1,700. To the nearest
ten it is 1,650.

Engage:
Group students into any pre-existing group (larger the easier) and have the groups compete to do
the following activity: Order the following numbers from smallest to largest. (numbers will be on
small pieces of papers.
~1986.52 ~130.789
~2.00068 ~2.1234
~2.0607 ~2.7849
~2.9 ~2.781
~2.0 ~2.098
This activity will be motivated to be fun and interactive. Any inaccuracies will be pointed out by
other students with the help of guiding questions from the teachers.
Explore:
- Place students into groups of two or three.
- Assign each group with at least one of the variations in the attached exploratory task. Each
variation must be done by at least one group, if all groups do not do all variations.
Explain:
- Using select groups, have students share their answers and reasoning for each of the
variations.
Elaborate/Extend:
Within the same groups, task students to do the following:
One of the teachers at the Primary School saw what Tishani was doing and exclaimed, “you
are using up your mathematics skills well!”
Tishani replied with a smirk, “What math skills Miss? I do not see any mathematics here.”
The teacher laughed, “Yes! you are estimating, more specifically, you are rounding off to the
nearest Hundredth, Tenth, Tens, Hundreds etc.”
She continued, “Now that we are on a break Try this:
If you’re filling a bucket and it reaches half way, what would you say? It will fill soon or it is
half full don’t? so:
- Is 1.5 closer to 1 or 2?
- Is 25 nearest to 10, 20 or 30?
- Is 1.2345 to the nearest thousandths 1.234 or 1.235?
Also, what is 87125.7823 to the nearest:
- Thousandths
- Hundredths
- Tenths
- Tens
- Hundreds
- Thousands
- Ten Thousands”
Tishani needs your help as you were the one who helped her above, what would be the correct
responses for those above?
When groups have completed the task, selected groups will share their responses and reasoning.

Evaluate:
Task the students to individually complete the following:
1). What are three important points you think you need to always know if you are to correctly
round off a number?
2). Create a number (including a decimal point) and round off to any four places of your choice.
Teacher evaluation:
Strengths
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______________________________________________________________________________
Weaknesses
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Exploratory Task
Tishani is a track and field aficionado who was invited to a primary school sports day to be an
official. The very first race was the famous lime and spoon. She and her team were tasked
with recording the exact places on the track that the racers dropped their lime. Tishani
recorded her data as is shown below (Placing a red X where she saw the egg/lime dropped);
however, she realised that she did hers a little differently. This is as her two teammates
recorded raw numbers instead. She then decided to look at her chart and mark the numbers
her teammates recorded (highlighted in yellow) so she could compare.
Her task is now to see which of her teammates’ scores are closer or the same to her initial
mark. To do this, she wrote up a little check off questionnaire to keep track of what she was
doing. Help her fill this questionnaire out to ensure the records given to the school are correct
and at the end of the day she can explain exactly what she did.
Variation 1
Check off Questionnaire
My Score ( ): ___________
My score is closer to my teammate’s score of: _____________
NB Tish Here I am focusing on the Thousands place.
This then means that in the other race, 1,231 is closer to _______ than ________ (1000, 2000).
My Score ( ): ___________
NB Tish Here I am focusing on the Thousandths place.
This then means that in the other race, 1.0012 is closer to ________ than _________.

Variation 2
My Score ( ): ___________
NB Tish Here I am focusing on the Hundreds place.
This then means that in the other race, 389 is closer to _______ than ________ (300, 400).
My Score ( ): ___________
NB Tish Here I am focusing on the Hundredths place.
This then means that in the other race, 15.016 is closer to _______ than ________.

Variation 3

My Score ( ): ___________
NB Tish Here I am focusing on the tens place.
This then means that in the other race, 151 is closer to _______ than ________ (150/160).

My Score ( ): ___________
NB Tish Here I am focusing on the tenths place.
This then means that in the other race, 1.79 is closer to _______ than ________.

Duration: 120
minutes
Unit of Work: Operations on Real Numbers Topic: Divisibility Rules
Standard: Number
percentages, and decimals.
( ) 2. Reason abstractly and quantitatively.
Students should know how to:
- Divide whole numbers by a single digit number
- List the set of factors of a whole number
At the end of the lesson, students should be able to:
 Identify whole numbers divisible by 2, 3, 6 and 9
- Hundreds chart
- At least two different coloured highlighters (Students can bring from home)
Key Vocabulary:
 Divisibility
 Factor
Content Outline:
A number is divisible by…
 2 if the last digit is even or zero
 3 if the sum of the digits is divisible by 3
 5 if its last digit is 5 or 0
 6 if the number is divisible by both 2 and 3
 9 if the sum of the digits is divisible by 9

Engage – Represent It!
1. Put students in pairs and give them the following task (See Appendix):
What could the digits in the blank boxes be?
I divided two numbers as shown above and got 3 (or 2, 5, 6, 9 etc. depending
on the card their pair received) as my answer. What could those numbers be?
How many different pair of numbers can you come up with?
What if I divided these two numbers instead? What could those numbers be
now? How many different pair of numbers can you come up with in 1minute?
Alternate the Cards between pairs i.e. Pair 1 receives “The 2 Card”, Pair 2 “The 3 Card”…
Pair 6 “The 2 Card”, Pair 7 “The 3 Card” and so on.
2. Encourage students to compare their solutions to their partner and highlight two or three
different strategies used in finding the numbers e.g. simplifying as a fraction, long
division, visual etc.
Explore – Patterns on the Hundred Chart
1. Provide each pair with a hundred chart shown below
(see appendix for printouts),
2. Ask pairs to use their highlighter to shade the
numbers that can be divided by 2, 3, 5, 6 or 9. Pairs
will look for patterns based on the card selected in the
Engage activity e.g. pairs with “The 2 Card” will
shade numbers divisible by 2, pairs with “The 3
Card” will shade numbers divisible by 3, and so on.
Do any of the patterns you found have anything in
common?
N.B. If students have found patterns for the number
assigned, they can move on to finding patterns for other numbers.
Explain
1. As a whole class discussion, choose 5-6 pairs to share patterns they have observed, one
group for each pattern. Expected responses include:
 Numbers divisible by 2 end with 2, 4, 6, 8, and 0. They also form alternate columns on
the hundreds chart. They are called even numbers.
 Number divisible by 3 run along the diagonals from 3, 6, and 9, and the pattern
repeats i.e.

 The sum of the digits of numbers divisible by 3 are also divisible by 3
 Numbers divisible by 5 end with 5 or 0
 Numbers divisible by 6 are divisible by both 2 and 3
 Numbers divisible by 9 run along a diagonal on the chart
 The sum of the digits of the numbers divisible by 9 are also divisible by 9
2. For students who do not readily realize the Divisibility by 3 pattern, guide with the
following suggested questions:
 Write down the numbers divisible by 3. Look at the digits… What do you notice?
 Does it work with three-digit numbers? What is the pattern?
3. For students who do not readily realize the Divisibility by 6 pattern, guide with the
following suggested questions:
 Look at the numbers shaded for 2, 3, and 6. What do you notice? All the numbers
that are multiples of 6 are also shaded as multiples of 2 and 3
 Why is this true? 3 and 2 are factors of 6, thus all multiples of 6 will have 2 and 3
as factors
 So how can we test if a number e.g. 1872 is divisible by 6? If it is a multiple of 2
and 3, then it must be a multiple of 6
4. Some students may have only compared some numbers on the hundred chart and think
that the digits must sum to 9 instead of sum to a number divisible by 9. If so, guide with
the following line of reasoning:
 Suppose I chose these numbers also divisible by 9 – 99, 189, and 9459. What do
you notice about the sum of the digits? The sum of the digits is divisible by 9, not
equal to 9.
Extend this by asking them to provide one or two counterexamples to their previous
misconception.
Elaborate/Extend:
Provide students with the blank hundreds chart as shown. Ask them,

Given the shaded cell is divisible by 9,
 What other cells on this chart would be divisible by
9?
 Identify one other cell that would be divisible by 3.
 If the shaded cell is divisible by both 9 and 5,
where would the next number divisible by 9 and 5 be?
 Would the cell with the question mark be divisible by
9? Or 5? Or both? Justify your response.
Evaluate (Lesson reflections):

Students
Task 1
Identify which of the following numbers are divisible by 2, 3, 5, 6, or 9 giving a reason for your
answer(s):
702 987 8,312 11,745
Task 2
A digit is missing from each of the numbers below. Determine what digit can be placed in the box
so that the number is divisible by 3. In each case, is there only one solution?
A.
B.
Task 3
The blanks above are the missing digits of a number.

(a) If the number is divisible by 6, what could the digits be?
(b) If the number is divisible by 5, what could the digits be?
(c) If the number is divisible by both 6 and 5, what could the digits be? Is there more than one
solution?
N.B. This task can be modified/extended to look for numbers divisible by other digits
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Engage Activity - Cut out these cards and give one per pair.
The 2 Card
The 3 Card
The 5 Card

The 6 Card

The 9 Card

100s Chart Worksheet
What Patterns do you notice?

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Blank Hundreds Chart (Elaborate/Extend Activity)

Unit of Work: Topic: Measuring Length

Measuring Concepts
Standard:
Use the correct units, tools and attributes to estimate, compare and carry out the processes of
measurement to given degree of accuracy.
⮚ Measure length, mass, time, temperature, volume, capacity using appropriate

instruments.
( ) 7. Look for and make use of structure.
- Differentiate between the units of the Metric System in measurement situations
- Know standard instruments used to measure length
- Measure length using non-standard units
Specific Objectives: By the end of the lesson students should be able to
- Select appropriate instrument to be used to measure an objects length

- Measure length of objects using appropriate instruments
- Measuring instruments (ruler, tape measure, trundle wheel, metre rule)

- Worksheet
Key Vocabulary:
- Measuring
- Metre rule
- Ruler
- Estimate
- Standard units
- Non-standard units

- Engage in problem solving situations involving measurement
Content Outline:
Whether you are measuring the length of items using the customary system of measurement or
the metric system of measurement, you will still have to decide which measurement tool is the
best one to use.
These are the most commonly used tools for measurement:

● Rulers
● Tape measures
● Meter sticks
● Trundle Wheels
Rulers are used all the time in mathematics. Rulers are used to measure things that are small.
Most rulers show both customary units of measurement like inches and metric units of
measurement, such as the millimeter and the centimeter. You can measure a small item in
customary units or metric units.
Another tool to measure length is a tape measure. They are used to measure many of the
distances that are too long for a ruler to measure easily and they are flexible, not rigid. Examples
of things you would use a tape measure for could be the distance across a room or an object that
is very long like a large picture frame. Tape measures most commonly show length in inches and
feet, but sometimes a tape measure has both customary units and metric units marked.
A meter stick measures one meter and shows only metric units of measurement of millimetres
and centimetres. Meter sticks are used to measure objects that are larger than a piece of paper.
Remember that you can use centimetres and millimetres if the object is smaller than a piece of
paper. Those items are easily measured with a ruler. A meter stick is a little over 3 feet long,
because a meter is approximately 3.3 feet.
The trundle wheel is a measuring device, a simplified form of a surveyor's wheel. It is commonly
used by people who need an easy way to find the rough distance from one place to another
Engage:
Students and teacher will engage in a whole group discussion about the following scenario:
Sarah wants to measure the height of her puppy but needs to decide which instrument she should
use to measure with. Which measurement instrument should she use and why?
Guided Questions
- What are some instruments that you know of that we use to measure length?
- Why do we have so many different measuring tools?

Explore:
Students will work in groups of 4. Each group will be given a worksheet (See Appendix 1) as
well as set of measuring instruments. Each group will execute the instructions on the worksheet.
Explain:
Students from each group will be asked to make a presentation to the class about their findings
while they perused their worksheet. Students and teacher will have a whole group discussion to
come up with a conclusion after all the presentations.
Guided Questions
- What are some similarities and differences in what each group shared?
- What units were used in each case?
- What conclusions can we draw about how to go about selecting an appropriate instrument
to measure the length of an object?
Elaborate/Extend:
In their groups, students will discuss the task below and share their response in a whole
class discussion.
Paul is redecorating his living room and has some things he wants to measure in the
room. He needs to decide the best tool to measure the objects in his living room before he
goes to the hardware store to purchase a measuring tool. He only has enough money to
purchase one instrument. He needs help deciding which tool is the most useful measuring
tool for him to buy. What should Paul take into consideration in order to select the tool?
Which tool do you think is the most appropriate and why?
Evaluate:
Students will be asked to write in their Math Journals, a letter to friend explaining what they
learned about measuring the length of objects using appropriate instruments. Students will be
asked to ensure the following questions are answered in their letter.
- When is the ruler the right instrument for the job?

- When is the tape measure the right instrument for the job?
- When is the metre rule the right instrument for the job?
- When would a trundle wheel be used?

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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APPENDIX 1
Name: _______________________ Class: _____________
Date: _____________________
Instructions: Select objects available in the classroom and then complete the table below.
Some objects have been suggested for you.
Objects Instrument Reason for choice of Length of

Instrument object
Width of a desk
Length of your Math

Notebook

Unit of Work: Topic: Measuring Mass

Measuring Concepts
Standard:
⮚ Use the correct units, tools and attributes to estimate, compare and carry out the processes
of measurement to given degree of accuracy.
⮚ Measure length, mass, time, temperature, volume, capacity using appropriate
instruments.
- Differentiate between the units of the Metric System in measurement situations
- Know standard and non-standard instruments used to measure mass
- Measure mass using non-standard units
By the end of the lesson students should be able to
- Select and use an appropriate measuring device
- Estimate masses in grams and kilograms
- Measure and record masses in kilograms or grams
- Measuring instruments (balance scale, kitchen scale)
- Different objects to weigh,
- Pencils
- Paper
Key Vocabulary:
- Measuring -Scales
- Estimate -Standard units
- Non-standard units -Kilograms
- Grams -Mass

Content Outline:
Mass is the amount of matter in an object. A number of tools exist for measuring mass in
different environments. These include balances and scale.
A balance compares an object with a known mass to the object in question. One example of a
balance is the triple beam balance. The standard unit of measure for mass is based on the metric
system and is typically denoted as kilograms or grams. Different types of balances include beam
balances and digital scientific balances.
Within the home, modern digital and spring scales aid in determining mass. A person stands on a
scale, which obtains body weight. A digital scale calculates the person’s mass by taking the body
weight and dividing it by gravity.
Engage:
Students and teacher will engage in a whole group discussion about the types of instruments that
are known that can be used to measure mass.
Guided Questions
- What are some instruments that you know of that we use to measure mass?
- What are the most common units that are used in measuring mass?
Explore:
Students will work in groups of 4. Each group will trial and record the smallest and largest
masses that can be accurately measured on various measuring devices. The devices may include
bathroom scales, kitchen scales, balances etc. Each group will be provided with various items to
measure their mass. For example, text books, food items, etc. Each group will be given a
recording sheet (See Appendix 1).
Explain:
Each group will be asked to make a presentation to the class about their findings while they
executed the explore activity. Students and teacher will have a whole group discussion to come
up with a conclusion after all the presentations.
Guided Questions
- How did you determine which measuring instrument was best for which items?
- What units were used in each case?
- What conclusions can we draw about how to go about selecting an appropriate instrument
to measure the mass of an object?
Elaborate/Extend:
In their groups, students will discuss the task below and share their response in a whole
class discussion.
Maria thinks mass is the same as weight. Karl insists that they are different. Who do you
agree with and why?

Evaluate:
Students will be asked to complete the following table.
Instrument Best used Example of item Most appropriate
unit
Kitchen scale
Beam balance
Bathroom scale
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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APPENDIX 1
Name: _______________________ Class: _____________

Date: _____________________
Which Scale? Recording Sheet

Objects Instrument Reason for choice of Mass of object
Instrument

Unit of Work: Topic: Measuring Temperature
Measuring Concepts
Standard:
 Use the correct units, tools and attributes to estimate, compare and carry out the processes
 Measure length, mass, time, temperature, volume, capacity using appropriate instruments.
- Know standard instruments used to measure temperature
- Read scales on a thermometer
- Measure temperature of objects using appropriate instruments
- Thermometers
- Worksheet
- Substances to measure temperature
Key Vocabulary:
- Measuring
- Thermometer
- Temperature
- Estimate
- Standard units
- Non-standard units
Content Outline:
Temperature is the measure of heat in the body. Temperature characterizes the body as hot or cold.
The SI unit used to measure the temperature is the Kelvin (K). The other scales used to measure the
temperature are Celsius or Fahrenheit. The instrument which is used for measuring temperature is a
thermometer.

Engage:
Students and teacher will engage in a whole group discussion.
Guided Questions
- What instrument is used to measure temperature?
- What are the units in which temperature is measured?
- How many different types of thermometers do you know? List them.
Students will complete the activity below to ensure they can read scales on a thermometer.
Explore:
Students will work in groups of four. Each group will be given a worksheet (See Appendix 1) as
well as a thermometer. Each group will also be given substances to measure temperature of
(Suggested items: a cup of iced water, a cup of water that has been sitting outside, and a cup of
water from the refrigerator, container with alcohol, etc). Each group will be asked to complete the
worksheet given.
Explain:
while they perused their worksheet. Students and teacher will have a whole group discussion
about their findings.
Guided Questions
- What units were the temperatures reported in?
- What did you notice about the temperatures that were reported in oF as against those that
were reported in oC?

Elaborate/Extend:
- Students will research how to convert from oF to oC and vice versa.
- Students will research how knowledge of body temperature is used in the medical field.
- Students will conduct an investigation and be able to approximate the temperature of a
body based on where it is/was stored
Evaluate:
- Students will complete a worksheet (See Appendix 2)
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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APPENDIX 1
Name: _______________________ Class: _____________

Date: _____________________
Item to Measure Estimated Temperature Actual Temperature

Room Temperature Water
Iced Water
Water from the Fridge
Alcohol

APPENDIX 2
Name: ____________________________ Date: _______________
Answer the following questions.

Duration: 60
minutes
Unit of Work: Topic: Measuring Volume and Capacity
Measuring Concepts
Standard:
 Measure length, mass, time, temperature, volume, capacity using appropriate instruments.

- Understand the relationship between litre and millilitre
-
- Measure volume using appropriate instruments
- Measure capacity using appropriate instruments
- Medicine cup
- 1L Jug
- 100mL graduated cylinder or beaker
- 1 Tennis ball per group
- 1 medium sized bottle of WATA per group
- 1 marble per group
- 1 tablespoon per group
Key Vocabulary:
- Volume
- Capacity
- Displacement
- Milli

Content Outline:
Volume and capacity are both terms for measures of the “size” of three-dimensional regions. The
term capacity is generally used to refer to the amount that a container will hold. Standard units of
capacity include quarts, gallons, liters, and milliliters. The term volume can be used to refer to the
capacity of a container but is also used for the size of solid objects. Standard units of volume are
expressed in terms of length units, such as cubic inches or cubic centimeters.
The volume or capacity of an item can be measured using graduated cylinders, beakers, medicine
cups, 1 L jugs, 5 L containers and so on.
Engage –
1. Start a class discussion differentiating volume from capacity. Guide students with the
following questions:
 How do we measure the amount of space something takes up? And how much of
something else it can hold?
 In what ways does volume differ from capacity?
 What instruments can we use to measure volume and capacity?

2. Before the class, identify student(s) familiar with measuring the volume of solid objects
by using displacement. Using a beaker and a solid object e.g. a stone, demonstrate how to
measure the volume of an object using displacement. If more than one student is familiar
with the displacement method, organize students into appropriately sized groups for the
demonstration. If no student is available, teacher can do the demo.
Explore -
1. Organize students into groups of 5. Provide each group with the measuring instruments
listed in the Resources section and the “Measuring in 3-D” activity sheet from the
Appendix. Students will complete the activity sheet in their groups.
N.B. (1) The quantity listed in the activity are only samples. Please use whichever readily
appropriate quantities you may have.
(2) Since water is a readily available liquid measure, it would be best to keep this lesson in
the school’s science lab.
Explain:
1. Allow each group to share one of their findings as shown in a sample response below,
Other groups will critique and share their findings as well.

2. Some groups may have chosen the incorrect instrument to measure their
volumes/capacities. During class discussion ask groups the following to explicitly address
any misunderstandings:
 Why did you choose that particular instrument?
 What units were used?
 How can we know when to use the right instrument to measure?
Elaborate/Extend:
Ask students to pair up and identify 3-4 other items that can be measured using the instruments
given, which can be organized as shown in the table below:
Instrument What can I measure with it? What would be an
appropriate unit(s)?
Medicine cup
1L Jug
A graduated
cylinder
Ensure students are familiar with each of these instruments.

Evaluate:
Students will individually complete Evaluation worksheet in the appendix.
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Activity – Measuring in 3D
For the quantities below, choose an instrument you think appropriate to measure. Measure the item
and afterwards, would you keep or change your instrument? Explain why.
Would you change the
Quantity Instrument Volume/Capacity instrument used? Why or
why not?
Capacity of a
tablespoon of
water
Capacity of a
syrup bottle
Volume of
syrup bottle
Volume of a
marble
Volume of a
tennis ball

Evaluation Activity - Identify the appropriate unit and measuring instrument for the things below
from the list of instruments shown:
100mL Beaker 30mL medicine cup 1L Jug 5L Container
Instrument: Instrument: Instrument:

Appropriate Unit: Appropriate Unit: Appropriate Unit:
Instrument: Instrument: Instrument:

Appropriate Unit: Appropriate Unit: Appropriate Unit:

Duration: 60
minutes
Unit of Work: Measuring Concepts Topic: Converting Square Units
Standard:
 Use correct units, tools and attributes to estimate, compare and carry out the processes of
measurement to given degree of accuracy.
 Perform conversions within units and across related units
( ) 3. Construct viable arguments and critique the reasoning of others.
 Differentiate between the units of the Metric system in measurement situations
 Compute the area of regions shaped as rectangles
 Perform conversions within square units: km2 m2 cm2, mm2
 Ruler with units in cm and mm (e.g. from a Geometry set)
 Tape to create a 1 m2 grid
 10-15 sample 1 dm2 grids
 Sets of 1 cm2 grids (100 per group)
Key Vocabulary:
 Milli-
 Centi-
 Kilo-
 Deci-
Students will be able to:
 Engage in problem solving situations involving measurement
Complete tables with measures of area of object

Content Outline:
Consider a 1m2 square as seen in the figure to the left. If we were to rewrite the lengths in terms
of dm, then the area:
Area of Square = 10 dm x 10 dm
= 100 dm2
Likewise, in terms of cm
Area of Square = 100 mm x 100 mm
= 10,000 cm2
Notice that 1m2  100 dm2  10,000 cm2

Generally to convert between square units we square the conversion factor as seen in the chart
below,
Engage:
1. Students will complete the prefix chart [See Appendix] as a review of the metric units:
Place the missing prefix/value in the line on your chart.

N.B. It can be cut in two in the appendix

Explore:
1. Teacher will demonstrate the concept using a
1 m2 grid on the floor outlined with tape split into
smaller 1dm2 grids similar to what is shown in Fig.
1. Show students that 100 1dm2 squares can fit into
the 1m2 grid.
2. Provide students with a set of 100 cm2 tiles
and one of the 1 dm2 squares and ask them,
 How many 1 cm2 tiles can fit into the 1 dm2 square?
 Based on what you have observed, how many 1 cm2
tiles could fit into the 1m2 grid?
 Can you figure out a relationship between dm2 →
cm2 and m2 → cm2?
Explain:
1. Invite two-three groups to share the relationship they found between area in decimetres
and area in centimetres, explaining how they found it. Each group will listen and share
whether they found the same or otherwise. Students should realize that 1dm2  100 cm2
2. Guide students with the following suggested questions:
 What if I were to convert from cm2 to dm2?
 Does the same thing happen when I convert from cm to dm? What’s the difference
between converting regular units vs. converting square units?
3. Invite two-three groups to share the relationship they found between area in metres and
area in centimetres, explaining how they found it. Each group will listen and share
whether they found the same or otherwise. Students should realize that
1m2  10, 000 cm 2
4. Some students may still think that we still use the same conversion factor as regular units
for square units i.e. since 2 cm = 20 mm, then 2 cm2 = 20 mm2. This can be remedied by
using a cm2 and mm2 grid (each can be created at https://www.blocklayer.com/graph-
paper.aspx). For the same exploration activity, allow students to explore how mm2 grids
fit into a cm2 grid. Students should more explicitly see that 100 mm2 can fit into 1 cm2.
Elaborate/Extend:
1. Extend students into exploring other units by posing the following questions for them to
discuss in their groups [See Conversion chart Activity in Appendix]:
I. Given 1cm = 10mm, do you think the same relationship that we discovered for
their square units applies? How so? [Allow students to go back to their diagrams in
Area activity if they need to]
II. Since 1m = 100cm, 1 m2 = ____ cm2?

III. Use what you’ve figured out so far to complete the following chart. One of them
has already been done for you [see sample below]:
2. Invite one or two groups to share their observations to (I) and (II).
3. Complete the conversion chart together as shown in Content section.
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Activity – Conversion Chart
Place the missing prefix/value on the empty line on your chart below:

Place the missing prefix/value on the empty line on your chart below:

Given 1cm = 10mm, do you think the same relationship that we discovered for their square units
applies? How so?
______________________________________________________________________________
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Since 1m = 100cm, 1 m2 = ____ cm2?

