MATHEMATICS

Year 7

First Term

@Kith & Kin British Academy. 2024

SCHEME OF WORK
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 Week Topic Content
1 Numbers • Counting (Millions, Billions, Trillions)
• Integers (Addition, Subtraction)

2 Integers • Integers (Multiplication and Division)

• L.C.M and H.C.F

3 Integers (cont’d) • Tests for Divisibility

• Roots and Powers

4 Place value • Multiplying and dividing by powers of 10

• Rounding up numbers

5 Decimal • Ordering decimals

• Adding and subtracting
• Multiplication and division of decimals

6 Fractions • Ordering fractions

• Adding and Subtraction mixed numbers
7 Fractions (Cont’d) • Multiplying and Dividing fractions

8 MID TERM
9 Percentages • Conversion of numbers from percentage to Fractions
and decimals
• Conversion of numbers from Fractions and decimal
to percentage

10 Ratio and • Simplifying Ratio

Proportion • Sharing in Ratio
• Direct proportion

11 REVISION REVISION
12 EXAMINATION EXAMINATION

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WEEK: 1

TOPIC: NUMBERS

LESSON OBJECTIVES: At the end of the lesson students should be able to:

 have knowledge of the concept of large numbers, including millions, billions, and trillions
 read, write and pronounce numbers up to trillions
 comprehend the rules for adding and subtracting integers
 add and subtract integers

NUMBERS (COUNTING)
Counting in tens, hundreds, thousands, ten thousands, hundred thousands, millions and
trillions.

• Numbers written in tens contains 2 digits.

Examples: 12, 78, 73 …
• Numbers written in hundreds are always in 3 digits.
Examples: 185, 359, 675 …
• Numbers written in thousands contain 4 digits.
Examples: 1254, 4567, 8902 …
• Numbers written in ten thousands contains 5 digits.
Examples: 12 000 stands for 12 thousand and 78 000 stands for 78 thousand.
• Numbers written in hundred of thousands contains 6 digits.
Examples: 460 000 stands for 460 thousand and 300 000 stands for 300 thousand.
• Numbers written in millions must contain at least 7 digits. The seven digits must have
two spaces separating them in “threes” from the right hand side.
Examples: 12 000 000 stands for 12 million.
4 000 000 stands for 4 million.
238 000 000 stands for 238 million.
• Numbers written in billions must contain at least ten digits with three spaces separating
them in “threes” from the right hand side.
Examples: 15 000 000 000 stands for 12 billion.
2 000 000 000 stands for 2 billion.
512 000 000 000 stands for 512 billion.
• Numbers written in trillions must contain at least thirteen digits with four spaces
separating them in “threes” from the right hand side.
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 Examples: 3 000 000 000 000 stands for 3 trillion.
25 000 000 000 000 stands for 25 trillion.
714 000 000 000 000 stands for 714 trillion.

TRANSLATION OF NUMBERS IN FIGURES TO WORDS AND VICE-VERSA

Translating numbers between figures and words is essential for clarity in communication and
understanding.

FIGURES TO WORDS: When translating numbers from figure (numerals) to words, we follow a
consistent format based on the place value. We pay attention to commas in larger number and hyphens in
compound number (e.g., twenty-one)

Example 1.
Write the following numbers in words: (separate them in “threes” from the right hand side)
(a). 51807508051754
(b). 6006006006
(c). 3498964768738

Solution
(a). 51807508051754 = 51,807,508,051,754 = fifty-one trillion, eight hundred and seven
billion, five hundred and eight million, fifty-one thousand, seven hundred and fifty-four
(b). 6006006006 = 6,006,006,006 = six billion, six million, six thousand and six.
(c). 3498964768738 = 3,498,964,768,738 = Three trillion, four hundred and ninety-eight
billion, nine hundred and sixty-four million, seven hundred and sixty-eight thousand, seven
hundred and thirty-eight

WORDS TO FIGURES: To convert numbers from words to figures, we ensure accuracy in

representing the numerical value and maintain proper spacing and punctuation for readability and
precision.

Example 2.
Write the following words in numerals:
(a). Three hundred and fifty-four thousand, seven hundred and twenty
(b). Seven billion, two hundred and sixty-four million, one hundred and one thousand, two
hundred and two

(c). Three hundred and fifty-two trillion, sixty billion, four hundred and ninety-one million,
five hundred and thirty thousand and forty.

Solution (using expanded form)

(a). 300 000 + 54 000 + 720 = 354 720
(b). 7 000 000 000 + 264 000 000 + 101 000 + 202
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 = 7 264 101 202.
(c). 352 000 000 000 + 60 000 000 000 + 491 000 000 + 530 000 + 40
= 352 060 491 530 040

INTEGERS
Integers are whole numbers, either positive, negative or zero, without a fractional part.

