Name of Teacher Maryam Jaffer Subject Mathematics

Unit Perimeter, Area and Volume Topic Area, Perimeter, Surface Area and Volume – Problem
Solving
Class VII Day Day 1 Week 14: 21 - 25 April, 2024 Duration 80 min
Use concepts of area, perimeter, surface area and volume in problem solving involving
real life contexts
Attainment Target o

Learning Outcomes By the end of the lesson students should have:

 Solved problems using concepts of area, perimeter, surface area and volume.
(Knowledge, Skills and Attitudes)

Content and teacher activity Student activity Time Learning Formative

materials assessment
and (Day to day
resources assessment)

How are you explaining and demonstrating the topic? (The teaching What are the students doing What How do you
strategies/ methodology selected) to help them understand the resources will plan to assess
topic? you use that learning as it
will support the is happening?
teaching and
learning
activities?
Notebooks Informally
One Question Quiz:
assessed
Calculate the Volume and
through their
surface area of the given
retention of
triangular prism:
the previous
5 lesson’s
Peer review: Ask students to Students will solve to7min concepts of
swap their notebooks. Solve the individually in their
area and
above question on board notebook.
perimeter of
assigning marks where triangles.
appropriate and ask peers to
assess the other students’ task
and assign marks accordingly. 3min
(WALT: Real Life Problems Involving Area, Perimeter, Surface Area and Volume)
(WILF: Solve real-life problems by identifying appropriate formula for perimeter, area, surface area and volume)
Main Activity
Elicitation about formulas and concepts of perimeter, area, volume
and surface area.
Multimedia
Ask questions relating these concepts to real-life applications. Students will
participate through
Think-Aloud: discussion and 10min Rectangular
Solve following by sharing each step with clarity and taking participation by taking sheets
feedback from students. turns.

Students will participate

to construct a formula for
the trapezium.

Written Task: Students will solve the 35min Notebooks Formally,

Instructions for class work will be given. given questions Multimedia through
1- Find the total distance around the rectangular field if the On notebooks. worksheet ability to use
length of the field is 50 meters and the width is 30 meters. formula to
Also, find the area of the field. calculate
2- A rectangular ground is 8 m long and 5 m wide such that area of
there is a margin of 1.5 m along each of its sides. Find the quadrilaterals
total area of the margin.
3- Find the perimeter of the greeting card that has a length of 6
inches and a breadth of 4 inches.
4- A 2 m wide path runs outside and around a rectangular park
of length 100 m and breadth 70 m. Find the area of the path.
5- Shown below is a fish tank.

Calculate how many litres of water are needed to fill

an empty fish tank.
6- A square prism of height 11 inches has a volume of
539 cubic inches. a) Find the length of each side of the
 square base.

7- 30 circular plates, each of radius 14 cm and thickness

3 cm are placed one above the other to form a
cylindrical solid. Find the total surface area.
SEN 7C and 7A: only questions related to perimeter and area of
rectangles.
Homework: questions will be assigned through GCR
Plenary: Three stars and a wish:
Students will write in 5min notebooks
Students will be asked to write down 3 things/skills as stars they have
notebooks
understood and learnt in the day’s lesson and 1 wish (skill) in which they
want to improve

Name of Teacher Maryam Jaffer Subject Mathematics

Unit Coordinate Geometry Topic Identifying ordered pairs
Class VII Day Day 2 Week 14: 21 - 25 April, 2024 Duration 70 min

Attainment Target Plot graphs of linear equations in one and two variables [𝑎x + 𝑏 = 0 and 𝑎x + 𝑏y = 𝑐]

By the end of the lesson students should have:

Learning Outcomes
(Knowledge, Skills and Attitudes)  Identified and written equations of horizontal and vertical lines.
 Used substitution to determine coordinate points.
 Accurately plotted graphs of linear equations in one and two variables.