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Since 1m = 1000mm, 1 m2 = ____ mm2?

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Complete the following chart and copy in your notebooks. One has already been done for you:

Activity – What’s my Area?
Tyrone the tiler needs to tile two bathroom walls for a construction project. He has received the
dimensions of both walls from the contractor in different measurements – one in centimetres and the
other in millimetres. Below are the three tile designs (fit to exact dimensions) available to the client.
He needs to find out the area each tile takes up to tell the client how much they’ll need to purchase.
Using your ruler, measure each tile in cm and mm. Then, figure out how much area each tile takes
in both cm2 and mm2:
DESIGN Centimetres Millimetres

1
Length of side
Area
Centimetres Millimetres
DESIGN
2
Length of
side
Area

Centimetres Millimetres
DESIGN
3
Length of
side
Area

Unit of Work: Measurement Topic: Perimeter of Compound Shapes
Standard:
 To develop an appreciation for Perimeter and its applicability to real world phenomena.
() 2. Reason abstractly and quantitatively.
() 5. Use appropriate tools strategically.
() 8. Look for and express regularity in repeated reasoning.
Prerequisite knowledge/skills: Students should know how to:

1. Calculate the perimeter of irregular polygons and regular polygons by means of the
appropriate formula;
2. Find the length of one side of a polygon given the perimeter and the lengths of the
other sides
By the end of the lesson, students will be able to:
- Find the perimeter of composite figures in a plane;
1. Worksheet
2. Play Areas Printouts
3. Computer
4. Metre Rule
Key Vocabulary:
Measurement, Metric, Length, Metre, Surface, Perimeter
- Engage in problem solving situations involving measurement;
- Make entries in journals on experiences gained from measuring activities;
- Complete table with measures of area and perimeter of objects;
Content Outline:
Perimeter of Composite Shapes
The perimeter of a shape is the total distance around its edge. To calculate the perimeter of a
shape, you just have to add up the lengths of all of its sides. Sometimes shapes can be more
complicated. Be particularly careful to add up the lengths of every side when you work out the
total perimeter.

Perimeter
In some cases, you’ll need to calculate the 'missing' lengths, eg x and y in the question below.
Question
A plan of a play area is shown below:
Engage:
The teacher will show the students the picture of the parks followed by a series of questions to
prepare the students for the task they have to do afterwards. (These parks are the same as the ones
in the explore)
1. Now, look at these two parks… Do any of them take a definitive shapes/simple shape?
2. What type of shapes can you see in each park?
3. What can be built to protect the safety of those that enter the park?
4. The fence that will be built, what does that represent?
5. Can you estimate the amount of fencing material they will need?
6. Which do you think will need more? How do you know? How can you find out?

Explore:
The Manager of KS Amusement Parks has two play areas in your community. They want to order
material for fencing from the place you work. They want to find out which of the two will need
more fencing material. Calculate the perimeter of the Parks in order to determine the answer. The
students will be working in pairs.
play area 1 play area 2
Explain:
 Next, invite selected pairs to the board to explain how they found the amount of fencing
needed for the Park. It is expected that students will sum each side of the shape that was
given.
 Have students find/state the perimeter for each of the plots then answer the question that
was initially asked. The answer will be Park 1 as it will have the larger perimeter of the
two parks.
 The teacher will provide clarifications where necessary. Also, the teacher should clear up
any misconceptions that the students may have as it relates to finding the perimeter of
compound shapes.

Elaborate/Extend:
Activity
The Manager of KS Park has opened up another venue in another parish. He has decided to put in
two play areas for the children. The contractor said that the Play Area A needs fencing material of
50 metres whereas Play Area B needs fencing material of 48. Is the contractor correct? Justify
your response
PLAY AREA A PLAY AREA B
Evaluate:
The students will do the following worksheet.
Instructions : Find the perimeter of each figure.
Error Analysis: Describe and correct the error in finding the perimeter of the figure

Teacher evaluation:
Strengths
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______________________________________________________________________________
Weaknesses
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Duration: 120
minutes
Unit of Work: Measuring Concepts Topic: Area of Composite Shapes
Standard:
 Use correct units, tools and attributes to estimate, compare and carry out the processes of
measurement to given degree of accuracy
 Find the area of composite shapes on a plane
- Explore the tiling of a plane using different shapes
- Name and measure regions, compute the area of regions shaped as rectangles and
right-angled triangles individually; in combination or as the surfaces of three-
dimensional objects;
- Find the area composite shapes on a plane by counting squares.
- Calculate the area of composite shapes on a plane
- Grid paper
Key Vocabulary:
- Area
- Composite
- Shape
- Triangle
- Rectangle
- Decompose
- Engage in problem solving situations involving measurement;
- Complete table with measures of area and perimeter of objects
- Model areas and perimeters using software

Content Outline:
A composite figure is made up of several simple geometric figures such as triangles, rectangles,
squares, circles, and semicircles. To find the area of a composite figure, decompose the figure
into simpler shapes whose area can be found, then add the areas together.
Engage:
Have students play a round of the game. “Musical Math” where a container containing area
related questions will be passed around while music is being played. Whenever the music stops,
the student who is in possession of the container will remove a question, read it to the class and
answer the question. The class will say whether or not they agree with the answer given.
SAMPLE QUESTIONS
- What is the area of a square with sides 7 cm?
- A rectangle has length 30m and width 5m, calculate the area?
Explore:
- Have students work in groups of 4. Provide each group with one of the following
diagrams (See Appendix 1) as well as blank sheet to record their information. Have
students find the area of the shape they were given by counting the squares. Ask each
group to come up with at least two different ways to count the squares.
- Provide each group with one of the diagrams from Appendix 2. Have each group find the
area of the composite shape provided.
Explain:
- Have each group share their diagram and explain to the class how they went about finding
the area of the diagram. Have them explain how the first a diagram gave them insight into
what needed to be done for the second diagram.
Guiding Questions
- How did you count the squares in the first diagram?
- Are there other ways to count the squares?
- Is there a fixed formula that can be used to find the area of composite shapes?
- What conclusion have you reached as it pertains to finding the area of composite shapes?
Elaborate/Extend:
Have students :
1. use their knowledge gained in the
explore activity to complete the Area
Maze below and find the total area of
diagram.
2. research and share their opinion on how
calculating area of composite shapes is
similar to finding total surface area of a
solid.

Evaluate:
Have students write in their Math Journals under the prompt, “What I know about the area of
composite shapes.”
Teacher evaluation:
Strengths
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Weaknesses
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

APPENDIX 1

APPENDIX 2

Unit of Work: Geometry Topic: Identifying and Drawing Nets of Solids
Standard:
Explore paths, geometric shapes and space and make generalization about geometric
relationships within the environment.
⮚ To develop an understanding for solids (3D – Objects) and the role it plays in today’s
world.
(✓) 1. Make sense of problems and perseveres in solving them.
(✓) 2. Reason abstractly and quantitatively.
(✓) 3. Construct viable arguments and critique the reasoning of others.
(✓) 4. Model with mathematics.
() 6. Attend to precision.
(✓) 7. Look for and make use of structure.
- Recognize faces, edges, vertices of a solid and classify solids according to the
number and shape of their faces;
Specific Objectives: By the end of the lesson, students will be able to :
1. Identify and draw nets of solids (Prisms, Pyramid)
1. Nets – Toothpaste boxes, tin cans, dice, tissue roll, and any other similar items as these
listed.
2. Internet
3. Computer/tablet/smartphone
4. Worksheet
5. Solids
Key Vocabulary:
Geometry, Solids, Similar, Constructions, Nets of solids, Cubes, Cuboids, Prism, Pyramid.
Learning Outcome(s): Students will be able to:

- Identify the net of a solid;
- Correctly draw the net of a solid;
Content Outline:
What is meant by the net of a solid?
A geometry net is a 2-dimensional shape that can be folded to form a 3-dimensional shape or a
solid. Or a net is a pattern made when the surface of a three-dimensional figure is laid out flat
showing each face of the figure. A solid may have different nets.

https://www.onlinemathlearning.com/geometry-nets.html
Engage:
The teacher will prepare the students for the task to come by focusing the discussion around
the questions below. Also, the students will be shown the solids Can you name these solids?
1. Have you ever considered how these packages are put together?
2. Are you able to identify the simple shapes that make up the packages?
3. Do you know the name given to these 2D shapes that combine to form the solids?
4. What characteristics of a solid figure do you need to consider when making its net?

Explore:
For the following activity, the students will be working in pairs using the think pair share
strategy. From the solids that were shown, the students are expected to draw/sketch what they
expect the net to look like for the packaging/design.
Activity
A designer is working on the layout for the three objects shown. He wants your help to
identify the solid figures and draw a net that he can use to show the placement of information
on the objects.
Explain:
⮚ Selected pairs will be invited to the board to show the class their drawing of the net for
each of the solids identified. The students will also be asked to justify the reason for
that particular drawing.
⮚ At the end of the pairs sharing and agreeing/disagreeing with the solutions presented,
use students’ thinking and reasoning to explain that the net consists of 2d shapes that
fold together to form the solid.
⮚ Have students identify the different shapes that make up the net for each of the solids
given above.
⮚ The teacher will seek to clarify the difficulties and misconceptions that the students
may have with any of the solids and their nets.
Elaborate/Extend:
It is expected that most if not all of the drawings of the nets would have been the same. Use
this to start a discussion if there can be more different nets (arrangement).
Activity
In the same groups, the pairs will be asked to create/find at least one more arrangement for the
nets of the solids they just created. The students will be asked to justify their arrangement.
Evaluate:
The students will be given the following worksheet. See attached worksheet.

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Identifying and Drawing Nets Worksheet
Instructions: Match each shape with its corresponding net

Instructions: Draw nets for the two shapes below. (N.B. You do not need to use the exact sizes.)

Duration: 60
minutes
Unit of Work: Geometry Topic: Constructing Solids from Nets
Standard:
 Explore paths, geometric shapes and space and make generalization about geometric
 To develop an understanding for solids (3D – Objects) and the role it plays in today’s
world.
- Recognize faces, edges, vertices of a solid and classify solids according to the
number and shape of their faces;
- Identify and draw nets of solids
Specific Objectives: By the end of the lesson, students will be able to
1. Construct Solids from Nets
1. Nets – Toothpaste boxes, tin cans, balls, marbles, dice, tissue roll, and any other similar
items as these listed.
2. Internet
3. Computer/tablet/smartphone
4. Worksheet
5. Solids
6. Glue
Key Vocabulary:
Geometry, Solids, Similar, Constructions, Nets of solids, Cubes, Cuboids, Prism, Pyramid, Euler
- Complete tables on solid shapes correctly;
- Classify solids ably;
Content Outline:
What is meant by the net of a solid?
A geometry net is a 2-dimensional shape that can be folded to form a 3-dimensional shape or a
solid. Or a net is a pattern made when the surface of a three-dimensional figure is laid out flat
showing each face of the figure. A solid may have different nets.

https://www.onlinemathlearning.com/geometry-nets.html
Engage:
The teacher will prepare the students for the task to come by focusing the discussion around these
questions whilst showing them a net (preferably a real life object like a toothpaste box).
1. Look at this object I have here. Are you able to identify the simple shapes that make it up?
2. Do you know the name given to these 2D shapes that combine to form the solid?
3. Have you ever considered how these packages are put together?
4. Which solid do you think this net forms?
5. Whilst showing them another net, which solid do you think this forms?
6. If given the nets, do you think you can fit it up and be able to identify the solid?
Explore:
For the following activity, the students will be working in pairs and given the following activity
to complete. Nets for the solids can be found at:
http://www.senteacher.org/worksheet/12/NetsPolyhedra.html. Be sure to provide glue such that
the nets can be folded and glued together.

Activity
In your pairs, you will be given the nets of five solids. Fold and explore the nets of solids in order
to match them to their names based on their characteristics. Afterwards, Complete the table as
shown below:
Nets Name of Solid

Cube
Cylinder
Cone
Cuboid
Triangular Prism
Square Based Pyramid
Explain:
 Selected pairs will be strategically invited to the board to demonstrate how they folded a
particular net in order to identify its respective solid. A copy of the table will be made
available on the board for them to complete the row.
 At the end of the groups sharing and agreeing/disagreeing with the solutions presented,
use students’ thinking and reasoning to describe/define a net and its purpose to solids.
 The teacher will seek to clarify the difficulties and misconceptions that the students may
have with any of the solids and their nets.
Elaborate/Extend:
Activity
In the same pairs, the students will be asked to complete the table shown below by examining the
solids they have constructed for the requisite information.
Afterwards, Complete the table as shown below:
Name of Solid Faces Edges Vertices

Cube
Cylinder
Cone
Cuboid
Square Based Pyramid

Evaluate:
The students will be given the following worksheet.
Given the nets, correctly identify the solid shape that it represents.
1. _____________ 2. ________________
3. _____________ 4. _________________
5. ________________ 6. ____________________
Teacher evaluation:
Strengths
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Weaknesses
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Duration: 60
minutes
Unit of Work: Geometry Topic: Translation
Standard:
Explore paths, geometric shapes and space and make generalization about geometric relationships
within the environment.
General Objective(s): At the end of the unit, students will be able to:
 Develop an appreciation for transformation and apply it to real world phenomena
Prerequisite knowledge/skills: Students should know how to
1. Identify a point on the Cartesian plane
2. Describe the properties of shapes
Specific Objectives: At the end of the lesson, students will be able to
1. State the relationships between an object and its image in a plane when it undergoes a
translation in that plane
Internet, “Math” kits, Computer/tablet/smartphone, Geometric instruments and software
(Geogebra), Assortment of quadrilaterals and triangles
Key Vocabulary:
Geometry, Transformation, Image, Object, Plane, Translation, Similar, Congruent.
- Get involved in group activities and discussions;
- Participate in paper folding activities depicting transformations of polygons;
- Engage in problem solving situations.
Content Outline:
Translation
In a translation transformation all the points in the object are moved in a straight line in the same
direction. The size, the shape and the orientation of the image are the same as that of the original
object. Same orientation means that the object and image are facing the same direction.

Example: Translation in Transformation
We describe a translation in terms of the number of units moved to the right or left and the
number of units moved up or down.
Example:
Move the object 2 units to the right and 4 units up.
Engage:
 The students will listen and move to the song Cha Cha Slide for about a minute.
 A discussion will ensue, afterwards, linking the moves used in the song to transformation.
For example, the slides, turns, rotations if any.
 The teacher will delve into the parts that said: Slide to the left, slide to the right. The
teacher will ask the students what is that called in transformation. The teacher will explain
to them that this is called translation.
 The students will then be told that the topic for the class will be translation.

Explore:
The students will be completed the following activity in pairs.
Activity
Bob was playing a Coordinate Geometry game that involved moving shapes on a grid paper. He
moved the shape labelled PQRS (in blue). When he stopped pushing the shape, it was at the one
labelled P’Q’R’S’ (in pink). State the relationship between the two shapes? Also, state the amount
of units that Bob pushed his Toy Car left/right and up/down.
Questions
1. What can we say about the shape and its image? Do they look the same?
2. How about the size of the two? Did anything change?
3. Has the orientation of the image changed in comparison to its object?
4. Was each point moved by the same amount left/right and up/down?
5. How do you know? How can you find out?
Explain:
 Selected pairs will be asked to explain the relationship between the object and its image.
The pairs will be asked to justify the reason for their answers.
 A selected pair will be asked to find how much the shape was translated.
 At the end of the groups sharing and agreeing/disagreeing with the solutions presented,
use students’ thinking and reasoning to explain what happens when a shape is translated.
 It is expected that pairs will arrive at the solution that a shape and its image, after the
translation, looks the same, has the same size and orientation. Also, it is expected that the
students would have checked by counting how much a point moved by to its prime. The
answer is 8 units to the left and 2 units upwards.
have with any of the pointers mentioned above.

Elaborate/Extend:
Activity 1
This activity will be done using a think-pair-share format.
Which of the following correctly represents shape O being translated? How do you know? Justify
your response
Evaluate:
The students will be assessed using the worksheet attached.
Teacher evaluation:
Strengths
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Weaknesses
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Translation Worksheet
5) 6)

Unit of Work: Transformations Topic: Reflection
Standard:
 Explore paths, geometric shapes, and space and make generalizations about geometric
 State the relationships between an object and its image in a plane when it is reflected in a
line in that plane
 Identify and count the number of lines of symmetry in compound plane figures
 Distinguish between similar and congruent figures
 State the relationships between an object and its image in a plane when it is reflected in a
line in that plane
 Ruler or straight edge
Key Vocabulary:
 Image
 Object
 Symmetry
 Congruent
 Line of Reflection
 Students will be able to get involved in group activities and discussions
 Engage in problem-solving situations

Content Outline:
When a shape is flipped over a line, it is known as a reflection. Reflections are best understood
when considering a mirror and how objects appear flipped when viewed in the mirror.
The line that a shape is flipped over is called a line of reflection or mirror line.
The line of reflection can be on the shape or it can be outside the shape. The line of reflection in a
figure with reflectional symmetry is called a line of symmetry. Therefore, lines of symmetry and
lines of reflection are identified based on distance of the object from these lines.
In a reflection,
- The image and the pre-image are of the same size and shape, so they are congruent.
- The line segment connecting the corresponding parts of the image and the pre-image is
perpendicular to the line of reflection.
- The image and pre-image are equidistant from the mirror line.
- The image and pre-image face each other.
Engage
1. Give students the Sorting Congruent Figures activity as seen in the appendix for students to
begin to recall what makes two figures congruent.
2. Students should realize that congruent figures are the same shape and same size and identify
examples of these in real life.
Explore – All-of-These Activity
1. Put students in groups of 3 and give each group page 1 of the “All-Of-These” activity in the
Appendix.
2. After students have identified the common property of reflection from page 1, give them
page 2 of the activity to define the reflection. They will also identify properties the object
and image have in common vs. how they differ.
Explain:
Begin whole-class discussion, inviting groups to share their definition of a reflection and its
properties. Possible responses include:
 A reflection is a flip over a line
 The object and its image are congruent
 The image and the object are the same distance from the line
 The image has a different orientation than the object
1. Once students have identified a line in which the figures have been reflected, provide
students with a clear definition of the mirror line.
2. Ask students to place the mirror line on their objects from the exploration activity, and
discuss its properties e.g. if you fold your paper at the mirror line, the object will fit exactly
on the image.
3. Ask students to create a Frayer model to assimilate the concept of a reflection.
A sample response is shown below,

Elaborate/Extend:
1. Provide students with the following activity - Identify which of the following figures show
a reflection, stating your reason why:
For the figures that are a reflection, draw in its mirror line.
Students will identify the mirror lines and discuss why E is not a reflection of C even
though they look very similar.
Evaluate
Task 1 – See Evaluation Activity in the Appendix

Teacher evaluation:
Strengths
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Weaknesses
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Activity – Sorting Congruent Figures
Marie started identifying pairs of congruent figures from a set. Can you help her finish identifying
which pair are congruent figures and which are not?
Pair of Figures Are they congruent?
How did you identify the congruent figures? What does it mean for two figures to be congruent?

Activity – All-of-These or None-of-These
All of these have something in common.
None of these has it.
Which of these have it?

The “All-Of-These” figures show a Reflection. Based on what you’ve seen, how would you
define a reflection?
______________________________________________________________________________
______________________________________________________________________________
What are the differences between an object and its image?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are the similarities between an object and its image?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Evaluation Activity
Reflect the following figures in the mirror line given:
1.
2.
3.

Unit of Work: Topic: Rotation
Geometry; Transformations
Standard:
relationships within the environment
 State the relationships between an object and its image in a plane when it is rotated
about a point (the center of rotation) in that plane
() 4. Model with mathematics.
- Describe the physical world in terms of geometric concepts and talk about
mathematical findings.
- Define the term rotation
- State at least 2 properties of rotation
- Identify a rotation about the point of origin
- Graph Paper
- Ruler
- Pencil
- Geogebra (or any other virtual coordinate plane)
Key Vocabulary:
- Rotation
- Object
- Image
- Turn
- Clockwise
- Anti-clockwise/ counter-clockwise
- Quadrant
- Origin
- Point
- Transformation

- Get involved in group activities and discussions;
- Engage in problem-solving situations.
- Manipulate software
Content Outline:
A rotation is a transformation around point P, the centre of rotation, such that the following is
true. Every point and its image are the same distance from P. All angles with vertex P formed
by a point and its image have the same measure. This angle measure is the angle of rotation.
Rules for Rotations Around the Origin on a Coordinate Plane 90° rotation counter clockwise
(x, y) → (-y, x) 180° rotation (x, y) → (-x, -y) 270° rotation counter clockwise (x, y) → (y, -x)
360° rotation (x, y) → (x, y)
Engage:
Students and teacher will engage in a whole group discussion about the terms rotate.
Clockwise and anti-clockwise.
Guided Questions
- Where have you heard the word rotate or rotation before?
- What do you think the term clockwise means?.........anti-clockwise?
- Can you give some examples of clockwise and anti-clockwise rotation in the real
world?
Students will stand and face the front of the room. Teacher will explain that rotations are
always done counter-clockwise. Students will be asked to close their eyes and then rotate 90
degrees. Students will open their eyes and see where everyone is. Students will be asked to
face the front of the class again and repeat the last step but this time they will be asked to
rotate 180 degrees. Students will be asked to repeat the last step, but this time they will be
asked to rotate negative 90 degrees.
Students and teacher will have a discussion about what they observed each time they rotated.
Guided questions
- What do you notice about your original position as against your final position each
time you rotated?
- What changed and what remained the same after each rotation?
Explore:
Students will work in groups of 4. Each group will be given a protractor and a ruler. Each
group will be given a worksheet consisting of an objects which will be labelled, an image
which is a rotation of the object and will be labelled as well as the point of rotation which will
also be labelled. (See Appendix 1for example of worksheet). Students will be asked to peruse
and investigate the object and its image and to take note of any relationship that is observed
between the object and the rotated image.
Alternatively, students may use Geogebra to carry out this investigation.

Explain:
while they perused their worksheet. Students and teacher will have a whole group discussion
to come up with a conclusion after all the presentations.
Guided Questions
- What are some similarities and differences in what each group shared?
- What conclusions can we draw about an object and its image after a rotation?
Elaborate/Extend:
Students will utilize Geogebra (or another virtual coordinate plane such as is found at
http://nlvm.usu.edu/en/nav/frames_asid_207_g_1_t_3.html?open=activities) to investigate
what happens to the coordinates when an object is rotated about the centre of origin (0,0).
Evaluate:
Students will be given graph paper with an object labelled and the point of origin and angle of
rotation given. Students will use what they learned about the relationship between object and
image of a rotation to plot the rotated image of the object onto the graph paper. (See Appendix
2)
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

APPENDIX 1
1. What are the similarities and differences between the image and the object?
2. What is the distance from each point on the object to the centre of rotation?
3. What is the distance from each point on the image to the centre of rotation?
4. What is the angle between each point on the image and each point on the object?

APPENDIX 2

Unit of Work: Geometry Topic: Properties of Triangles
Standard:
Explore paths, geometric shapes, and space and make generalizations about geometric
⮚ Identify and use angle, side and symmetry properties of triangles and quadrilaterals.
(✓) 5. Use appropriate tools strategically.
⮚ Identify triangles
⮚ Lines of symmetry
⮚ Identify and use angle, side and symmetry properties of triangles.
Images of triangles, worksheet with tables.
Key Vocabulary:
angles, sides, symmetry, properties, triangles
Identify and use angle, side and symmetry properties of triangles.

Content Outline:
The three types of triangles are:

1. Equilateral Triangles, which have three equal sides and three equal angles always equal to
60 degrees.
2. Isosceles Triangles, which have two equal sides and two equal angles.
3. Scalene Triangles, which have no equal sides and no equal angles.
Triangles may also have names which describe the type of angle which they contain:
1. An acute triangle (has) all three angles measuring less than 90 degrees.
2. A right triangle will have one right angle, which is an angle of 90 degrees.
3. An obtuse triangle will have one angle which is greater than 90 degrees.

Engage:
Students will be shown the following image:
They will be asked to tell the types of triangles that they can think of.
Explore:
Students will be given the following scenario:
Students of grade 7 had been asked to list the types of triangles that they know. Here are some
of their responses:
Edd: There are four types of triangle: equilateral, isosceles, scalene and right-angled. These
triangles have different properties. In a triangle, there can be 3, 2, or no equal sides and angles.
Also, some triangles can be symmetrical.
Rose: There are only three types of triangle. These are equilateral, isosceles and scalene.
Right-angled triangles don't count because all right-angled triangles are also isosceles or
scalene triangles.
Aiden: You can name a triangle using either the sides or the angles of the triangle. Using the
sides, you can have equilateral, isosceles and scalene triangles. Using the angles, you get right-
angled, acute or obtuse triangles. When we name a triangle, we can combine these names in
order to give as much information about the triangle as possible.
Which of these children do you agree with? Why?

Explain:
Students will be asked to share their responses and the teacher will make clarifications where
necessary.

Elaborate/Extend:
Students will be given images of the types of triangles and they will be asked to list the
properties of each triangle by completing the table below:
Types of Triangles About the Sides Line of Symmetry
Equilateral Triangle
Isosceles Triangle
Scalene Triangle
Types of Triangles About the Angles Line of Symmetry

Acute Triangle
Right Triangle
Obtuse Triangle
Evaluate:
Students will be given a worksheet with a grid. They will be asked to look on the grid and
answer the question that follows.
Look at each space on the grid and try to sketch some different triangles to go in the box.
Can you sketch a triangle for every box in the grid? Why/why not?

