31–IndustrialArea,GurumangatRoad,GulbergIII,Lahore,Pakistan

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the
Studies Department only. Page 1 of 20
 Teachers’ Planning Guide – Class 7

Table of Contents
How to read; Teachers’ Planning Guides ............................................................................................ 3
Value Education and Cross-Curriculum Links...................................................................................... 4
Class 7 ................................................................................................................................................. 5
Term-II ............................................................................................................................................. 6
Curriculum Planners ...................................................................................................................................... 7
Term I .................................................................................................................................................................. 7
Exemplar Lesson Planner .......................................................................................................................... 41

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the
Studies Department only. Page 2 of 20
 Teachers’ Planning Guide – Class 7

How to read; Teachers’ Planning Guides

4.

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the
Studies Department only. Page 3 of 20
 Teachers’ Planning Guide – Class 7

Value Education and Cross-Curriculum Links

Promoting students' spiritual, moral, social and cultural development through Mathematics

3.

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the
Studies Department only. Page 4 of 20
 Teachers’ Planning Guide – Class 7

Class 7 Term wise Syllabus Breakup

Term-II

Sub-Strands Topic/Concept Week Allocation

ALGEBRA AND FUNCTION

Algebra CH 7 Algebraic Equations and Simple Inequalities 2

Ex 7e Q 1a-i,7f Q 1-14,7g Q1-5, 7h Q1-9,
7iQ1a-p,7jQ1-2

Estimation CH 4 Estimation & Approximation 1

Ex 4C Q1-9

GEOMETRY AND MEASURES

CH 8 Perimeter and Area of Circle Parallelogram

and Trapezium
Area and Perimeter 2
Ex 8a Q2-3 , Ex 8b Q1,3,4,5

Volume and Surface CH 9 Volume and Surface Area of Cubes and 2

Area cuboids Ex 9a Q1-6
Polygons CH 15 Angle Properties of Polygons 3
Ex 15a ,15c

Geometrical CH 16 Construction of Triangles 2

Constructions Ex16a Q 3-7

Symmetry CH 1 Symmetry Ex 1b,1c,1d 1

STATISTICS AND PROBABILITY

Statistics CH 13 Pie Chart, Bar Graphs and Central tendency 2

Ex13b Q1-10, Ex 13dQ1-6,

Project 1

1
Revision Week

Total No. of Weeks for Term-II: 17

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the
Studies Department only. Page 5 of 20
 Teachers’ Planning Guide – Class 7

Curriculum Planners
Term II
Class 7

Teaching Strategy-
Drilling the Integration with
KEY: Teaching Strategy-
Science/ICT/Art/Geo
Teaching Strategy (CPA) Teaching strategy (ABL) Teaching strategy (PBL/IBL) FCR+DCR Cross curricular links numbers and rules

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 6 of 20
 Teachers’ Planning Guide – Class 7

Learning Objectives Content From New Syllabus Mathematics Book 1- 6th Edn. and Workbook 1- 7th
Edn.
Students should be able to: Ex. No. Pg. No. Q No. WB 1 pg. Q No. Resources Required
No.
1. Construct a simple formula using letters. 7e 151 1(a-j) 45 5-8

2. Write Algebraic expressions 7f 153 1-14 45 9

3. Convert and solve given word expression into an 7g 154 1-5 45 10
algebraic equation. (Hint: use bar model) 7h 157 1-9 Bar model/
Addendum-7
4. Understand the concept of inequality 7i 159 1(a- 46 14 Number line/
5. solve simple inequalities using properties of 7j/RE-7 163/165 e)/2 Addendum-7
inequalities

Words to Remember
Mental Maths Questions: Thought Provoking Questions
equation, • 5y=5 implies y =? • If y < 4 and that y is an integer, then what will be the greatest value of y?
expression, • 2/3 of y =18 implies y =?
simplify, solve, • a²=16 implies a=?
formula, inequality, • x +x+x =? p x p x p=?
least value,
greatest Recall: Common Errors
value, integer, real
1. Solve an algebraic equation when the variable is on one side of • Students are unable to solve algebraic inequalities as they are not familiar with
number the equation the real number system and the properties of the real numbers. We have
2. Find the value of the unknown when it is already the subject of introduced real number system to overcome these areas. • See how the answer is
the formula effected in the above question by the replacement of integers to prime number.
3. Write an algebraic expression against the word expression.
4. Add and subtract algebraic expressions