Content and teacher activity Student activity Ti Materials Formative

me and assessment
Resources
Starter Activity: Introduce horizontal and  Interact with the Tape Axes – Place magnets Tape, Teacher
vertical lines using a tape activity. Place tape
15
at correct coordinates based on given equations. markers for observes
on the whiteboard to represent axes, and mi
 Observe Patterns – Identify characteristics of axes labels student
students place the magnet in the coordinate n
horizontal and vertical lines. placements
axes based on the given equation (e.g., x = 3, y  Respond to Questions – Share observations and asks
= -2).
about the placement of points. concept-
Ask guiding questions such as:
 Analyze Equations – Describe the checking
 What do you notice about all points on
relationship between the equation and the line. questions.
your line?
 Make Predictions – Discuss changes when
 How can we describe this pattern in an
shifting to different vertical/horizontal lines.
equation?
 What happens if we move to another
vertical/horizontal line?
Explanation: Show a short Oxford Extend Students watch the video, take notes, and answer 5mi Oxford Oral
teacher-led questions. n Extend questionin
video explaining Recognize
video, g to check
Cartesian plane, identification
projector/scr understand
of origin and coordinate axes een ing.
Pause for questions and brief discussions.

Pair activity: Students will open the provided link. 5 Chrome Teacher
In order to assess students understanding from  Discuss and solve questions together. to books monitors
the video share the following link of a live  Use insights from the video to answer 7mi and
worksheet to be solved in pairs correctly. n provides
https://www.liveworksheets.com/w/en/math/  Compare responses and clarify doubts. hints
1261808
where
necessary.
Pair work
assessment
Written work: Students will solve the given question 30 NSM-2
NSM-2, Ex:8A, Page#126, Q#3, 4 and 5 independently in their notebooks. min Notebooks

Homework:
NSM-2, Ex:8A, Page#126, Q#2

Wrap-Up & Reflection: Discuss the importance Students discuss, correct mistakes, and complete 5-7 Exit slip Exit slips
of substitution in graphing. Present incorrect exit tickets answering: “One thing I learned mi papers provide
points and ask students to correct them. Use an today” and “One question I still have.” n insight into
exit ticket for students to reflect on their student
learning. Incorrect points to be discussed: - understand
1) ( 2 , 5 ) for 2 x+3 y =6 ing.
2) (1 ,−1) for 4 x−5 y=10
3) (−2 , 3) for −3 x+ 2 y =8
4) (4 , 0) for 5 x+ 5=15

How did you meet the individual learning needs of your students?
Questioning , Class discussion, peer-teaching, written work, on spot checking, differentiated tasks, exit slip

Name of Teacher Maryam Jaffer Subject Mathematics

Unit Coordinate Geometry Topic Linear equation graphs
Class VII Day Day 3 Week 14: 21 - 25 April, 2024 Duration 80 min
 ● Plot graphs of linear equations in one and two variables [𝑎x+ 𝑏 = 0 and 𝑎x + 𝑏y = 𝑐]
Attainment Target ●Know the equation for horizontal and vertical lines

By the end of the lesson students should have:

Learning Outcomes
(Knowledge, Skills and Attitudes)  Identified and written equations of horizontal and vertical lines.
 Used substitution to determine coordinate points.
 Accurately plotted graphs of linear equations in one and two variables.

Content and teacher activity Student activity Ti Materials Formative

me and assessment
Resources

Starter activity:  Access the Live Worksheet – Open Chrome Formatively

and navigate to the assigned activity.
10 books assessed
Students to solve the following live
 Work in Pairs – Collaborate to solve mi through
worksheet in pairs
questions. n Correctness
1574372 | Horizontal and Vertical Lines | ckann |
 Identify Patterns – Recognize of
characteristics of horizontal and vertical responses,
lines. collaboration
 Discuss Reasoning – Justify answers , effective
with a partner. pair work,
 Submit Responses – Ensure reasoning
completion for review and active
participation
Explanation: Show a short Oxford Extend Students watch the video, take notes, and answer 5mi Oxford Oral
video explaining substitution and plotting teacher-led questions. n Extend questionin
points. Pause for questions and brief discussions. video, g to check
projector/scr understand
een ing.