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: Geometry Topic: Properties of Quadrilaterals
Standard:
 Identify and use angle, side and symmetry properties of triangles and quadrilaterals.
 Identify triangles
 Identify and use angle, side and symmetry properties of quadrilaterals
Teaching/Learning Resources: images of quadrilaterals, cut-outs of quadrilaterals,
worksheets
Key Vocabulary: angles, sides, symmetry, properties, quadrilaterals
Identify and use angle, side and symmetry properties of quadrilaterals.
Content Outline:
https://www.mathsisfun.com/geometry/symmetry-line-plane-shapes.html

Engage:
Students will be shown the following images without the names:
Students will be placed in six groups. Each group will be given a sheet of cartridge paper with
an assign quadrilateral and they will be asked to create a graffiti wall. They will be asked to
write as much as they know about the assigned quadrilateral.

Explore:
Students at grade 7 were given a worksheet to complete with the properties of each
quadrilateral. Below is Allysa’s completed worksheet.
Quadrilaterals About the angles About the Sides No. of Line of

Symmetry
Square 4 right angles 4 equal sides 4
Rectangle 2 right angles 4 equal sides 4
Rhombus One pair of Opposite sides are 2

opposite angles are equal
equal
Kite Opposite angles are 2 sets of equal 0
equal length sides
Trapezoid No equal angles 1 pair of parallel 1
side
Parralelogram 2 right angles Opposite sides are 1
equal
In pairs, review Allysa’s worksheet and use the cut-outs of each quadrilateral to tell if she is
correct. Make corrections if necessary.
N.B. Teacher will make cut-outs of each quadrilateral available for students in pairs.
Explain:
Students will be asked to share their responses and the teacher will make clarifications where
necessary.
Elaborate/Extend:
Students will be asked to select a career path where knowing this information about
quadrilateral may be useful. They will be asked to write a paragraph explaining.
Evaluate:
Students will be asked to create a chart with images of each quadrilateral and their properties.
Charts must be creative.

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: Geometric Topic: Constructing Circles

construction
Standard:
⮚ Construct, using appropriate geometric instruments, a circle of a given radius.
(✓) 6. Attend to precision.
(7). Look for and make use of structure.
1. Use the compass to draw circles to create designs;
2. Draw and measure angles using the protractor;
3. Describe the physical world in terms of geometric concepts and talk about
mathematical findings.
Construct, using appropriate geometric instruments, a circle given a radius.
 Compasses
 rulers
 String
 Paper clips
 Pencils
Key Vocabulary:
construct, circle center , compass, ruler, radius
● use a compass, and ruler to draw geometric circles based on given conditions.
Content Outline:
A compass is a tool for drawing circles. The point where the needle of the compass sits
represents the center of the circle, and its radius can be adjusted by widening or narrowing the
two arms of the compass.

Engage –
Share the following scenario with the class:
A goat is tethered to a stake in a yard and can walk or run in a circle. The length of the goat's
tethered rope is 5m. Discuss the scenario in pairs then sketch a labeled diagram of the scenario.
Have students share their diagrams.
Guide discussion about one of the characteristics of a circle;
i.e., any point on the circle is the same distance from a point circumference at its centre.
Questions:
 What happen as the rope is lengthen?
 What part of the circle does rope represents?
 How far could the goat go in any direction?
 What would need to happen for a complete circle to be formed?
Explore:
Have students work in pairs. Provide each pair with 30-cm rulers, paper clips, string, pencils
and a compass.
Tasks
In the morning Joe’s goat was tethered to a stake in a field and could walk or run in a circle. The
length of the goat's tethered rope was 5 metres. In the afternoon, Joe lengthened the goat’s
tethered rope by ___ metres.
Devise a way of constructing the largest circle that the goat could walk in the morning and in
the afternoon. The compass must be used to construct at least one of the circles. Label the
radius, centre, diameter and circumference of each circle.
For construction use a scale: 1m=1cm
Have each group post their design around the classroom at the end of the exploratory challenge
and have a gallery walk.

Explain:
Choose groups/pairs to share the first the strategies they used to design their table. Have students
discuss the efficiency and accuracy of each strategy used.
Questions:
● Which of the tools used made the task easier? Why?
● What makes using the compass difficult/easy?
● What effect does altering of the radii have on the circumference of circles?
Share Tips to drawing circles with a thumbscrew compass:

- Adjust the compass to the intended radius length.
- Using one hand, place weight on the point of the compass, and let the pencil-end be relatively
loose.
Holding the compass perpendicular to the paper makes it difficult to maneuver.

Angling the compass relative to the paper makes it easier to rotate.
Pencil and String compass
Extend:
Draw a segment 𝑨𝑩 with a length of your choice. Use your compass to construct two circles:
i. A circle with center 𝑨and radius 𝑨𝑩.
ii. A circle with center 𝑩and radius 𝑩𝑨.
Describe the construction in a sentence.

Evaluate:
Draw three distinct segments of lengths 𝟐𝐜𝐦, 𝟒𝐜𝐦, and 𝟔𝐜𝐦. Use your compass to draw three
circles, each with a radius of one of the drawn segments. Label each radius with its
measurement.
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Subject: Mathematics Grade: Duration: 120 minutes Term: 1
Unit of Work: Geometric Topic: Constructing Parallel and Perpendicular
Construction Lines
Standard:
⮚ Explore paths, geometric shapes, and space and make generalizations about geometric
⮚ Construct, using ruler and compasses only,
a) Line segments
b) Perpendicular and parallel lines
c) Line bisectors
(✓) 6. Attend to precision.
- Measure angles with a compass
- Measure items with a ruler
- Construct, using ruler and compasses only,
Line segments
Perpendicular and parallel lines
Line bisectors
- Compass
- Straight edge
Key Vocabulary:
- Angle
- Ruler
- Line segment
- Perpendicular
- Parallel
- Bisector
- Engage in problem-solving situations
- Construct sets of lines accurately with the aid of geometric instruments

Content Outline:
To construct a parallel line at a point,
1. Start with a line PQ and a point R off the line.
2. Draw a transverse line through R and across the line PQ at an angle, forming the point
J where it intersects the line PQ. The exact angle is not important.
3. With the compasses' width set to
about half the distance between R
and J, place the point on J, and draw
an arc across both lines.
4. Without adjusting the compasses'
width, move the compasses to R and
draw a similar arc to the one in step
2.
5. Set compasses' width to the distance
where the lower arc crosses the two lines
6. Move the compasses to where the upper arc crosses the transverse line and draw an arc
across the upper arc, forming point S.
7. Draw a straight line through points R and S.
To construct a perpendicular line at a point,

1. Start with a line and point K on that line.
2. Set the compasses' width to a medium setting.
The actual width does not matter.
3. Without changing the compasses' width, mark a
short arc on the line at each side of the point K,
forming the points P,Q. These two points are
thus the same distance from K.
4. Increase the compasses to almost double the
width (again the exact setting is not important).
5. From P, mark off a short arc above K
6. Without changing the compasses' width repeat from the point Q so that the the two arcs
cross each other, creating the point R
7. Using the straight edge, draw a line from K to where the arcs cross.
The perpendicular bisector is a line which cuts a line segment into two equal parts at 90°.
To construct a perpendicular bisector,
1. Start with a line segment PQ.
2. Place the compasses on one end of the line
segment.
3. Set the compasses' width to a approximately
two thirds the line length. The actual width
does not matter.
4. Without changing the compasses' width, draw
an arc above and below the line.

5. Again without changing the compasses' width, place the compasses' point on the the
other end of the line. Draw an arc above and below the line so that the arcs cross the
first two.
6. Using a straightedge, draw a line between the points where the arcs intersect.
Engage – Flipped Learning
1. Give students the following instructional material to watch on Youtube (or any other
similar videos on the topic) at least one week in advance:
● Construct a Parallel Line https://www.youtube.com/watch?v=im81vHIhZS8
● Construct Perpendicular Lines at a Point https://youtu.be/z-qdyuQ-JSw
● Construct Perpendicular Bisector https://youtu.be/5bvjnleMn5A
2. Ask students to answer the following questions based on the video as a journal entry:
a) How are parallel lines different from perpendicular lines? Explain.
b) Using a diagram, explain what the term “perpendicular bisector” means.
Discuss these journal entries with students in a whole class discussion, correcting any
misconceptions about the definition of the terms.
Explore – Sequencing a Storyboard
1. Put students in groups of 4. Provide each group with a flipchart or a sheet of cartridge
paper. Give each group one page of the “Sequencing the Storyboard” activity, one
storyboard per group. Students are going to sequence sections of the storyboard
correctly onto the flipchart to show how to produce their respective geometric
construction. For example, group 1 will create a storyboard for constructing parallel
lines, group 2 a storyboard for constructing perpendicular lines at a point, and so on.
N.B. For the correct sequences, see the following links from Math Open Reference:
● Constructing a Parallel Line
● Constructing Perpendicular Lines at a Point
● Constructing Perpendicular Bisector
Explain:
1. Call for two groups to share their storyboard with the class; one group will share while
the other will critique their outline. Sample storyboards should look like the one shown
below,
2. Repeat the process for the other two activities, one group shares while the other
critiques. Through peer-wide teaching, the 2 other members of the group will guide
fellow students where they’ve made errors.

3. After each group presentation, use peer-wide teaching to guide other students through
an exercise. The groups that present will now assist their classmates in completing the
exercise. The following are the exercises to be given after class discussion,
Using a ruler and compass only,
● Draw a line PQ = 5cm and construct a line parallel to PQ at the point K.
● Draw a line PQ = 5cm and construct a perpendicular line at P.
● Draw a line PQ = 5cm and construct a perpendicular bisector to the line PQ.
Elaborate/Extend:
1. Students will complete the “Spot the Error” activity listed in the appendix.
2. Teacher will hold class discussion with students. In particular, point out that in the
second construction the line is cut at a perpendicular but it is not the perpendicular
bisector.
Evaluate:
1. Complete the Construction worksheet listed in the appendix.
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Activity – Sequencing the Storyboard (Parallel Lines)
Tyrese and Sheree were given an assignment to research the same three geometric constructions.
They know what to do and how to use the tools, but they just keep getting the steps confused!
The following are the steps on how to construct a parallel line using ruler and compasses only.
Can you put them in the correct order for Tyrese and Sheree?
P.S. Add a description under each to help them remember

Activity – Sequencing the Storyboard (Perpendicular Lines)
The following are the steps on how to Construct a Perpendicular Line using ruler and compasses
only. Can you put them in the correct order for Tyrese and Sheree?

Activity – Sequencing the Storyboard (Perpendicular Bisector)
The following are the steps on how to construct a perpendicular bisector using ruler and
compasses only. Can you put them in the correct order for Tyrese and Sheree?

Activity – Spot the Error
Tyrese and Sheree made some geometric constructions of their own, as shown below,
Constructing Parallel Lines
Constructing the Perpendicular Bisector
Using your ruler and compasses only, can you confirm if their geometric constructions are
correct?

Activity – Using ruler and compasses only,
Question 1 – Construct a parallel line at the given point for the following lines:
1. 2.
Question 2 – Construct a perpendicular line at the point given for the following lines:
3. 4.

Question 2 – Construct a perpendicular bisector for the following lines:
5. 6.
7.

Grade 7 Mathematics
Term 2
Lesson Plans

Duration: 60 minutes
Unit of Work: Properties of Arithmetic, Ratio And Proportion Topic: Commutative
Property
Standard: Use the basic operations, number relationships, patterns, number facts, calculators
and software to compute and estimate in order to solve real world problems involving
fractions, percentages and decimals.
• Identify and use the following properties of arithmetic:
a) Commutative;
b) Associative;
c) Distributive.

Prerequisite Knowledge/Skills: Students should be able to

 Apply basic operations to problem solving situations
 Identify basic operations in problem solving situations
Specific Objectives: Identify and use Commutative Property for Addition and Multiplication
Teaching/Learning Resources: Information Sheet, Worksheet
Key Vocabulary: Addition, Multiplication, Commutative, Same, Factors, Property, Commute

 Model arithmetic properties accurately;
 Engage in problem-solving situations;

Content Outline:
The word, Commutative, originated from the French word ‘commute or commuter’ means to
switch or move around combined with the suffix ‘-ative’ means”able to” or ‘tend to’.
Therefore, the literal meaning of the word is able to switch or able to move around. It states
that if we switch the positions of any two
numbers, the result will remain the same.
Commutative Property of Addition

According to this property, when we add
two numbers, the answer will remain
unchanged even if the positions of the numbers are changed. Let A and B are two numbers,
then; A + B = B + A
Examples:
 1+2=2+1=3
 3 + 8 = 8 + 3 = 11
 12 + 5 = 5 + 12 = 17
Commutative Property of
Multiplication
As per this property, when we multiply
two numbers, the answer we get after
multiplication will remain the same, even if the positions of the numbers are interchanged. Let
A and B are two numbers, then; A × B = B × A
Examples:
 1×2=2×1=2
 3 × 8 = 8 × 3 = 24
 12 × 5 = 5 × 12 = 60
Engage: Students will participate in a game called “Guess & Solve”
Students in their groups will choose a partner and work in pairs to complete a series of
problem based scenario where one person in each pair will identify the operation needed to
solve the problem and the other will solve. The first group to correctly solve the most
questions in the shortest time frame wins.

Sample Questions:
Explore / Explain:
Task 1: In their groups students will be given a list of items along with their costs. They will
be instructed to find the total cost for items on list. (List for each group should be ordered
differently)
Example:
List 1 List 2 List 3

Item Cost $ Item Cost $ Item Cost $
2 loaves of bread 650 2 packs sugar 380 1lb Saltfish 500
3 tins of milk 700 1lb Saltfish 500 1 dozen oranges 400
1 dozen oranges 400 2 loaves of bread 650 2 packs sugar 380
2 packs sugar 380 3 tins of milk 700 2 loaves of bread 650
1lb Saltfish 500 1 dozen oranges 400 3 tins of milk 700

 Each group will present their list along with calculations and participate in a whole
class discussion.
Guiding Questions:
1. What do you think about the lists given to each group
(similarities/differences)?
2. What conclusions can you draw based on the lists and the sums?
(creation of rule)
Task 2: In your groups pretend to be in a bakery, where there are ten trays of chocolate chip
cookies, each tray has 36 cookies.
a) Calculate the approximate number of cookies in total using multiplication. (Represent
your answer with a picture)
b) Based on the activity done in task 1 create a multiplication sentence that supports the
rule you created.
Guiding Question:
Based on both problems what can you deduct about the order of
calculation?
 Students in small groups will be given an information sheet on arithmetic properties
and asked to identify the property that is associated with the activities they just did.
(This will stimulate a discussion on the commutative property of addition and
multiplication)
What conclusions can you draw based on this activity?
Elaborate/Extend:
1. Students will create a scenario that would be a representative of the numbers (Task 2)
when they are switched.
2. Students in their groups will view the problems presented and identify those problems
that the commutative law would be applicable to.
1) 3 × 12
2) 4 + 20
3) 36 ÷ 6
4) 36 – 6

Evaluate:
Task 1
Students will complete the following in their notebooks
1. Shannon has 4 shelves in her room on each shelf there are 9 comic books. How many
comic books does Shannon have altogether?
a) Write the mathematics sentence and solve.
b) Rewrite the mathematical problem that shows the commutative property of the
question above.
c) Write the mathematics sentence and solve.
2. There are 2 dozen mangoes in each bag and there are 6 bags. How many mangoes are there?
a) Write the mathematics sentence and solve.
b) Rewrite the mathematical problem that shows the commutative property of the
question above.
c) Write the mathematics sentence and solve.
Task 2
Students in small groups will create a jingle that explains the Commutative Property of
addition and multiplication. (Jingle must include the following terms; unchanged,
position/order)
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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https://www.npsd.k12.nj.us/Page/11742

Duration: 60
minutes
Unit of Work: 1- Properties of Arithmetic, Ratio Topic: The Distributive Property
And Proportion
Standard: Use the basic operations, number relationships, patterns, number facts,
calculators and software to compute and estimate in order to solve real world
problems involving fractions, percentages and decimals.
d) Commutative;
e) Associative;
f) Distributive.
1. Associative Property
2. Commutative Property
3. Equivalent Expressions
4. Area of rectangles
Specific Objectives: Students will be able to
 Identify and use the distributive property
Square tiles/graph paper
Key Vocabulary:
Distributive, Expression, Equivalent, Product, Sum, Difference
 Model arithmetic properties accurately
 Engage in problem-solving situations
Content Outline: The distributive property is one of the most frequently used properties in
math. In general, this term refers to the distributive property of multiplication which states
that, multiplying the sum of two or more addends by a number will give the same result as
multiplying each addend individually by the number and then adding the products
together. The general form is 𝒂(𝒃 + 𝒄) = 𝒂𝒃 + 𝒂𝒄).

Here’s an example of how the result does not change when solved normally and when solved
using the distributive property.
(5+7+3)x4 (5+7+3)x4
= 15 x 4 =5x4+7x4+3x4
= 60 = 60
The distributive property helps in making difficult problems simpler. You can use the
distributive property of multiplication to rewrite expressions. In mathematics an expression is
made up of variables and constants along with algebraic operations (addition, subtraction, etc.)
Expressions are made up of terms.
Some of its examples include
 3x+4y -7
 4x – 10
 2x2−3xy+5
This is done by distributing or breaking down a factor as a sum or difference of two numbers.
Here, for instance, calculating 8 × 27 can made easier by breaking down 27 as 20 + 7 or 30 −
3.
The distributive property of The distributive property of multiplication
multiplication over addition: over subtraction:
8 × ( 20 + 7 ) 8 × ( 30 − 3 )
= 8 × 20 + 8 × 7 = 8 × 30 − 8 × 3
= 160 + 56 = 240 − 24
= 216 = 216

Engage: Students will be presented with the following situation:
Cedric wants to cover two areas of his wall with square tiles so he can put up pictures of his
friends and family. The first area with length 5m and width 6m and the second area with
length 5m and width 3m.
NB. Let 1 tile = 1m x 1m
Students in small groups will be provided with square tiles/graph paper to
1. Model the two areas presented above (see example below).

2.Write an expression to show the total area of the wall
3. Are there other ways this expression could be written?
4. Write two expressions that could be used to find the total area
Example
5. How many square tiles does Cedric need to purchase?
Explore
Students in small groups
Part 1
1. Will be given new dimensions such as length 2m and width 4m along with length 2m
and width 6m to model the same situation. Students will model and write two
equivalent expressions to represent the problem.
2. Will explore what the model would look like if they combined the drawings to make
one big rectangle and write an expression that could be used to find the area (see
example below. Note this is not a model of the problem)

Example
3. Compare and contrast the expressions in number 1 & 2

4. Prove that the expressions are equivalent by evaluating each problem.
Explain: Students will answer the following questions during whole class discussion
a. How are the expressions the same/different?
b. What do you notice about the expressions?
Part 2.
Students will then be presented with the following situation;
Let's say I have two pieces of candy to give to each girl in the class and 2 pieces of
candy to give to each boy in the class. I distribute two to Sarah, two to Maria (you can
hand out manipulates or actual candy, continue until everyone has gotten "candy").
Explain: students will answer the following questions during whole class discussion
a. How many pieces did I hand out to girls and how do you know?
b. How many pieces to boys and how do you know?
c. How many pieces did I hand out altogether?
d. Have students write out the appropriate expressions using the distributive property
if e.g. you have 12 girls and 7 boys: 2 × 12 + 2 × 7 = 2(12 + 7).
e. What if I gave out three (3) pieces instead? Write the appropriate expressions for
distributing 3 pieces.
f. Have students make a generalization about how the rule looks expressed as
variables (e.g.𝒂(𝒃 + 𝒄) = 𝒂𝒃 + 𝒂𝒄).
Elaborate/Extend:
1. Explore whether or not the distributive property can be applied to
a. Subtraction 8(4 − 3)
b. Multiplication 4(3 × 7)
c. Division 4(6 ÷ 3).
If so, write the distributive property for that operation

Evaluate:
1. Write an equivalent expression using the distributive property. You do not need to
evaluate.
a. 7(13 – 2)
b. 8(9) + 8(3)
2. Find the missing number(s)

a. 2(9 + 4) = ___x 9 + 2 x 4
b. ___(17 – 3) = 5(17) – 5(3)
c. 8(7 – 4) = 8(7) ― ___ (___)
3. Riley wants to paint two walls in his room a bright shade of blue. In order to figure out
how much paint to purchase, he needs to find the combined area of both walls. One
wall is 7m long and the other wall is 10m long. Both walls are 9 feet high.
Write two equivalent expressions that could be used to find the combined area of both walls.
Evaluate both expressions to prove the expressions are equivalent.
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Duration: 60
minutes
Unit of Work: 1- Properties of Arithmetic, Topic: Associative Property
Ratio And Proportion
Standard:
Employ algebraic reasoning through the use of expressions, equations, and formulae to interpret,
model and solve problems involving unknown quantities.
g) Commutative;
h) Associative;
i) Distributive.
Students should already be familiar with arithmetic
 Multiplication
 Addition
At the end of this lesson students will be able to correctly identify and use the Associative
Property of Addition and Multiplication.
1. Interlocking cubes
2. Work cards
Key Vocabulary:
Associative property, Number operation, Addition, Multiplication, Parentheses/ brackets,
grouping, sum, factor, equivalent expression, equation

Content Outline:
Associative Property: The associative property states that you can add or multiply regardless
of how the numbers are grouped. By 'grouped' we mean 'how you use parentheses'. In other
words, if you are adding or multiplying it does not matter where you put the parenthesis. Add
some parenthesis anywhere you like.
Retrieved from: https://www.mathwarehouse.com/dictionary/A-words/definition-of-

associative-property.php#ixzz6IOozkGvd
Property Addition Multiplication

Associative Property When you add, you can When you multiply, you can
group the numbers in any group the numbers in any
combination: combination:
a+ ( b + c ) = (a+ b) + c a× ( b × c ) = (a× b) × c
1+ (3 + 4 ) = (1+ 3) + 4 1× (3 × 4 ) = (1× 3) × 4
Engage:
Twist on Q-Focus: In groups students will complete the following in 1 5 seconds.
Instruction: On the sheet of paper provided write as much as you can about the concept at the
centre.
Addition Multiplication
Review each sheet and sort words :

 What are the similarities?
How are they different?
Explore:
Activity 1: In groups read the scenario on the cards 1 and 2
#1 #2
You are selling cupcakes at a bake sale to What if? Dave hates chocolate and buys
earn money for a new bicycle. Two of your only 1 vanilla cupcake. Carla buys the 2
neighbours come just as you open. You're chocolate and 4 cherry cupcakes.
off to a good start! Dave from next door
buys 1 chocolate cupcake and 2 vanilla
cupcakes. Carla from down the street buys 4
cherry cupcakes.

1. Use the interlocking cubes to model the number of cupcakes sold in each scenario.
2. Write a related expression for the cupcakes bought. Let the expression show exactly
how many cupcakes were bought by both Dave and Carla.
Guiding Questions:
 Did the total number of cupcakes you sold change? (Associative
property)
 How could you compare the cupcakes bought in scenario #1 and
scenario #2?
 How did you show the exact number of cupcakes bought by both Dave and Carla?
(use of parenthesis to show the different groupings)
Teacher Says: The concept you have been uncovering is the Associative Property: This
means that you can add or multiply regardless of how the numbers are grouped. By 'grouped'
we mean 'how you use parenthesis'. In other words, if you are adding or multiplying it does not
matter where you put the parenthesis. Now let us continue to explore.
Task 2
Read the scenario and complete the following activity
To bring new basketballs to a sports centre, two trucks have arrived

with 10 boxes each. Inside each box, there are 8 basketballs. How many
basketballs have reached the sports centre ?
 How can you group the factors in two ways, but still, end up with the same
answer?( associative property) (Use diagrams or pictures and numbers to
justify)
Explain:
Students will have a class discussion as they share their thinking. The following will be a
guide:
 What are the similarities and differences between the two tasks?
 How did you maintain the groupings within each equation?
 Explain the use of the parentheses in each pair of equation.
 In your own words explain the Associative Property of Addition and Multiplication.

Elaborate/Extend:
Students will independently complete the following:
Instructions: Use the associative property of addition and multiplication to solve.

Write the equation, solve and then model the two related equations.
1. Farmer Joe has a garden with two sections of vegetables. Each section of
vegetables has 5 rows with 10 plants in each row. How many plants does
farmer Joe have planted in his garden?
Expression Answer Model
2. Hazel collected beads for her necklace. She collected 7 red beads, 8 blue
beads and 5white beads. How many beads did she collect in all?
Expression Answer Model
Evaluate:
Copy and correctly complete the following:
1.
 (3 ×5) × 7 = 3 × (5 × _____)
 ____ × (____ × 8) = (____× 7) × 8
 9+ (3 + 5) = (____ + 3) + 5
 (___ +____)+ 8 = 2+ (____+ 8)
2.
Which of the following pairs are equal to the product of 15and 5?

a. (1 ×5)×5= 1 × (5×5)
b. (3 ×5)×5= 3 × (5×5)
c. (10 ×5)×5= 10 × (5×5)

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: 1- Properties of Topic: Identity and Inverse Property of Numbers
Arithmetic, Ratio And Proportion
Standard:
software to compute and estimate in order to solve real world problems involving
 Identify and use the following concepts:

a) Identity
b) Inverses.

