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CBSE - SECONDARY
LESSON PLAN 2024-2025
SK/ 2024-2025/CBSE/ VII /LESSONPLAN

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SUB: MATHEMATICS TOPIC: -CH – 9 – PERIMETER AND AREA

DURATION:
TEACHER : Ms V Aarthi
Mind Map:

Objectives:
Student will be able to:
 Differentiate between perimeter (boundary) and area (surface) of shapes.
 Apply formulas to calculate perimeter of squares, rectangles, and irregular shapes.
 Use formulas to find areas of squares, rectangles, and triangles.
  Apply perimeter and area formulas in practical, everyday situations.
 Differentiate when to calculate perimeter versus area in contextual problems.

Real Life Applications:

 Fencing a garden: Calculating the perimeter helps determine the total length of fencing needed around a garden.
 Tiling a floor: Finding the area helps to calculate the number of tiles required to cover the floor space.
 Painting a wall: Calculating the area of walls helps estimate the amount of paint needed for a room.
 Framing a picture: The perimeter of a picture helps determine the length of the frame required.
 Building a playground: Area calculations help determine the space available for laying down playground equipment and safety mats.
PERIOD/ CONCEPT IN FOCUS ASSESSMEN
LEARNER’S 21st Century
TIME OBJECTIVE TEACHER’S ACTIVITY Resource T
ACTIVITY Skills
Period 1 Learners will be Perimeter To introduce the concept of perimeter and Learner will be Critical Textbook Verbal and
10Min able to area, the teacher helps learners recall and able to answer thinking written
recognize recognize types of polygons and their Senses response
the questions
different types perimeters by asking questions like: Problem Board
asked by the
of polygons and solving
1. What is a polygon? teacher Notebook
accurately
10Min calculate their 2. Name the types of polygons. 1) A simple Collaboration
perimeters by 3. What do you mean by the perimeter closed
applying of a polygon? Next, the teacher figure
appropriate guides students in finding the formed by
formulas for perimeters of various classroom line
15 min both regular and objects (e.g., books, tables) using segments
irregular rulers or measuring tapes to engage 2) Triangle,
polygonal them with hands-on experience. Quadrilater
shapes.
al,
Pentagon ,
….
3) Sum of the
bounding
lengths of
sides of the
polygon
Learner finds
perimeter of
objects using
previous
knowledge.

Learner is able to
solve questions
with teacher’s
 PERIOD/ CONCEPT IN FOCUS ASSESSMEN
LEARNER’S 21st Century
TIME OBJECTIVE TEACHER’S ACTIVITY Resource T
ACTIVITY Skills
help.
Period 2 The learners will  Perimeter of The teacher guides the students to recollect The students Critical Student’s
40 Min be able to rectangle and the formulae they have learnt in previous present their Thinking: Materials: Problem
determine and square years designs, Collaboration solving and
Problem- critical
apply the explaining the Graph
Solving:. thinking.
formula of area perimeter and paper,
Decision
and perimeter area calculations. Making: rulers, and
of a square and They can colored
a rectangle decorate the pencils
gardens with
plants or
walkways to
She guides them in applying the formula in make it more fun.
various real life scenarios and conducts the The students will
activity for better understanding talk about how
ACTIVITY: Shape Design Challenge different
rectangles or
Through this activity we reinforce
squares can have
understanding of area and perimeter
the same
through a creative design task. perimeter but
Instructions: different areas
Challenge: Ask students to design a garden and vice versa.
that fits within certain perimeter and area
limits.
For example:
The garden must have a perimeter of
exactly 20 meters.
The area must be between 16 and 24
square meters.