Positive integers includes: 1, 2, 3, 4, 5,…(and so on)

Negative integers includes: -1, -2, -3, -4, -5, … (and so on)
Zero: 0

RULES OF ADDING INTEGERS

- Same Sign: When adding integers with the same sign (both positive or both negative),
add their absolute values and keep the same sign.

- Examples: Add the following integers

(a). +3 + 6 = +9
(b). -8 + (-4) = -12
(c). -7 + (-12) + -9 = -28
(d). -23 + (-14) = -37

- Different Sign: When adding integers with different signs (one positive and one
negative), subtract their absolute values and use the sign of the number with the larger
absolute value.
Examples: Add the following integers:

(a). 6 + -5 = +1 (subtract 5 from 6 and use the positive sign)

(b). -6 + 5 = -1 (subtract 5 from 6 and use the negative sign)
(c). -3 + 10 = +7 (subtract 3 from 10 and use the positive sign)
(d). -13 + 24 + (-12) = 11 + (-12) = -1 (subtract 13 from 24 and use the positive sign)
(Subtract 11 from 12 and use the negative sign)

RULES OF SUBTRACTING INTEGERS

To subtract an integer (positive or negative), add its positive or additive Inverse
NB: The inverse of 4 is -4, the inverse of -5 is 5
Example: Subtract these positive and negative integer
1. 4 – 6 = 4 + -6 = -2
2. -2 – (-13) = -2 + 13 = 11
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 3. -3 – 20 = -3 + (-20) = -23
4. 5 – (-38) = 5 + 38 = 43
5. 50 – 65 = 50 + (-65) = -15

PRACTICE EXERCISE:

1. Write the following numbers in words

a. 9745278297
b. 64378284894668
2. Work out the following:
a. -23 + 12
b. -5 – (-9)
c. -10 + (-15)
d. 176 – (-34)

3. This subtraction table show that 3 – 6 = -3. Copy and complete the table below
- -4 6
3 -3 1
-3

Reference Text: Cambridge Checkpoint (Ric Pimentel, Frankie Pimentel and Terry Wall) for
Year 7

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WEEK: 2

TOPIC: INTEGERS (MULTIPLICATION AND DIVISION)

LESSON OBJECTIVES: At the end of the lesson students should be able to:

 learn the rules of multiplying and dividing positive and negative integers
 apply the rules of multiplication and division to related mathematical problems
 understand the concept and application of LCM and HCF

MULTIPLICATION AND DIVISION OF INTEGERS

Rules of multiplying integers Rules of diving integers
+x+=+ +÷+=+
+x-= - +÷ -= -
-x+= - -÷ += -
-x- = + -÷ - = +

Example 1: Work out the following

(a). 4 x -9
(b). -50 ÷ 10
(c). (1- -3) x -7
(d). (-6 + 14) ÷ -4
(e). 36 ÷ = -9

Solution:
(a). 4 x -9 = -36
(b). -50 ÷ 10 = -5
(c). (1- -3) x -7 = (1+3) x -7
= 4 x -7 = -28
(d). (-6 + 14) ÷ -4 = 8 ÷ -4
= -2
(e). 36 ÷ = -9
36 = -9 x
36
= −9 = -4

Example 2: Copy and complete this multiplication grid

x 6 4
-30
-32
Solution. ( let’s name the empty box)
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 x 6 4
a -30 b
c d -32
- a x 6 = -30
a = -30 ÷ 6
a = -5
- ax4=b
-5 x 4 = b
b = -20
- c x 4 = -32
c = -32 ÷ 4
c = -8
- cx6=d
-8 x 6 = d
d = -48

LOWEST COMMON MULTIPLE (LCM)

Multiples: They are the result of multiplying a number by an integer. For example; the multiples
of 4 are 4,8,12,16,20, …

Example1: find the lowest common multiples of 4 and 10

Solution: The multiples of 4 are 4, 8, 12,16,20,24,28,32,36,40,44, …
The multiples of 10 are 10,20,30,40,50, …
The common multiples are 20,40, …
The lowest common multiple is 20

Alternative Solution (the use of table)

2 4 10
2 2 5
5 1 5
1 1 L.C.M = 2x2x5 = 20

Example2: Work out the lowest common multiple of 2, 5, and 6

Solution: The multiples of 2 are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, …
The multiples of 5 are 5, 10, 15, 20, 25, 30, 35, 40, …
The multiples of 6 are 6, 12, 18, 24, 30, 36, 42, …
The common multiples are 30, …
The lowest common multiples is 30

Alternative Solution (the use of table)

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 2 2 5 6
3 1 5 3
5 1 5 1
1 1 1 L.C.M = 2x3x5 = 30

