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LESSON PLAN BOOK

CLASS : 07

NAME OF THE TEACHER : N.VENKATA SRIKANTH

SCHOOL: Z.P.HIGH SCHOOL,PEDDADUGAM OF

JALUMURU (M) SRIKAKULAM (D)
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7th CLASS - MATHS - ANNUAL PLAN

PERIODS
S. MON PERIODS DIVISION
WORKING DAYS TEACHING DAYS CHAPTER'S NAME REMARKS
NO TH ALLOTTED Teaching Practice
6 PRE-REQUISITES
1 JUNE 16 16 22 16 INTEGERS
19 FRACTIONS & DECIMALS
2 JULY 24 24 32 13 DATA HANDLING

FORMATIVE ASSESSMENT - 1
18 SIMPLE EQUATIONS
3 AUGUST 25 21 28 10 LINES AND ANGLES
6 LINES AND ANGLES
SEPTE
4 MBER 22 22 29 20 THE TRIANGLE AND ITS PROPERTIES
3 COMPARING QUANTITIES

FORMATIVE ASSESSMENT - 2
5 OCTOBER 16 12 16 16 COMPARING QUANTITIES

SUMMATIVE ASSESSMENT - 1
6 NOVEMBER 25 18 24 24 RATIONAL NUMBERS

18 PERIMETRE & AREA

7 DECEMBER 24 24 32 14 ALGEBRAIC EXPRESSIONS

FORMATIVE ASSESSMENT - 3
5 ALGEBRAIC EXPRESSIONS
8 JANUARY 17 13 18 13 EXPONENTS AND POWERS
4 EXPONENTS AND POWERS

9 FEBRUARY 23 19 25 16 SYMMETRY
5 VISUALISING SOLID SHAPES

FORMATIVE ASSESSMENT - 4
11 VISUALISING SOLID SHAPES
10 MARCH 22 22 29 18 BRAIN TEASERS

11 APRIL 15 5 8 8 REVISION

SUMMATIVE ASSESSMENT - 2
TOTAL 263
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LESSON PLAN 1
CLASS : 7 SUBJECT : MATHEMATICS TEACHER'S NAME :
Time line for
NO OF PERIODS REQUIRED
NAME OF THE UNIT SUB-TOPICS teaching
Teaching Practice TOTAL From To
1.1 PROPERTIES OF ADDITION & SUBTRACTION OF INTEGERS
1.1.1 CLOSURE UNDER ADDITION
1.1.2 CLOSURE UNDER SUBTRACTION
1.1.3 COMMUTATIVE PREOPERTY
1 3 4
1.1.4 ASSOCIATIVE PROPERTY
1.1.5 ADDITIVE IDENTITY
1.2 MULTIPLICATION OF INTEGERS
1.2.1 MULTIPLICATION OF A POSITIVE AND A NEGATIVE INTEGER 1 3 4
1.2.2 MULTIPLICATION OF TWO NEGATIVE INTEGERS
1.3
INTEGERS 1.3.1
PROPERTIES OF MULTIPLICATION OF INTEGERS
CLOSURE UNDER MULTIPLICATION
1.3.2 COMMUTATIVITY OF MULTIPLICATION
1.3.3 MULTIPLICATION BY ZERO 1 3 4
1.3.4 MULTIPLICATIVE IDENTITY
1.3.5 ASSOCIATIVITY FOR MULTIPLICATION
1.3.6 DISTRIBUTIVE PROPERTY
1.4 DIVISION OF INTEGERS
1.5 PROPERTIES OF DIVISION OF INTEGERS
1 3 4
TOTAL 4 12 16
KEY CONEPTS KEY VOCABULARY
Every Pupil is expected to have basic knowledge in # Integers # closure
# Natural Numbers, Whole Numbers and Integers # Natural Numbers # Commutativity
PRE-REQUISITES
# Addition and Subtraction of Integers # Whole Numbers # Associativity
# four basic operations like +,-,x and ÷ # Integers # Identity
# Properties of Closure,Commutative, Associative,Identity # Number line # Distributivity
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Learning Outcomes
After Completion of this lesson every student will be able to
# identify the right property utilized in simiplifying integerial expressions
# add, subtract, multiply and divide integers with ease.
# utilize the right property in simplification of integerial expressions under various operations
# recognize the significance and appreciate the importance of integerial operations in real life situations.
Teaching Learning Process
MIND MAPPING Experience & Reflection

# Pupils will recollect their knowledge on Integers

and their usage that they were acquainted with in
their previous class and will reflect the knowledge
here in exploring their properties under various
operations

# Students will experience the usage of integers in

real life situations.
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PROPERTIES OF ADDITION & SUBTRACTION OF INTEGERS,CLOSURE UNDER ADDITION,CLOSURE UNDER
TEACHING PERIOD : 1
SUBTRACTION,COMMUTATIVE PREOPERTY,ASSOCIATIVE PROPERTY,ADDITIVE IDENTITY
GROUP ACTIVITY (WE INDIVIDUAL
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) ACTIVITY ( YOU DO )
Brain storming session invoving children with pre-requisites vocabulary and
concepts related to previous knowledge. Introduction of new vocabulary and * Students read the pre-
Every Pupil will read and write
KEY WORDS & key words associated with the concept requisites and answer the
the key words in their note
PRE REQUISITES # INTEGERS # PROPERTIES # ADDITION # MULTIPLICATION questions to the teacher
books
# SUBTRACTION # DIVISION # CLOSURE # COMMUTATIVITY (whole class activity)
# ASSOCIATIVITY # IDENTITY
Teacher writes the key word " INTEGERS" on the black board and will elict its Hetrogeneous groups are Pupils individually read the
MIND MAPPING other related words through questioning and will draw pupils' attention created. One group will keywords associated with
towards key concepts in the lesson read the words and other Integers

CONCEPTUAL Teacher presents different properties of integers under Addition through an

UNDERSTANDING activity involving children in Inductive manner from a few concrete examples
to a generalized statement.
Teacher divides children into Hetrogeneous groups and will give different
integer numbers to each group and asks children to operate them with
addition/subtraction in different orders and check what were the results.
Finally Teacher draws inferences from children themselves that Set of Integers
Hetrogeneous groups are
is Closed, Commutative, Assoicative under Addition and has an Identity too
formed to participate in Each student in the group
that is "0" . Integers are closed under subtraction but not commutative
the activity and each group participates in the activity and
,associative under subtraction and even has no identity.
participates in the activity learns the properties on
-2 + 5 = -3 here -2,5 E Z and -3 E Z ; like this for any two integers a,b we
actively and learn the integers
LEARNING ACTIVITY have a+b is also an integer. Hence Integers are closed under addition.
properties
-3 -(-4) = +1 here -3,-4 E Z and +1 E Z ; like this for any two integers a,b we
have a-b is also an integer. Hence Integers are closed under subtraction.
-2 + 5 = -3 = 5+(-2) like this for any two integers a,b we have a+b is also an
integer. Hence Integers are commutative under addition.
-2 -(-5) = 3≠ -5-(-2)= -3 here for any two integers a,b we have a-b is not always
equal to b-a. Hence Integers are not commutative under subtraction.
In the Same fashion teacher introduces associativity and identity also

pupils will note down and

Teacher writes the summary of the concept in a tabular form and asks children every individual reads the
SUMMARY read the summary in
to note and read summary and notes it down
groups
every group will do the
Teacher asks children to solve the sums of try these section of pg.no: 8 along every individual solves the
ASSESSMENT sums by discussion among
with example sums sums on their own
each other
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PROPERTIES OF ADDITION & SUBTRACTION OF INTEGERS,CLOSURE UNDER ADDITION,CLOSURE UNDER

PRACTICE PERIOD: 1,2,3
SUBTRACTION,COMMUTATIVE PREOPERTY,ASSOCIATIVE PROPERTY,ADDITIVE IDENTITY
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) ( YOU DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one
Every child comes to the board
children to read and write them in note books child comes to the board
and reads the key words and
KEY WORDS READING # INTEGERS # PROPERTIES # ADDITION # MULTIPLICATION and reads the key words
notes them down in their note
# SUBTRACTION # DIVISION # CLOSURE # COMMUTATIVITY loudly and the remaining
books
# ASSOCIATIVITY # IDENTITY class follows.

Teacher writes some expressions and writes the propery involved in those
expressions and asks children to do some more Each group will read the Every Individual prepares their
SIMILAR LINES READING -9 + (-4) = -13 closure property under addition similar lines and will frame own similar lines using the lines
8 + (-5) = (-5) + 8 commutative property under addition some more by discussion prepared by the teacher
(3+(-5))+(-4) = 3+ ((-5)+(-4)) associative property under addition

Teacheronce again writes important key words and tabulates different pupils will note down and every individual spells and
SUMMARY/
properties of integers under addition and subtraction and asks children to read the summary in reads the summary and notes it
SYNOPSIS read,note down and practice. groups down

Slow learners are focused and

One group will check the
WRITING/ Teacher guides children in doing sums of exercise 1.1 on their own and checks teacher will ascertain that
writings of the other and
EDITING their writings every individual learns the
vice versa
concept
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MULTIPLICATION OF INTEGERS,MULTIPLICATION OF A POSITIVE AND A NEGATIVE INTEGER, MULTIPLICATION OF

TEACHING PERIOD : 2
TWO NEGATIVE INTEGERS
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
* Students read the
Every Pupil will read and write
Brain storming session invoving children with key words keywords answer the
KEY WORDS the key words in their note
* pattern * number line * multiplication * negative *positive questions to the teacher
books
(whole class activity)
Teacher demonstrates the concept of
(i) multiplicatiof a positive and a negative integer first on a number line and
using pattern method
(ii) multiplication of two negative integers using pattern method

puips are divided into

hetrogenous groups and Each student in the group
CONCEPTUAL given different number participates in the activity and
UNDERSTANDING pairs to multiply using learns the process of
number line and pattern multiplication of integers
method by discussion

Pupils will note down and Every individual reads the

Teacher once again writes important key words and step wise procedure
SUMMARY read the summary in summary and notes it down
adopted in multiplication of integers and asks children to note down and adopt.
groups and adopts the procedure

Every group will do the

Teacher gives some questions from Try These sections of pg no: 12,14,16 and Every individual solves the
ASSESSMENT sums by discussion among
asks children to solve those sums sums on their own
each other
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MULTIPLICATION OF INTEGERS,MULTIPLICATION OF A POSITIVE AND A NEGATIVE INTEGER, MULTIPLICATION OF

PRACTICE PERIODS: 4,5,6
TWO NEGATIVE INTEGERS
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
KEY WORDS READING children to read and write them in note books child comes to the board and reads the key words and
* pattern * number line * multiplication * negative *positive and reads the key words notes them down in their note

Teacher conducts a practice activity using a dice game in which a table

Each group will participate
consisting of numbers from -104 to +104 will be there and a bag with 2 green Every individual will participate
in the activity and by doing
colour and 2 red colour dice. Green indicates +ve and red indicates -ve. Teacher in the activity and by doing the
the multiplication of
divides children into 2 groups in which each group randomly picks up two dice multiplication of integers
SIMILAR LINES READING integers multiple times
from the bag and rolls them and finds the product of the two numbers on the multiple times they will get full
they will get full command
dices. Starting from zero both groups will move as per the product they get command over multiplication
over multiplication of
each time . The group that moves first to either -104 or +104 will be the of integers
integers
winner.

SUMMARY/ Teacher once again writes important key words and step wise procedure Pupil groups will read and
Teacher focuses on every
SYNOPSIS adopted in multiplication of integers and asks children to note down and adopt. adopt the procedure
individual so that each one
learns how to multiply integers
One group will check the in successive upcoming
WRITING/ Teacher gives some questions from Try These sections of pg no: 12,14,16 and practice sessions
writings of the other and
EDITING asks children to solve those sums and teacher checks the writings of children
vice versa
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PROPERTIES OF MULTIPLICATION OF INTEGERS, CLOSURE UNDER MULTIPLICATION,COMMUTATIVITY OF

TEACHING PERIOD : 3
MULTIPLICATION,MULTIPLICATION BY ZERO,MULTIPLICATIVE IDENTITY
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Brain storming session invoving children with key words * Students read the key
Every Pupil will read and write
* closure under multiplication * Commutativity under multiplication * words and answer the
KEY WORDS the key words in their note
associativity under multiplication * Mutliplication with 0 * Multiplicative questions to the teacher
books
Identity (whole class activity)

Teacher presents different properties of integers under Multiplication through

an activity involving children in Inductive manner from a few concrete
examples to a generalized statement.
Teacher divides children into Hetrogeneous groups and will give different
integer numbers to each group and asks children to operate them with
Multiplication in different orders and check what were the results. Finally
Teacher draws inferences from children themselves that Set of Integers is
Closed, Commutative, Assoicative under multiplication and has an Identity too Hetrogeneous groups are
that is "1" . created and different 5
Every child participates in
-2 x 5 = -10 here -2,5 E Z and -10 E Z ; like this for any two integers a,b we digited numbers will be
CONCEPTUAL expanding the numbers
have axb is also an integer. Hence Integers are closed under multiplication. given by one group to
UNDERSTANDING involving 5 digits and ascertains
(-3)x(-4) = +12 = (-4)x(-3) here like this for any two integers a,b we have another and expansion will
learning.
axb=bxa Hence Integers are commutative under multiplication. be done by the other and
-2 x (5x(-3)) = 30 = ((-2)x5)x(-3) like this for any two integers a,b we have vice versa
ax(bxc)=(axb)xc .Hence Integers are Associative under multiplication.
-2 x 0 = 0 = 0 x (-2) here any integer a, a x0 = 0xa=0
(-4) x 1 = -4 = 1 x (-4) for any integer a, ax1=a=1xa. Hence 1 is the multiplicative
identity in integers
-2 x (5+(-4))= (-2)x(5) + (-2) x (-4) like this for any 3 integers a,b,c
a x (b+c) = a xb + ax c is satisfied and is called the distributive property of
integers

Teacher writes the properties table of integers under multiplication on the pupils will note down and every individual reads the
SUMMARY
black board and asks children to read write and note down read the summary in summary and notes it down
every group will do the
Teacher gives some questions from Try These section of pg no: 20,22 24,26,and every individual solves the
ASSESSMENT sums by discussion among
asks children to solve those sums sums on their own
each other
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PROPERTIES OF MULTIPLICATION OF INTEGERS, CLOSURE UNDER MULTIPLICATION,COMMUTATIVITY OF

PRACTICE PERIODS: 7,8,9
MULTIPLICATION,MULTIPLICATION BY ZERO,MULTIPLICATIVE IDENTITY
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one
Every child comes to the board
children to read and write them in note books child comes to the board
and reads the key words and
KEY WORDS READING * closure under multiplication * Commutativity under multiplication * and reads the key words
notes them down in their note
associativity under multiplication * Mutliplication with 0 * Multiplicative loudly and the remaining
books
Identity class follows.
Teacher writes some expressions and writes the propery involved in those
expressions and asks children to do some more Each group will read the Every Individual prepares their
SIMILAR LINES READING -9 x (-4) = 36 closure property under multiplication similar lines and will frame own similar lines using the lines
8x (-5) = (-5)x 8 commutative property under multiplication some more by discussion prepared by the teacher
(3x(-5))x(-4) = 3x ((-5)x(-4)) associative property under multiplication
Teacher once again writes important key words and table of properties and Pupil groups will read the
SUMMARY/ asks children to read ,note down and adopt. Teacher focuses on every
table of properties and
SYNOPSIS individual so that each one
utilize
knows and adopts the different
One group will check the properties on multiplication of
WRITING/ Teacher asks children to fill the tables in 20,22,24,26 and solve the sums of integers in successive
writings of the other and
EDITING exercise 1.2 on their own and teacher checks the writings of children
vice versa upcoming practice sessions
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TEACHING PERIOD : 4 DIVISION OF INTEGERS, PROPERTIES OF DIVISION OF INTEGERS

GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
* Students read the key
Brain storming session invoving children with key words Every Pupil will read and write
words and answer the
KEY WORDS * Division of integers * reciprocal * Properties of Division of Integers the key words in their note
questions to the teacher
*undefined * Inverse Operation books
(whole class activity)
Teacher conducts an activity involving hetrogeneous groups by giving them
different integers and will explain the concept of
division of an integer with an another integer using multipliction properties of
integers and introduces the satisfactoriness of different properties under
CONCEPTUAL
division with some illustrations Hetrogeneous groups are
UNDERSTANDING Every child participates in the
(-2) x (-3) = 6 ==> 6 ÷(-2) = -3 and 6÷(-3) = -2 in this case division of integers created different groups
activity and learns the process
yielded an integer but where as if we try to divide will be given different
of division of integers and
(-6) ÷ (-5) will yield a fraction but not an integer. integers and will be asked
understands the
by this teacher draws the attention of children that division of integers is not to mutiply them and later
satisfactoriness of different
closed check corresponding
properties in division
By quoting some more examplary illustrations, teacher induces the all other divisions
properties of division in integers in Children.
LEARNING ACTIVITY (-5)÷ 1= -5 , -7 ÷ 1 = -7 3 ÷1 = 3 like this in general for any integer 'a'
a ÷ 1= a Similarly teacher explains why division with zero is undefined or
meaningless
Teacher once again writes important key words and step wise procedure pupils will note down and every individual reads the
SUMMARY adopted division of integers and their properties and asks children to note read the summary in summary and notes it down
down and adopt. groups and adopts the procedure

every group will do the

Teacher gives some questions from Try These section of pg no: 30,32 and asks every individual solves the
ASSESSMENT sums by discussion among
children to solve those sums sums on their own
each other
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PRACTICE PERIODS:
DIVISION OF INTEGERS, PROPERTIES OF DIVISION OF INTEGERS
10,11,12
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
children to read and write them in note books child comes to the board and reads the key words and
KEY WORDS READING
* Division of integers * reciprocal * Properties of Division of Integers and reads the key words notes them down in their note
*undefined * Inverse Operation loudly and the remaining books
Teacher writes some properties of integers under division and asks children to
writes some more by quoting relevant examples
-2 ÷ 1 = -2 Each group will read the
Every Individual will frame
SIMILAR LINES READING -3 ÷ 1 = -3 similar lines and will frame
some more on their own
hence in general a ÷ 1 = a some more by discussion
(-5)÷(-8) will yield a fraction and not an integer hence division of integers is not
closed
Teacher once again writes important key words and step wise procedure
SUMMARY/ Pupil groups will read and
Teacher focuses on every
adopted in division and exploring their properties in a tabular form and asks
SYNOPSIS adopt the procedure
children to read ,note down and adopt. individual so that each one
learns division of integers and
One group will check the their properties in successive
WRITING/ Teacher gives some questions from examples as well as exercise 1.3 and asks upcoming practice sessions
writings of the other and
EDITING children to solve those sums and teacher checks the writings of children
vice versa
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LESSON PLAN 2
CLASS : 7 TEACHER'S NAME :
Time line for
NO OF PERIODS REQUIRED
NAME OF THE UNIT SUB-TOPICS teaching
Teaching Practice TOTAL From To
2.1 MULTIPLICATION OF FRACTIONS
2.1.1 MULTIPLICATION OF A FRACTION BY A WHOLE NUMBER 1 3 4
2.1.2 MULTIPLICATION OF A FRACTION BY A FRACTION
2.2 DIVISION OF FRACTIONS
2.2.1 DIVISION OF WHOLE NUMBER BY A FRACTION
2.2.2 DIVISION OF FRACTION BY A WHOLE NUMBER 1 4 5
FRACTIONS DIVISION OF FRACTION BY AN ANOTHER FRACTION
2.2.3
AND 2.3 MULTIPLICATION OF DECIMAL NUMBERS
2.3.1 MULTIPLICATION OF DECIMAL NUMBERS BY 10,100 AND 1000 1 3 4
DECIMALS
2.4 DIVISION OF DECIMAL NUMBERS
2.4.1 DIVISION BY 10,100 AND 1000
2.4.2 DIVISION OF A DECIMAL NUMBER BY A WHOLE NUMBER 1 5 6
2.4.3 DIVISION OF A DECIMAL NUMBER BY ANOTHER DECIMAL NUMBER
TOTAL 4 15 19
KEY CONEPTS KEY VOCABULARY
Every Pupil is expected to have basic knowledge in # Integers
# addition
# Natural Numbers, Whole Numbers and Integers # Natural Numbers
PRE-REQUISITES # Subtraction
# Decimals, Fractions, Proper fraction, Improper fraction, Mixed fraction # Whole Numbers
# Multiplication
# Addition and Subtraction of fractions # Fractions
# Division
# four basic operations like +,-,x and ÷ # Decimals
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Learning Outcomes
After Completion of this lesson every student will be able to
# multiply any given fraction with any whole number or a fraction
# Divide any given fraction with any whole number or another fraction
# Multiply and Divide any decimal number with whole number or another decimal number
# recognize the significance and appreciate the importance of fractions and decimal numbers in real life situations.
Teaching Learning Process
MIND MAPPING Experience & Reflection

# Pupils will recollect their knowledge on fractions

and decimals that they were acquainted with in
their previous class and will reflect the knowledge
here in exploring some more operations beyond
addition and subtraction in this chapter/

# Students will experience the usage of fractions

and decimals in real life situations.
www.apteachers360.com MULTIPLICATION OF FRACTIONS, MULTIPLICATION OF A FRACTION BY A WHOLE NUMBER, MULTIPLICATION OF A
TEACHING PERIOD : 1
FRACTION BY A FRACTION
GROUP ACTIVITY (WE INDIVIDUAL
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) ACTIVITY ( YOU DO )
Brain storming session invoving children with pre-requisites vocabulary and
concepts related to previous knowledge. Introduction of new vocabulary and * Students read the pre-
Every Pupil will read and write
KEY WORDS & key words associated with the concept requisites and answer the
the key words in their note
PRE REQUISITES # NATURAL NUMBERS # WHOLE NUMBERS # INTEGERS # FRACTIONS # questions to the teacher
books
MULTIPLICATION # NUMERATOR # DENOMINATOR # VINCULUM (whole class activity)
# DIVISION
Hetrogeneous groups are
Teacher writes the key word " FRACTIONS AND DECIMALS" on the black board Pupils individually read the
created. One group will
MIND MAPPING and will elict its other related words through questioning and will draw pupils' keywords associated with
read the words and other
attention towards key concepts in the lesson Integers
will explain the meaning
Teacher presents the concept of multiplication of fractions through an activity
CONCEPTUAL involving different sheets of paper having different fractional lengths and
UNDERSTANDING breadths. Teacher divides the whole class into 3-4 hetrogeneous groups and
gives 3 rectangular papers of different dimensions to each group and asks
children to find their areas.
Here teacher demonstrates the concept of multiplication of a fraction with a
whole number and later a fraction with another fraction through some
examples and asks children to do so in the cases of rectangular sheets of paper
given to them.
Hetrogeneous groups are
formed to participate in Each student in the group
the activity and each group participates in the activity and
participates in the activity learns concept of multiplication
actively and learn the of fractions
LEARNING ACTIVITY concept

pupils will note down and

Teacher writes the summary of the concept in a step wise procedure and asks every individual reads the
SUMMARY read the summary in
summary and notes it down
children to note and read
groups
every group will do the
Teacher asks children to solve the sums of try these section of pg.no: 8 along every individual solves the
ASSESSMENT sums by discussion among
sums on their own
with example sums
each other
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MULTIPLICATION OF FRACTIONS, MULTIPLICATION OF A FRACTION BY A WHOLE NUMBER, MULTIPLICATION OF A

PRACTICE PERIOD: 1,2,3
FRACTION BY A FRACTION
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) ( YOU DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one
Every child comes to the board
children to read and write them in note books child comes to the board
and reads the key words and
KEY WORDS READING # NATURAL NUMBERS # WHOLE NUMBERS # INTEGERS # FRACTIONS # and reads the key words
notes them down in their note
MULTIPLICATION # NUMERATOR # DENOMINATOR # VINCULUM loudly and the remaining
books
# DIVISION class follows.
Teacher performs some multiplications on the black board and asks children to
do some more

⅔ x 4 = 8/3
Each group will read the Every Individual prepares their
SIMILAR LINES READING similar lines and will frame own similar lines using the
some more by discussion lines prepared by the teacher

⅕ x ⅚ = 1/6
Teacheronce again writes important key words and step wise procedure pupils will note down and every individual spells and
SUMMARY/
adopted in multiplication of fractions and asks children to read,note down and read the summary in reads the summary and notes
SYNOPSIS practice. groups it down

Slow learners are focused and

One group will check the teacher will ascertain that
WRITING/ Teacher guides children in doing sums of exercise 2.1 on their own and checks
writings of the other and every individual learns the
EDITING their writings
vice versa concept in the forth coming
practice sessions
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DIVISION OF FRACTIONS, DIVISION OF WHOLE NUMBER BY A FRACTION, DIVISION OF FRACTION BY A WHOLE

TEACHING PERIOD : 2
NUMBER, DIVISION OF FRACTION BY AN ANOTHER FRACTION
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
* Students read the
Brain storming session invoving children with key words Every Pupil will read and write
keywords answer the
KEY WORDS # Division # reciprocal # product # Non zero Numbers # Convertion of the key words in their note
questions to the teacher
Mixed fraction into improper fraction books
(whole class activity)
Teacher demonstrates the concept of
Division of fractions with whole number and vice versa and division of fraction
by an another fraction with the help of some illustrations

pupils are divided into

hetrogenous groups and Each student in the group
CONCEPTUAL given different number participates in the activity and
UNDERSTANDING pairs to multiply using learns the process of
number line and pattern multiplication of integers
method by discussion

Pupils will note down and Every individual reads the

Teacher once again writes important key words and step wise procedure
SUMMARY read the summary in summary and notes it down
adopted in division of fractions and asks children to note down and adopt.
groups and adopts the procedure

Every group will do the

Every individual solves the
ASSESSMENT Teacher gives some questions from Try These sections and from exercise 2.3 sums by discussion among
sums on their own
each other
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DIVISION OF FRACTIONS, DIVISION OF WHOLE NUMBER BY A FRACTION, DIVISION OF FRACTION BY A WHOLE

PRACTICE PERIODS: 4,5,6,7
NUMBER, DIVISION OF FRACTION BY AN ANOTHER FRACTION
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY (
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) YOU DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
children to read and write them in note books child comes to the board and reads the key words and
KEY WORDS READING
# Division # reciprocal # product # Non zero Numbers # Convertion of and reads the key words notes them down in their note
Mixed
Teacherfraction intosome
performs improper fraction
divisions on blackboard and asks children to do some loudly and the remaining books
more divisions by watching similar lines.

⅗ ÷ 8 = ⅗ x ⅛ = 3/40 Each group will participate

in the activity and by doing
Every individual will participate
in the activity and by doing the

SIMILAR LINES READING 3 ÷ ⅙ = 3 x 6 = 18

the multiplication of
multiplication of integers
integers multiple times
multiple times they will get full
they will get full command
⅛ ÷ ⅙ = ⅛ x 6 = 6/8 = 3/4
command over multiplication
over multiplication of
of integers
integers

SUMMARY/ Teacher once again writes important key words and step wise procedure Pupil groups will read and
Teacher focuses on every
SYNOPSIS adopted in division of fractions and asks children to note down and adopt. adopt the procedure
individual so that each one
learns how to divide fractions
One group will check the in successive upcoming
Teacher gives some questions from Try These sections and guides them in
WRITING/ practice sessions
doing the sums of exercise 2.3 and asks children to solve those sums and writings of the other and
EDITING teacher checks the writings of children vice versa
www.apteachers360.com

MULTIPLICATION OF DECIMAL NUMBERS

TEACHING PERIOD : 3
MULTIPLICATION OF DECIMAL NUMBERS BY 10,100 AND 1000
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Brain storming session invoving children with key words * Students read the key Every Pupil will read and write
KEY WORDS
# Decimals # Whole Part # Decimal Part # places words and answer the the key words in their note
Teacher demonstrates the concept of multiplication of decimal number with
the help of some illustrations.
MULTIPLICATION OF A DECIMAL WITH A WHOLE NUMBER

Hetrogeneous groups are Every child participates in

CONCEPTUAL created and different expanding the numbers
UNDERSTANDING multiplications in decimals involving 5 digits and
are given among groups ascertains learning.