Real World Connection/Explore yourself! Facts to Remember

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 7 of 20
 Teachers’ Planning Guide – Class 7

Linear equations help us to solve real life problems in many situations, such To construct a formula, choose letters to represent the quantities.
as to find out the cost of pumping a full tank of petrol. Solutions to To solve word problems, translate them into mathematical equation first and
problems involving several factors can be found quickly with the use of then simplify the equation to find the solution.
linear equations.
What information is important in finding the cost of pumping a full tank of
petrol? Discuss.

Maths Resources Teaching Strategy- FCR+DCR

.. 1- In order to solve a linear equation, treat the equation like a balance. Perform the same operations on both sides of the equation to find the solution.
2- When dealing with equations, the operations done on one side must be done on the other.
3- It's easy to write algebraic equations if you follow the problem closely and work out the operations with the chosen variable.
4- First, identify the unknown value in the problem. Then represent it by a letter and write an algebraic equation with the information given.
5- When working with the inequalities do not forget to recall the properties of the real numbers and real number system the same applies to the
algebraic word problems.

Assessment Questions
Q. Given that 3x > 27, find the smallest prime number x. Q. Solve: (5-2x)/2 = 2. Q. Find S when r =10 and S = 4πr²

Algebra Trick! Step1: Write a 3-digit number using three different digits from 0 to 9, such that the hundreds digit is at least two more than the ones digit. (e.g.
INVESTIGATE: Algebra Trick! 604) Step2: Reverse the digits of your original number and find the difference between the two numbers. (e.g. 604-406=198) Step3: Reverse the digits of the
number found above and find the sum of the two numbers. (e.g. 891+198=1089) Why is the final answer always 1089?

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 8 of 20
 Teachers’ Planning Guide – Class 7

Learning Objectives Content From New Syllabus Mathematics Book 1- 6th Edn. and Workbook 1- 7th Edn.

Students should be able to: Ex. No. Pg No. Q No. WB 1 pg No. Q No. Resources
Required
1. identify and state the number of significant figures in a 4c 83 2 20 6 ..
given number 3,6-9 21 7,8ac,9ac, ..
2. express a number to a given number of significant figures 4,5 22 10b,11ac,12, ..
3. estimate the value of a given arithmetical expression to a 13
specific number of significant figures 18,20,21ac
,
Words to
Remember Mental Maths Questions: Thought Provoking Questions
identify, state, • Round off the given numbers to the nearest whole number: 234.7, Write 35 000 to 3 significant figures, 4 significant figures and 5 significant figures. What
express, 45.489. • Round off the given numbers to the nearest hundredths: did you notice?
estimate, 456.789, 1004.006
significant Recall: Common Errors
figures, 1- Estimate values of squares, square-roots, cubes and cube-roots While rounding off numbers to the given number of significant figures students drop the
arithmetical 2- Round off number to a given number of decimal places last digit e.g. 3460 to 2 significant figures is written as 35, this error can be overcome by
expression working with the place values. That is 3 should come at thousands place thus writing the
answer as : Th H T U
3 5 0 0 Thus deducing that the rest of the places should be filled with zeros to
maintain the place value of the number.

Real World Connection/Explore yourself! Facts to Remember

The exact number of candies in a jar cannot be determined by looking at it, because Rules for rounding a number to a given number of significant figures:
most of the candies are not visible. The amount can be estimated by presuming that  Count the given number of significant figures from left to right, starting with the first non-zero
the portion of the jar that cannot be seen contains an amount equivalent to the figure. Include one extra figure for consideration.
amount contained in the same volume for the portion that can be seen. Hence you  If the extra figure is less than 5, drop the extra figure and all other following figures. Use zero
have to estimate the amount of candies in the jar. to keep the place value if necessary.
 If the extra figure is 5 or more, add 1 to the previous figure before dropping the extra figure
and all other following figures. Use zero to keep the place value if necessary.
Maths Resources
Teaching Strategy- Drilling the numbers and rules
Number line,

Assessment Questions
Q : 4.0672 to 2 s.f. is ____. Q : 0.03256 to 3 s.f. is _____. Q: Estimate a) 4987 X 91.2 b) 1634/0.0818 to one significant figure.