HIGHEST COMMON FACTOR (HCF)

Factors: It refers to the numbers that divide a given number exactly without leaving a remainder.
For example the factors of 12 are 1, 2, 3, 4, 6, and 12

Example 1: Find the highest common factor of 18 and 36

Solution: The factors of 18 are 1, 2, 3, 6, 9, 18
The factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18, 36
The common factors of 18 and 36 are 1, 2, 3, 6, 9, and 18
The Highest common factor is 18
Alternative solution (the use of table)
2 18 36
3 9 18
3 3 9
1 3 H.C.F = 2x3x3 = 18

Example 2: (a) Work out the highest common factors of 32 and 40

32
(b) Use your answer to simplify the fraction 40
Solution: (a) The factors of 32 are 1, 2, 4, 8, 16, and 32
The factors of 40 are 1, 2, 4, 5, 8, 10, 20, and 40
The common factors of 32 and 40 are 1, 2, 4, and 8
The Highest common factor is 8
Alternative Solution(use of table)
2 32 40
2 16 20
2 8 10
4 5 H.C.F = 2x2x2 = 8
32 32 ÷8 𝟒
(b). = 40 ÷8 = 𝟓
40

PRACTICE EXERCISE: Cambridge Checkpoint for Year 7 Workbook

Reference Text: Cambridge Checkpoint (Ric Pimentel, Frankie Pimentel and Terry Wall) for
Year 7
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WEEK: 3

TOPIC: INTEGERS (Cont’d)

LESSON OBJECTIVES: At the end of the lesson students should be able to:

 Have knowledge of the term “TEST FOR DIVISIBILITY”

 Test divisibility of numbers from 1-15
 Understand the meaning of roots and powers
 Solve questions relative to roots and powers

TEST FOR DIVISIBILITY

A test for divisibility is a rule or procedure to determine if a number is divisible by another
number without actually dividing it.

Here are the tests for divisibility from 1 to 15:

1. Divisibility by 1: All numbers are divisible by 1.

2. Divisibility by 2: If the last digit is even (0, 2, 4, 6, or 8), the number is divisible by 2.

3. Divisibility by 3: If the sum of the digits is divisible by 3, the number is divisible by 3.

4. Divisibility by 4: If the last two digits form a number divisible by 4, the number is divisible by

5. Divisibility by 5: If the last digit is 0 or 5, the number is divisible by 5.

6. Divisibility by 6: If the number is divisible by both 2 and 3, it's divisible by 6.

7. Divisibility by 7: Multiply the last digit by 2 and subtract the product from the rest of the
number. If the result is divisible by 7, the original number is also divisible by 7.

8. Divisibility by 8: If the last three digits form a number divisible by 8, the number is divisible
by 8.

9. Divisibility by 9: If the sum of the digits is divisible by 9, the number is divisible by 9.

10. Divisibility by 10: If the last digit is 0, the number is divisible by 10.

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11. Divisibility by 11: Alternate between adding and subtracting the digits of the number,
starting from the left. If the result is divisible by 11, the original number is also divisible by 11.

12. Divisibility by 12: If the number is divisible by both 3 and 4, it's divisible by 12.

13. Divisibility by 13: Multiply the last digit by 4 and add the product to the rest of the number.
If the result is divisible by 13, the original number is also divisible by 13.

14. Divisibility by 14: If the number is divisible by both 2 and 7, it's divisible by 14.

15. Divisibility by 15: If the number is divisible by both 3 and 5, it's divisible by 15.

Examples:

1. Use tests for divisibility to show that 5328 is divisible by 4 and by 9.

Solution: To test that 5328 is divisible by 4, we would check the last two digits if it is divisible
by 4. 28 is divisible by 4.
So, 5328 is divisible by 4.

To test that 5328 is divisible by 9, we would add up all the numbers: 5 + 3 + 2 + 8 = 18, since 18
is divisible by 9, then the original number is divisible by 9

2. Show that Is 9372 divisible by 11?

Solution: To test if 9372 is divisible by 11, we would Alternate between adding and subtracting
the digits of the number, starting from the left
9 – 3 + 7 – 2 = 11. Since the result is divisible by 11, then 9372 is also divisible by 11

3. Show that 67108 is not divisible by 8

Solution: To test if 67108 is divisible by 8, we would check the last three digits if it is divisible
by 8. 108 is not divisible by 8; then 67108 is not divisible by 8

4. Show that 7905 Is divisible by 15.

Solution: To test if 67905 divisible by 15, we would check if it is divisible by both 3 and 5
Testing its divisibility by 3: 7 + 9 + 0 + 5 = 21
Since the sum of the digits is divisible by 3, then 67905 is divisible by 3
Testing its divisibility by 5: Since the last digit is 5, then 67905 is divisible by 5
Testing its divisibility by 15: 67905 is divisible by 15 because it is divisible by both 3 and 5

5. Use tests for divisibility to show that 3948 is divisible by 3 and 6 but not by 9.
Solution: To test if 3948 is divisible by 3: 3 + 9 + 4+ 8 = 24
since 24 is divisible by 3, then 3948 is divisible by 3
To test if 3948 is divisible by 6: 3948 is even and it is divisible by both 2 and 3, then 3948 is
divisible by 6

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To test if 3948 is divisible by 9: 3 + 9 + 4+ 8 = 24, since 24 is not divisible by 9, then 3948 is not
divisible by 9.