 Carry out the 4 basic operations on integers and fractions
 Identify and use the following properties of arithmetic
a) Commutative
b) Associative
c) Distributive
Students should be able to:
1. Identify, model and use the additive identity with 90% accuracy.
2. Identify, model and use the multiplicative identity with 90% accuracy.
3. Identify, model and use the additive inverse with 90% accuracy.
4. Identify, model and use the multiplicative inverse with 90% accuracy.
Number line, pictures

Key Vocabulary:
Additive identity
Multiplicative identity
Additive inverse
Multiplicative inverse
 identify and use the additive identity
 identify and use the multiplicative identity
 identify and use the additive inverse
 identify and use the multiplicative inverse
Content Outline:
 Identity Property of Addition and Multiplication
- The identity property means that if zero is added to a number, or a number is
multiplied by 1, the result is the same as the number.
- Example: Additive identity
𝑥+0=𝑥
3+0=3
- Example: Multiplicative identity
𝑥 ×1 =1
3 ×1= 3
 The identity or value or value of the number stays the same.
 Note: Zero is the additive identity. One is the multiplicative identity.
 Multiplicative Inverses
- Product = 1
5 3
- Example: 3 × 5 = 1
1
- 𝑎 × 𝑎=1
 Inverse Property of Addition
- Example: 𝑎 + (−𝑎) = 0
- −5 + 5 = 0
Engage:
The following pictures will be posted. Students are required to match pictures. Upon matching
the pictures students are to use a word that begins with I to describe the reason for matching.
Students will give reasons as to why the pictures are considered IDENTICAL. A Concept Map
can be used to represent ideas to be discussed.

Explore:
a) In small groups, students will be asked to select a number. Students will be required to
carry out arithmetic operations using the following instructions:
- Add zero
- Subtract zero
- Multiply by zero
- Divide by zero
- Add the number to zero
- Subtract the number from zero
- Multiply zero by the number
- Divide zero by the number
b) Using the same number:
- Add one
- Subtract one
- Multiply by one
- Divide by one
- Add the number to one
- Subtract the number from one
- Multiply one by the number
- Divide one by the number
c) Repeat the same operations done in a and b using the same number and any other number
apart from one or zero.
Note: record responses.
Explain:
Based on the responses recorded in ‘a’ and ‘b’,
- Are any of the responses identical to the number you selected?
- Think of the number you selected and zero as a set, can the associative or
commutative property be applied? Give examples and make justifications where
necessary.
- What generalizations can be made?
A whole class discussion will be conducted where the additive identity and the
multiplicative identity will be defined and discussed.
Elaborate/Extend:
Mark left home for a walk. He took a left then a right then another left and ended up at the
Post office. Using a model, what direction should mark take to get home?
- What one word can be used to describe Mark’s journey to his home? Discuss.
- Mark later made five steps from the verandah to the living room, how many step
should he take to get back where he started? Use a model to justify your response.
Use a number to support your answer.
 Let’s think, how can i get back to the original number, if i add 5 to a number? Use
models to justify your response.
 A man entered a 5K walk run marathon and only completed one fifth of the journey.
How many kilometres did he cover? Justify your responses.
Discussions and justifications should include models diagrams and generalizations.

Evaluate:
1. Use the appropriate identity to complete the
5+ = 5
+ = 20
X = 20 if the first box is 20, then the second box MUST be ____
Explain ____________
2. Students are required to compose a song/ poem or story highlight at least 2 main
concept learnt.
- Write 2 examples that illustrates each of the following
a) Additive inverse
b) Multiplicative inverse
c) Additive identity
d) Multiplicative identity
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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PICTURES
Photos should be printed twice for matching purpose.

Duration: 60
minutes
Unit of Work: 1 - Properties of Topic: Fractions and Ratio
Arithmetic, Ratio, and Proportion
Standard:
software to compute and estimate in order to solve real world problems involving fractions,
 Write a fraction as a ratio and vice versa
(*) 1. Make sense of problems and perseveres in solving them.
(*) 2. Reason abstractly and quantitatively.
(*) 6. Attend to precision.
(*) 7. Look for and make use of structure.
 Understand the concept of fractions
 Understand the concept of ratio
Specific Objectives: Students should be able:
Write a fraction as a ratio and vice versa
Blank pages, worksheets
Key Vocabulary:
fraction, ratio, colon, numerator, denominator,
 Convert ratio to fraction
 Convert fraction to ratio
Content Outline:
A ratio compares two numbers or two quantities that are measured with the same unit.
Ratios are usually written as two numbers separated by a colon: 2: 5

Consider these two bars. One has a height of 10
meters the other is 40 meters. The taller one is four
times taller than the shorter, so their heights are in the
ratio of four to one. This means that for every one
unit of height on the left bar, the tall bar has four
height units. So the ratio is "four to one" or 4:1
A fraction is a part of a whole where the denominator represents the total number of equal parts
the whole is divided into and the numerator represents the number of equal parts out of the total
parts.
2
Ex- 5 here it means two parts of the five equal parts of the whole.
Much like ratios, fractions are a comparison of two quantities containing differences in
characteristics or properties. For example, comparing apples and oranges, boys and girls, or
students and teachers can all be turned into a ratio or fraction, in which there is a numerator and a
denominator. Although most times, ratios are seen with a colon symbol, they are conceptually
similar to fractions and can be simplified like fractions as well.
To understand the relationship between fractions and ratios, consider a pizza cut into six slices.
If only one slice has pepperoni, then you could say the pizza is 1/6 pepperoni. The ratio
between pepperoni and non-pepperoni slices is 1:6.
To convert a fraction to a ratio, first write down the numerator, or top number. Second, write a
colon. Thirdly, write down the denominator, or bottom number. For example, the fraction 1/6
can be written as the ratio 1:6.
Engage:
Students in their groups will complete the following.
There are 15 students in your classroom 8 are boys and the rest are girls. Express this
information in as much ways as you can.
There are 15 students in your classroom 8
are boys and the rest are girls.
Students will have whole group discussion to present the various representations they came up
with

Explore/ Explain:
 Students will draw bars on plain paper to show the students in the class then shade the
amount that are boys or girls. Students will represent this as a fraction. Students will
write what the numerator and denominator tells them about the information given.
 Students will separate the shaded region from the unshaded region. And discuss the
relationship of one part to the whole. Students will confirm that;
 There are 8 boys in the class of 15
 There are 7 girls in the class of 15
 There are 8 shaded regions in the set of 15
 There are 7 shaded regions in the set of 15
Students will discuss the meaning of the phrase 8 to 15 or 7 to 15 and the
8 7
relationship to 15 and 15
 Students will complete the following individually
The ratio of the number of boys to the number of girls is 3:5
 Use the bar model to show this information
 Express the number of boys to number of girls as a fraction
 Express the number of boys as a fraction of the number of students in the class
 Express the number of boys as a ratio of the number of students in the class
Evaluate: Students will complete the following
Complete the following to show Ratio and Fraction

1
1. Andrew’s height is 12 times that of Josh’s.
i) Using the bar model find the ratio of Andrew’s height to Josh’s height.
ii) Convert your ratio to a fraction.
I. Write the ratio of the hearts to squares then

convert your ratio to a fraction.
II. Express the triangles as a fraction of the whole,
then convert it to ratio
1. A tiled floor has black and white tiles in the ratio of 2:3 what fraction of the tiles is
black?
2. A necklace has red and yellow beads in the ratio of 1:5. There were 20 yellow beads on
the necklace. What fraction of the necklace is red?

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: 1- Properties of Topic: Comparing quantities using ratio
Arithmetic, Ratio And Proportion
Standard:
Use the basic operations, number relationships, patterns, number facts, calculators and software
to compute and estimate in order to solve real world problems involving fractions, percentages
and decimals.
 To help students develop and appreciate the concept of ratio and used them in our
everyday life.
Compare quantities, solve problems, apply concepts, analyse
Compare two quantities using ratio in problem- solving situation with 90% accuracy.
Pictures, paint (blue, yellow), small container
Key Vocabulary: quantity, ratio, comparison, simplest form,
 Compare two quantities using ratio
Content Outline:
A ratio is a comparison of two or more numbers that indicates their sizes in relation to each
other. A ratio compares two quantities by division, with the dividend or number being divided
termed the antecedent and the divisor or number that is dividing termed the consequent.
A ratio says how much of one thing is compared to another thing. A ratio compares values.
A ratio is a comparison of two numbers. A ratio can be shown in different ways:
Use the “:” to separate the values: 3 :1
Or use the word “to”3 to 1
Or write it like a fraction

Part-to-part
The ratio of bananas to apples is 2:3 or 2/3
The ration of apples to bananas is 3: 2 or 3/2
Part-to whole
The ratio of bananas to both fruits is 2:5 or 2/5
The ratio of apples to both fruits is 3 : 5 or 3/5
When calculating ratio, there are a number of methods that can be used, as shown below:
1. Table with addition
2. Table with multiplication
3. Double number lines
4. Tape diagrams

Engage:
The students will engage in a discussion surrounding the above scenario.

Guided Questions
 Can one eat 100% of something? Explain.
 How about eating 110%? Justify your response.
 Can you formulate a scenario where more than 100% is used correctly?
Explore and Explain:
Activity 1
The students will be given this scenario:
You are painting your house green, and you need their help determining which paint
combination/mixture to use. You like shades of green that are more blue and
less yellow, and you have three combinations from which to choose. The mixtures are as
follows:
Which will be the bluest and which the yellowest? Why?

 In groups students will mix the combination of paints to ascertain whether the
responses are correct or not.
How could the mixture be written for 5 gallons of blue paint.

Does using drops differ from using gallons? Why or Why not?
The discussion should take in consideration Mathematical concepts that that are embedded e.g.
ratio (comparison).
How could this information be represented Mathematically? Why?
Can it be represented in any other way/format? Tell us more about that.
How many ways can ratio be written? Record in your notebooks the different ways.
 The question will now be extended; in small groups the students will be asked to use at
least two different ways of solving the problem. Each group will share and explain
their methods.
Activity 2
What does the ratio tell you about the things you are comparing?

Is the ratio of red balls to green balls the same as green balls to red balls? Explain your
answer.
Elaborate/Extend:
“To make 2 chocolate chip cookies, use 4 cups of flour for every 3 cups of chocolate
chips.”
a. What ratio of flour to chocolate chips should be used to make 6
chocolate chip cookies?
b. If Charlie uses 12 cups of flour, how many cups of chocolate chips will
he need to use?”
Evaluate:
Solve the following problem (diagrams can be used).
1. Anna’s recipe for lemonade calls for 2 cups of lemonade concentrate and 3
cups of water. Bailey’s recipe calls for 3 cups of lemonade concentrate and 5
cups of water. Whose recipe makes stronger lemonade? How do you know?
2. A recipe calls for butter and sugar in the ratio 2:3. If you're using 6 cups of
butter, how many cups of sugar should you use?
3. On a trip, Laura took 72 good pictures. She had 2 good pictures for every 3 bad
pictures. How many pictures did she take in all?

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: Properties of Arithmetic, Topic: Dividing Quantities
Ratio, and Proportion
Standard: Use the basic operations, number relationships, patterns, number facts, calculators
and software to compute and estimate in order to solve real world problems involving
General Objective: To help students develop and appreciate the concept of ratio and used
them in our everyday life.
Prerequisite Knowledge/Skills:
 Write a fraction as a ratio and vice versa
 Compare two quantities using ratios
Specific Objectives: Divide a quantity into a given ratio
Teaching/Learning Resources: tangram pieces (cut outs)
Key Vocabulary: Quantity, Ratio, Sharing

 Engage in problem-solving situations;
 Compare quantities related to ratio and proportion;
Content Outline: A ratio is a comparison of two or more numbers that indicates their sizes in
relation to each other. A ratio compares two quantities by division, with the dividend or
number being divided termed the antecedent and the divisor or number that is dividing termed
the consequent.
Dividing a quantity in a given ratio: To divide a quantity in the given ratio, we need to
follow the steps given below.
(i) Write the given quantity
(ii) Write the ratio that we have to split.
(iii) By adding the ratio, we can find the total number of parts that we have to split.
(iv) Divide the given quantity by the total number of parts
(v) Multiply each the number in the ratio by the unit rate to get the answer.

Engage: Students will be placed in pairs and asked to examine the pattern blocks and answer
the following questions, responses will stimulate a discussion in which the term relation will
be explored as it relates to ratio.
Guiding Questions:
What relations are there between the following?
a) Yellow Hexagon and Red trapezium _______
b) Yellow hexagon and Green triangle _______
c) Can you write a ratio to express the relationships mentioned above?
Note to teacher: If the students are struggling with the task ask if the smaller blocks can be
used to make lager ones.
Explore / Explain: Students will be given the following problem to solve in pairs
Part 1
Mother decided to bake some cookies. She downloaded the following recipe from the internet.
Help her to figure out the correct portion for each ingredient.
A cookie recipe has 1 cup flour. Fill in spaces for recipe:

Flour to chocolate chips has a ratio of 1:1
Flour to sugar has a ratio of 1:2 Flour: 1 cup
Flour to brown sugar has a ratio of 3:1
Flour to margarine has a ratio of 2:1 Chocolate chips: __________
Sugar: __________
There is also ½ tsp. of vanilla sugar
Vanilla sugar to salt has a ratio of 1:1 Brown sugar: __________
Vanilla sugar to baking soda has a ratio of 2:1
Margarine: __________
Vanilla sugar: ½ tsp.
Salt: _________
Baking soda: _________

Part 2
Mother baked 16 cookies using the recipe above.
She wants to share the cookies between Paul and Paula
In the ratio of 3:5 respectively. How much cookies will each child get?
Based on responses given students will explain using a step by step procedure on how to
divide a particular quantity in a given ratio.
Elaborate/Extend:
Mr Bob Brown works with Five Star Construction Company.

Each worker is required to share the money gained from jobs in
the ratio of 4 to 1 between the employee and the company. If he
works Monday to Friday and receives $4500 each day, how much
should the company receive?
Guiding questions:
1. What information do you have?
2. What is the ratio?
3. How will you determine how much money Mr Bob Brown
works from Monday to Friday?
Evaluate: Students will complete the following problems individually

Two numbers are in the ratio 2: 3, and the sum of the numbers is 225. Find the numbers.
1) Divide 275 into two parts which are in the ratio 4: 7.

2) Decrease the number 225 in the ratio 5: 3.
3) A number is divided into two parts in the ratio 4: 9. If the larger part is 108, find the
number.
4) Divide 1148 into two parts which are in the ratio 11: 3.
5) A sum of money is divided among A, B and C in the ratio 2: 5:
3. B gets $ 125. Find the total amount of money and the
amounts that A and C get.
6) Divide 297 into three parts which are in the ratio 5: 13: 15.
7) Marlon, James and Tyrone picked 4 dozen apples. They want to
share the apples so that Marlon will receive 3 times as much as
Tyrone who will receive half of Jame’s share.
a) Write the ratio into which the apples are to be shared
b) Calculate how much each boy will receive

Teacher evaluation:
Strengths
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Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Actions to be taken
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____________________________________________________________________________
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Duration: 60
minutes
Unit of Work: 1- Properties of Arithmetic, Ratio And Topic: Identifying Quantities in
Proportion Proportion.
Standard: Employ algebraic reasoning through the use of expressions, equations, and formulae
to interpret, model and solve problems involving unknown quantities.
General Objective(s): Students will
Perform operations relating to ratios and proportions

1. How to write a ratio
2. Solving equations
3. Inverse operations
 Identify quantities in proportion.
Strips of paper
Key Vocabulary: Reciprocal, Proportion, Quantity, Ratio, Fractions, Sharing
Compare quantities related to ratio and proportion

Content Outline: PROPORTION is an equation where two ratios are equal. For example, "3
dollars per gallon" equals "6 dollars per two gallons". Or, 2 teachers per 20 students equal 3
teachers per 30 students. Or,
3 liters 10 liters
=
48 square meters 160 square meters
It can be written in two ways: as two equal fractions a/b = c/d; or using a colon, a: b = c: d.
You can use proportion to identify quantities.
The symbol means “ is proportional to”
Example: If 2 gallons of gasoline costs $5.40, how much would 5 gallons cost?
There are actually several ways to figure out the answer to a proportion — all
involve proportional thinking.
1. If two gallons costs $5.40, you first need to figure out how much 1 gallon costs, and
then multiply that by five to get the cost of 5 gallons.
Now, 1 gallon would cost $5.40 ÷ 2 = $2.70,

and then $2.70 × 5 = $13.50. Therefore 5 gallons would cost $13.50
2. You write a proportion like above but instead of cross-multiplying; you simply
multiply both sides of the equation by 5.
3. You write a proportion this way: (and it still works, because you can write the two
ratios for the proportion in several different ways)
5.40 2 gallons
=
x 5 gallons
Engage: Students in small groups will be given the following strips of table to complete and
share their observations and strategies used.
Miles 45
Hours 1 2 3 4 12
During whole class discussion students will share

1. How their knowledge of ratio help them to complete the table
2. Define proportion
3. Use any two ratios to write a proportion
4. How they would write a proportion to find the number of miles for 12 hours

Explore: Students in small groups will be presented with the following table to complete
using proportions given the following situations
1. If Sam is paid $45 for 5 hours of work, how much will he be paid for the given hour(s)
of work?
2. How many hours would he need to work in order to earn given amount of dollars?
Dollars 45 A 180 270 315

Hours 2 5 9 24 40 48
3. Write a proportion problem that could be suitable to find A
Explain: Students will answer the following questions during whole class discussion
1. What is the difference between ratio and proportion?
2. Is there only one way to identify a quantity in a proportion? (Allow students to share
their strategies and add where necessary).
Elaborate/Extend:
How tall is the tree?
Sam tried using a ladder, tape measure, ropes and various other things, but still couldn't work
out how tall the tree was. But then Sam has a clever idea ... similar triangles!
Sam measures a stick and its shadow (in meters), and also the shadow of the tree, and this is
what he gets:
1. Calculate the height of the tree

2. Would the answer change if the height was at the bottom/top of the equation?
3. Try it and share your answer

Evaluate: Students will answer the following questions:
1. If a car travels a certain distance in 3 hours, what distance could it travel in 7 hours?
2. The sale price of a phone was $150, which was only 80% of normal price. What was
the normal price?
3. What is 25% of 160?
4. If 2 gallons of gasoline costs $5.40, how much would 5 gallons cost?
5. What is $12 as a percent of $80?
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Subject: Mathematics Grade: 7 Strand: Statistics Duration: 60 Term: 2
minutes
Topic: Constructing Frequency Table
Standard: Collect, organize, interpret and represent data and make inferences by applying knowledge
of statistics and probability.

Skills to be developed:
 Data collection
 Recording information
Specific Objectives: At the end of the lesson, students should be able to:
 Construct and interpret simple frequency tables from a set of data;
 Calculate the range of a data set (from raw data or from a frequency table).
 strips of paper, tape
Content:
The frequency of a particular data value is the number of times the data value occurs. For example,
if four students have a score of 80 in mathematics, the score of 80 is said to have a frequency of
4. The frequency of a data value is often represented by f.
A frequency table is constructed by arranging collected data values in ascending order of magnitude
with their corresponding frequencies.
Example: The marks awarded for an assignment set for a Year 7 class of 20 students were as follows:
6 7 5 7 7 8 7 6 9 7
4 10 6 8 8 9 5 6 4 8
Frequency tables allow us to look at the entire data values in a more ordered and easy manner.
In statistics, the range is a measure of spread: it is

the difference between the highest value and the
lowest value in a data set.
To calculate the range, find the highest and lowest
value, and then subtract the lowest from the
highest one.
Example: 1, 2, 3, 4, 5, 6, 7, 8
Highest = 8, Lowest = 1 Range = 8-1 = 7

Engage:
In small groups. students will be presented with a scenario, for example:
On Saturdays, all the children in the Williams’ family meet at a convenient location to relax,
create memories and enjoy their family time. Devon House is one of their favourite venues to
enjoy and treat themselves to the delicious ice-cream. Some of the preferred flavour is
Chocolate, Pistachio, Rum and Raisin, Vanilla, Strawberry, Dragon Stout and Cookie and
Cream.
Students will discuss in their groups and record on strips of paper their preferred flavour of ice-cream
from Devon House and for those who have never been, the flavour ice-cream they would select if they
should visit in the future.
Each group will stick their list of preferred ice-cream on the board for all the other students to observe
and discuss, share your responses and justify your thinking:
- Is there any an advantage or disadvantage in the method used to collect and display the
data regarding the preferred ice-cream?
- If you were to collect the data for the entire class, can you think of an efficient way to
collect the data without having all the different strips of papers from each group?
- Explain how you will represent the data collected.
Explore/ Explain:
The teachers has decided to take the students to Devon House in the future as one of their
recreational adventure and would like the assistance of the class to create a simple table to help
determine the number of students who prefer a certain flavour ice-cream to enable the ease of
purchasing the ice-cream when visiting.
In your groups, collect the data of the preferred ice-cream flavour of all the students in the class as
outlined on the board; then discuss and display the information using a suitable table to include the
ice-cream flavour and the number of students who prefer each flavour. For example:
Ice- Cream Flavour Number of Students Tally
In the table above, for the column labelled “Ice- Cream Flavour”, list all the flavours that the
students preferred once.
Identify the number of students in the class that liked a particular flavour, for example: Chocolate. In
the table in the column labelled “Number of Students”, indicate the number of students that like the
specific flavour in ascending order.
For the labelled column “Tally”, indicate using stokes (│) for each student that like the specific
flavour; therefore, if 3 students like chocolate then it will be represented as (│││).
Use the completed table to answer the following guided questions:
- If the teacher confirmed the students’ arrival date at Devon House, which flavour ice-cream(s)
would you highly recommend for Devon House to have on the given date?
- Which flavour ice-cream(s) would you least recommend for Devon House to have on the given
date?
- Explain what does the first row of your table represents based on the data collected and
presented.
- The table above is an example of a frequency table. Why do you think it is considered a
frequency table? Which column in the table could be renamed as the frequency?

- Identify and state a suitable title for your frequency table.
- Observe the table carefully and state the similarities and/or difference between the frequency
and the tally columns.
- The range is the difference between the highest and the lowest frequency value. Determine the
range from the frequency table above. What is the significance of the range?
Share your responses and justify your thinking.
Extend/Elaborate:
In small groups or independently, students will conduct a simple survey of at least 30 participants
relative to their interest, for example, their preferred music, subject, dessert, drink or fast food
restaurants (KFC, Burger King, Wendy, Subway and Popeye). Students will collect the data and use
a frequency table to represent the data collected.
Using the frequency table, the students will determine the range of the data set.
Evaluate:
A survey was carried out among 50 children and they were asked about how many siblings they had.
The following data was collected.
3, 3, 2, 1, 1, 0, 2, 3, 3, 4, 2, 3, 2, 5, 4, 1, 1, 4, 2, 3, 2, 2,
2, 3, 1, 3, 4, 5, 1, 2, 2, 3, 0, 1, 1, 3, 3, 2, 1, 4, 3, 2, 4, 1,
1, 2, 2, 3, 2, 3
Complete the frequency table below:
# of Siblings Tally Marks Frequency
0
1
2
3
4
5
Using the table above:
- State the greatest number of siblings.
- State the lowest number of siblings.
- Determine the range number of siblings.

Teacher Evaluation:
Strengths
_________________________________________________________________________________
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_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________
Weaknesses
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________
Actions to be taken
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________

Duration: 60
minutes
Unit of Work – Measure of central tendency Topic: Statistical Averages
Standard:
 Collect, organize, interpret and represent data and make inferences by applying
knowledge of statistics and probability.
 To develop an appreciation for the use of statistical averages (mean, mode and median)
in real life situations.
(*) 6. Attend to precision.
Constructing frequency tables from raw data
Collect and organize raw data from survey to find mode, median and mean of data set.
Survey recording sheet, worksheet
Key Vocabulary:
Survey, raw data, mode, median, mean, order, middle, most, frequency, total, divide
Content Outline:
A measure of central tendency is a single value that attempts to describe a set of data by
identifying the central position within that set of data. As such, measures of central tendency
are sometimes called measures of central location. They are also classed as summary statistics.
The mean, median and mode are all valid measures of central tendency, but under different
conditions, some measures of central tendency become more appropriate to use than others.
Mean, median, and mode are the three most common “averages” in statistics that represent an
entire set of data or information.
The mode is the value that appears most often in a set of data.
Example: in {6, 3, 9, 6, 6, 5, 9} the mode is 6 (it occurs most often).

