Name of Teacher Maryam Jaffer Subject Mathematics

Unit Algebra Topic Solving one-step equations

Class VII Day Day 1 Week 10: 17th -21st March 2025 Duration 70 min

Solve linear equations in a single variable, involving integer and fraction coefficients. The following cases are
Attainment Target
included:

By the end of the lesson students should have:

Learning Outcomes
• Recalled translating real-world situations into algebraic equations involving two
(Knowledge, Skills and Attitudes) variables
• recalled and applied the concept of solving one-step equations using the balance
method.
• solved one-step linear equations using inverse operations including fractional
coefficients

Content and teacher activity Student activity Time Materials and Formative
Resources assessment
One Question quiz: Students will solve the given
5 to Notebooks Assessed on
question independently in
7min their ability to
A movie theater charges $8 for each adult ticket and $5 for each their notebooks Whiteboard
translate the
child ticket. If a group of 40 people buys tickets and the total amount given word
spent is $280, write an equation in two variables that represents this Peer review to be done for problem in to a
situation. Let x be the number of adult tickets and y be the number of the solution linear equation in
child tickets. • The equation is two variables
correctly formed.
(a) Write the equation in terms of x and y. • The values and
(b) What does each variable represent in this context? variables are properly
represented.
• The solution logically
follows the
information provided
in the word problem.

Provide Effective Feedback:

• Constructive
feedback to be given
to the peer. In case of
 a mistake, explain
where the error
occurred and suggest
how to correct it.

Starter activity: Pair Reading &

15min NSM-2 Through
Read Page#118 of NSM-2 in pairs Discussion: Students will
questioning
Post-reading questioning: read the provided page in Chromebooks
Comprehension Questions pairs, discussing key ideas to
1. What does the ‘=’ sign in an equation represent? deepen their understanding.
2. How is the idea of a balance used to explain solving linear Answering Questions:
equations? After reading, students will
3. In Fig. 8.1, why is the balance in equilibrium? collaboratively answer the
4. What happens to the balance when 1 is added to the right comprehension, application,
scale pan? and critical thinking
5. How can the balance be restored when 1 is added to the questions.
right scale pan? Class Sharing: Selected
Application Questions pairs will share their
6. Suppose we start with the equation 4 + 2 = 6. Using the responses with the class,
balance method, what happens if we add 3 to one side only? fostering discussion and
7. How can subtraction be used to maintain balance in an clarifying misconceptions.
equation?
8. What would happen if we multiply one side of the equation
by 2 but do nothing to the other side?
Critical Thinking Questions
9. Why is it important to perform the same operation on both
sides of an equation?
10. Can we use this balance method to solve equations with
variables? How?

Solving one step equations: • Students will explore

5 to Chromebook
Recall: solving one step equations (done in class 6) the GeoGebra link in
7min
Following link to be shared on GCR order to recall solving
https://www.geogebra.org/m/xfqjck9q one step equations
• Students post their
insights on a Padlet
• Each student must
contribute at least
one response to
ensure engagement.
WALT: Solve one-step equations
WILF: correct use of inverse operations, and clear reasoning in
order to solve one step equations
TIB: Equations help us model and solve real-life problems
effectively.
Worked Example: Students will watch the video 10min Multimedia
Following video to be shown demonstrating worked examples attentively Notebooks
for solving one step equations They will solve the explained
https://www.youtube.com/watch?v=L0_K89UJfJY examples in their notebooks
and take notes of all
important points
Written work: Students will solve the given 20 to Assessed on
Solving the following equations: questions independently in 25min their ability to
1. 𝑣 − 10 = −9 their notebooks. solve one step
2. v − 10 = −3 SEN 7B equation
through reverse
3. x − 3 = 4 operation
4. x = 2
5 through the
5. 22 = −11k written work
6. 𝑥 − 3 = −5 12 and on-spot
checking
7. 𝑥 − 12 = 1 14
8. 9 13 = 53 𝑛
9. 395 = 2𝑚
10. 11
6
1
= + p
3
Extension task:
Practice on the given link:
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-
6th-equations-and-inequalities/cc-6th-one-step-add-sub-
equations/e/one-step-add-sub-equations-2

Homework: Students will solve the given

Solve the following equations: sums interpedently in their
notebooks
1.