Teacher writes the properties table of integers under multiplication on the pupils will note down and every individual reads the
SUMMARY
black board and asks children to read write and note down read the summary in summary and notes it down
every group will do the
Teacher gives some questions from Try These section of pg no: 20,22 every individual solves the
ASSESSMENT sums by discussion among
24,26,and asks children to solve those sums sums on their own
each other
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MULTIPLICATION OF DECIMAL NUMBERS

PRACTICE PERIODS: 8,9,10
MULTIPLICATION OF DECIMAL NUMBERS BY 10,100 AND 1000
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY (
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) YOU DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
KEY WORDS READING children to read and write them in note books child comes to the board and reads the key words and
# Decimals # Whole Part # Decimal Part # places and reads the key words notes them down in their note

Teacher performs some multiplications on the black board and asks children to
Each group will read the Every Individual prepares their
do some more
SIMILAR LINES READING similar lines and will frame own similar lines using the
3.834 x 45 = 172.530
some more by discussion lines prepared by the teacher
0.00054 x 1000 = 0.54

Teacher once again writes important key words and procedure adopted in Pupil groups will read the
SUMMARY/ multiplying decimals and asks children to read ,note down and adopt. Teacher focuses on every
table of properties and
SYNOPSIS individual so that each one
utilize
knows and adopts the different
One group will check the properties on multiplication of
WRITING/ Teacher asks children to fill the tables in 20,22,24,26 and solve the sums of integers in successive
writings of the other and
EDITING exercise 2.2 on their own and teacher checks the writings of children
vice versa upcoming practice sessions
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DIVISION OF DECIMAL NUMBERS, DIVISION BY 10,100 AND 1000, DIVISION OF A DECIMAL NUMBER BY A WHOLE
TEACHING PERIOD : 4
NUMBER, DIVISION OF A DECIMAL NUMBER BY ANOTHER DECIMAL NUMBER
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
* Students read the key
Every Pupil will read and write
Brain storming session invoving children with key words words and answer the
KEY WORDS the key words in their note
* Division of decimals * Divisor * Places questions to the teacher
books
(whole class activity)
Teacher demonstrates the concept of division of Decimal Numbers by
10,100,1000 , decimal by a whole number, division of a decimal by anoher
decimal using some concrete examples

CONCEPTUAL
UNDERSTANDING
Hetrogeneous groups are
created different groups Every child participates in the
will be given different activity and learns the process
decimals and will be asked of division of decimals and
to divide them and later understands the concept of
check corresponding division
divisions

LEARNING ACTIVITY

pupils will note down and every individual reads the

Teacher once again writes important key words and step wise procedure
SUMMARY read the summary in summary and notes it down
adopted division ofdecimals and asks children to note down and adopt.
groups and adopts the procedure

every group will do the

Teacher gives some questions from Try These section and asks children to every individual solves the
ASSESSMENT sums by discussion among
solve those sums sums on their own
each other
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PRACTICE PERIODS: DIVISION OF DECIMAL NUMBERS, DIVISION BY 10,100 AND 1000, DIVISION OF A DECIMAL NUMBER BY A WHOLE
11,12,13,14,15 NUMBER, DIVISION OF A DECIMAL NUMBER BY ANOTHER DECIMAL NUMBER

GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY (

CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) YOU DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
KEY WORDS READING children to read and write them in note books child comes to the board and reads the key words and
* Division of decimals * Divisor * Places and reads the key words notes them down in their note
Teacher performs some divisions of decimals on bb and asks children to
perform some more divisions like this. Each group will read the
Every Individual will frame
SIMILAR LINES READING 4.32 ÷ 5 = 0.864 similar lines and will frame
some more on their own
332.4896 ÷ 100 = 3.324896 some more by discussion
42.35 ÷ 3.5 = 12.1

Teacher once again writes important key words and step wise procedure
SUMMARY/ Pupil groups will read and
Teacher focuses on every
adopted in division of decimals and asks children to read ,note down and
SYNOPSIS adopt the procedure
adopt. individual so that each one
learns division of decimals in
Teacher gives some questions from examples as well as exercise 2.3,2.4,2.5 One group will check the successive upcoming practice
WRITING/ sessions
and asks children to solve those sums and teacher checks the writings of writings of the other and
EDITING children vice versa
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LESSON PLAN 3
CLASS : 7 TEACHER'S NAME :
Time line for
NO OF PERIODS REQUIRED
NAME OF THE UNIT SUB-TOPICS teaching
Teaching Practice TOTAL From To
3.1 REPRESENTATIVE VALUES
3.2 ARITHMETIC MEAN 1 3 4
3.2.1 RANGE
DATA 3.3 MODE 1 1 2
HANDLING 3.4 MEDIAN 1 1 2
3.5 USE OF BAR GRAPHS WITH A DIFFERENT PURPOSE
3.5.1 USING A SCALE - DRAWING DOUBLE BAR GRAPH
2 3 5
TOTAL 5 8 13
KEY CONEPTS KEY VOCABULARY

# Data Handling # Highest

# Representative Values # Lowest
Every Pupil is expected to have basic knowledge in
# Observation # Median
# Different number systems
PRE-REQUISITES # Average # Mode
# Tally marks, representation of collected data in a tabular form using tally marks
# Arithmetic Mean # Frequency
# Representing data in Pictographs and bar graphs
# Tally Marks # Bar Graph
# four basic operations like +,-,x and ÷
# Range # Pictograph
# Choosing a Scale # Double Bar Graph
www.apteachers360.com

Learning Outcomes
After Completion of this lesson every student will be able to
# Find the range of a given data
# find Arithmetic Mean, Mode and Median by using the formulae whereever necessary.
# draw bar graphs and double bar graphs to the given data
# recognize the significance and appreciate the importance of Measures of Central Tendency in real life situations.
Teaching Learning Process
MIND MAPPING Experience & Reflection

# Pupils will recollect their knowledge on basic

data handling concepts like collecting data,
representing them in pictographs, writing tally
marks etc and will utilize in learning the new
concepts like measures of central tendency etc.,

# Students will experience the usage of data

handling in real life situations.
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TEACHING PERIOD : 1 REPRESENTATIVE VALUES, ARITHMETIC MEAN, RANGE

GROUP ACTIVITY (WE INDIVIDUAL
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) ACTIVITY ( YOU DO )
Brain storming session invoving children with pre-requisites vocabulary and
* Students read the pre-
concepts related to previous knowledge. Introduction of new vocabulary and Every Pupil will read and write
KEY WORDS & requisites and answer the
key words associated with the concept the key words in their note
PRE REQUISITES questions to the teacher
* Data Handling * Tally Marks * Representive Values * Observation books
(whole class activity)
* Average * Arithmetic Mean * Range
Hetrogeneous groups are
Teacher writes the key word " DATA HANDLING" on the black board and will Pupils individually read the
created. One group will
MIND MAPPING elict its other related words through questioning and will draw pupils' keywords associated with the
read the words and other
attention towards key concepts in the lesson chapter
will explain the meaning
Teacher introduces the concept of representative values by citing some real Hetrogeneous groups are Each student in the group
CONCEPTUAL life examples and explains the process of finding Range by Subtracting Lowest formed to participate in participates in the activity and
UNDERSTANDING Value from the Highest Value in the given data. Later teacher introduces the the activity and each group learns concept of multiplication
concept of Arithmetic mean by drawing their attention towards some real life participates in the activity of fractions
examples where there arises a necessity of finding mean . We use mean in actively and learn the
sevaral real life situations unknowingly. example on an average 150 mg of rice concept
is given to each pupil under mid-day meal. Infact all the pupils need not eat the
same quantiy.Some may eat below 150 gms and some may eat more than 150
gms. These are the situations where we use the concept of Arithmetic mean.
When we find the average mark of a class in an exam, every student can
compare his own mark with class average and check his position in the class
and decide whether he has to improve or going good.
After explaining these type of real life examples teacher introduces the
LEARNING ACTIVITY
formula for finding out the mean

pupils will note down and

Teacher writes the summary of the concept in a step wise procedure and asks every individual reads the
SUMMARY read the summary in
children to note and read summary and notes it down
groups

every group will do the

Teacher asks children to solve the sums of try these section along with every individual solves the
ASSESSMENT sums by discussion among
sums on their own
example sums
each other
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PRACTICE PERIOD: 1,2,3 REPRESENTATIVE VALUES, ARITHMETIC MEAN, RANGE

GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) ( YOU DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
children to read and write them in note books child comes to the board and reads the key words and
KEY WORDS READING
* Data Handling * Tally Marks * Representive Values * Observation and reads the key words notes them down in their note
* Average * Arithmetic Mean * Range loudly and the remaining books
Teacher finds the range and mean of some data and asks children to find the Each group will read the Every Individual prepares their
same for some more by watching similar lines similar lines and will frame own similar lines using the
some more by discussion lines prepared by the teacher

SIMILAR LINES READING

Teacheronce again writes important key words and step wise procedure pupils will note down and every individual spells and
SUMMARY/
adopted in finding range and mean of given data and asks children to read the summary in reads the summary and notes
SYNOPSIS read,note down and practice. groups it down
Slow learners are focused and
One group will check the teacher will ascertain that
WRITING/ Teacher guides children in doing sums of exercise 3.1 on their own and checks
writings of the other and every individual learns the
EDITING their writings
vice versa concept in the forth coming
practice sessions
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TEACHING PERIOD : 2 MODE
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
* Students read the
Every Pupil will read and write
Brain storming session invoving children with key words keywords answer the
KEY WORDS the key words in their note
# Mode # Popular # Tally Marks # frequency questions to the teacher
books
(whole class activity)
Teacher introduces the concept of mode by conducting an activity in which pupils are divided into Each student in the group
pupils will engage in electing their leader from amongst the contestors for the hetrogenous groups and participates in the activity and
post of class leader. In which after conducting election in a class of 30 pupils given different number learns the process of
for class leader among 5 contestants Contestant A got say 8 Votes pairs to multiply using multiplication of integers
Contestant B got say 12 Votes number line and pattern
Contestant C got say 3 Votes method by discussion
Contestant D got say 5 Votes
Contestant E got say 2 Votes and teacher will ask the children themselves who
is the winner. The answer is obviously 'B' as since he is more popular among
others. Now teacher introduces the concept of mode is nothing but the most
popular or most frequent value in a data is the mode and furhter explains that
there can either be more than 1 mode or no mode to some datas.
CONCEPTUAL Teacher here illustrates some examples to ascertain that every pupil
understands what mode is and how to find it.
UNDERSTANDING

Mode of the above Data is 15 as that was

the number which has highest frequency

here this data is bimodal i.e, it has two modes 4 and 12

Pupils will note down and Every individual reads the

Teacher once again writes important key words and step wise procedure
SUMMARY read the summary in summary and notes it down
adopted in finding mode and asks children to note down and adopt.
groups and adopts the procedure

Every group will do the

Every individual solves the
ASSESSMENT Teacher gives some questions from Try These sections and from exercise 3.2 sums by discussion among
sums on their own
each other
PRACTICE PERIODS:4 MODE
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GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY (

CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) YOU DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
KEY WORDS READING children to read and write them in note books child comes to the board and reads the key words and
# Mode # Popular # Tally Marks # frequency and reads the key words notes them down in their note
Teacher solves some example sums finding mode and asks children to find
mode to some more sums by watching similar lines

Each group will read the

Every individual will watch the
similar lines and will frame
SIMILAR LINES READING some more by watching
similar lines and will frame
some more
them

Teacher once again writes important key words and step wise procedure
SUMMARY/ Pupil groups will read and
adopted in finding mode of given data and asks children to note down and Teacher focuses on every
SYNOPSIS adopt the procedure
adopt. individual so that each one
learns how to find mode in
successive upcoming practice
Teacher gives some questions from Try These sections and guides them in One group will check the
WRITING/ sessions
doing the some sums of exercise 3.2 and asks children to solve those sums and writings of the other and
EDITING teacher checks the writings of children vice versa
www.apteachers360.com

TEACHING PERIOD : 3 MEDIAN

GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Brain storming session invoving children with key words * Students read the key Every Pupil will read and write
KEY WORDS # Median # Middle Value # Ascending Order # Descending Order words and answer the the key words in their note
# Middle Observation questions to the teacher books
Teacher introduces the concept of median by citing some real life Hetrogeneous groups are Every child participates in
examples.Suppose Our school's Head master plans to supply stiched uniform created and different expanding the numbers
to all the pupils of class 8th in our school but he is running short of time. He is multiplications in decimals involving 5 digits and
in a hurry to provide a unique measurements to the tailor rather than taking all are given among groups ascertains learning.
measurements. Then the question is which measurement shall he take as ideal
for the class. Obviously the middle most person's measurements when they
are stood in ascending/Descending order will be the ideal. Why because if we
take the measurements of the shortest person as ideal the dress will be too
CONCEPTUAL tight to the tallest and if we take the measurements of the tallest person as
UNDERSTANDING ideal, the dress will be too loose to the shortest. So it would be ideal if we take
the measurements of the middle most person. In this way teacher introduces
the concept of median and further strengthens the concept by some
illustrations.

Teacher writes the summary of the concept and step wise procedure in finding pupils will note down and every individual reads the
SUMMARY mode and asks children to read, note down and adopt read the summary in summary and notes it down
groups and adopts the procedure
every group will do the
Teacher gives some questions from Try These section and exercise sums of every individual solves the
ASSESSMENT sums by discussion among
3.2,and asks children to solve those sums sums on their own
each other
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PRACTICE PERIODS: 5 MEDIAN

GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY (
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) YOU DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
children to read and write them in note books child comes to the board and reads the key words and
KEY WORDS READING
# Median # Middle Value # Ascending Order # Descending Order and reads the key words notes them down in their note
# Middle Observation loudly and the remaining books
Teacher solves some example sums finding median and asks children to find
median to some more sums by watching similar lines
Find the Median of the following observations
12,45,31,52,18,4,25,36,49 Each group will read the Every Individual prepares their
SIMILAR LINES READING sol: By arranging the data in ascending order we get similar lines and will frame own similar lines using the
4,12,18,25,31,36,45,49,52 some more by discussion lines prepared by the teacher
by observing the data, the middle most observation is 31 hence median for the
above data is '31'.

Teacher once again writes important key words and procedure adopted in
SUMMARY/ finding median of given data and asks children to read ,note down and adopt. Pupil groups will read the
Teacher focuses on every
SYNOPSIS summary and utilize
individual so that each one
knows and adopts the concept
One group will check the learnt in successive upcoming
WRITING/ Teacher asks children to solve the sums of exercise 3.2 on their own and
writings of the other and practice sessions
EDITING teacher checks the writings of children
vice versa
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TEACHING PERIOD : 4,5 USE OF BAR GRAPHS WITH A DIFFERENT PURPOSE, USING A SCALE - DRAWING DOUBLE BAR GRAPH
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
* Students read the key
Every Pupil will read and write
Brain storming session invoving children with key words words and answer the
KEY WORDS the key words in their note
* Bar Graph * Double Bar graph * Scale * X-axis * Y-axis questions to the teacher
books
(whole class activity)
Teacher demonstrates the concept of usage of Bar graphs and using a scale Each group will be given Every child participates in the
and drawing double bar graph through some illustrations. Teacher here some data and are asked activity and learns the the
explains how clearly a bar graph or double bar graphs visualizes the data to be to draw draw bar and concept
represented and compared. double bar graphs by
discussion

CONCEPTUAL
UNDERSTANDING

LEARNING ACTIVITY

pupils will note down and every individual reads the

Teacher once again writes important key words and step wise procedure
SUMMARY read the summary in summary and notes it down
adopted in drawing graphs and asks children to note down and adopt.
groups and adopts the procedure
every group will do the
Teacher gives some questions from Try These section/examples and asks every individual solves the
ASSESSMENT sums by discussion among
children to solve those sums sums on their own
each other
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PRACTICE PERIODS: 6,7,8 USE OF BAR GRAPHS WITH A DIFFERENT PURPOSE, USING A SCALE - DRAWING DOUBLE BAR GRAPH
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY (
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) YOU DO )
Whole class activity : one
Every child comes to the board
Teacher writes the key words from previous class's teaching period and asks child comes to the board
and reads the key words and
KEY WORDS READING children to read and write them in note books and reads the key words
notes them down in their note
* Bar Graph * Double Bar graph * Scale * X-axis * Y-axis loudly and the remaining
books
class follows.
Teacher draws a graph and asks children to draw graphs to some more
problems by watching similar lines

Each group will read the

Every Individual will frame
SIMILAR LINES READING similar lines and will frame
some more on their own
some more by discussion

SUMMARY/ Teacher once again writes important key words and step wise procedure Pupil groups will read and
Teacher focuses on every
SYNOPSIS adopted in drawing graphs and asks children to read ,note down and adopt. adopt the procedure
individual so that each one
learns the concept of drawing
One group will check the graphs in successive upcoming
WRITING/ Teacher gives some questions from examples as well as exercise 3.3 and asks practice sessions
writings of the other and
EDITING children to solve those sums and teacher checks the writings of children
vice versa
www.apteachers360.com

LESSON PLAN 4
CLASS : 7 TEACHER'S NAME :
Time line for
NO OF PERIODS REQUIRED
NAME OF THE UNIT SUB-TOPICS teaching
Teaching Practice TOTAL From To
4.1 A MIND READING GAME
4.2 SETTING UP OF AN EQUATION
4.2 REVIEW OF WHAT WE KNOW
2 3 5
4.3 WHAT AN EQUATION IS?
SIMPLE
4.4.1 SOLVING AN EQUATION 2 4 6
EQUATIONS 4.5 MORE EQUATIONS
4.6 APPLICATIONS OF SOME EQUATIONS TO PRACTICAL SITUATIONS
2 5 7
TOTAL 6 12 18
KEY CONEPTS KEY VOCABULARY

# Expression
# Variable # Left hand Side
Every Pupil is expected to have basic knowledge in
# Constant expression
PRE-REQUISITES # expressions, term, Variable,Constant,Equation
# Equation # Right Hand Side
# converting words into expressions and vice versa
# Transposition Expression
# four basic operations like +,-,x and ÷
# Solution # interchange
# Range
www.apteachers360.com

Learning Outcomes
After Completion of this lesson every student will be able to
# explain what a constant is? what a variable is? what an expression is? and finally what an equation is?
# Solve equations by balancing both sides
# solve equations by transposition method.
# Convert Real life problems into equations and solve.
# recognize the significance and appreciate the importance of Equations in real life situations.
Teaching Learning Process
MIND MAPPING Experience & Reflection

# Pupils will recollect their knowledge on basic

algebraic concepts like Constant, Variable,
Expression, Equation and utilize that in learning
the present concept of Simple Equations.