The median is the “middle" of a sorted list of numbers/ data.
To find the median, place the data in value order/alphabetical order and find the middle
number/value. When there is no value in the middle in a set of data we average the two values
closest to the middle .i.e. add them and divide by 2
The mean or average is the sum of a collection of numbers divided by the total number of
values in the collection. The collection is often a set of results of an experiment, or a set of
results from a survey.
Engage:
The entire class participates in a data collection activity about rating a reggae song. The
students will be given a data collection sheet to rate each song using number of stars
Do you have a favourite Jamaican Reggae song? ______
The organizers of the “Reggae song of the year competition” have asked for this class to
participate in the voting activity by rating each song. Here are the five (5) nominees that were
pre-selected (See worksheet 1)
Each song on the Bill board chart is given a rating using stars.
Rate each song by placing a tick  beside the number of stars, with five stars being the
highest ratings and one being the lowest rating based on lyrical content that is appealing to
you.
Example

Explore: For this task, the teacher cuts off each song from data sheet on worksheet #1 and
places the students into five groups by song.
Each group will be assigned one of the songs that were rated in the engagement activity. They
will be given the data collection sheets (those completed by the entire class) for the assigned
song. They will also be given a frequency table template. Groups will compile data and record
information in the frequency table
Group task
You have been given the data from the other students about the ratings they gave that
song. Organise this information in the table below.
Frequency Number of
Rating
(number of students) stars
5 stars
4 stars
3 stars
2 stars
1 star
Total
Lead Questions:
a) How many persons gave the song a rating in all?
b) Tell how you know
Examine the frequency table that you have created about the given song.
Questions:
1. (a)Which star rating did most of the students select for this song? __________
This is the mode.
(b) Explain how you know from your table? _________________________________
2. Make a list of all the number of stars given by each student for this song in the
frequency table, starting with the highest number of stars to the lowest.
E.g. Number of students giving the song

5 = 3, 3, 3, 3, 3 a rating of 3 stars
___________________________________________________________________
3. Can you verify the mode from this listing? Justify
4. Can you think of any situation where the mode would be needed to report a set of data?
Discuss with your group then share with the whole class.
For example: How could the mode be used in each of these scenarios:
Menu choice at a local restaurant…………………………
Purchases by an appliance store manager…………………

Fruits sold by vendor at the school gate…………………..
5. (a) From this listing of the number of stars in question 2, verify the total number of
persons who gave the song a rating.
(b) Is this amount an odd number or even number? ______
(c) If odd number list, circle the middle number. This is called the median of the data
set.
i. If the number list is an even number, what can you say about
the number in the middle? ___________________________
ii. Write down the numbers closest to the middle______ , ______
iii. How could you find the middle/median of these numbers?
I can find the median of two number by: _______________
Share with whole class in demonstration.
6. (a) How many stars were awarded by the students in all? Complete the table to show
Frequency Number of stars

Rating
(number of students)
5 stars
4 stars
3 stars
2 stars
1 star
Total
(b) Could you show how you could determine the total number of stars awarded by the
students from part 2?
7. (a) Divide the value for the total number of stars by the total frequency (number of
students who did the survey):
This value obtained is called the Mean number of stars rating given for the song.
(b) In your own words, how could you describe the process of obtaining the mean?
(Note that mean, mode and median are called statistical averages and sometimes the mean can
be referred to as the average for the data.)
(c) Do you think this mean or average rating for the song best represents the
collective data from the survey? Explain
Explain: Students will share what they understand from the tasks completed in “explore”.
Whole class discussion:
Which statistical average is most suitable to use to report a set of data?
Are there situations where either median or mode would be suitable to use in representing data
rather than the mean? Justify

Elaborate/Extend: Individual work
You are the manager for a clothing store that sells school blouses. The sales recorded for last
year’s back to school season is recorded in the table below:
SIZE NUMBER SOLD

S 23
M 16
L 54
XL 8
Which of the statistical averages would be most suitable to help you decide on purchase ideas
for the next back to school season? Justify
Evaluate: Home work
1. In a recent Mathematics test some students got the following scores out of 20
marks:: 16, 11, 13, 16, 19, 20, 11, 16, 16, 18, 12
Determine the modal score (mode), the median score and the mean score
2. Roy has a set of 7 numbers. They are listed below but one is represented by the
letter C:
C 16 20 17 17 16
a) If the mode is 17, which number could c be? 17 or 16? Justify
b) If the median is 17, state a possible solution for C. Could there be more
than one possible solution for C? Explain
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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ACTIVITY SHEET
ENGAGEMENT TASK
SELECT THE TOP REGGAE SONG FOR 2020
Do you have a favourite Jamaican Reggae song? ______
The organizers of the “Reggae song of the year competition” have asked for this class to
participate in the voting activity by rating each song.
Here are the five (5) nominees that were pre-selected (See worksheet 1)
Each song on the Bill board chart is given a rating using stars.
1, Rate each song by placing a tick  beside the number of stars, with five stars being the
highest ratings and one being the lowest rating based on lyrical content that is appealing to you.
EXPLORE:
Group task
You have been given the data from the other students about the ratings they gave that
song. Organize this information in table.
 How many persons gave the song a rating in all?

Tell how you know.
Song:
Rating Tally Frequency

5 stars
4 stars
3 stars
2 stars
1 star
Total

Worksheet #1
Song by Artiste Ratings

Unit – Measure of central tendency2 Topic: Calculating mean, mode and median
Standard:
 Collect, organize, interpret and represent data and make inferences by applying
knowledge of statistics and probability.
 To develop an appreciation for the use of statistical averages (mean, mode and median)
in real life situations.
Finding mode, median and mean of data set.
Specific Objectives: at the end of instruction, students should be able to
 Solve problems involving mode, median and mean of given data set in real life
situations.
Worksheet
Dice
Key Vocabulary:
Mean, mode, median, data set, discrete
Content Outline:
Raw data, also known as primary data, is data (e.g., numbers, instrument readings, figures,
etc.) collected from a source. Example: {3, 5, 5, 6, 8, 10, 12}
A measure of central tendency is a single value that attempts to describe a set of data by
identifying the central position within that set of data. As such, measures of central tendency
are sometimes called measures of central location. They are also classed as summary statistics.
The mean, median and mode are all valid measures of central tendency, but under different
conditions, some measures of central tendency become more appropriate to use than others.
Mean is the average of the numbers calculated by adding the numbers together and then
dividing by the amount of numbers that were added.
3+5+5+6+8+10+12 49
= Mean is 7
7 7

Median is the middle number of a sequence. The median is basically the middle number when
numbers are arranged in order by size. For example in the data set {3, 5, 5, 6, 8, 10, 12} the
median = 6. For an even number of values, the median is the average of the two numbers
3+4
closest to the middle. Example {1, 2, 3, 4, 5, 6} = 2 = 3.5
𝑛+1
The median position can also be quickly found for large sequences using the formula: 2
where n represents the amount of numbers in sequence.
Hence median position of {3, 5, 5, 6, 8, 10, 12}:
7+1 8
There are 7 numbers in sequence so 2 = 2 . The median position is 4th . The number 6 is in
this position.
Mode is the number that occurs most often. There can be more that 1 mode as well as no
mode.
The mode of {3, 5, 5, 6, 8, 10, 12} is 5
Engage:
A review of the previous lesson concept will be done by doing a puzzle in small groups.
Students will be asked to share solutions with class.
Place a number in each rectangle that could replace the missing number to make each “leg”
true.
Lead question: Were there more than one possibility for each response. Justify

Explore: Working in the same grouping, students will be given the task below:
Jenny’s Orange Farm

Jenny is an orange farmer, famed for sweet sun ripe oranges. She needs to
place an advertisement in the local newspaper to advertise her oranges.
She needs to include in the advertisement the number of oranges per bag.
The number of oranges she packages in each bag can vary, so she wants
the highest whole number average to advertise to her customers. You were
asked to select 9 bags from the farm and check how many oranges were in
each.
1. Here are the numbers of oranges in the nine bags: 12, 10, 10, 10, 13, 12, 11, 13 and 10.
2. How could you determine the number that could be used on the
advertisement?____________
3. Work out the median, mean and mode and see which she should use to put in the
advertisement.
Mode = ______________________
Median = ____________________
Mean = ____________________
Jenny should use the _____________ to advertise the number of oranges in the bags. Justify
Explain:
Which statistical average is most suitable to represent the data?
Elaborate/Extend:
During the Covid -19 quarantine periods, consumers who needed to purchase garlic were faced
with the following prices per head at different locations in a town: $30, $80, $20, $50 and $60.
The Consumer Affairs Commission would like to give a report to the Prime Minister on the
price gouging (spike in prices).
By finding the mean, mode and median, decide which measure of central tendency best
describes the data. Justify
Evaluate:
1. The goals scored by a Da- Costa football team in their last season is: 1, 3, 4, 4, 3, 3 and
5. Determine the mean, mode and median goal scored.
2. You are an auto mechanic and needs to ensure that this customer’s tyres have the
correct pressure. He needs a mean pressure of at least 31 pounds per square inch
(PSI) for the four tyres. He has measured the first three tyres and got the following PSI
readings:
29 psi
32 psi
31 psi
What is the smallest possible pressure he can measure in the fourth tyre in order to pass the
car?

Share your solution strategy
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Subject: Mathematics Grade: Duration: 60 minutes Term: 2
Unit of Work: 2 Topic: Rules for arithmetic Properties
Standard:
 Employ algebraic reasoning through the use of expressions, equations and formulae to
interpret, model and solve problems involving unknown quantities.
 Develop an awareness and appreciation for number properties as related to equality and
how they can be used to solve real world scenarios.
Check that students can:
 Perform the four operations on integers;
 Compute using fractions.
Students should be able to :
Investigate and formulate rules about equality from knowledge of arithmetic properties using
calculator
Worksheet, calculator
Key Vocabulary:
Commutative, Associative, distributive, equal, balance, zero, group
Participate in group discussions and activities cooperatively;
Accurately model expressions and equations;
Write equations and expressions using appropriate symbols;
Content Outline:
Properties are rules that allow you to balance, manipulate, and solve equations
 The Commutative Property: Changing the order of addition or multiplication does
not matter with integers. “Commutative” comes from the word “commute” or the
phrase “move around”.
Addition:
a+b=b+a
Multiplication:

axb=bxa
 The Associative property: The change in grouping of three or more terms / factors
does not change their sum or product. “Associative” comes from “associate” or
“group”, so the Associative Property is the one that refers to grouping.
Addition:
a + (b + c) = (a + b) + c
Example: 1 + (7 + 9) = (1 + 7) + 9
Multiplication:
a x (b x c) = (a x b) x c
Example: 8 x (3 x 6) = (8 x 3) x 6
 The Distributive Property: The product of a number and a sum is equal to the sum of
the individual products of terms.
a x (b + c) = a x b + a x c
Example: 5 x (x + 6) = 5 · x + 5 x 6
Engage: students working in pairs will be given Activity sheet – Part A about balance and
equality. Discuss and share as whole group.
Part A
i. The scale below is balanced. Write a word, phrase or statement that you could use to
replace the word balance.
ii. Read the statements below and complete them by selecting an algebra tile to represent
it.
There are _______ dollars in this savings pan.

If I add $3 dollars from my pocket money
SAVINGS there will now be _____ dollars in the savings
pan.
iii. Write an algebraic representation for the scenario.___________________________

Discussion in Group:
 Expression or equation?
iv. What if when all the money is counted in the saving pan there is a total of $11. Write
an algebraic statement to represent this.
+ =
What could cause this equation to be unbalanced?

Explore: see activity sheet part B
Explain: What conclusion can you make about the following:

1. The order of numbers when adding, subtracting, multiplying or dividing
2. How we group numbers to perform operations of addition or multiplication
3. Working with the number zero.
Elaborate/Extend:
1. Ordering Lunch at Sandwich King
$650 $150
You were asked to purchase lunch for yourself and four other friends. You all decided on a
burger and Coca-Cola. Show how you could apply the distributive property to determine the
total cost of all meals.
Evaluate:
Design a poster to summarize the concepts of the lesson
Teacher evaluation:
Strengths
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Weaknesses
____________________________________________________________________________
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Actions to be taken
____________________________________________________________________________
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ACTIVITY SHEET
Part A
1. The scale below is balanced. Write a word, phrase or statement that you could use to
replace the word balance.
2. Read the statements below and complete them by selecting an algebra tile to represent it.
There are _______ dollars in this savings pan.
SAVINGS If I add $3 dollars from my pocket money

there will now be _____ dollars in the savings
SAVINGS pan.
3. Write an algebraic representation for the scenario.___________________________
Discussion in Group: Expression or equation?
4. What if when all the money is counted in the saving pan there is a total of $11. Write an
algebraic statement to represent this.
+ =
What could cause this equation to be unbalanced?

Part B: Investigative worksheet on Equality
Use your calculators to help you verify your answers
Examine the statement in the left hand column and support your answer with comments or
examples
Algebraic statement Always Sometimes Never Can you give What Create an
true true true a counter conclusions can example
example? you make? that
matches
your
argument
.
8+3= 3+8
Is this always true

for integers?
8×3= 3×8
Is this always true

for integers?
Extend to prove:
i. 10 + 3 +
5= 2+
Commutative property
10 + 5
ii. 10 × 3 ×
5= 3×5×
10
What about the

operations
subtraction and
division?
What do you think the word “commutative”

means?_________________________________________________

1 + (6 + 8) = (1
+ 8)
+6
Associative property
Would any grouping

of the numbers work
for all integers?
1 × (6 × 8) = (1
× 8)
×6
Would any grouping

of the numbers work
for all integers?
What do you think the word “associative”

means?_____________________________________________________
4×3+4×5=4
× (3
+ 5)
What do you
observe? _____
Is this always true

for integers?
Distributive property
Extension: What
would this
expression be equal
to?
2 × (𝑥 + 6)
What do you think the term distributive means?

What do you think happens when we work with the number zero?
i. Using you
calculator,
investigate what
happens when zero
is added to a
number, example:
3+0
Is this always true for
integers?
Zero Property
ii. Select any number

and multiply it by
0 and write down
your answer.
Is this always true for
integers?

Duration: 60
minutes
Unit of Work: 1 Making Rules, equation and Topic: Introduction to Algebra
inequalities
Standard:
Employ algebraic reasoning through the use of expressions, equations and formulae to interpret,
model and solve problems involving unknown quantities.
Develop an understanding for the concepts variables, terms, constant, coefficient, expression,
equation, and operations as used in Algebra.

() 7. Look for and make use of structure.
Check that students can:
 Concept of integers
Define and identify examples of variables, terms, constant, coefficient, expression, equation,
and operations given real life scenarios.
Worksheet
Key Vocabulary:
Algebra, variable, term, constant, coefficient, algebraic expression, equation, mathematical
operations
Learning Outcome(s):Students will be able to:

Participate in group discussions and activities cooperatively;
Write equations and expressions using appropriate symbols;
Content Outline:
A constant is a fixed value, a number on its own, whose value does not change. A constant
may either be positive or negative.
A variable is any letter or symbol that represents a changeable or unknown value.in an
algebraic expression. For example, in the expression 2x+y, x and y are variables.

Content Oultine (cont’d)
A coefficient is the number multiplied by the variable. It is located in front of the variable.
Terms may consist of variables and coefficients, or constants. Terms are separated by
mathematical operations.
An algebraic expression is one or more algebraic terms in a phrase. It can include variables,
constants, and operating symbols, such as plus and minus signs. It's only a phrase, not the
whole sentence, so it doesn't include an equal sign.
An equation is a mathematical sentence that states one expression is equal to a second
expression
Engage:
Students working in groups of 3-5 are given activity sheet about completing an order at
a restaurant as shown below for a group of friends:
In your group, record the order on the form below to give the chef
Here are the breakfast orders for the friends Table # _1_
Quick tab ORDER FORM

1 Spanish omelette and coffee
Quantity Item
1 Stew chicken and coffee
2 servings of Pancakes and scrambled eggs with 2
coffee
4 Stew chicken and 4 coffee
1 pancake and scrambled egg with coffee
Guided questions for discussion:

Could you devise a symbol for each order?
Could we have used other symbols to represent the items?
How could we simplify the orders to record on the form?
How would you record the total number of pancake and stew chicken orders using the symbols
you created?

Explore: Task A:
Ms Smith wanted to pay for her order separately. Examine the incomplete bill that is
being prepared by the waitress.
Table # _1_
Customer: M. Smith
Bill
Items Cost
ordered $
𝑆 + $100
1. What do you think the “S+100 represents? ____________

The “s+100” is called an expression. Why do you think it is called an expression?
2. A variable is any letter or symbol that represents an unknown value or quantity. What
was the variable used by the waitress to represent the item on the bill? ____
3. Why was $100 added to the item ordered?___________

Do you think that it would be added to each item ordered on a bill? __________
This value added is a fixed value, a number on its own, whose value does not change.
It can be added or subtracted. It is called a constant.
4. Complete the bill for the customer by inserting the cost for the meal
Items ordered Cost $

𝑆 + $100
Write this as a mathematical statement

________________________ = ___________
This statement is called an equation. How would you describe an equation?
Lead Questions:
 Can you think of any situation in real life that could be represented using an equation?
Justify and give an example of each
 How can we differentiate between a variable and a constant

Task B
1. You are paying the bill for the all the Spanish omelettes and you saw this on your bill:
𝟑 𝑶 + $𝟐𝟎𝟎 = $𝟔𝟎𝟎
Do you agree with this equation? ____________Justify
 The number located in front of the variable is called the coefficient. What do you think is
the role of the co-efficient as used in this equation? Justify
2. Examine the following:

2𝑠
5𝑥
3
These are called terms.
How many terms are in these expressions?
a) 3𝑟 − 5 __________
b) 𝑥 + 2𝑠 − 1 _________
c) 4 ________
Lead Question for discussion:

 How are mathematical operators included in an expression?
 Which operators are used to separate terms in an expression?
3. Complete the statement below about terms by inserting the words from todays lesson :
Variables plus operations Coefficients constants minus
Terms may consist of __________, ___________, or ______________. They are separated

by mathematical _________ such as ______ and ________ in an expression..
Explain: Students will discuss in their groups and share their responses to the following:
Questions:
How could we differentiate between an algebraic expression and an equation?
What are the similarities and differences between an expression and an equation?
Elaborate/Extend:
You have been given these three conditions for writing algebraic expressions
- Terms where the coefficient is 1, but the 1 is not visible.
- Terms that have fractions as coefficients.
- Expressions that do not have a constant.
a) Write two (2) expressions that satisfy at least 2 of the conditions listed above.
b) Write one (1) expression that satisfy all three conditions

Evaluate:
1. Copy and complete the table by identifying each part in the expression or equation.
Example Constant Variable Coefficient Is it an Algebraic How many

expression? terms?
4𝑥 + 8
𝑦−6
9𝑎
28
𝑎
+7
3
2. Design a concept map to show the relation among the following:

i. Terms
ii. Equation
iii. Algebraic expression
iv. Coefficient
v. Constant
vi. variable
Teacher evaluation:
Strengths
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____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ACTIVITY SHEET: Dining Room Woes
CHUCKS
You are the supervisor for a busy dining room in the city. Many persons have come for breakfast
in a hurry but you are short staffed.
TODAY’S MENU
Pancakes and scrambled eggs
$300
Stew Chicken $450
Spanish Omelette $200
A $100 cup of Jamaican Coffee is
added to each order
A group of friends came in for breakfast and you have to take their orders quickly on your
notepad. Can you devise a quick way to record the orders to give the chef to tell him how much
of each item you need?
Here are the breakfast orders for the friends Table # 1_

1 Spanish omelette and coffee Quick tab ORDER FORM
Quantity Item
2 servings of Pancakes and scrambled eggs
with 2 coffee
4 Stew chicken and 4 coffee
Task: In your group, record the order on the form

provided.

Unit of Work: 3 Making Rules, equation Topic: Identifying Like and Unlike terms
and inequalities
Standard:
Employ algebraic reasoning through the use of expressions, equations and formulae to
General Objective:
1. Identify like and unlike terms;
2. State the characteristics of like and unlike terms.

( ) 1. Make sense of problems and perseveres in solving them.
Prerequisite knowledge/skills: Check that Students can;

 Perform the four operations on integers;
 Write simple expressions;
 Identify terms.
Specific Objectives: By the end of the lesson all students should be able:
3. identify like and unlike terms in a given equation or problem situation.
4. state the characteristics of like and unlike terms in a given equation or problem
situation.
Teacher generated work sheet, markers
Key Vocabulary: Algebra, Constant, Variable, Terms, Coefficient, Expression, Power, Like
term, Unlike terms
 Define of key terms;
 Write equations and expressions using appropriate symbols;
 Participate in group discussions and activities cooperatively;
 Effectively engage in problem-solving situations;
 Accurately model expressions and equations;
 Formulate rules based on prior knowledge;
 Correctly complete simplification of like and unlike terms.

Content Outline:
Like terms are terms whose variables and exponents are all the same. Only the numerical
coefficients are different. For example: 5x,10 x,125x &1000 x are all like terms.
Unlike terms are terms that do not have the same variables or powers. For example:
5 x,10 x 2 ,125 xy &1000 xy 5 z are all unlike terms.
Engage:
In pairs, students will actively participate in an activity where each will be given a form with
some expressions. For each form, the students will use a green marker to circle the
variables, a yellow to circle the coefficients and a red to circle the constant terms
respectively in each expression below.
Form 1
𝑥+7 3 − 10𝑡
−9𝑟 + 14𝑠 7𝑥𝑦
Form 2
−8 + 𝑝 17𝑟
−23 + 2𝑞 31𝑙 − 4𝑠𝑡
Form 3
𝑞 − 2𝑝 −11𝑔 + 8
5𝑟 − 7𝑝𝑞 −2
 After completing the activity share and discuss with your partner.
 Pairs will be randomly selected to share their responses with the class justifying their
responses.

Explore/Explain:
1. Each of the following questions highlights a characteristic of like terms. Investigate each
scenario with your partner(s), write the algebraic term and state the rules that you believe
to be highlighted. Write your answer in the place provided. (Suggest answers in bracket)
Example of; Rule emphasised Rule emphasised
Like terms Unlike Terms about like terms about unlike
terms
a. Mr. Brown deposited Tommy bought 75
$75 in the morning, apples 75 bananas
withdrew $36 at noon and 75 peaches.
and the deposited
$125.
Like terms Unlike Terms
(75; −36; 125) (75𝑎; 75𝑏; 75𝑝)
b. Charlie place 7 more Nikkei added 3

rocks in the rock jar roses to the
and Tamara removed bouquet and
5 rock. remove 4 Ivies

(7𝑟; −5𝑟) (3𝑓, −4𝑙)
c. The area of a A square had the

compound shape area of 16𝑡 2 and a
made of two perimeter of 16𝑡
rectangles was 3𝑡 2 for
the 1st rectangle and
4𝑡 2 for the second.
(3𝑡 2 ; 4𝑡 2 ) (16𝑡 2 ; 16𝑡)
2. Write the rules for like terms is the space provided below.
___________________________________________________________________
3. Write the rules for unlike terms is the space provided below.
___________________________________________________________________
Leading Questions
 Reread the scenario presented, should your terms have variables? If yes, should they be
the same?
 Look at each set of terms in each row, what are you observing? (Similarities and
differences)
 Have you inspected all parts of the algebraic terms? If so what have you
noticed?(variable, coefficient, power)

Elaborate/Extend:
1. Play as a group of 2 or 3
2. Pick a category and a point value.
3. Remove the paper over the question on the chosen box.
4. Students must give the answer in the form of a question before picking again. The
teacher may want to set a time limit for answering the question.
5. To see if a student or group is correct, the student acting as a judge should check the
answer.
6. If the student or team is correct, they are awarded the point value of the question.
7. Continue until all questions have been answered. The team with the most points wins
Vocabulary Like Terms OR Unlike terms
100 100
In an expression, the parts being added Like Terms OR Not Like Terms
together or subtracted. 7𝑥, 7
Example: 4𝑥 + 3𝑥 + 3𝑦 + 7𝑦
200 200
Terms that contain the same variable(s) Like Terms OR Unlike Terms
raised to the same exponent. 3𝑥, 4𝑥, 𝑥
Example: 3𝑥, 9𝑥 or 7𝑦, 3𝑦
300 300
A mathematical phrase that contains Like Terms OR NOT Unlike Terms
numbers, operations, and/or variables (but 3𝑥, 2𝑦, 2𝑥𝑦
no = sign).
Example: 5𝑥 + 4𝑦 + 5 − 2𝑥
400 400
A symbol, usually a letter of the alphabet, Like Terms OR Unlike Terms
used to represent a quantity that can change. 3𝑎𝑏 + 2𝑎𝑏 + 7𝑏𝑎
Answer Key
Vocabulary Like Terms OR Unlike terms
100 100
What is a term? What is a Unlike term?
200 200
What are like terms? What is a Like term?
300 300
What is an expression? What is a Unlike term?
400 400
What is a variable? What is a Like term?

Evaluate: (Frayer Model)
Example
Like Terms Non-example
Example
Unlike Terms Non-example
Each circle below contains four terms, three like terms and one unlike term. Identify the unlike
term and justify your answer in the space provided. Use words such as variable coeffiecent,
power and constant.
1.
2.

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Duration: 60
minutes
Unit of Work: 1 Making Rules, equation and Topic: Simplifying Algebraic
inequalities Expressions (Combining Like
Terms)
Standard:
interpret, model and solve problems involving unknown quantities
( ) 1. Make sense of problems and perseveres in solving them.
Prerequisite knowledge/skills: Check that Students can;
 Perform the four operations on integers;
 Write simple expressions;
 Identify like terms.
Specific Objectives: By the end of the lesson students should be able to;
1. Model expressions using algebra tiles.
2. Simplify expressions by adding or subtracting like terms.
 Algebra tiles, Algebra tile mat
Key Vocabulary:
Algebra, Constant, Variable, Equation, Terms, Coefficient, Expression, Operations, Simplify,
Like terms, Unlike terms

 Accurately model expressions and equations;
 Formulate rules based on prior knowledge;
 Correctly complete simplification of like and unlike terms.