2.

3.
 4.

5.

Plenary: (3 stars and a wish)

Students will write their 3 5min Notebook
Students will be asked to think about the day’s lesson and write
stars and 1 wish in their
about 3 things that they can do and then make a wish for a new goal
notebooks.
to work towards.

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 Algebra Topic Solving two step equations

Class VII Day Day 2 Week 10: 17th -21st March 2025 Duration 70 min

Solve linear equations in a single variable, involving integer and fraction coefficients. The following cases are
Attainment Target
included:

By the end of the lesson, students should have:

Learning Outcomes
• Recalled solving two-step equations involving integers and fractions.
(Knowledge, Skills and Attitudes) • Solved two-step equations independently during classwork.
• Explained the reasoning behind each step in solving an equation.
• formulated their own two-step equations and connected them to real-world contexts.
• predicted changes in solutions when equation components were modified
 Content and teacher activity Student activity Time Materials Formative
and assessment
Resources
One Question Quiz: • Students will solve the
5min Notebooks Assessed don
Solve the following equation for 𝑥 given sum independently
3 their ability to
in their notebooks
− 𝑥=9 use reverse
4 • They will peer check this operation
Display the following rubric for peer assessment question method in order
to solve one step
equation in the
one question
quiz

WALT: Solve two-step equations with integer and fractional

coefficients.
WILF: solving two step equations through clear steps, correct
solutions, and reasoning behind each step.
TIB: Two-step equations help develop algebraic thinking and real-
world problem-solving skills.
Main activity: • Students will access the 10min NSM-2 Assess
Exploration on GeoGebra shared link and explore through Class
Share the following link on GCR: GeoGebra activity related discussion,
https://www.geogebra.org/m/fjekqnuh to two-step equations. Q&A
Facilitate exploration by ensuring all students access the link and • They will experiment with
engage with the activity. solving different equations
Observe students’ interactions, guiding them with probing and observe patterns in
questions like: the steps needed to
• What do you notice about the steps you take? isolate 𝑥.
• Why do we undo addition/subtraction before • In pairs, they will discuss
multiplication/division? their observations and try
Encourage peer discussion to help students construct their to identify a general
understanding before formalizing the concept. strategy for solving these
Open ended questions: equations
1. These equations are often called "two-step equations". Why
do you think that is true?
2. What strategies would you use to solve the equation 5𝑥 −
7 = 13 ?

Worked Example: • Watch the instructional 10min Multimedia Assess

A video from oxford extend will be shown to demonstrate solving two video attentively. Notebooks through Class
step equations discussion,
Q&A
 Play the video and pause at key moments to emphasize • Take notes on the key
important steps. steps for solving a two-
Guide students on how to structure their notes effectively. step equation.
Observe students as they solve the example and clarify • Solve the same example
misconceptions if needed. from the video in their
notebooks, step by step.
Written work: Students will solve the given sums 20 to Notebooks Assessed
Solve the following for 𝑥 independently in their notebooks. 30min through on-
SEN 7B spot checking,
class
discussion and
Q/As.

Extension task:
https://www.khanacademy.org/math/cc-seventh-grade-math/cc-
7th-variables-expressions/cc-7th-2-step-equations-
intro/e/linear_equations_2

Homework: Students will solve the given

Solve the following for 𝒙: questions independently in their
notebooks.
 Each student will:
5min Colored
1. Create a two-step
papers
equation of their own
(ensuring variety in
structure).
Plenary: 2. Solve it step by step,
1. Provide colored papers for students to make their work clearly showing their work.
visually appealing. 3. Write a brief explanation
2. Monitor students’ work and guide them in forming thoughtful (2-3 sentences) describing
challenge questions. how they solved it.
3. Collect the work and display them on the class softboard 4. Write a challenge
under "Equation Challenge of the Week!" question based on their
4. Encourage students to interact with the display by equation (e.g., “What
attempting their classmates’ challenge questions. would change if the
coefficient was negative?)