ROOTS AND POWERS

Square Roots: A square root of a number is a value that, when multiplied by itself, gives the
original number. It's denoted by the symbol √.
Example: √16 = 4, because 4 × 4 = 16

Cube Roots: A cube root of a number is a value that, when multiplied by itself twice, gives the
original number. It's denoted by the symbol ³√.
Example: ³√27 = 3, because 3 × 3 × 3 = 27

General Examples: Work out the following

1. ³√125 - √49
Solution:
³√125 = 5 (because 5 x 5 x 5 = 125)
√49 = 7 (because 7 x 7 = 49)
³√125 - √49 = 5 – 7 = -2
2. 92 + 102
Solution:
92 + 102 = 81 + 100 = 181
3. √255
Solution:
√255 = √15 x √15 = 15
4. √ = 30
Solution:
= 30 x 30 = 900
5. Find all the numbers between 100 and 200 that have an integer square root
Solution:
- 100 (10 x 10)
- 121 (11 x 11)
- 144 (12 x 12)
- 169 (13 x 13)
- 196 (14 x 14)

PRACTICE EXERCISE: Cambridge Checkpoint for Year 7 Workbook

Reference Text: Cambridge Checkpoint (Ric Pimentel, Frankie Pimentel and Terry Wall) for
Year 7
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WEEK: 4

TOPIC: PLACE VALUE

LESSON OBJECTIVES: At the end of the lesson students should be able to:

 understand the concept of powers of 10 and their notation

 learn to multiply and divide numbers by powers of 10
 apply the rules for multiplying and dividing by powers of 10 to simplify expressions
 round off numbers to different degrees of accuracy

MULTIPLYING AND DIVIDING NUMBERS BY POWERS OF 10

Powers of 10 are the results of raising the number 10 to an integer exponent. For example:

- 100 = 1
- 101 = 10
- 102 = 100
- 106 = 1 000 000
- 1013 = 10 000 000 000 000 (the power is the same as the number of 0 after the 1)
- 100 000 000 = 108 (the numbers of 0 after the 1 is the same as the power of the 10)
Power of 10 can also be expressed in scientific notation, where a number is written as a product
of a number between 1 and 10 and a power of 10. For example:
- 456 = 4.56 x 102
- 25780 = 2.578 x 104

Multiplying by power of 10: To multiply by a power of 10 means adding the number of powers
to the end of the number.

Examples: Work out the following;

(a) 9 x 104
(b) 56 x 102
(c) 6.5 x 104
(d) 33.2 x 103
(e) 0.65 x 106
(f) 78.34 x 10 = 783 400 000(find )
Solution
(a) 9 x 104 = 9 x 10 000 = 90 000
(b) 56 x 102 = 56 x 100 = 5 600
65
(c) 6.5 x 104 = 10x 10 000 = 65 000
325
(d) 3.25x 103 = 100 x 1 000 = 3 250
65
(e) 0.65 x 106 = 100 x 1 000 000 = 650 000

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 (f) 78.34 x 10 = 783 400 000
= 7 (from the last figure of 783 400 000 start counting the numbers of figure till where
the decimal point is)

Dividing by power of 10: Dividing a number by a power of 10 means removing the number of
powers from the end of the number

Examples: Solve the following;

(a) 50 000 ÷ 103

(b) 3 000 000 ÷ 106
(c) 7020 ÷ 105
Solution
50 000
(a) 50 000 ÷ 103 = = 50
1 000
6
3 000 000
(b) 3 000 000 ÷ 10 = =3
1 000 000
5
7020 702
(c) 7020 ÷ 10 = = = 0.0702
100 000 10 000

Additional Information: These are formulars to convert between different metric unit of
mass.
- Number of milligrams = number of grams x 101
- Number of milligrams = number of kilograms x 106
- Number of milligrams = number of tonnes x 109

ROUNDING UP NUMBERS

Rounding up numbers involves adjusting a number to the nearest larger or smaller value based
on a specified digit.

- If the digit you are rounding is 5 or more, you add 1 to the digit you are rounding.
- If the digit you are rounding is less than 5, you leave the number as it is.