Content Outline:
In order to solve equations or simplify expressions, you may need to combine "like terms". For
example, given the expression 3x + 5x + 7y + 9x - 4y, we can combine common terms to
make it much simpler. To be a common term, the term must have the same variable and the
same exponents.
When you combine like terms, be sure to use the + or - that is in front of the coefficient
inclusive of the term. So in this case, we will add the 3, 5 and 9 that is in front of the x terms.
Then we will subtract 7 and 4 that is in front of the y terms to get the solution. 3x + 5x + 7y +
9x - 4y = 17x + 3y
Engage: In small groups (of two or three) complete the activity below and be prepared to
share your results with the class
Which terms are like terms?
Circle all terms that Draw a square Underline all terms Draw an X through
are like terms with around all terms that that are like terms all terms are like
3𝑎 are like terms with with 𝑎2 terms with 5
4𝑏
1. 14𝑎 2. 5𝑎𝑏 3. 3𝑏 4. 3𝑎2
5. 4𝑏 2 6. 17 7. 100 8. 14𝑎𝑏
9. 5𝑎3 10. 4𝑎 11. 16𝑏 12. 73𝑎2

Explore/Explain: Using algebra tiles to simplify algebraic expressions and highlight the
procedure. Part 1: Class Discussion
Place the following Model on the Board (or on Handout)

Model the 2𝑥 2 − 5𝑦 + 4 3𝑥𝑦 + 𝑦 − 3𝑥
Following;
Terms +𝟐𝒙𝟐 -5y +4 Terms 𝟑𝒙𝒚 +𝒚 −𝟑𝒙
Tiles Tiles

Discussion Questions
 Looking at the following model. Raise the tile that represents;
~ 𝑥2
~ 1
~ 𝑥𝑦
 What do the red tiles represent?
 Other than the colours of the tile how do you tell the difference between each?
Use Algebra tiles and mat to model the following algebraic expression. Share with your
partner
1. 6𝑥 2 + 𝑦 + 7 2. 5𝑥𝑦 + 𝑦 2 − 2𝑥
Part 2: Zero pairs

Class discussion
Place the following Model on the Board (or on Handout)
+2𝑥𝑦 −4𝑥𝑦 −3𝑥 2 +6𝑥 2
1𝑥𝑦 − 1𝑥𝑦 = 0
−1𝑥𝑦 + 1𝑥𝑦 = 0
−1𝑥𝑦 + 1𝑥𝑦 = 0
1𝑥𝑦 − 1𝑥𝑦 = 0
−1𝑥𝑦 + 1𝑥𝑦 = 0
−1𝑥𝑦
−1𝑥𝑦
−1𝑥𝑦
−1𝑥𝑦
−1𝑥𝑦
Expression after −2𝑥𝑦 Expression after −3𝑥𝑦

Zero pairs are Zero pairs are
cancelled cancelled
Discussion Questions
 What happens when you add 1 and − 1 or combine 2 tiles of the same size but one tile
is red?
 Model 2𝑥𝑦 − 4𝑥𝑦. What is it equal to? How does your model prove it?
 Model −3𝑥 2 + 6𝑥 2 . What is it equal to? How does your model prove it?

Part 3: Activity developing the procedure for simplifying expressions (combining like-terms)
Using your algebra tiles and mat, simplify the following algebraic expression by;
 rearranging the terms so that each column has tiles of similar sizes next to it, if
possible; (Write the newly arranged expression in the space provided)
 cancel the zero pairs
 write the final expression,
1. Original 3𝑥 + 4𝑦 − 7𝑥 + 5𝑦 2. Original −12 + 5𝑥 − 2𝑦 + 7

Expression Expression − 2𝑥
Rearranged 3𝑥 − 7𝑥 + 4𝑦 + 5𝑦 Rearranged
Expression Expression
Final Final
3. Original −9𝑥𝑦 − 1𝑦 + 2𝑥 + 4𝑥𝑦 4. Original 3𝑥 2 + 9𝑥 + 2 − 𝑥 2 + 4

Expression − 5𝑦 Expression
Rearranged Rearranged
Final Final
5. Original 4𝑥𝑦 − 2𝑥 2 + 5 − 12𝑥𝑦 6. Original 8𝑦 − 6𝑦 2 + 2𝑥 2 − 2𝑦

Expression + 2𝑦 2 Expression + 7𝑥 2
Rearranged Rearranged
Final Final
7. Circle each set of like-terms in questions 2 – 6 in the row labelled rearranged expression.
Number one has been completed for you.
8. What did you notice in each expression after rearranging the expression?
9. Fill in the blanks using; minus, constant, like-term, operating symbols, add, algebraic
terms, coefficient; to complete the following statement;
I simplify algebraic expressions by rearrange ____________ with their ____________
(____________ or ___________), combining ____________ by operating on their
____________ or ____________.
Guided Questions
 When you rearrange the expression, what is being grouped?
 What happens to the operational symbol to the left of the term before and after
rearrangement?
 In the final expression how did some of the coefficients and constants change? Why?

Elaborate/Extend: (Activity Individual)
Mrs. Jones 6th grade class is required to bring fruits every Wednesday. Last Wednesday
Michael had three bananas and two apples. Charlie had seven bananas, two mangos and six
apples. Douglas brought one banana and three mangos. Shea brought five bananas and nine
apples. Seeing that only Michael, Charlie Douglas and Shea had fruits they empty their bags
onto the table to share with the class.
Write five (5) simplified expressions to illustrate the scenario above.
 Four expressions to represent each student’s individual bag of fruits.
 One simplified expressions for the total number of fruits on the desk
Team Activity:
1. Play as a group of 2 or 3
2. Pick a category and a point value.
3. Remove the paper over the question on the chosen box.
4. Students must give the answer in the form of a question before picking again. The teacher
may want to set a time limit for answering the question.
5. To see if a student or group is correct, the student acting as a judge should check the
answer.
6. If the student or team is correct, they are awarded the point value of the question.
7. Continue until all questions have been answered. The team with the most points wins
Vocabulary Combining Combining Combining Like Terms or
(Addition) (Subtraction) Like Terms Unlike Terms
100 100 100 100 100
In an expression, the parts 8𝑎 + 15𝑎 + 𝑎 21𝑏 − 11𝑏– 10 −7𝑤 − 5 Like Terms
being added together or +9 − 12𝑏 + 17𝑤 + 15 OR Not Like
subtracted. Terms
e.g.: 4𝑥 + 3𝑥 + 3𝑦 + 7𝑦 7𝑥, 7
200 200 200 200 200

Terms that contain the 5𝑥 + 35 + 3𝑥 12𝑐 − 6𝑐 19𝑎 − 6𝑏 Like Terms
same variable(s) raised to +2 − (−30) − 17𝑎 − 3𝑏 OR Unlike
the same exponent. + 9𝑏 − 2𝑎 Terms
e.g.: 3𝑥, 9𝑥 or 7𝑦, 3𝑦 3𝑥, 4𝑥, 𝑥
300 300 300 300 300
A mathematical phrase 32 + 12𝑡 5𝑧 − 55 − 26 −2𝑓 − 1𝑓 Like Terms
that contains numbers, + 16𝑡 + 8 −𝑧 − (−6) + 5𝑓 OR NOT
operations, and/or Unlike Terms
variables (but no = sign). 3𝑥, 2𝑦, 2𝑥𝑦
e.g.: 5𝑥 + 4𝑦 + 5 − 2𝑥
400 400 400 400 400

A symbol, usually a letter 6𝑝 + 32 −7𝑑 −5𝑟 + 3𝑞 − 8𝑞 Like Terms
of the alphabet, used to + 16𝑝 + 2 − (−40) −𝑟 OR Unlike
represent a quantity that + 4𝑝 + 8𝑑 Terms
can change. 3𝑎𝑏 + 2𝑎𝑏
+ 7𝑏𝑎

Evaluate:
Simplify the following algebraic expressions.
1. 2 + 𝑥 + 8𝑦 – 7𝑦 – 8𝑥
2. – 1 – 10𝑦 + 2𝑦 + 9 + 5𝑦
3. – 6𝑏 – 7𝑏𝑘 + 6 – 7𝑏𝑘 – 9𝑘
4. 7𝑡 2 + 𝑡 + 5 – 9𝑡 2 – 5
In each of the following questions below there is an error. Identify the error, explain and
correct it in each question. Note, your explanation must include at least one of the following
words; constant, like-term, operating symbols, algebraic terms, and coefficient.
Simplify each of the following expressions below.
1. 3𝑥 + 4𝑦 + 1 2. 3𝑦 + 4𝑥 2 − 3𝑦 + 5𝑦
= 8𝑥𝑦 = 3𝑦 − 𝑦 + 5𝑦 + 4𝑥 2
= 7𝑦 + 4𝑥 2
3. 𝑥 2 − 4𝑥 + 5𝑥 4. 5𝑥 + 6𝑦 − 2𝑥 + 8𝑦
= 2𝑥 2 = 5𝑥 + 2𝑥 − 6𝑦 + 8𝑦
= 7𝑥 + 2𝑦
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Algebra Tile Mat
Terms
Tiles
Rearranged
terms
Tiles
Combined
Terms

Sample of Algebra Tiles
(Note to students that x is not always bigger than y)

Duration: 60
minutes
Unit of Work: Algebra Topic: Equations Illustrating Word Problems
Using Appropriate Symbols
Standard:
 Use symbols to represent quantities which vary;
 Write equations to illustrate word problems.
 Define and identify variables, terms, constant, coefficient, expression, equation, and
operations;
 In small groups and individually, use symbols to represent quantities correctly when
creating equations, with at least 80% accuracy after engaging in a class discussion.
 In small groups and individually, write equations to illustrate word problems using
appropriate symbols, with 100% accuracy after using guided discovery approach.
- Situational cards, Algebra Tiles
Key Vocabulary: symbols, variables, equation, expression, operators, constants
 Participate in group discussions and activities cooperatively;
 Write equations from word problems using appropriate symbols.
Content Outline:
 Symbols are letters, figures or a combination of letters used to represent an object,
idea, number or information.
A letter that is used to represent a number is called a literal number (or algebraic
symbol).
 Expression comprise of a symbol or a combination of symbols.
An expression is a group of terms (the terms are separated by + or − signs)

An algebraic expression is a collection of variable(s) and/or numeral(s). An algebraic
expression can consist of a variable only on a combination of variables only. There is
no equal sign in an algebraic expression.
 An equation is a mathematical statement consisting of an equal sign between two

algebraic expressions that have the same value.
 A variable is a symbol for a number we don't know yet. It is usually a letter like x or y.
A variable is a letter that can take any set of values. It is assigned one value at a time.
 An operator is a symbol (such as +, ×, among others) that shows an operation (outline
what one wants to do something with the values).
 Symbolic representation of numbers, quantities, expressions or general statements
 The sum of two numbers
o Let the two n umbers be x and y
o Sum of the two numbers = x + y
Engage:
In small groups, students will be presented with a scenario, for example:
Peter and his best friend, Sam went to the parish capital and for the duration of their
adventure in the capital they curiously made note of all the key things and places they
interacted with for the day.
They drew some of them as outlined below to help them remember some of the day’s
adventure.
Using the illustration above to answer the following guided questions:

- What were some of the places and things the two friends interacting with throughout
their adventure?
- Why do you think those representations are important given the context of the
scenario?
- What name can be used to identify all the representations drawn by the friends?
- What are some other symbols in the environment and what do they represent?

Explore/Explain:
In small groups, students will be presented with a scenario cards, for example:
The audio CD edition of the book Peter bought some candy and gave
‘Becoming’ by Michelle Obama some of the candy to his best
costs $12 more than the hardcover friend, Kevin. Peter had a total of
edition on Amazon. The combined 27 candies.
cost for the audio CD and the
hardcover book was $52.
Using the cards provided and manipulate the Algebra tiles (if needed) to answer the following
guided questions:
- What information in the scenarios do you have that can help to rep resent the given
information symbolically?
- What possible strategies you might use to solve this problem?
- What are the known quantities given in each situation?
- Use the Algebra tiles (unit tiles) or a suitable representation to represent the know
quantities
- Can you identify the unknown number or amount in each of the situation?
- Which Algebra tile or symbol did you use to represent the unknown number or amount
identified in each of the situation? Explain how you know your answers are
reasonable.
- What does the Algebra tiles or symbol represents given the context of each of the
situation?
- What principle or relationship is there between the quantities and/or symbols?
- How can you use operators to show the relationship among the given quantities and the
unknown?
- Use the Algebra tiles or a suitable representation, including the operators, to model
each of the situations?
- Based on the responses for each situation, did you create an equation or an expression
using the identified symbols? Justify your response.
- Write a mathematical statement that can be used to represent your model.
Does the mathematical statement (equation) match the given situation? Justify
your response.
Elaborate/Extend:
If one-fourth of the audio CD edition of the book ‘Becoming’ by Michelle Obama was sold
and 3 times as much for the hardcover edition on Amazon in a given week; adjust your model
to show the total number of books sold in that given week.

Evaluate:
Individually, students will complete the following:
1. A 180 metre cable must be cut into three pieces. The second piece must be three times
as long as the first. The third piece must be 40 meters longer than the first.
(a) How many unknown are there in the problem?
(b) How many constants should be in the concluding statement?
(c) i. Let _______ represents the length of the first piece of cable.
ii. Let _______ represents the length of the second piece of cable.
iii. Let _______ represents the length of the third piece of cable.
(d) The lengths of the three pieces must ADD to equal ___________.
(e) The equation is ________________.
2. Combined Jackie, Frankie and Elle’s ages total 25 years. Frankie is 5 years older than
Jackie and Elle’s age is 3 times Jackie’s age.
(a) Represent each of the children age with a symbolic representation.
(b) Using an appropriate model, write an equation using the symbols above to
represent the given situation.
3. Jack visited Burger Barns on Monday and purchased 2 burgers and 1 soda for a cost of
$899. Use any suitable representation to model an equation to represent the given
problem.
4
4. At the end of a day, a pharmacist counted and found she has as many prescriptions
3
for antibiotics as she did for tranquilizers. She had 84 prescriptions for the two types of
drugs.
Write a suitable equation to represent the situation.
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: 3 Making Rules, Topic: Solving Simple Linear Equations
equation and inequalities
Standard:
interpret, model and solve problem involving unknown quantities.
 Solve simple linear equations
- Perform the four operations on integers
- Compute using fractions
- Solve simple linear equations using flow diagrams
Teaching/Learning Resources: Cartridge paper, whiteboard, tape
Key Vocabulary: Algebra, Constant, Variable, Equation, Terms, Coefficient, Expression,

Operations, Simplify, Substitute, Disaster, Preparedness, Population, Data, Information,
Formulae
Learning Outcome(s): Students will be able to
- Write equations and expressions using appropriate symbols
- Demonstrate the ability to solve equations correctly
Content Outline:
Backtracking is a simple way to solve equations using flowcharts. Flowcharts are useful
because they help you to do the calculations in an equation in the correct order.The key to
solving equations is the idea of undoing operations by doing the opposite operation.For
example, the opposite operation to addition is subtraction. This can be shown on a flowchart:
The flowchart shows that 3 + 5 = 8 and, by working backwards, that 8 - 5 = 3. To undo the
operation of “+”, we must do the opposite operation, “-” .

The following table shows which operations are opposites
Operations Opposite Operations
Addition (+) Subtraction (-)
Subtraction (-) Addition (+)
Multiplication (×) Division (÷)
Division (÷) Multiplication (×)
e.g.
Solve the following by backtracking with the aid of a flow diagram
1. 4n + 5 = 45.
n+3
2. 2

Engage: Do the Math: Calculator Hopscotch
Set It Up
Draw the board shown to the right, with square boxes about of length 30 cm. This can be
drawn on the floor with chalk, on cartridge papers then pasted together or printed. Jumping
can be done with one foot (for single digits) or two feet (for double digit numbers; with the left
foot representing the tens group and the right foot representing the ones, or vice versa, you
decide).
How to Play
The first player jumps from square to square to indicate an equation; for example, a player
might jump onto squares 4, +, 3 in order: “4 + 3 = “. The next player jumps to the answer,
then jumps a different equation. The player after her solves that, and so on.
Teacher will create equations before class.

1) You are given the equation 2p + 9 = 19 to solve with the aid of a flow diagram.
2) Draw flow diagrams on a 20 × 20 sheet of cartridge paper (upon completion, this will
be displayed on the white board with the aid of tape
3) The class will critique each groups solution by saying whether each is correct or
incorrect
- If incorrect, state why it is incorrect and how the solution is to be corrected
NOTE: Place at most one representation of each solution given on the whiteboard, as
various solutions will be repeated throughout the class.
Elaborate/Extend:
The pandemic COVID-19 has now impacted Jamaica. The Government has asked the Jamaica
Defence Force (JDF) to quarantine three (3) communities. The JDF sets up temporary sites in
each community to operate from. To set up each temporary site, the JDF rented three (3) tents.
The cost of the 3 tents plus a security deposit of $6 000 is $21 000.
a) Write an algebraic equation to represent the information above.

b) Use the flow diagram to solve the equation.

Evaluate:
1) Solve the following for the unknown term using the flow diagram
i. 3𝑝 − 7 = 35
ii. 2𝑞 + 5 = 17
2) John bought 4 candies. The cost of all 4 candies plus tax, cost a total of $93.
i. Using the letter ‘c’ to represent candies, write an equation to represent the
information above.
ii. Using the flow diagram, solve the equation to determine the value of one
candy.
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: 3 Making Rules, Topic: Solving Linear Equations using balancing
equation and inequalities method
Standard:
interpret, model and solve problem involving unknown quantities.
General Objective(s): Students will be able to
 Solve simple linear equations
- Perform the four operations on integers
- Compute using fractions
- Solve simple linear equations using Balance Method
Teaching/Learning Resources: Cartridge paper, whiteboard, tape
Key Vocabulary: Algebra, Constant, Variable, Equation, Terms, Coefficient, Expression,

Operations, Simplify, Substitute, Disaster, Preparedness, Population, Data, Information,
Formulae
Learning Outcome(s): Students will be able to :

- Demonstrate the ability to solve equations correctly
Content Outline:
Solving an equation means finding the value or values for which the two expressions on each
side of the equals sign are equal. One of the most common methods used to solve equations is
the balance method.
Imagine an equation as a set of scales. The scales will stay in balance as long as the same
operation (addition, subtraction, multiplication or division) is applied to both sides.

Example
Solve the equation 3𝑎 + 8 = 26
The equation can be shown in balance on a set of
scales.
The value of 𝑎 must be found such that it
balances 3𝑎 + 8 with 26.
The constant +8 can be removed from the
equation by subtracting 8
from each side. This gives 3𝑎 + 8 − 8 = 26 − 8.
This simplifies to 3𝑎 = 18. 3𝑎 means 3 × 𝑎 , so
to get 𝑎 by itself, divide both sides by 3. This gives 3𝑎 ÷ 3 = 18 ÷ 3.
This simplifies to 𝑎 = 6.
This answer can be checked by substituting 𝑎 = 6 back into the original equation
3𝑎 + 8 = 26.
Substitute 𝑎 = 6:
3𝑎 + 8 = 3 × 6 + 8 = 18 + 8 = 26
The equation balances, so 𝑎 = 6 is the correct answer.
Engage:
In the boxes below are numbers and operations. Use the numbers and operations in any
combination, to get each of the numbers below the box. Any number or operation in the box
may be used more than once.
a)
2 3
+ x
i. 6
ii. 7
iii. 8
iv. 12
b) 5 4 20 − ÷
i. 1
ii. 4
iii. 5

Explore:
In groups of no more than 5, examine and complete the model below.
3a + 8 26
1) Why do you think “8” Was subtracted from both sides of the balance?
3a + 8 – 8 26 – 8
2)
a. How could you determine the value of the variable 𝑎 in the model?
b. What operation would you apply?
3a 18

3) Justify by completing the balances below.
3a __ 18  __
_________
a 
Now, using the model above, solve the equation 5𝑏 − 13 = 37.

Explain:
4) The class will critique each groups solution by saying whether each is
a. correct or
b. incorrect
If incorrect, state
i. why it is incorrect
ii. how the solution is to be corrected
5) If the scales are balanced, what do we understand that to mean? What words could be
used interchangeable with balanced?

Elaborate/Extend:
The pandemic COVID-19 has now impacted Jamaica. The Government has asked the Jamaica
Defence Force (JDF) to quarantine three (3) communities. The JDF sets up temporary sites in
each community to operate from. To set up each temporary site, the JDF rented three (3) tents.
The cost of the 3 tents plus a security deposit of $6 000 is $21 000.
c) Write an algebraic equation to represent the information above.

d) Use the balance method to solve the equation.
NOTE: Replace the balance scale with the equal (=) sign.
e.g.
3a + 8 26
Instead of the representation using the scale above, we will write 3𝑥 + 8 = 26.
Evaluate:
3) Solve the following for the unknown term using the balance method.
iii. 3𝑟 − 7 = 35
iv. 2𝑐 + 5 = 17
4) John bought 5 apples. The cost of all 5 apples plus a tax of $63.75 cost a total of
$488.75.
iii. Using the letter ‘a’ to represent cost of one apple, write an equation to represent
the information above.
iv. Using the balance method, solve the equation to determine the value of one
apple.

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Work Sheet 1 Engage
In groups of no more than 5, examine and complete the model below.
3a + 26
Why do you think “8” Was subtracted from

3a + 8 – 26 – 8 both sides of the
8 balance?
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
3a 18 How could you determine the value of the

variable 𝑎 in the model?
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
What operation would you apply?

3a __ 18  __ …………………………………………………
______ …………………………………………………
…………………………………………………
…………………………………………………
a  Justify by completing the balances below.

Work Sheet 2
Now, using the model above, solve the equation 5𝑏 − 13 = 37.

Subject: Grade: 7 Duration: 60 minutes Term: 2
Mathematics
Unit of Work: 3 - Making Topic: Simplifying Algebraic Expressions

Rules, equation and
inequalities
Standard: Employ algebraic reasoning through the use of expressions, equations and formulae
to interpret, model and solve problems involving unknown quantities.

(*) 1. Make sense of problems and persevere in solving them.
( * ) 3. Construct viable arguments and critique the reasoning of others.
(*) 4. Model with mathematics.
(*) 7. Look for and make use of structure.
Prior Knowledge:
 Formulate rules from their knowledge of arithmetic properties;
 Define and identify variables, terms, constant, coefficient, expression,
equation, and operations
Skills to be developed: Simplifying expressions
At the end of the lesson, students should be able to:
• Simplify algebraic expressions by grouping like terms.
Observation sheet, containers with water, oil and soda (or any two water based mixture)
Key Vocabulary/ Concepts: like terms, unlike terms, coefficient, variable,
Content
Simplifying an expression is the first step to solving algebra problems. Through simplifying,
calculations are easier, and the problem can be more quickly solved. By simplifying expressions
you must first group all the like terms together. Like terms are two or more terms that
have exactly the same variables. (The coefficients do not have to be the same, just the
variables!)

For example, for the 6 terms above, 2x and 3x are like terms because they both just contain an
x.
7 and 9 are also like terms because they are both constants and neither of them have a variable
and that is what makes them like terms. 5y does not have a like term because no other term has
the variable y. 2xy does not have a like term because no other term has the variables x and y.
Tip for Combining Like Terms
Each term is usually separated by a plus sign or a minus sign.
When you combine like terms, you MUST take the sign IN FRONT of the term with it or your
answer may be incorrect!
Example
ENGAGE:
Students will be placed in small groups to conduct simple experiment. Each group will be
provided with four small transparent containers. The containers will have water, oil, grape soda,
orange soda (sodas can be any flavor or same flavor depending on the level student). Students
will state the contents of each container as they will be labeled. Students will be instructed to
pour the water and the oil in one container and shake or stir then they will do the same for the
two sodas. Students will observe the outcome of both mixtures and write their observation in
their books/observation sheet. A representative from each group will then share the findings
with the class.