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 9 of 20
 Teachers’ Planning Guide – Class 7

Learning Objectives Content From New Syllabus Mathematics Book 1- 6th Edn. and Workbook 1- 7th
Edn.
Students should be able to: Ex. Pg No. Q No. WB 1 Q No. Resources
No. pg No. Required
1. Calculate the area and perimeter of squares, rectangles, 8a 177 2-12 148.. 2,3,4,6
triangles, circles, semicircles and quadrants
2. Calculate the area and perimeter of parallelogram and 8b 183 1,3,5 150 10,11,12..
trapeziums using formulae:
3. Solve real life word problems involving area and perimeter. .. .. ..

Words to
Remember Mental Maths Questions: Thought Provoking Questions
solve, calculate, • The formula to calculate the area of a square=__ ? rectangle = __? How would you define the perimeter of the given figure? Is there any value of r for
sketch, area, Triangle=__? Circle=__? Semicircle=__?. • The perimeter of a circle=__? which the perimeter of the semicircle equals the perimeter of a circle? (Hint: No as the
perimeter, The perimeter of a semicircle= __? perimeter of a semicircle is the sum of an arc and a chord while that of the circle is the sum of two
parallelogram, arcs. Length of arc is always greater than that of the chord of equal radii)
trapezium, circle Recall: Common Errors
Calculate the area and perimeter of triangles and rectangles. While calculating the perimeter of a given shape students normally add and subtract
Know and apply the relation between different units of: area the lengths (by fixing one smaller shape or same shape into the other) which usually leads
(mm², cm², m², ha, km²) and length (mm, cm, m, km) to inaccurate answers. If students are guided to calculate the perimeter by simply
adding all the sides that forms the shape then this error can be easily
fixed.(subtraction leads to errors)

Real World Connection/Explore yourself! Facts to Remember

Many job industries such as the field of architecture, engineering, graphics Area of a parallelogram = base x height
designing and aeronautics require the application of area and perimeter Area of Trapezium = ½ x height x sum of parallel sides
concepts on a daily basis. For example, these measurements are essential Area of a circle =𝜋𝑟2
when one is planning to develop and construct a house or a building. They
Perimeter of a circle = 2𝜋𝑟
will need to understand the area and perimeter requirements, in order to
maximize space or ensure the house is built to fit into a specific amount of
space.
Maths Resources Teaching Strategy- ABL

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 10 of 20
 Teachers’ Planning Guide – Class 7

Addendum 7- My Students are already familiar with the concept of perimeter and area. Here we will be revising a few concepts and will be working towards the perimeter and
Maths Problem area of compound shapes (complex ones). Teachers must recap the properties of all the quadrilaterals using the PPT in the resource folder for 6-8. She should
Solving Table Mat, focus on how the height of the parallelogram and triangles etc. changes with the change in the base. While calculating perimeter of compound shapes teachers
All Quadrilaterals, must focus on the tracing of the boundary of the figure using pencil. This will make an image in the minds of the children as which sides are to be included in the
PPT on properties of perimeter of the shape. Calculating Area: Make students work out the solution step by step. Write the names of the shapes whose area needs to be calculated.
quadrilaterals, Followed by the formula for each shape, followed by the values of the variables and finally manipulation of the equation. (A teacher is bound to mark questions as
multimedia/ EyeRIS per the problem solving rubric given in the resource folder) And train the children accordingly. Conversion of Units: Another major and critical part of the solution.
Here emphasise on the rules of conversion of units. e.g for 4m square into cm square we say ; 4 x 100 x 100 cm square. As the units are that of the area and we
can also see the term used is square therefore the units needs to be multiplied twice to get to the right solution.
Assessment Questions
Q: Find the perimeter and area of the shaded region. (Provide students with different compound shapes)