# Students will experience the Simple Equations in

real life situations.
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A MIND READING GAME, SETTING UP OF AN EQUATION,

TEACHING PERIOD : 1,2
REVIEW OF WHAT WE KNOW, WHAT AN EQUATION IS?
GROUP ACTIVITY (WE INDIVIDUAL
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) ACTIVITY ( YOU DO )
Brain storming session invoving children with pre-requisites vocabulary and * Students read the pre-
Every Pupil will read and write
KEY WORDS & concepts related to previous knowledge. Introduction of new vocabulary and requisites and answer the
the key words in their note
PRE REQUISITES key words associated with the concept questions to the teacher
books
# Expression # Constant # Variable # Equation (whole class activity)
Hetrogeneous groups are
Teacher writes the key word " SIMPLE EQUATIONS" on the black board and will Pupils individually read the
created. One group will
MIND MAPPING elict its other related words through questioning and will draw pupils' keywords associated with the
read the words and other
attention towards key concepts in the lesson chapter
will explain the meaning
Teacher asks children different questions basing on real life situations or mind Hetrogeneous groups are Each student in the group
reading based questions and guides children to form equations with the help of formed to participate in participates in answering the
those parameters given. As pupils are well acquainted with forming answering the questions questions posed by the teacher
expressions in their previous class they will utilize that knowledge in framing posed by the teacher by and learns the concept of
equations to the given word sums discussion framing simple equations.
Teacher will illustrate forming simple equations through some examples in 2
successive Teaching sessions.

CONCEPTUAL Vidhijna has 3 chocolates more than twice that of what Bhaavajna had?
UNDERSTANDING If Vidhijna has 9 chocolates in all what could be the equation satisfying
the parameters.
Sol: Let Bhaavajna has 'x' chocolates say
Now Vidhijna has 3 more than twice of 'x' which makes 2x+3
But as per the sum, Vidhijna has 9 chocolates in all.
Therefore the required equation is 2x+3=9

Teacher demonstrates the concept of simple equations with sums like these.

pupils will note down and

Teacher writes the summary of the concept in a step wise procedure and asks every individual reads the
SUMMARY read the summary in
children to note and read summary and notes it down
groups
every group will do the
Teacher asks children to solve the sums of try these section along with example every individual solves the
ASSESSMENT sums by discussion among
sums and exercise sums of 4.1 sums on their own
each other
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A MIND READING GAME, SETTING UP OF AN EQUATION,

PRACTICE PERIOD: 1,2,3
REVIEW OF WHAT WE KNOW, WHAT AN EQUATION IS?
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) ( YOU DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
KEY WORDS READING children to read and write them in note books child comes to the board and reads the key words and
# Expression # Constant # Variable # Equation and reads the key words notes them down in their note
Teacher frames some simple equations by taking some exemplary sums and Each group will read the Every Individual prepares their
asks children to frame some more by watching similar lines. similar lines and will frame own similar lines using the lines
some more by discussion prepared by the teacher
Srikanth's age is 2 years less than 4 times of Vidhijna's age. If
Srikanth's age is 42 years then form a simple equation using these
details.

SIMILAR LINES READING Sol: Let Vidhijna's age = 'x' years say
Srikanth's Age = 2 years less than 4 times of 'x'
= 4x-2
Srikanth's actual age = 42 years

Therefore the equation is 4x-2 = 42

Teacheronce again writes important key words and step wise procedure pupils will note down and every individual spells and
SUMMARY/
adopted in framing simple equations using given data and asks children to read the summary in reads the summary and notes it
SYNOPSIS read,note down and practice. groups down
Slow learners are focused and
One group will check the teacher will ascertain that
WRITING/ Teacher guides children in doing sums of exercise 4.1 on their own and checks
writings of the other and every individual learns the
EDITING their writings
vice versa concept in the forth coming
practice sessions
www.apteachers360.com
TEACHING PERIOD : 2,3 SOLVING AN EQUATION
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
* Students read the
Brain storming session invoving children with key words Every Pupil will read and write
keywords answer the
KEY WORDS # Solution # Left Hand Side expression (LHS) # Right Hand Side Expression the key words in their note
questions to the teacher
(RHS) books
(whole class activity)
Teacher demonstrates the concept of solving a simple equation by using pupils are divided into Each student in the group
various mathematical operations with some illustrations. He draws the hetrogenous groups and participates in the activity and
attention of children towards a simple balance in real life which resembles the given different equations learns the process of finding
simple equation in algebra. and are instructed to solve solution to a simple equation.
Teacher here describes what is LHS? and what is RHS? and how to balance both them by discussion
sides by using mathematical operations by some exemplary illustrations in 2
successive teaching sessions and explains that the value of variable which
makes the equation true will be the solution of the equation..
Vidhijna has 3 chocolates more than twice that of what Bhaavajna had?
If Vidhijna has 9 chocolates in all what is the no of chocalates with
Bhaavajna?
Sol: Let Bhaavajna has 'x' chocolates say
Now Vidhijna has 3 more than twice of 'x'
CONCEPTUAL
which makes 2x+3
UNDERSTANDING But as per the sum, Vidhijna has 9 chocolates in all.
Therefore the required equation is
2x+3=9
if we add -3 both sides (giving same amount to either sides)
the equation becomes
2x+3-3 = 9-3
2x = 6
if we divide with 2 both sides we get
2x ÷2 = 6÷2
which makes x= 3
in this way teacher demonstrates the procedure to children in successive
teaching sessions

Pupils will note down and Every individual reads the

Teacher once again writes important key words and step wise procedure
SUMMARY read the summary in summary and notes it down
adopted in finding solution and asks children to note down and adopt.
groups and adopts the procedure
Every group will do the
Every individual solves the
ASSESSMENT Teacher gives some questions from Try These sections and from exercise 4.2 sums by discussion among
sums on their own
each other
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PRACTICE PERIODS:4 to 7 SOLVING AN EQUATION

GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
children to read and write them in note books child comes to the board and reads the key words and
KEY WORDS READING
# Solution # Left Hand Side expression (LHS) # Right Hand Side Expression and reads the key words notes them down in their note
(RHS) loudly and the remaining books
Teacher solves some simple equations by taking a few examples and asks to Each group will read the Every individual will watch the
children to solve some more by watching similar lines similar lines and will frame similar lines and will frame
some more by watching some more
them

SIMILAR LINES READING

Teacher once again writes important key words and step wise procedure
SUMMARY/ Pupil groups will read and
adopted in finding solution for a simple equation and asks children to note Teacher focuses on every
SYNOPSIS adopt the procedure
down and adopt. individual so that each one
learns how to solve simple
One group will check the equation in successive
Teacher gives some questions from Try These sections and guides them in
WRITING/ upcoming practice sessions
doing the some sums of exercise 4.2 and asks children to solve those sums and writings of the other and
EDITING teacher checks the writings of children vice versa
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TEACHING PERIOD : 5,6 MORE EQUATIONS, APPLICATIONS OF SOME EQUATIONS TO PRACTICAL SITUATIONS
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
* Students read the key
Every Pupil will read and write
Brain storming session invoving children with key words words and answer the
KEY WORDS the key words in their note
# Transposition # Interchange questions to the teacher
books
(whole class activity)
Teacher guides children in finding solutions for some more equations along Hetrogeneous groups are Every child participates in the
with equations related with real life situations created and different activity of finding solutions for
Teacher demonstrates the concept of finding solutions to some equations applicative sums are given the simple equations of real
which are associated with practical situations. to solve by discussion life applications
Here teacher introduces the concept of "Transposition" by some illustrative
examples.

CONCEPTUAL
UNDERSTANDING

Teacher writes the summary of the concept and step wise procedure in finding
pupils will note down and every individual reads the
solutions to some applicative sums and asks children to read, note down and
SUMMARY read the summary in summary and notes it down
adopt
groups and adopts the procedure

every group will do the

Teacher gives some questions from Try These section and exercise sums of every individual solves the
ASSESSMENT sums by discussion among
4.3,and asks children to solve those sums sums on their own
each other
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PRACTICE PERIODS: 8 to 12 MORE EQUATIONS, APPLICATIONS OF SOME EQUATIONS TO PRACTICAL SITUATIONS

GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Whole class activity : one
Every child comes to the board
child comes to the board
and reads the key words and
KEY WORDS READING Teacher writes the key words from previous class's teaching period and asks and reads the key words
notes them down in their note
children to read and write them in note books loudly and the remaining
books
# Transposition # Interchange class follows.
Teacher solves some example sums of finding solutions to some applicative Each group will read the Every Individual prepares their
situations involving simple equations by transposing contents and asks children similar lines and will frame own similar lines using the lines
to solve some more by watching similar lines some more by discussion prepared by the teacher

SIMILAR LINES READING

Teacher once again writes important key words and procedure adopted in
SUMMARY/ finding solutions to applicative sums and asks children to read ,note down and Pupil groups will read the
Teacher focuses on every
SYNOPSIS adopt. summary and utilize
individual so that each one
knows and adopts the concept
One group will check the learnt in successive upcoming
WRITING/ Teacher asks children to solve the sums of exercise 4.3 on their own and
writings of the other and practice sessions
EDITING teacher checks the writings of children
vice versa
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LESSON PLAN 5
CLASS : 7 TEACHER'S NAME :
Time line for
NO OF PERIODS REQUIRED
NAME OF THE UNIT SUB-TOPICS teaching
Teaching Practice TOTAL From To
5.1 INTRODUCTION
5.2 RELATED ANGLES
5.2.1 COMPLEMENTARY ANGLES
2 3 5
5.2.2 SUPPLEMENTARY ANGLES
5.3 PAIRS OF LINES
LINES AND 5.3.1 INTERSECTING LINES
2 3 5
ANGLES 5.3.2 TRANSVERSAL
5.3.3 ANGLES MADE BY A TRANSVERSAL
5.3.4 TRANSVERSAL OF PARALLEL LINES
5.4 CHECKING FOR PARALLEL LINES
2 4 6
TOTAL 6 10 16
KEY CONEPTS KEY VOCABULARY
# Complementary angles
Every Pupil is expected to have basic knowledge in # Distinct Points
# Supplementary angles
# basic geometric terms like point, line, line segment, ray, angle, intersecting lines, # Interior angles
# Intersecting lines
parallel lines, acute angle, obtuse angle, right angle and other angles. # Exterior angles
PRE-REQUISITES # Parallel lines
# naming basic geometrical shapes using english alphabet. # Corresponding
# Point of intersection
# various parts of a mathematical instrument box. angles
# Opposite angles
# utilization of geometrical instruments from geometry box. # Alternate angles
# Adjacent angles
# four basic operations like +,-,x and ÷
# Transversal
www.apteachers360.com

Learning Outcomes
After Completion of this lesson every student will be able to
# find the counter part of every complementary angle in its pair as well as in Supplementary pair.
# identify all angle pairs generated out of a transversal passing through two lines.
# recognize pairs of supplementary angles and equal angles generated out of a transversal passing through two parallel lines
# can differentiate between intersecting lines and parallel lines
# recognize the significance and appreciate the importance of Lines and Angles in real life situations.
Teaching Learning Process
MIND MAPPING Experience & Reflection

# Pupils will recollect their knowledge on basic

geometric concepts like Point, Line, Line segment,
ray, angle, different types of angles etc and will
utilize that knowledge in exploring deep into this
new concept of lines and angles

# Students will experience the applications of

Lines & Angles in real life situations.
www.apteachers360.com
TEACHING PERIOD : 1,2 INTRODUCTION, RELATED ANGLES, COMPLEMENTARY ANGLES, SUPPLEMENTARY ANGLES
GROUP ACTIVITY (WE INDIVIDUAL
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) ACTIVITY ( YOU DO )
Brain storming session invoving children with pre-requisites vocabulary and
* Students read the pre-
concepts related to previous knowledge. Introduction of new vocabulary and Every Pupil will read and write
KEY WORDS & requisites and answer the
key words associated with the concept the key words in their note
PRE REQUISITES questions to the teacher
# Angles # Acute Angle # Obtuse Angle # Right Angle # Complementary angle books
(whole class activity)
# Supplementary Angles
Hetrogeneous groups are
Teacher writes the key word "LINES & ANGLES " on the black board and will Pupils individually read the
created. One group will
MIND MAPPING elict its other related words through questioning and will draw pupils' keywords associated with the
read the words and other
attention towards key concepts in the lesson chapter
will explain the meaning
Teacher asks children various questions testing their previous knowledge Hetrogeneous groups are Each student in the group
regarding lines and angles and later poses different questions to children by formed to participate in participates in answering the
grouping them towards the concept of Complementary and Supplementary answering the questions questions posed by the teacher
Angles. posed by the teacher by and learns the concept of
0 discussion complementary and
Teacher asks children to cite different pairs of angles whose sums are 90 and
1800. After getting different answers teacher demonstrates the concept of supplementary pairs of angles
complementary and supplementary angles by drawing different examplary
CONCEPTUAL pairs of complementary and supplementary angles.
UNDERSTANDING Teacher also engages children in an activity of drawing different pairs of
complementary and supplementary angles and cross check by measuring them.

pupils will note down and

Teacher writes the summary of the concept in a step wise procedure and asks every individual reads the
SUMMARY read the summary in
children to note and read summary and notes it down
groups
every group will do the
Teacher asks children to solve the sums of try these section, Think Discuss & every individual solves the
ASSESSMENT sums by discussion among
Write along with example sums and exercise sums of 5.1 sums on their own
each other
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PRACTICE PERIOD: 1,2,3 INTRODUCTION, RELATED ANGLES, COMPLEMENTARY ANGLES, SUPPLEMENTARY ANGLES
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) ( YOU DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
children to read and write them in note books child comes to the board and reads the key words and
KEY WORDS READING # Angles # Acute Angle # Obtuse Angle # Right Angle # Complementary angle and reads the key words notes them down in their note
# Supplementary Angles loudly and the remaining books
Teacher cites some examples of complementary pairs of angles and Each group will read the Every Individual prepares their
supplementary pairs of angles and asks children to cite some more by watching similar lines and will frame own similar lines using the lines
similar lines some more by discussion prepared by the teacher

SIMILAR LINES READING

pupils will note down and every individual spells and

SUMMARY/ Teacheronce again writes important key words and summary of the concept
read the summary in reads the summary and notes it
SYNOPSIS and asks children to read,note down and practice.
groups down

Slow learners are focused and

One group will check the teacher will ascertain that
WRITING/ Teacher guides children in doing sums of exercise 5.1 on their own and checks
writings of the other and every individual learns the
EDITING their writings
vice versa concept in the forth coming
practice sessions
www.apteachers360.com
TEACHING PERIOD : 3,4 PAIRS OF LINES, INTERSECTING LINES, TRANSVERSAL, ANGLES MADE BY A TRANSVERSAL
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Brain storming session invoving children with key words
# Intersecting lines # Point of Intersection # Opposite Angles * Students read the
Every Pupil will read and write
# Adjacent Angles # Distinct points # Transversal # Corresponding angles # keywords answer the
KEY WORDS the key words in their note
Alternate Angles # Interior Angles # Exterior Angles # Alternate Interior questions to the teacher
books
Angles # Alternate Exterior Angles # Interior angles on the same side of (whole class activity)
transversal
Teacher demonstrates the concepts of Intersecting lines, Transversal and pupils are divided into Each student in the group
angles made by a transversal with help of different teaching aids and working hetrogenous groups and participates in the activity and
models and ascertains that every child gets proper acquaintance with these engaged in the activity learns the concept of angles
concepts. An activity involving hetrogeneous groups is conducted wherein made by a transversal
pupil groups will identify different pairs of angles like Corresponding Angles,
Alternate Interior Angles, Alternate Exterior Angles and angles on the same
side of transversal in the given diagrams consisting of transversal and a pair of
lines.