Explore:
Students will partake in a class discussion where they will answer the following questions based
on the experiment done above.
What happened when the oil and water mixture was settled?
What happened when the soda mixture was settled?
Expected responses: The water and the oil mixture does not mix
The sodas mixed perfectly together
Why do you think the oil and water did not mix? (they are different - unlike substances)
(optional: explain oil base vs. water base and allow students to give examples)
Why did the sodas mix? (Like substance irrespective of colour)
Emphasize that same base mix whilst different base separate. (science: based on level of
students)
Give students the following scenario and allow them to do the activity that follows.
Mary went to the market on Monday and bought the following items.
banana , banana , apple , apple , banana
How can we use algebra to make Mary’s list simpler? Use an appropriate variable and
operation for each fruit.
Intended response
b + b + a + a + b = 3b + 2a
a + a + b + b + b = 2a + 3b
(teacher can instruct some groups to put apple first and others to place banana first as shown
above and discuss the commutative property and its place in simplifying algebra)
a + a + a + a - a = 4a – a = 3a
rearrange Simplify
2a - b + b + b + b + b = 2a + b + b + b + b – b = 2a + 4b – b = 4a + 3b
5a + a + a + 3 + b – b = 7a + 3
Like terms can be added or subtracted while unlike terms cannot be added or subtracted.
Students will do the following activity in their groups
Stimulate class discussion and students’ responses and add clarity where possible

Explain:
Students will explain why they say 3b + 2a instead of saying 5ba.
Students will also explain what they did to make the information more clear to read. (arrange in
order of like terms, arrange in alphabetical order, write letters to represent words)
Students will say if the expression 4a + 5b + c is the same as 5b + c + 4a and justify their
response.
Students will also explain what it means to have like terms
Students will explain why are not considered’ like terms’
Extend/ Elaborate:
Students will attempt the following worded question
Carter decides to buy cups of cola at $2 each and boxes of chocolate at $8 each for his friends.
1) Write an algebraic expression to find the total cost of the food if Carter buys x cups of
cola and y boxes of chocolate
Students will compete to expand and simplify the following question using their knowledge of
expanding brackets.
1.
2.
3.
After the first attempt on question 1, teacher will work the problem by scaffolding with class
being actively involved if no group got the correct answer.
NB: Suitable questions can be given based on students’ pathway level
Evaluate: Students will complete the following worksheet for assessment
14. Simplify 12x + 8x.

15 Simplify 26y - 9y.
Translate the following into an algebraic expression and simplify where possible:
18 x minus a number x
6 plus a number

Teacher Evaluation:
Strengths:
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Weaknesses:
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Action to be taken:
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Grade 7 Mathematics
Term 3
Lesson Plans

Duration: 60
minutes
Unit of Work: 1 - Sets Topic: Disjoint sets
Standard:
 Use the basic operations, number relationships, patterns, number facts,
calculators and software to compute and estimate in order to solve real-world problems
involving fractions, percentages and decimals.
() 3. Construct viable arguments and critique the reasoning of others.
students should be able to
 Define a set
 Identify and list members of a set
 Identify the intersection and union of a set.
 Even, odd and prime numbers.
 Identify and give examples of well-defined sets.
 Identify and use the language of sets (including disjoint, null, complement and subsets).
Objects/ printed pictures,
Key Vocabulary:
Sets
Disjoint set
Null set/ empty set
Elements/ members
Intersection
Content Outline:
A set is a collection of objects (called elements) which have a common property.
A well-defined set has distinct elements that are so clearly described that we can identify
whether an element belongs or does not belong to it.

Disjoint set -Two or more sets are said to be disjoint if they have no common elements/
members. Disjoint sets are also called non- overlapping sets.
Therefore, when the intersection of two disjoint sets is a null or empty set.
For example:
A = {a, e, i, o, u}
B = {b, c, d, f, g}
A ∩ B = {}
a, e. i, b, c,
o, u d, f, g
Engage: In groups students will be given the following objects/ printed pictures to group as
they see fit and label each group.
Guided Questions:
 How did you decide to group the elements?
 Do any of the sets overlap?
 Could you rearrange to form any other sets with these elements?

Explore/Explain:
In groups of 5 , students will be given the following task to complete.
In a grade 7 class, students are given a bag to select months of the years to create sets.
The table below shows the months they have selected.
Group A January June ?

Group B September October ?
Complete the table above

Using the information given:
1. Describe the sets
2. Draw a Venn diagram to represent this information.
3. What do you notice about both set A and Set B?
4. Using set notation, what is the relationship between the two sets?
5. What do you think set A and set B are called?
6. What distinct criteria is needed to be to identify a disjoint set? explain
7. Give 2 examples of disjoint sets.
Elaborate/Extend:
Students will write a paragraph explaining to a friend the meaning of disjoint set. Use examples
in your explanation.
Evaluate:
Students will complete the following activity below.
Mark is studying types of numbers in class. He realized that there are many different types of
numbers. So, he decided that he will look at three different types of numbers. Even numbers,
odd numbers and prime numbers to observe the similarities and difference of these numbers.
He decided to list the first 10 even numbers and label it set N;
The first 10 odd numbers and label it set M;
and the first 10 prime numbers and label it set P;
Use the information given to:
1. List:
Set N =
Set M =
Set P =
2. Find N ∩ M =
3. Find N ∩ P =
4. Find M ∩ P =
5. Represent Marks findings on a Venn diagram.
6. Describe the Venn diagram drawn.

Teacher evaluation:
Strengths
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Weaknesses
_____________________________________________________________________________
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Actions to be taken
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Duration: Term:
Subject: Mathematics Grade: 7
60 minutes 3
Unit of Work: Number Topic: Venn Diagrams
Standard:
and decimals.
General Objective:
 Illustrate data using Venn Diagrams.

 Use the language of sets (including disjoint, null, complement and subsets)
 Identify and give examples of well-defined sets
 Define key words such as intersection, union, universal, elements
Illustrate data using Venn Diagrams (at most two intersecting sets within the universal set)
Teaching/Learning Resources: Hula hoops, Slip of cartridge paper for name tag
Key Vocabulary: Venn Diagram, Union, Intersection, Universal set, subset, elements/members
Draw Venn diagrams correctly;
Engage in problem-solving situations;
Define key terms
Content Outline:
A Venn diagram is an illustration of the relationships between and among sets, groups of
objects that share something in common. Usually, Venn diagrams are used to
depict set intersections and union of sets.
A universal set is the set of all elements that are under consideration for a particular problem or
situation.

Venn diagrams are comprised of a series of overlapping circles, each circle representing a
category. To represent the union of two sets, we use the ∪ symbol.
In the below example, we have circle A in green and circle B in purple. This diagram represents
the union of A and B which we notate as A ∪ B.
The intersection is symbol ∩

The area where two sets intersect is where objects share both categories. In our example
diagram, the teal area (where green and purple overlap) represents the intersection of A and B
which we notate as A ∩ B.
A mathematical set in which every element in the set is also contained in a larger set
X is a subset of Y if every element of X is contained in Y.
Example: Given X = {a, r, e} and Y = {r, e, a, d}, what is the relationship between these sets?
We say that X is a subset of Y, since every element of X is also in Y. This is denoted by:

Engage:
A survey will be conducted with all students in the class to identify the parent with whom
he/she lives. Students will be instructed to write their names on one side as well as one of three
responses on the opposite side of the card provided (MOTHER, FATHER or BOTH). They will
be asked to leave the paper blank if neither of the responses apply to them.
Explain:
A pair of intersecting hula hoops will be placed on the floor with a large rectangle to enclose
both. One hoop will represent Set A (MOTHER) and the other, Set B (FATHER). Students will
be asked to walk and place their cards in the correct place that they think it should be. Teacher
and students will discuss whether or not the cards were correctly
Guided Questions:
Do you know what these hoops represents?
What do you know about a Venn Diagram?
Why did you place your card in such area?
Did we accommodate those who do not live with their mother or father? How?
What do you notice about the position of persons’ cards who live with both parents? Why is this
so?
Do you know what is meant by the intersection of sets?
Show the area that would represent the intersection
Explain what is meant by the union of sets.
Show the area that would represent the union of the sets
State any three facts about the Venn Diagram presented.
∪
SET B
SET A
In the discussion, students will learn the key terms and the symbols to represent universal set,
union, intersection.
NB. Where hula-hoops are not available, teacher can draw large circles on the floor.

Explore:
Task 1: Students will be asked be asked to shade the areas in that represents intersection and
union on the Venn Diagram used in ‘Explain’.
Task 2: Students will be asked to represent the following scenario on a Venn Diagram, then
answer the following questions.
150 college freshmen were interviewed, 85 were registered for a Math class, 70 were registered
for an English class and 50 were registered for both Math and English.
a) How many signed up only for a Math Class?
b) How many signed up only for an English Class?
c) How many signed up neither for Math nor English?
Students will show working on board and give explanation as to how they arrive at the answer.
Misconceptions will be addressed.
Task 3: There are 123 girls at the Mount Mars Primary School. Twenty-five of those girls are
in grade 7. Represent the information on a Venn Diagram using Set A to represent the total
number of girls, while Set B represents the number of students in Grade 7.
SET A ∪
SET B
25 123-25=98
Guided Questions:
How many students are a part of Set A?
How many students are a part of Set A only?
Explain your drawing/answer.
Students will be introduced to subset and how to represent such on a Venn Diagram. They will
also learn the symbol used to represent subset

Evaluate:
A college administrator wanted to find how common it is for young adults to have their ears
pierced. A survey was done by gender and whether their ears were pierced or not.
Pierced Ears
Gender Yes No TOTAL
Male 19 71 90
Female 84 4 88
TOTAL 103 75 178
Students will be asked to illustrate the information provided on the table above on a Venn
Diagram.
Teacher evaluation:
Strengths
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Weaknesses
_____________________________________________________________________________
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Actions to be taken
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________________________________________________________________________

Unit of Work: 1 Sets Topic: Obtain and interpret information from a Venn
diagram.
Standard:

 Work in groups
 Illustrate information
 Analyze information
 Define key terms
 Draw Venn diagrams
Specific Objectives: Pupils should be able to:
 Obtain and interpret information from a Venn diagram.
 My plate templates
 Work cards
Key Vocabulary:
 Compare
 Finite set
 Set complement
 Venn Diagram
 Elements
 Intersection
 Universal set
 Union
 Draw Venn diagrams correctly
 Define key terms

Content Outline:
A Venn Diagram is a pictorial representation of the relationships between sets. It is a visual tool
used to compare two or more objects, events, people, or concepts. It is used to organize
differences and similarities. This simple graphic makes it easy to understand how two ideas are
both different and alike at the same time.
Engage:
Complete the ‘my plate template’ by writing the food and
beverage consumed for lunch / dinner yesterday and
breakfast today.
Explore:
Task 1:
Students will review the following information.
The menu below show the meals of Sally and Kim.
Sally’s Breakfast
Kim’s Breakfast
 Cornflakes in cold milk
 Oatmeal porridge
 Eggs (scrambled)
 Egg (boiled)
 Toasted bread
 Half an orange
 Half an orange
 Hot milo
 Hot chocolate

On a Venn diagram shown below, label to show the meals eaten by both Sally and Kim.
Sally Kim
Guided Questions:
 Which items (elements) would you place in the area coloured red and why?
 What would this area represent?
(Repeat questions for each colour.)
Task 2:
Each group will get a set of cards with concept and definition. Illustrated below.
Let Set A be Sally’s breakfast items and let Set B be Kim’s breakfast items
Use set the notations and concept cards above to correctly identify the elements of the
different sets from the Venn Diagram created in task 1.
 A∪ B = { }
 A∩ B = { }
 𝐴′ = { }
 𝐵′= { }

Explain:
Facilitate a class discussion as students share their answers.
1. How is your group’s representation different from the other groups’?
2. How would you describe the elements in the red area of the diagram?
3. How would you compare an element is in the blue area of the diagram with the elements
in the red area of the diagram?
Elaborate/Extend:

Evaluate:
Students will individually complete the Activity below:
O T
Teacher evaluation:
Strengths
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_____________________________________________________________________________
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Weaknesses
_____________________________________________________________________________
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Actions to be taken
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_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________________________

Duration:
60 minutes
Unit of Work: Number Topic: Calculating Total Price
Standards:
 Use the basic operations, number relationships, patterns, number facts, calculators
and software to compute and estimate in order to solve real-world problems
involving fractions, percentages and decimals.
 Compute the total price given quantity and unit price;
Prerequisite knowledge/skills: students should be able to

 Identify and calculate unit price.
 Compute the total price given quantity and unit price
Teaching/Learning Resources: Cuisenaire rods or connecting cubes, tables, pictures
Key Vocabulary:
Unit price
Quantity
Total price
Better buy
purchase
 Convert various units correctly;
 Problem-solve situations effectively;
 Engage in group discussions and activities cooperatively;
Content Outline:
 The unit price is the cost for one item or measurement.
 Quantity is the amount, number or measure of an item.
 The total price is the amount of money spent to purchase an item or service.

Engage:
Students will be placed in groups. Each group will read the scenario below.
Marlon has $200, he wants to make lunch for he and his two friends. Select the item that
you think is the better buy for Marlon.
$0.75 per gram $0.76 per gram
Students will explain to the class why they think the item selected is the better buy.
This will generate a class discussion.
Explore/Explain:
In groups, students will be given the following task to complete.
Task One
Mark is selling oranges at the market. The cost of one orange is $45. Pam wants some oranges
to make juice. She is not sure how much they will cost, but she only has $500. The oranges are
sold in threes.
Unit Cost Number of Units Total Cost

3 45
6
45
12
 Use the Cuisenaire rods to model this problem.

 Let the red rod represent the total price of the oranges and the blue rods represent the
cost of one orange (unit price)
 Complete the table above.

Sample
Unit price
Total Price
$45
Unit price
Guided Questions
1. Use the white or cream rods to represent the unit as shown above.
2. How many white or cream rods were used to represent the total number of oranges
purchased?
3. How can you find the total price for the 12 oranges?
4. How many oranges can she buy?
5. Explain your answer.
Elaborate/Extend:
Students will complete the following task below.
Pam is selling pencils. She went to the Pencil Factory to purchase pencils. The sign below was
displayed.
The Pencil Factory

Lab pencils
BIC pencils
$30 each
$30 each OR
$29 each (when
bought in a pack
of 12)
Pam wants to purchase 5 dozen pencils. So, she looks at the prices of both sets of pencils.
A) What is the total price for the BIC pencils?

B) What is the total price for the Lab pencils?
C) Which is the better buy for Pam? Explain

Evaluate:
Calculate the total price for the following items below.
1. Four children went to the cinema. They each pay $1500 for their tickets, what is the total cost
price for all four tickets.
2. Paul is planning on purchasing a cellular phone. The table below shows the rate at which the
telecommunication providers offer.
Digicel Flow
$0.70 per minute. $0.80 per minutes

$0.50 per minute on Plus free weekends calls
weekends plus free
nights.
Paul is a business owner, who communicates with his supplier 5 days per week for 5 minutes
and once on weekends for 7 minutes. Which telephone company provides Paul with a better
service?
Explain your answer. (Explanation should be accompanied by working out).

Teacher evaluation:
Strengths
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________________________________________________________________________
Weaknesses
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________
Actions to be taken
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________

Duration: 60
Subject: Mathematics Grade:7 Term: 3
minutes
Unit of Work: 1- Properties of Arithmetic, Ratio Topic: Calculating unit price of an item
And Proportion
Standard:
 Work in groups
 Solve problems
 Discuss
 Compute accurately
 Critique constructively
 Observe
 Make presentation
Specific Objectives: Pupils should be able to:
 Compute a unit price given the quantity and total price.
 Interlocking cubes
 Classified advertisements
 Virtual/Online store
 Electronic device – phone, tablet, computer
 Calculator
Key Vocabulary:
 Unit price
 Cost price
 Quantity

Content Outline:
Unit Price is defined as the price for one item or measurement, such as a pound, a kilogram, or
a pint, which can be used to compare the same type of goods sold in varying weights and
amounts.
To calculate the unit price of an item when given the cost price and the quantity we divide the
total cost price of the items by the number of units
𝑐𝑜𝑠𝑡 𝑜𝑓 𝑥 𝑢𝑛𝑖𝑡𝑠
𝑢𝑛𝑖𝑡 𝑝𝑟𝑖𝑐𝑒 =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑢𝑛𝑖𝑡𝑠
For example: A case of 24 tissues cost $1200.00, what is the price for a tissue?
$1200.00
= $50.00.
24
𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, 𝑡ℎ𝑒 𝑢𝑛𝑖𝑡 𝑝𝑟𝑖𝑐𝑒 𝑜𝑓 𝑎 𝑡𝑖𝑠𝑠𝑢𝑒 𝑖𝑠 $50.00
Engage:
In groups of 2, build a structure using the set of interlocking cubes provided
and create a chart showing how many of each block was used (colour,
quantity).
Explore:
Each group will assign a dollar value to the quantity (number) of cubes per colour. Use the
information to complete the table below.
Sample table:
Colour Quantity Total price Unit price ($)

($)
red 10 $250.00 $25.00
yellow 17
white 24
blue 20
orange 4
Explain:
Teacher will facilitate mathematical discourse by asking guided questions:
 What information did you need to calculate the unit price?
 What solution pathway did you use to arrive at your unit price?
 How did you cross-check your answer to ensure its reasonableness?
 How is your process/product different or alike that of others?
Students will also critique the reasoning of their classmates.

Elaborate/Extend:
 Five friends are planning a movie night for next Saturday. The ticket price for three
different cinemas is shown in the table below. Decide which theatre is the BEST to
watch the movie.
Cinema A Cinema B Cinema C

2 for 1 special: 3 tickets @ Group package:
2 tickets for $1 650.00. $790.00 per person 4 tickets for $3
1 ticket @ $780.00 per 1 ticket @ $850.00 580.00.
person per person 1 ticket @ $600.00
per person
 In groups, use classified provided by teacher to calculate the unit price of different
items.
Evaluate:
The following items are on sale in the school’s tuck shop.
Which items could you purchase if you had:
1. $163 ____________________ and __________________________
2. $88 ____________________ and __________________________
3. $180 ____________________ and __________________________
Teacher evaluation:
Strengths
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

_____________________________________________________________________________
________________________________________________________________________
Weaknesses
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________
Actions to be taken
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________

Duration: 60
minutes
Unit of Work: 1- Properties of Arithmetic, Topic: Compute the quantity given total and
Ratio And Proportion unit price
Standard:
 Number Operation and Application:
Compute accurately, solve problems
Compute the quantity given the total and unit price in problem solving situation to 90%
accuracy.
Shop items and money
Key Vocabulary:
Money, Unit Price/unit cost, Total cost, quantity
Content Outline:
 A unit price is the price for one unit of a good (service) e.g. per kilogram, per dozen.
While quantity is a determined or estimated amount.
 When give the unit price as well as the total price of a good or service, the quantity can
be derived by dividing or repeated subtraction.
 A bar is one of many strategies used to illustrate so that solving the problem is more
manageable and easily analysed.

Engage:
 Three students will be selected at intervals to participate.
 Number cards from 1-9 will be flushed and placed face

down.
 Two of the three students will pick a card and hold it to their
forehead without looking at it (they will only see their
opponent’s number).
 The third student will tell the sum/difference/product of the two
cards as established before the beginning of the game. The first person to get the answer
wins.
 Play as many rounds as possible within a specified time frame.
 A shop will be placed in an area of the classroom with priced items. The students will be
given a set amount of cash and asked to purchase items that total/or close to total the
money given in preparation of the Corona Virus. For example, given $1000, a student
could purchase 6 rolls of tissue, 6 bars of bath soap and 2 tubes of toothpaste.
The students will share with the class strategies used to arrive at the items chosen.
 In groups, determine the quantity of each item purchased, using the information in the
table below, (the table can be reduced so that each group has two unique items).
In their explanation it is expected that students will outline:
 What Mathematical technique (e.g. Transposition) did I use to solve for the unknown
quantity?
 Was it challenging in obtaining a solution?
 How did you overcome that challenge
Items Unit Price Total Price
Ripe Banana $20 each $240
Pineapple $150 per kg $3000
Orange $600 per dozen $ 14400
Strawberry $180 per kg $900
Grape $250 per kg $750

You can consider using the following questions and statements
1. Is there a relationship between the unknown quantity, unit price and purchase price?
2. Can I express this relationship as an equation?
3. Can I solve this equation for the unknown quantity?
4. Express your solution
a. In written form (narrative, equations, song, poem)
b. As an illustration (diagram/table)
Elaborate/Extend:
Solve the following question:
1. A shop keeper went to market to purchase oranges. The shop keeper buys 5 dozen
oranges and brought it back to his shop, sold it and made a total $1625.00. If the shop
keeper made $125.00 on the total cost price what is the unit price?
2. The book fair had a sale where 6 books were $2046.00. If you wanted to buy 7 books,
how much money would you need?
Evaluate:
The students will be asked to make a journal entry on strategies that can be used to calculate
quantity given the unit and total price.
Teacher evaluation:
Strengths
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________
Weaknesses
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________
Actions to be taken
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________

Duration: 60
minutes
Unit of Work: Numbers Topic: Best Buy
Standard:
software to compute and estimate in order to solve real-world problems involving
fractions, percentages and decimals, and apply principles of computation to solve real-
world problems
Prerequisite knowledge/skills: Check that students can;

 Compute unit price given the quantity and total price
Specific Objectives: By the end of the lesson students should be able to;
 Identify ‘best buys’ and bargains by comparison of unit costs;
Teacher generated activity sheet.
Key Vocabulary:
Money, Unit Price/unit cost, Total cost
Learning Outcome(s):Students will be able to;
 Problem-solve situations effectively;
 Engage in group discussions and activities cooperatively
Content Outline:
The "Unit Price" (or "unit cost") tells you the cost per liter, per kilogram, per pound, etc, of
what you want to buy. Comparing Unit Prices can be a good way of finding which the “best
buy” is. The best buy is the item that has the lowest unit cost for the particular content you
want to purchase. Many times items are packaged in different size containers. Sometimes
shoppers save money by selecting a larger container of the same item. For example, a gallon of
milk often costs less by amount than a quart of milk. To find out which size container is the best
buy, you will need to know the unit price of the contents and compare
We divide the price of certain number of units of an item by the number of units to find
the unit price of that item. For example, to find the unit price of 12 ounces of soup
that costs $2.40, divide $2.40 by 12 ounces, to get unit price of soup as $0.20 per ounce.

Engage: Students, in small groups, will be asked to complete the following tables, with the use
of a calculator if needed. Write solutions to the 2 decimal places
Baked Snacks: Calculate the cost per gram

Baked Snack Price Net Weight Unit Price
Fruit Bun $98.44 128g
Pineapple Cake $104.10 120g
Cheese Bread $98.92 125g
Pepsi: Calculate the cost per litre

Pepsi Price Volume Unit Price
Bubbla $67.83 0.5 L (500 ml)
Core $126.87 1.25 L
Regular $216.88 2L
Option to enhance engage;

 Setup a shop corner in the class and have groups of students gather the information such
as net weight/volume and item price.
 Speak about food labels, unit measures in the packaging and what they mean.
Explore/Explain: Class discussion and Activity

Discussion Questions (Based on the engage activity)
 Which type of Pepsi would you purchase and why?
 What do you think best buy is?
 Let’s say we needed to purchase 6 Litres of Pepsi which do you think would be our best
buy? (Share your answer with the class and write your thought)
Activity
1. How many Bubblas are needed to have 6 Litres of Pepsi?
_____________________________
2. How many Cores are needed to have 6 Litres of Pepsi?
______________________________
3. How many Regulars are needed to have 6 Litres of Pepsi?
______________________________
Complete the following table
Pepsi Amount to be Price Total Price Unit Price Per litre

Purchased (Use previous
table)
Bubbla $67.83
Core $126.87
Regular $216.88

4. Which Pepsi would be the best buy for 6 litres? Explain your thinking.
5. Is your answer the same as above?
6. Write the Pepsi’s in order of best buy to worst buy in the table below.
Pepsi Price Unit Price Per litre

(Use (Use previous
previous table)
table)
Best Buy
Better Buy
Good Buy
7. Which is a better indication of best buy size, regular price or unit price?
8. Identify the best buy between the large Trix or regular Trix show calculations
(Individual work, Share with partner when completed)
Net Weight of Cereal Price for the box cereal
Large Trix $571.30
Regular Trix $454.50
Guided questions for number 8

 Is the listed price for the Trix the best indicator for best buy? What is?
 How do you calculate unit price?
 How do you know that this size is the best buy?
Elaborate/Extend: Solve the following question and give reason
When entering the super market there is a value bin with an advertised deal of 6 Serge Milk
(250 ml) and 15 Granola cereal (30g) at a price of$1,240. However, the milk and cereal on the
shelves are priced Serge (1 litre) at a price of $380 and Granola Cereal (303g) at a price of
$450. What is the better buy?
Evaluate:
1. Three different brands of washing powder are on sale. Their prices are shown below. Work
out which brand provides the best value for money. Give reason

2. I saw this advertisement for a sports grill restaurant
called Wing Zone. How does this price compare to the
BW3’s wing night where wings are $60 a piece?
Which is the better deal? Explain your answer fully
using the terms best buy and unit price.
Teacher evaluation:
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Weaknesses
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Duration: 60
minutes
Unit of Work: 2 Consumer Arithmetic Topic: Profit and Loss
Standard:
General Objective:
 Calculate profit and loss in monetary and percentage terms;
Students should already be able to:
- Carry out the four basic operations on numbers
- Calculate a percentage of a number
- Define the terms profit and loss in their own words
- Calculate profit in monetary value with 100% accuracy
- Calculate percentage profit with 85 % degree accuracy
- Calculate loss in monetary value with 100% degree accuracy
- Calculate percentage loss with 85 % degree accuracy
Key Vocabulary:
Profit, loss, percentage profit, percentage loss, cost price, selling price
1. Calculate profit or loss in monetary value
2. Calculate percentage profit and/or percentage loss
Content Outline:
Profit and Loss Percentage - are used to refer to the amount of profit or loss that has been
incurred in terms of percentage which can be either profit percentage or loss percentage.
Cost price: This is the price at which we have purchased an item. This is abbreviated as C.P.
Selling price: This is the price at which we sell an item; in short, it is written as S.P.