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 11 of 20
 Teachers’ Planning Guide – Class 7

Learning Objectives Content From New Syllabus Mathematics Book 1- 6th Edn. and Workbook 1- 7th
Edn.
Students should be able to: Ex. No. Pg No. Q No. WB 1 pg Q No. Resources
No. Required
1. Calculate volume and surface area of a cube and a cuboid. 9a 199 1(a-f),2,3 164 2 Addendum-7 My
Maths Problem
Solving Table Mat

2. Solve real life word problems involving volume and surface 9a 4-9 165 5-8
area of cube and cuboids.

Words to
Remember Mental Maths Questions: Thought Provoking Questions
differentiate, • 1 mm = ___ cm. • 1 m=___cm. • 1 km= ___m. • Formula for the area of a square • What is the general formula for calculating the volume of an object? • What do you think
sketch, calculate, and rectangle. We want to find as how many audience will fit in the hall. This implies needs to be kept in mind while calculating the surface area of the object? (Hint: the number of
volume, capacity, we are calculating the ____ of the hall in terms of people. surfaces it has and the shape of each surface, thus forming its net first and also whether it is a
surface area, net, solid shape or a hollow one etc.)
cube, cuboid, litres, Recall: Common Errors
millilitres, 1. Visualise and describe the properties of the following 3D-shapes • Students need to realise that the height is always taken perpendicular to the base. Correct
centimetre cube, i) cubes ii) cuboids iii) prisms iv) pyramids & relate them to 2D shapes identification of the base and the height of the object will decrease the chances of errors. •
meter cube 2. Identify nets of 3D shapes Students also write incorrect units with that of capacity and volume. They need to realise that
3. Measure and convert volume into different units only correct units will be awarded full marks.

Real World Connection/Explore yourself! Facts to Remember

• You could use surface area to find out how much cardboard was used to make a Volume of a Cube = (length x length x length )unit cube
box, or how much fabric was used to make a pillow. Volume of cuboid = (length x width x height)unit cube
84% of the Earths volume is molten rock Surface Area of cube = 6 length2 unit square
Surface area of Cuboid = 2 (l x w + L x h + w x h) unit square
Maths Resources Teaching Strategy- FCR+DCR
3D shapes, spotty Prepare a pre- test for students to analyse their prior knowledge Direct Instruction: PPT / Demo using EyeRIS Work Station 1: 3D modelling using playdough and
papers, Grid to skewer sticks Work Station2: Video on 3D shapes video no. 30, 31, 32, 33 (any one) Work Station 3: Provide student with 3D shapes and ask them to measure
sketch nets etc, their volumes, surface area by measuring the dimensions etc. Follow the FCR+DCR instruction sheet and set up.
playdough, skewer
Assessment Questions
sticks,
Q: Provide each group one shape and ask them to calculate its surface area and volume using appropriate metric units.

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 12 of 20
 Teachers’ Planning Guide – Class 7

Learning Objectives Content From New Syllabus Mathematics Book 1- 6th Edn. and Workbook 1- 7th
Edn.
Students should be able to: Ex. Pg Q No. WB 1 pg Q No. Resources
No. No. No. Required
1. Apply angle properties of triangles to find the unknown angles 15a 362 1-8 118 3-4 ..

2. Calculate the sum of interior angles of a polygon and also use it 15c 375 1-12 120 9-16 ABL
to calculate each/unknown interior angle/s of a polygon ..
3. Calculate the sum of exterior angles of a polygon also use it to ..
calculate each exterior angle of a polygon ..
4. Find the number of sides of a regular polygon when an ..
interior/exterior angle is given ..
5. Solve word problems involving polygons.