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 Algebra Topic Solving linear equations

Class VII Day Day 3 Week 10: 17th -21st March 2025 Duration 70 min

Solve linear equations in a single variable, involving integer and fraction coefficients. The following cases are
Attainment Target
included:
 By the end of the lesson students should have:
Learning Outcomes
(Knowledge, Skills and Attitudes) • Recognized and compare equations of the form 𝑎𝑥 + 𝑏 = 𝑐𝑥 + 𝑑 to previously learned
equations.
• Solved equations step by step, ensuring correct use of signs and operations.
• Justified their solution by checking if both sides of the equation are equal.
• Identified & corrected common mistakes in solving equations.
• Communicated their reasoning clearly when explaining solutions to a peer.

Content and teacher activity Student activity Time Materials Formative

and assessment
Resources
One Question Quiz: • Solve the equation
10min Multimedia Formatively
Solve for 𝑥 step by step in your
assessed
5𝑥 − 8 = −3 notebook.
through: Peer
• Exchange notebooks assessment,
Provide the following rubric for peer assessment: with your partner for self-reflection,
peer assessment. error analysis.
• Check their work using
the rubric displayed by
the teacher and give
marks out of 3.

WALT: Solve equations of the form 𝑎𝑥 + 𝑏 = 𝑐𝑥 + 𝑑

WILF: solve problems through correct steps, proper sign handling, and
accurate solutions
TIB: Solving these equations helps us think logically and solve real-life
problems, like balancing money or comparing distances.
Starter activity: Watch & Observe 10min Chromebooks Formatively
Teacher will provide the following link to the students • Watch the video Multimedia assessed
https://teacher.desmos.com/activitybuilder/custom/5f11a2ffde944c1fc47a5da4#preview/c99ec0a1- carefully and note key through:
78b6-4f90-a4bb-a14af5ed0a3e
Step 1: Introduction with Video points. Observation,
• Show the Desmos Classroom Activity. • Ask questions if questioning,
anything is unclear. discussion,
• Play the video on the first step to introduce solving equations
with variables on both sides. Follow Teacher’s Example peer
• Pause to check for understanding and clarify key points. • Observe and collaboration.
Step 2: Demonstration understand the
teacher’s solution.
• Solve a question on the board, modelling the step-by-step
process.
 • Highlight common mistakes and strategies for solving. • Compare with their
Step 3: Assign Activity own thinking process.
• Instruct students to work in pairs on the Desmos activity. Pair Work on Desmos
• Monitor and provide support where needed. • Work in pairs to solve
• Facilitate discussions to reinforce learning. problems in the
Desmos activity.
• Discuss reasoning with
their partner.
• Complete all tasks and
be prepared to share
findings.

Worked Example: Students will solve the given 5min Multimedia Formatively
Solve the following for 𝑥: questions independently in Notebooks assessed on
their notebooks. accuracy,
SEN 7B steps, sign
handling,
reasoning,
peer
discussion,
and error
correction
through
questioning,
discussion,
written work
and on spot
checking
Extension task:
Explore the following link:
https://www.geogebra.org/m/u9dsve8p

Homework: Students will solve the given Notebooks

Solve the following equations for x: question independently in their NSM-2
notebooks.
Homework:
Q#4 of Ex:7A of NSM-2, Page#106 to be done in the notebooks
Plenary: Padlet Activity (4 min)
5min Chromebook Formatively
Provide with Padlet wall link. • Student 1: Posts a
assessed
common mistake they
through:
noticed.
Questioning,
• Student 2: Comments peer
with a strategy to avoid discussion,
or correct the mistake. Padlet
responses,
feedback.