CONCEPTUAL
UNDERSTANDING

Pupils will note down and Every individual reads the

Teacher once again writes important key words and summary of the concept
SUMMARY read the summary in summary and notes it down
and asks children to note down and adopt.
groups and adopts the procedure
Every group will do the
Teacher gives some questions from Try These sections and asks children to do Every individual solves the
ASSESSMENT sums by discussion among
those sums sums on their own
each other
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PRACTICE PERIODS:4 to 6 PAIRS OF LINES, INTERSECTING LINES, TRANSVERSAL, ANGLES MADE BY A TRANSVERSAL
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Teacher writes the key words from previous class's teaching period and asks
children to read and write them in note books Whole class activity : one
Every child comes to the board
# Intersecting lines # Point of Intersection # Opposite Angles child comes to the board
and reads the key words and
KEY WORDS READING # Adjacent Angles # Distinct points # Transversal # Corresponding angles # and reads the key words
notes them down in their note
Alternate Angles # Interior Angles # Exterior Angles # Alternate Interior loudly and the remaining
books
Angles # Alternate Exterior Angles # Interior angles on the same side of class follows.
transversal
Teacher draws a pair of intersecting lines and a transversal and marks different Each group will read the Every individual will watch the
pairs of angles and asks children to mark similarly for some more different pairs similar lines and will frame similar lines and will frame
by watching these similar lines some more by watching some more
them

SIMILAR LINES READING

SUMMARY/ Teacher once again writes important key words and summary of the concepts Pupil groups will read and Teacher focuses on every
SYNOPSIS covered and asks children to note down and adopt. adopt the procedure individual so that each one
learns the concept of pair of
One group will check the intersecting lines and a
WRITING/ Teacher gives some questions from Try These sections and guides them in transversal in successive
writings of the other and
EDITING doing some sums of examples and teacher checks the writings of children
vice versa upcoming practice sessions
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TEACHING PERIOD : 5,6 TRANSVERSAL OF PARALLEL LINES, CHECKING FOR PARALLEL LINES
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Brain storming session invoving children with key words
* Students read the key
# Parallel lines # transversal # Opposite Angles Every Pupil will read and write
words and answer the
KEY WORDS # Adjacent Angles # Distinct points # Transversal # Corresponding angles # the key words in their note
questions to the teacher
Alternate Angles # Interior Angles # Exterior Angles # Alternate Interior books
(whole class activity)
Angles # Alternate Exterior Angles # angles on the same side of transversal
Teacher conducts an activity involving children to measure the pairs of Hetrogeneous groups are Every child participates in the
corresponding angles, Alternative angles, Angles on same side of the created and are engaged in activity and understands the
transversal for the given systems of lines and check the equality or activity concept of transversal
CONCEPTUAL supplementary. ( Here teacher gives them different parallel line sets
UNDERSTANDING intersected by transversals). Pupils themselves find that for all those systems of
parallel lines, corresponding angle pairs, alternate angle pairs are equal and
angles on the same side of the transversal are supplementary and vice versa

LEARNING ACTIVITY

Teacher writes the summary of the concept and summary of the concept pupils will note down and every individual reads the
SUMMARY discussed and asks children to read, note down and adopt read the summary in summary and notes it down
groups and adopts the procedure
every group will do the
Teacher gives some questions from Try These section and exercise sums of every individual solves the
ASSESSMENT sums by discussion among
5.2,and asks children to solve those sums sums on their own
each other
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PRACTICE PERIODS: 7 to 10 TRANSVERSAL OF PARALLEL LINES, CHECKING FOR PARALLEL LINES

GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU

CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Teacher writes the key words from previous class's teaching period and asks
children to read and write them in note books Whole class activity : one
Every child comes to the board
# Parallel lines # transversal # Opposite Angles child comes to the board
and reads the key words and
KEY WORDS READING # Adjacent Angles # Distinct points # Transversal # Corresponding angles # and reads the key words
notes them down in their note
Alternate Angles # Interior Angles # Exterior Angles # Alternate Interior loudly and the remaining
books
Angles # Alternate Exterior Angles # Interior angles on the same side of class follows.
transversal
Teacher illustrates angles formed by a transversal with a pair of parallel lnes by Each group will read the Every Individual prepares their
taking some examples and asks children to write some more by watching similar lines and will frame own similar lines using the lines
similar lines some more by discussion prepared by the teacher

L3 ,L5 and L4, L6 are

two pairs of alternate
SIMILAR LINES READING
interior angles

Teacher once again writes important key words and summary and asks children
SUMMARY/ to read ,note down and adopt. Pupil groups will read the
Teacher focuses on every
SYNOPSIS summary and utilize
individual so that each one
knows and adopts the concept
One group will check the learnt in successive upcoming
WRITING/ Teacher asks children to solve the sums of exercise 5.2 on their own and
writings of the other and practice sessions
EDITING teacher checks the writings of children
vice versa
www.apteachers360.com

LESSON PLAN 6
CLASS : 7 TEACHER'S NAME :
Time line for
NO OF PERIODS REQUIRED
NAME OF THE UNIT SUB-TOPICS teaching
Teaching Practice TOTAL From To
6.1 INTRODUCTION
6.2 MEDIANS OF A TRIANGLE 2 4 6
6.3 ALTITUDES OF A TRIANGLE
TRIANGLE 6.4 EXTERIOR ANGLE OF A TRIANGLE
6.5 ANGLE SUM PROPERTY OF A TRIANGLE
2 4 6
AND ITS
6.6 TWO SPECIAL TRIANGLES : EQUILATERAL AND ISOSCELES
PROPERTIES 6.7 SUM OF THE LENGTHS OF TWO SIDES OF A TRIANGLE 3 5 8
6.8 RIGHT ANGLED TRIANGLES AND PYTHAGORAS PROPERTY
TOTAL 7 13 20
KEY CONEPTS KEY VOCABULARY
Every Pupil is expected to have basic knowledge in # Median
# simple curve
# basic geometric terms like, line, line segment, ray, angle, Triangle etc., and naming # Altitude
# closed curve
them # right angled triangle
# line, line segment, ray, angle,Triangle
PRE-REQUISITES # identifying basic geometrical shapes and their parts like sides, angles, interior, # legs
# vertex, side,opposite, adjacent
exterior, simple curve, closed curve etc., # hypoteneuse
# acute,obtuse,right angle
# classification of triangles based on sides and angles # pythagoras
# interior, exterior
# utilization of geometrical instruments from geometry box. # property
# Equilateral, Isosceles, Scalen
# four basic operations like +,-,x and ÷
www.apteachers360.com

LEARNING OUTCOMES
After Completion of this lesson every student will be able to
# identify and distinguish between medians and altitudes of a triangle
# identify the exterior angles of a triangle and know that the measure of any exterior angle of a triangle is equal to the sum of the measures of its two opposite
interior angles
# understand that sum of all interior angles of a trianlge is 1800
# distinguish the properties between an equilateral and isosceles triangles
# understand that the sum of the lengths of any two sides of a triangle is more than the length of the third side
# understand the properties of a right angled triangle and check the correctness of phythagoras property .
# recognize the significance and appreciate the importance of Triangles and its Properties in real life situations.
Teaching Learning Process
MIND MAPPING Experience & Reflection

# Pupils will recollect their knowledge on basic

geometric concepts like Point, Line, Line segment,
ray, angle, different types of angles, triangles etc
and will utilize that knowledge in exploring deep
into this new concept of triangles and its
properties

# Students will experience the applications of

Triangles and its properties in real life situations.
www.apteachers360.com
TEACHING PERIOD : 1,2 INTRODUCTION, MEDIANS OF A TRIANGLE, ALTITUDES OF A TRIANGLE
GROUP ACTIVITY (WE INDIVIDUAL
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) ACTIVITY ( YOU DO )
Brain storming session invoving children with pre-requisites vocabulary and
* Students read the pre-
concepts related to previous knowledge. Introduction of new vocabulary and Every Pupil will read and write
KEY WORDS & requisites and answer the
key words associated with the concept the key words in their note
PRE REQUISITES questions to the teacher
# simple curve # closed curve # Line # Line segment # Ray # angle books
(whole class activity)
# Triangle # Vertex # side # Median # height # Altitude
Hetrogeneous groups are
Teacher writes the key word "TRIANGLES AND ITS PROPERTIES " on the black Pupils individually read the
created. One group will
MIND MAPPING board and will elict its other related words through questioning and will draw keywords associated with the
read the words and other
pupils' attention towards key concepts in the lesson chapter
will explain the meaning
Teacher recalls the pupils' knowledge on basic geometric shapes like simple Hetrogeneous groups are Each student in the group
curve, closed curve , line, ray, line segment,angle and triangle different parts of formed to participate in participates in the activities
a triangle like side, angle, interior, exterior along with different types of the activities and learns the concept of
triangles based on sides and angles like equilateral, isosceles and scalen based different types of traiangles as
on sides and acute angled, right angled and obtuse angled trianle based on well as the medians and
angles. Later teacher introduces the concept of naming the triangles as well as altitudes of a triangle
the vertices and sides of a trianlge through an activity involving hetrogeneous
groups. Here each group will be given different triangles and were asked to
identify and name the vertices and sides of the given triangles to each group.
Later pupil groups will be directed to measure the lengths of sides and the
angles of each triangle given to them and classify them basing on sides or
angles.
CONCEPTUAL Later teacher introduces the concept of median and altitude of a triangle by
UNDERSTANDING another paper tracing activity.
Medians: Take a paper cut in the shape of a triangle and name it as ΔABC.
fold it in such a way that any two vertices coincide each other and the side
consisting of these two vertices is exactly folded at half. name the mid point of
the side as D. Now from vertex A fold the paper in such a way that AD makes a
line. Now this AD is nothing but a median of triangle ΔABC
Altitudes: Take a paper cut in the shape of a triangle and name it as ΔPQR.
fold it in such a way that any side for example say BC is folded by coinciding on
itself and see that the fold exactly passes through the vertex opposite vertex A.
Here there is no need of coinciding the vertices B And C

pupils will note down and

Teacher writes the summary of the concept in a step wise procedure and asks every individual reads the
SUMMARY read the summary in
children to note and read summary and notes it down
groups
every group will do the
Teacher asks children to solve the sums of try these section, Think Discuss & every individual solves the
ASSESSMENT sums by discussion among
Write along with example sums and exercise sums of 6.1 sums on their own
each other
www.apteachers360.com

PRACTICE PERIOD: 1,2,3,4 INTRODUCTION, MEDIANS OF A TRIANGLE, ALTITUDES OF A TRIANGLE

GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) ( YOU DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
children to read and write them in note books child comes to the board and reads the key words and
KEY WORDS READING # simple curve # closed curve # Line # Line segment # Ray # angle and reads the key words notes them down in their note
# Triangle # Vertex # side # Median # height # Altitude loudly and the remaining books
Teacher draws some triangles and their medians and altitudes and asks Each group will read the Every Individual prepares their
children to draw some more by watching similar lines similar lines and will frame own similar lines using the lines
some more by discussion prepared by the teacher

SIMILAR LINES READING

pupils will note down and every individual spells and

SUMMARY/ Teacher once again writes important key words and summary of the concept
read the summary in reads the summary and notes
SYNOPSIS and asks children to read,note down and practice.
groups it down

Slow learners are focused and

One group will check the teacher will ascertain that
WRITING/ Teacher guides children in doing sums of exercise 6.1 on their own and checks
writings of the other and every individual learns the
EDITING their writings
vice versa concept in the forth coming
practice sessions
www.apteachers360.com

TEACHING PERIOD : 3,4 EXTERIOR ANGLE OF A TRIANGLE, ANGLE SUM PROPERTY OF A TRIANGLE
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Brain storming session invoving children with key words * Students read the Every Pupil will read and write
KEY WORDS
# Angles # Interior Angle # Exterior Angle # Opposite Angles keywords answer the the key words in their note
Teacher illustates the concept of the angle properties pupils are divided into Each student in the group
1. Any exterior angle of a trianlge is equal to the sum of its opposite interior hetrogeneous groups and participates in the activity and
angles. engaged in the activity learns the concept
with help of an activity through a TLM prepared in advance involving cut pieces
of angles of a traingle and its opposite exterior angle. If we trace both the
opposite angles on the exterior angle they coincide there by concluding the
CONCEPTUAL property
UNDERSTANDING 2. Sum of all the interior angles of a triangle is equal to 1800.
With the help of activities involving hetrogeneous groups where teacher gives
different traingle shaped paper cuts and asks children to cut those triangles
into 3 parts in such a way that the three angles are not disturbed. Now teacher
guides children to join those 3 angles side by side and children can obviously
observe that those 3 angles make 1800.