2 9 7 4 . 6 2 5 8 3

unit/whole number 4d.p

tens decimal point 2d.p 5d.p

hundred 1d.p

thousand 3d.p

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Example 1: Round up the following to the nearest degree of accuracy:

1. 34.5892 to 1d.p
2. 0.009666 to 3d.p
3. 18.25252525 to 4d.p

SOLUTION
1. 34.5892 = 34.6 (1d.p)
2. 0.009666 = 0.01 (3d.p)
3. 18.25252525 = 18.2525 (4d.p)

Example 2: Round the number 476.8925636952, correct to:

a) the nearest 10
b) the nearest whole number
c) one decimal place
d) three decimal places
e) five decimal places
f) eight decimal places

SOLUTION

a. 476.8925636952 = 480 (nearest 10)

b. 476.8925636952 = 477 (nearest W.N)
c. 476.8925636952 = 476.9 (1d.p)
d. 476.8925636952 = 476.893 (3d.p)
e. 476.8925636952 = 476.89256 (5d.p)
f. 476.8925636952 = 476.8925637 (8 d.p)

PRACTICE EXERCISE: Cambridge Checkpoint for Year 7 Workbook

Reference Text: Cambridge Checkpoint (Ric Pimentel, Frankie Pimentel and Terry Wall) for
Year 7

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 WEEK: 5

TOPIC: DECIMAL

LESSON OBJECTIVES: At the end of the lesson students should be able to:

 Define what decimals are and how they relate to fractions

 Apply the concept of place value to order and compare decimal numbers
 Perform addition and subtraction of decimal numbers
 Multiply decimal by whole number and other decimal
 Divide decimals using long division

DECIMAL
A decimal is a way to represent a fraction or a part of a whole using a point (.) to separate the whole
part from the fractional part.
- The whole part is to the left of the decimal point.
- The fractional part is to the right of the decimal point.

For example:
- 3.5 = 3 whole units and 5 tenths
- 2.75 = 2 whole units and 75 hundredths

Example: For each list, write the decimal numbers in order of size, starting with the smallest.
a. 4.46, 2.66, 4.41, 4.49
b. 6.09, 6.92, 6.9, 6.97
c. 42.449, 42.42, 42.441, 42.4
d. 5.212, 5.2, 5.219, 5.199

SOLUTION
a. 4.46, 2.66, 4.41, 4.49 = 2.66, 4.41, 4.46, 4.49
b. 6.09, 6.92, 6.9, 6.97 = 6.09, 6.9, 6.92, 6.97
c. 42.449, 42.42, 42.441, 42.4 = 42.4, 42.42, 42.441, 42.449
d. 5.212, 5.2, 5.219, 5.199 = 5.199, 5.2, 5.212, 5.219

ADDING AND SUBTRACTING DECIMALS

Tips: - Remember to start from the right column.
- Do not let the decimal point distract you!

EXAMPLE: Work out the following by rounding one of the numbers to a whole number.

a). 5.9 + 3.3

b). 63 + 5.8
c). 7.3-2.9
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d). 13.5 - 8.8
e). 10-3.74
f). 40-25.661

SOLUTION

a. 5.9 + 3.3 = 5.9

+ 3.3
9.2

b. 63 + 5.8 = 63.0
+ 5.8
68.8

c. 7.3-2.9 = 7.3
+ 2.9
4.4

d. 13.5 - 8.8 = 13.8

- 8.8
5.0

e. 10-3.74 = 10.00
- 3.74
6.26

f. 40-25.661 = 40.000
- 25.661
14.339

MULTIPLICATION OF DECIMAL
ILLUSTRATION:

200 × 4 = 800

20x4=80

2x4= 8

0.2x4=0.8

EXAMPLE: Work out the following:

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a. 0.7 × 9 = 7 x 9 = 63
0.7 x 9 = 6.3

b. 0.8 x 5 = 8 x 5 = 40
0.8 x 5 = 4

c. 6×0.03 = 6 x 3 = 18
6 x 0.03 = 0.18

d. 11.8× 5.6 = 118 x 56 = 6608

11.8 x 5.6 = 66.08

e. 4.8 x 34 = 48 x 34 = 1632
4.8 x 34 = 163.2

DIVISION OF DECIMAL
Rules of using long division to divide decimal

1. Write the problem correctly

2. Divide the first digit

3. Multiply and subtract

4. Bring down the next digit

5. Repeat the process

6. Write the remainder

8. Check your work

EXAMPLE: Work out the following

a. 9.1÷7
1.3
7 9.10
-7
21 = 1.3
- 21
00

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b. 45.05 ÷ 5
9.01
5 45.05
- 45.00
05 = 9.01
- 00
5
-5
00

c. 27.845 ÷ 5
5.569
5 27.845
- 25.000
2.845
- 2.500 5.569
345
- 30
45
- 45
00

d. 11.4 ÷ 7 (2d.p.)
1.628
7 11.4
- 7.0
4.4
4.2
20
14 = 1.63(2d.p)
60
56
40

e. 38.16 ÷ 600
0.0636
600 38.16
- 0
3816
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 - 3600 = 0.0636
2160
- 1800
3600
- 3600
000