Words to
Remember Mental Maths Questions: Thought Provoking Questions
sketch, define, • Define a polygon. • Why circle is not a polygon? • Which polygon has the • What is the sum of exterior angles of a pentagon, hexagon and a triangle? •
differentiate, polygons, least number of sides? • What are the characteristics of a regular polygon? How would you relate angle at the centre and the exterior angle of a polygon? •
convex polygon, How do the sum of angles in a polygon vary? • Does a regular and irregular
concave polygon,
polygon has same sum of interior angle or does it vary?
regular, interior angles,
exterior angles, central
angles, state, isosceles, Recall: Common Errors
equilateral, scalene, 1- Differentiate among the triangles on the basis of their sides and angles Students find it difficult to calculate the sum of angles of a polygon. Instead of
right-angled triangles, 2- Use the properties of triangles to find the unknown angles teaching them the complex formula [(n-2) X180]/n, relate it to 180- ext. angle; ext
square, rectangle,
angle= 360/n.
rhombus,
parallelogram, kite, Real World Connection/Explore yourself! Facts to Remember
trapezium, pentagon,
• Some hexagonal- shaped tiles are used to tile the floor The sum of the interior angles of an n-sided polygon is given by
hexagon, heptagon,
• Pentagons made on your soccer ball
octagon, nonagon, (n-2) x 180⁰ .
decagon, n-gon, vertical
• Many of our houses have rectangular windows
• The kite you fly The sum of the exterior angles of an n-sided polygon is equal to
angle, angle at the
base, diagonals, bisect, • The sign boards you see while travelling 360⁰.

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 13 of 20
 Teachers’ Planning Guide – Class 7

sum of interior angles, • The great German mathematician Karl Friederich Gauss(1777-1855) was
sum of exterior angles, the first to show how to construct a 17-sided polygon, using only a ruler
and a pair of compasses. It was said that he was so proud of this discovery
that he asked for such a polygon, also known as heptadecagon, to be
inscribed on his tombstone.

Maths Resources Teaching Strategy- Drilling the numbers and rules

Chart papers, Finding sum of interior angles of a polygon: Step 1: Give each student a chart paper and an enlarged picture of a regular polygon. Step 2: Ask your students to
scissors, glue, draw maximum triangle using one vertex. Step 3: Ask them to cut the triangles and mark them 1, 2, 3 and so on. Now ask them to calculate the sum of angles of
geometrical all the triangles and hence that of the given polygon. Step 4: Ask the students to relate the sum of angles to the number of triangles and hence deduce a formula
instruments, All 2D for the sum of interior angles of a polygon. Step 5: Now ask them to calculate the sum of angles of other given polygons. Finding sum of exterior angles of a
shapes, polygon: Step 1: Provide your students with the set of two different polygons (enlarged) Step 2: Make them draw the exterior angles by extending the arms in a
cyclic order. Step 3: Make them cut the angles and finally put them together. (All angles will add up to a circle) Connect it to the number of degrees in a circle,
repeat it with the other given polygon. And drive them to deduce that both sum add up to 360. Hence deduce that the sum of exterior angles of a polygon add up
to 360 and so is the sum of angles at the centre.
Assessment Questions
Q: The sum of exterior angles of any polygon = ____. Q: Define a regular polygon. Q: ABCDA is a kite with angle ADC =120 and DC is greater than AD. What is the
measurement of angle ABC, given that angle DAB= 80 find angle DCB.

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 14 of 20
 Teachers’ Planning Guide – Class 7

Learning Objectives Content From New Syllabus Mathematics Book 1- 6th Edn. and Workbook 1- 7th
Edn.
Students should be able to: Ex. Pg Q No. WB 1 pg Q No. Resources
No. No. No. Required
1. Construct triangles given the three sides using a ruler and a pair Ex 391 3-7. 136 6-14
of compass only and solve related problems 16a
2. Construct triangles given the two sides and an included angle
using a ruler and a pair of compass only and solve related
problems
3. Construct triangles given the two sides and an included angle
using a ruler and a pair of compass only and solve related
problems

Words to
Remember Mental Maths Questions: Thought Provoking Questions
construct, draw, angle Brainstorm the properties of triangles, construction of perpendicular How would you construct an equilateral triangle.
bisector, bisector of a line segment AB. And angle bisector of the angle ABC.
perpendicular
Recall: Common Errors
bisector, geometrical
instruments, triangle, Draw angle bisectors and perpendicular bisectors using a pair of compasses