 During the purchase and sales of an item, depending upon the C.P or S.P, it can be
either profit or loss for the seller.
 Profit: When the selling price of an item is more than the cost price of the same item,
then this is the condition of profit for the seller.
S.P. > C.P.
 The net profit: The difference in the amount of the Selling Price and the Cost price is
the net Profit, given as-
Net Profit = S.P. – C.P.
 Loss: When the Cost Price of an item is more than the Selling Price of the same item,
then this is the condition of loss for the seller.
S.P. < C.P.
 Net Loss: The difference between the amount of Cost Price and the Selling Price is a
net loss.
Net Loss = C.P. – S.P.
Engage:
Jennifer was presented with two business options to choose one. Help her choose giving reasons
to support your choice.
OPTION A OPTION B
Buy 24 pens for $480.00. Buy 50 sweets at $5.00

Sell for $ 15.00 each. each. Sell for $500.00.

Explore:
Barry bought a 400 gallons water tank for $ 28 600.00 and
sold it for $25 000.00. What is the profit or the loss in
monetary value? Express the profit or loss as a percentage of
the cost price.
See guided questions below.

In small groups, students will be required to discuss the scenario.
Explain:
A discussion will be conducted during which students will share and compare responses.
Guided Questions:
 How much did he buy the water tank for?
 How much did he sell the water tank for?
 Identify the cost price and the selling price.
 What is the difference between the selling price and the cost price?
 Is the difference considered to be a profit or loss? Justify your response.
 What percentage of the cost price is this?
 Create a generalization in the form of an equation for finding the profit and/or the loss.
 Create a generalization for finding the profit percentage or loss percentage.
Elaborate/Extend:
In the same small group, using the scenario above,
“how much could the tank be sold for to make a profit of 20 percent?”
Students are required to explain and justify their responses, using diagrams/ algorithm (invented
strategies).
Evaluate:
1. Complete the table below
CP SP Difference Profit/ loss Percentage
profit/ loss
$ 2400 ? $400 profit ?
$ 945 $ 803.25 ? loss ?
$ 1209 ? ? profit 11%
? ? ? ? ?
2. A shopkeeper buys a stove from a manufacturer. The shopkeeper sell the stove for
$ 90 000.00 at a profit of 20 %.
a) How much did the shopkeeper pay the manufacturer for the stove?
3. In small groups, create your own question.

Teacher evaluation:
Strengths
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Weaknesses
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Duration: 60
minutes
Unit of Work: 2 Topic: Currency Conversion
Standard:
and decimals.
General Objective:
 Convert Jamaican dollars to other currencies and vice versa.
 Compute the given quantity and unit price
 Compute a unit price given the quantity and total price
 Compute the quantity given the total price and the unit price
 Identify ‘best buys’ and bargains by comparison of unit costs;
 Perform the four basic operations to include multiple operations
 Complete computations using a calculator
 Rounding numbers to two decimal placesf members in a set with the properties of that se
Convert Jamaican dollars to three different currencies and vice versa.
Teaching/Learning Resources: calculator, money models
Key Vocabulary: conversion, currency, US Dollars (USD), Pound Sterling, Canadian Dollars,
exchange rate
Convert between currencies correctly
Problem-solve situations effectively
Engage in group discussions and activities cooperatively
Content Outline:
Currency: The money that is used in a particular country at a particular time.
Currency conversion: The process of converting one form of currency into another country's
usable currency.
Currencies Abbreviation and meanings
JMD$ – Jamaican Dollars USD$ – United States Dollars
CAD$– Canadian Dollars GBP £ – Great Britain Pounds

Exchange rate: Rate at which one currency may be converted into another. The exchange rate
is used when converting one currency to another
Engage:
Students will be placed in four groups and given a 50 dollar not, each of a different currency.
Each group will write down what they think each note can buy. They will then be asked which
note they think has the highest value in Jamaica.
Explain:
Students will be given the following currency conversion table without a title.
1 USD 1 CAD 1 GDP

JMD 137.00 96.85 168.75
Guided Questions:
What does the four abbreviations on the table stand for?
Which country(s) use(s) these currencies?
Have you ever seen any table of this sort anywhere? If yes, where?
What do you think is shown on the table?
What is meant by exchange rate?
Which country has the best exchange rate and why?
What suitable title could we have given the table?

Explore
Using the same table at ‘Explain’, students will be given the following scenario to attempt
solving.
Task 1: Karla wants $10,000.00 JMD to put towards her school fee. She plans on calling her
dad in America, her aunt in Canada and her grandma in England to assist her with to pay her
fees. She is unaware of who will be able to send the money. Karla wants help in converting the
$10,000.00 JMD equivalent to the three different currencies in order to make her call. Help
Karla to do the three calculations.
(Calculators can be used but all answers are to be rounded to 2dp)

Guided Questions:
What operation did you use to do each conversion?
Which family member would need to send the least amount? Why?
Task 2: Dad decides he can only send 55US. Karla needs to calculate:
a. The amount of money will she get in JMD
b. The balance needed
c. Convert the balance needed in GBP and CAD before calling her grandma and aunt.
Guided Questions:
What is the difference in converting from another currency to JMD versus JMD to another
currency?
Calculations will be done on the board and misconceptions cleared if necessary.
Elaborate/Extend:
CURRENCY
CAD 97.20 96.32
USD 138.25 136.98
GBP (£) 170.02 168.60
Prices quoted are equivalent to JMD

Kareem wants to send £125 to his mom in England. He wants to use either MoneyGram or
Western Union. To send using MoneyGram, he has to pay $600.00 JMD. To send using
Western Union he has to pay JMD$850.00.
 Which transaction would cost more?
 What is the total amount of money would he give the clerk at Western Union?
MoneyGram?
 What is difference between both transactions?
Evaluate:
Using the following currency conversion table below, answer the following questions
CURRENCY CONVERSION TABLE
1. Collin is setting off from Jamaica for a business trip to London. He converts $530,000 to
pounds. How much pounds will he receive?
2. After working on a farm in Canada, Alejandro is returning to Jamaica. He converts
$1500 to Jamaican dollars. How much JMD will he receive?
3. Out of curiosity, Abigail wonders how much her car would be worth in the US. The car
costs 1.8 mil in JMD. How much would this be equivalent to in USD?
Teacher evaluation:
Strengths
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Weaknesses
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Unit of Work: Algebra Topic: Representing Ordered Pairs on a Grid
Standard:
 Develop an appreciation for coordinate geometry and apply it to real world phenomena
1. Locate points on the Cartesian plane
2. Identify the different quadrants in the Cartesian plane
- Write coordinates of points as ordered pairs
- Plot ordered pairs of numbers on the Cartesian plane
Teacher-generated worksheets, grid paper, map of Caribbean, activity sheet, Battleship
Key Vocabulary:
Graphs, Data, Coordinates, Points, Ordered pairs, Cartesian plane, Quadrants
- Actively and cooperatively participate in group activities and discussions;
- Construct diagrams accurately;
- Accurately locate coordinates on a plane;
Content Outline:
The Cartesian coordinate system, also called the rectangular coordinate system, is based on a
two-dimensional plane consisting of the x-axis and the y-axis. Perpendicular to each other, the
axes divide the plane into four sections. These are known as the quadrants and
labelled/numbered I, II, III and IV.
Each point in the plane is identified by its x-coordinate, or horizontal displacement from the
origin, and its y-coordinate, or vertical displacement from the origin. Together, we write them
as an ordered pair indicating the combined distance from the origin in the form (x, y). An
ordered pair is also known as a coordinate pair because it consists of x- and y-coordinates. For
example, we can represent the point (3, −1) in the plane by moving three units to the right of the
origin in the horizontal direction, and one unit down in the vertical direction.

Engage:
 The teacher will start a conversation about how places can be located and what is
needed to locate a particular place.
 The teacher will then give the students, in pairs, the grid below and have a discussion
surrounding the following questions.
B A

Suggested Questions
1. Can you identify the point located at (2,4)? State the letter name given to that
coordinate.
2. What can we use to know the exact location of point B?
3. Why did you choose that particular order and/or answer?
4. Are any of the points located at (-4, -3)?
5. What’s the actual location of the point? Which point is this?
6. What did you use to find out?
 It is expected that students will use the coordinates that are on the on the grid to locate a
point. As each point meets at an intersection of an x and y value, this is likely to guide
their thinking.
 Afterwards, the teacher will give them the activity in the Explore.
Explore:
The students will be completed the following activity in pairs.
Activity
The pairs will be playing a game of Battleship, the coordinate game, in which two players
place their navy ships in a Game Board that has corresponding positions or coordinates
where their opponent must guess which coordinates they have positioned their battleship.
Every correct guess means they hit the target and who ever hit all the battleship wins. The
first person to sink all the ships of his/her opponent wins. The activity, with detailed
instructions, is attached. The game can be played for about 10 – 15 minutes.
Explain:
 Selected pairs will be asked to explain what happened in the game that they played.
 They will be asked to explain how they were able to find/locate the coordinates of the
battleships that they opponent had.
 At the end of the groups sharing/reporting on the game, use students’ thinking and
reasoning to explain and emphasize the importance of ordered pairs and coordinates.
have with any of the pointers mentioned above.
Elaborate/Extend:
Using the same pairs, the students will be taking part in a bonus round of the game of
Battleship.
Activity
In their game of battleship, Lemar gave Jermaine a hint about locating one of his ships. He said
that the ship is in the second quadrant. Which one of the following could represent an ordered
pair for the ship’s location? Justify your response and plot the point on the grid.
1. P (3, 4)
2. P (4, -5)
3. P (-3, 2)
4. P (-1, -4)
Evaluate:
Individually, the students will complete the activity sheet attached as assessment of learning.

Teacher evaluation:
Strengths
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Weaknesses
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Battleship Game (Explore)

Activity Sheet - Evaluation
Plot the following points on the coordinate grid
10. S (6, 11) 11. T (3, 5) 12. U ( 9. 12)

Unit of Work: Algebra Topic: Connecting Ordered Pairs to form Patterns
Standard:
 Develop an appreciation for coordinate geometry and apply it to real world phenomena
- Plot ordered pairs of numbers on the Cartesian plane
- Connect points on the Cartesian plane to form patterns
Worksheet, graph paper, ruler
Key Vocabulary:
Graphs, Data, Coordinates, Points, Ordered pairs, Cartesian plane, Quadrants
- Actively and cooperatively participate in group activities and discussions;
- Construct diagrams accurately;
- Accurately locate coordinates on a plane;
Content Outline:
The Cartesian coordinate system, also called the rectangular coordinate system, is based on a
two-dimensional plane consisting of the x-axis and the y-axis. Perpendicular to each other, the
axes divide the plane into four sections. These are known as the quadrants and
labelled/numbered I, II, III and IV.
Each point in the plane is identified by its x-coordinate, or horizontal displacement from the
origin, and its y-coordinate, or vertical displacement from the origin. Together, we write them
as an ordered pair indicating the combined distance from the origin in the form (x, y). An
ordered pair is also known as a coordinate pair because it consists of x- and y-coordinates. For
example, we can represent the point (3, −1) in the plane by moving three units to the right of the
origin in the horizontal direction, and one unit down in the vertical direction.

Engage:
Students will be asked to write five things that they should know to plot ordered pairs of
numbers on the cartesian plane after which they will be asked to share their responses and a
discussion will follow.
Explore:
“Jenny drew a picture and sent it to Jim through a courier service. When Jim received this
picture, it was damaged. In order to see what is on the picture, Jenny advised him to get a graph
sheet and plot the given points on the cartesian plane. Assist Jim to plot and connect the points
so that he can see what was on the picture.”
Explain:
Students will be asked to share their experiences when plotting and connecting the points. They
will also be asked to describe the image that Jim had gotten.
Elaborate/Extend:
Students will be asked to work in pairs, one person will be asked to create an image while the
other tells the points.
Evaluate:
Students will be given a worksheet.
(See appendix)

Teacher evaluation:
Strengths
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Weaknesses
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Appendix

Duration: 60
minutes
Unit of Work: Algebra Topic: Representing Mappings
Standard:
Standards for Mathematical Practices:
( ) 4. Model with mathematics.
 Generate number patterns and identify their rules using algebra;
 Solve word problems using algebraic expressions and formulae;
 Write coordinates of points as ordered pairs;
 Plot ordered pairs of numbers on the Cartesian plane;
- Represent a mapping by (a) rule, (b) diagram,(c) a set of ordered pair
- Mappings
- Tables
Key Vocabulary:
- Mapping
- Ordered pair
- Rule
- Patterns
- Domain
- Range
Content Outline:
An ordered-pair number is a pair of numbers that go together. The numbers are written within a
set of parentheses and separated by a comma.
For example, (4, 7) is an ordered-pair number; the order is designated by the first element 4 and
the second element 7. The pair (7, 4) is not the same as (4, 7) because of the different ordering.
Ordered pair can be used to show domain or inputs and range or outputs

A mapping illustrates how each element of a domain is paired with an element in the range. The
set of the first numbers of the orders pairs is the domain. The set of second numbers of the
ordered pairs is the range of the relation.
Engage:
Have students examine the relationship between the quantities in this unfinished mapping.
Column1 Column 2
FORK KITCHEN UTENSIL
PENCIL SCHOOL SUPPLIES
IPOD GADGETS
POT
LAPTOP
ERASE
Classify each object in column one by drawing a line to a common name in column 2.
Have selected students share their completed mapping.
Have a discussion in which students describe the relation of an object to its common name.
Questions:
 How are the objects in column 1 related to those in column 2?
 What does the arrow tell us about the relationship between the first set of numbers and
the second?
 How many objects can be found in each column?
 How did you classify the objects?
Explore:
Have students working in pairs to complete the task below.
Tasks:
The mapping shows the cost to purchase one, two, and three hotdogs at your school.
A) Expand the mapping to determine the cost of six hotdogs.
Domain (input) Range (0utput)

1 $150
2 $300
3 $450
4
5
6
B) Complete the set of ordered pairs for up to five hotdogs
(1,150), (2,300), (___,___), (___,___),(___,___)(___,___)
C) Write a rule to determine the cost of any number of hotdogs. Explain
D) What would ten hotdogs cost?
Explain:
 Each group will be allowed to present their solution to the exploration activity
Students will be engaged in a discussion about the strategies they used to complete the
ordered pairs and find a rule for the mapping.
Questions:
 Describe the pattern of inputs and outputs in the mapping diagram shown.
 Did you encounter any difficulty in making table, set of ordered pairs, Why?
 What strategy did you use to complete the set of ordered pairs?
 What strategy did you use to find the rule of the mapping?
Point out that the ordered pairs shows that the relationship between the points is the same each
time because the relationship rule, × 150, is the same for all pairs of numbers
1 150
X150
2 50 300
X150
50
3 X150 450
50
4 X150 600
50
5 X150 750
50
6 X150 ?
50
Point out that this time the rule is × 150, multiplication, and we call this the common ratio.
(Students do not need to remember this.)
Elaborate/Extend:
A store sells previously viewed movies. The mapping shows the cost of buying 1, 2, 3, or 4
movies.
Domain Range
1 10
2 18
3 24
4 28

a) Use the mapping to draw a table diagram.
b) Describe the pattern/rule.
c) How does the cost per movie change as you buy more movies?
Evaluate:
Copy and complete the diagram
List the ordered pairs shown in the mapping diagram.
Describe the pattern in the mapping diagram.
Domain Range
1 4
2 8
3 12
4
5
6
ERROR ANALYSIS
Describe and correct the error in drawing a mapping diagram of the set of ordered pairs. (5, 4),
(6, 4), (7, 4), (8, 4).
Domain Range
5
4 6
7
8

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: Relations, Functions, Topic: Types of Mappings
and Graphs
Standard:
Recognize and give examples of each of the following type of mapping:
 one-to-one
 one-to-many
 many-to-one
 many-to-many
- Represent a mapping using (a) diagram (b) set of ordered pairs (c) rule
Recognize and give examples of each of the following type of mapping:
i. one-to-one
ii. one-to-many
Cards
Key Vocabulary:
Relations/relationships, mappings, ordered pairs, one-to-one, one-to-many, domain, range
- Actively and cooperatively participate in group activities and discussions
- Predict outcomes based on patterns observed
Content Outline:
A relation is a relationship between sets of values. In math, the relation is between the x-values
and y-values of ordered pairs. The set of all x-values is called the domain, and the set of all y-
values is called the range.

One-to-one relation
As the name suggests, this mathematical relation is just
one to one. Imagine we are sharing apples to school
children and each child receives one and only one apple. In
such a case we say the mathematical relation between the
school children and the shared apple is one-to-one. Every
school child receives one apple. Similarly, in a room full
of married people. If every married person has only one
spouse then we say the relation is one-to-one. One husband
to one wife and one wife to one husband.
In mathematical terms, we say that each element in the
domain has only one image in the co-domain and each
element in the co-domain is associated with only one
element in the domain. In particular, each element of the domain has a unique image.
One-to-many Relation
Now, as the name suggests, this mathematical relation
is one element to many others. What is meant by that
statement? Let’s revisit our school children example.
If it found out that at least one school child received
more than one apple, then the relation is no longer a
one-to-one relation. From then onwards it becomes a
one-to-many relation. So in a one-to-many relation
polygamy is allowed. This is because one person can
have more that one wife or husband.
In mathematical terms, we say that one element in the
domain has many images in the co-domain. That is to
say, it is not all elements of the domain that has unique
images.
References: https://www.justicemath.com/index.php/2019/01/18/types-of-relations/
https://study.com/academy/lesson/relation-in-math-definition-examples.html
Engage – Matching Cards
1. Provide each student with either an image of a mapping or an ordered pair as provided
in the appendix below. If there are more students than mapping/ordered pairs provided,
repeat the cards or add new ones.
2. Ask students to find the person in the class that has their matching mapping/ordered pair
and stick with them.
3. Once students have finished pairing, allow them to share their matching mapping and
ordered pair. Other pairs will be allowed to critique their responses.

Explore -
1. In groups of 3, students will complete the Explore worksheet as seen in the Appendix.
Explain –
1. Ask two-three groups will share their observations with the class. Informally, students
should realize that Relation A represents one-to-one functions and Relation B represents
one-to-many functions. If students are struggling, use guided questions:
 What relationship do you notice between domain and range?
 Take one element in the domain. How many elements does it have in the range?
Is that the same for the others? What can you say about these elements? [Use
same line of questioning for next Relation]
2. Introduce the terms “One-to-One” as Relation A and “One-to-Many” as Relation B.
Compare and improve students’ descriptions with the precise mathematical definition.
N.B. Some students may not readily realize in the real-world context that in a One-to-One
function each element in the domain maps to a unique element in the range. Thus, they may
overgeneralize mapping (3) in Examples of Relation A i.e. since child to mother is a one-to-
one function in our example, then mother to child is a one-to-one function as well in all
cases. Differentiate general examples versus examples from a specific mapping.
Elaborate/Extend:
1. Ask students in pairs,
Can you think of any examples of One-to-One functions and One-to-Many functions?
Write down three-four examples of each. Can you justify your response?
2. Discuss students’ responses in whole group discussion. Ask other students to critique
responses and give an example in another way e.g. mapping, ordered pair etc.
Evaluate:
Determine whether the following relations are one-to-one or one-to-many:
1. { (1, 3) (4, 6) (2, -1) (1, 1) (3, 4) }
2. { (1, 3) (4, 4) (2, -1) (0, 2) (3, 4) }
3.
4.

Task 2
Show a one-to-one mapping and a one-to-many mapping in the mapping diagrams below:
One-to-One One-to-Many
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Mappings and Pairs Activity – Cards
Cut out cards of the mapping/ordered pair below and distribute among students.
(0,2) (2, 3) (3, 5)
(0,2) (1,0) (5,9) (6, 2)

(6,9) (7, 0)
(2,2) (7,2) (8,5) (9,8)
(0,6) (1,9) (3,4) (8,4)

Explore Activity – The following represent two different types of relations. Looking at each group, can you come up with a
description for each?
Examples of Relation A
This relation works like a

Vending
Machine.
Press the
Button and
the drink comes out.
Examples of Relation B
This relation works like a

Broken Vending Machine.
It doesn’t matter which
button you press; a random
drink always comes out.

What can you say about Relation A?
______________________________________________________________________________
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What can you say about Relation B?

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The following scenarios are examples of relationships. What would you call each of these
relations- Relation A or Relation B? And why?
1. Carl the Electrician charges a fee for each hour worked on a project. What is the relation
between the money earned and the hours worked?
________________________________________________________
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________________________________________________________
2. Toyota manufactures the Corolla Fielder and Mark X models. Honda

also has different models of cars. What is the relation between car
brands and models?
________________________________________________________
________________________________________________________
________________________________________________________

Unit of Work: Relations, Functions Topic: Types of Mappings
and Graphs
Standard:
interpret, model and solve problems involving unknown quantities
 Recognize and give examples of each of the following type of mapping:
I. one-to-one;
II. one-to-many;
III. many-to-one;
IV. many-to-many
- Substitute in algebraic expressions with up to two variables
- Recognize and give examples of one-to-one and one-to-many mapping
 Recognize and give examples of many-to-one mapping
 Recognize and give examples of many-to-many mapping
 Draw mapping diagrams of many-to-one mapping
 Draw mapping diagrams of many-to-many mapping
- Post-Its
- Cartridge paper
Key Vocabulary:
- Mapping
- Relations
- Ordered pairs
- Many to one
- Many to many
 Actively and cooperatively participate in group activities and discussions;
 Construct diagrams accurately;

Content Outline:
A mapping shows how the elements of a domain are paired with the elements of a co-domain.
It’s like a flow chart for a function, showing the input and output values.
In the mapping below, the second element of the co-domain (the range) associates with more
than one element in the domain. If the element(s) in the co-domain maps to more than one
element in the domain, the relationship is called many-to-one mapping.
In a many to many mapping, several elements in the domain have many elements in the co-
domain. And several elements in the co-domain are associated with many elements in the
domain.
Engage:
Students will engage in a short game dubbed “Relations Sort”. The board will be prepared
with a T-chart labelled One-to-One and One-to Many. Short scenarios will be written and
placed in a container. Students will be selected at random to select a scenario, read the
scenario to the class and then place the scenario (by using tape to attach it) under the
appropriate column on the board.
Examples of scenarios:
- We are sharing apples to school children and each child receives one and only one
apple.
- Paul is married but he has three extra-marital relationships.
Following the sort, students and teacher will have a discussion about the finished product,
sharing their agreement or disagreement with what was done.
Guided Questions
- Do you agree or disagree with the placements of the scenarios? Why or Why not?
- How can you justify the placement of the scenarios?
Explore:
Have students work in groups of four. Provide each group with cartridge paper. Have students
draw a T-chart on to the cartridge paper label the columns with the headings “Many-to Many”
and “Many-to-One”. Also provide each group with scenarios (8 or more on post-its or
otherwise), inclusive of mapping diagrams and ordered pairs. Each group will peruse the
scenarios, discuss among themselves and use the T-chart to sort the scenarios.
Explain:
Each group will make a presentation to the class, showing their completed T-Charts and
explaining why they placed each scenario under the chosen column. Teachers and students
will have a discussion after each presentation.
Guided Questions
- How did you decide where to place each scenario?
- Do you agree or disagree with the placements of the scenarios? Why or why not?

- What is your understanding of many-to-many mapping?.......... many-to-one mapping?
- Based on you understanding of what each type of mapping is provide an example of
each.
Elaborate/Extend:
Have students do readings on the topic Functions. Have the students write in their journals
on which of the 4 types of mappings they learned about are functions.
Evaluate:
Have students write in their Journals on how to identify Many-to many and many-to-one
mappings. Also have them draw a mapping diagram to represent each type of mapping.
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Grade 7 Mathematics Sample Lesson Plan Booklet: Ministry of Education, Youth & Information

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Grade 7 Mathematics Sample Lesson Plan Booklet: Ministry of Education, Youth & Information

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MINISTRY OF EDUCATION, YOUTH & INFORMATION

SAMPLE LESSON PLAN

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 i

Page Title Page No.

Term 1 Lesson Plans………………………………………………………………. 4

Term 2 Lesson Plans……………………………………………………………..... 119

Term 3 Lesson Plans……………………………………………………….……… 222

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 ii

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 1

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 2

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 3

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 4

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 5

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 6

Do you know of the different types of numbers?

Real Rational Irrational Integers Whole

Provide Content Outline Printout to Students as a reference for the information.

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 7

Real Rational Irrational Integers Whole

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 8

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 9

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 10

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 11

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 12

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 13

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 14

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 15

Check off Questionnaire

Check off Questionnaire

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 16

Check off Questionnaire

Check off Questionnaire

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 17

Check off Questionnaire

Check off Questionnaire

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 18

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 19

What could the digits in the blank boxes be?

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 20

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 21

Evaluate (Lesson reflections):

The blanks above are the missing digits of a number.

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 22

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 23

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 24

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 25

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 26

What Patterns do you notice?

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 27

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 28

Unit of Work: Topic: Measuring Length

⮚ Measure length, mass, time, temperature, volume, capacity using appropriate

- Select appropriate instrument to be used to measure an objects length

- Measuring instruments (ruler, tape measure, trundle wheel, metre rule)

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 29

These are the most commonly used tools for measurement:

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 30

- When is the ruler the right instrument for the job?

MoEYI/NMP/Grade 7 Sample Mathematics Lesson Plans/2020 31

Name: ___________ Class: _

Name: ___________ Class: _

Name: ___________ Class: _