PRACTICE EXERCISE: Cambridge Checkpoint for Year 7 Workbook

Reference Text: Cambridge Checkpoint (Ric Pimentel, Frankie Pimentel and Terry Wall) for
Year 7

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WEEK: 6

TOPIC: FRACTION

LESSON OBJECTIVES: At the end of the lesson students should be able to:

 Define fraction and identify the major types of fractions

 Understand the concept of ordering fractions
 Perform addition and subtraction of fraction
 Solve real life problems involving addition and subtraction of fractions

FRACTION
2
A fraction is a way to represent a part of a whole. It shows a ratio of a part to the total e.g 5

Major Types of Fractions:

1. Proper Fraction: A fraction where the numerator (top number) is less than the denominator
3
(bottom number). Example: 4
2. Improper Fraction: A fraction where the numerator is greater than or equal to the
5
denominator. Example: 4
3
3. Mixed Fraction: A combination of a whole number and a proper fraction. Example: 2 4

ORDERING OF FRACTION

Ordering fractions involves arranging them in order from smallest to largest or largest to
smallest.
Example:
2 7
1. Which is larger? or
3 9
11 17 31 47
2. Write the fractions , , and in order of size, starting with the smallest.
3 5 9 3

SOLUTION
1. Find the L.C.M of the denominators and multiply each fraction by the L.C.M
The L.C.M of 3 and 9 is 9
2 2
= x9=6
3 3
7 7
= x9=7
9 9
7
since 7 is larger than 6, then is the larger fraction
9

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 11 17 31 47
2. Write the fractions , , and
find the L.C.M of the denominators 3, 5, 9, 3 and
3 5 9 3
multiply all fractions by the L.C.M. The L.C.M is 45
11 11
= x 45 = 165
3 3
17 17
= x 45 = 153
5 5
31 31
= x 45 = 155
9 9
47 47
= x 45 = 705
3 3
17 31 11 47
From the smallest; , , , and
5 9 3 3

ADDING AND SUBTRACTING OF FRACTIONS

Tip: When solving mixed fraction remember to estimate first by adding or subtracting the whole
number and then solve the fraction

Example: Solve the following fractions

2 3 2+3 𝟓
1. + = =
7 7 7 𝟕
1 3
2. 4 +3 = 4 + 3 = 7(add the whole numbers first)
8 4
1 3 1+6 7
+ = =
8 4 8 8
1 3 𝟕
4 +3 =7
8 4 𝟖
7 1 7−1 6 3
3. - = = =
10 10 10 10 5

4. The diagram shows the lengths of the three sides of a triangle. Work out the perimeter the
triangle. Write your answer as a mixed number in its simplest form

6 6
4 4
7 7
5
6
7

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Solution: The perimeter of a triangle is the addition of all sides of the triangle
6 6 5
4 + 4 + 6 = 4 + 4 + 6 = 14
7 7 7
6 6 5 6+6+5 17 3
+ + = = =2
7 7 7 7 7 7
3 𝟑
perimeter = 14 + 2 = 16
7 𝟕

PRACTICE EXERCISE: Cambridge Checkpoint for Year 7 Workbook

Reference Text: Cambridge Checkpoint (Ric Pimentel, Frankie Pimentel and Terry Wall) for
Year 7

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WEEK: 7

TOPIC: FRACTION (Cont’d)

LESSON OBJECTIVES: At the end of the lesson students should be able to:

 Multiply fractions by multiplying the numerators and denominators.

 Simplify the product of fractions
 Apply multiplication of fractions to real-life problems, such as scaling recipes or
measurements.
 Divide one fraction by another by inverting the second fraction and multiplying.
 Understand the relationship between division of fractions and multiplication.

MULTIPLYING FRACTIONS
Be aware that when multiplying fractions:
- Multiply the numerators (top numbers) together.
- Multiply the denominators (bottom numbers) together.
- Simplify the resulting fraction, if possible.