The teachers ask the students to draw their

garden designs on graph paper, making
sure the perimeter and area follow the
rules. They can be creative with different
rectangular or square shapes.
Period 3 The learners will  Area and The teacher will: In pairs, students Critical Textbook Evaluate,
40 Min be able to : perimeter of a o Begin by drawing a will draw Thinking: (pages 146 assess and
parallelogram parallelogram on the board parallelograms on Understanding and 147 4) review
graph paper, the Notebooks completed
Apply the and explaining its properties
PERIOD/ CONCEPT IN FOCUS ASSESSMEN
LEARNER’S 21st Century
TIME OBJECTIVE TEACHER’S ACTIVITY Resource T
ACTIVITY Skills
formula to (opposite sides are equal measure the base relationship and exercises
calculate the and parallel). and height, and between base, textbooks from the
area and o Define perimeter as the sum calculate the area height, and for textbook for
and perimeter. area in problem- understandi
perimeter of of all sides of the
parallelograms solving ng and
parallelograms. parallelogram.
Students will . Whiteboar application.
o Introduce the area formula work individually Collaboration: d or chart
Solve textbook for a parallelogram: to solve "Try Working in for
"Try These" A=base×height These" questions pairs or groups explanatio
questions on the o emphasizing that height is on area and to solve ns
area and perpendicular to the base. perimeter from problems and
their textbooks. complete
perimeter of o Ask students where they
activities.
parallelograms. might encounter After solving the Communicatio
parallelograms in real life, textbook n: Sharing and
Demonstrate such as a table surface or a problems, discussing
their ability to tile pattern. students will solutions with
calculate the o Show examples of how area share their peers and the
area of a and perimeter calculations solutions with the teacher.
class, explaining Problem
parallelogram are used (e.g., finding how
how they applied Solving:
using the much material is needed to the formulas. Applying area
formula: cover a parallelogram- and perimeter
A=base×height. shaped surface). Using a cut-out or formulas to
o Solve one example from the foldable textbook and
Analyze how textbook’s "Try These" parallelogram, real-world
changing the section, guiding students students will problems.
physically Spatial
base or height step by step through both
measure the base Awareness:
affects the area perimeter and area and height, Visualizing and
of a calculations. calculate the drawing
parallelogram. o Use a parallelogram-shaped area, and discuss parallelograms
cut-out or foldable paper to why the height and
Compare illustrate how height is must be understanding
parallelograms always perpendicular to the perpendicular to the role of
the base. perpendicular
with the same base, regardless of the
height.
perimeter but shape’s slant. Students will
different areas, o Invite students to create summarize how
exploring their own parallelograms changing the
geometric with given dimensions and base or height
properties. calculate the area and affects the area,
emphasizing the
perimeter using the
 PERIOD/ CONCEPT IN FOCUS ASSESSMEN
LEARNER’S 21st Century
TIME OBJECTIVE TEACHER’S ACTIVITY Resource T
ACTIVITY Skills
formulas. geometric
Teacher Questions relationship
1. What is the formula for the area of between
dimensions.
a parallelogram, and how is height
defined in it?
2. How do we calculate the perimeter
of a parallelogram?
3. What happens to the area of a
parallelogram if the height increases
but the base remains the same?
4. Can two parallelograms have the
same perimeter but different areas?
Why or why not?
5. How is the height of a parallelogram
different from its sides, and why is it
important?

Period 4 & 5 The learners will  Area and The teacher will: Students will . Critical Text book, Review
80 min be able to : perimeter of a - Start by drawing different types of solve "Try These" Thinking: notebook, students'
triangle triangles (equilateral, isosceles, scalene) on questions from Analyzing the ruler, color notebooks
papers and for correct
Apply the the board. the textbook, effects of
glue application
formulas to - Define the perimeter of a triangle as the calculating the changing the
and
calculate the sum of all sides. area and dimensions of interpretatio
area and - Explain the area of a triangle using the perimeter of a triangle on n area and
perimeter of formula and Illustrate the concept using different types of its area and perimeter
different types visuals. triangles. perimeter. problems.
of triangles. - Ask students how they would find the
Students work in 2.
area of a triangular garden or the perimeter
pairs to measure Collaboration:
Solve textbook of a triangular flag.
triangular shapes Working in
problems - Solve one example from the textbook’s
in the classroom pairs to
involving the "Try These" questions, guiding students
or create their measure and
area and through each step of calculating both
own triangles calculate real
perimeter of perimeter and area.
using rulers. They or created
triangles, - Use a triangular piece of paper or cut-
will calculate the triangles.
including "Try out to demonstrate how the base and
area and
These" height relate to the area. 3.
perimeter
questions. - Ask students to come up with their own Communicatio
real-world examples where calculating the
 PERIOD/ CONCEPT IN FOCUS ASSESSMEN
LEARNER’S 21st Century
TIME OBJECTIVE TEACHER’S ACTIVITY Resource T
ACTIVITY Skills
area and perimeter of triangles would be together. n: Explaining
Demonstrate necessary (e.g., roof design, traffic signs). their problem-
the ability to solving
calculate the The teacher guides the students to Students share methods and
area of a complete the Ex 9.1 (Q1,2,3) from page their real-world answers to the
triangle using 151 examples of class.
the formula: where triangle
1 4. Problem
x base x height Teacher Questions calculations
2 Solving:
might be used
1. How do we calculate the perimeter of a Tackling
and explain how
Analyze the triangle? textbook
they would find
relationships questions as
2. What is the formula for the area of a the perimeter
between the well as
triangle? and area.
sides of a applying
triangle and its 3. How does the height of a triangle affect concepts to
perimeter. its area? real-world
After solving a scenarios.
4. Can two triangles have the same few questions,
Compare
perimeter but different areas? Why or why students will 5. Creativity:
different
not? explain their Coming up
triangles based
process and with examples
on their area 5. How would you find the area of a triangle
reasoning to their of triangles
and perimeter. if only the base and height are given?
peers. from everyday
life and
Students determining
summarize the their
key differences dimensions.
between
calculating the
perimeter and
area of triangles,
explaining the
significance of
height in the area
formula.