Pupils will note down and Every individual reads the

Teacher once again writes important key words and summary of the concept
SUMMARY read the summary in summary and notes it down
and asks children to note down and adopt.
groups and adopts the procedure
Every group will do the
Teacher gives some questions from Try These sections as well as sums from Every individual solves the
ASSESSMENT sums by discussion among
exercise 6.2 & 6.3 and asks children to do those sums sums on their own
each other
www.apteachers360.com

PRACTICE PERIODS: 5 TO 8 EXTERIOR ANGLE OF A TRIANGLE, ANGLE SUM PROPERTY OF A TRIANGLE

GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
KEY WORDS READING children to read and write them in note books child comes to the board and reads the key words and
# Angles # Interior Angle # Exterior Angle # Opposite Angles and reads the key words notes them down in their note
Teacher finds the unknown angles by taking some exemplary triangle sums and Each group will read the Every individual will watch the
asks children to find some more by watching similar lines similar lines and will frame similar lines and will frame
some more by watching some more
them

SIMILAR LINES READING

SUMMARY/ Teacher once again writes important key words and summary of the concepts Pupil groups will read and
Teacher focuses on every
SYNOPSIS covered and asks children to note down and adopt. adopt the procedure
individual so that each one
learns the concept in
Teacher gives some questions from Try These sections and guides them in One group will check the successive upcoming practice
WRITING/
doing some sums of examples and exercise 6.2 & 6.3 and teacher checks the writings of the other and sessions
EDITING writings of children vice versa
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TWO SPECIAL TRIANGLES : EQUILATERAL AND ISOSCELES, SUM OF THE LENGTHS OF TWO SIDES OF A TRIANGLE,
TEACHING PERIOD : 5,6,7
RIGHT ANGLED TRIANGLES AND PYTHAGORAS PROPERTY
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Brain storming session invoving children with key words * Students read the key Every Pupil will read and write
KEY WORDS # Equilateral Triangle # Isosceles Triangle # Right angled triangle # words and answer the the key words in their note
Hypoteneuse # Pythagorean Property questions to the teacher books
Teacher introduces what an equilateral triangle is and what an isosceles Hetrogeneous groups are Every child participates in the
CONCEPTUAL triangle is with the help of some illustrative models and pictures. Later teacher created and are engaged activity and understands the
UNDERSTANDING conducts and activity involving hetrogeneous groups in which each group will in activities concept
be given different triangles and are asked to measure the lengths of each side
and find the sums of lengths every two sides and are now asked to check
whether the sum of any two sides of a triangle is always greater than the third
side or not. By this activity teacher draws an inference that sum of the lengths
any two sides of a triangle is greater than the third side.
Later teacher conducts another activity in the next teaching session in which
class is divided into two groups and each group will be given 8 sets of identical
right angled triangles. Before going into the activity teacher introduces the
names of the sides of a right angled triangle. The longest side as hypoteneuse,
the remaining two sides as legs.
LEARNING ACTIVITY Now teacher asks the two groups to draw a square each of length equal to the
sum of the lengths of the legs of the right angled triangle given to them. Now
teacher guides two groups to arrange the given triangles ( 4 each group) in the
squares drawn by them in two different ways as shown in the picture. Now
teacher lets them know that the squares are identical and the triangles are
identical hence the left over areas in both the arrangements must be equal
which draws an inference that a2=b2+c2

Teacher writes the summary of the concept discussed and asks children to pupils will note down and every individual reads the
SUMMARY read, note down and adopt read the summary in summary and notes it down
groups and adopts the procedure
every group will do the
Teacher gives some questions from Try These section and exercise sums of 6.4 every individual solves the
ASSESSMENT sums by discussion among
& 6.5 and asks children to solve those sums sums on their own
each other
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TWO SPECIAL TRIANGLES : EQUILATERAL AND ISOSCELES, SUM OF THE LENGTHS OF TWO SIDES OF A TRIANGLE,
PRACTICE PERIODS: 9 to 13
RIGHT ANGLED TRIANGLES AND PYTHAGORAS PROPERTY
GROUP ACTIVITY (WE INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
DO) DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
children to read and write them in note books child comes to the board and reads the key words and
KEY WORDS READING # Equilateral Triangle # Isosceles Triangle # Right angled triangle # and reads the key words notes them down in their note
Hypoteneuse # Pythagorean Property loudly and the remaining books
Teacher checks different properties of triangles like sum of any two sides of a Each group will read the Every Individual prepares their
triangle is greater than the third side and also uses the pythagoras property in similar lines and will frame own similar lines using the lines
some right angled triangles to find the length of unknown side and asks some more by discussion prepared by the teacher
children to check some more by watching similar lines

SIMILAR LINES READING

SUMMARY/ Teacher once again writes important key words and summary and asks Pupil groups will read the Teacher focuses on every
SYNOPSIS children to read ,note down and adopt. summary and utilize individual so that each one
One group will check the knows and adopts the concept
WRITING/ Teacher asks children to solve the sums of exercise 6.4 & 6.5 on their own and
writings of the other and learnt in successive upcoming
EDITING teacher checks the writings of children
vice versa practice sessions
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LESSON PLAN 7
CLASS : 7 TEACHER'S NAME :

NO OF PERIODS REQUIRED Time line for teaching

NAME OF THE UNIT SUB-TOPICS
Teaching Practice TOTAL From To
7.1 PERCENTAGE - ANOTHER WAY OF COMPARING QUANTITIES
7.1,1 MEANING OF PERCENTAGE
7.1.2 CONVERTING FRACTIONAL NUMBERS TO PERCENTAGE
7.1.3 CONVERTING DECIMALS TO PERCENTAGE
3 3 6
7.1.4 CONVERTING PERCENTAGES TO FRACTIONS OR DECIMALS
7.1.5 FUN WITH ESTIMATION
7.2 USE OF PERCENTAGES
COMPARING 7.2.1 INTERPRETING PERCENTAGES
7.2.2 CONVERTING PERCENTAGES TO HOW MANY 2 3 5
QUANTITIES 7.2.3 RATIOS TO PERCENTS
7.2.4 INCREASE OR DECREASE AS PERCENT
7.3 PRICES RELATED TO AN ITEM OR BUYING AND SELLING
7.3.1 PROFIT OR LOSS AS A PERCENTAGE
7.4 CHARGE GIVEN ON BORROWED MONEY OR SIMPLE INTEREST
3 5 8
7.4.1 INTEREST FOR MULTIPLE YEARS
TOTAL 8 11 19
KEY CONEPTS KEY VOCABULARY
# comparision # Interpretation
Every Pupil is expected to have basic knowledge in
# Quantity, fraction, decimal # Increase,Decrease
# fractions and decimals and their basic operations like +, -, x, ÷
# Percentage % , Percentum, # Cost Price, Selling
# converting decimals into fractions and vice versa
PRE-REQUISITES perhundred Price,charge,Rate
# comparision of two quantities and deciding which one is higher and which
# One Hundredth, Ratio # Borrowing, Sum
one is lower
# convertion # Principal, Interest
# estimation of profit and loss in their day to day transaction activities
# Estimation # simple Interest
# Expenditure # Amount, annum
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LEARNING OUTCOMES
After Completion of this lesson every student will be able to
# apprehend what comparing quantities really mean
# compare two quantites with the help of finding percentage.
# convert fractions and decimals into percentages and vice versa
# estimate the percentage of a quantity upto an approximate extent
# perform sums related to percentages in real life situations
# Interpret quantities in percentage and convert ratios into percentage.
# do sums related to cost price, selling price and calculate the profit or loss and its percentage .
# Find simple interest of the money borrowed and calculate the amount and apply the concept in real life situations
# recognize the significance and appreciate the importance of Comparing quantities in real life situations.
Teaching Learning Process
MIND MAPPING Experience & Reflection

# Pupils will recollect their knowledge on fractions,

decimals and their implications and utilize that
knowledge in learning the new concept of comparing
quantities

# Students will experience the applications of various

techniques adopted in comparing quantities in real life
situations.
www.apteachers360.com

PERCENTAGE - ANOTHER WAY OF COMPARING QUANTITIES,MEANING OF PERCENTAGE

TEACHING PERIOD : 1,2,3 CONVERTING FRACTIONAL NUMBERS TO PERCENTAGE, CONVERTING DECIMALS TO PERCENTAGE, CONVERTING
PERCENTAGES TO FRACTIONS OR DECIMALS, FUN WITH ESTIMATION
INDIVIDUAL
CONCEPTS/STEPS TEACHER ACTIVITY (I DO) GROUP ACTIVITY (WE DO)
ACTIVITY ( YOU DO )
Brain storming session invoving children with pre-requisites vocabulary and
* Students read the pre-
concepts related to previous knowledge. Introduction of new vocabulary and
KEY WORDS & requisites and answer the Every Pupil will read and write the
key words associated with the concept
PRE REQUISITES questions to the teacher key words in their note books
# Percentage # Fraction # Numerator # Denominator # Per Centum
(whole class activity)
# Per Hundred # Decimals # Convertion # Estimation
Hetrogeneous groups are
Teacher writes the key word "COMPARING QUANTITIES " on the black board Pupils individually read the
created. One group will read
MIND MAPPING and will elict its other related words through questioning and will draw keywords associated with the
the words and other will
pupils' attention towards key concepts in the lesson chapter
explain the meaning
CONCEPTUAL Teacher recalls the knowledge of children on fractions and decimals and Hetrogeneous groups are Each student in the group
UNDERSTANDING drags their attention towards fractions with 100 as denominator. formed to participate in the participates in the activities and
Later teacher explains the meaning of percentage and its Latin origin Per activities learns the concept of converting
Centum and its symbol %. fractions and decimals into
Now teacher cites a number of illustrations by converting fractions into percentages and vice versa
percentage.
In the later sessions teacher
conducts an activity by involving
hetrogeneous groups by giving
different decimal numbered cards and asks them to convert those decimals
into fractions and then into percentage. After this activity teacher draws the
attention of children towards the easy process of converting decimals into
percentage by some illustrations.
Here teacher also explains the way how we can convert
percentages into fractions and decimals by writing them
as fraction with denominator 100 through some illustrations
In the upcoming sessions teacher guides children in estimating percentage
LEARNING ACTIVITY through some exemplary illustrations
Teacher writes the summary of the concept in a step wise procedure and pupils will note down and every individual reads the
SUMMARY
asks children to note and read read the summary in groups summary and notes it down
every group will do the sums
Teacher asks children to solve the sums of try these section, Think Discuss & every individual solves the sums
ASSESSMENT by discussion among each
on their own
Write along with example sums and exercise sums of 7.1
other
www.apteachers360.com

PERCENTAGE - ANOTHER WAY OF COMPARING QUANTITIES,MEANING OF PERCENTAGE

PRACTICE PERIOD: 1,2,3 CONVERTING FRACTIONAL NUMBERS TO PERCENTAGE, CONVERTING DECIMALS TO PERCENTAGE, CONVERTING
PERCENTAGES TO FRACTIONS OR DECIMALS, FUN WITH ESTIMATION
INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO) GROUP ACTIVITY (WE DO)
( YOU DO )
Whole class activity : one
Every child comes to the board
Teacher writes the key words from previous class's teaching period and asks child comes to the board and
and reads the key words and
KEY WORDS READING children to read and write them in note books reads the key words loudly
notes them down in their note
# Percentage # Fraction # Numerator # Denominator # Per Centum and the remaining class
books
# Per Hundred # Decimals # Convertion # Estimation follows.
Teacher converts some fractions and decimals into percentage and vice versa Each group will read the Every Individual prepares their
and asks children to convert some more by watching similar lines. similar lines and will frame own similar lines using the lines
some more by discussion prepared by the teacher

SIMILAR LINES READING

SUMMARY/ Teacher once again writes important key words and summary of the concept pupils will note down and every individual spells and reads
SYNOPSIS and asks children to read,note down and practice. read the summary in groups the summary and notes it down

Slow learners are focused and

One group will check the
WRITING/ Teacher guides children in doing sums of exercise 7.1 on their own and teacher will ascertain that every
writings of the other and vice
EDITING checks their writings individual learns the concept in
versa
the forth coming practice sessions
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USE OF PERCENTAGES, INTERPRETING PERCENTAGES, CONVERTING PERCENTAGES TO HOW MANY, RATIOS TO

TEACHING PERIOD : 4,5
PERCENTS, INCREASE OR DECREASE AS PERCENT
INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO) GROUP ACTIVITY (WE DO)
DO )
Brain storming session invoving children with key words * Students read the Every Pupil will read and write the
KEY WORDS
# Interpretation # Convertion # Ratio # Increase # Decrease keywords answer the key words in their note books
CONCEPTUAL Teacher once again recalls the concept of calculating percentage once and pupils are divided into Each student in the group
UNDERSTANDING now gives a brief on use of percentages in real life situations and explains hetrogeneous groups and participates in the activity and
how calculating percentage can be handy when we deal with sums related to engaged in the activity learns the concept
comparing situations in real life scenarios.
Teacher conducts an activity by involving whole class.Teacher asks children
to note down the FA-1 Marks obtained by them in each subject and calculate
the percentage of marks they have obtained in each subject along with total
marks percentage also. Here teacher guides children to calculate the
percentage in two ways through an illustration.
Later teacher briefs out the way how we express the parts of a ratio in
percentage. Now teacher asks children to compare their FA-2 Marks with
that of FA-1 and check whether there is an
increase or decrease in percentage.Here teacher also
guides children to find the class average as they have
already learnt in data handling chapter and find the
increase or decrease in percentage of the class
average from previous assessment to present
assessment.
LEARNING ACTIVITY

Every individual reads the

Teacher once again writes important key words and summary of the concept Pupils will note down and
SUMMARY summary and notes it down and
and asks children to note down and adopt. read the summary in groups
adopts the procedure
Every group will do the sums
Teacher gives some questions from Try These sections as well as sums from Every individual solves the sums
ASSESSMENT by discussion among each
on their own
exercise 7.1 and examples as well and asks children to do those sums
other
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USE OF PERCENTAGES, INTERPRETING PERCENTAGES, CONVERTING PERCENTAGES TO HOW MANY, RATIOS TO

PRACTICE PERIODS: 4,5,6
PERCENTS, INCREASE OR DECREASE AS PERCENT
INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO) GROUP ACTIVITY (WE DO)
DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
KEY WORDS READING children to read and write them in note books child comes to the board and and reads the key words and
# Interpretation # Convertion # Ratio # Increase # Decrease reads the key words loudly notes them down in their note
Teacher takes a real life example and uses the concept of finding percentage Each group will read the Every individual will watch the
and interprest how this concept comes handy in comparing quantities with similar lines and will frame similar lines and will frame some
some illustrations and asks children to watch and solve some more some more by watching more
exemplary sums related with real life by watching similar lines. them

SIMILAR LINES READING

SUMMARY/ Teacher once again writes important key words and summary of the Pupil groups will read and
SYNOPSIS concepts covered and asks children to note down and adopt. adopt the procedure Teacher focuses on every
individual so that each one learns
Teacher gives some questions from Try These sections and guides them in One group will check the the concept in successive
WRITING/ upcoming practice sessions
doing some sums of examples and exercise 7.1 & 7.2 and teacher checks the writings of the other and vice
EDITING writings of children versa
www.apteachers360.com PRICES RELATED TO AN ITEM OR BUYING AND SELLING, PROFIT OR LOSS AS A PERCENTAGE, CHARGE GIVEN ON
TEACHING PERIOD : 6,7,8
BORROWED MONEY OR SIMPLE INTEREST, INTEREST FOR MULTIPLE YEARS
INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO) GROUP ACTIVITY (WE DO)
DO )
Brain storming session invoving children with key words * Students read the key
Every Pupil will read and write the
KEY WORDS # Cost Price # Selling Price # Profit # Loss # Borrowing # Simple Interest # words and answer the
key words in their note books
Principal # Amount # Interest for multiple years questions to the teacher
Teacher quotes some real life situations where pupils happen to participate Hetrogeneous groups are Every child participates in the
in buying or selling articles or goods. Teacher makes children familiar with created and are engaged in activity and understands the
the terminology like Cost Price (CP),Selling Price(S.P),Profit (p) Loss (l) activities concept
.Teacher draws the attention of children to guess the profit or loss they
incurred in those cases and now guides children how the percentage of profit
CONCEPTUAL or loss is getting calculated over Cost Price through some illustrations.
After getting acquainted with the concept of finding profit or loss percentage
UNDERSTANDING
teacher explains the concept of interest given or taken on borrowings .
Teacher makes the pupils familiar with the meanings of the nomenclature
like Principal, Interest, Amount and
formulae like Interest= PTR/100,
Amount = Principal + Interest associated with the concept and
presents some illustrations to depict the way of calculating
LEARNING ACTIVITY interest for 1 year as wellas for multiple years