Real World Connection/Explore yourself! Facts to Remember

The knowledge of triangles is useful in numerous real-world calculations When constructing geometrical figures, use sharp pencil to draw points and lines
when combined with certain concepts of angles, trigonometry and finely and clearly.
geometry. We can find the height of objects, such as a tree by using the All construction lines must be clearly shown and do not erase the construction
triangle formed by the top and base of the tree, and the tip of its shadow on
lines that you have drawn.
the ground. Other examples that make use of this combined knowledge
include surveying where horizontal distances on a slope are measured, and
knowing directions in the form of headings and bearings.ler Progression
Maths Resources Teaching Strategy- Drilling the numbers and rules
Geometrical Step 1: Highlight the main readings from the given statement. Step 2: Sketch the diagram by writing the measurements on the diagram. Step 3: Finally draw
instruments, the diagram using geometrical instruments and match your drawing with the sketching.
Geometry and Grid Assessment Questions
Pad.

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 15 of 20
 Teachers’ Planning Guide – Class 7

Learning Objectives Content From New Syllabus Mathematics Book 1- 6th Edn. and Workbook 1- 7th
Edn.
Students should be able to: Ex. No. Pg No. Q No. WB 1 pg Q No. Resources
No. Required
1. identify the order of rotational symmetry of the given Ib 10 1 .. .. ..
object/figure Addendum .. .. .. .. ..
2. calculate the angle of rotation of the given object/figure .. 10 2 .. .. ..
3. mark the centre of rotational symmetry of the given Ib .. .. .. .. ..
object/figure ..
4. describe the rotational symmetry of the given object/figure
5. mark all lines of symmetry and rotational symmetries of the Ic/Id 13/17 1/1,2 .. .. ..
polygons
Words to
Remember Mental Maths Questions: Thought Provoking Questions
differentiate, • Rotation is referred to __? One complete rotation around a point is equal to ___ • Relate the number of lines of symmetry to the number of sides of a regular polygon. • How do
sketch, calculate, degrees. • How many lines of symmetry does i) an equilateral triangle ii) an the number of lines of symmetry be connected to the order of rotation of a regular polygon? •
volume, capacity, isosceles triangle iii) a square iv) a rectangle v) a parallelogram have. What is the order of rotational symmetry of a circle? Discuss.
surface area, net,
cube, cuboid, litres, Recall: Common Errors
millilitres, 1- Identify ,mark and complete the figure with the given/required lines of symmetry A polygon has a reflective symmetry if one half of the polygon is a mirror image of the
centimetre cube, other half.A shape has rotational symmetry if it can fit exactly onto itself more than
meter cube once during a complete turn. A shape with rotational symmetry is rotated about its
centre of rotation.
Real World Connection/Explore yourself! Facts to Remember
Symmetry plays an important part in our environment. Look around A line of symmetry divides a shape into two equal halves.
you, at the buildings, bridges, tunnels, windows etc. You will notice the A symmetrical figure may have more than 1 line of symmetry.
symmetrical shapes are used commonly and everywhere. A point is a centre of rotational symmetry of a figure if the figure maps onto itself
under rotation about the point.
Maths Resources Teaching Strategy- CPA
Geoboards, spotty • When the order of rotational symmetry of a figure is 1, it is said to have no rotational symmetry.
papers, grids,
Assessment Questions
Q: What kind of symmetry do the following objects/shapes have? A) a parallelogram B) A kite C) An equilateral triangle D) An isosceles triangle Q: Complete the
given tessellation and identify it's unit figure. Q: Make a tessellation using hexagons a unit figure.

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 16 of 20
 Teachers’ Planning Guide – Class 7

Learning Objectives Content From New Syllabus Mathematics Book 1- 6th Edn. and Workbook 1- 7th Edn.