Students collaborate in groups to substitute 10 Desmos Teacher

Relay Race – Group Graphing Challenge. values, complete tables, and plot points using min (Chromeboo monitors
Divide students into groups, give each a linear Desmos. ks), and
equation, and have them complete the table of equations provides
values and plot points on Desmos. The first for each hints
group to correctly plot their graph wins. group where
necessary.
Equations for Relay Race: Group
Group 1: y=2 x +3 y=6 work
Group 2: 4 x−5 y=10 assessment
Group 3: −3 x+ 2 y =8
Group 4: 5 x+ y=15
Written work: Students will solve the given sums 20
NSM-2, Ex: 8B, Page#136, Q#1, 2 and 4 independently in their notebooks. to
25
min
Homework:

Wrap-Up & Reflection: Discuss the importance Students discuss, correct mistakes, and complete 5-8 Exit slip Exit slips
of substitution in graphing. Present incorrect exit tickets answering: “One thing I learned mi papers provide
points and ask students to correct them. Use an today” and “One question I still have.” n insight into
exit ticket for students to reflect on their student
learning. Incorrect points to be discussed: - understand
5) ( 2 , 5 ) for 2 x+3 y =6 ing.
6) (1 ,−1) for 4 x−5 y=10
7) (−2 , 3) for −3 x+ 2 y =8
8) (4 , 0) for 5 x+ 5=15

How did you meet the individual learning needs of your students?
Questioning , Class discussion, peer-teaching, written work, on spot checking, differentiated tasks, exit slip

Name of Teacher Maryam Jaffer Subject Mathematics

Unit Coordinate Geometry Topic Linear equation graphs
Class VII Day Day 4 Week 14: 21 - 25 April, 2024 Duration 80 min

Attainment Target ●Plot graphs of linear equations in one and two variables [𝑎𝑥+𝑏 = 0 and 𝑎𝑥+𝑏𝑦=𝑐]
● Find the values of x and y from the graph (provided that the value of any one of the two is given)
Learning Outcomes By the end of the lesson, students should be able to:
 Recall key concepts related to horizontal and vertical lines.
(Knowledge, Skills and Attitudes)  Use substitution to determine coordinate points for given equations.
 Accurately plot graphs of linear equations in one and two variables.
 Identify and correct errors in plotted points.

Content and teacher activity Student activity Time Materials Formative

and assessment
Resource
s

One Question Quiz:  Identify the coordinates (x, y) of each Multimedi

5 to a
point on the graph.
7min Notebook
 Write them in your notebook.
 Compare with a partner to ensure
accuracy.

Starter Activity – Quick Revision  Recall and explain properties of different Whiteboa Observes
 Writes equations on the board (e.g., x =
10mi rd
types of lines. student
3, y = -2, 2x + 3y = 6). n Grid
 Plot given points on the board. responses
 Asks students to classify the equation  Respond to teacher’s guiding questions. displayed and
(horizontal, vertical, or slanted). on explanations
 Calls students to the board to plot key multimedi
for accuracy.
points a
Recall – Completing a Table of Values Multimed Checks
 Demonstrates how to use substitution to ia student
find coordinates. responses
 Provides a partially completed table and and
asks students to fill in missing values. addresses
  misconcept
 Complete missing values in the table. ions.
 Discuss and compare results with peers.

Written work:  Work independently in notebooks. 40min NSM-2 Checks

 Seek clarification if needed. textbook, notebooks
notebook for
accuracy in
graphing
and
calculation
s.

Homework:

Wrap-Up & Reflection: Discuss the importance Students discuss, correct mistakes, and complete 5-8 Exit slip Exit slips
of substitution in graphing. Present incorrect exit tickets answering: “One thing I learned min papers provide
points and ask students to correct them. Use an today” and “One question I still have.” insight into
exit ticket for students to reflect on their student
learning. Incorrect points to be discussed: - understand
9) ( 2 , 5 ) for 2 x+3 y =6 ing.
10) (1 ,−1) for 4 x−5 y=10
11) (−2 , 3) for −3 x+ 2 y =8
12) (4 , 0) for 5 x+ 5=15
How did you meet the individual learning needs of your students?
Questioning , Class discussion, peer-teaching, written work, on spot checking, differentiated tasks, exit slip
Beaconhouse School System
Harley Street Campus Rawalpindi
2024-25

Mathematics Lesson Plan

Grade VII
Term 2 - Week 14: 21 - 25 April, 2024

Unit: Coordinate Geometry

Planned by Maryam Jaffer