Examples: Work out the following

1 1 1 x1 𝟏
1. x = =
4 3 4x3 𝟏𝟐
7 8 7x8 𝟕
2. x = =
8 11 8 x 11 𝟏𝟏
3. Work out the area of this rectangle. Write your answer in its simplest form
2
m
11

5
m
8

The area of a rectangle = length x width

2 5 2mx5m 10 𝟓
Area = 11m x 8m = = 88m = 𝟒𝟒 𝐦𝟐
11 x8

5
4. In a shop 8 of the staff are male.
a. what fraction of the staff are not male?
2
Of the males 5 are from China
b. what fraction of the males are not from China?
c. what fraction of the staff are males from China?
d. what fraction of the staff are males who are not from China?
SOLUTION:
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 5 5 𝟑
a. If of the staff are male, then fraction of staff not male = 1 – 8 = 𝟖
8
2 𝟑 2
b. Fraction of males not from China = 1 – 5 = 𝟓 (since 5 of males are from China)
5 2 10 𝟏
c. Fraction of staff who are males from China = 8 × 5 = 40 = 𝟒
5 3 15 3
d. Fraction of staff who are males not from China = 8 × 5= 40 = 8

DIVIDING FRACTIONS
When dividing fractions:
- Find reciprocal of the second fraction (flip the numerator and denominator).
- Change the division sign to a multiplication sign.
- Multiply the fractions.

Example:
1 3
1. Work out 2 ÷ 4
3 4
- Find the reciprocal of the second fraction: 4 becomes 3
1 3 1 4
- Change division to multiplication: 2 ÷ 4 = 2× 3
1x4 4 𝟐
- Multiply: 2 x 3= 6 = 𝟑

2. Divide 1/2 by 4/5

4 5
- Find the reciprocal of the second fraction: 5 becomes 4
1 4 1 5
- Change division to multiplication: 2 ÷ 5 = 2× 4
1x5 𝟓
- Multiply: 2 x 4 = 𝟖

1 14
3. A triangle has an area of 5 m2 . The base length of the triangle is 15 m2 . Work out the height of
the triangle.
1
SOLUTION: The area of a Triangle = 2 x b x h
1 1 14
m2 = x 15m x h
5 2
1 14
m2 = 30m x h
5
1 7 7
m2 = 15m x h (Divide both side by 15m)
5
1 7
m2 ÷ 15m = h (m2 ÷ m = m)
5
1 15 15 𝟑
h = 5m x = 35m = 𝟕m
7

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PRACTICE EXERCISE: Cambridge Checkpoint for Year 7 Workbook

Reference Text: Cambridge Checkpoint (Ric Pimentel, Frankie Pimentel and Terry Wall) for
Year 7

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WEEK: 9

TOPIC: PERCENTAGE

LESSON OBJECTIVES: At the end of the lesson students should be able to:

 Define percentage and understand its meaning.

 Convert between fractions, decimals, and percentages.
 Apply percentage to real-life problems.

PERCENTAGE
Percentage (%) is a way of expressing a fraction or a proportion out of 100. It is often used to
compare quantities or express parts of a whole. E.g 32%,120% …

Conversion of Percentages to Fractions

To convert a percentage to a fraction, write the percentage as a fraction with 100 as the denominator.

Example:
25 𝟏
1. 25% = =
100 𝟒

76 𝟏𝟗
2. 76% = =
100 𝟐𝟒

12.5 125 𝟏
3. 12.5% = = =
100 1000 𝟖

Conversion of percentage to decimal

To convert a percentage to a decimal, divide the percentage by 100.

Example:
50
1. 50% = = 0.50
100
38
2. 38% = = 0.38
100

Conversion of numbers from Fractions and decimal to percentage

To convert a fraction or decimal to a percentage, multiply it by 100%.

Example:

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 3 3
1. = x 100 = 75%
4 4
23 23
2. = x 100 = 92%
25 25
3. 0.34 = 0.34 x 100 = 34%
4. 0.04 = 0.04 x 100 = 4%

GENERAL EXAMPLES: Work out the following

8 360 36
(a) 8% of 45 = x 45 = = = 3.6
100 100 10

5 120 12
(b) 0.5 % of 240 = 0.5 % = x 240 = = = 1.2
1000 100 10

95 2280
(c) 95% of 240 = x 240 = = 228
100 10

(d) Hayley's height is 140 cm. Hayley has a sister and a brother.

i. Her sister's height is 95% of Hayley's height. Work out Hayley's sister's height.

ii. Her brother's height is 115% of Hayley's height. Work out Hayley's brother's height.
Solution: If Hayley's height is 140 cm and her sister's height is 95% of her height, then
95
i. Hayley's sister's height = x 140cm = 133cm
100
ii. If Her brother's height is 115% of Hayley’s height then,
115
Her brother's height = x 140cm = 161cm
100

PRACTICE EXERCISE: Cambridge Checkpoint for Year 7 Workbook

Reference Text: Cambridge Checkpoint (Ric Pimentel, Frankie Pimentel and Terry Wall) for
Year 7

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WEEK: 10

TOPIC: RATIO AND DIRECT PROPORTION

LESSON OBJECTIVES: At the end of the lesson students should be able to:

 Define percentage and understand its meaning.