Teacher writes the summary of the concept discussed and asks children to every individual reads the
pupils will note down and
SUMMARY read, note down and adopt
read the summary in groups
summary and notes it down and
adopts the procedure
every group will do the sums
Teacher gives some questions from Try These section and exercise sums of every individual solves the sums
ASSESSMENT by discussion among each
7.2 and asks children to solve those sums on their own
other
www.apteachers360.com

PRICES RELATED TO AN ITEM OR BUYING AND SELLING, PROFIT OR LOSS AS A PERCENTAGE, CHARGE GIVEN ON
PRACTICE PERIODS: 7 to 11
BORROWED MONEY OR SIMPLE INTEREST, INTEREST FOR MULTIPLE YEARS
INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO) GROUP ACTIVITY (WE DO)
DO )
Whole class activity : one
Every child comes to the board
Teacher writes the key words from previous class's teaching period and asks child comes to the board and
and reads the key words and
KEY WORDS READING children to read and write them in note books reads the key words loudly
notes them down in their note
# Cost Price # Selling Price # Profit # Loss # Borrowing # Simple Interest and the remaining class
books
# Principal # Amount # Interest for multiple years follows.
SIMILAR LINES READING Teacher will solve some exemplary sums related to profit or loss and interest Each group will read the Every Individual prepares their
on borrowings and asks children to do some more by watching similar lines similar lines and will solve own similar lines using the lines
some more by discussion prepared by the teacher

SUMMARY/ Teacher once again writes important key words and summary and asks Pupil groups will read the Teacher focuses on every
SYNOPSIS children to read ,note down and adopt. summary and utilize individual so that each one knows
One group will check the and adopts the concept learnt in
WRITING/ Teacher asks children to solve the sums of exercise 7.2 on their own and
writings of the other and vice successive upcoming practice
EDITING teacher checks the writings of children sessions
versa
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LESSON PLAN 8
CLASS : 7 TEACHER'S NAME :

NO OF PERIODS REQUIRED Time line for teaching

NAME OF THE UNIT SUB-TOPICS
Teaching Practice TOTAL From To
8.1 INTRODUCTION
8.2 NEED FOR RATIONAL NUMBERS
8.3 WHAT ARE RATIONAL NUMBERS 3 3 6
8.4 POSITIVE AND NEGATIVE RATIONAL NUMBERS
8.5 RATIONAL NUMBERS ON A NUMBER LINE
8.6 RATIONAL NUMBERS IN STANDARD FORM
RATIONAL 8.7 COMPARISION OF RATIONAL NUMBERS 3 5 8
8.8 RATIONAL NUMBERS BETWEEN TWO RATIONAL NUMBERS
NUMBERS 8.9 OPERATIONS ON RATIONAL NUMBERS
8.9.1 ADDITION
8.9.2 SUBTRACTION 4 6 10
8.9.3 MULTIPLICATION
8.9.4 DIVISION
TOTAL 10 14 24
KEY CONEPTS KEY VOCABULARY
# Fraction # Comparision
Every Pupil is expected to have basic knowledge in # Rational number # Ascending order
# fractions and decimals # Numerator,Denominator # Descending Order
PRE-REQUISITES # addition, subtraction,multiplication and division of fractions # Number system # LCM,HCF
# comparision and ordering of fractions both like and unlike(using LCM concept) # expression # denseness property
# prediction of denseness of fractions between any two fractions # Equivalent rationals # successive integers
# Positive,Negative Rational number # unlimited rationals
# Standard form # Reciprocal
www.apteachers360.com

LEARNING OUTCOMES

After Completion of this lesson every student will be able to

# recall the knowledge on fractions in previous chapters in exploring the rational number system.
# identify the significance of rational numbers in day to day usage.
# conclude that there exist infinite number of rationals between any two rationals and hence rationals are infinite and is a more superior set when compared with Integers.
# place any number of rationals between any two given rationals
# order rationals according to their magnitude.
# perform calculations based on rational numbers using four basic operations in real life situations.
# recognize the significance and appreciate the importance of Rational numbers in real life situations.

Teaching Learning Process

MIND MAPPING Experience & Reflection

# Pupils will recollect their knowledge on fractions and

their implications and utilize that knowledge in
learning the new system of numbers of Rational
RATIONAL Numbers
NUMBERS
# Students will experience the applications of Rational
numbers in real life situations.
www.apteachers360.com INTRODUCTION, NEED FOR RATIONAL NUMBERS, WHAT ARE RATIONAL NUMBERS, POSITIVE AND NEGATIVE
TEACHING PERIOD : 1,2,3
RATIONAL NUMBERS, RATIONAL NUMBERS ON A NUMBER LINE
INDIVIDUAL
CONCEPTS/STEPS TEACHER ACTIVITY (I DO) GROUP ACTIVITY (WE DO)
ACTIVITY ( YOU DO )
Brain storming session invoving children with pre-requisites vocabulary and
* Students read the pre-
concepts related to previous knowledge. Introduction of new vocabulary and
KEY WORDS & requisites and answer the Every Pupil will read and write the
key words associated with the concept
PRE REQUISITES questions to the teacher key words in their note books
# fraction # Rational Number # Numerators # Denominator # fraction bar #
(whole class activity)
Vinculum # Number system
Hetrogeneous groups are
Teacher writes the key word "RATIONAL NUMBERS" on the black board and Pupils individually read the
created. One group will read
MIND MAPPING will elict its other related words through questioning and will draw pupils' keywords associated with the
the words and other will
attention towards key concepts in the lesson chapter
explain the meaning
CONCEPTUAL Teacher recalls the knowledge of children on the lesson "fractions" of class Hetrogeneous groups are Each student in the group
UNDERSTANDING 6th and " Fractions and Decimals" of class 7th and makes children utilize that formed to participate in the participates in the activities and
knowledge in exploring the new number set of "Rational Numbers". Teacher activities learns the concept of Rational
first elicits the need of rational numbers by questioning and later defines numbers
LEARNING ACTIVITY
what a rational number is?.
Here teacher recalls the number line concept which pupils were familiar with
in case of integers and elaborates that concept to rational numbers by some
exemplary illustrations.
Later teacher makes children involve in an activity where pupils are divided
into groups and are given different rationals having both +ve and -ve sign and
are asked to seggregate them on a number line

Teacher writes the summary of the concept in a step wise procedure and pupils will note down and every individual reads the
SUMMARY
asks children to note and read read the summary in groups summary and notes it down
every group will do the sums
Teacher asks children to solve the sums of try these section, Think Discuss & every individual solves the sums
ASSESSMENT by discussion among each
on their own
Write along with example sums and exercise sums of 8.1
other
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INTRODUCTION, NEED FOR RATIONAL NUMBERS, WHAT ARE RATIONAL NUMBERS, POSITIVE AND NEGATIVE
PRACTICE PERIOD: 1,2,3
RATIONAL NUMBERS, RATIONAL NUMBERS ON A NUMBER LINE
INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO) GROUP ACTIVITY (WE DO)
( YOU DO )
Whole class activity : one
Every child comes to the board
Teacher writes the key words from previous class's teaching period and asks child comes to the board and
and reads the key words and
KEY WORDS READING children to read and write them in note books reads the key words loudly
notes them down in their note
# fraction # Rational Number # Numerators # Denominator # fraction bar # and the remaining class
books
Vinculum # Number system follows.
Teacher puts some rational numbers on number line and asks children to put Each group will read the Every Individual prepares their
some more by watching similar lines similar lines and will frame own similar lines using the lines
some more by discussion prepared by the teacher

SIMILAR LINES READING

SUMMARY/ Teacher once again writes important key words and summary of the concept pupils will note down and every individual spells and reads
SYNOPSIS and asks children to read,note down and practice. read the summary in groups the summary and notes it down

Slow learners are focused and

One group will check the
WRITING/ Teacher guides children in doing sums of exercise 8.1 on their own and teacher will ascertain that every
writings of the other and vice
EDITING checks their writings individual learns the concept in
versa
the forth coming practice sessions
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RATIONAL NUMBERS IN STANDARD FORM, COMPARISION OF RATIONAL NUMBERS, RATIONAL NUMBERS BETWEEN
TEACHING PERIOD : 4,5,6
TWO RATIONAL NUMBERS
INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO) GROUP ACTIVITY (WE DO)
DO )
Brain storming session invoving children with key words * Students read the
Every Pupil will read and write the
KEY WORDS # standard form # Comparision # Ascending order # Descending order # keywords answer the
key words in their note books
LCM # HCF # Denseness property # unlimited rationals questions to the teacher
CONCEPTUAL Teacher once agains recalls pupils knowledge in reducing a fraction to its pupils are divided into Each student in the group
UNDERSTANDING simplest form and makes pupils reflect their apprehensions here in writing a hetrogeneous groups and participates in the activity and
rational in its standard form. Here teacher defines the standard form of a engaged in the activity learns the concept
rational as "A rational number is said to be in standard form if its
denominator is a positive integer and the numerator and denominator
LEARNING ACTIVITY have no common factor other than 1 ".
Later teacher conducts an activity by dividing hetrogeneous groups in
children and gives them different rationals and asks them to arrange them in
ascending as well as descending order according to their magnitude. Here
pupils are well acquainted with the procedure to be adopted in ordering
fractions, they can easily arrange these rationals in order.
Later teacher asks children an enthusiastic question "What is the immediate
next number of 2 in the set of Rational Numbers?". Here Pupils are expected
out with an answer 3 by default. Later teacher explains the concept of
denseness property of Rationals and confirms that "There exist infinite
number of rationals between any two given rationals ".

Every individual reads the

Teacher once again writes important key words and summary of the concept Pupils will note down and
SUMMARY summary and notes it down and
and asks children to note down and adopt. read the summary in groups
adopts the procedure
Every group will do the sums
Teacher gives some questions from Try These sections as well as sums from Every individual solves the sums
ASSESSMENT by discussion among each
on their own
exercise 8.1 and examples as well and asks children to do those sums
other
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RATIONAL NUMBERS IN STANDARD FORM, COMPARISION OF RATIONAL NUMBERS, RATIONAL NUMBERS BETWEEN
PRACTICE PERIODS: 4 to 8
TWO RATIONAL NUMBERS
INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO) GROUP ACTIVITY (WE DO)
DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
children to read and write them in note books child comes to the board and and reads the key words and
KEY WORDS READING # standard form # Comparision # Ascending order # Descending order # reads the key words loudly notes them down in their note
LCM # HCF # Denseness property # unlimited rationals and the remaining class books
Teacher reduces some rationals in standard form as well as places some Each group will read the Every individual will watch the
rationals in ascending order and places some rational between given similar lines and will frame similar lines and will frame some
rationals and asks children to do some more by watching similar lines some more by watching more
them

SIMILAR LINES READING

SUMMARY/ Teacher once again writes important key words and summary of the Pupil groups will read and
SYNOPSIS concepts covered and asks children to note down and adopt. adopt the procedure Teacher focuses on every
individual so that each one learns
Teacher gives some questions from Try These sections and guides them in One group will check the the concept in successive
WRITING/ upcoming practice sessions
doing some sums of examples and exercise 8.1 and teacher checks the writings of the other and vice
EDITING writings of children versa
www.apteachers360.com
TEACHING PERIOD : 7 to 10 OPERATIONS ON RATIONAL NUMBERS, ADDITION, SUBTRACTION, MULTIPLICATION, DIVISION
INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO) GROUP ACTIVITY (WE DO)
DO )
Brain storming session invoving children with key words * Students read the key
Every Pupil will read and write the
KEY WORDS # successive rationals # Addition, Subtraction,Multiplication and Division of words and answer the
key words in their note books
Rationals # Reciprocal questions to the teacher
Teacher draws the attention of children towards basic operations on Hetrogeneous groups are Every child participates in the
rationals such as addition, subtraction, multiplication and division and created and are engaged in activity and understands the
conducts an activity by dividing pupils into hetrogeneous groups and asks activities concept
children to pick one operation card from the box of operation cards and two
rational number cards from the box of Rational Number Cards. Now after
CONCEPTUAL cards being picked up by each group, teacher asks each group to perform the
operation in the card between the rationals in the cards picked up by them.
UNDERSTANDING
The group which performs highest number of calculations will be the winner.
As these operations are familiar to children in the chapter of fractions, it will
be easy sailing for them to perform those calculations. The only thing is to
develop speed and accuracy in performing calculations.

LEARNING ACTIVITY

Teacher writes the summary of the concept discussed and asks children to every individual reads the
pupils will note down and
SUMMARY read, note down and adopt
read the summary in groups
summary and notes it down and
adopts the procedure
every group will do the sums
Teacher gives some questions from Try These section and exercise sums of every individual solves the sums
ASSESSMENT by discussion among each
8.2 and asks children to solve those sums on their own
other
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PRACTICE PERIODS: 9 to 14 OPERATIONS ON RATIONAL NUMBERS, ADDITION, SUBTRACTION, MULTIPLICATION, DIVISION

INDIVIDUAL ACTIVITY ( YOU
CONCEPTS/STEPS TEACHER ACTIVITY (I DO) GROUP ACTIVITY (WE DO)
DO )
Teacher writes the key words from previous class's teaching period and asks Whole class activity : one Every child comes to the board
children to read and write them in note books child comes to the board and and reads the key words and
KEY WORDS READING # successive rationals # Addition, Subtraction,Multiplication and Division of reads the key words loudly notes them down in their note
Rationals # Reciprocal and the remaining class books
SIMILAR LINES READING Teacher will solve some exemplary sums performing basic operations on Each group will read the Every Individual prepares their
rationals and asks children to do some more by watching similar lines similar lines and will solve own similar lines using the lines
some more by discussion prepared by the teacher

SUMMARY/ Teacher once again writes important key words and summary and asks Pupil groups will read the Teacher focuses on every
SYNOPSIS children to read ,note down and adopt. summary and utilize individual so that each one knows
One group will check the and adopts the concept learnt in
WRITING/ Teacher asks children to solve the sums of exercise 8.2 on their own and
writings of the other and vice successive upcoming practice
EDITING teacher checks the writings of children sessions
versa
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CLASS : VII

MATHEMATICS
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LESSON PLAN
Name of the School : ZPHS RAJAPUDI
Name of the Teacher : BVS SUBRAHMANYAM
Class : VII
Subject : MATHEMATICS

Unit/Lesson : Perimeter and Area

No. of Timeline for
Any Specific
S.No Topic Periods Teaching
Information
Required From To
1 Introduction 1

2 Area of a Parallelogram 2

3 Area of a Triangle 3

4 Circles 2

5 Circumference of a Circle 3

Area of Circle 2
6
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TEACHING LEARNING PROCESS

 Prior Concept/Skills :
1. Basics of shapes, rectangle, square, triangle, circle
2. Concept of area, perimeter
3. Count the squares in order to estimate the area of the given closed curve in the squares of
graph sheet.
 Learning Outcomes :
1. Describe the area and perimeter of plane figures in order to find the same for square and
rectangle.
2. Give example(s) in order to explain/discuss that increase in perimeter of a plane figure does not
always mean that area will also increase
3. Use unit square grid sheets in order to find the perimeter and estimate the area of parallelogram.
4. Develop and apply a formula in order to determine the area of triangle as half of the area of a
rectangle.
5. Use direct or indirect measurements in order to describe the relationships among radius, diameter,
and circumference of circles
6. Investigate different circumference of circles and compare them with their respective diameter in
order to relate circumference to Pi
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 Induction/Introduction :
 How will you find the area of a land which is a parallelogram in shape?
 Find the area of the parallelogram by counting the squares enclosed within the figures
and also find the perimeters by measuring sides.