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 Algebra Topic Quadratic expressions

Class VII Day Day 4 Week 10: 17th -21st March 2025 Duration 70 min

● Develop an understanding of 4 quadrants, origin, x-axis and y-axis of a Cartesian coordinate system
Attainment Target
● Recognize a coordinate point (a, b); where “a” is the x-coordinate and “b” is the y-coordinate
● Plot and locate points in the four quadrants

• By the end of this lesson, students should have:

Learning Outcomes
o Identified the x-axis, y-axis, origin, and four quadrants on a Cartesian plane.
(Knowledge, Skills and Attitudes) o Explored the coordinate plane using an interactive digital tool.
o Plotted and located points accurately on the graph.
o Interpreted and recorded ordered pairs from displayed graphs.
o Differentiated between positive and negative coordinates based on
quadrants.
o Applied their understanding by solving a textbook question

Content and teacher activity Student activity Time Materials Formative

and assessment
Resources
Class Check-up: Solving linear equations

WALT: Expand and simplify binomial expressions using the FOIL

method.
WILF: Correct application of FOIL, accurate calculations, and clear
explanations.
TIB: FOIL helps in simplifying algebraic expressions and solving
quadratic
Also this method helps in solving real-life problems like calculating
areas
Starter activity: Pay close attention to the video, 10min Multimedia Assess
Play the following on Oxford Extend named “Recognize Cartesian noting key concepts such as the x- through Class
plane, identification of origin and coordinate axes” axis, y-axis, origin, and quadrants. discussion,
Post-Watch Questions: Take Notes – Write down Q&A
• What are the names of the two perpendicular axes in the important points or any questions
Cartesian coordinate system? they have while watching.
Engage in Discussion – Actively
• What is the name of the point where the x-axis and y-axis
participate in the post-video
intersect?
questioning session by answering
• How many quadrants are there in a Cartesian plane?
questions and explaining their
• If a point has a positive x-coordinate and a negative y- reasoning.
coordinate, in which quadrant does it lie?
• Identify the quadrant for the following points:
(5, -2) (-3, 7) (-4, -6) (2, 3)
• Can a point be in two quadrants at the same time? Why or
why not?
• If a point is on the x-axis, what must be true about its y-
coordinate?
• Why do you think the quadrants are numbered
counterclockwise instead of clockwise?
• Imagine a treasure map where the treasure is at (-6, 4).
How would you explain to someone how to find it using the
Cartesian plane?

Exploration through digital tools: Interactive tool: Students will use 10min Chromebook Assessed
• Introduce the Activity – Explain the objective and Math is Fun Interactive Coordinate through
demonstrate plotting points using an interactive tool. Tool and Toy Theater Coordinate Observation,
• Facilitate and Monitor – Observe pairs, ask guiding Graph. Questioning
questions, and correct misconceptions. Partner Roles: And peer
• Encourage Collaboration – Ensure both students take • Player A: Gives a coordinate discussion
turns and discuss their reasoning. (e.g., (-3, 4)) and asks Player
• Lead Reflection – Facilitate a discussion on challenges, B to plot it using the tool.
strategies, and real-world applications. • Player B: Plots the point and
identifies the quadrant.
Switch Roles
• Each student gets at least
five turns, ensuring both
partners engage in plotting
and identifying coordinates.
Challenge Round:
• One student describes a real-
world scenario (e.g., “A
drone is flying from (-2,3) to
(4,-1). Where does it cross
the axes?”), and the other
predicts and plots the path.
Written task: Peer teaching: 10min
NSM-2, Ex:8A, Page#126, Q#1 Students work in pairs; one
explains, while the other listens
xtension task: and solves.
Provide a Challenge: Ask them to create a simple shape (e.g., a Roles switch after each problem.
house, star, or initials) by plotting at least 8-10 points in all four
quadrants. SEN 7B: Printable worksheet
Write Ordered Pairs: They must record the coordinates of each
point in order.
Challenge a Friend: They swap their coordinate list with a peer,
who then plots and tries to recreate the image.
They may use geogebra or desmos for this task

Homework: Students to solve the given 30min

(A clear and zoomed in screenshot will be shared on GCR) questions independently in their
notebooks.
Plenary: • Reflect on the question
5min Sticky Notes
• Pose the question: “How is the coordinate system used in and write a response on a
maps, navigation, or gaming?” sticky note.
• Provide sticky notes (physical or digital) for responses. • Place the sticky note on
• Facilitate discussion by selecting and summarizing key the board
ideas. • Participate in the class
discussion and share
insights.

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 10: 17th -21st March 2025

Unit: Algebra
Planned by Maryam Jaffer