Period 6 The learners will  Area and The teacher will briefly explain the formulas Students follow Critical Textbook Check if
 PERIOD/ CONCEPT IN FOCUS ASSESSMEN
LEARNER’S 21st Century
TIME OBJECTIVE TEACHER’S ACTIVITY Resource T
ACTIVITY Skills
40 min be able to Perimeter of for the area and perimeter of along with the Thinking & and students can
calculate the Parallelogra parallelograms and triangles. Use visual teacher's Problem notebook apply the
area and m and aids to illustrate how the base and height example, asking Solving: correct
formula to
perimeter of Triangle relate to the area. questions if
Students solve
parallelograms Discuss the difference between area (space needed.
analyze problems
and triangles. covered) and perimeter (boundary length). geometric from
And will apply Pick a problem from Exercise 9.1, Questions Group Work: figures and Exercise 9.1,
area and 4 to 8. In pairs or small apply formulas Questions 4
perimeter Guided Problem-Solving (15 minutes): groups, students to compute to 8. -
concepts to Demonstrate step-by-step how to calculate solve assigned area and Observe
perimeter. students’
solve real-life the area and perimeter of the given shape. problems from
reasoning
problems. Encourage students to identify key the exercise Collaboration: when
elements like base, height, and side lengths (Questions 4 to Students work explaining
from the problem. 8), showing all together in how they
Collaborative Learning (10 minutes): steps and groups, determined
Organize students into pairs or small calculations. sharing ideas the base and
groups. Assign different questions from the and learning height. - Ask
from each oral
exercise to each group. Provide guidance as Present
other. questions
students work through the problems. Solutions: about when
Students present Communicatio to use area
Reflection and Discussion (5 minutes): their solutions to n: versus
Ask students to explain how they the class, Students perimeter.
approached the problem. Highlight explaining how explain their
different strategies used and clarify any they used the problem-
solving process
misconceptions. area and
and present
perimeter their findings
formulas for their to the class.
specific shapes.
Mathematical
Literacy:
Understanding
and applying
mathematical
concepts in
real-world
contexts.
Period 7 The learners will  Circumference: The teacher will: The students will: Critical Textbook Evaluate
and 8 be able to: The perimeter of a Introduction (10 minutes) Thinking: and students'
80 min Recall and circle.  Concept Explanation: Participate in the Applying Notebook understandi
PERIOD/ CONCEPT IN FOCUS ASSESSMEN
LEARNER’S 21st Century
TIME OBJECTIVE TEACHER’S ACTIVITY Resource T
ACTIVITY Skills
explain the  Area: The space o Introduce key terms: radius, introduction and formulas in ng of
formulas for the covered within the diameter, pi (π), ask questions. real-life formulas,
circumference circle. circumference, and area. Work in groups to problems. accuracy in
 Formulas: Collaboration: calculations,
and area of a o Explain formulas for solve assigned
Group real-world
circle.  Circumferen circumference and area problems.
activities to application,
Apply these ce: C=2πr using diagrams on the board. Independently enhance and ability to
formulas to  Area: A=πr2 Guided Practice (20 minutes) solve problems learning collaborate
solve real-life  Worked Example: using the given through peer and
problems o Solve two examples on the formulas. interaction. communicat
involving circular board: one for Discuss and Communicatio e solutions.
n: Sharing
shapes. circumference and one for reflect on their
strategies and
Analyze area. problem-solving solutions in
problems to o Highlight the relationship approaches with class
determine when between radius and the class. discussions.
to use the diameter in both formulas. Mathematical
circumference Collaborative Learning (15 minutes) Literacy:
or area formula.  Group Activity:
Understanding
and applying
o Divide students into small
mathematical
groups. concepts in
o Each group solves different practical
problems involving the contexts.
circumference or area of
circles (e.g., finding the area
of a garden, length of a
circular fence).
o Teacher moves around to
provide support.
Individual Practice (20 minutes)
 Independent Work:
o Students solve 3-4 textbook
try these problems on their
own.
o Use both standard and word
problems for variety.
Class Discussion & Reflection (10 minutes)
 Discussion:
o Students share their answers
 PERIOD/ CONCEPT IN FOCUS ASSESSMEN
LEARNER’S 21st Century
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and strategies.
o Discuss different approaches
to the problems.
o Teacher addresses any
misconceptions.
Conclusion (5 minutes)
 Recap:
o Review key points:
difference between
circumference and area,
importance of radius, and
the value of pi (π).