 Experience/reflection :
 Group activity : Find the perimeter of surfaces of different objects in your class room
using ruler or tape and record them. Ex : Surfaces of note books, writing pads, bench,
etc.,
 Project work : take one leaf and trace it on graph sheet and calculate area of the leaf
with measuring grids.
TEACHING LEARNING ACTIVITIES
Explicit Teaching/Teacher
Group work ( We Do) Independent Work (You Do) NOTES /TLM
Modelling (I Do)
1Explain the concept of area of a Do the activity given at
parallelogram using grid paper. page no. 44
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Explicit Teaching/Teacher Independent Work (You

Group work ( We Do) NOTES /TLM
Modelling (I Do) Do)
02.Area of a Parallelogram Do the example 1 given Using power point
ABCD = (base×height) page 50 explain the concept of
The area is the total amount area
of surface enclosed by a closed Area of parallelogram Do the sum no. 1 given
Figure. ABCD = (b×h) in exercise 9.1

03.Explain the concept of

Area of a Triangle Do the sum no. 2 given
Consider a parallelogram in exercise 9.1
ABCD..
Draw a diagonal BD to divide Area of triangle ABD = Using power point
the parallelogram into two explain the concept of
(b×h)
congruent triangles area of a triangle
Area of Triangle =
Explain the sun given in
(base×height) example 4 at page 52
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Area of triangle ABD =

(Area of parallelogram
ABCD)
Explain Find the missing
Area of triangle ABD = Do the sums 4 and 5 Using power point
values sum no.3 exercise 9.1
(b×h) given in exercise 9.1 at explain the concept of
page 58 area of

05. Terms Related to Circle circumference of the

A circle is a simple closed circle

curve which is not a polygon. Do the sums 7 and 8

The perimeter of a circle is
A circle is a collection of given as examples at
also called as
points which are equidistant page 58
the circumference of the
from a fixed point.
circle
The fixed point in the middle
is called the centre The fixed
distance is known as radius.
Circumference of a circle
06. Explain the concept of
= 2×π×r,
Circumference of a Circle
The circumference of a circle
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is the total path or total where r is the radius of the

distance covered by the circle. circle.
It is also called a perimeter of
the circle.
07. Area of a circle is the total Introduction and Value of Pi Do the sums 12,13 and Using power point
region enclosed by the circle Pi (π) is the constant which 14 given as examples explain the concept of
Area of a circle = π×𝒓𝟐 , is defined as the ratio of a at page 68 area of Area of
where r is the radius of the circle’s circumference (2πr) to a circle
circle. its diameter(2r).
The value of pi is π =
Circumference (2πr)
Diameter (2r)
approximately equal to

3.14159 or
22
Do the sums 5,6 and 7 in Do the remaining sums
𝟕
groups which are given in as home work which

08. Explain the sums 1,2 and exercise 9.2 at page 70 are given in exercise

3 which are given in exercise 9.2 at page 70

9.2 at page 70
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CHECK FOR UNDERSTANDING QUESTIONS

 Factual :

 What is value of pi?

 What is meant by area of a substance?
 36 Unit squares are joined to form a rectangle with the least perimeter. The perimeter of the rectangle
is 12 units?

 Open Ended /Critical thinking :

 A wire is bent to form a square of side 22 cm. If the wire is rebent to form a circle,
its radius is (a) 22 cm
 Area of a rectangle and the area of a circle are equal. If the dimensions of the rectangle
are 14cm × 11 cm, then radius of the circle is 21 cm

 Student Practice Questions & Activities :

 Area of parallelogram ABCD is not equal to
(a) DE × DC (b) BE × AD (c) BF × DC (d) BE × BC
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 Assessment :
01. ∆ MNO is a right-angled triangle. Its legs are 6 cm and 8 cm long. Length of perpendicular NP
on the side MO is

02. Area of a right-angled triangle is 30 cm2. If its smallest side is 5 cm, then its hypotenuse is
03. Circumference of a circle of diameter 5 cm is

Signature of the Teacher Signature of the Headmaster

VISITING OFFICER WITH REMARKS

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LESSON PLAN 10
NAME OF THE TEACHER:
TEACHER'S
N. VENKATA SRIKANTH, 8790762195
S.A(Maths) SUBJECT: MATHEMATICS
NAME :
NAME OF THE SCHOOL
ZPHS,Peddadugam,Jalamuru,Srikakulam Dist)

7TH7CLASS MATHS
CLASS: LESSON
UNIT PLAN
: ALGEBRAIC EXPRESSIONS No.of Periods: 9+10=19

ALGEBRAIC EXPRESSIONS
PERIOD ALLOTMENT
Time line for
NO OF PERIODS REQUIRED
teaching
NAME OF THE
SUB-TOPICS
UNIT
Teaching Practice TOTAL From To

10.1 PRE-REQUISITES & INTRODUCTION 1 1 2

10.2 HOW ARE EXPRESSIONS FORMED?

10.3 TERMS OF AN EXPRESSION 4 4 8
ALGEBRAIC 10.4 LIKE AND UNLIKE TERMS
EXPRESSIONS 10.5 MONOMIALS, BINOMIALS, TRINOMIALS AND
POLYNOMIALS 4 5 9
10.6 FINDING THE VALUE OF AN EXPRESSION

TOTAL 9 10 19
PRE-REQUISITES OF THE LESSION LEARNING OUTCOMES

Every Pupil is expected to have basic knowledge in After Completion of this lesson every student will
be able to
# Different number systems like Natural Numbers, Whole # explain what an expression is?
Numbers & Integers # convert word sums into expressions and vice
versa
# discriminate between like terms and unlike
# four basic operations +, -, x, ÷
terms
# identify the monomials, binomials,trinomials
# simple equations and their solutions like x+3=5, etc (from and polynomials from the given set.
class VI) # calculate the value of an expression at the
given parameters
# terminology related to algebraic expressions like variable, # appreciate the utility of "Algebraic
constant, expression, co-efficient, power(square) etc., Expressions" in real life sums
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TEACHING PERIOD : 1 ( PRE - REQUISITES & INTRODUCTION )

GROUP ACTIVITY INDIVIDUAL
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
(WE DO) ACTIVITY ( YOU DO )

Brain storming session invoving children with * Students read the pre- Every Pupil will read and
PRE REQUISITES pre-requisites vocabulary and concepts requisites and answer write the key words in
related to previous knowledge. Introduction the questions to the their note books
of new vocabulary and key words associated teacher (whole class
with the concept through questioning activity)
# constant # variable #terms #algebraic
expression # simple equation #coefficients

MIND MAPPING Teacher writes the key word " ALGEBRAIC Hetrogeneous groups Pupils individually read
EXPRESSIONS" on the black board and will are created. One group the keywords associated
elict its other related words through will read the words and with the lesson
questioning other will explain the
meaning

Teacher conducts a discussion on the

importance of the lesson through questioning
ex. 1.Can you give examples of simple
equations that you have learnt in class VI? Students participate in
2. In the equation X-5=9, what is "X" called the discussion and ask Pupils individually write
RELEVANCE OF THE and what are 5,9 called? questions among their responses to the
LESSON 3. What does it mean by "3y" themselves and give questions asked
4. "Bhaavajna has 5 chocolate more than answers
what Vidhijna has".Can you convert this into
an expression?

CONCEPT MAP Teacher displays the concept map depicting Whole class read the
various concepts that pupil are going to learn concept map
in this lesson

Teacher gives some real life situations and every group will do the
every individual solves
ASSESSMENT asks children to convert them into algebraic task by discussion
the task on their own
expressions using their previous knowledge. among each other
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PRACTICE PERIOD: 1
GROUP ACTIVITY INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
(WE DO) ( YOU DO )
Teacher writes the key words from previous Students read these Every child comes to the
class's teaching period and asks children to key words in groups board and reads the key
read and write them in note books and will try to give words and notes them
KEY WORDS READING # constant # variable #terms #algebraic examples to each key down in their note
expression # simple equation #coefficients word books

SIMILAR LINES Teacher writes some algebraic expressions Each group will Every Individual will
READING and writes them in words and vice versa and observe the similar frame some more using
asks children to solve some more lines and will frame similar lines
7y+5 ==> 5 more than 7 times of "y" some more by
x/3 ==> one third of "x" discussion
Three less than twice "z" ==> 2z-3
four added to two third of "m"==> 4+2y/3

Teacher writes synopsis of the lesson on pupils will note down every individual spells
SUMMARY/
board and asks children to read,write, discuss and read the summary and reads the summary
SYNOPSIS and practice. in groups and notes it down
Teacher condcuts a dictation on key words Slow learners are
One group will check
WRITING/ ,pre-requisites and gives some questions and focused and teacher will
the writings of the
EDITING asks children to exchange books for editing ascertain that every
other and vice versa
after writing is finished. individual learns the
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TEACHING ( HOW ARE EXPRESSIONS FORMED?, TERMS OF AN EXPRESSION, LIKE

PERIODS : 2 to 5 AND UNLIKE TERMS)
GROUP ACTIVITY INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
(WE DO) ( YOU DO )
Brain storming session invoving children with * Students read the
key words keywords answer the Every Pupil will read and
KEY WORDS # Expression # Terms # Factors # Square # questions to the write the key words in
cube # Like terms # Unlike Terms teacher (whole class their note books
# Numerical coefficients activity)
CONCEPTUAL Teacher recalls the basic terminology related Each group will every child learns the
UNDERSTANDING with algebraic expressions like variable, understand the concept through the
constant etc., and demonstrates how an concepts by learning acitivity and
expression is formed by using the participation in the observation of TLM
combination of variables and constants. activity
Later teacher conducts an activity involving
heterogeneous groups where each group will
be provided with a number of card tiles
labelled with "x", "y", "x2", "y2", "+1" "-1" and
are asked to form different expressions by
combining these labelled cards with basic
mathematical operations. Teacher will form
some exemplary algebraic expressions.
After this session teacher explains the
differences between like and unlike terms
and gives some examples to saggregate them

LEARNING ACTIVITY
Every individual reads
Teacher once again writes important key Pupils will note down
the summary and notes
SUMMARY words and procedures and asks children to and read the summary
it down and adopts the
note down and adopt. in groups
procedure
Teacher gives some questions from Try These Every group will do the
Every individual solves
ASSESSMENT sections as well as some examples and asks sums by discussion
the sums on their own
children to solve those sums among each other
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PRACTICE PERIODS ( HOW ARE EXPRESSIONS FORMED?, TERMS OF AN EXPRESSION, LIKE

: 2 to 5 AND UNLIKE TERMS)
GROUP ACTIVITY INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
(WE DO) ( YOU DO )
Whole class activity :
Teacher writes the key words from previous one child comes to the Every child comes to the
class's teaching period and asks children to board and reads the key
board and reads the
KEY WORDS READING read and write them in note books words and notes them
key words loudly and
# Expression # Terms # Factors # Square # down in their note
the remaining class
cube # Like terms # Unlike Terms books
follows.
# Numerical coefficients
SIMILAR LINES Teacher will write some algebraic expressions Each group will read Every Individual will do
READING on the black board and ask children to give the similar lines and a few more by watcing
some more examples. Later teacher will frame some more similar lines
saggregates like terms and unlike terms by discussion
among them and asks children too to do
some more by watching similar lines

Teacher once again writes important key Pupil groups will read
SUMMARY/ Teacher focuses on
words and definitions and asks children to and adopt the
SYNOPSIS note down and adopt. procedure
every individual so that
every child is able to
Teacher gives some questions from examples learn the concept in
One group will check
WRITING/ and exercise 10.1 and asks children to solve successive upcoming
the writings of the
EDITING those sums and teacher checks the writings of
other and vice versa practice sessions
children
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TEACHING MONOMIALS, BINOMIALS,TRINOMIALS AND POLYNOMIALS, FINDING

PERIODS : 6 to 9 THE VALUE OF AN EXPRESSION
GROUP ACTIVITY INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
(WE DO) ( YOU DO )
Brain storming session invoving children with
* Students read the
key words
keywords answer the Every Pupil will read and
#Monomial # Bionomial # Trinomial
KEY WORDS questions to the write the key words in
# Multinomial # Polynomial # Value of an
teacher (whole class their note books
expression
activity)
CONCEPTUAL Teacher demonstrates about Each group will every child learns the
UNDERSTANDING monomials,binomials, trinomials,multnomials understand the concept through the
and polynomials by some exemplary concepts by learning acitivity and
illustrations and engages children in an participation in the observation of TLM
acitivity of preparing different examples for activity
each by dividing them into groups.
Later teacher explains how we can find the
value of a polynomial at a given value of each
variable in it with some illustrations and will
make children enagaged themselves in
finding values for some example sums.

LEARNING ACTIVITY

Teacher once again writes important key Pupils will note down Every individual reads
SUMMARY words and procedures and asks children to and read the summary the summary and notes
note down and adopt. in groups it down and adopts the
Teacher gives some questions from Try These
Every group will do the
sections and exercise 10.2 as well as some Every individual solves
ASSESSMENT sums by discussion
examples and asks children to solve those the sums on their own
among each other
sums
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PRACTICE PERIODS : 6 MONOMIALS, BINOMIALS,TRINOMIALS AND POLYNOMIALS, FINDING

to 10 THE VALUE OF AN EXPRESSION
GROUP ACTIVITY INDIVIDUAL ACTIVITY
CONCEPTS/STEPS TEACHER ACTIVITY (I DO)
(WE DO) ( YOU DO )

Whole class activity :

Teacher writes the key words from previous Every child comes to the
one child comes to the
class's teaching period and asks children to board and reads the key
board and reads the
KEY WORDS READING read and write them in note books words and notes them
key words loudly and
#Monomial # Bionomial # Trinomial down in their note
the remaining class
# Multinomial # Polynomial # Value of an books
follows.
expression
SIMILAR LINES Teacher finds the value of some polynomials Each group will read Every Individual will do
READING at the given value of a variable and asks the similar lines and a few more by watcing
children to find some more by watching will frame some more similar lines
similar lines. by discussion

Teacher once again writes important key Pupil groups will read
SUMMARY/ Teacher focuses on
words and definitions and asks children to and adopt the
SYNOPSIS every individual so that
note down and adopt. procedure
every child is able to
Teacher gives some questions from Exercise One group will check learn the concept in
WRITING/
10.2 and asks children to solve those sums the writings of the successive upcoming
EDITING and teacher checks the writings of children other and vice versa practice sessions