 Convert between fractions, decimals, and percentages.
 Apply percentage to real-life problems.

RATIO
A ratio compares one amount to another. It is a comparison of two quantities indicating how many
times one quantity is contained within another. It is expressed with a colon (:) e.g. 3:5, 2:7 …

Example 1: Write each of these ratios in its simplest form.

a. 2 : 20 = 1 : 10 (two is divisible by both ratios)
b. 21kg : 7kg = 3kg : 1kg (seven is divisible by both ratios)
c. 24mL : 15mL = 8mL : 5mL (three is divisible by both ratios)

Example2: Katrina makes a model of a house. The house is 550 cm tall. Her model is 66 cm tall.
Write the ratio of the height of the house to the height of the model, in its simplest form.
Answer: the height of the house = 550cm
the height of the model = 66cm
Their ratios = 550cm : 66cm = 25cm : 3cm (22 is divisible by both ratios)

Example 3: Sarelia makes bread using 800g of white flour. 300g of rye flour, 150g of gram flour
and the rest is white flour. Write down the ratio of rye: gram: white flour, in its simplest form.
Answer: The ratio of rye: gram: white flour = 300g : 150g : 800g = 6g : 3g : 16g (50 is divisible by
both ratios)

SHARING IN RATIO
When sharing a quantity in a given ratio, you divide it into parts according to the ratio.
* Identify the total number of parts in the ratio.
* Divide the quantity by the total number of parts.
* Multiply the result by each part's value to find its share.

Example:
1. Sassi and Mimi share 15 sweets in the ratio 2 : 3. How many sweets do they each get?
Solution: Total ratio = 2 + 3 = 5
2
Sassi = 5 x 15 = 6 sweets
3
Mimi = 5 x 15 = 9 sweets
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2. A box of fruit contains oranges and apples in the ratio 4:3. The box Contains 35 pieces of fruit. (a)
How many oranges are there in the box? (b) What fraction of the fruit in the box are oranges?
Solution: Total fruits = 35 in the ratio oranges : apples (4:3)
Total ratio = 4 + 3 = 7
4
(a) Oranges = 7 x 35 = 20 oranges
20 5
(b) fraction of oranges = 35 = 7

3. Cheng and Amira buy an apartment for $36000. Cheng pays $12000 and Amira pays the rest. (a).
Write the ratio of the amount they each pay, in its simplest form. (b)Two years later they sell the
apartment for $42 000. How much money should Amira get?
Solution: Total amount = $36000
Cheng payment = $12000
Amirat payment = $24000 ($36000 - $12000)
(a) Cheng : Amirat = $12000 : $24000 = 1:2
(b) Two years later Total amount = $42000
Total ratio = 1 + 2 = 3
2
Amirat = 3 x $42000 = 2 x $14000 = $28000

DIRECT PROPORTION
Direct proportion is a mathematical relationship between two quantities where they increase or
decrease together at a constant rate.

ILLUSTRATION:
One bag of chips costs $1.20.
Two bags of chips cost $2.40.
Three bags of chips cost $3.60.
The number of bags of chips and the cost are said to be in direct proportion.

EXAMPLE 1: The mass of two water bottles is 600g: What is the mass of five water bottles?

Solution The mass of two bottles is 600g.

The mass of one bottle is 600g ÷ 2 = 300g.
The mass of five bottles is 300g x 5 = 1500g.

EXAMPLE 2: Hank pays $22.50 for five people to go 10-pin bowling. How much does it cost for
seven people to go 10-pin bowling?

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Solution: Five people pays $22.50 to go 10-pin bowling
One person will pay $22.50 / 5 = $4.5
Seven people will pay $4.5 x 7 = $31.5

EXAMPLE 3: A carpenter buys 40 identical pieces of wood. The total value of the wood is $300.
The carpenter made a mistake in his measuring, so he then buys eight extra pieces of wood. He
works out that the total value of the wood is now $375.
Is he correct? Explain your answer.
If the carpenter is not correct, what mistake do you think he has made?

Solution: If 40 pieces of wood is $300

Then one piece of wood = $300 / 40 = $7.5
Eight pieces of wood = $7.5 x 8 = $60
The total amount of wood bought is $300 + $60 = $360
So therefore the carpenter’s calculation was wrong. The actual amount is $360 instead of $375.

PRACTICE EXERCISE: Cambridge Checkpoint for Year 7 Workbook

Reference Text: Cambridge Checkpoint (Ric Pimentel, Frankie Pimentel and Terry Wall) for
Year 7

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