Period 9 The learners will  Circumference: The teacher will: Students will: Critical Textbook Evaluate
be able to The perimeter  Review of Concepts: circumference, Engage in the Thinking: (Exercise students’
Recall and of a circle, area, radius, and diameter. review of Applying 9.2, Page ability to
formulas to 158) apply
explain the C=2πr.  Quickly revisit the formulas and concepts and
solve word formulas
formulas for  Area: The space their components using a visual example solving.
problems Note book accurately,
circumference within a circle, diagram. Collaborate with involving collaborate
and area of a  A=πr 2  Solve an Example: peers in small circles. in solving
circle.  Solve a problem from Exercise 9.2 groups to solve Collaboration: problems,
(e.g., Question 1,2 and 3) on the assigned Working and explain
Apply these board. problems. together in their
groups to find reasoning in
formulas to  Emphasize how to correctly Work individually
solutions. class
solve problems substitute values into the formulas to solve selected Communicatio discussions.
from Exercise for circumference and area. problems and n: Explaining
9.2.  Asks the students to solve 2-3 check accuracy. their problem-
problems from Exercise 9.2 Discuss solutions solving
Analyze and (Questions 4,5,6) and clarify any strategies
interpret real-  Guide students as they work misconceptions in during the
class
world contexts through the problems, offering hints the class recap.
discussion.
involving circles. and clarifying doubts. Mathematical
Homework: Literacy:
 Ask students to independently solve Understanding
remaining problems from Exercise and applying
9.2. mathematical
 Encourage students to double-check concepts in
practical
their work, focusing on units and
 PERIOD/ CONCEPT IN FOCUS ASSESSMEN
LEARNER’S 21st Century
TIME OBJECTIVE TEACHER’S ACTIVITY Resource T
ACTIVITY Skills
accuracy. problems.
Period 10 & The learners will  Area and The teacher will: Students will: Critical Textbook Evaluate
11 apply the learnt perimeter  Review of Concepts: circumference, Engage in the Thinking: (worksheet students’
80 min concept and area, radius, and diameter. Area and review of Applying ) ability to
formulas to apply
complete the perimeter of parallelogram and concepts and
solve word Note book formulas
given worksheet triangle. example solving.
problems accurately,
 Quickly revisit the formulas and Collaborate with involving collaborate
their components using a visual peers in small circles. in solving
diagram. groups to solve Collaboration: problems,
 Discusses the objective Questions assigned Working and explain
from the worksheet: problems. together in their
groups to find reasoning in
 Solve a problem from (e.g., Work individually
solutions. class
Question 1,2 and 3) on the board. to solve selected Communicatio discussions.
 Emphasize how to correctly problems and n: Explaining
substitute values into the formulas check accuracy. their problem-
for circumference and area. Discuss solutions solving
 Asks the students to solve 2-3 and clarify any strategies
problems from Exercise 9.2 misconceptions in during the
class
(Questions 4,5,6) the class recap.
discussion.
 Guide students as they work Mathematical
through the problems, offering hints Literacy:
and clarifying doubts. Understanding
 Ask students to independently solve and applying
remaining problems from the mathematical
worksheet concepts in
practical
 Encourage students to double-check
problems.
their work, focusing on units and
accuracy.
Period 12 The learners will perimeter: The  Introduction (5 minutes) The students will: Collaboration: An outdoor Assess
40 min be able to total length of  Explain the Concepts: Participate in Working space with students’
the boundary of  Briefly recap the concepts of area the game by together in a clear understandi
SUBJECT safe and boundaries ng of area
Distinguish a shape. and perimeter. walking along the
ENRICHME organized Cones or vs.
between area Area: The space  Show how these apply to a square perimeter and
NT – manner during markers to perimeter by
OUTDOOR and perimeter covered within a or rectangular playing area, such as crossing the area the game. outline the observing
ACTIVITY through physical boundary. a blacktop or gym floor. when prompted. Critical perimeter. participation
THROUGH activity. Reinforce the  The teacher will Explain the Rules: Reflect on the Thinking: Whistle and clarity in
A GAME Demonstrate an difference  Select 3 taggers to stand in the difference Applying the (optional, explaining
understanding between area between area understanding for the the concepts
 PERIOD/ CONCEPT IN FOCUS ASSESSMEN
LEARNER’S 21st Century
TIME OBJECTIVE TEACHER’S ACTIVITY Resource T
ACTIVITY Skills
of how area and perimeter middle of the designated area. and perimeter of area and teacher to post-activity.
covers the space through  The rest of the class stands on the during the post- perimeter in a signal
inside a movement and perimeter and walks clockwise. game discussion. physical commands
context. ).
boundary and play.  As you call out "Perimeter... Avoid getting
Communicatio
perimeter Perimeter... Perimeter...", students tagged while
n: Discussing
measures the walk along the boundary. moving across the game’s
outer boundary.  When you shout "Area!", students the area, connection to
Apply this must cross the area without getting reinforcing the mathematical
knowledge in an tagged. Those tagged join the idea of "inside" concepts
engaging game- taggers for the next round. (area) versus during the
reflection.
based activity.  Play the Game (25 minutes) "boundary"
Physical
 Ensure students are safely playing (perimeter). Literacy:
and following the rules. Incorporating
 Rotate taggers every few rounds to movement and
give more students the chance to spatial
participate in different roles. awareness
through
gameplay.
 Call out "Perimeter" and "Area" at
varying intervals to keep students
alert.
 Discuss how the game relates to the
mathematical concepts of area and
perimeter.
 Ask students to explain in their own
words the difference between area
and perimeter.
 Reinforce how this fun activity helps
them remember the key concepts.
Assessments Planned:
Multiple Assessment: MCQ
Subject Enrichment: Outdoor Physical Activity Game
Notebook/Portfolio work
Learning Outcomes:

REFLECTION:
 PERIOD/ CONCEPT IN FOCUS ASSESSMEN
LEARNER’S 21st Century
TIME OBJECTIVE TEACHER’S ACTIVITY Resource T
ACTIVITY Skills

SEL: The student will encourage teamwork and empathy during group activities on area and perimeter. Foster self-awareness as students reflect on their problem-
solving strategies and resilience when faced with challenges.
1. Art Integration: Paper foldings : of Paralellogram , triangle and circle to demonstrate their understanding of area and perimeter and stick it in their notebooks.
Integrated with other subject: Comparing Quantities integrates Mathematics with Economics through financial concepts like percentages, profit/loss, and interest. It
connects with Art by visually representing data and quantities, and with Language as students communicate their understanding and solutions.
Value Based Question: In designing a community park, the planners must calculate the area for a playground and the perimeter for a walking track. How can
understanding the concepts of area and perimeter help you contribute to creating public spaces that promote health, inclusivity, and well-being for everyone in the
community?
Topics that will be covered in this lesson:
Introduction to Area and Perimeter:
 Definitions of area and perimeter.
 Differences between area (space inside a shape) and perimeter (distance around a shape).
Applications of Area and Perimeter:
 Real-life examples of calculating area and perimeter, such as in gardening, construction, and designing public spaces.
Measurement:
 Understanding and measuring dimensions (length, width, radius, height).
 Importance of using consistent units (cm, m, etc.).
Problem-Solving:
 Solving word problems and mathematical exercises related to area and perimeter.
 Applying knowledge to find areas and perimeters of various geometric shapes.
Outdoor Activity:
 Engaging in an interactive game to reinforce understanding of area and perimeter through physical movement.
Reflection and Discussion:
 Discussing how area and perimeter concepts apply to real-life scenarios and community planning.
 Value-based discussions on creating inclusive and healthy spaces using mathematical concepts.