Students should be able to: Ex. No. Pg No. Q No. WB 1 pg Q No. Resources
No. Required
1. Construct and interpret data from the Pie Charts 13b 304 1,3 - 10 177/183 3,4/11
Pie charts ,Bar Graphs, Central

2. Convert Pie Charts to Bar Graphs and vice versa

180 8b

3. Find the range, mean ,median ,mode of a set of given data. Addendum-7 (Section B)
17A 86 1-7,9,10 For further practice you may refer to
the questions in workbook 2 (7th
Tendency

17B 100 1,2b,2d,3,4a,

edition) page no.198-204.
4d,5,6b
Words to
Remember Mental Maths Questions: Thought Provoking Questions
draw, discuss, 1- In a pie chart data is represented in the form of a ___ divided into __ 1- With the statistical diagrams information, what kind of decision can be made?
compare, to represent __ data. (Circle; sectors; discrete) 2- In a pie chart the size of Discuss! (e.g. it helps a company to determine what quantities of a product they should
convert, analyse, each sector represents a __. (Frequency) 3- 1/2 students walk to school, stock)
interpret, pie what measure of the angle of a sector in a pie chart does it represent? 4-
chart, sector, 270 degrees represent __ % in a pie chart.
bar graph, Recall: Common Errors
multiple bar 1. Ratio and percentages 2- Angle construction • It is a must that all bars in a bar graph are equally spaced. Students do errors while
graph, 3-Drawing and interpreting of Bar graphs constructing the bar graphs.
pictogram, line 4. Conversion of:
graph, range, • Pictograms to Bar graphs
mean, median • Bar graphs to Bar-Line graphs and vice versa
and mode, 5. Range, mean, median and mode of the given data
continuous data, Real World Connection/Explore yourself! Facts to Remember
categorical data, Certain websites collect data on your views through online polls.  A pie chart represents relative quantities by areas of sectors of a circle.
discrete data, Search and log-on to any news website and scroll down to the poll  Mean is sum of data divided by number of data.
tally charts, section. Read the question carefully, choose one of the options and then  The median is the middle value when data is rearranged in ascending order.
tellies, click 'Vote'. You will automatically see the results of the poll (usually in  If the total number of data is odd, the median is the middle value of the arranged
frequency the form of a bar chart) data.

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 17 of 20
 Teachers’ Planning Guide – Class 7

distribution  If the total number of data is even, the median is the mean of the two middle
tables values of the arranged data.
 Mode is the value which occurs most frequently.
Maths
Resources Teaching Strategy-PBL
Graph, Grid and 1-Types of data: i) Continuous data is measured data such as length. It has to be divided into suitable groups by rounding, such as 'to the nearest metre'. E.g.
Geometry Pad; heights of buildings, volumes of liquids and so on. ii) Categorical data is usually non-numerical data such as people's names, colours of sweets, countries of the world
Geometrical and so on. iii) Discrete data is data that takes individual values such as shoe sizes. Discrete data can be counted. E.g. scores at a games match, examination marks and
instruments; so on. 2- Types of data and best suited statistical graphs: i) Continuous data: simple histograms ii) Categorical data: pictogram and bar graphs iii) Discrete data: bar
30cm graph (Ref. Cambridge O Level Mathematics) **Whether data is discrete or continuous. Discrete data can only take certain values like number of children in a
rulerAddendum-
family can be 2, 3 but not 3.5 while continuous data can take on any value like the height of a person can be 1.4m, or 1.47 m or 1.471 m depending on how
7 (Section B (2)-
accurately you can measure it.
Mean, Median
and Mode Assessment Questions
Section C (3) 1-a) Identify the type of data. b) Suggest and draw the statistical data for the given data (by tabulating the data first in case of random data is given) c) Represent
Statistical the same data as in (a) using another suitable statistical graph d) Compare the two graphs e) Calculate the central tendencies of the (same or a new) data. f) How will
Graphs) the mean of the data be effected by an addition of a new large value?

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the Studies Department only.
Page 18 of 20
 Exemplar Lesson Planner
The City School
Class: 7 Subject: Mathematics Topic/Unit/Skill: Rate and Speed Date:

_____________ Duration: 70 minutes Term: First

OBJECTIVES:
1• Define rate; know the difference between rate and ratio
2• Calculate rate and average rate of a given task
3• Solve real life problems involving rate and ratio
VALUES INTEGRATION: Respect & Tolerance
RESOURCES:
Manipulatives: Bar models, number lines, stop watch
Printed: Addendum-7: My Maths Problem Solving Table Mat, number lines

MENTAL MATHS ACTIVITY: 5 Min

Evaluate: a) 121/ 11,
b) 225/0.25
c) 1000 g/ 1 kg
d) 500 ml / 1 litre
METHODOLOGY:
Recall: 2.5 Min
1- Simplify ratio and proportion
2- Solve word problems involving ratio and
proportion 3- State equivalent ratios
4- Ratio as a comparison between two same quantities and thus has no units.

Real World Connection: 2.5 Min

1-Often we have to compare the quantity of items to make decisions. Such comparisons usually involve the use
of ratios.
2- The rate of petrol increased from Rs. 85/litre to Rs.95/ litre in last 6 months.
Whichever commodity you buy from the market you need to know its rate.
Rate is important to calculate your monthly budget etc.
Teaching Strategy:
1- Brainstorm the concept ratio and rate. Compare and contrast ratio vs rate. (Use Venn diagram) 15 Min 2-
Ask probing questions for instance- How much you paid for the pair of school boots?
Expect an answer in the form: I bought a pair of shoes for Rs. 2000.
Now write it in a mathematical equation as: Rs: Shoes = 1: 2000 implies the rate is Rs.2000/ pair of shoes.
Hence deduce the definition of rate as a way to compare two quantities of different kinds and thus it has a specific
unit unlike ratio.
Thought Provoking Questions
What is the difference between the ratio and the rate?
Select which one is an average rate and which one is a constant rate: A: Per minute parking charges B: petrol
consumption rate13.5km/litre. Explain. 15 Min

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the
 Calculating Average Pulse Rate:
Step 1: Take your pulse count for 1 minute. Record your reading as given in the table: 10.1.
INVESTIGATE: Step 2: Repeat step 1 twice.
Step 3: Observe the three readings, are they all same? Explain your answer. Step
4: Find your average pulse rate. (Hint: the pulse rate may vary

First Reading Second Reading Third Reading

Table 10.1
Pulse rate ( per minute)

ASSESSMENT FOR LEARNING: 10 Min

Q1: Offer 1: a 500 ml shampoo bottle costs Rs. 1000 Offer 2: Two shampoo bottles of 250 ml costs Rs.800.
Out of the two given offers suggest which is a better buy?
Q2: On average, Jim's heart beats 75 times per minute. Calculate the number of times his heart beats during one
week.
WRAP UP/PLENARY: 5 Min
1- Ratio does not have units because it is a _____ between two _____
quantities.
2- Rate has a specific unit because it is a ___ between two ___ quantities. 3-
While doing calculations we must keep the units same in ___ (rate , ratio)
4-Average rate is the ratio between ….
Facts to Remember:
Maximum heart rate = 220 - x; where x is your age;
Water is precious: We can save water by simply turning off the tap. An average of 44 litres of water per 10 minutes
can be saved by using cups or containers for activities such as showering, brushing teeth, washing dishes and clothes.
ASSIGNMENT/S (CLASS/HOME): 15 Min
Ex. No. Pg. No. Q No.
10d 233 1
10d/10e 233/235 2-11/1-6

LESSON EVALUATION:
 To evaluate the lesson one must consider and reflect upon the following points:
 To what extent I was able to follow my set lesson plan?
 What areas I was not able to cover during the lesson? Reasons for not covering the specific areas. -
What went well in my lesson?
 What went wrong in my lesson?
 What surprised me?
 How should I plan it differently next time for a better implementation?
 Was I able to create students’ interest in the lesson?
Note: Use proper mathematical words mentioned in the curriculum planners under ‘Words to Remember’ and make sure that
the students repeat them as and when required during the lesson. Also keep referring to the ‘Common Errors’ mentioned in the
curriculum planner and guide them accordingly. ’ Facts to Remember’ can be used as and when required while building up the
concept to build up students interest in the lesson/concept.
…………………………………………………………………………………………………………………………………………………………………………………………..

This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document shall be controlled by the
Studies Department only.